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S w e e t B r i a r College in Virginia Catalog 2010-2011 ® www.sbc.edu • 434.381.6142 • is for girls. for is
Sweet Briar, Virginia 24595 • Office of Admissions think 800.381.6142 [email protected] Box 1052 2010-2011 College Calendar Communications with the College Fall Semester 2010 Admissions August 21, 2010______New students arrive Admissions Office • P.O. Box 1052 • Sweet Briar, Virginia 24595 [P] 434.381.6142 • [TF] 1.800.381.6142 • [F] 434.381.6152 August 25, 2010______Registration; Opening Convocation (11 a.m.) [email protected] • www.sbc.edu/admissions August 26, 2010______Classes begin September 23-25, 2010______Homecoming Weekend Kenneth T. Huus Paula K. Ledbetter ’06 Dean of Admissions Assistant Director of Admissions September 24, 2010______Founders’ Day Gretchen Gravley Tucker ’98 Grace Loughhead ’04 September 30-October 1, 2010______Reading Days Director of Admissions Assistant Director of Admissions October 15-17, 2010______Families Weekend Mary Dance ’08 Melissa Ramos ’10 November 3, 2010______Registration for Spring Term Begins Assistant Director of Admissions Admissions Counselor November 19, 2010______Thanksgiving vacation begins, 5:30 p.m. Catherine Gumpman ’10 Lacy Rourke Admissions Counselor (Residence Halls close November 21 at 8 a.m.) Assistant Director of Admissions November 29, 2010______Classes resume December 10, 2010______Classes End December 11, 2010______Reading Day General December 12-17, 2010______Examinations Sweet Briar College • Sweet Briar, Virginia 24595 • www.sbc.edu December 17, 2010______Winter break begins, 5:30 p.m. [P] 434.381.6100 (General Information/24 hour switchboard) (Residence Halls close December 18 at 5:30 p.m.) Academic Affairs/Dean’s Office Junior Year in France 434.381.6205 434.381.6109 Spring Semester 2011 Admissions Office Junior Year in Spain January 19, 2011______Spring Term begins 434.381.6142 434.381.6295 March 11, 2011______Spring vacation begins, 5:30 p.m. 1.800.381.6142 Media, Marketing and Communications (Residence Halls close March 12 at 8 a.m.) Alumnae Relations 434.381.6262 March 21, 2011______Classes resume 434.381.6131 President’s Office April 6, 2011______Registration for Fall Term Begins Business Office/Accounts Receivable 434.381.6210 May 3, 2011______Classes end 434.381.6200 Registrar’s Office May 4-5, 2011______Reading Days Co-Curricular Life Office 434.381.6179 434.381.6134 May 6-11, 2011______Examinations Residence Life and Housing May 14, 2011______Commencement Development 434.381.6420 434.381.6161 May 20-22, 2011______Reunion Vice President for Finance and Administration Financial Aid 434.381.6202 434.381.6156 Disclaimer-Every effort has been made to insure the accuracy and completeness of this Catalog. The information included 1.800.381.6156 is accurate at the time of printing. However, Sweet Briar College reserves the right to make necessary and desirable changes in policies, program requirements, programs, courses, tuition, and fees. Current and prospective students should check with College officials to verify current policies, requirements, programs, tuition, and fees. Health Services 434.381.6140 Sweet Briar College Catalog 2010-2011
Contents Sweet Briar’s Mission______2 The College______3 The Campus______3 A Brief History of Sweet Briar College______4 Admissions______6 Financial Aid______10 Academic Scholarships______12 Student Life______12 College Fees, 2010-2011______18 General Policies______22 Academic Programs______25 Academic Regulations______34 Requirements for the Degree______37 Courses of Instruction______46 Academic Honors______201 Faculty, 2010-2011______206 Board of Directors, 2010-2011______213 Administration, 2010-2011______214 Index______217 Communication with the College______Inside Back Cover
Sweet Briar College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; telephone: 404-679-4501) to award the degrees of Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Science, Master of Arts in Teaching, and Master of Education. Sweet Briar’s mission Sweet Briar College Sweet Briar’s Mission weet Briar College prepares women (and at the graduate level, men as Swell) to be productive, responsible members of a world community. It focuses on personal and professional achievement through a custom- ized educational program that combines the liberal arts, preparation for careers, and individual development. The faculty and staff guide students to become active learners, to reason clearly, to speak and write persua- sively, and to lead with integrity. They do so by creating an educational environment that is both intense and supportive and where learning occurs in many different venues, including the classroom, the commu- nity, and the world. Approved by the Board of Directors, May 2004
Statement of Purpose for one’s actions, personal initiative, and in Support of the Mission the assumption of leadership. Sweet Briar’s curriculum is organized on A highly qualified faculty, commit- the premise that a foundation in the liberal ted to the highest standards of teaching, arts enhances the development of critical engages individuals on a human scale. In and creative abilities, develops the abil- small classes, students receive the atten- ity to synthesize disparate information, tion that encourages self-confidence and equips the student for graduate and pro- the improvement of skills for life and fessional education, and encourages the livelihood. individual to continue to learn long after leaving Sweet Briar. Sweet Briar continues its commitment as an independent undergraduate A broadly based academic program women’s college in order to devote its teaches her to view her experience within resources to the education of women in wide contexts, to appreciate the achieve- the full range of the liberal arts, including ments of the past, to understand the meth- those subjects that have been traditionally ods and major theories of science, to gain considered as male domains. It welcomes an appreciation of the arts, and to com- men as well as women in selected graduate municate with precision and cogency. At programs. The College continues to seek Sweet Briar this study takes place within a diverse student body, which is drawn a residential environment that encour- from a national and international pool of ages physical well-being, ethical aware- applicants. ness, sensitivity to others, responsibility
2 2010-2011 Catalog The College/the campus
ers, and lecturers. These as well as sports events The College are open to the general public and, with rare exceptions, free of charge. The College’s art gal- weet Briar College grants the Bachelor of leries and museum serve both as resources for Arts, Bachelor of Science, Bachelor of Fine S the surrounding community and as laboratories Arts, Master of Arts in Teaching, and Master for students in arts management and related of Education. The College offers more than 35 fields. For information on current events go to programs of study as well as self-designed and our Web site www.calendar.sbc.edu. interdisciplinary majors. Students create and learn with an exceptional faculty, almost all of whom hold the doctorate or the appropri- ate terminal degree. An 8:1 student/faculty ratio insures that classes are small and each The Campus student’s educational program is customized. weet Briar’s intellectually and socially Each academic year consists of two semesters. vibrant campus is a true community, home Students are guided in the pursuit of special S not only to students but also to approximately interests, not only in academic coursework, but half of our faculty as well as many staff mem- also through internships, research opportuni- bers. It is a living laboratory, which provides ties, summer fellowships, service experiences, hands-on opportunities for exploration and and independent study. The College strongly discovery in nearly every discipline from the encourages study abroad, at one of Sweet classics and anthropology to the sciences and Briar’s distinguished programs or through engineering. History and archaeology students another approved international program. have a particularly rich setting in which to do Sweet Briar is a residential community. research inasmuch as the campus was a work- Sweet Briar women have enough ideas and ing plantation in the 18th and 19th centuries. enthusiasm to support nearly 50 student-led The main campus buildings are nestled at the and student-managed organizations—every- center of 3,250 acres of rolling hills and mead- thing from art and musical groups to student ows in the foothills of Virginia’s Blue Ridge publications and cultural awareness organiza- Mountains. The broad landscape includes two tions. A strong leadership program helps stu- lakes, six nature sanctuaries, and an extensive dents develop leadership skills. Many students network of walking, horseback riding, and hik- take part in volunteer service projects during ing trails. school terms and vacations, putting these skills The campus, designed in the early part of to work. the 20th century, is dominated by the archi- Nearly 30 percent of Sweet Briar students tecture of Ralph Adams Cram, whose work is play sports at the varsity level. The College is also seen at MIT, Princeton, Wellesley, Rice, a member of the National Collegiate Athletic and West Point. Twenty-one of Sweet Briar’s Association (NCAA) Division III and com- 30 campus buildings have been placed on the petes in the Old Dominion Athletic Conference National Register of Historic Places. (ODAC). The College’s Riding Program is rec- Within these historic buildings are housed ognized as one of the best collegiate programs impressive academic facilities. Our science lab- in the nation. oratories contain some of the best instrumenta- Sweet Briar College offers cultural events tion in the nation for liberal arts colleges. including plays, concerts, theater, dance, and The Mary Helen Cochran Library is the other presentations throughout the year, by cornerstone of the College’s library services. students, faculty, and visiting artists, perform- The Junius P. Fishburn Music library, located
3 A Brief History Sweet Briar College
in the Mary Reynolds Babcock Fine Arts build- The Florence Elston Inn and Conference ing houses music materials. The Martin C. Center complex, located on campus, provides Shallenberger library in the Anne Gary Pannell a 10,000 square foot state-of-the-art conference building holds the Fanny B. Fletcher College facility and an inn featuring 38 comfortable Archives, the Fergus Reid Rare Book collec- rooms. tions and the College’s book arts collection. The College is centrally located within the Older journals, microform resources, and gov- state of Virginia, 50 miles south of Charlottesville ernment resources are housed in the Wick and 165 miles southwest of Washington, D.C., Closed Stack facility. Together with Cochran, on U.S. 29. these resources provide students with one of the finest private college libraries in Virginia. The collections include over 250,000 volumes, 400,000 microforms; subscriptions to more than 1,000 current periodical titles; and 8,000 A Brief History audio-visual materials. The library system also provides the College community with access to of Sweet Briar an enormous range of electronic databases and full text resources through the library Web page
4 2010-2011 Catalog A Brief History
Council on Education, and was approved Sweet Briar’s leadership in student engage- by the Association of American Universities. ment is reflected in a new mission statement, Its chapter of Phi Beta Kappa authorized in adopted in 2004, refocusing the College on 1950, the Theta of Virginia, is one of fewer its first principles, but recognizing that in the than 250 chapters nationwide. In 1952, Sweet 21st century, students who will become “useful Briar became a charter member of the Virginia members of society” must, as liberally edu- Foundation for Independent Colleges (VFIC). cated women, be well equipped to move into professional life. The College inaugurated its An early leader in international study, Sweet first graduate programs, a Master of Arts in Briar established an exchange program with the Teaching and a Master of Education, in 2004, University of St. Andrews, Scotland, in 1932. and also that year, became only the second In 1948 it began its renowned Junior Year in women’s college in the nation to offer a pro- France Program, to be followed in 1984 by a gram in engineering. Junior Year in Spain Program in Seville. Sweet Briar is accredited by the Commission In 1978, the Virginia Center for the Creative on Colleges of the Southern Association of Arts opened to Fellows. The center is affili- Colleges and Schools (SACS) to award degrees ated with Sweet Briar and located at Mount at the bachelor’s and master’s levels. It is a mem- San Angelo, a nearby estate belonging to the ber of the College Entrance Examination Board College. Today, the VCCA is one of the fore- and a contributing member of the American most working retreats for artists in the world, School of Classical Studies at Athens. and the only one with direct ties to a college or university. In 1995, 21 of the College’s buildings were listed on the Virginia Landmarks Register and the National Register of Historic Places as a National Historic District. Sweet Briar College celebrated its centen- nial in 2001, and moved vigorously into its second century both in terms of its physical facilities and educational programs. In 2002, the College completed a new quad around a Student Commons, a village green that links residence halls with student services, dining facilities, a bookshop and cafe, post office, and student organizations. In 2006, a new studio arts facility was opened. These new facilities exemplify Sweet Briar’s commitment to an educational environment that is integrated, intentional, and rooted.
5 Admissions Sweet Briar College
Admission to the First-Year Class Admissions Sweet Briar seeks talented women who are motivated, enthusiastic about learning, and [www.admissions.sbc.edu] want to take an active part in their educa- weet Briar College welcomes applications tion. The Admissions Committee looks for Sfor admission from students of varied qualities such as independent thinking, ethical backgrounds, talents, interests, and experience principles, assertiveness, and an appreciation who want to pursue an education in the liberal of diversity. Requirements normally include a arts and sciences. The Admissions Committee minimum of 4 units in English, 3 in mathemat- selects applicants who present evidence of a ics, 3 in social studies, 2 sequential years in a strong academic foundation, scholastic ability foreign language, and 3 units in science, as well and motivation, and strength of character. as additional units in these subjects to total 16. Most candidates have 20 such academic units. Campus Visits Special attention is given to the difficulty of the Prospective students are encouraged to visit applicant’s curriculum (including the number the College for interviews and campus tours at of Advanced Placement (AP) or International any time during the year. While the College is Baccalaureate (IB) courses), her performance in in session, class visitation, appointments with her academic courses, and the school attended; faculty members and coaches, tours of cam- scores on the SAT I or on the ACT are required. pus, and an overnight stay in a residence hall An interview at the College is strongly encour- aged but not required. with a current student may be arranged. The Admissions Office is open from 8:30 a.m. to A suggested curriculum is provided (see 5 p.m., Monday through Friday through- page 7) to aid candidates for admission to out the year and on Saturday mornings Sweet Briar and other selective colleges. (by appointment) from opening week in The Admissions Office is glad to advise September until Commencement in May. prospective students about their high school or Special open house weekends for prospec- community college programs, especially if they tive students are held several times during the have questions about course choices. year. For information about all campus visits, contact the Admissions Office at 434.381.6142, Sweet Briar College accepts the General toll free 1.800.381.6142, or via e-mail, Education Diploma (GED) in lieu of a high
6 2010-2011 Catalog Admissions
Sweet Briar College adheres to the National Application Credentials Candidates’ Reply Date Agreement, which Application for admission should be made allows students until May 1 to indicate their on an application form supplied by Sweet intention to enroll. Briar College and accompanied by the non- refundable application fee. The College also Test Schedule accepts the Common Application (paper or PSAT: 10th or 11th Grade (Fall) online) or the online application posted at SAT I or ACT: 11th Grade (Spring) www.admissions.sbc.edu. The following creden- 12th Grade (Fall) tials are required: a) Application form, including a required Suggested College Preparatory Curriculum application essay. for High School Students b) School records. Official transcripts of all 9th Grade English academic work completed to date. Sweet Foreign Language Briar College accepts the General Education Mathematics: Algebra I/ Geometry Diploma (GED) in lieu of a high school (Students who can take Algebra I diploma for first-year, transfer, and Turning in the 8th grade are encouraged to proceed through to Calculus in the Point adult students. Individuals with a GED 12th grade) are encouraged to contact the Admissions Science: Earth Science, Office early in their application process. Introduction to Physical Science c) A recommendation of character and aca- or Biology demic promise from the high school college Social Studies: Geography or World History counselor, including information about the candidate’s interests, attitudes, and activi- 10th Grade English ties as a member of the school community. Foreign Language Mathematics: Geometry/Algebra II d) A recommendation from a teacher in an academic subject taken during or after 11th Science: Biology or Chemistry grade. Social Studies: World History 11th Grade English e) SAT I or ACT standardized test results. All applicants for the first-year class must take Foreign Language the SAT I or the ACT before an application Mathematics: Algebra II, Pre-Calculus can be evaluated. Sweet Briar requires that students contact the appropriate testing Science: Chemistry or Biology II agency and have official scores submitted Social Studies: U.S. History directly to the College. Sweet Briar’s SAT 12th Grade English CEEB code is 5634, and the ACT code is Foreign Language 4406. Mathematics: Pre-Calculus, Trigonometry, Functions, Students who are accepted to Sweet Briar Analytical Geometry, or Calculus must reply to the College by May 1. An enroll- Science: Physics or Chemistry II ment deposit of $500 is required at that time for Social Studies: Government or those who intend to matriculate at Sweet Briar. European History Note: Students are encouraged to opt for Advanced Placement, Honors, or International Baccalaureate courses where appropriate.
7 Admissions Sweet Briar College
Homeschooled Students the admission decision is sent to the applicant Homeschooled students applying for admis- shortly after all credentials are complete. sion to Sweet Briar should submit the applica- Students who transfer to Sweet Briar from tion for admission with all required credentials. colleges accredited by their regional associa- A campus visit and interview with an admission tions will receive tentative credit for courses counselor is recommended. in which a grade of “C-” or better has been obtained and which satisfy the aims of lib- Transfer Students eral arts courses as interpreted at Sweet Briar Sweet Briar welcomes applications from quali- College. Not more than 60 credit hours from fied students who wish to enter with advanced another institution will be allowed toward the standing from other colleges or universities. 120 credit hours required for the Sweet Briar Candidates should fulfill the requirements for degree. Courses offered to satisfy general edu- admission to the first-year class, including cation requirements must conform in content the SAT I or the ACT, and it is recommended to courses given at Sweet Briar. that they have completed at least one full year Neither academic credit nor placement are of successful college work. In addition to the awarded for the College Level Examination application form, students wishing to apply for Program (CLEP), experiential learning, or admission as a transfer student should present Armed Services experience. the following credentials: a) An official transcript of secondary school International Students records. Sweet Briar College accepts the Sweet Briar is committed to the recruitment General Education Diploma (GED) in of international students who are interested lieu of a high school diploma (see Other in obtaining the Bachelor of Arts, Bachelor of Admissions, page 9). Science, or Bachelor of Fine Arts degree in the b) An official transcript of record from each United States. college attended. International students are required to sub- mit the following credentials: c) An official copy of all standardized test a) A completed Sweet Briar College applica- scores taken in the high school years. tion or the Common Application, including d) A catalog showing descriptions of the the required application essay. courses taken in college. b) Test of English as a Foreign Language e) A recommendation from the Dean or other (TOEFL) score results, SAT I or ACT official of the college on a form to be sup- standardized test score results, or IELTS plied by Sweet Briar. (International English Language Testing System) scores. f) A recommendation from an academic pro- fessor who has taught the candidate. c) Official copies of high school (or equiva- lent) transcripts. g) A statement explaining why the applicant wishes to transfer, and why the applicant is d) Recommendations from two school officials interested in Sweet Briar. (at least one from a teacher) that attest to the student’s ability and readiness to be suc- The application deadline for fall entrance is cessful in an American college. June 1 and for spring entrance is November 1. An interview and campus visit are strongly encour- e) International Student Financial Aid aged. Admission decisions are made for transfer Application. applicants on a rolling basis and notification of
8 2010-2011 Catalog Admissions
For the International Student application, President/Dean of Co-Curricular Life. Students as well as for information about course offer- who turn 23 years of age prior to the semester ings and fees, contact the Admissions Office via of their enrollment are permitted to reside off e-mail,
9 financial aid Sweet Briar College
board. The student may live on campus if hous- ing is available, and may purchase the College Financial Aid meal plan. Applications may be obtained from he student and her family are expected to the Office of the Dean. This offer does not Tpay for Sweet Briar’s cost of attendance to apply to the graduate program in education. the extent they are able. If the family demon- strates that it lacks the financial resources to Students with Disabilities do so, the student becomes eligible to receive Sweet Briar College complies with Section need-based financial assistance. 504 of the Rehabilitation Act of 1973 and the The student demonstrates her eligibility for Americans with Disabilities Act and accepts assistance through an application process in students with documented disabilities who which she and her family submit documents can successfully pursue the College’s academic detailing their financial income and assets. program. Sweet Briar recognizes its responsi- Sweet Briar applies the Federal Methodology bility to provide individuals with disabilities need analysis formula to this financial infor- mation to calculate the family’s ability to pay with equivalent access while maintaining the the College’s full cost of attendance. The dol- standards that are essential to the academic lar amount calculated is determined to be the program. Reasonable accommodations are expected family contribution. If that amount assessed and made on an individual basis. is less than Sweet Briar’s cost of attendance, Admission to Sweet Briar College is based on the difference is called financial need, and the College offers the student an award package to the requirements outlined in this catalog. Sweet help make up the difference. Briar does not discriminate on the basis of dis- ability in the admissions process. If an appli- The student receives an award letter which cant believes that an accommodated admission specifies the total amount and the individual review is warranted, the applicant must initiate sources of assistance, and any follow-up action the process (by law, the Admissions Office can the student must take to have the assistance credited on her tuition account. not address a disability unless the applicant is self identified). The applicant must submit a written request for an accommodated admis- The Award Package sions review to the Dean of Admissions and The award usually consists of grant, loan, and job money. Grant money is not repaid, enclose with that request the appropriate docu- loan money must be repaid, and job money is mentation. The request will be evaluated by the received in the form of a monthly paycheck for Dean of the College or other college official as work which the student performs in the campus appropriate, who will forward a recommenda- job to which she is assigned. tion to the Dean of Admissions for inclusion in the admissions review process. If the student is the recipient of an academic scholarship from the College or a scholarship or grant from outside the College, that must Alumnae Admissions be considered part of her financial award. Also, Representatives if she obtains additional grant money from a Many Sweet Briar alumnae across the coun- source outside the College after she has received try, who serve as Alumnae Admissions her award, her award must be reviewed and, if Representatives (AARs), stand ready to answer appropriate, adjusted to ensure that her package does not exceed her need. any questions prospective students may have about the College. In addition, AARs are The loan and job portions of the award are trained to conduct interviews in their local area optional—the College does not require the if students are unable to arrange a visit to the student to accept either—but if the student campus. declines either or both, she and her family are
10 2010-2011 Catalog financial aid responsible for finding the additional funds to year, the student must submit information make up the difference. about her family’s income and assets on the 2011-2012 Free Application for Federal Student Grants that may be part of the financial assis- Aid (FAFSA). She also must provide signed tance award include the Federal Pell Grant, the photocopies of her and her family’s 2010 IRS Federal Supplemental Educational Opportunity 1040s and W-2s, as well as any other documents Grant, the Virginia Tuition Assistance Grant, specified by the Financial Aid Office. the Virginia College Scholarship Assistance Program Grant, the Pennsylvania Higher Education Assistance Authority Grant, the Application Deadlines Vermont State Grant, grants provided under Application deadlines in effect for the 2011-2012 the auspices of the Virginia Foundation for school year for regular decision applicants for Independent Colleges, Sweet Briar College admission, February 1, 2011; and for currently Grants, and private scholarships or grants, enrolled students who have received need-based which the student obtains on her own initiative. assistance in the 2010-2011 school year, May 15, 2011. Loans that may be part of the financial assistance award include the Federal Perkins Loan, the Federal Direct Ford Loan, the Federal General Information Direct Unsubsidized Ford Loan, the Sweet Briar Students or family members who have questions College Loan, and the Mary and Lee Ashcraft about eligibility for need-based assistance or who Loan. wish to have information regarding the College’s tuition payment plans should contact the Financial Funding for the student’s campus job may be Aid Office
11 academic scholarships Sweet Briar College
Virginia residents who also qualify for one of Sweet Briar’s merit scholarships, the Sweet Briar Student Life College Virginia Grant becomes part of that total scholarship award. To be eligible for the weet Briar College blurs the distinction Sweet Briar College Virginia Grant, students Sbetween formal classroom learning and must be enrolled at Sweet Briar as full-time, student life. From serving on a judiciary com- undergraduate degree-seeking students. mittee, to hiking the Blue Ridge Mountains, to having a campus job, many of the experi- ences students engage in outside the class- room complement their academic pursuits and Academic Scholarships broaden their understanding of the world in weet Briar College is pleased to be able to general. Because these experiences enhance Srecognize excellence in all its forms. The the curriculum, they are called co-curricular College values students of extraordinary over- experiences and grouped under the heading of all academic achievement, along with those Co-Curricular Life. who have developed special competence in the At Sweet Briar, curricular and co-curricular areas of art, natural science, music, humanities, or social sciences. Sweet Briar also seeks stu- programs work together to further the educa- dents who have shown superior involvement in tional mission of the College. Students are given school and community activities. opportunities to connect classroom learning with student life, as well as to contribute to a Named scholarship funds—Prothro, diverse campus community through participa- Founders, Commonwealth, Betty Bean Black, tion in social, cultural, and recreational activi- Sweet Briar, and Fletcher—are made possible by gifts provided by generous alumnae and friends ties. Students are also encouraged to test their of the College. Such philanthropy has made it knowledge and skills in off-campus internships, possible for Sweet Briar to rank among the high- volunteer activities, and outdoor adventure pro- est in the nation in the amount of endowment grams. per student. Academic life, involvement in sports and If a student wishes to be considered for an recreation, and participation in a rich variety of academic award, her Application for Admission co-curricular opportunities are all parts of the and all supporting credentials must be com- Sweet Briar experience. pleted by February l. She will automatically become a scholarship candidate; there is no separate application. Co-Curricular Life [www.ccl.sbc.edu] Questions regarding scholarships should be Through participation in co-curricular oppor- directed to the Admissions Office. tunities, students gain both self-knowledge and a greater sense of social responsibility. They are challenged to assume positions of leadership in student government, peer judicial boards, clubs and organizations, and athletics. No matter the level of interest or time commitment, volun- teer opportunities are available to community members. The Division of Co-Curricular Life encour- ages student creativity and the generation of new ideas. Staff members work closely with individual students, faculty, staff, as well as
12 2010-2011 Catalog student life clubs, organizations, and groups to create inno- quiet and contemplation. The College campus vative and engaging programs, including events covers 3,250 acres and includes woodlands, that offer nothing more than fun and relaxation. nature sanctuaries, farmland, lakes, a moun- tain outing cabin, the Rogers Riding Center, The Division of Co-Curricular Life con- recreational facilities, and trails for hikers, sists of seven areas: Career Services, First and bicycles, and horses. The outdoor component Sophomore Year Student Programs, Health of New Student Orientation helps make new and Counseling Services, Leadership Programs, students aware of these natural and recreational Outdoor Programs, Residence Life, and Student resources. Involvement and Programs. Students who choose to become involved in one or more of these areas gain valuable experience by helping Residence Life first-year students adjust to college life, teaching Sweet Briar’s student residences provide a peers about health and wellness issues, coordi- unique opportunity for students to learn, live nating lectures and performances, or leading and grow in a dynamic and diverse community. students through a variety of outdoor adven- Residential living offers students more than just tures. Additional information about co-curric- a room; it is a vital component of a total edu- ular programs and events is available online. cational experience. Living in a residence hall or apartment gives students the opportunity Orientation to develop self discipline, establish meaningful relationships, and become responsible members Orientation is the first step in a new student’s of the community. The community includes all collegiate career. This program is designed to students, both those who live on campus and familiarize new students with the Sweet Briar those who enroll as non-residential and Turning campus. In addition, New Student Orientation Point students. is designed to help students become comfortable with one another as roommates, classmates, and The College provides housing for students members of the Sweet Briar community. in eight different facilities. In addition to sin- gle- and double-occupancy rooms, there are a During this time, students meet with aca- number of triple and quad suites that include demic advisors, learn the ins and outs of campus a common living area, as well as apartment life, how to use the computer network, how to style living. Students eligible for an exemption get around the library, and gain an understand- to the on-campus residency requirement must ing of the Honor Code. In one Orientation live with a legal guardian(s) in Lynchburg, activity, Learning on the Land, students partici- Amherst County or Nelson County. Requests pate in an exploratory session that examines the should be made to the Vice President/Dean Sweet Briar environment from different per- of Co-Curricular Life. Students who turn 23 spectives, including anthropology, art, ecology, years of age prior to the semester of their history, horticulture, and music. These sessions enrollment are permitted to reside off campus are created and taught by faculty, administrators upon approval of a written request to the Vice and staff members with a goal of combining President/Dean of Co-Curricular Life. learning, recreation, and service. Session topics and instructors vary from year to year. The Office of Residence Life employs live-in staff members who help to create and main- Students also become acquainted with tain community within student residence areas. the many services, resources, and opportunities These staff members have a high degree of vis- offered at the College. ibility and serve as resources for students: Sweet Briar College is an outstanding setting for an active lifestyle balanced with moments of
13 student life Sweet Briar College
n Resident Coordinators (RCs) are part-time n Second Year students conduct Exploration. professionals who live in the residence halls Students continue to explore career fields of and serve on-call after hours duty, including interest, attend advanced workshops on such weekends. These staff members are selected topics as developing résumés and cover letters, for their expertise and interest in counseling, interviewing, and networking. Students may conflict mediation and community develop- also participate in internship opportunities ment. or explore career fields through work experi- ences. n Resident Advisors (RA’s) are the student members of the Residence Life staff who n Third Year students focus more directly on live and work with new students and serve their Experiences. Students are expected to as Orientation leaders and as community participate in either focused career research resources. They also live and work with upper- or begin preparing for graduate school. class women to help educate and empower Interviewing and job searching techniques are fellow students. RA’s assist the College in enhanced while students continue to work on its overall operation of the Residence Life these areas. Internship opportunities consist- program and work collaboratively to provide ing of on- and off-campus employment are balance, support and fun to the residential emphasized. Students receive assistance with community. graduate and professional school entrance exams, applications and interviews.
Career Services Center n Fourth Year students focus on Lifetime The comprehensive career services program is Applications of Skills and Interests. These available to all students and alumnae. It is based students are assisted in the formal aspects on the premise that career planning for women of job searching. Information gathered over is highly individual and lifelong. The Career their previous three years—inventory tests, Services staff help students formulate their plans internship experiences, résumés, and other for careers, future study, or both. experiences—provide the documented refer- Permanent credential files for graduates are ences seniors need to prepare for job fairs and maintained and pertinent information is for- interviews. Sweet Briar participates in major warded to prospective employers and graduate job-search opportunities such as field/major schools for all seniors and alumnae who register specific career events, campus interviews, and for this service. Students are encouraged to con- the annual CHALLENGE job fair. Through sult the Career Services Center early and often. mock interviews and transition to the world The formal program begins in the fall semester of work programs, Sweet Briar students are of a student’s first year at Sweet Briar. provided with many opportunities to manage the transition from college to careers. A four-year plan introduces students to the concept of career services: Health and Counseling Services n First Year students engage in Self Health and Counseling Services provide com- Assessment. Students can take inventory tests prehensive primary care with an emphasis on that provide insightful information regarding women’s health. The staff offers general ambu- career preferences and technical strengths. latory medical care, gynecological services, and They are encouraged to begin exploring career other health-related practices. fields of interest. Through carefully planned The Health Center is staffed by a nurse workshops, students take the first steps toward practitioner, RN, and a medical office manager. establishing career goals and constructing The center contracts with a local family-practice effective résumés.
14 2010-2011 Catalog student life physician for on-site visits and consultation. Students have the opportunity to participate A licensed mental health professional offers in the Certificate Program; a three-year com- counseling and assistance to students with per- mitment on the part of the student. Recognizing sonal, family, social, or educational concerns. that each student develops at a different pace An additional agreement with a psychiatrist and their interests are as varied as the defini- provides consultation services and care. Student tion of leadership, the program incorporates leaders, known as SweetPEAs, promote wellness criteria that encourages individuality, focus, and healthy lifestyle choices through a range of and involvement on the part of the student. programs. The Leadership Certificate Program combines academic courses with campus workshops, lec- All services are confidential. Health and tures and meetings, community service/campus Counseling Services offices are open Monday engagement opportunities, internship and/or through Friday during normal college business study abroad options. hours. After-hours emergencies are handled by trained campus safety officers, residence hall Students not desiring to commit to the staff, and the Amherst Rescue Squad. Leadership Certificate Program are encour- aged to participate in programmatic areas that The Outdoor Program are of interest to them. Each academic year, The Sweet Briar Outdoor Program (SWEBOP) other opportunities for leadership include: provides outdoor recreational activities and participating in LEAP (Leaders Emerging and adventures that foster personal growth, lead- Achieving Program), attending the annual ership, and environmental responsibility. Student Leadership Conference, applying for a SWEBOP’s popular series of outdoor programs number of campus leadership positions, being include backpacking and hiking, rock climb- nominated into Who’s Who Among American ing, caving, whitewater rafting, kayaking, and a Colleges and Universities, and selection into variety of other activities. These adventures are ODK (Omicron Delta Kappa). available to students at all skill levels. Volunteerism Students are given additional opportunities Whatever the interest, whatever the need, Sweet to become outdoor instructors who build group Briar staff are willing to help students become dynamics, communication and leadership skills. involved with a volunteer project or civic They are also trained in the technical aspects engagement opportunity. Information regard- needed for each adventure program. ing resources is available through the Chaplain’s Office. Student Leadership Sweet Briar College’s student leadership pro- Student Involvement and Programs grams prepare women to become responsible Student Involvement and Programs promotes members of a global community. Through an involvement in social, cultural, academic and intense and supportive educational environ- wellness activities which enhance the classroom ment, faculty and staff guide students to lead experience and helps students to create rich and with integrity, honor and commitment. They interesting lives on and off campus. Students do so by incorporating the college’s strong lib- are encouraged to design and produce a variety eral arts curriculum, creating and encouraging of events including social events and parties, learning opportunities within and outside the concerts, comedy nights, game nights, poetry traditional classroom, the campus community readings, athletic activities, and more. Funding and the world. is available to support student initiatives.
15 student life Sweet Briar College
Campus Events Organization nizations and assists them with sponsoring Student events are developed and produced by Saturday night events for the campus. Past the student-run Campus Events Organization initiatives have included concerts, movies, game (CEO) with guidance from the Director of nights, open mic events, and more. Many of the Student Involvement and Programs. Funded by activities take place in the Fitness and Athletics the student activity fee, CEO provides a range Center (FAC). of programming: comedy, novelty, main stage concerts, solo performers, cultural enrichment Student Government and wellness. Students participate in the governance of the CEO also supports Sweet Briar’s belief in the College through the many offices and com- importance of experiential learning. Students mittee positions of the Student Government gain training and experience in event plan- Association (SGA). The Association and its ning and management, finances, publicity, time committees are largely responsible for the self- management, organizational behavior, and governance of the student body. advertising. These opportunities are person- ally enriching and have the potential to lead to Honor System internships and career employment. The Student Government Association is founded upon a highly developed concept of Student Organizations honor which applies to all phases of academic Among the advantages of a women’s college and social life. It is based on the fundamental are the unlimited opportunities for students belief that community harmony is best achieved to participate and assume leadership roles in when it has as its basis honor and mutual trust. many types of organizations and activities. Each entering student becomes a full member At Sweet Briar, students are urged to actively of the Student Government Association upon engage in existing co-curricular and depart- taking the Honor Pledge, which in essence states mental offerings. They are also encouraged to that Sweet Briar women do not lie, cheat, steal, establish groups and clubs if existing offerings or violate the rights of others. do not correspond to their interests. Examples of organizations initiated by students include Media Environmental Club, Model UN, Business Club, Students are welcome to join the staff of the Christian Fellowship, Amnesty International student publications. Red Clay, the College and the Cooking Club. Campus organizations literary magazine, publishes student poetry, are funded through the Student Life Fund and stories, photography, and artwork. The Sweet are part of the Inter-Club Council. In addi- Briar Voice, the College newspaper, and The tion, Student Involvement and Programs offers Briar Patch, the College yearbook, are published specialized training, resources, and professional in the spring. development activities to student organizations Students interested in broadcasting can take and their advisors throughout the academic part in writing, producing, and announcing year. documentary or entertainment programming for the College’s student-run radio station. Late Night Programs There is always something to do each Saturday The opinions expressed in any Sweet Briar night at Sweet Briar thanks to the Late Night College publication or other forms of media are Vixens and the initiative of many students. not necessarily those of the students, faculty, staff Student Involvement and Programs and the or administration. Therefore, Sweet Briar College LNV’s provide funds to various clubs and orga- is not responsible for its content. Editorials repre- sent the opinion(s) of the editor(s).
16 2010-2011 Catalog student life
College Chaplain committed to enhancing the physical, mental Sweet Briar has a full-time chaplain who serves and emotional well-being of all students as an to support the spiritual lives of students. The integral part of their educational experience. Chaplain’s Office sponsors weekly opportuni- The Instructional Program offers a wide range ties for worship, study, volunteer service and of activities allowing each student to develop ethical reflection. Because we live in an increas- skills and knowledge that will contribute to a ingly diverse world, the College Chaplain works healthy lifestyle. intentionally to develop programs that speak The Intercollegiate Athletics Program provides to the needs of students from all faith back- opportunities for competitive excellence for grounds. The Chaplain also serves as advisor students with advanced skills. Through high to the Campus Spirituality Coalition, a student quality coaching, facilities and funding, student- group devoted to promoting greater under- athletes are afforded the opportunity to succeed standing, mutual respect, and harmony among both as individuals and as team members. Sweet people of varying religious backgrounds. Briar College is a member of the Old Dominion On campus, students may take part in Sunday Athletic Conference and NCAA Division III, night worship services in the Chapel, Roman sponsoring seven varsity sports for women in Catholic campus ministries, Bible studies, sup- field hockey, lacrosse, soccer, softball, swim- port groups, lectures, and special Friday Night ming, tennis and volleyball. Torah Study and Shabbat Observance events Sweet Briar’s 3,250-acre campus provides a related to religion and spirituality. Students superb natural setting for jogging, hiking, have many opportunities for leadership in cam- biking, tennis, soccer, swimming, and many pus ministry by serving as a Sweet Spirit, as other sports and outdoor activities. The new Fresh Spirits or becoming involved with Habitat expanded Fitness and Athletics Center facilities for Humanity. A student-led chapter of Campus include basketball, tennis, badminton, racquet- Christian Fellowship meets weekly for worship ball, squash, and volleyball courts, weight-train- and fellowship. The Chaplain is available to ing equipment, a cardio-fitness center, fenc- students for confidential pastoral counseling. ing and aerobics room, elevated track, and a In addition to on-campus spiritual oppor- 25-meter pool. Located on campus are fields for tunities, the Chaplain’s Office serves as a liai- hockey, lacrosse, softball, and soccer, as well as son to many area churches, synagogues, and 14 tennis courts. The fencing club team plays mosques which welcome Sweet Briar students. a club schedule against a variety of colleges. The Chaplain’s Office also assists students inter- Recreational, fitness and student club oppor- ested in taking part in mission trips throughout tunities include basketball, volleyball, cross- the United States or to international venues country running, tennis, touch football, soccer, during holiday, spring, and summer breaks. spinning, aerobics, and other sports.
Lastly, the Chaplain’s Office sponsors the Public Events Ethics Bowl, an intercollegiate debate program [www.calendar.sbc.edu] in which students have the opportunity to study From informative, entertaining talks by leading and debate ethical issues. authors and scholars to dynamic dance concerts and cutting-edge art exhibitions, Sweet Briar’s Athletics events schedule reflects the rich diversity and [www.athletics.sbc.edu] tastes of the College and its surrounding com- At Sweet Briar, athletics and physical education munity. are an important part of the education of the total student. Department faculty and staff are
17 college fees Sweet Briar College
Distinguished speakers and professional companies visit our theater and lecture halls College Fees, each year. Recent presenters include environ- mental journalist Michael Pollan, environmen- tal lawyer Robert F. Kennedy Jr., filmmaker 2010-2011 John Waters, authors Zakes Mda and Manil weet Briar College has an endowment of Suri, Pulitzer Prize-winning author and natu- Sapproximately $83 million, the income ralist Edward O. Wilson, and performing artists from which supplements the student fees to Bread and Puppet Theater, the Ying Quartet, meet the College’s operating costs. Additional and the American Shakespeare Center on Tour. financial support continues to be provided by gifts from alumnae and friends of Sweet Briar. Plays, lunchtime music concerts, sport- ing events, art exhibits, film festivals, museum activities and more await. Visit our Web site for Payment of Tuition, Room, Board, a list of current events. Fees, and Other Costs and Charges All amounts due for tuition, room, board, fees Riding Program and other costs and charges must be paid as and [www.riding.sbc.edu] when due, and each student is responsible for Students in the Riding Program often seek timely payment. All statements are mailed to the to expand their knowledge and experience by student’s home address. Student accounts can serving as trail guides, horse show coordina- also be viewed online. tors, student assistants, and student teachers. The College also holds the parents and/or Additional leadership opportunities include the guardians of the student responsible for the student/faculty Advisory Committee and the full and prompt payment of all tuition, room, student-run Riding Council. For information board, fees, and other costs and charges, jointly on the Riding Program see page 182. and severally with the student. Arrangements for The Harriet Howell Rogers Riding Center, borrowing funds are between the student and/or one of the nation’s best college riding facilities, parents/guardians and the lending institutions. includes a 120- by 300-foot indoor arena with Any amounts not paid to the College by lend- eurofelt footing, an outdoor lighted show ring ing institutions or third parties on the due date with a sprinkler system, two additional outdoor must be remitted by the student and/or parents/ rings, modern show-jumping equipment, and guardians on the scheduled dates. You are urged extensive trails. to make any necessary financial arrangements well in advance of the dates on which amounts are due the College. No student will be permitted to attend the College unless her tuition, room, board, and fees are paid in advance. All financial obligations for tuition, room, board, fees, and other costs and charges of a student to all departments or enterprises of the College must be satisfied in full before she will be permitted to receive tran- scripts, to receive a diploma, or register for or enter classes in any succeeding term. The College reserves the right to change its tuition, room, board, fees, and other costs and charges at the end of any term.
18 2010-2011 Catalog college fees
This Catalog statement is considered suffi- * Fees are paid at the time of registration. cient notice of the time and terms of payment. Our semester fees are based upon each student tak- Statements are sent, however, as reminders, ing an average of 15 hours for credit per semester. for the convenience of students before each However, the student may take as many as 19 payment is due. credits with no additional fee. Any credits in excess of 19 will be billed at $450 per credit hour. These Schedule of Payments fees will be added in the third week of classes and will be due upon receipt of the next statement. Resident Student Fees Tuition...... $29,720 Room and board...... $10,780 Payment of Amounts Due (Single room and Green Village additional.) All amounts due must be paid promptly at the times specified. Checks should be made payable to Facility fee...... $200 Sweet Briar College and sent to the Business Office. Payments Due Reservation fee...... $500 Refund Policy This non-refundable fee will be credited on the first- Students are enrolled at Sweet Briar College for term fees and is due on May 1 for new first-year the full academic session. However their tuition students, and later per notice for new advanced- will be billed on a semester basis. standing students. Re-enrollment fee...... $200 Students who withdraw before a semester This fee will be credited on the first-term fees and begins will be given a full refund of all tuition, is refundable only if the student is declared by the room, and board charges less the room reserva- Committee on Eligibility to be academically ineligible tion deposit. The withdrawal date is established to return. It is due March 15 for returning students. by the date of receipt by the Dean of the College Due by August 1...... $20,350 of written notice of intent to withdraw. For Due by January 5...... $20,350 purposes of calculating refunds, a school week is defined as beginning on Monday and ending Day Student Fees on the following Sunday. All refund calcula- Tuition (full academic year)...... $29,720 tions take into account any charges that are Facility fee...... $200 unpaid at the time. Charges for student health Reservation fee...... $50 insurance, tuition refund insurance, student Fall term due by August 1...... $14,960 life fee, applied music fee, special fees, and rid- Spring term due by January 5...... $14,960 ing program fees are not included in the refund policy calculations. Refund requests must be Part-Time Student Fees* made in writing to the College Business Office. Regular part-time...... $782 per credit hour Amherst County High School If withdrawal occurs honors students...... $268 per course n Within the first or second week of a semester: Amherst County teachers...... $268 per credit hour 90% reduction of tuition, room, and board
Auditing Fees* n Within the third or fourth week of a semester: Age 64 or younger...... $62 per credit hour 50% reduction of tuition, room, and board Age 65 or older...... $33 per credit hour n Within the fifth to eighth week of a semester: Summer Credit Fees* 25% reduction of tuition, room, and board Independent studies...... $220 per credit hour n After the eighth week of the semester: no reduction of fees. Overload Fee* Overload fee...... $450 per credit hour
19 college fees Sweet Briar College
Federal law requires the return of unearned Student Life Fund federal aid funds to their respective programs This charge covers the annual dues of various when a student withdraws from the College student organizations and supports other stu- before completing 60 percent of any semester dent enterprises. By vote of the student body, for which she received such aid. “Unearned” a fee of $275 is paid annually by every resident funds mean the amount that would have been student. Non-resident students pay $225. This used to cover the student’s charges for the fee will be billed on the tuition statement, and portion of the semester she was not enrolled, is due August 1. according to a federally prescribed formula. If, as a result of the return of these funds, an Room Damage Deposit unpaid balance is left on the student’s bill, she Each student must make a room damage or her family is responsible for paying it. deposit of $75 by August 1. This deposit will be No refund will be given to any student who used to pay for any damage to College property is suspended or expelled from the College for beyond normal wear and tear, and for viola- disciplinary reasons. tions of room decorating regulations. If there are no damages or violations of decorating Tuition Refund Insurance regulations and the room is left in the same The College has made available tuition refund clean condition as when it was first occupied, insurance through A.W.G. Dewar, Inc. of the room deposit will be refunded. Boston. This insurance is optional. However, a waiver card must be returned indicating choice. Riding Program Fees Contact the Business Office for details. Students who elect to participate in the Riding Program for credit may purchase blocks of Applied Music Fee rides on College-owned horses for which there Music Department facilities for practice are avail- is a charge by the term. The blocks of rides offer able for use by students registered for credit or the student an option as to the number of rides non-credit music courses in the Department taken per week. Each block includes two lessons of Music and students preparing applied music per week with the remaining rides taken inde- placement auditions or other departmen- pendently. RDPR 162 is a quarter course for tal auditions (with permission of the Music entry-level riders. This course includes seven Department). An applied music fee of $425 per rides with instruction for an administrative fee semester per class will be charged to the student. of $100. A student may receive permission to bring Books and Academic Supplies her own horse to Sweet Briar if she agrees to These may be purchased at the Book Shop. support the program’s rules and regulations, if The cost for any year will vary with the courses she demonstrates adequate riding ability, and if elected but in general ranges up to $500. the horse is found to be suited to the program. Application forms for this purpose may be Health Center obtained from the Riding Center. The College The student will be charged for any laboratory does reserve the right to refuse to accept or con- studies or medications ordered. tinue to keep in the stable any privately owned horse. Rates for horse usage and private horse board are as follows:
20 2010-2011 Catalog college fees
Rides and fees per semester* Payment Plans Rides Fee As a convenience to our parents and guardians, 25...... $375 Sweet Briar has arranged with Key Education 30...... $500 Resource to handle requests for deferred pay- ment under their plans. In addition, the College 40...... $700 has instituted two installment payment plans 50...... $925 that allow payments of the comprehensive fee 60...... $1,150 in equal installments over the academic year. 70...... $1,400 These plans are with the Tuition Management * Rides in excess of the above contracted rates: Systems (1-800-356-8329) and Tuition Pay $20 per ride (1-800-635-0120).
Board for privately owned horses* Responsibility for Property Board...... $800 per month Students are responsible for any damage to *Shoeing or veterinary service not included. College property, beyond normal wear and tear, and an assessment in the amount of $5 or Vehicle Registration the cost of repair, whichever is greater, will be Non-residential, residential, and day students charged against the $75 room deposit. with vehicles on campus are assessed a registra- Although Sweet Briar endeavors to protect tion (parking) fee for the academic year: the property of its students in the same manner Parking permit...... $100 as its own, it will not be responsible for the loss or damage of any personal property of any student. Late Payment Charge Fees, charges, and account balances for monies Campus Cashier owed the College for which no specific due date For the convenience of the College community, is mentioned in this policy statement shall be the Business Office operates a cashier’s window due and payable within 30 days after the date where personal checks are honored. This privi- of billing by the College. A late payment fee of lege may be forfeited if a check is returned for 1.5 percent per month will be charged on the any reason; in addition, there is a $25 fine for unpaid balance of any amounts not received by returned checks. It is recommended that stu- the due dates indicated in this policy statement. dents open checking accounts with their home banks or with local banks. Student Accident and Sickness Plan Checks drawn on foreign banks will be sub- The Commercial Travelers Mutual Insurance ject to a $35 service charge to cover the cost of Company of Utica, N.Y., provides students sending the check overseas for collection. with an insurance policy covering any accident or illness requiring hospitalization. Details of this plan are included in a notice to parents from the insurance company. The purchase of this is mandatory, unless proof is presented to the Business Office that the student is covered under another plan. A charge of $428 for 2010- 2011 will be on the statement.
21 general policies Sweet Briar College
- dates of attendance General Policies - previous institution(s) attended Non-Discrimination - major and minor field(s) of study In accordance with federal laws and the law of - full or part-time enrollment status the Commonwealth of Virginia, discrimination - class in educational programs or in employment - participation in officially recognized activities on the basis of race, religion, nationality, sex, and sports age, handicap, veteran status, or sexual ori- entation by one member of the Sweet Briar - academic honors and awards community against any other member of the - degree sought Sweet Briar community will not be tolerated. - expected date of completion of degree Discrimination encompasses any difference in requirements and graduation treatment on a prohibited basis. This prohibi- - degree(s) conferred (including dates) tion against unlawful discrimination shall not in any way alter, affect, or negate the at-will sta- - photograph and video images tus of any employee. Individuals who require A student may request that designated direc- accommodation should notify the director of tory information be kept confidential by filing Human Resources (for employment matters) written notification with the Registrar’s Office. or the Dean’s Office (for education programs). Once restricted, this information cannot be released without the written consent of the Confidentiality of Education Records student. In compliance with the Family Educational Disclosure to Third Parties — Except as Rights and Privacy Act of 1974 as Amended described above, the College will not release (FERPA), Sweet Briar College’s policy as out- personally identifiable information from edu- lined herein establishes certain prerequisites cation records to third parties without the and limitations on the release of education student’s prior written consent. The College records and personal identification data. The may disclose personally identifiable informa- act was designed to protect the privacy of edu- tion from education records: cation records and to provide guidelines for the correction of inaccurate or misleading data. a) to College officials, including faculty, with a legitimate interest; Annual Notice — The College will annually notify students of their rights under the act b) to certain federal, state, and local officials; by providing each student with a copy of this c) to organizations conducting certain educa- policy or a summary thereof. tional studies or accrediting functions; Public Access — Certain information is con- d) to parents who submit documentation that sidered public, and the College may release the student is claimed as a dependent for such information at its discretion. The College income tax purposes; has designated the following information as directory information: e) in connection with a student’s application for or receipt of financial aid; - name - addresses (permanent, campus, local, email) f) pursuant to a court order or subpoena, upon a reasonable attempt to give advance - associated telephone numbers notice to the student; - date and place of birth
22 2010-2011 Catalog general policies g) in connection with a health or safety emer- Records of Disclosure — Except for access or gency as necessary for the protection of the disclosure as described above, the College will student or others; maintain a record of requests for access to and disclosure of personally identifiable informa- h) to organizations or individuals as autho- tion from education records. rized in writing by the student; and Types and Locations of Education Records i) to other persons or entities as authorized by — The College maintains the following types the legislation. of education records at the locations indicated: Student Access — Students may review their the academic transcript is maintained in the academic records by requesting this in person Registrar’s Office and the academic file is main- at the Office of the Registrar. The College will tained in the Dean’s Office. comply with a student’s request to inspect Requests for Amendment of Records — A and review other education records under this student may request the College to amend an policy within a reasonable period of time, not educational record believed to be inaccurate, to exceed 45 days from receipt of the request. misleading, or in violation of the student’s Limitations and Restrictions on Disclosure rights. Such a request must be directed to the and Access — The term “education records” Dean of the College. Appropriate offices will be as defined by law and as used herein does not notified if changes are made. Upon request, a include: student shall have the opportunity for a hearing to challenge the content of education records a) records made and maintained by individual on the grounds of information being inaccurate faculty or administrative personnel; or misleading or in violation of the student’s b) law enforcement records; rights. If the student does not prevail at the hearing, the student may add a statement to c) records that contain information only after the record describing the student’s challenge. an individual is no longer a student; Students also have a right to file with the U.S. d) employment records; or Department of Education a complaint concern- ing non-compliance with the Act or regulations. e) treatment records submitted directly to or maintained solely by the Student Health Center, except that a student may request Academic Policies on Disabilities treatment records to be reviewed by a physi- Sweet Briar College complies with Section cian or appropriate professional. 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act and accepts Student access to records that are not edu- students with documented disabilities who can cation records is strictly within the College’s successfully pursue the College’s academic pro- discretion. In addition, students are not entitled gram. Sweet Briar recognizes its responsibility to to inspect and review certain education records, provide individuals with disabilities with equiv- including confidential letters and recommenda- alent access while maintaining the standards tions (if a student has signed a written waiver), that are essential to the academic program. and parental financial records. The College may, at its discretion, require Admission payment of all delinquent tuition and other Admission to Sweet Briar College is based on outstanding amounts prior to providing copies the requirements outlined in this catalog. Sweet of records in connection with any disclosure or Briar does not discriminate on the basis of dis- access. Students are also responsible for paying ability in the admissions process. If an appli- reasonable copying charges. cant believes that an accommodated admis-
23 general policies Sweet Briar College
sion review is warranted, the applicant must The types of legal accommodations avail- initiate the process (by law, the Admissions able to students in specific courses and outside Office can not address a disability unless the the classroom can include, but are not limited applicant is self identified). The applicant must to, the following possible accommodations: submit a written request for an accommodated n In Class — Tape recording of lectures, use of admissions review to the Dean of Admissions a note taker, seating location, extended time and enclose with that request the appropriate for assignments, use of a word processor for documentation. The request will be evaluated written work and taped texts. by the Dean of the College, who will forward a recommendation to the Dean of Admissions n For Examinations — Use of a reader, for inclusion in the admissions review process. extended time, private room, use of a word processor, alternative formats, or adaptive Accommodations in Specific Courses and equipment. Support Services for Enrolled Students with n Outside the Classroom — Taped texts, note Disabilities transcription, tutoring, learning strategies Students with documented disabilities, instruction, reduced course load, and use of identified either before or after their admission adaptive equipment. to the College, may request accommodations in the structure of a course or courses. The Modifications responsibility for initiating such requests rests Students with documented disabilities may with the student. Students with disabilities who request modifications in academic require- seek course-based accommodations must meet ments as are necessary to ensure that such with the Dean of the College to request accom- requirements do not discriminate against stu- modations. The student must submit appropri- dents with disabilities, or have the effect of ate documentation of the disability to the Dean, excluding students solely on the basis of dis- who will review the documentation and will ability. Modifications may include changes in then discuss with the student which accommo- the length of time permitted for completion dations and support services are appropriate. of degree requirements, reduced course loads, The Dean of the College, with the student’s substitution of specific courses for degree written permission, will notify the faculty requirements, waivers of specific requirements, members involved of the specific classroom or utilization of the pass/credit/no credit grad- or course-based accommodations or both that ing option. have been authorized. The student will also Students requesting modifications must be referred to the Academic Resource Center submit a written request to the Office of the to arrange need-based support services out- Dean complete with appropriate documenta- side the classroom. All specific course-based tion of the disability. The College’s guidelines accommodations should be established at the for reviewing all requests for modifications are: beginning of each academic term. It is the responsibility of the student to contact her 1. The modification must be directly related to professors to arrange for the necessary accom- the student’s disability. modations. Accommodations identified at the 2. In cases involving courses required for the beginning of the term may be adjusted on an degree, the student must pass an authorized as-needed basis. substitute course or requirement.
24 2010-2011 Catalog academic programs
3. In cases where students have been approved to take courses on the pass/credit/no credit Academic basis, the office of the Dean will notify the Registrar in writing of this modification. Programs 4. Grades earned in courses identified as affected by a specific disability and Academic Advising attempted before the disability was diag- The advising program at Sweet Briar encour- nosed and confirmed by the Dean of the ages students to make informed decisions about College or Director of Academic Advising their own academic progress. Coordinated by may be converted to the pass/credit/no the Director of Academic Advising, the pro- credit grade, and the grade-point average gram provides assistance for students as they may be adjusted at the request of the stu- develop their educational objectives and inte- dent and with the approval of the Dean of grate their academic and co-curricular experi- the College. The Dean will consult with the ences. faculty member who recorded the original Prior to her arrival, each student is matched grade to verify that clear evidence exists to with a first-year academic advisor on the basis support the student’s claim that the dis- of shared interests. Throughout her career ability, rather than other factors, directly at the College each student will add campus interfered with the student’s ability to per- specialists and even selected alumnae to an form on an equal basis with other students advising team, which she will manage. Upon in the course. This policy will not apply to declaration of a major, her principal academic students diagnosed with disabilities after advisor will become a faculty member from they have completed the degree. that program. Supplementary advising of first- year students and sophomores is normally Other Guidelines the responsibility of the Director of Academic In order for Sweet Briar College to consider Advising. Supplementary advising of juniors requests for accommodations or modifications and seniors is normally the responsibility of the or both, the student must provide documented Dean of the College. evidence of the disability or disabilities based on an evaluation done by an appropriate profes- In the process of helping students make sional within four years of the date the request their own choices, academic advisors interpret is submitted. In cases of learning disabilities or College requirements, assist with course selec- other “hidden disabilities” the required evalua- tions, monitor advisees’ academic progress, and tion must also include specific test results. make referrals to campus resources. The Office of the Dean will submit an The responsibility for advising students annual report to the Instruction Committee, about graduate programs and career plans is including the number of students diagnosed shared among the Dean of the College, the with learning disabilities, and summarizing the Director of Academic Advising, members of the nature and scope of accommodations, modi- faculty, and the Career Services staff. fications, and support services provided to students under this policy. First-Year Academic Advising Sweet Briar students actively participate in planning their own education. For this reason, the College’s advising program maintains a strong focus on self-assessment and decision- making.
25 academic programs Sweet Briar College
A first-year student receives information evenings. Walk-ins are possible, but appoint- about her pre-major academic advisor and the ments are encouraged. Sweet Briar students advising process when she arrives on campus regularly use the ARC for tutoring, help in for Orientation. During Orientation, a student writing papers, effective testing strategies, and will meet with her advisor to begin planning reading and study skills. her program. As the process unfolds, each student cre- Libraries and Media Services ates a network of key individuals (her advising Sweet Briar’s Mary Helen Cochran Library team) who will help her to make informed contains an outstanding liberal arts collec- decisions about her academic work, pre-profes- tion. All items are housed in open stacks and sional experiences, and co-curricular activities. arranged for easy student access. The library is open 106 hours each week, 24 hours a day Technology during exams. Reference librarians are avail- able to help students organize their research The College is dedicated to preparing students efforts and to assist them with information to be active, responsible members of a world needs. Bibliographic instruction to individuals that is rapidly changing through technology. and classes at scheduled times and by appoint- Access to a well-equipped computer and com- ment help students gain the skills necessary to puter literacy are necessary for course work and use effectively the vast information resources research, as well as for using the Internet, the available. The library faculty also offers a series World Wide Web, and e-mail. of non-credit courses in library instruction. The role of technology at Sweet Briar is not The Basic Library Skills course is required of only to teach specific software and systems, all incoming students. Library lab sessions are but also to prepare students to function com- offered in conjunction with the courses for the petently in a complex world of diverse tech- writing requirement. Those students exempt- nologies. Toward this goal, the College inte- ing from the requirement must take the course grates computers throughout the curriculum. in stand-alone sessions. The resources of the Students become adept at learning technology Mary Helen Cochran Library are supplemented whenever it is needed. by those in two branch libraries: the Junius P. Windows/Intel Pentium and Macintosh Fishburn Music Library in the Babcock Fine computers are available to students across the Arts Center and the Martin C. Shallenberger campus—in large, ergonomically designed Library in the Pannell Center, which houses computer labs, the libraries, study rooms, aca- rare books and the College archives. demic buildings, and other locations. Students The rare book collection includes more than with their own computers have a direct con- 5,000 volumes and thousands of manuscripts nection to the Sweet Briar network from their to support the curriculum. Of special note are rooms in the residence halls. the Virginia Woolf Collection, the W.H. Auden Collection, the George Meredith Collection, Academic Resource Center and the Evelyn Day Mullen T.E. Lawrence The Academic Resource Center (ARC) offers Collection. peer tutoring services and assistance in writing The Fanny B. Fletcher Archives hold the and study skills. The ARC is available for help records of the College. Students who take the with current projects and for long-term skill course in historical research methods use these development. records as primary research materials. The ARC staff and trained assistants are The Sweet Briar College libraries are leaders available at designated hours, weekdays and in the use of advanced technology to improve
26 2010-2011 Catalog academic programs
the accessibility of information for students Honors Seminars — Sweet Briar integrates and faculty. A shared automated catalog, LION the Honors Program into the existing cur- (Lynchburg Information Online Network), riculum to engage particularly motivated stu- established in cooperation with Randolph dents in more ambitious, innovative academic College, the County of Amherst, and the City work. The faculty develops new, interdisciplin- of Lynchburg Public Library, allows students to ary Honors Seminars each year. By student search and borrow items from their combined request, individual or small group tutorials library holdings. Borrowed items are delivered called Honors Variants may be attached to to Sweet Briar. Access to the catalog is available existing courses, allowing participants to devise to students in branch libraries and computer studies geared toward their specific interests labs on campus and via personal computer in and talents. In courses with multiple sections, the residence halls. one section may be offered as an Honors Section for qualified students. The Online Computer Library Center (OCLC) system provides access to millions of The Honors Summer Research Program — titles in libraries throughout the United States, Summer Research Fellowships support a select Canada, Mexico, Great Britain, and Europe. group of students from across the disciplines to Online search services provide access to thou- conduct independent research under the super- sands of databases, indices, and abstracts, and vision of a faculty member for an 8-week period offer full texts of information in hundreds of during the summer. disciplines. Honors Thesis — The thesis provides the The John B. and Irene Vongehr Vincent ’40 honors student with the opportunity to design collection features more than 4,000 books and and complete a long-term research project in ephemera in English on Chinese culture and her major department. The thesis is the culmi- history. nation of an honors course of study at Sweet Briar. Working closely with faculty advisors, The Media Services Department provides students begin their research in the spring of training in simple video production and editing their junior year, completing it over the course techniques, media equipment, and support to of three semesters. the College. Resources include video projection facilities, broadcast capability on the campus Honors Activities — The Honors Program cable system, and interactive computer-driven sponsors events throughout the year, includ- multimedia workstations. The library also ing a colloquium series featuring Sweet Briar maintains extensive collections of audio and faculty, visiting lecturers from other campuses, videotape programs, sound recordings, DVDs, and informal discussions; trips to nearby plays, and multi-media software. festivals, and cultural events; and an annual bus trip to Washington, D.C. Many events are The Honors Program initiated by honors students, and most are open [www.honors.sbc.edu] to the community, making the program an integral part of life at Sweet Briar. The Honors Program at Sweet Briar was estab- lished and continues to evolve in response Honors students make use of the computers, to the needs of students who demonstrate audio-visual facilities, workspaces, and lounge exceptional initiative, ability, and creativity. located in the W.M. Keck Foundation Honors The program consists of challenging courses, Center. The center also contains an office for Summer Research Fellowships, opportunities an Honors Fellow, a distinguished recent Ph.D. for independent work, and a series of extracur- in the humanities. A more detailed description ricular activities. of the Honors Program is available from the
27 academic programs Sweet Briar College
director of the Honors Program or from the advisor in her intended major at an early date, Office of the Dean. Program requirements and preferably in her first year, but no later than this year’s course offerings are included in this November 30 of her sophomore year. catalog. See Honors Program in the Courses of Each student wishing to study abroad, Instruction. whether for an entire year or for a single term, must submit a dossier of supporting materi- Study Abroad als and forms to the Director of International As a corollary to its mission to prepare women Studies. The dossier and forms must be com- to be active, responsible members of a world pleted no later than December 15 of her sopho- community, Sweet Briar encourages qualified more year. students to spend all or part of the junior year in study abroad. The College sponsors and Students who participate in a study abroad directs the Sweet Briar Junior Year in France program must still pass three writing inten- and Junior Year in Spain programs and has sive courses in addition to the first-year writ- special relationships with universities in Italy, ing requirement as required by the General Germany, Japan, and Scotland. Some Sweet Education Program. Briar financial aid may be used by students In all cases, the approval of the College must to pursue studies in these programs. Students be sought in advance if credit toward the Sweet interested in participation in other programs Briar degree is to be granted. In exceptional may apply for special study abroad scholar- cases, modifications to the guidelines described ships. These scholarship opportunities are lim- above may be requested from the International ited and competitive. The College also approves Studies Advisory Committee. other programs for credit under the sponsor- ship of accredited four-year domestic colleges, Junior Year in France universities, or other educational organiza- tions, or by direct admission to accredited for- [www.jyf.sbc.edu] eign institutions, including internships abroad. Sweet Briar’s Junior Year in France offers a General foreign study information is available program of foreign study in Tours and Paris from the Director of International Studies, who for an academic year or a term to well pre- works to match each student to a program that pared students who are especially interested fits her academic and career goals. in the language, history, and culture of France or who desire to specialize in such subjects as In general, to qualify for approved study art, history, international affairs, or political abroad in the junior year, a student should have science. Students from more than 35 colleges a 3.0 cumulative grade point average by the and universities across the nation study in this end of her sophomore year. She must also have distinguished program each year. shown strength in her major area of study. Her proposed program should include at least one A candidate is expected to have at least two course in her major or in related fields. years of high-school French and two full years of college-level French, including an introduc- Although study abroad is in keeping with tory literature course, by June of the sopho- the liberal-arts tradition, in some fields of more year. The candidate should be studying specialization other options may be preferable. French during that year. A course in European For this reason and in order to plan her pro- or French history is also recommended. gram of study carefully in advance, a student Minimum requirements include a 3.0 grade wishing to spend all or part of the junior year point average in French and a 3.0 cumulative abroad should confer with the Director of grade point average. Recommendations from International Studies, as well as an academic the Department of Modern Languages and
28 2010-2011 Catalog academic programs
Literatures and her major advisor are needed for admission as visiting students for the junior before she can be recommended to the pro- year. Candidates for study at St. Andrews must gram by the Office of the Dean. Detailed infor- have a 3.0 cumulative GPA and will be consid- mation is available in the Sweet Briar Junior ered on the basis of their fields of study and aca- Year in France Office and the International demic records, as well as their capacity for inde- Studies Office. pendent work and their maturity. Application information and forms are available from the Junior Year in Spain Director of International Studies. [www.jys.sbc.edu] Heidelberg University, The Sweet Briar Junior Year in Spain is an University of Munich, Germany intercollegiate, coeducational study abroad Sweet Briar students of German may study for program. For an academic year or a term, stu- one term or for the entire academic year at dents can enroll in two types of courses at the Heidelberg University through the Heidelberg University of Seville: regular university courses University exchange program or for one aca- in a wide range of fields and special courses for demic year in Munich with a program spon- foreign students. Both are taught in Spanish by sored by Wayne State University. University of Seville faculty, in the areas of lan- guage, literature, history, art history, econom- Programs are also available at other uni- ics, geography, and Latin-American studies. versities in Germany and Austria. Interested students should contact the German faculty A candidate is expected to have at least in the Department of Modern Languages and two years of high-school Spanish and two full Literatures and the Director of International years of college-level Spanish, including an Studies. introductory literature course. These require- ments should be met by June of the sopho- Urbino Exchange Program more year; study of Spanish during that year A scholars’ exchange program with the is highly recommended. A course in European University of Urbino was established in 1994, or Spanish history is also recommended. and the College offers a full academic year Minimum requirements include a 3.0 grade at the university to the most qualified Italian point average in Spanish with a 3.0 cumulative major or minor as part of the exchange pro- grade point average. Recommendations from gram. Candidates are expected to have com- the Department of Modern Languages and pleted at least two years of Italian with a Literatures and the major advisor are needed minimum grade point average of 3.0. For before the candidate can be recommended by more information on the program, financial the Office of the Dean. Detailed information is arrangements, and scholarship aid, contact the available in the Sweet Briar Junior Year in Spain Italian faculty in the Department of Modern Office and the International Studies Office. Languages and Literatures and the Director of International Studies. Other Semester/Academic Year Programs Doshisha Women’s College [www.international.sbc.edu] of Liberal Arts, Japan The Japanese Studies Program at Doshisha Study in Scotland Women’s College was started in 1992. This Since the early 1930s, Sweet Briar has had a spe- fall semester program offers both Japanese cial relationship with St. Andrews University language courses, and courses in Japanese cul- in Scotland. Up to 10 students each year are ture conducted in English. Prior knowledge of recommended to the faculties of St. Andrews Japanese is not required. All students stay with
29 academic programs Sweet Briar College
Japanese families whose daughters attend the International Studies. Classes are taught only college. The campus is located midway between in Italian, and students take courses in litera- Kyoto, Nara, and Osaka, and provides students ture, art, and history. This program requires a with easy access to these major cultural centers. minimum grade point average of 3.0 and the For more information and application, contact completion of first and second year Italian. the Director of International Studies. Several other programs are available for Sweet Briar students in other cities of Italy. Intercollegiate Center of Classical Studies The Intercollegiate Center for Classical Studies Summer Programs in Rome (ICCS), established in 1965 by repre- [www.international.sbc.edu] sentatives of 10 American colleges and univer- sities, provides undergraduate students with Sweet Briar Summer Program in Paris, France an opportunity to study Greek and Latin lit- Sweet Briar offers an intensive summer pro- erature, ancient history, and archaeology and gram in Paris, France—the City of Lights. ancient art in Rome. The four-week home-stay program entails intensive study in the Sweet Briar College The Rome Center operates two terms each Center at the Alliance française in the Latin academic year, one from early September to Quarter. Excursions to the neighboring cit- mid-December, the other from late January ies of Versailles and Tours, in addition to to the end of May. Each term allows about guided tours of castles in the Loire Valley, the 15 weeks of instruction and provides one full Luxembourg gardens, the Louvre, the Orsay term’s academic credit. For more informa- museum, and other famous Paris monuments, tion and an application, contact the Classics, are included in the fee. Students who success- Religion, and Philosophy Department and the fully complete the program receive four hours Director of International Studies. (two courses) or six hours (three courses) of Sweet Briar College credit. Open to college Wake Forest/SASASAAS Program students who have completed an intermediate in China-Beijing level of college French with a 2.75 gpa, and the The Wake Forest/SASASAAS in China Program recommendation of the instructor. For more is a one-semester (Fall) program in Chinese information, please contact the Junior Year in language, culture, and current affairs designed France office
30 2010-2011 Catalog academic programs
have completed a beginning level Spanish, gram entails a five-day informal trip through or the equivalent, and the recommendation Germany, a five-week home-stay with a German of the instructor. For more information, host family, and a five-day excursion to Berlin. please contact the junior Year in Spain office While in Münster, students take courses in
31 academic programs Sweet Briar College
they see two more plays. The class carries Tri-College Consortium a fee, which includes room, board, travel, A student at Sweet Briar may take a course and theatre admissions. For more information at Lynchburg College or Randolph College contact Bill Kershner, professor of theatre arts, in the spring or fall semester, provided the
32 2010-2011 Catalog academic programs
hours of course work in the field of study to Internships provide opportunities for stu- which her internship is related, and she must dents to explore career possibilities and gain have a grade point average of at least 2.0 in this work experience. Because of Sweet Briar’s field. Students who are on any type of academic proximity to Washington, D.C., a large number probation are not eligible for internships. of students are able to serve as political, legal, or public service interns. Students work there and An internship shall consist of a minimum elsewhere for U.S. senators and representatives, of 40 hours of work per earned credit hour, attorneys, and local political organizations. either at the work place or in related field work, and shall usually receive one to three semester Economics interns often gravitate to the hours of credit. With the recommendation of banks and brokerage houses of New York City. the faculty sponsor, and approval of the aca- For example, students have worked at Chase demic department and the Dean, internships of Manhattan Bank, Merrill Lynch, and Paine longer duration which are more academically Webber Mitchell Hutchins Assets Management. substantive may be awarded more credit, up to Economics interns have also worked for such a maximum of six semester hours for any one companies as the international accounting firm internship. No more than 12 semester hours of Coopers and Lybrand in Washington, D.C.; internship credit may be counted toward the Bear Stearns Securities in Boston; and Resort undergraduate degree. Internships are graded Real Estate Development in Pawleys Island, S.C. on a Pass/Credit/No Credit basis. In recent years, arts management interns have Students may initiate the process of obtain- gained a better understanding of museum work ing an internship by requesting an Intent at the Mint Museum of Art in Charlotte, N.C.; to Intern form from the Office of Career Hirschl and Adler Galleries in New York; and the Services. This form must be signed by the fac- National Gallery of Art in Washington, D.C. ulty sponsor, the Chair of the Department or Students interested in journalistic or edito- the Director of the Program, and the Dean. To rial careers have worked at Southern Accents receive credit for the internship, a student must magazine, Atlanta; the Wiley Press, New York; submit a written report of assigned reading and the Nashville Banner in Tennessee. related to the academic discipline in which the internship is taken and to the internship itself; Other internships have ranged from work a journal which provides a detailed description for the District Attorney’s Office in Dallas; mar- of what the intern did; a paper in which the keting IBM software in Washington, D.C.; and intern attempts to make sense of the intern- assisting the managing director of a regional ship experiences recorded in her journal by theatre in Pennsylvania, to making farm calls relating them to her academic discipline and with an equine veterinarian in South Carolina. to any assigned literature; and a form signed by the on-site supervisor verifying satisfactory completion of the internship. The student must also request her supervisor send an evaluation of her work directly to the faculty sponsor. The deadline to complete the approval process and register for an internship is the eighth day of classes for the fall and spring semester, and one week before the end of spring term classes for summer internships.
33 academic regulations Sweet Briar College
of five or higher on any of the International Academic Baccalaureate higher-level examinations. On the recommendation of the individual depart- ment, advanced placement or credit or both Regulations may be awarded to a student presenting a score Advanced Placement and Exemption of 4 on any of the International Baccalaureate higher-level examinations. Exemption from one or more of the degree requirements and/or admission to advanced courses may be granted on the basis of the Class Attendance Advanced Placement Tests of the College The College maintains that regular class atten- Board, the International Baccalaureate (IB) dance is essential to its educational plan. It is Program, transfer credit, or, in some cases, the responsibility of the student to attend all placement tests taken at Sweet Briar. Neither classes and to keep up her work. Faculty may academic credit nor placement is awarded take class participation into account in grading. for the College Level Examination Program (CLEP), experiential learning, or Armed Credits, Grades, and Quality Points Services experience. Requests for information The College requires 120 semester credit hours about the Advanced Placement Tests should to be presented for graduation. Grades are be made to the College Board or the student’s assigned as follows: high school counselor. Quality Affect Earn Since the College wishes to enable every stu- Grade Description Points GPA Credit dent to advance at a rate commensurate with A Excellent 4.0 Yes Yes her ability and previous preparation, any stu- A- Excellent (-) 3.7 Yes Yes dent who has not participated in the Advanced B+ Good (+) 3.3 Yes Yes Placement or International Baccalaureate pro- B Good 3.0 Yes Yes grams, but believes that she is capable of doing B- Good (-) 2.7 Yes Yes the work of an advanced course or should be C+ Satisfactory (+) 2.3 Yes Yes exempted from a degree requirement, may C Satisfactory 2.0 Yes Yes so indicate to the Dean. Placement tests and C- Satisfactory (-) 1.7 Yes Yes conferences with department chairs will be D+ Poor (+) 1.3 Yes Yes arranged to meet the needs of such students. D Poor 1.0 Yes Yes D- Poor (-) 0.7 Yes Yes Advanced Placement Test (AP) F Failure 0.0 Yes No A student who receives a score of 4 or 5 on an P Pass 0.0 No Yes Advanced Placement Test will be granted credit CR Credit 0.0 No Yes for a year’s course or for a term’s course, as NC No Credit 0.0 No No well as exemption from both the department’s S Satisfactory 0.0 No No introductory course, if there is one, and any U Unsatisfactory 0.0 No No appropriate general education requirement. W Withdrew 0.0 No No Students must request that ETS send official AU Audit 0.0 No No score reports to the Registrar’s Office. I Incomplete* 0.0 No No TR Transferred 0.0 No Yes International Baccalaureate (IB) * Incomplete indicates that a substantial piece of Sweet Briar College recognizes the challeng- required work in a course has not been completed ing nature of the International Baccalaureate because of exceptional circumstances which merit program of study. Six semester hours of credit an extension of time. will be granted to a student presenting a score
34 2010-2011 Catalog academic regulations
A minimum grade point average of 2.00 in all GPA calculations, but credit will be applied the major and overall is required for gradu- only once toward fulfilling degree requirements. ation. Grade point averages are calculated to c) A student cannot repeat a course that is a the second decimal point and are not rounded prerequisite for a course already completed. up or down. With specified exceptions, only graded work pursued at Sweet Briar is used in d) Grades earned in all course attempts will be determining the grade point average. A mini- included in the calculation for all honors. mum of two years of residence and 60 credit e) Departments may designate a course as non- hours earned at Sweet Briar are required for repeatable. This exclusion must be included in the degree. the course description in the Catalog. Pass/Credit/No Credit Grading Option f) Students must designate at the time of reg- A student with a cumulative grade point aver- istration her intent to repeat a course under age of at least 2.00 may, with the approval of the conditions of this policy. Forms for this her advisor and the instructor, choose to take purpose are available from the Office of the a total of two courses on a “Pass/Credit/No Registrar. Credit” basis. A student in her first term at Sweet Briar is not eligible for this option. Under Grade Reports this grading option, students who earn grades The Family Education Rights and Privacy Act of “C-” or higher will receive a final grade of of 1974 as Amended (FERPA) provides that “P;” those who earn grades of “D+,” “D,” or academic transcripts may be furnished to par- “D-” will receive a final grade of “CR;” and ents (or legal guardians) of a student with- those who earn a grade of “F” will receive a final out the student’s written consent only when grade of “NC.” Courses offered on a P/CR/NC the parents establish the student’s status as a grading option only are excluded from the two dependent according to the Internal Revenue courses limit. Service code. Some academic departments have policies It is Sweet Briar’s expectation that each stu- which further limit or prohibit the use of this dent should take the responsibility to inform grading option on courses that could count her parents of her academic progress. However, toward a major or minor. Consult the major if parents wish to receive copies of final grade and minor requirements listed under each reports, they should contact the Registrar’s department for such restrictions. Office for information on how to receive them.
Course Repeats Grade Appeal Policy If a student earns a grade below C- in a course, A student who feels that a grade reported to the she may repeat the course. Course repeats are Registrar’s Office is incorrect and is prepared subject to the following conditions: to present evidence to support this grievance, must use the following procedure: a) The repeated course must be the same course or its equivalent and must be taken at Sweet 1. Initiate the procedure by voicing the com- Briar College. Topical seminars repeated under plaint to the instructor before the end of the this policy must have the same course content. subsequent semester. When course content differs, the topical semi- 2. If the complaint is not resolved at the first nar may be repeated and is not subject to the level, the student may then take the matter conditions of this policy. to the chair of the department for media- b) Grades for all course attempts will appear on tion. If the instructor is the chair of the the student’s transcript and will be included in department, proceed to the next level.
35 academic regulations Sweet Briar College
3. If the matter is still not resolved at the Satisfactory Progress Requirement department level, the student may then refer Students must demonstrate progress toward the matter to the Dean of the College for the degree by completing a minimum number further mediation. of semester hours and maintaining a minimum The Dean will investigate the matter and credit ratio. Only courses taken for credit will take appropriate action. A grade may be be used in calculating the minimum hours changed only if such change is necessitated by a earned: withdrawals, incompletes, and non- clerical error or other oversight. Grade changes credit courses will not be included. are limited to the semester subsequent to that For full-time students, satisfactory academic in which the work was done. progress is demonstrated by advancing to the next class each year. Students who fail to meet Academic Eligibility and this standard are ineligible to receive need- Class Standing based financial aid. They may regain eligibility Any student who fails to achieve a cumula- to receive need aid once they regain satisfactory tive credit ratio of 2.00 at the end of any term academic progress. will be reported by the Dean to the Eligibility In the fall term of her fourth year, a student Committee, which may place the student on must have passed at least 87 semester credit academic warning, academic probation, aca- hours, must have a cumulative credit ratio of demic suspension, or declare her ineligible to not less that 1.90. continue her college course. Normally, a stu- dent with a GPA below 1.80 shall be placed on In the fall term of her third year, a student academic probation. must have passed at least 54 semester credit hours and have a cumulative credit ratio of not The status of a student who has been placed less than 1.80. on academic warning or academic proba- tion for three consecutive semesters shall be In the fall term of her second year, a student reviewed by the Eligibility Committee, who must have passed at least 21 semester credit may suspend the student or declare her ineli- hours and have a cumulative credit ratio of not gible to continue. less than 1.70. Students not making satisfactory progress For part-time students, satisfactory progress toward the degree or who experience extreme is demonstrated by compliance with the follow- academic difficulty in a given term may be placed ing schedule: on academic warning or academic probation End of Minimum Minimum even if their cumulative GPA is greater than 2.00. Year semester hrs GPA No student on academic warning or aca- 1 16 1.70 demic probation may hold any extracurricular 2 34 office or compete on club or varsity teams. 3 54 1.80 Class standing is determined by completion 4 75 of credit hours as follows: 5 97 1.90 Class Credit Hours Earned 6 120 2.00 First Year 0.00-26.99 Students who fail to meet this standard are Sophomore 27.00-59.99 ineligible to receive need-based financial aid. Junior 60.00-89.99 They may regain eligibility to receive need aid Senior 90.00 or more once they regain satisfactory academic progress.
36 2010-2011 Catalog requirements for the degree
The academic progress of all students shall be monitored twice a year by the Eligibility Requirements for Committee. The status of a student, who at the beginning of the academic year, has failed to demonstrate satisfactory progress toward the Degree the degree shall be reviewed by the Eligibility weet Briar College is a student-centered col- Committee, who shall place her on warning, Slege that values student participation in a probation, or declare her ineligible to continue significant constellation of learning experiences. at the college. A student who chooses to study at Sweet Briar should understand that she is electing to Examinations come to a college of liberal arts and sciences, Examinations are given in all courses at the end and that earning its degree requires a certain of each term, unless the instructor decides upon depth and breadth in her selection of courses. some other means of assessment. Students self- Working with her academic advisor, a stu- schedule their examinations within the period dent will plan her academic program to cover provided in the official calendar for the term. required skills, experiences, and knowledge All tests and examinations are given under the areas, as well as to fulfill her particular needs Honor System. Violation of its requirements and interests. constitutes a serious offense. Sweet Briar College confers three under- Registration graduate degrees, the Bachelor of Arts, the Bachelor of Science, and the Bachelor of Fine Students, both new and returning, must com- Arts. The Bachelor of Arts is available to all stu- plete their registration for courses on the dates dents; the Bachelor of Science or the Bachelor specified by the Registrar’s Office each year. of Arts may be elected by students who major To carry more than 18 credit hours per in the departments of biology, chemistry, envi- semester, a student must have special permis- ronmental studies, mathematical and com- sion from her advisor and the Dean. puter sciences, physics and engineering, or psychology. These departments list the specific Withdrawal from the College requirements for each degree in the Sweet Briar A student who wishes to withdraw from college College Catalog. The Bachelor of Fine Arts is during the academic year must present to the available to students admitted to the fine arts Dean the written approval of her parents or program. guardian stating the reasons for withdrawal and All candidates for a degree must meet grad- must clear all financial obligations before her uation requirements, complete the General transcripts will be released. Education Program requirements, and satisfy specific requirements for a major program. Conduct Each student is responsible for knowing the The College reserves the right to exclude at any College’s requirements and for planning her time any student whose conduct or academic academic program to meet those requirements. standing it regards as unsatisfactory. Requests for exceptions to the requirements for the degree may be referred by the Dean of Readmission to the College the College to the Eligibility Committee for Readmission after withdrawal from Sweet Briar consideration. is not automatic. To request readmission, stu- dents should write to the Dean of the College.
37 requirements for the degree Sweet Briar College
Graduation Requirements in the department that can count towards the To be eligible for a degree, a candidate must major(s), as well as all other courses which are be enrolled as a full-time student (at least 12 applied to the major(s) requirements as stated academic credit hours) at Sweet Briar for a in the Catalog. Each senior must pass the senior minimum of two years, including the senior culminating exercise in her major(s) as desig- year. The degree program is normally com- nated by each department. This culminating pleted in four years. With the permission of the exercise must be taken at Sweet Briar College. Eligibility Committee, an exceptionally quali- fied student may complete her degree program General Education Program in as few as three years. The purpose of the General Education Program at Sweet Briar College is to provide all students Each candidate must complete 120 credit with a common pattern of skills, experiences, hours, of which at least 60 credit hours must and knowledge, which prepares them to be be earned at Sweet Briar. These credits include informed, active members of the world com- General Education Requirements and require- munity. The program goals include: to help ments for the major. No student may count students develop strong skills in communica- more than 51 credit hours in a single depart- tion and quantitative reasoning, to provide ment toward the minimum requirements for experiences that enhance the academic pro- a Sweet Briar degree. Courses taken to sat- gram, to clarify the basis for a broad liberal arts isfy the first-year writing requirement do not background, to encourage students to reflect count toward this 51-hour maximum. No more upon their goals and progress, and to integrate than 5 credits of PHED and/or RDPR courses the various aspects of a Sweet Briar education with the general education designation of IV.3 in a comprehensive program. Students benefit will count toward the degree. Additional IV.3 more from the college experience if they under- courses in these departments may be taken but stand the value of a liberal arts curriculum and the credits above the maximum of 5 will not be actively cultivate, in and out of the classroom, applied toward the 120 credits required for a their intellectual, cultural, physical, social, and degree. No more that 12 semester credit hours creative potential to prepare for a life of con- of internship/practicum credit may be counted tinual growth, responsibility, and fulfillment. toward a degree. No more that 18 semester Students will be more confident of their ability credit hours of summer school work may be to express their ideas, more competent to make counted toward a degree with the exception decisions based on their enhanced knowledge of students who have earned an Associate of themselves and the world, and thus better degree and transfer to Sweet Briar under an able to derive the maximum benefits from their articulation agreement. These transfer students Sweet Briar education. may have all Associate degree summer courses transferred according to the College’s transfer Students begin the General Education credit policy. Transfer students for whom 18 or Program during their first year and follow it more summer credits are accepted, will not be throughout their college career. The program allowed to transfer additional credits for summer is designed so that every student progresses courses taken after they enroll at Sweet Briar. beyond the skills, experiences, and knowl- edge with which she entered Sweet Briar. The A degree candidate must obtain both a requirements are not completely separate—in minimum cumulative grade point average of many cases these areas will overlap and will 2.00 (the equivalent of a “C” average), and coincide with the major and minor require- a minimum 2.00 grade point average in her ments. major(s) subject(s), including all courses taken
38 2010-2011 Catalog requirements for the degree
The General Education Program has four and practice can make an enormous difference components: the first-year writing require- in our ability to make our meaning understood ment, a Skills requirement, a Physical Activity and our ability to understand what others are requirement, and a Knowledge Areas require- saying. This training should not end when a ment. Faculty are encouraged to emphasize student completes her high school education whenever possible the relationships between or her first year of college. Development of the different aspects of the General Education these skills will continue throughout the college Program and their application across the cur- years, culminating whenever possible in the riculum, especially in the requirements for refinement of the skills in the major. the respective majors. In this way the General A course designated as “skills intensive” is Education Program and the major programs one in which the skill itself is a focus of the form a coherent, integrated educational experi- class and not just one of the requirements. ence. In a skill-intensive course, activities directly related to the skill should constitute a signifi- First-Year Writing Requirement cant amount of class time. A course may fulfill During their first semester at Sweet Briar more than one skill requirement. Courses that College, unless exempted from the first-year are skill intensive may also fulfill other General writing requirement, all students will be placed Education requirements such as “Experiences” in ENGL 100 or ENGL 104, or, if they qualify or “Knowledge Areas,” and may fit within a after departmental review, in a 100-level writ- chosen major or minor. Skill-intensive courses ing-intensive literature course in the English will be indicated as such in the Catalog and Department. Students exempted from the first- Schedule of Courses. year writing requirement will be encouraged but not required to take a writing-intensive Skill requirements can be met by trans- course in the fall. Students placed in ENGL fer courses which are equivalent to Sweet 100 must enroll in ENGL 104 the following Briar courses as determined by evaluation semester. by the Registrar’s Office in consultation as needed with departments and the Instruction Skills Requirement Committee. The criteria for acceptance of these courses are: (1) by definition, the course must The knowledge of different academic disci- have a skills component that is an integral and plines is not sufficient to prepare a student to substantial element of the course content; and function successfully in the world outside of (2) the skills component of such a course is college. The college graduate must also possess essentially the same, regardless of the institu- the oral, written, and quantitative skills with tion which offers it. which to express ideas and interpret informa- tion. The difference between success and failure in the classroom, in the workplace, and in our Oral Communications Requirement personal interactions is often the ability to To increase her proficiency in oral communi- communicate clearly and effectively. cations, a student is required to pass two oral- intensive courses (6 credit hours) at least one of Quantitative reasoning skills also are essen- which must be in her major. All oral-intensive tial at the personal and professional level in courses must devote a significant amount of a world that is increasingly technological and the classroom instruction to the development analytical. Because oral, written, and quan- of oral skills. Effective oral communication in titative reasoning skills are invaluable in any the classroom will vary and will require a range discipline, the teaching of these skills is a job of simple to more complex skills according to that is shared by the whole faculty. Training different classroom environments.
39 requirements for the degree Sweet Briar College
Written Communications Requirement non-credit experience must be completed dur- To increase her proficiency in writing, a stu- ing the undergraduate years. In order to fulfill dent is required to pass: the first-year writ- one quarter of the requirement, it must be ing requirement (unless exempted) plus three comparable to a .5 credit activities course at other writing-intensive courses (9 credit hours) Sweet Briar. Examples of non-credit experi- including at least one course in her major. ences are: coursework at the National Outdoor While grammar is an important part of writ- Leadership School (NOLS), Outward Bound ing, a writing-intensive course is not a class in experience, off-campus sports teams or com- remedial grammar, but rather one whose larger petition, master classes in dance, or workshops aim is to help the student express herself clearly in movement (e.g. Alexander Technique, yoga). and forcefully in her writing. No more than 5 credits of PHED and/or RDPR courses with the general education designation Transfer students must complete the first- of IV.3 will count toward the degree. Additional year writing requirement. In addition, transfer IV.3 courses in these departments may be taken students are required to take one writing- but the credits above the maximum of 5 will intensive course for each year they attend Sweet not be applied toward the 120 credits required Briar College. One of these courses must be in for a degree. her major. Knowledge Areas Requirement Quantitative Reasoning Requirement A liberal arts education provides a breadth To increase her proficiency in using and ana- of knowledge spread throughout many disci- lyzing quantitative information, a student is plines. To this end, students will take courses required to pass two courses (6 credit hours) in each of eight different areas that are grouped in which quantitative reasoning is itself a focus by similar approaches. The areas chosen fol- of the class. A significant amount of classroom low closely the mission of the College, which instruction should be devoted to the training specifies that students learn to be aware of the and practice of quantitative reasoning. While achievements of the past, learn an appreciation mathematics is an important part of quantita- of the arts, understand the methods of sci- tive reasoning, a course that targets quantitative ence, and become responsible members of a reasoning is not a class in remedial mathemat- world community that is diverse and constantly ics. Quantitative reasoning includes the devel- changing. Broad knowledge will prepare them opment of quantitative ability (arithmetic and for an evolving society, and equip them to take data analysis), problem solving, and logical leadership in its formation. reasoning. General Education Requirements Outline Physical Activity Requirement First-Year Writing Requirement It is through movement that the student (3 credits) explores her physical self, abilities, and limits. The process of discovery is as important as the n Required of all students not exempted. end product, and may be experienced through (These courses do not apply to the 51-credit limit for courses in a single department.) organized sports, skills and fitness activities,
outdoor adventure, or dance. A student must n Course designation is FYW. pass 2 credit hours of coursework in physi- cal education, riding, or dance, emphasizing physical movement. The requirement may also be met by certain non-credit experiences, with approval of the appropriate department. The
40 2010-2011 Catalog requirements for the degree
Skills 3) Experience another culture through the 1) Oral Communication (6 credits) study of a foreign language. (3 -12 credits)
n Course designation is V.3. n Course designation is III.O. n Examines aspects of culture, society, or n One course must be in the major. literature, ancient or modern, that is taught 2) Quantitative Reasoning (6 credits) in a foreign language course numbered 202 or above. n Course designation is III.Q. 4) Understand the world beyond the cultures 3) Written Communication [in addition to the of Europe and the U.S. (6 credits) first-year writing requirement] (9 credits) n Course designation is V.4. n Course designation is III.W. n Introduces students to alternate world n One course must be in the major. views through the examination of the cul- tures of Africa, Asia, Latin America, or the Experiences Middle East.
1) Physical Activity (2 credits) 5) Understand how class, gender, ethnicity,
n Course designation is IV.3. and ethical and religious values affect world views and decision making. (3 credits)
Knowledge Areas n Course designation is V.5. n Examines how concepts like race, class, 1) Understand the cultures of Europe and the and gender are understood in cultures, U.S. through a study of the past. (3 credits) religions, and/or historical eras. n Course designation is V.1. n Alternatively, encourages students to n Uses historical methods of study which appreciate and apply ethical reasoning in reveal patterns and meanings in European various contexts. and U.S. cultures. 6) Understand creative expression through n Takes an historical approach to political, social, or cultural events in either a broad (a) the study and (b) the practice of fine or a narrow time period. arts, performing arts, and visual arts. (4-6 credits) 2) Develop critical insights and extend experi- n Course designations are V.6a and V.6b. ences through the study of literature. (Choose one course for 3 credits in “a” and (3 credits) one course for 1-3 credits in “b”.)
n Course designation is V.2. n Introduces students to different examples n Includes a range of literary works, either of excellence and examines the criteria for a broad survey, or a narrow and intensive evaluation of an art form. focus on a few examples. n V.6a discusses the ideas expressed in spe- n Examines both the form and the content of cific works of art. the work. n V.6b teaches students to produce their own n Teaches students to develop and defend work in a specific art form, applying tech- critical judgments about the work. niques and expressing ideas creatively.
41 requirements for the degree Sweet Briar College
7) Understand how economic, political, and whom English is a second language may fulfill legal systems shape the modern world. Knowledge Area V.3 by taking English 104 (3 credits) and one literature course in English that does not include translations of works in her native n Course designation is V.7. language. n Examines contemporary economic and political institutional systems and their The Pass/Credit/No Credit grading option impact on the global community. is not allowed in any course being used to sat- n Takes an analytical approach to specific isfy Knowledge Area V.3. political and economic problems at the national and/or international level. Some courses taken in a student’s major or minor field may count toward fulfilling general 8) Understand the world through (a) scientific education requirements. An entering student theory and (b) scientific experiment and may satisfy a general education requirement observation. (7 credits) by a score of 4 or 5 on a CEEB Advanced
n Course designations are V.8a and V.8b. Placement Test if the material covered by the (Choose 2 courses for 6 credits in “a” and a test is appropriate to that particular require- 1-credit lab in “b”.) ment. General education requirements may n V.8b must be satisfied in conjunction with also be satisfied by transfer credit after evalua- a Knowledge Area V.8a course in biology, tion by the Registrar’s Office. chemistry, engineering, environmental sci- ence, or physics. Students in the 3-2 engineering program and those who study abroad are still required to n V.8a introduces students to science through an examination of major ideas and discov- pass three writing intensive courses in addition eries by relating theories to the evidence to the first-year writing requirement. To meet upon which they are based. the writing skills requirement, these students n V.8b teaches students to conduct a con- may take two writing intensive courses in one trolled experiment and to evaluate critically year or obtain approval from the Registrar’s the design and the results of the experiment. Office to count a course taken elsewhere. Only one so approved outside course may be counted General Education Requirement Restrictions toward the writing skills requirement. No more than three knowledge area require- ments may be satisfied by courses from one Transfer students are required to take one department. At least one course in the knowl- writing-intensive course for each year they edge areas must be taken in the departments of attend Sweet Briar College. anthropology, sociology, economics, or gov- ernment. Major Requirements Courses taken to fulfill Knowledge Area Students are allowed to declare a major at any requirements may fulfill Skills requirements time, but are required to do so in the second as well as major and minor requirements. A term of the sophomore year. At that time, a stu- course may be listed in, and may be taken to dent must plan with her major advisor a pro- fulfill, no more than two knowledge areas and gram for the junior and senior years. A student one skill area or one knowledge area and two must complete the major requirements speci- skills areas. fied in the departmental statement. A mini- mum 2.00 grade point average in the major is For some students Knowledge Area V.3 required for graduation. The major grade point will require 6-12 hours because a minimum average calculation includes all courses taken in intermediate skill level is needed. A student for
42 2010-2011 Catalog requirements for the degree
a department that can count towards the major, Spanish as well as all other courses that are applied to Studio Art the major requirements as designated by each Theatre department. Each senior must pass the senior culminating exercise in her major as designated Self-designed by the department. This culminating exercise must be completed at Sweet Briar College. Interdisciplinary Majors A self-designed major may be planned by a student in consultation with a faculty advisor Majors from a sponsoring department or program The following majors are offered: (with approval of the department or program Anthropology involved) and representatives of the other Archaeology department(s) or program(s) involved. The Biochemistry and Molecular Biology major must include at least 36 credit hours. It Biology should be comparable in rigor and philosophy to other majors offered at Sweet Briar, show Business a progression in complexity, and include a Chemistry designated culminating experience. Normally, Classics a minimum of 18 credits should be in the spon- Dance soring department or program; a minimum of Economics 27 credits must be at the 200-level or above. At Engineering Management least 9 of the 27 credits must be at the 300-level Engineering Science or above. The culminating experience may be English one of these courses. A student must have a English and Creative Writing grade point average of 3.00 before she will be Environmental Science permitted to undertake this type of major. Environmental Studies The student and her principal faculty advi- French sor should submit the Self-designed Interdis- German ciplinary Major Proposal to the Dean of the German Studies College by March 15 of the student’s sopho- Government more year, and at this time any proposed inde- History pendent study courses must have a description History of Art comparable to that of a typical course. The International Affairs proposal should be signed by the chair of the sponsoring department or program and by Italian Studies other faculty members who have contributed Liberal Studies to the proposal. The proposal will be reviewed Mathematical Economics by a standing subcommittee of the Instruction Mathematics Committee consisting of the Dean and two Modern Languages and Literatures faculty members appointed by the Chair of the Music committee. The subcommittee may approve, Philosophy approve with emendations, or reject the pro- Physics posal. An accepted program of study may be Psychology amended after its acceptance by petition to the Religion Dean, who will consult the subcommittee. Sociology
43 requirements for the degree Sweet Briar College
Double Majors and Double Minors Minors A student may declare, complete, and have Anthropology recorded a double major and/or a double minor Archaeology by fulfilling the requirements for each as stated Biology in the Catalog. With some exceptions, students Business may double count courses toward majors and Chemistry minors. Departmental double counting restric- Classics tions are allowed and must be specified in the Dance department sections of the Catalog. Consult the Economics Catalog and the major or minor advisor when Engineering Science planning courses to satisfy requirements. English Minors English and Creative Writing Environmental Science Requirements include a minimum of 18 credit hours in a department, at least six of which Environmental Studies shall be on an advanced level, as defined by French the department. A grade point average of not Gender Studies less than 2.00 in the minor is required. The German minor grade point average calculation includes Government all courses taken in the department(s) that can History count towards the minor, as well as all other History of Art courses that are applied to the minor require- Italian ments as stated in the Catalog. Unless further Journalism, New Media and Communications restricted by an academic department, no more Latin American Studies than two courses counted toward a minor may Law and Society be taken on a Pass/Credit/No Credit grading option. Mathematics Medieval and Renaissance Studies Music Musical Theatre Philosophy Physics Psychology Religion Sociology Spanish Statistics Studio Art Theatre
44 2010-2011 Catalog requirements for the degree
Interdepartmental Majors Any student who declares an interdepartmen- tal major listed below will not be allowed to declare an additional major or minor in any of the individual disciplines related to the interde- partmental major. Biochemistry and Molecular Biology Engineering Management German Studies International Affairs Italian Studies Liberal Studies Mathematical Economics Certificate Programs Certain certificate programs can be combined with a major. Coordinate programs include: Arts Management Certificate Equine Studies Certificate
Teacher Licensure Students interested in teacher licensure will complete a five-year program that results in earning both a Bachelor’s degree and a Master of Arts in Teaching degree after the fifth year. This five-year program allows the completion of teacher licensure requirements (valid in 48 states including Virginia) and student teaching while simultaneously earning a master’s degree. The fifth year of this program is offered on a non-residential, co-educational basis.
45 Courses of instruction Sweet Briar College
First-Year Students Courses of Courses with no stated prerequisites are open to first-year students. The courses are usually, but not always, numbered below 200. Courses with Instruction a prerequisite of permission of the instructor, Course Numbers may be open to first-year students. Consult the Course numbers indicate in a general way the instructor for more information. level of instruction. Numbers below 200 indi- cate introductory courses: 200-299 intermedi- Directed, Special, and Independent ate; 300-399 advanced; and above 400, courses Studies normally open to seniors, majors and others of Directed, special, and, independent studies unusual ability. (numbered 261, 361, and 461 respectively) are offered in many departments. These courses Credits require the permission of the instructor in The number of semester credit hours that each addition to any other published prerequisites. course carries is indicated in parentheses in the Special forms, available in the Registrar’s Office, following course descriptions. are required to register for these courses. Course Offerings Internships The courses listed in the Courses of Instruction Internships (numbered 377) are offered in are those that the faculty has approved. Not all many departments. The prerequisite for an courses are offered every year. For offerings in a internship is the permission of the instructor. specific year or semester, students should con- Special forms, available in the Career Services sult the Schedule of Courses which is published Office, are required to register for internships. by the Office of the Registrar. The cycle at which a particular course is General Education Program offered may be described in the course descrip- Requirements tion. Some courses are offered every semester, Courses which satisfy any of the general educa- others are offered once a year, many are offered tion requirements have those codes at the end in alternate years, and a few are offered as of the course description. Consult the Schedule needed. Sweet Briar College is committed, how- of Courses each semester for updates of courses ever, to offering to its students those courses which satisfy general education requirements. needed to complete their general, major, and minor requirements. Students should work Major, Minor, and Program closely with their advisors to insure that they Requirements take needed courses when offered. Students usually complete the major, minor, or certificate requirements in effect at the time the Prerequisites and Co-requisites student makes her declaration. The prerequisites and co-requisites for each course are described in italics at the beginning of Disclaimer each course description. A course which has no Every effort has been made to insure the accu- prerequisites listed is usually open to first-year racy and completeness of these Courses of students. Students who have not met the stated Instruction. The information included is accu- prerequisites for a particular course may still reg- rate at the time of printing. However, Sweet ister for the course if they receive the permission of Briar College reserves the right to make neces- the instructor prior to registration. Courses which sary and desirable changes in policies and pro- list “permission of the instructor” as the prerequi- gram requirements. site may have additional, unstated prerequisites. In such a case, the instructor will ascertain if such prerequisites have been met before giving the stu- dent permission to register for the course.
46 2010-2011 Catalog Anthropology and Archaeology
The Anthropology Major Anthropology (34 semester hours) Required: and Archaeology ANTH 221 (3) �Culture, Society, and the nthropology, the study of humankind, Individual Ainvestigates the entire range of the human ANTH 224 (3) �Ethnography experience across cultures and over time. ANTH 328 (3) �Ritual and Worldview Its holistic approach encourages students to explore the relationships among production Senior Exercises: systems, age and gender roles, family and kin- ANTH 451 (1) �Senior Workshop in ship relations, relations of power and inequal- Anthropology and Archaeology ity, and religious beliefs in societies throughout the world. Cultural anthropology examines ANTH 452 (3) �Senior Seminar ritual, symbols, cosmological systems, forms Choose 1 of the following courses: of social organization, economics, and politics ANTH 215 (3) �Peoples and Cultures of from a cross-cultural perspective. The depart- Africa ment offers major and minor programs in ANTH 268 (3) �Peoples and Cultures of the anthropology. Mediterranean Archaeology explores societies and cultures ANTH 270 (3) �Peoples and Cultures of of the past through their material remains South Asia Such remains include monumental and occu- ANTH 272 (3) �Peoples and Cultures of the pational sites, artifactual and natural materi- Middle East als, and environmental landscapes and rock art. The department’s major and minor in Choose 1 of the following courses: archaeology take an anthropological approach ANTH 317 (3) �Ecological Anthropology to understanding past societies, while also ANTH 334 (3) �Gifts and Commodities allowing students to explore archaeological And choose 5 additional three-credit approaches in other disciplines such as classical courses in anthropology excluding internships. studies, history, and museum studies. Students No more than one directed, special, or independent learn technical aspects of archaeological work, study may be counted toward the major. Students and explore the theory and methods used by may apply one archaeology course, excluding archaeologists to interpret the material remains ARCH 115, to the major in anthropology. of the past. Courses cover both prehistoric and Note: Students choosing to declare majors in historic archaeology, and topics such as the both anthropology and archaeology may use social evolution of societies and the archaeol- ANTH 452 for only one of the majors. The ogy of death, gender, and everyday life. The senior exercise for the other major may be an final component of the major and minor is par- independent study approved by the advisor. ticipation in an archaeological field program or Note: At least four courses (including ANTH 328, internship, providing experience in the meth- ANTH 451, and ANTH 452) must be advanced ods of archaeological excavation and analysis. courses numbered at the 300-level or above. Note: With the exception of ANTH 451, no course used to fulfill major requirements may be taken on a P/CR/NC grading option. Additional information about the P/CR/NC grading option is available under the Academic Regulations heading in this catalog.
47 Anthropology and Archaeology Sweet Briar College
The Anthropology Minor Choose 1 of the following courses: (18 semester hours) ANTH 317 (3) �Ecological Anthropology Choose 6 three-credit courses in anthro- BIOL 104 (3) �Plants and Human Affairs pology excluding internships. At least two three- ENVR 131 (3) �Physical Geography credit courses must be at or above the 300-level. Recommended: Note: No more than one directed, special, or ENVR 133 (1) �Physical Geography independent study may be counted toward the Laboratory minor. Neither ANTH 451 nor ANTH 452 may be counted toward the minor. Note: Students choosing to declare majors in both anthropology and archaeology may use ANTH 451 and ANTH 452 for only one of these The Archaeology Major majors. The senior exercise for the other major (32-34 semester hours) may be an independent study if approved by Required: the advisor. ANTH 114 (3) �Introduction to Archaeology Note: At least 4 courses (12 credits) elected for ANTH 221 (3) �Culture, Society, and the the major, including ANTH 452, must be at the Individual 300-level or above. ARCH 115 (3) �Archaeological Method ENVR 316 (3) �Geographic Information The Archaeology Minor Systems I (18 hours)
Senior Exercises: Required: ANTH 451 (1) �Senior Workshop in ANTH 114 (3) �Introduction to Archaeology Anthropology and Archaeology ARCH 115 (3) �Archaeological Methods ANTH 452 (3) �Senior Seminar ARCH 265 (3) �Archaeology of Everyday Life Choose 1 of the following courses: Choose 2 or more of the following courses: MATH 106 (3) �Statistical Reasoning ARCH 207 (3) �Rise and Fall of Civilizations MATH 205 (3) �Applied Statistics ARCH 223 (3) �Women and Gender in Archaeology Choose 1 of the following: ARCH 310 (3) �Archaeology of Death ARCH 377(1-3) �Internship ARCH 317 (3) �Historical Archaeology An approved off-campus field school Choose 1 or more of the following courses: Choose 1 of the following courses: ANTH 317 (3) �Ecological Anthropology ANTH 224 (3) �Ethnography ARTH 232 (3) �Greek Art and Archaeology HIST 105 (3) �Doing Sweet Briar History BIOL 104 (3) �Plants and Human Affairs Choose 2 of the following courses: CLAS 205 (3) �Ancient Greece ARCH 207 (3) �Rise and Fall of Civilizations CLAS 208 (3) �Society and Culture in the Roman Empire ARCH 223 (3) �Women and Gender in Archaeology CLAS 211 (3) �Roman Archaeology and Art ARCH 265 (3) �Archaeology of Everyday Life ENVR 131 (3) �Physical Geography: Landscapes ARCH 310 (3) �Archaeology of Death ENVR 316 (3) �Geographic Information ARCH 317 (3) �Historical Archaeology Systems I ARTH 232 (3) �Greek Art and Archaeology HIST 135 (3) �America, Origins to 1877 CLAS 211 (3) �Roman Art and Archaeology
48 2010-2011 Catalog Anthropology and Archaeology
HIST 214 (3) �Building the Past ANTH 221 (3)–Culture, Society, and the HIST 223 (3) �The Ancient World, 8000 BC Individual to 300 AD Prerequisite: Not open to first-year students. HIST 225 (3) �The U.S. South An introduction to the theoretical foundations of anthropology. We examine the emergence of HIST 272 (3) �Pre-Colonial African History specific problematics in anthropology: What is HIST 308 (3) �Encounters, Conquest and the relationship of the individual to society? To European Expansion, 1350- culture? What are the implications of talking about 1650 society as structured? About cultures as different? HIST 312 (3) �Virginia: History and Memory How do we account for change and diversity? The Other courses approved by the advisor course introduces these questions through the Note: At least six credit hours must be at the examination of theoretical sources and supple- 300-level or above. mented by some ethnographic studies. V.5. ANTH 224 (3)–Ethnography Course Descriptions–Anthropology Prerequisite: ANTH 112 or one 200-level ANTH 112 (3)–Cultural Anthropology ANTH course. A critical evaluation of the ways Prerequisite: Not open to seniors. (ANTH 112H anthropologists study Western and non-West- is open to seniors). A broad, general introduc- ern cultures and the ways anthropologists shape tion to selected concepts and topics in cultural coherent narratives. A practical introduction anthropology through ethnographic accounts of to fieldwork techniques, ethnographic meth- societies from different world regions. Questions ods, ethical dilemmas, and the conventions of about differing social practices and cultural val- anthropological writing. III.W, V.5. ues will be explored, along with questions about how anthropologists examine the objects of their ANTH 233 (3)–Cultural Perspectives on studies and critical examination of analytical the Family and Society concepts such as culture, tradition, ritual, and Prerequisite: ANTH 112 or one 200-level ANTH kinship. The course is designed primarily for course; instructor permission may be given to first- and second-year students. V.4. students who have taken upper-level social science courses. An examination of the ideas associated with ANTH 114 (3)–Introduction to the family in anthropology and in different societ- Archaeology ies, of relationships within the family and between An introduction to the theory and methods of families and larger society, and of how such rela- anthropological archaeology and a survey of tionships are inventively lived in different cultures some of the prehistoric societies in different in historical and contemporary times. Among other parts of the world. III.Q, V.1 topics, the course may examine ideas of mother- hood and fatherhood; descent and relationship; ANTH 215 (3)–Peoples and Cultures of Africa intra- and inter-national adoptions; new reproduc- An exploration of anthropological approaches to tive technologies; and the ideas associated with the Africa, focusing on selected societies. The course family in national, business, religious, and other examines the dynamism of African cultures community discourses. Offered alternate years. V.5. and their engagement with the world system in various domains. Among possible topics in the ANTH 238 (3)–The Anthropology of course are engagements with colonialism and Globalization globalization, art and aesthetics, social organi- Prerequisite: ANTH 112 or one 200-level zation, ideas of the state, health and healing, ANTH course. This course takes a critical look religion and worldview, personhood and senti- at globalization, both as an idea about the cur- ments, and gendered experiences. V.4. rent moment, and how people respond to and create contemporary changes. We will pay par- ticular attention to global markets and the flow of people, goods and ideas; neoliberalism and
49 Anthropology and Archaeology Sweet Briar College the rise of nonstate global agencies; the work of ANTH 281 (3)–Visual Anthropology the imagination; the apparent contrast between Prerequisite: ANTH 112, ENGL 149, or ENGL “the global” and local knowledge; and the place 150. This course explores images of the cultural of the intimate in world-wide change. V.7. other, as seen in ethnographic and documentary films and photographs. How do photographs, ANTH 261 (1, 2, or 3)–Directed Study art, exhibits, and museums reinforce stereotypes Prerequisites: One ANTH course and permis- of “the primitive” and “the exotic?” In what sion of the instructor. The study of introductory ways are visual media used to create ethno- level material by an individual student or by a graphic texts and representations? The course small group of students under the immediate will address these topics through film screen- supervision of a faculty member. This course is ings, discussions, and readings as well as video graded P/CR/NC only. production. V.5.
ANTH 268 (3)–Peoples and Cultures of ANTH 282 (3)–Anthropology and the Body the Mediterranean Prerequisite: ANTH 112 or one 200-level ANTH An area survey of selected Mediterranean soci- course. A detailed exploration of the body as a eties, including the comparative analysis of cultural construct and as a field of practices. The selected European, Middle Eastern, and North course will examine how the body is imagined African cultures. An examination of the cen- through a variety of discourses, including disease, tral concepts in the social anthropology of this illness and healing; ritual; aesthetics; age and gen- region: honor and shame, the roles of family and der; modification and training; and as part of the kinship, and systems of stratification. Offered political domain. V.5. alternate years. V.5. ANTH 310 (3)–The Anthropology of ANTH 270 (3)–Peoples and Cultures of Identity and Citizenship South Asia Prerequisites: Two ANTH courses, at least An examination of selected South Asian societ- one of which is at the 200-level or above. This ies from an anthropological perspective. Among course examines the processes through which topics the course may cover are kinship, class and people come to think of themselves as part of caste, gender and sexualities, the lifecourse, moder- a group united by shared values, practices, or nity and tradition, religion, and aesthetics. V.4. substances, and the ways in which such identi- ties figure in political contexts. The course also ANTH 272 (3)–Peoples and Cultures of looks at how people relate to and shape political the Middle East contexts, including “the state,” examining such An exploration of various anthropological per- concepts as civil society and the public sphere. spectives on selected Middle Eastern societies. Offered alternate years. V.7. Among topics that may be covered are gen- der, family and society, religion and secularism, ANTH 317 (3)–Ecological Anthropology transformations of class, media and society, age Prerequisite: ANTH 112, one anthropol- and the lifecourse, and Middle Eastern moderni- ogy course at the 200-level, or ENVR 101. ties. Offered every two years. V.4, V.5. Ecological approaches in anthropology are introduced in this course through topics such ANTH 274 (3)–Sex and Gender: An as human population growth, biodiversity, sus- Anthropological Perspective tainability, and climate change, especially in Are relations of power and status between men international contexts. A comparative study of and women always unequal? Are gender dif- global versus regional environmental concerns ferences always linked to the same notions of in both Western and non-Western contexts will sexuality and sexual practice? These questions be covered through readings and discussions. will be explored by looking at the ways people Offered alternate years. V.5. in various cultures throughout the world define and maintain gender distinctions and order, and conceptualize sexuality. V.5.
50 2010-2011 Catalog Anthropology and Archaeology
ANTH 325 (3)–Special Topics in In the course we will plan the senior seminar, Anthropology and plan research projects for the spring, includ- Prerequisites: Two anthropology courses, ing assembling bibliographies, and research including one at or above the 200-level. An materials, and developing research proposals intensive study of a selected topic in anthropol- for review by the department. We also discuss ogy, to be determined by the students and the career planning and how the anthropology and instructor. archaeology majors have prepared students for a variety of post-graduation paths. This course is ANTH 328 (3)–Ritual and Worldview taken on a P/CR/NC grading option only. Prerequisites: Two ANTH courses, at least one of which is at the 200-level or above. A study of ANTH 452 (3)–Senior Seminar how ritual and religious symbolism define cul- Prerequisite: ANTH 451. An examination of tural categories and individual experiences. The core concepts and analytical methods in anthro- course will focus on initiation and death ritual, pology through focused discussion of contem- taboo, witchcraft and other idioms of affliction, porary scholarship and through student senior and some of the theories anthropologists have research projects. III.O, III.W. used to interpret religious behavior and ideas. V.4, V.5. ANTH 461 (1, 2, or 3)–Independent Study Prerequisites: Three ANTH courses, at least ANTH 334 (3)–Gifts and Commodities: one at the 300-level, and permission of the The Construction of Value in Social Life instructor. Pursuit of an upper level research Prerequisites: Two ANTH courses, at least one project determined in advance by the student in of which is at the 200-level or above. How do consultation with a faculty member who will act objects, such as gifts, money, commodities, art as the sponsor. This course is taken on a P/CR/ and aesthetic products, become “valued?” How NC grading option only. do exchanges of valued objects shape relation- ships among people? The place of value and Course Descriptions–Archaeology exchange in everyday life is examined through ARCH 115 (3)–Archaeological Methods classic statements (for example by Marx, Mauss, Prerequisite: ANTH 114 or one course in and Simmel), and also in selected ethnographies. ARCH. An introduction to archaeological Offered alternate years. III.O. methods and practices, including field survey ANTH 361 (1, 2, or 3)–Special Study and excavation, background research, labora- tory conservation and analysis, preparing proj- Prerequisites: Three anthropology courses, ect proposals, and knowledge of federal and including one at the 200-level and permission state regulations. Students are required to par- of the instructor. The study of an intermediate ticipate in some weekend activities. III.Q. level topic by an individual student or by a small group of students under the immediate supervi- ARCH 207 (3)–Rise and Fall of Civilizations sion of a faculty member. This course is taken on This course focuses on the emergence of com- a P/CR/NC grading option only. plex societies in the Old and New Worlds (such ANTH 377 (1, 2, or 3)–Internship as, the Mesopotamians, Egyptians, Harappans, Aztecs, Mayans, and Inkans). Topics include the Prerequisites: Three credits in ANTH and per- origins of agriculture and its effect on society, mission of instructor, department chair, and the shift from egalitarian societies to those with dean. This course is graded P/CR/NC only. social ranking, the rise of cities, and the origins ANTH 451 (1)–Senior Workshop in of writing. By highlighting the variability in pre- Anthropology and Archaeology industrial civilizations, the course examines the role of cultural values in shaping the organiza- Prerequisites: Majors in anthropology or tion of early societies. III.O, V.1. archaeology. A fall term workshop for students planning to take ANTH 452 in the spring term.
51 Anthropology and Archaeology Sweet Briar College
ARCH 223 (3)–Women and Gender in western colonial and industrial societies, illumi- Archaeology nating the lives of “people without history” in Women’s varied roles in past societies have those societies, and sometimes questioning the only been seriously studied by archaeologists in documentary record. This course also extends the last few decades. How do we recognize and historical archaeological methods and theories interpret gender in the archaeological record? to non-western sites and peoples. Offered alter- How do we know what the lives of women, as nate years. V.1 slaves, household members, and queens, were like? To what extent have our understandings of ARCH 361 (1, 2, or 3)–Special Study women in the past been influenced by the roles Prerequisites: Two ARCH courses (which may and perceptions of women in modern society? include ANTH 114), at least one of which is at III.W, V.5. the 200-level, one additional ANTH or ARCH course, and permission of the instructor. The ARCH 261 (1, 2, or 3)–Directed Study study of an intermediate level topic by an indi- Prerequisites: One ARCH course and permis- vidual student or by a small group of students sion of the instructor. The study of introductory under the immediate supervision of a faculty level material by an individual student or by a member. small group of students under the immediate supervision of a faculty member. ARCH 377 (1, 2, or 3)–Internship Prerequisites: Three courses listed for the ARCH 265 (3)–Archaeology of Everyday Life major in archaeology, including at least one Prerequisite: ANTH 114. What was daily life like ARCH course at the 200-level or above, and in the past? What can archaeology tell us about the permission of instructor, department chair, occupations, influences, and challenges that men, and dean. This course is graded P/CR/NC only. women, and children experienced in past societies such as Babylon, Akhetaten, London, Pompeii, or ARCH 461 (1, 2, or 3)–Independent Study Virginia plantations? Topics of study include the Prerequisites: Three courses listed for the major patterning of household activities (family life, craft in archaeology, two of which must be ARCH production, child rearing, and diet), social interac- courses and one of which must be at the 300- tions (between genders and among elites, peasants, level, and permission of the instructor. Pursuit and slaves), and ethnic and religious affiliations. of an upper level research project determined V.5 in advance by the student in consultation with a faculty member who will act as the sponsor. ARCH 310 (3)–Archaeology of Death Prerequisite: ANTH 114 and one course in archaeology at the 200-level or above. Death is a universal human experience, yet mortuary rituals and burials vary cross-culturally. In this Arts Management class we consider how archaeologists encoun- he Arts Management Program is coor- ter and interpret death in societies worldwide. Tdinated with a major in art history, stu- Topics include tombs, mummies, funerals, cem- dio art, music, dance, theatre arts, English, etery landscapes, gravemarkers, war memori- English and creative writing, modern languages als, and mortuary symbolism. Offered alternate and literatures, anthropology, or history. The years. purpose of the program is to give students ARCH 317 (3)–Historical Archaeology theoretical knowledge and practical experi- Prerequisites: ANTH 114 and one course in ence in arts management and museum studies archaeology or history at the 200-level or within the framework of a liberal arts educa- above. This course uses archaeology and mate- tion. Candidates may enter the program at the rial culture to go beyond documentary histories. time they declare their major, usually at the end Historical archaeology traditionally examines of the sophomore year. A minimum cumula-
52 2010-2011 Catalog arts Management
tive grade point average of 2.300 is required. Note: For the arts management certificate, the Selection will be based on an interview with the P/CR/NC grading option may not be exercised program director and the chair of the depart- for required ARMG courses. Additional infor- ment in which the student is majoring. mation about the P/CR/NC grading option is available under the Academic Regulations head- The Arts Management Certificate ing in this catalog. (21 semester hours) Course Descriptions Required: ARMG 105 (4)–Introduction to Arts ARMG 105 (4) �Introduction to Arts Management Management Behind the scenes at arts organizations is char- ARMG 141 (1) �Arts Management Practicum I acterized by high energy productivity, dedi- THTR 102 (3) �Public Speaking cated workers, small budgets, ephemeral audi- ences, and a gap between earned income and Choose 1 of the following courses: cost of production. This course introduces the ARMG 341 (3) �Arts Management Practicum III world and culture particular to arts institu- ARMG 377 (3) �Internship tions. Readings, classroom discussions, field trips, guest speakers, and hands-on fieldwork Choose 1 of the following courses: will provide the source materials for the course. ARMG 121 (1) �New York Arts III.O, III.W. IART 101 (1) �Fine Arts Workshop ARMG 121 (1)–New York Arts Prerequisites: ARMG 105 and permission of Choose 1 of the following courses: the instructor. This weeklong, intensive course ARMG 213 (3) �Museums and Galleries in New York City will provide students with ARMG 217 (3) �Performing Arts critical appreciation for a broad spectrum of Management major cultural institutions focused on visual ARMG 306 (3) �The Art Market arts, dance, theatre, and music. Students will ARMG 311 (3) �Leadership of Arts attend performances, and engage in discussions Organizations with arts managers and artists. This course will be offered before classes resume in January or Choose 2 additional three-credit courses in during Spring Break. Students are responsible arts management and/or courses from the for the cost of their transportation as well as following electives: lodging, meals, and tickets estimated at $1000. ARTS 213 (3) �Digital Design I ARMG 132 (3)– Historic Preservation in BUSN 127 (3) �Accounting I America BUSN 131 (3) �Fundamentals of An introduction to historic preservation in Management the U.S., including an overview of the regional BUSN 150 (3) �Fundamentals of Marketing characteristics of American architecture. An BUSN 232 (3) �Human Resource understanding of practical issues such as build- Management ing documentation, legal issues, and techni- cal guidelines will balance a critical evaluation PHIL 236 (3) �Philosophy and the Arts of theoretical issues germane to preservation THTR 202 (3) �Business and Professional today, including sustainability and urban plan- Speaking ning. Students will conduct first-hard analysis THTR 350 (3) �Group and Organizational of historic structures and visit sites such as Communication Monticello and Montpelier. V.1, V.6a.
53 arts Management Sweet Briar College
ARMG 141 (1)–Arts Management ARMG 261 (1, 2, or 3)–Directed Study Practicum I Prerequisites: One ARMG course and permis- Prerequisite: Permission of the instructor. Very sion of the instructor. The study of introductory focused practicum of study centering around a level material by an individual student or by a single project, for example, the development of small group of students under the immediate a specialized museum tour, and pre- and post- supervision of a faculty member. visit study materials for the same. Assigned read- ings will accompany the practicum project. A ARMG 306 (3)–The Art Market minimum of 40 hours is required. May be taken Prerequisite: ARMG 105. This course will exam- on a P/CR/NC grading option only. ine the various ways in which objects reach the art market, concentrating on the role of auction ARMG 213 (3)–Museum and Galleries houses, galleries, and museums in shaping the Prerequisite: ARMG 105. This course com- treatment of art as a cultural commodity. An bines theory with the practical skills required of understanding of central issues that influence the museum and art gallery professionals. Students buying and selling of art–tax laws, the perception of will examine the critical issues surrounding col- artworks as investments, and aesthetic appreciation lections, exhibitions, conservation, governance, of the works–will be reached through lectures, read- and ethics. In addition, students will gain first- ings, and visits to galleries, auctions, museums and hand experience that provides a firm foundation private collections. This course cannot be taken on in skills such as scholarship, connoisseurship, a P/CR/NC grading option. III.W, V.6a. object handling, and exhibition installation that are considered fundamental knowledge in muse- ARMG 311 (3)–Leadership of Arts ums and art galleries. Offered alternate years. Organizations III.O, V.6a. Prerequisite: ARMG 105. Students will exam- ine the integration of leaders and arts organi- ARMG 217 (3)–Performing Arts zations, their history, evolution, culture, and Management theory. Through case studies, arts leadership Prerequisite: ARMG 105. This course expands will be explored in units on creativity, ethics, upon the principles and concepts introduced the artist-cum-leader, political advocacy, pro- in ARMG 105. The focus is on issues central gram development, oral and written persuasion, to the creation and management of perform- and evaluating instances of success vs. failure. ing arts organizations, which will be explored Offered alternate years. III.O, V.6a. through a series of case studies, practical exer- cises, and ongoing assessment of current events. ARMG 341 (3)–Arts Management Areas of focus include artist relations, audience Practicum III development, front-of-house management, pro- Prerequisite: Permission of the instructor. An gramming, human resources, marketing, public intensive apprenticeship in a particular area relations, contracts, copyright, and royalties. of the arts, such as exhibitions, cataloguing, Offered alternate years. III.W, V.6a. booking and promoting theatrical events, or an internship at an arts organization outside ARMG 241 (2)–Arts Management the college. A final portfolio or record of the Practicum II project must be presented at the completion of Prerequisite: Permission of the instructor. the course. The practicum will be supervised Students will be introduced to the practical by the Program Director, or other appropriate aspects of presenting artistic events on the cam- faculty members. May be taken on a P/CR/NC pus. Projects will include the organization, pro- grading option only. A minimum of 120 hours motion, and mounting of exhibitions, the book- is required. ing and promotion of concerts, theatre, or dance productions, or other appropriate arts activities. ARMG 361 (1, 2, or 3)–Special Study A minimum of 80 hours is required. May be Prerequisites: 100-level ARMG course and per- taken on a P/CR/NC grading option only. mission of the instructor. The study of an inter-
54 2010-2011 Catalog Asian Studies
mediate level topic by an individual student or ASIA 235 (3)–Asian Civilizations I by a small group of students under the immedi- Prerequisite: First-year students by permis- ate supervision of a faculty member. sion. The civilizations of India, Nepal, Sri Lanka, Bangladesh, Pakistan. Significant periods ARMG 377 (1, 2, or 3)–Internship in their social and political history; their reli- Prerequisites: Three credits in ARMG and per- gious, philosophical, and artistic traditions; and mission of instructor, department chair, and their interaction with Western culture. Offered dean. This course is graded P/CR/NC only. alternate years. V.4.
ARMG 461 (1, 2, or 3)–Independent Study ASIA 236 (3)–Asian Civilizations II Prerequisites: One 100-level ARMG course, one Prerequisite: First-year students by permis- 200-level ARMG course, and permission of the sion. The civilizations of China and Japan. instructor. Pursuit of an upper level research Significant periods in their social and politi- project determined in advance by the student in cal history; their religious, philosophical, and consultation with a faculty member who will act artistic traditions; and their interaction with as the sponsor. Western culture. Offered alternate years. V.4.
ASIA 261 (1, 2, or 3)–Directed Study Prerequisites: One ASIA course and permis- sion of the instructor. The study of introduc- Asian Studies tory level material by an individual student or by lthough no major or minor is offered in a small group of students under the immediate AAsian studies, the following courses enable supervision of a faculty member. the student to gain some knowledge of the art, government, history, literature, and religion of ASIA 361 (1, 2, or 3)–Special Study Prerequisites: One ASIA course and permis- selected countries of Asia. sion of the instructor. The study of an interme- diate level topic by an individual student or by Course Descriptions a small group of students under the immediate supervision of a faculty member. ASIA 206 (3)–Chinese and Japanese Literature in Translation ASIA 461 (1, 2, or 3)–Independent Study Prerequisite: First-year students by permis- Prerequisites: Two ASIA courses and permis- sion. A reading of works representative of the sion of the instructor. Pursuit of an upper level Chinese and Japanese literary traditions. Offered research project determined in advance by the alternate years. V.2. student in consultation with a faculty member who will act as the sponsor. ASIA 218 (3)–Chinese Cinema Prerequisite: ENGL 149 or ENGL 150. A his- Other courses of interest: torical survey of Chinese cinema from 1900 to ANTH 270 (3) �Peoples and Cultures of the present. Emphasis will be placed on the social, South Asia cultural, and political contexts of filmmaking in ARTH 237 (3) �Asian Art the 20th century, the relationship between film and literary movements, and the transition from film ECON 256 (3) �Development Economics as an indigenous tool for entertainment and social GOVT 201 (3) �Government and Politics of engineering to film as globalized art form. Special East Asia emphasis will be placed on how Chinese filmmak- RELG 221 (3) �Hindus, Jainas, and Sikhs ers adapt global filmmaking techniques through RELG 222 (3) �Buddhism six generations of directors/filmmakers. Offered alternate years. May be counted toward the minor in RELG 231 (3) �Taoism film studies. This course may not be taken on a P/ RELG 263 (3) �Asian Philosophies CR/NC grading option. V.4.
55 Biology Sweet Briar College
ogy faculty member between the junior and Biology senior year, or by participation in an approved NSF Research Experience for Undergraduates odern biology has evolved from its ori- in a biological discipline between the junior and Mgins in natural history into one of the senior year. most complex, most rapidly changing, and most exciting of all the sciences. Biology today In consultation with their advisor, students are encompasses not only such traditional areas expected to select courses which provide them as anatomy and taxonomy, but also molecular with breadth in biology, covering the areas genetics, immunochemistry, and sociobiology. of cellular and molecular, animal, plant, and Because today’s biologist must have an aware- population biology. It is strongly recommended that students also take at least one course in the ness of current developments in addition to physical or environmental sciences. a sound foundation in basic principles, Sweet Briar’s biology program emphasizes the appli- At least 20 semester hours of coursework applied cation of new experimental discoveries to the towards the major must taken at Sweet Briar fundamental questions of cellular, organismal, College. and population biology. The Biology Major (B.S.) A student who elects biology as her major (64-65 semester hours) subject may earn either the Bachelor of Arts or the Bachelor of Science degree. Required: BIOL 111 (4) �Introduction to Organisms The Biology Major (B. A.) BIOL 112 (3) �Introduction to Cells (36-38 semester hours) BIOL 113 (1) �Introductory Laboratory Techniques Required: BIOL 205 (3) �Genetics BIOL 111 (4) �Introduction to Organisms BIOL 310 (4) �Evolution BIOL 112 (3) �Introduction to Cells CHEM 131 (4) �General Chemistry BIOL 113 (1) �Introductory Laboratory Techniques CHEM 141 (1) �General Chemistry Lab CHEM 231 (4) �Organic Chemistry I Senior Exercise CHEM 233 (1) �Organic Chemistry I Choose 1 of the following: Laboratory BIOL 351 (3) �Independent Research Senior Exercise: BIOL 450 (1) �Senior Exercise BIOL 351 (3) �Independent Research
Choose 27 additional semester hours in Choose 1 of the following: biology, including at least 10 semester hours at MATH 205 (3) �Applied Statistics the 300-level or above (excluding BIOL 377), PSYC 219 (4) �Statistics for Behavioral and an additional 14 semester hours at the 200- Sciences level or above. A maximum of 3 semester hours of BIOL 377 may be counted towards the major. Choose 21 additional semester hours in BIOL 104 may be counted towards the major if biology, including at least 7 semester hours at the it is taken as a first-year student or a sophomore. 300-level or above (excluding BIOL 377), and an additional 11 semester hours at the 200-level or Notes: The BIOL 351 option for the senior above. A maximum of 3 semester hours of BIOL exercise may be satisfied by completion of Sweet 377 may be counted towards the major. Briar Summer Honors Research with a biol-
56 2010-2011 Catalog Biology
Choose 12 additional semester hours Teacher Licensure in biology, chemistry (except CHEM 119, 120, (55 semester hours) 125), computer science, engineering, mathemat- ics (except MATH 106, 113, 211, 213), physics Required: (except PHYS 105, 107, 113, 114), psychology, 1. A bachelor of arts or bachelor of science or from the following courses in environmental studies: ENVR 131, 133, 202, 208, 244, 309, 316, degree in biology 322, 416, and 433). Eight of these 12 credits 2. Complete each of the following: must be in departments other than biology and n chemistry. one course in plant biology (BIOL 104, BIOL 214, or BIOL 301)
Notes: The BIOL 351 option for the senior n genetics (BIOL 205) exercise may be satisfied by completion of Sweet n Briar Summer Honors Research with a biol- ecology (BIOL 324) ogy faculty member between the junior and n two courses in zoology, and/or anatomy senior year, or by participation in an approved and physiology (any two of BIOL 216, NSF Research Experience for Undergraduates BIOL 230, BIOL 247, or BIOL 326) in a biological discipline between the junior and n evolution (BIOL 310) senior year. n four courses in chemistry (CHEM 131, At least 20 semester hours of coursework applied CHEM 141, CHEM 231, and CHEM 232) towards the major must taken at Sweet Briar n one course in physics (PHYS 105 or PHYS College. 171) The Biology Minor n earth science (ENVR 131) (18 semester hours) n one course in mathematics or statistics (MATH 106, MATH 123, MATH 124, Required: MATH 205, or PSYC 219 BIOL 111 (4) �Introduction to Organisms Students who seek endorsement in more BIOL 112 (3) �Introduction to Cells than one area of science need to complete an BIOL 113 (1) �Introductory Laboratory additional 18 credit hours in the second field Techniques which must include any specific requirements in that field. Choose 10 additional semester hours in biology at the 200-level or above. Course Descriptions Notes: No more than three credit hours of BIOL 103 (4)–Life Science by Inquiry directed, special, or independent study may be Prerequisite: Declared major in liberal studies applied toward the minor. Internship credits or permission of the instructor. Students will may not be applied toward the minor. examine aspects of the scientific method includ- At least 9 semester hours of coursework applied ing careful observation, experimental design, towards the minor must be taken at Sweet Briar and data analysis using life science concepts. College. Topics will include organismal biology, ecology, cell biology, evolution, and genetics. Students will conduct hands-on, inquiry-based inves- tigations and gain experience in independent investigation and the development and imple- mentation of an independent scientific research project. This course may not be counted towards the major or minor in biology.
57 Biology Sweet Briar College
BIOL 104 (3)–Plants and Human Affairs computer applications for the basic analysis and Prerequisite: Not open to junior or senior biol- presentation of data is also examined. One three- ogy majors or minors. An introduction to plants hour laboratory. III.Q, V.8b. and their remarkable impact on diverse aspects of human activity. This course will explore the BIOL 147 (4)–Human Anatomy and ways in which humans use plants for food, Physiology I medicine, and other products; the role of plants Prerequisites: BIOL 111 and BIOL 112. Basic in our environment; and the implications of histology, anatomy (gross and microscopic), and plants in areas such as economics and human physiology of the human integumentary, skel- culture. Some topics will be based on student etal, muscular, nervous, and sensory systems. interest and may include current concerns such Human anatomy is studied using charts and as world hunger, use of chemicals in agriculture, models. Superficial anatomy is studied on the use of genetically-engineered foods, and uses of human body, and dissection examines homolo- native plants. Three hours lecture. V.8a. gous structures on the cat. This course may not be counted towards the major or minor in biology. BIOL 107 (1)–Laboratory in Plants and Offered alternate years. Three hours lecture and Human Affairs one three-hour laboratory. Prerequisite: Not open to junior or senior biol- ogy majors or minors. Prerequisite or co-requi- BIOL 205 (3)–Genetics site: BIOL 104. An introduction to the scientific Prerequisite: BIOL 112. An introduction to method and its application in plant biology. gene action and the principles of inheritance. Observations and experiments will emphasize Topics include Mendelian genetics, chromo- crop plants, plant growth and morphology, some theory, and molecular genetics, as well as human impacts on natural systems, genetic engi- recombinant DNA, extranuclear genomes, and neering, and the properties of plant products. population genetics. Four hours lecture and Students will present their findings in oral and discussion. V.8a. written form. V.8b. BIOL 206 (1)–Laboratory in Genetics BIOL 111 (4)–Introduction to Organisms Prerequisite: BIOL 113. Prerequisite or co- An introduction to organismal and population requisite: BIOL 205. A laboratory study of biology. Topics include genetics, evolution and concepts in genetics ranging from classical to ecology, and the interactions of organisms with molecular genetics. Students learn to apply the their environment. Three hours lecture and one tools of genetics to explore Mendelian and non- three-hour laboratory. V.8ab. Mendelian inheritance patterns and to investi- gate the nature of DNA. The interpretation of BIOL 112 (3)–Introduction to Cells quantitative data is explored using appropriate Prerequisite: BIOL 111. An introduction to cell statistical analyses. One three-hour laboratory. biology, including the chemistry of biological macromolecules, cell structure, function, and BIOL 209 (3)–Marine Biology reproduction. Additional topics include genetic Prerequisites: BIOL 111 and BIOL 112. A sur- engineering, viruses and cancer, and the cellular vey of marine organisms and their adaptations to basis of immunity. Three hours lecture. V.8a. seawater chemistry, seafloor geology, and waves, tides, and currents. Our comprehensive survey of BIOL 113 (1)–Introductory Laboratory marine microbes, fungi, plants, invertebrates, and Techniques vertebrates will then enable us to discuss the ecol- Prerequisite or co-requisite: BIOL 112. An ogy of specialized marine communities, such as kelp introduction to basic methods and instrumenta- forests, polar seas, the open ocean, intertidal zones, tion in biology, emphasizing fundamental labora- seagrass beds, coral reefs, and the deep sea. tory procedures. Techniques to be studied include light and electron microscopy, spectrophotometry, electrophoresis, and chromatography. The use of
58 2010-2011 Catalog biology
BIOL 214 (4)–The Plant Kingdom BIOL 247 (4)–Human Anatomy and Prerequisite: BIOL 104 or BIOL 111. A survey Physiology II of the plant kingdom with emphasis on the flow- Prerequisite: BIOL 147. Basic histology, anat- ering plants. The structure, reproduction, evolu- omy (gross and microscopic), and physiology of tion, adaptations, and economic significance of the the human cardiovascular, lymphatic, respira- major plant groups will be covered. Three hours tory, digestive, urinary, and reproductive sys- lecture and one three-hour laboratory. Offered tems. Human anatomy is studied using charts alternate years. III.W, V.8ab. and models. Superficial anatomy is studied on the human body, and dissection examines BIOL 216 (4)–Insect Biology homologous structures on the cat. Offered alter- Prerequisite: BIOL 111. An introduction to nate years. Three hours lecture and one three- insects and other terrestrial arthropods, with an hour laboratory. emphasis on evolution, morphology, physiology, ecology and behavior. Offered alternate years. BIOL 261 (1, 2, or 3)–Directed Study Prerequisites: One BIOL course and permis- BIOL 218 (4)–Field Natural History sion of the instructor. The study of introduc- Prerequisite: BIOL 111, or one course of labo- tory level material by an individual student or by ratory science and permission. This course will a small group of students under the immediate develop three important traits of a scientific natu- supervision of a faculty member. ralist: skill at seeing patterns in nature and framing interesting questions about them; knowledge of the BIOL 301 (4)–Plant Ecophysiology names, classification, and identifying characteristics Prerequisites: BIOL 112, BIOL 113; and BIOL of local organisms; and the understanding of a 104 or BIOL 214. An exploration of how plants modern theoretical framework in ecology, evolu- respond and adapt to their environment. Topics tion, and behavior. Offered alternate years. Three include light responses and photosynthesis, hours lecture and three hours laboratory or field reproduction, dormancy, hormonal regulation, work. V.8a. soils and nutrition, plant defenses, and behav- ior. Students will conduct explorations and BIOL 222 (4)–Animal Behavior experiments in the laboratory and in campus Prerequisites: BIOL 111; and one additional natural areas. Three hours lecture and one 3- or 4-credit course in biology, or PSYC 219 or three-hour laboratory. Offered alternate years. PSYC 231. An introduction to the causes, develop- ment, evolution, and function of behavior. Offered BIOL 303 (4)–Principles of Development alternate years. Three hours lecture and a one-hour Prerequisites: BIOL 205 and either BIOL 214, workshop. May be counted towards the major or BIOL 218, or BIOL 230. Sophomores by per- minor in either biology or psychology. III.W, V.8a. mission. An examination of the processes by which a single cell, the fertilized egg, gives rise BIOL 228 (4)–Microbiology to a multicellular organism. The modern study Prerequisites: BIOL 112, BIOL 113, and BIOL of development relies heavily on the tools and 205. Structure, physiology, and ecology of bac- perspectives of cell and molecular biology. This teria and other microorganisms. Three hours course will integrate these new methods and lecture and one three-hour laboratory. Offered approaches with those of classical embryology alternate years. in the study of several model organisms. Offered alternate years. III.O, V.8a. BIOL 230 (4)–Comparative Vertebrate Morphology BIOL 310 (4)–Evolution Prerequisite: BIOL 111. First-year students by Prerequisites: BIOL 205 and one additional permission. Functional anatomy of vertebrates, 200-level biology course. Sophomores by with emphasis on evolutionary adaptations. permission. A good grasp of algebra will be Three hours lecture and one three-hour labora- assumed. As the unifying principle of all biol- tory. V.8a. ogy, evolution overlaps genetics, molecular biol-
59 biology Sweet Briar College ogy, anatomy and physiology, behavior, ecology, BIOL 326 (4)–Comparative Animal and development. This course will cover the Physiology processes responsible for the changes in living Prerequisites: BIOL 112, BIOL 113, and things over time; evidence demonstrating the BIOL 216 or BIOL 230; and one year of chemis- shared evolutionary history of all living things; try. Sophomores by permission. A study of animal and the history of life on earth. Additional top- function, with examples drawn from all the major ics that may be covered include: co-evolution phyla. Emphasis is placed on functional adaptations among species, human evolution, the origin of used by animals to overcome common environmen- life, creationism. Three hours lecture and one tal challenges, such as obtaining sufficient quantities hour discussion. III.O. of food, oxygen, and water. The roles of thermoregu- lation, osmoregulation, and animal sensory systems BIOL 316 (3)–Seminar in Conservation Biology in maintaining homeostasis also are emphasized. Prerequisites: BIOL 324; and BIOL 205, ENVR Three hours lecture/discussion and one three-hour 316, or ENVR 329. This advanced seminar will laboratory. Offered alternate years. III.Q. use case studies to explore the main threats to biological diversity: habitat loss and fragmenta- BIOL 342 (4)–Cell and Molecular Biology tion, habitat degradation, introduced species, Prerequisites: BIOL 205 and one year of chem- and overharvesting. Although the emphasis is on istry. Sophomores by permission. An examina- biological science issues, these will be examined tion of recent work in major areas of cell biol- as well in their social, economic, and political ogy including membranes, regulation, cellular contexts. Readings and discussions will concen- compartmentalization, signal transduction, and trate on the primary literature. Offered alternate cellular and molecular aspects of immunology years. III.O. and cancer. Three hours lecture and one hour discussion. Offered alternate years. III.W. BIOL 320 (4)–Biomathematics Prerequisites: BIOL 111, BIOL 112, MATH BIOL 344 (2)–Experimental Laboratory in 124; and MATH 205 or PSYC 219. This course Cell and Molecular Biology addresses quantification skills for biomathematics, Prerequisites: BIOL 205, BIOL 206, and one using mathematical models to investigate biological year of chemistry; or CHEM 321 and permis- phenomena through analysis of experimental data, sion. Sophomores by permission. An introduc- Skills developed include the ability to examine an tion to current techniques and modern experi- unfamiliar problem, analyze it to determine the type mental approaches used in the study of cells and of data necessary to address the problem, select the their components. Includes electrophoretic and appropriate mathematical tools to be applied to the chromatographic analysis of DNA and proteins, data, and evaluate the adequacy of the results. May organelle characterization, advanced techniques be counted as a 300-level course in mathematics. in light microscopy and photomicrography, and Offered alternate years. V.8a. basic techniques of genetic engineering. One four-hour laboratory. Offered alternate years. BIOL 324 (4)–Ecology Prerequisites: BIOL 111 or ENVR 101; and one BIOL 351 (3)–Independent Research 200-level lab course in biology or environmental Prerequisite: Permission of the instructor. An science. This course examines the interrelation- independent research project selected and car- ships between individuals and their abiotic environ- ried out in consultation with a faculty sponsor. ment, among members of a population, and among A written report and an oral presentation are populations in a given habitat or community. General required. III.W. principles and theories will be applied to a range of organisms, including plants, animals, microorgan- BIOL 361 (1, 2, or 3)–Special Study isms, and humans. Labs emphasize the collection Prerequisites: 100-level BIOL course and per- and evaluation of numerical data to test hypotheses, mission of the instructor. The study of an inter- and include field problems, computer models, and mediate level topic by an individual student or student-designed experiments. Three hours lecture, by a small group of students under the immedi- three hours laboratory/discussion. III.Q, V.8a. ate supervision of a faculty member.
60 2010-2011 Catalog biochemistry and molecular biology
BIOL 377 (1, 2, or 3)–Internship Biochemistry and Molecular Biology Prerequisites: Three credits in BIOL and per- Major (B.S.) mission of instructor, department chair, and (74 semester hours) dean. This course is graded P/CR/NC only. Required: BIOL 450 (1)–Senior Exercise BIOL 112 (3) �Introduction to Cells Prerequisite: senior B.A. biology major. An independent research project developed in con- BIOL 113 (1) �Introductory Laboratory junction with a 300-level biology course, with Techniques permission of the instructor. The project may BIOL 205 (3) �Genetics involve field, laboratory, or library work. The BIOL 228 (4) �Microbiology senior exercise will include a substantial paper. BIOL 342 (4) �Cell and Molecular Biology BIOL 452 (1)–Senior Colloquium BIOL 344 (2) �Experimental Laboratory in A seminar on topics in biology. Required of all Cell and Molecular Biology senior majors. CHEM 131 (4) �General Chemistry CHEM 141 (1) �General Chemistry Lab BIOL 461 (1, 2, or 3)–Independent Study CHEM 231 (4) �Organic Chemistry I Prerequisites: One 100-level BIOL course, one 200-level BIOL course, and permission of the CHEM 232 (4) �Organic Chemistry II instructor. Pursuit of an upper level research CHEM 233 (1) �Organic Chemistry I Lab project determined in advance by the student in CHEM 234 (1) �Organic Chemistry II Lab consultation with a faculty member who will act CHEM 252 (4) �Introduction to Quantitative as the sponsor. and Inorganic Chemistry CHEM 253 (1) �Introduction to Quantitative and Inorganic Chemistry Laboratory Biochemistry and CHEM 321 (3) �Biochemistry I CHEM 322 (3) �Biochemistry II Molecular Biology CHEM 331 (3) �Physical Chemistry: Quantum Mechanics and f all areas of modern science, the disciplines Spectroscopy at the interface of biology and chemistry are O CHEM 332 (3) �Physical Chemistry: Kinetics developing most rapidly. Advances in the related and Thermodynamics fields of biochemistry and molecular biology have CHEM 341 (3) �Intermediate Laboratory I an enormous potential for promoting human knowledge in such diverse fields as medicine and CHEM 342 (3) �Intermediate Laboratory II agriculture. Thus the departments of biology MATH 123 (4) �Calculus I and chemistry offer a major in biochemistry and MATH 124 (4) �Calculus II molecular biology to students wishing to enter PHYS 171 (4) �General Physics I this exciting area. This program provides excellent PHYS 172 (4) �General Physics II preparation for graduate study in biochemistry, molecular biology, cell biology and related fields. Senior Exercise: Choose 1 of the following courses: BIOL 351 (3) �Independent Research CHEM 451 (3) �Senior Research
61 Business Sweet Briar College
The Business Major Business (47.5-50.5 semester hours) he mission of the business program is to Required: enable its graduates to be successful in the T BUSN 127 (3) �Accounting I world of business. The business major requires BUSN 128 (3) �Accounting II a mastery of business theory and the develop- ment of skills in a broad range of functional BUSN 131 (3) �Fundamentals of Management areas. Graduates will demonstrate strong com- munication skills, the ability to analyze and BUSN 132 (1) �Fundamentals of Management Laboratory synthesize, and an understanding of the broad cultural and social context in which business BUSN 150 (3) �Fundamentals of Marketing occurs. BUSN 161 (3) �Commercial Law BUSN 210 (3) �Finance Recognizing that work experience is critical in the learning process, experiential learning is BUSN 344 (3) �Organizational Change and Innovation an integral part of the program. Our graduates are expected to acquire knowledge of business BUSN 347 (3) �Entrepreneurship, Social Entrepreneurship, theories as well as developing practical skills in and Corporate Social applying these theories. These applications are Responsibility demonstrated by using various teaching meth- BUSN 348 (1) �Entrepreneurship, Social ods and evaluated on a graduated scale as the Entrepreneurship, student moves through the program. and Corporate Social Responsibility Laboratory For success in the world of work after graduation or graduate study, our graduates BUSN 377 (.5) �Internship are expected to develop skills in finding jobs, in BUSN 410 (3) �Business Strategy job performance, and in career management. Consequently, the curriculum is designed to Senior Exercise: BUSN 452 (3) �Senior Seminar in give individual students a hands-on grasp of Entrepreneurship business methods, business cultures, and per- sonnel interactions typically found in business Choose 1 of the following options: organizations. Recognizing that work experi- Option A ence is critical to the student learning process, work experience is simulated in class projects, BUSN 107 (3) �Business Economics cases, and labs while actual work experience Option B is the task of our integrated, multiple-stage ECON 101 (3) �Principles of Microeconomics internship program. AND A student considering the business major ECON 102 (3) �Principles of Macroeconomics is strongly advised to take BUSN 127, BUSN 128, BUSN 131, BUSN 150, BUSN 210, and Choose 2 of the following courses: MATH 205 by the end of the second year. Since ANTH 238 (3) �The Anthropology of course sequence is important, potential majors Globalization and minors (first- and second year students) BUSN 242 (3) �Negotiation are advised to consult with business professors BUSN 324 (3) �Advanced Commercial Law when selecting classes. BUSN 337 (3) �International Management
62 2010-2011 Catalog Business
ENGL 205 (3) �Business Writing Note: For the major in business, the P/CR/NC ENGL 211 (3) �News Writing and grading option may not be exercised for any Investigative Reporting course which could count toward the major, GOVT 242 (3) �Identity Politics in Cross- with the exception of BUSN 261, BUSN 361, and National Perspective BUSN 461. Additional information about the P/CR/NC grading option is available under the PHIL 224 (3) �Ethics: Theories and Academic Regulations heading in this catalog. Application SOCI 320 (3) �Social Organization: Work, The Business Minor Family, Education (22 semester hours)
Choose 2 courses in one of the following Required: tracks: BUSN 127 (3) �Accounting I Management and Leadership BUSN 131 (3) �Fundamentals of ARMG 311 (3) �Leadership of Arts Management Organizations BUSN 150 (3) �Fundamentals of Marketing BUSN 232 (3) �Human Resource BUSN 161 (3) �Commercial Law Management BUSN 347 (3) �Entrepreneurship, Social BUSN 308 (3) �Non-Profit Management Entrepreneurship, BUSN 332 (3) �Corporate Leadership and Corporate Social GOVT 238 (3) �How Leaders Decide Responsibility PSYC 237 (3) �Organizational Psychology BUSN 348 (1) �Entrepreneurship, Social Entrepreneurship, and Corporate Social Marketing Responsibility Laboratory ARTS 242 (3) �Digital Art and Imaging BUSN 410 (3) �Business Strategy BUSN 330 (3) �Consumer Behavior BUSN 351 (3) �Marketing Research Choose 1 of the following courses: BUSN 107 (3) �Business Economics BUSN 354 (3) �Advertising BUSN 128 (3) �Accounting II BUSN 368 (3) �Financial Sustainability of Institutions BUSN 210 (3) �Finance THTR 202 (3) �Business and Professional ECON 101 (3) �Principles of Speaking Microeconomics
Note: For the minor in business, the P/CR/NC Finance and Operations grading option may not be exercised for any BUSN 307 (3) �Principles of Investing course which could count toward the major, BUSN 318 (3) �Operations and Supply Chain with the exception of BUSN 261, BUSN 361, and Management BUSN 461. Additional information about the P/CR/NC grading option is available under the BUSN 326 (3) �Project Selection and Academic Regulations heading in this catalog. Management BUSN 368 (3) �Financial Sustainability of Course Descriptions–Business Institutions ECON 325 (3) �Public Finance BUSN 100 (2)–Introduction to Business Prerequisite: Open to business majors and MATH 205 (3) �Applied Statistics minors by permission only. A survey course of American business including history, social responsibility, forms of ownership and the major
63 Business Sweet Briar College functions of individual companies (production, BUSN 132 (1)–Fundamentals of marketing, accounting, finance, and research and Management Laboratory development). Also covered is the management Prerequisite or co-requisite: BUSN 131. This function that is common to all organizations. This laboratory course gives students experience in course cannot be counted toward the major or minor the management of projects that require applica- in business. Offered alternate years. tion of the management functions. This course cannot be taken on a P/CR/NC grading option. BUSN 107 (3)–Business Economics Economic forces are fundamental determinants BUSN 150 (3)–Fundamentals of Marketing of firms’ profitability and growth, and economic Prerequisite: ENGL 104 or another FYW thinking should inform nearly every business course. This course is an introduction to mar- decision. This course will survey the basic prin- keting; the marketing mix, product develop- ciples of microeconomics and macroeconomics, ment, pricing, distribution, and the promotion including the behavior of individuals and firms, of products, services and non-profit activities. how government policies impact markets, and Marketing legislation and the consumer move- the factors determining national output, unem- ment will be discussed. A modified case method ployment, productivity, inflation, and growth. will be utilized. This course cannot be taken on Not open to students who have earned credit for a P/CR/NC grading option. ECON 101 or ECON 102. BUSN 151 (1)–Fundamentals of Marketing BUSN 127 (3)–Accounting I Laboratory An examination of the accounting cycle; the Prerequisite or co-requisite: BUSN 150. This recording, posting, adjusting, and closing of laboratory course gives students experience in proj- accounting data for a sole proprietor service ects that relate to the four marketing functions. and merchandising business, to include internal This course cannot be taken on a P/CR/NC grading controls, receivables and payables, inventories, option. depreciation, and payroll. Emphasis is on the use of accounting data for decision making. III.Q. BUSN 161 (3)–Commercial Law An introduction to how companies operating in BUSN 128 (3)–Accounting II the United States are affected by the American Prerequisite: BUSN 127. This second course in legal system. Areas covered include torts, agency, accounting builds on the concepts, principles, contracts, and other liability issues. procedures, and analytic methods taught in the introductory course and extends to accounting BUSN 210 (3)–Finance for partnerships and corporations. Focus is on Prerequisite: BUSN 128. This course examines financial statements and interpretation of finan- the role of finance in supporting the functional cial information. III.Q. areas of a firm, and fosters an understanding of how financial decisions themselves create value. BUSN 131 (3)–Fundamentals of Management Topics covered include basic analytical skills This course is an introduction to the manage- and principles of corporate finance, functions ment of organizations through an examination of modern capital markets and discounted cash of management thought and theory. The course flow valuation, and risk analysis. III.Q, V.8a. reviews the management functions of plan- ning, organizing, directing, and controlling with BUSN 232 (3)–Human Resource particular emphasis on leadership, motivation, Management communications, and organizational change Prerequisite: BUSN 131. This course will provide and conflict. This course cannot be taken on a an overview of human resource management prin- P/CR/NC grading option. ciples and concepts in today’s workplace. Students will study issues such as workplace organization, recruitment and hiring, policy design and its applica- tion, and current legal issues. They will also consider
64 2010-2011 Catalog Business
motivational theory and its application to rewards BUSN 307 (3)–Principles of Investing and compensation. Upon completion, students will Prerequisites: BUSN 210 and MATH 205. This have a basic understanding of human resource issues course introduces the quantitative methods of finan- and be able to apply them to business and employ- cial management that are commonly used by finan- ment situations. Offered alternate years. cial analysts, managers, and individual investors. It examines techniques for the valuation of different BUSN 242 (3)–Negotiation classes of securities and criteria for guiding invest- Prerequisite: BUSN 131. Negotiation is the art and ment decisions. Each student will apply these tech- science of securing the agreements of two or more niques by building and managing her own portfolio independent parties. In this course students study the of investments. III.Q theories and processes of negotiation as practiced in a variety of business settings. The course will highlight BUSN 308 (3)–Non-Profit Management the components of an effective negotiation and give Prerequisites: BUSN 131, BUSN 150, and students the opportunity to develop and practice junior standing. This course will examine the their own negotiating skills. Offered alternate years. management and operations of non-profit orga- nizations. The case study method will be used BUSN 257 (1)–Business Practicum in and students will examine a broad range of Marketing I non-profits including educational institutions, Prerequisites: BUSN 150, BUSN 151, and per- arts organizations, and community services. mission of the instructor. Students prepare Fieldwork in area non-profit organizations will to serve as consultants and team advisors for be included in the course. This course cannot be marketing projects undertaken in BUSN 151 by taken on a P/CR/NC grading option. studying advanced marketing presentation skills. Specific topics include project research, audi- BUSN 318 (3)–Operations and Supply ence analysis, visual delivery and public speak- Chain Management ing skills, presentation and handout design, and Prerequisites: BUSN 131 and BUSN 210. presentation evaluation and assessment. Explores management and operation of both manufacturing and service organizations, BUSN 258 (1)–Business Practicum in including capacity planning, materials manage- Management I ment, inventory control, quality control, and Prerequisites: BUSN 131, BUSN 132, and per- distribution. Quantitative methods and their mission of the instructor. Students prepare to organizational implications are also examined, serve as upper-level managers for team projects with special emphasis on supply chain optimiza- undertaken in BUSN 132 by studying practi- tion as a critical success factor for organizations. cal approaches to effective team management. Specific topics include the development, organi- BUSN 324 (3)–Advanced Commercial zation, promotion, and implementation of edu- Law cational and fund-raising activities in support of Prerequisite: BUSN 161. Topics covered will selected charitable organizations. Broader topics include consumer protection and bankruptcy, include project management, personnel and labor relations, commercial paper, antitrust, resource allocation, motivation, quality control, securities regulation, and intellectual property and assessment. with an emphasis on the impact of the internet. Offered alternate years. BUSN 261 (1, 2, or 3)–Directed Study Prerequisites: One BUSN course and permis- BUSN 326 (3)–Project Selection and sion of the instructor. The study of introductory Management level material by an individual student or by a Prerequisite: MATH 205. Students will apply small group of students under the immediate sound financial and economic principles as a supervision of a faculty member. basis for project selection, while acquiring the skills necessary to manage the project. This will include an analysis of project alternatives,
65 Business Sweet Briar College including such scenarios as make vs. buy, pur- building and maintaining an organization based on chase or do not purchase, as well as project innovations. Each student will generate, develop, management techniques such as PERT/C PM and evaluate her innovative ideas. and Gannt charts. Offered alternate years. BUSN 347 (3)–Entrepreneurship, Social BUSN 330 (3)–Consumer Behavior Entrepreneurship, and Corporate Social Prerequisite: BUSN 131 or BUSN 150. This Responsibility course provides comprehensive understanding Prerequisites: BUSN 131 and BUSN 132. of the psychological, sociological, economic, Students will explore the similarities and differences and other dimensions that influence consumer in characteristics, knowledge, and skills needed behavior. The course focus will be on how these for entrepreneurship, social entrepreneurship, and factors are used to develop marketing strategy. corporate social responsibility. Emphasis will be Offered alternate years. on understanding the challenges and rewards of these three paradigms at individual, corporate, BUSN 332 (3)–Corporate Leadership and societal levels. Theoretical overviews, ethical Prerequisite: BUSN 131. Students learn the lead- frameworks, environmental forces, defining needs, ership skills required in a world of increasing and growth and performance will all be discussed. complexity that includes globalization, e-com- III.W merce, corporate social responsibility, and other ongoing management transformations. Students BUSN 348 (3)–Entrepreneurship, Social will apply emerging practices and scholarly Entrepreneurship, and Corporate Social research to a wide range of corporate environ- Responsibility Laboratory ments, from start-ups to multi-nationals. They Prerequisite or co-requisite: BUSN 347. The lab will identify the leadership qualities and skills provides an experience with an outside company that will maximize their own leadership potential. where social impact can be made through leverag- BUSN 337 (3)–International Management ing the company’s core competencies. The students gain an understanding of a company’s specific Prerequisite: BUSN 131. This course builds on mission, and work in partnership to demonstrate a students’ backgrounds in management, interna- growth in profitability through socially responsible tional affairs and/or different cultures to explore initiatives. the challenges of managing a multinational workforce in global (non-domestic) environ- BUSN 351 (3)–Marketing Research ment. The focus of the course is threefold- Prerequisites: BUSN 150 and MATH 205. strategic issues in a multinational environment, This course covers the managerial use of scien- their cultural and behavioral dimensions, and tific research methodology in formulating market- the underlying functional operations of the firm. ing strategy; includes determination of situations The course will make significant use of the case requiring research, appraisal of alternative research methods plus team and work-group activities methods and analysis of theoretical concepts in requiring problem definition, research, synthe- research methodology. Offered alternate years. sis and presentations-both oral and written. III.W Offered alternate years. III.O, V.4. BUSN 354 (3)–Principles of Advertising BUSN 344 (3)–Organizational Change and Prerequisite: BUSN 150. This course offers Innovation an in-depth study of advertising and its role Prerequisite: BUSN 161. Prerequisite or co- in the integrated marketing communications requisite: BUSN 348. This course provides the program of an organization. Study will include frameworks for understanding and making criti- the identification of relevant data to analyze the cal decisions in business based on innovation and marketing situation, development of product change. The course examines (1) the generation of position, marketing and advertising objectives, commercializable new ideas in both new ventures creative strategy, media planning and evalua- and existing organizations and (2) the challenges to tion. Offered alternate years.
66 2010-2011 Catalog chemistry
BUSN 357 (1-3)–Business Practicum in BUSN 377 (.5, 1, or 3)–Internship Marketing II Prerequisite: Permission of the instructor, Prerequisites: BUSN 257 and permission of the department chair, and dean. This course is instructor. Students serve as consultants and graded P/CR/NC only. team advisors for marketing projects and study advanced marketing presentation skills. Specific BUSN 410 (3)–Business Strategy topics include project research, audience analy- Prerequisites: BUSN 127, BUSN 150, BUSN sis, visual delivery and public speaking skills, 161, and BUSN 348. The course demonstrates presentation and handout design, and presenta- through case studies and corporate analyses that tion evaluation and assessment. This course may a company achieves sustained success only if its be repeated for credit. managers develop, and revise as needed, an action- oriented strategic plan and implement and execute BUSN 358 (1-3)–Business Practicum in the plan with proficiency. Students will exercise Management II managerial judgment and gain insights into what Prerequisites: BUSN 258 and permission of the produces successes and failures in an organization instructor. Students serve as upper-level manag- under a variety of scenarios. III.W ers for projects and study practical approaches to effective team management. Specific topics BUSN 452 (3)–Senior Seminar in include the development, organization, promo- Entrepreneurship tion, and implementation of educational and Prerequisite: BUSN 161, BUSN 210, BUSN fund-raising activities in support of selected 344. Open to senior business majors only. charitable organizations. Broader topics include Case studies and readings are used to develop project management, personnel and resource students’ strategic planning and decision mak- allocation, motivation, quality control, and ing abilities. In the process, students apply the assessment. This course may be repeated for knowledge and skills learned in the program’s credit. core courses. III.O, III.W.
BUSN 361 (1, 2, or 3)–Special Study BUSN 461 (1, 2, or 3)–Independent Study Prerequisites: 100-level BUSN course and per- Prerequisites: One 100-level BUSN course, one mission of the instructor. The study of an inter- 200-level BUSN course, and permission of the mediate level topic by an individual student or instructor. Pursuit of an upper level research by a small group of students under the immedi- project determined in advance by the student in ate supervision of a faculty member. consultation with a faculty member who will act as the sponsor. BUSN 368 (3)–Institutional Financial Sustainability Prerequisites: BUSN 150, BUSN 161, and BUSN 210. Prerequisite or co-requisite: BUSN 348. This course will examine strengths and needs Chemistry of corporations, non-profit organizations, and aca- hemistry lies at the heart of modern sci- demic institutions during a time when the economic ence. Advances in fields such as molecular landscape dictates the development of creative part- C biology, environmental science, materials sci- nerships in order for all to remain financially viable. Students will critique existing partnership models ence, and medicinal chemistry are built upon and develop/explore other models for partnerships an understanding of chemistry. At Sweet Briar that result in long-term financial sustainability for students may earn either a B. A. or B.S. degree all parties while each remains true to its mission. in chemistry. We also offer a B.S. degree in bio- chemistry & molecular biology (BIOC) jointly with the Biology Department. Chemistry courses provide a sound background in chemi- cal principles, and open-ended investigative
67 Chemistry Sweet Briar College laboratories teach students to become chemists. CHEM 253 (1) �Introduction to Quantitative These labs present opportunities for students and Inorganic Chemistry to design their own experiments and experi- Laboratory ence the excitement of discovery. Beginning in CHEM 341 (3) �Intermediate Laboratory I introductory courses, students gain experience MATH 123 (4) �Calculus I with sophisticated, research-quality equipment. MATH 124 (4) �Calculus II As students progress, projects deal with Senior Exercise: more complex chemical questions and require CHEM 451 (3) �Senior Research hands-on problem-solving and extensive data analysis. Chemistry and BIOC students Choose 3 of the following courses: (at least learn to present their results in both writ- one must be a physical chemistry course) ten and oral form. Students are challenged to CHEM 202 (3) �The Biochemistry of Human develop excellent problem-solving skills, both Nutrition in their coursework and in the laboratory, CHEM 321 (3) �Biochemistry I and to become adept at using professional CHEM 322 (3) �Biochemistry II instrumentation and computer software. The CHEM 331 (3) �Physical Chemistry: culmination of both the chemistry and the Quantum Mechanics and BIOC major is the completion of a semester- Spectroscopy long independent project. It is strongly recom- CHEM 332 (3) �Physical Chemistry: Kinetics mended that a student considering a major in and Thermodynamics chemistry or biochemistry/molecular biology CHEM 431 (3) �Instrumental Analysis complete CHEM 131, CHEM 141, CHEM 252, CHEM 253, MATH 123, and MATH 124 by the CHEM 432 (3) �Advanced Inorganic Chemistry end of her first year. Prospective majors should CHEM 450 (3) �Advanced Organic Chemistry consult with the department before registering for sophomore courses. Choose 1 of the following physics sequences: The Chemistry Major (B.A.) Sequence A (49-50 semester hours) PHYS 171 (4) �General Physics I PHYS 172 (4) �General Physics II Required prerequisites (or exemption by placement): Sequence B CHEM 131 (4) �General Chemistry PHYS 171 (4) �General Physics I CHEM 141 (1) �General Chemistry Lab PHYS 122 (3) �Algebra-based Electromagnetism and Optics Required: CHEM 216 (3) �Analytical Chemistry Note: With permission of the department, one CHEM 226 (1) �Environmental Analytical course in physics at the 200, 300, or 400 level or one Chemistry Lab course in molecular biology at the 300 or 400 level may be used in place of one course in chemistry. CHEM 231 (4) �Organic Chemistry I CHEM 232 (4) �Organic Chemistry II The Chemistry Major (B.S.) CHEM 233 (1) �Organic Chemistry I Lab (60 semester hours) CHEM 234 (1) �Organic Chemistry II Lab CHEM 252 (4) �Introduction to Quantitative Required prerequisites (or exemption by and Inorganic Chemistry placement): CHEM 131 (4) �General Chemistry CHEM 141 (1) �General Chemistry Lab
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Required: The Chemistry Minor CHEM 216 (3) �Analytical Chemistry (23-24 semester hours) CHEM 226 (1) �Environmental Analytical Chemistry Lab Required: CHEM 231 (4) �Organic Chemistry I CHEM 131 (4) �General Chemistry CHEM 232 (4) �Organic Chemistry II CHEM 141 (1) �General Chemistry Lab CHEM 233 (1) �Organic Chemistry I Lab CHEM 231 (4) �Organic Chemistry I CHEM 234 (1) �Organic Chemistry II Lab CHEM 232 (4) �Organic Chemistry II CHEM 252 (4) �Introduction to Quantitative CHEM 233 (1) �Organic Chemistry I Lab and Inorganic Chemistry CHEM 234 (1) �Organic Chemistry II Lab CHEM 253 (1) �Introduction to Quantitative CHEM 252 (4) �Introduction to Quantitative and Inorganic Chemistry and Inorganic Chemistry Laboratory CHEM 253 (1) �Introduction to Quantitative CHEM 331 (3) �Physical Chemistry: and Inorganic Chemistry Quantum Mechanics and Laboratory Spectroscopy CHEM 332 (3) �Physical Chemistry: Kinetics Choose either: and Thermodynamics CHEM 216 (3) �Analytical Chemistry CHEM 341 (3) �Intermediate Laboratory I AND CHEM 342 (3) �Intermediate Laboratory CHEM 226 (1) �Environmental Analytical CHEM 441 (1) �Advanced Laboratory Chemistry Laboratory MATH 123 (4) �Calculus I OR 1 of the following: MATH 124 (4) �Calculus II CHEM 321 (3) �Biochemistry I MATH 223 (3) �Calculus III CHEM 322 (3) �Biochemistry II PHYS 171 (4) �General Physics I CHEM 331 (3) �Physical Chemistry: Quantum Mechanics and PHYS 172 (4) �General Physics II Spectroscopy Senior Exercise: CHEM 332 (3) �Physical Chemistry: Kinetics CHEM 451 (3) �Senior Research and Thermodynamics
Choose 2 of the following courses: Teacher Licensure CHEM 315 (3) �Molecular Modeling (59 semester hours) CHEM 321 (3) �Biochemistry I Required: CHEM 322 (3) �Biochemistry II 1. A bachelor of arts degree in chemistry CHEM 431 (3) �Instrumental Analysis including two courses in physics and courses CHEM 432 (3) �Advanced Inorganic in mathematics as required by the degree Chemistry CHEM 450 (3) �Advanced Organic Chemistry 2. A minimum of 10 credit hours in non-chem- istry science courses which must include at Recommended: least three credit hours in biology and three MATH 328 (3) �Ordinary Differential credit hours in earth science (ENVR 131 or Equations OR PHYS 113) PHYS 201 (4) �Mathematical Methods of Students who seek endorsement in more than one Engineering and Physics area of science need to complete an additional PHYS 131 (1) �Introductory Physics Lab I 18 credit hours in the second field which must PHYS 132 (1) �Introductory Physics Lab II include any specific requirements in that field.
69 chemistry Sweet Briar College
Course Descriptions CHEM 141 (1)–General Chemistry Laboratory CHEM 119 (3)–The Development of Prerequisite or co-requisite: CHEM 131. Modern Science An introduction to experimental chemistry. What is science and how did it arise? Why did Laboratory modules emphasize investigation the scientific revolution occur in the seventeenth of the chemistry in everyday life and introduce century? Who were the key players and what modern analytical techniques. A nominal lab fee stimulated their technological inventiveness? may be required for this course. One three-hour How does scientific thinking differ from con- laboratory. V.8b. ventional human thought? We will explore pos- sible answers to these questions. Students will CHEM 202 (3)–The Biochemistry of be introduced to the individuals and concepts Human Nutrition central to the development of modern science. Prerequisite: CHEM 131 or equivalent with Finally, the class will explore directions which permission. A study of the biochemistry of science is taking today. V.1, V.8a. human nutrition. Topics covered will include proteins, fats, carbohydrates, vitamins, minerals, CHEM 120 (3)–Chemistry for the Liberal Arts I cholesterol, lipoproteins and fiber. Metabolism A topical approach to modern chemistry. Areas will be introduced as a chemical concept as well of emphasis include environmental chemistry, as an introduction to proteolytic and regulatory biochemistry, medicinal chemistry, drugs, and enzymes. Popular controversies in nutrition will nutrition. Three hours lecture and discussion. also be explored, including food additives, vita- III.Q, V.8a. min and mineral supplementation and genetic engineering of foods. Offered alternate years. CHEM 125 (1)–Chemistry for the Liberal III.W, V.8a. Arts Laboratory I Prerequisite or co-requisite: CHEM 120. An CHEM 216 (3)–Analytical Chemistry introduction to experimental chemistry to Prerequisites: CHEM 131 and CHEM 141, or accompany CHEM 120. The focus of the lab is to any 200-level chemistry course. Co-requisite: reinforce concepts in a hands-on way using labs Students are strongly encouraged to take that apply to everyday life (soaps, foods, breath, CHEM 226. An introduction to the principles of water quality, plastics, etc.) The lab is closely tied analytical chemistry stressing proper methods of to the textbook for the class. A nominal lab fee obtaining and handling data. Topics include statis- may be required for this course. V.8b. tical error analysis, propagation of error, methods of data reduction, sampling techniques, sample CHEM 131 (4)–General Chemistry preparation, method validation, sample interfer- Prerequisite: Placement or permission; or ences, and complex equilibria. The course also CHEM 120. Prerequisite or co-requisite: CHEM explores classical analytical techniques and surveys 141. This course is an introduction to chemical methods using advanced instrumentation. principles and it is open to students having appropriate backgrounds in science and math- CHEM 226 (1)–Environmental Analytical ematics. Areas of emphasis include chemical Chemistry Laboratory equations and reactions, stoichiometry, kinetics, Prerequisite: CHEM 131. Co-requisite: CHEM chemical equilibrium, acids and bases, solubil- 216 or ENVR 244. Students will gain practi- ity equilibria, electronic structure of atoms, cal experience analyzing samples from diverse periodic relationships, molecular structure and matrices including sediment, air, soil, and water. bonding, intermolecular forces, properties of Students will also learn how to critically analyze solutions, and an introduction to organic chem- data, conduct an error analysis, and recommend istry. Applications of modern chemistry are dis- improvements to an experimental procedure. cussed whenever appropriate and are explored Methods of analysis include gravimetric, titri- in the associated laboratory course, CHEM 141. metric, UV/Vis spectrophotometry, fluorom- Four hours lecture and discussion. III.Q, V.8a. etry, AAS, and HPLC. A nominal lab fee may be
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required for this course. One three-hour labora- CHEM 253 (1)–Introduction to tory per week. Quantitative and Inorganic Chemistry Laboratory CHEM 231 (4)–Organic Chemistry I Co-requisite: CHEM 252. Experiments will Prerequisites: CHEM 131 and CHEM 141. feature applications of topics discussed in Co-requisite: CHEM 233. A study of the chief CHEM 252. A nominal laboratory fee may be classes of carbon compounds, including their required for this course. One three-hour labora- syntheses and the mechanisms of their reac- tory. V.8b. tions. The methods for determining reaction mechanisms are studied in detail. Four hours CHEM 261 (1, 2, or 3)–Directed Study lecture. V.8a. Prerequisites: One CHEM course and permis- sion of the instructor. The study of introduc- CHEM 232 (4)–Organic Chemistry II tory level material by an individual student or by Prerequisites: CHEM 231 and CHEM 233. a small group of students under the immediate Co-requisite: CHEM 234. A continuation of supervision of a faculty member. CHEM 231. Four hours lecture. CHEM 315 (3)–Molecular Modeling CHEM 233 (1)–Organic Chemistry I Prerequisites: BIOL 112 and CHEM 231. A Laboratory study of computational methods on a variety Prerequisites: CHEM 131 and CHEM 141. of systems, including organic and inorganic Co-requisite: CHEM 231. Experiments are compounds and biomolecules. Thermodynamic designed to introduce students to the techniques predictions of chemical reactions and molecular of separation, purification, and synthesis of dynamic simulations of lipids and proteins are organic compounds. Techniques for studying used to bridge the gap between theoretical and reaction mechanisms, spectroscopy, and the use practical aspects of math, chemistry, and biol- of literature of chemistry are also covered. A ogy. This course uses significant application of nominal laboratory fee may be required for this current software. Offered alternate years. Four course. One three-hour laboratory. V.8b. hours lecture/lab.
CHEM 234 (1)–Organic Chemistry II CHEM 321 (3)–Biochemistry I Laboratory Prerequisites: CHEM 231 and BIOL 112. A Prerequisites: CHEM 231 and CHEM 233. study of the relationship between structure and Co-requisite: CHEM 232. A continuation of function in biomolecules including proteins CHEM 233. A nominal laboratory fee may be and nucleic acids; methods of bioanalysis; pro- required for this course. One three-hour labora- karyotic DNA replication and the synthesis of tory. proteins and RNA. CHEM 341, Intermediate Laboratory, may be elected simultaneously with CHEM 252 (4)–Introduction to this course. Four hours lecture. Quantitative and Inorganic Chemistry Prerequisites: CHEM 131 and CHEM 141. CHEM 322 (3)–Biochemistry II Prerequisite or co-requisite: MATH 123. Prerequisites: CHEM 321; or CHEM 231 and Co-requisite: CHEM 253. Topics include a BIOL 205 and permission. A study of enzyme detailed study of chemistry in the gas phase, mechanics, kinetics, structures and functions; thermochemistry and chemical thermodynam- carbohydrate, amino acid, fatty acid and nucleo- ics, electrochemistry, an introduction to main- tide degradation and biosynthesis; and the regu- group inorganic chemistry, an introduction to lation of the major metabolic pathways. CHEM transition metal complexes, metallurgy, indus- 342, Intermediate Laboratory, may be elected trial chemistry, and an introduction to nuclear simultaneously with this course. chemistry. Four hours lecture. III.Q, V.8a.
71 chemistry Sweet Briar College
CHEM 331 (3)–Physical Chemistry: CHEM 361 (1, 2, or 3)–Special Study Quantum Mechanics and Spectroscopy Prerequisites: 100-level CHEM course and per- Prerequisites: CHEM 252, MATH 223, and mission of the instructor. The study of an inter- PHYS 171. This course is a study of the princi- mediate level topic by an individual student or ples, generalizations, and theories behind mod- by a small group of students under the immedi- ern chemistry. The course includes an introduc- ate supervision of a faculty member. A nominal tion to quantum mechanics and its application lab fee may be required for this course. to chemistry including molecular structure, computational chemistry, and molecular spec- CHEM 377 (1, 2, or 3)–Internship troscopy. It is recommended (but not required) Prerequisites: Three credits in CHEM and per- that CHEM 232 be taken before this course and mission of instructor, department chair, and that CHEM 341 or CHEM 342, Intermediate dean. This course is graded P/CR/NC only. Laboratory, be elected simultaneously with this course. CHEM 431 (3)–Instrumental Analysis Prerequisites: CHEM 216, CHEM 226, and CHEM 332 (3)–Physical Chemistry: CHEM 332. An intensive survey of instru- Kinetics and Thermodynamics mentation and techniques for quantitative and Prerequisites: CHEM 252, MATH 223, and qualitative analysis of organic and inorganic PHYS 171. This course is a study of the princi- samples. Emphasis is placed on the theory and ples, generalizations, and theories behind mod- instrumental design for the three main areas of ern chemistry. The laws of thermodynamics are modern instrumental analysis: electroanalytical discussed in detail and are applied to a variety of chemistry, spectrochemical methods, and chro- problems concerning chemical equilibrium. The matography. Students will also improve their tools and theories used to measure and interpret critical thinking skills, and gain an understand- chemical kinetics are also studied. It is recom- ing of the analytical approach to problem solv- mended (but not required) that CHEM 232 be ing. Offered alternate years. taken before this course and that CHEM 341 or CHEM 342, Intermediate Laboratory, be elected CHEM 432 (3)–Advanced Inorganic simultaneously with this course. Chemistry Prerequisite: CHEM 332. Areas of emphasis CHEM 341 (3)–Intermediate Laboratory I include modern theories of the bonding and Prerequisite or co-requisite: CHEM 331 or structure of inorganic molecules, acid-base CHEM 332. An integrated, project-oriented chemistry, chemistry in aqueous and non-aque- laboratory. Laboratory work in physical chem- ous solvents, coordination chemistry of the istry, biochemistry, inorganic, advanced organic transition metal ions, and an introduction to chemistry, and instrumental analysis is included. organometallic chemistry and to the inorganic A nominal lab fee may be required for this chemistry of biological systems. Offered alter- course. One hour lecture and five hours of labo- nate years. ratory per week. III.W. CHEM 441 (1)–Advanced Laboratory CHEM 342 (3)–Intermediate Laboratory II Prerequisite: CHEM 341 or CHEM 342. An Prerequisite or co-requisite: CHEM 331 or integrated, project-oriented laboratory. The CHEM 332. An integrated, project-oriented emphasis will be on completing more extensive laboratory. Laboratory work in physical chem- laboratory investigations than in CHEM 341 and istry, biochemistry, inorganic, advanced organic CHEM 342, and on doing background literature chemistry, and instrumental analysis is included. research on the projects. Both oral and written A nominal lab fee may be required for this presentation of results are required. A nominal course. One hour lecture and five hours of labo- lab fee may be required for this course. One ratory per week. III.O. three-hour laboratory per week.
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CHEM 450 (3)–Advanced Organic Chemistry Classics seeks to provide any student with a Prerequisite or co-requisite: CHEM 331 or liberal and comprehensive view of the ancient CHEM 332. A theoretical study of selected top- world through firsthand contact with the Greek ics of current research in both synthesis and and Roman roots of Western civilization. mechanisms of reactions. Three hours lecture. Courses in Greek and Latin are designed to Offered alternate years. develop competence in the classical languages CHEM 451 (3)–Senior Research and to survey the ancient world through its An independent research project selected and car- greatest works of literature. Other courses, in ried out in consultation with a faculty sponsor. which the readings are in English translation, Required of senior majors in chemistry. Bachelor offer a wider conspectus in classical litera- of Science candidates will conduct a laboratory ture, civilization, mythology, and history. The investigation; Bachelor of Arts candidates may elect department is interested both in students who a library project. A written report and an oral pre- wish to do their major work in classical studies sentation are required. A nominal lab fee may be and in students who wish to relate the study required for this course. III.O, III.W. of an ancient literature to modern literature or an allied subject. Allied subjects regularly CHEM 461 (1, 2, or 3)–Independent Study include art, English, history, modern languages Prerequisites: One 100-level CHEM course, CHEM 232, and permission of the instructor. and literatures, philosophy, and religion. The Pursuit of an upper level research project deter- department offers a major with a choice of two mined in advance by the student in consultation concentrations, Classical Language or Classical with a faculty member who will act as the sponsor. Civilization. A nominal lab fee may be required for this course. Majors considering study abroad during their junior year are encouraged to apply to the Intercollegiate Center for Classical Studies in Rome or to the College Year in Athens which Classics, offer instruction in the classical languages, ancient history, and ancient art, and which Philosophy, and sponsor a series of trips to important museums and archaeological sites. The department is a contributing member of the American School Religion of Classical Studies at Athens, which offers lassics, Philosophy, and Religion represent summer sessions designed to provide advanced Cthree of the central disciplines in a tradi- students with a deepened understanding of tional liberal arts curriculum. By combining Greece and its antiquities through study of its these three allied areas of inquiry, students monuments, history, literature and culture. will be able to gain a more comprehensive and Philosophy is primarily something one does. well-grounded appreciation for many of the At Sweet Briar, students are involved directly in fundamental insights into human experience the process of exploring and developing ideas across a wide variety of cultures, institutions, in the context of an intense encounter with and times. While each major within the depart- the faculty, other students, and the writings of ment retains its own distinctive methodologies those philosophers widely acknowledged to be and areas of inquiry, all three disciplines share profound, provocative, or both. The student a commitment to the exploration of culture will study philosophy by being a philosopher, and ideas through varied historical and critical and as such, will be engaged in a search for the perspectives. The department offers major and definition, expansion, and deepening of her minor programs in each discipline. own world view.
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The study of religion introduces students to CLAS 318 (3) �Topics in Classical Culture the major religious traditions of the world and HIST 223 (3) �The Ancient World 8000 BC their impact on human culture. Courses focus to 300 AD on both the methodologies of religious studies INTD 109 (3) �The Religion of Socrates and the literature and practices of diverse reli- PHIL 425 (3) �The Roots of Western gious communities. In addition to their specific Thought content, these courses develop an appreciation for the religious point of view and prepare Senior Exercise: one to live in a religiously pluralistic society. CLAS 452 (3) �Senior Seminar Most courses take an historical approach to the human religious experience, and all employ the The Classics Major–Classical critical skills of analysis common to contempo- Civilization Concentration rary scholarship in the humanities and social (33 semester hours) sciences. Graduates of the department have gone into many different career fields as well as Required: into advanced or professional study of religion. Choose 4 three-credit courses in Greek or Latin at the 200-level or above. Note: Students are limited to double-counting Choose 4 courses from the following: only three courses toward any combination of ARTH 232 (3) �Greek Art and Archaeology majors and minors offered by the department. CLAS 201 (3) �Classical Mythology The Classics Major–Classical CLAS 205 (3) �Ancient Greece Language Concentration CLAS 206 (3) �Greeks and the Other (33 semester hours) CLAS 207 (3) �The Rise and Fall of the Roman Republic Required: CLAS 208 (3) �Society and Culture in the Choose 4 three-courses in Greek or Latin at Roman Empire the 200-level or above. CLAS 211 (3) �Roman Archaeology and Art Choose 2 additional three-credit courses CLAS 243 (3) �The Archaeology of Daily in Greek or Latin at the 300-level. Life (RC) Choose 4 additional three-credit courses CLAS 307 (3) �Gender and Sexuality in the in Greek, Latin, or from the following: Ancient Mediterranean ARTH 232 (3) �Greek Art and Archaeology CLAS 315 (3) �The Later Roman Empire: CLAS 201 (3) �Classical Mythology Religion and Law Society CLAS 205 (3) �Ancient Greece CLAS 318 (3) �Topics in Classical Culture CLAS 206 (3) �Greeks and the Other HIST 223 (3) �The Ancient World 8000 BC to 300 AD CLAS 207 (3) �The Rise and Fall of the Roman Republic INTD 109 (3) �The Religion of Socrates CLAS 208 (3) �Society and Culture in the PHIL 425 (3) �The Roots of Western Thought Roman Empire Choose 2 additional three-credit courses CLAS 211 (3) �Roman Archaeology and Art in Classical Civilization or Greek or Latin. CLAS 243 (3) �The Archaeology of Daily Life (RC) Senior Exercise: CLAS 307 (3) �Gender and Sexuality in the CLAS 452 (3) �Senior Seminar Ancient Mediterranean Note: At least 2 courses in addition to the senior CLAS 315 (3) �The Later Roman Empire: exercise must be at the 300-level or above. These Law, Religion and Society
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may be chosen from Greek or Latin language The Philosophy Minor courses at the 300-level or from the following: (18 semester hours) CLAS 307, CLAS 315, CLAS 318, or PHIL 425. Required: The Classics Minor PHIL 119 (3) �Logic (18 semester hours) PHIL 224 (3) �Ethics: Theories and Choose 3 three-credit courses Greek or Applications Latin at the 200-level or above. PHIL 275 (3) �Political Philosophy Choose 3 additional three-credit courses PHIL 425 (3) �The Roots of Western in the Classical Studies department. Thought Note: At least one course must be at the 300- PHIL 436 (3) �Modernism to level. Postmodernism Teacher Licensure in Latin Choose 1 additional three-credit phi- (30 semester hours) losophy course. With the permission of the department chair, RELG 302, The Comparative Required: Philosophy of Religion will satisfy this require- CLAS 207 (3) �The Rise and Fall of the ment. Roman Republic CLAS 208 (3) �Society and Culture in the The Religion Major Roman Empire (33 semester hours)
Choose 24 semester hours in Latin lan- Required: guage beyond LATN 102. RELG 111 (3) �Good and Evil RELG 177 (3) �Introduction to the Study of The Philosophy Major Religion (27 semester hours) RELG 178 (3) �Introduction to World Religions Required: RELG 451 (3) �Research Seminar in the PHIL 119 (3) �Logic Study of Religion PHIL 224 (3) �Ethics: Theories and Applications Senior Exercise: PHIL 275 (3) �Political Philosophy RELG 452 (3) �Senior Seminar PHIL 425 (3) �Roots of Western Thought Choose 1 of the following courses: PHIL 436 (3) �Modernism to RELG 236 (3) �Multicultural Religious Postmodernism America Senior Exercise: RELG 241 (3) �Judaism PHIL 452 (3) �Senior Seminar RELG 244 (3) �Christianity RELG 255 (3) �Islam Choose 3 additional three-credit courses in philosophy or from the following: Choose 1 of the following courses: CLAS 205 (3) �Ancient Greece RELG 221 (3) �Hindus, Jainas, and Sikhs INTD 109 (3) �The Religion of Socrates RELG 222 (3) �Buddhism RELG 263 (3) �Asian Philosophies RELG 231 (3) �Taoism RELG 302 (3) �The Comparative Philosophy RELG 248 (3) �Religions of Africa of Religion RELG 263 (3) �Asian Philosophies
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Choose 4 additional three-credit courses ANTH 328 (3) �Ritual and Worldview in religion or from the approved courses listed ARTH 235 (3) �Early Medieval Art below. Two of these courses must be at or above ARTH 237 (3) �Asian Art the 300-level. CLAS 201 (3) �Classical Mythology ANTH 328 (3) �Ritual and Worldview INTD 109 (3) �The Religion of Socrates ARTH 235 (3) �Early Medieval Art PHIL 244 (3) �Ethics: Theories and ARTH 237 (3) �Asian Art Applications CLAS 201 (3) �Classical Mythology SOCI 260 (3) �Sociology of Religion INTD 109 (3) �The Religion of Socrates PHIL 224 (3) �Ethics: Theories and Course Descriptions–Classics Applications The following courses do not require a knowl- SOCI 260 (3) �Sociology of Religion edge of the Greek and Latin languages:.
Recommended: The following courses are rec- CLAS 201 (3)–Classical Mythology ommended to all majors and especially to those The more important classical myths read in who are planning to study in Europe or in Asia. English translations of Greek and Latin authors; ASIA 235 (3) �Asian Civilizations I their expression in ancient literature; what myth is, what it is for, how myths work and what they ASIA 236 (3) �Asian Civilizations II reveal about the history, culture, and values of The Religion Minor the society which used them. V.2. (18 semester hours) CLAS 205 (3)–Ancient Greece This course will survey ancient Greek literature, Choose 1 of the following courses: history, and philosophy starting from Homer RELG 111 (3) �Good and Evil and Sappho and ending with Euripides and RELG 177 (3) �Introduction to the Study of Plato. All works will be studied in their histori- Religion cal and cultural contexts and there will also be RELG 178 (3) �Introduction to World Religions consideration of major developments in Greek art and architecture. Much of the focus will be Choose 1 of the following courses: on the political and cultural achievements of RELG 236 (3) �Multicultural Religious 5th century Athens. Key issues will include the America beginnings of democracy, the rise of literacy and RELG 241 (3) �Judaism the birth of philosophy, and the development of tragedy, comedy, and historiography. Offered RELG 244 (3) �Christianity alternate years. V.1, V.2. RELG 255 (3) �Islam CLAS 206 (3)–Greeks and the Other Choose 1 of the following courses: This course will examine Greek conceptions of RELG 221 (3) �Hindus, Jainas, and Sikhs self and other as seen through a wide range of RELG 222 (3) �Buddhism literary and historiographical texts, as well as mate- RELG 231 (3) �Taoism rial and textual evidence left by the culturally disenfranchised (e.g., curse tablets). Topics will RELG 248 (3) �Religions of Africa include death, the position of women, resident RELG 263 (3) �Asian Philosophies aliens, the construction of the “barbarian”, and the status of slaves. Authors read will include Choose 3 additional three-credit courses Herodotus, Thucydides, Sophocles, Euripides, and in religion or from the approved courses listed Aristophanes. Offered alternate years. V.1, V.2. below. Two of these three courses must be at or above the 300-level.
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CLAS 207 (3)–The Rise and Fall of the will be readings and discussions regarding the Roman Republic problems of chronology and dating of ancient arti- This course covers the history, literature, and facts, as well as the use of ancient literary sources culture of the Roman people from the period to place artifacts in their context. Students will do of Etruscan influence to the end of the Republic a project utilizing Sweet Briar’s classical antiquities and beginning of the reign of the first emperor collection. Offered alternate years. May be counted Augustus (seventh through first centuries B.C.). toward the major and minor in archaeology. V.1, Primary emphasis will be on the last century of V.6a. the Republic, the “Roman Revolution” from 133 to 31 B.C., which also saw the flowering of classi- CLAS 219 (3)–Ancient Philosophers in Context cal Latin literature and culture. Attention will be This course focuses on the historical and cul- given to the influence of Etruscan and especially tural contexts in which ancient philosophy was Greek culture on the development of Roman practiced, while also tracing various themes civilization, especially in the areas of literature, throughout the ancient philosophical tradition. religion, art and political thought. Authors read Major differences between modern and ancient include: Plautus, Terence, Livy, Catullus, Cicero notions of the philosophical method and way and Sallust. Offered alternate years. May be of life are also considered. Course readings will counted as an adjunct course toward the minor in come from Pre-Socratics, Plato, Aristotle, the gender studies. V.1, V.2. Stoics, Epicureans, Romans, and late-antique philosophers. May be counted toward the major in CLAS 208 (3)–Society and Culture in the philosophy. V.1. Roman Empire This course looks at the history, literature, and CLAS 224 (3)–The Greek Novel: Text and culture of the Roman world from the reign of Context Augustus to the end of Roman rule in the West In this course we will explore the emergence of (31 B.C.-476 A.D.). The course will be divided the Greek novel during the Roman Empire and into three parts: (1) a survey of political and the cultural context that produced this nascent cultural developments under the Julio-Claudian genre. Through tales of true love, romance, and Flavian emperors; (2) Roman culture at the faked deaths, and encounters with pirates, we height of the Empire, focusing on some of the will investigate questions of genre, gender, and most important aspects of Roman social and status as well as examine the nature of Greek life civic life (slavery, women and the family, law, and literature under Roman rule. V.2. religion and art); (3) the rise of Christianity, from the second century to the end of the fourth CLAS 261 (1, 2, or 3)–Directed Study century. Attention will also be given to the diver- Prerequisites: One CLAS course and permis- sity of cultures found within the limits of the sion of the instructor. The study of introduc- Roman Empire, and the legacy of Roman civi- tory level material by an individual student or by lization to later European and Mediterranean a small group of students under the immediate cultures. Authors read include: Vergil, Ovid, supervision of a faculty member. Tacitus, Suetonius and Apuleius. Offered alter- nate years. May be counted as an adjunct course CLAS 307 (3)–Gender and Sexuality in toward the minor in gender studies. V.1, V.2. the Ancient Mediterranean Prerequisite: Sophomores admitted by permis- CLAS 211 (3)–Roman Archaeology and Art sion; a 100- level course in classical studies This course will cover Roman material culture (art or in gender studies is recommended. Study and architecture) including its roots in Etruscan of the cultural constructs of sex and gender as architecture and sculpture (8th-6th century B.C.), seen in the literature, law and material culture the development of portraiture during the Republic, of Greek and Roman societies (including Egypt the art and architecture of the Roman Empire and the Near East in the Greco-Roman period). (including Pompeii), and the art and architecture Explores societal stereotypes regarding wom- of the Constantinian period (4th c. A.D.). Included en’s abilities and behavior and the strategies
77 classics, philosophy, and religion Sweet Briar College devised by women in response to those stereo- CLAS 452 (3)–Senior Seminar types. Attitudes toward marriage and the family, Prerequisite: Non-majors by permission. The homosexuality, and fertility control will also be departmental senior exercise, required of all treated. Emphasis will be on interpretation of classics majors and open to other qualified ancient texts, literary, legal and documentary (all students by permission. It involves intensive in English translation), and current scholarship. study of an author, period, genre, or topic not Topic and time period will vary. Offered alter- covered, or only partially covered, by regular nate years. May be counted as a core course toward course offerings. Topics will vary from year to the minor in gender studies. V.5. year. III.O, III.W.
CLAS 315 (3)–The Later Roman Empire: CLAS 461 (1, 2, or 3)–Independent Study Law, Religion, and Society Prerequisites: One 100-level CLAS course, one Prerequisites: CLAS 211, CLAS 307, or HIST 200-level CLAS course, and permission of the 223; first-year students and sophomores with instructor. Pursuit of an upper level research permission. This course looks at the Roman project determined in advance by the student in Empire from the third through the fifth century, consultation with a faculty member who will act the time of “decline and fall” which saw the as the sponsor. triumph of Christianity and the disintegration of the western half of the Empire into regional, Course Descriptions–Greek “barbarian” states. Emphasis will be on the social and religious changes the Roman world saw, and GREK 101 (3)–Elementary Greek I readings will include selections from the legal Fundamentals of the classical Greek language sources and Christian writings that survive from in preparation for reading literary works, with this period. Offered alternate years. III.W, V.1. written exercises and translation. Offered alter- nate years. CLAS 318 (3)–Topics in Classical Culture Prerequisite: First-year students and sopho- GREK 102 (3)–Elementary Greek II mores with permission; at least one course in Prerequisite: GREK 101. Fundamentals of the classical civilization is strongly recommended. classical Greek language in preparation for read- This course investigates themes and issues in ing literary works, with written exercises and classical civilization, drawing from a wide variety translation. Offered alternate years. of sources including literary, philosophical, and historical writings, inscriptions, papyri and artis- GREK 201 (3)–Intermediate Greek I tic modes of production (e.g., vase paintings, Prerequisite: GREK 102 or placement. sculpture, etc.). Topics will vary, with future Continuing emphasis on developing facility in topics including the paradoxical status of gladia- reading and grammatical skills. Offered alternate tors in imperial Rome; Greek conceptions of the years. grotesque; and ideas of death, commemoration, and the afterlife. GREK 202 (3)–Intermediate Greek II Prerequisite: GREK 201. Readings from CLAS 361 (1, 2, or 3)–Special Study Homer’s Odyssey. Offered alternate years. V.3. Prerequisites: 100-level CLAS course and per- mission of the instructor. The study of an inter- GREK 261 (1, 2, or 3)–Directed Study mediate level topic by an individual student or Prerequisites: One GREK course and permis- by a small group of students under the immedi- sion of the instructor. The study of introductory ate supervision of a faculty member. level material by an individual student or by a small group of students under the immediate CLAS 377 (1, 2, or 3)–Internship supervision of a faculty member. Prerequisites: Three credits in CLAS and per- mission of instructor, department chair, and GREK 308 (3)–Homer and Hesiod dean. This course is graded P/CR/NC only. Prerequisite: GREK 202. This course explores the world of archaic Greek epic poetry and will
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focus on selections from Homer’s “Iliad” and instructor. Pursuit of an upper level research “Odyssey,” as well as Hesiod’s “Theogeny” and project determined in advance by the student in “Works and Days.” We will also look at frag- consultation with a faculty member who will act ments from the Epic Cycle. The course will con- as the sponsor. clude with a look at ancient epic parody includ- ing the “Battle of the Frogs and Mice.” V.2, V.3. Course Descriptions–Hebrew GREK 318 (3)–Topics In Greek Literature HBRW 103 (3)–Elementary Biblical Prerequisite: GREK 202. This course explores Hebrew themes in Greek literature and draws on a wide An introduction to Hebrew grammar, syntax, variety of authors and genres. Topics will include and translation. The course will utilize an induc- Love and Lament, Comedy and Invective, Greek tive method which builds facility in language by Lyric Poets, Helenistic Poetry and Politics, and exploring grammar, vocabulary, and translation the Second Sophistic. Texts will range from simultaneously. Intermediate courses will not Greek epitaphs and curse tablets through the be offered that would allow Hebrew to meet worlds of epic, lyric, historiography, comedy, the requirements of the General Education tragedy, and the Greek Novel. V.2, V.3. Program.
GREK 321 (3)–Greek Historians HBRW 104 (3)–Readings in Biblical Prerequisite: GREK 202. Readings of the major Hebrew Greek historians with particular attention to This course is offered as a continuation in the content, literary and historical technique, and study of ancient Hebrew language with par- historical perspective. V.2, V.3. ticular interest in translation and reading of the Hebrew Bible. Issues of hermeneutics, interpre- GREK 327 (3)–Greek Drama tation, and textual criticism will be explored. Prerequisite: GREK 202. One or two plays Intermediate courses will not be offered that studied in detail, with special attention to their would allow Hebrew to meet the requirements relevant cultural contexts, poetic and dramatic of the General Education Program. structure, use of mythical material, and treat- ment of character. V.2, V.3. Course Descriptions–Latin GREK 332 (3)–Greek Philosophers LATN 101 (3)–Elementary Latin I Prerequisite: GREK 202. This course begins Fundamentals of the language in preparation with the Pre-Socratics and then moves on to the for reading literary works, with written exercises worlds of Plato and Aristotle and concludes with and translation. Chiefly for beginners, but stu- a brief look at Hellenistic philosophy. Texts will dents with one year of secondary school Latin include fragments of Heraclitus and Empedocles, may take the course. selections from the dialogues of Plato, Aristotle’s “Nicomachean Ethics” and “Poetics,” and frag- LATN 102 (3)–Elementary Latin II ments of Epicurus and Diogenes the Cynic. V.2, Prerequisite: LATN 101. Fundamentals of the V.3. language in preparation for reading literary works, with written exercises and translation. GREK 361 (1, 2, or 3)–Special Study Prerequisites: 100-level GREK course and per- LATN 201 (3)–Intermediate Latin I mission of the instructor. The study of an inter- Prerequisite: LATN 102 or placement. Review mediate level topic by an individual student or and continuing study of grammar and syntax. by a small group of students under the immedi- Readings from Latin prose. ate supervision of a faculty member. LATN 202 (3)–Intermediate Latin II GREK 461 (1, 2, or 3)–Independent Study Prerequisite: LATN 201. Readings from Latin Prerequisites: One 100-level GREK course, one poetry. V. 3. 200-level GREK course, and permission of the
79 classics, philosophy, and religion Sweet Briar College
LATN 261 (1, 2, or 3)–Directed Study LATN 348 (3)–Ovid Prerequisites: One LATN course and permis- Prerequisite: LATN 202. Ovid was one of the sion of the instructor. The study of introductory most prolific and influential authors of the level material by an individual student or by a Augustan age. In this course we will explore the small group of students under the immediate various genres of Ovidian poetry, Ovid’s rela- supervision of a faculty member. tionship with his poetic antecedents and con- temporaries, and his engagement with the politi- LATN 312 (3)–Roman Historians cal realities of the Augustan regime. V.2, V.3. Prerequisite: One 200-level course in Latin. Selections from Livy or Tacitus. Offered alter- LATN 353 (3)–Roman Comedy nate years. V.2, V.3. Prerequisite: LATN 202. This course explores the comedies of Plautus and Terence. Through LATN 314 (3)–Later Latin Literature reading their plays both in the original Latin Prerequisite: LATN 202. Readings in works of and in translation, we will consider their generic Latin poetry or prose written after the “classi- antecedents, performative context, and the col- cal” period of Latin literature. Author and genre loquial and archaic quality of their Latin. V.2, will vary; possible topics include Apuleius, St. V.3. Augustine, or Latin writings of the Middle Ages or later. V.2, V.3. LATN 358 (3)–Topics in Latin Literature Prerequisite: LATN 202. This course explores LATN 321 (3)–Elegy and Epigram themes in Latin literature and draws on a wide Prerequisite: LATN 202. This course explores variety of authors and genres. Topics may themes of love, wit, invective, and urbanity include Latin epistolography, the Roman Novel, that figure prominently in these versatile poetic the city and countryside in Latin literature, and genres. Beginning with the world of Catullus, Roman ethics. this course moves through the Roman elegies of Propertius, Tibullus, and Ovid, and at the occa- LATN 361 (1, 2, or 3)–Special Study sional poems of Martial. V.2, V.3. Prerequisites: 100-level LATN course and per- mission of the instructor. The study of an inter- LATN 334 (3)–Literature of the Late mediate level topic by an individual student or Republic by a small group of students under the immedi- Prerequisite: LATN 202. In this course we will ate supervision of a faculty member. draw on a variety of readings from the turbulent period in the first century B.C.E. that marked the LATN 367 (3)–Vergil end of the Roman Republic. Genres will vary and Prerequisite: LATN 202. This course will survey possible authors include Cicero, Caesar, Sallust, the works of Vergil and include selections from Lucretius, and Catullus. V.2, V.3. the “Aeneid,” “Georgics,” and “Eclogues.” The course will conclude with a look at the vast tra- LATN 342 (3)–Literature of the Roman dition of later medieval and renaissance poems Empire and poets influenced directly by Vergil’s timeless Prerequisite: LATN 202. In this course we will corpus. V.2, V.3. draw upon the post-Augustan authors of the Roman Empire. Genres will vary and possible LATN 461 (1, 2, or 3)–Independent Study authors include Lucan, Seneca, Pliny, Tacitus, Prerequisites: One 100-level LATN course, one Martial, and Juvenal. V.2, V.3. 200-level LATN course, and permission of the instructor. Pursuit of an upper level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
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Course Descriptions–Philosophy PHIL 244 (3)–Special Topics in Ethics Topics will vary by semester. PHIL 115 (3)–Fundamental Philosophical Questions PHIL 261 (1, 2, or 3)–Directed Study An introduction to philosophy through a study Prerequisites: One PHIL course and permis- of the works and thoughts of the major phi- sion of the instructor. The study of introduc- losophers in their historical context. Topics tory level material by an individual student or by discussed will include the existence and nature a small group of students under the immediate of truth, God, freedom, immortality, moral supervision of a faculty member. obligations, knowledge, beauty, and happiness. III.O, V.1. PHIL 275 (3)–Political Philosophy A critical approach to classics of modern politi- PHIL 119 (3)–Logic cal theory followed by an investigation of move- An introduction to the basic rules of logic used ments in political theory from the 20th century to evaluate deductive and inductive arguments. to today. Classical texts will include major works Special emphasis on determining whether conclu- from authors such as Hobbes, Locke, Kant, sions follow validly from given premises. Also an Marx, and Mill. Contemporary theories will introduction to common logical fallacies. III.Q. include liberalism, conservatism, neo-conserva- tism, socialism, anarchism, feminism, religious PHIL 204 (3)–Philosophy and Film fundamentalism, and critical race theory. May An examination of film as an aesthetic medium be counted as an adjunct course toward the minor in and as a social and political institution. Films gender studies. V.7. will be approached both as “texts” and as cul- tural and commercial products. The course will PHIL 305 (3)–Special Topics in Philosophy also look at contemporary developments in new Topics will vary by semester. media that present challenges or alternatives to film in political, economic, and cultural spheres. PHIL 361 (1, 2, or 3)–Special Study May be counted toward the minor in film studies. Prerequisites: 100-level PHIL course and per- Offered alternate years. V.6a, V.7. mission of the instructor. The study of an inter- mediate level topic by an individual student or PHIL 224 (3)–Ethics: Theories and by a small group of students under the immedi- Applications ate supervision of a faculty member. Prerequisites: One course in philosophy and sophomore standing. A critical study of the PHIL 365 (3)–Philosophy of Science relationship between ethical theories and cur- Prerequisite: One course in philosophy. rent practices and issues. Theories studied will Philosophy of science is the study of the underly- include Aristotelian virtue ethics, Kantian deon- ing theoretical foundations and assumptions of the tological ethics and J.S. Mills’ utilitarianism. institutions and practices of science. In this course Applications studied will vary year to year, but we will span a thematic and historical overview of may include topics such as euthanasia, abortion, various philosophies of science with an eye to better capital punishment, animal rights, and affirma- understand and discriminate about the science in tive action. III.W, V.5. our daily lives. Topics include questions regarding: scientific method, objectivity, truth, knowledge, PHIL 236 (3)–Philosophy and the Arts substance, observation and perception, and reality. An examination of the nature and purpose of Alternate years. V.8a. the arts with special attention to the visual arts, music and literature. Controversies about the PHIL 377 (1, 2, or 3)–Internship roles of the artist and viewer, the status of the Prerequisites: Three credits in PHIL and per- art object, the significance of context, and the mission of instructor, department chair, and relationship of the arts to ethics and societal dean. This course is graded P/CR/NC only. development will be explored. No specialized knowledge of the arts is required. V.6a.
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PHIL 411 (3)–Advanced Ethics Seminar RELG 177 (3)–Introduction to the Study Prerequisites: PHIL 224, or 2 other courses of Religion in philosophy. Students will construct the course An introduction to the broad field of religious content by choosing several contemporary ethi- studies from a variety of perspectives drawn from cal issues for discussion and evaluation. Students anthropology, psychology, sociology, philosophy, should expect to present and defend position papers the fine arts, gender studies, and history. The to the seminar, both orally and in writing. Alternate course will consider what the elements of reli- years; may be repeated for credit. III.O, V.5. gion are (myth, doctrine, ritual, ethics, world view, human community, and destiny), how they PHIL 425 (3)–The Roots of Western are to be interpreted vis-a-vis modern academic Thought perspectives on culture, and whether religion as Prerequisites: Two courses in philosophy. The a concept makes any sense in an age of scientific study of the philosophical developments from the rationalism. May be counted as an adjunct course Greeks to the British Empiricists. Special atten- toward the minor in gender studies. V.1, V.5. tion will be devoted to Socrates, Plato, Aristotle, Descartes and Hume. Offered alternate years. V.1. RELG 178 (3)–Introduction to World Religions A comparative survey of the world’s major PHIL 436 (3)–Modernism to Postmodernism religious traditions from the time of their foun- Prerequisite: One course in philosophy. An dation to the present. Emphasis will be placed examination of key assumptions of modernism on understanding how religious traditions both from the seventeenth to the nineteenth centu- reflect and are formative in the cultures and ries will be followed by historical and contem- societies in which they appear. V.5. porary critiques of the basic assumptions of the Enlightenment. Critics of modernism will include RELG 221 (3)–Hindus, Jainas, and Sikhs nineteenth century thinkers such as Nietzsche A comprehensive survey of the major religious as well as contemporary postmodernists such as movements of India. This course will examine Derrida, Lyotard, and Foucault. V.1. Indian notions of truth, ritual, family life, social organization, human destiny and salvation, liter- PHIL 452 (3)–Senior Seminar ature, and arts as they have developed within the Prerequisites: PHIL 425 and PHIL 436. Special Hindu, Jaina, and Sikh communities. Students topics at an advanced level pursued indepen- will also examine the role of these communities dently or in small groups. III.O, III.W. in the development of modern Indian national- ism and ethnicity. Offered alternate years. V.4. PHIL 461 (1, 2, or 3)–Independent Study Prerequisites: One 100-level PHIL course, one RELG 222 (3)–Buddhism 200-level PHIL course, and permission of the A broad historical study of the development of instructor. Pursuit of an upper level research Buddhism in India and its adoption and adap- project determined in advance by the student in tation in Tibet, China, and Japan. This course consultation with a faculty member who will act will examine the Buddhist world view, Buddhist as the sponsor. forms of spirituality (Mahayana, Hinayana, and Tantrayana), Buddhist rituals, philosophy, liter- Course Descriptions–Religion ature, arts, organizations, and Buddhism’s rela- tion to political and economic systems. Offered RELG 111 (3)–Good and Evil alternate years. V.4. What do the world’s religions say about war and peace, hunger and poverty, death and dying, sci- RELG 231 (3)–Taoism ence, technology, medicine, the environment, the A broad comparative study of the development political and economic order, sexuality, civil rights, of Taoism in China, Korea, and Japan. This and business? This course will examine the ways course will examine the origins of Taoism in that religions deal with principal moral issues in the China, its development of cosmological, politi- modern world. Offered alternate years. V.5. cal, ritual, gymnastic, alchemical, and monastic
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forms, and the regional understandings and uses adjunct course toward the minor in gender studies. of these forms in Korea and Japan. V.4. III.W, V.1.
RELG 235 (3)–Latin American Religion RELG 248 (3)–The Religions of Africa The study of religion in Latin America includes the Students will examine religions of Africa both diverse cultures of indigenous, African-American, in their indigenous expressions and in the and Hispanic peoples from South America, Central Diaspora. Methodological issues such as what America, Mexico, and the Caribbean. The course constitutes a “traditional” religion will be exam- may consider: indigenous religions from geographi- ined, as will questions of ritual, cosmology, cally distinct regions (from the Yahgan of Tierra myth-making, and the place of women. The del Fuego to the Pueblos and Yaquis of Mexico); effects of colonialism and the situation of post- Catholicism in its many cultural forms; African cul- colonialism will be discussed in-depth in the tures from Brazilian condomblé to Afro-Caribbean context of both continental and diaspora reli- ritual; and contemporary religious movements. gious experience. The relationship of colonial- Critical approaches include precontact, colonial ism to syncretism will be explored in the exami- and post-colonial issues; cosmovisiones, conflict and nation of diaspora religions in the Caribbean mestizaje, religion and society, modernity in Latin and American settings. Movements such as American perspectives. Offered alternate years. V.4. Voodoun and Rastafarianism will be studied with a view to understanding how new religions RELG 236 (3)–Multicultural Religious America are created as a process of inter-cultural contact This course explores a diversity of new approaches and adaptation to historical events. III.O, V.4. to religion in pluralistic America, considering new historical understanding of Protestant, Catholic, RELG 255 (3)–Islam and Jewish traditions, and many non-mainstream An introduction to the “world of Islam”, begin- religions. The study will include Native American ning with an examination of its foundation religion, African American Christianity and Islam, in the seventh century and concluding with a Hispanic Catholicism, Asian American tradi- consideration of issues pertaining to Islam in tions, Mormonism, and new religious movements. the modern world. The course will deal with Pluralistic religious America will be examined in such topics as: Muhammad; the Qur’an; Islamic light of colonialism, post-colonial interpretations, “Traditions” (hadith) and the “Law” (shariah); cultural and regional diversity, gender issues, ethics the Caliphate; sectarian divisions, especially the and social issues. Offered alternate years. III.O, V.5. Sunni-Shiite schism; Sufi mysticism; Muslim influences on medieval European societies; the RELG 241 (3)–Judaism Crusades; Islamic art and literature; and the An historical study of the origins and develop- modern resurgence of Islam. Offered alternate ment of Judaism down to the present. The years. V.4, V.5. course will deal with Jewish ethics, gender, liter- ature, law, ritual, and notions of history and eth- RELG 261 (1, 2, or 3)–Directed Study nic identity as they developed in various Jewish Prerequisites: One RELG course and permis- communities throughout the world. Offered sion of the instructor. The study of introduc- alternate years. May be counted as an adjunct course tory level material by an individual student or by toward the minor in gender studies. III.W, V.1. a small group of students under the immediate supervision of a faculty member. RELG 244 (3)–Christianity An historical survey of the development of RELG 263 (3)–Asian Philosophies Christianity from its beginnings in the Greco- Prerequisite: One course in philosophy or Roman empire through its global establishment religion; sophomore standing. A survey of in the modern era. The focus of the course will the major philosophers in North and South be on how Christianity in its literature, rituals, Asia. This course will look at the philosophi- institutional forms, and intellectual traditions cal contributions made to world philosophy changes and develops as it encounters new by such philosophers as Confucius, Laozi, peoples and new cultures. May be counted as an Zhuxi, Nagarjuna, Candrakirti, Shankara,
83 classics, philosophy, and religion Sweet Briar College and Ramanuja. The course will focus on the RELG 350 (3)–Religion and U.S. Law basic questions of human existence and nature, Prerequisite: Permission of the instructor. An notions of truth and ultimate meaning, ethical examination of the issues that are produced by obligations, and the nature of society. Offered religious and state interests in the United States alternate years. V.5. from the colonial period to the present. The course will focus on understanding the history of RELG 301 (3)–Religion, Science, and colonial and post-colonial views of religion and Occultism government, the process that led to the consti- Are there critical differences between scientific tutional separation of religion and government, and religious ways of knowing and are there and the history of interpretations of this consti- ways in which humans have tried to bridge the tutional doctrine by the U.S. Supreme Court. gap between science and religion? This course Offered alternate years. III.W, V.7. will examine the philosophy of science as a means of understanding modern intentional RELG 361 (1, 2, or 3)–Special Study revivals of ancient religious traditions, including Prerequisites: 100-level RELG course and per- modern witchcraft, fertility practices, various mission of the instructor. The study of an inter- divination and fortune-telling techniques, the mediate level topic by an individual student or development of parapsychology and New Age by a small group of students under the immedi- religion. Offered alternate years. ate supervision of a faculty member.
RELG 302 (3)–The Comparative RELG 377 (1, 2, or 3)–Internship Philosophy of Religion Prerequisites: Three credits in RELG and per- Prerequisite: One course in religion. mission of instructor, department chair, and Philosophical analysis of religious claims about dean. This course is graded P/CR/NC only. the nature of human existence, religious notions of authority, religious language, ethics, and the- RELG 451 (3)–Research Seminar in the ories of knowledge. While the categories of anal- Study of Religion ysis are drawn from the Western philosophical Prerequisite: One course in religion at the 200- tradition, the data are drawn from the world’s level or above. This seminar provides an oppor- religions. III.O, V.1. tunity for students and faculty to collaborate in research that will produce a student-faculty RELG 316 (3)–The Psychology of Religion publication in an appropriate academic form Prerequisite: One course in religion or psychol- (e.g. a conference presentation, a paper journal, ogy. This course will explore theories of the or an electronic journal). Offered alternate years. psychological underpinnings and functions of religion. Students will acquire an understand- RELG 452 (3)–Senior Seminar ing of Modernist and Post-modernist theories Fundamental problems of religion, ethics, and of psychology, religion, and their intersection. theology, such as religious authority and experi- It will begin with the classic works of Freud and ence, understandings of the world, humanity Jung and move through the twentieth-century and history, doctrines of salvation, the study of re-interpretations of their writings in Lacan, sacred scriptures, phenomenology of religion, French feminism, Renee Girard, James Hillman and the methodologies of religious studies. The and David L. Miller. It will ask whether theo- course is the senior exercise for students who ries designed for individuals may be accurately major in religion. III.O applied to religious groups. The course will raise questions of the applicability of archetypal RELG 461 (1, 2, or 3)–Independent Study models of psychology in a post-modern society. Prerequisites: One 100-level RELG course, one It will also examine how psychology has contrib- 200-level RELG course, and permission of the uted to increased individualism and whether the instructor. Pursuit of an upper level research practice of psychoanalysis has taken over some project determined in advance by the student in or many of the traditional functions of religion. consultation with a faculty member who will act as the sponsor.
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Senior Exercise: Computer Science ECON 452 (3) �Senior Seminar See the Department of Mathematical and Choose 5 additional 3-credit courses in Computer Sciences on page 142. economics at the 200-level or above.
Note: For the major in economics, the P/CR/ NC grading option may not be exercised for any course which could count toward the major, with Dance the exception of ECON 261, ECON 361, and See Department of Theatre and Dance on page 193. ECON 461. Additional information about the P/CR/NC grading option is available under the Academic Regulations heading in this catalog.
The Economics Minor Economics (25 semester hours) raduating economics majors are expected Gto understand the operation of a market Required: economy and to be able to evaluate the fun- ECON 101 (3) �Principles of damental issues affecting the U.S. economy. Microeconomics These issues include balance of trade, economic ECON 102 (3) �Principles of growth, the environment, welfare reform, gov- Macroeconomics ernment expenditures and taxation policies, ECON 201 (3) �Intermediate and unemployment. Internships, while not Microeconomics required, are strongly recommended. A student ECON 202 (3) �Intermediate considering the economics major is strongly Macroeconomics advised to take ECON 101, ECON 102, MATH MATH 123 (4) �Calculus I 123, and MATH 205 in her first year. ECON MATH 205 (3) �Applied Statistics 201 and ECON 202 should be completed by the end of the second year. Potential majors and Choose 2 additional 3-credit courses in minors (first- and second year students) are economics at the 200-level or above. advised to consult with economics professors Note: For the minor in economics, the P/ when selecting classes. CR/NC grading option may not be exercised for any course which could count toward The Economics Major the major, with the exception of ECON 261, (37 semester hours) ECON 361, and ECON 461. Additional information about the P/CR/NC grading Required: option is available under the Academic ECON 101 (3) �Principles of Microeconomics Regulations heading in this catalog. ECON 102 (3) �Principles of Macroeconomics Course Descriptions–Economics ECON 201 (3) �Intermediate ECON 101 (3)–Principles of Microeconomics Microeconomics ECON 202 (3) �Intermediate An introduction to the role markets play in Macroeconomics determining the prices for products and ser- MATH 123 (4) �Calculus I vices, wages workers earn, profits companies realize as participants in competitive markets, MATH 205 (3) �Applied Statistics and how government policies impact markets. III.Q, V.7.
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ECON 102 (3)–Principles of ECON 256 (3)–Development Economics Macroeconomics Prerequisite: ECON 101 or ECON 102. This Prerequisite: ECON 101. An introduction to the course will explore the peculiar problems of overall national economy of the United States. economic growth in developing countries and This course explores why the economy grows or the public policy options available to them. V.4. suffers recessions, why interest rates and price levels fluctuate, and why there is so much debate ECON 261 (1, 2, or 3)–Directed Study about issues such as poverty, health care, and Prerequisites: One ECON course and permis- education. In response to these issues, the course sion of the instructor. The study of introductory identifies tools available to government to deal level material by an individual student or by a with economic problems and examines their small group of students under the immediate limitations. III.Q. supervision of a faculty member.
ECON 201 (3)–Intermediate ECON 313 (3)–International Economics Microeconomics Prerequisite: ECON 102. This course surveys Prerequisite: ECON 101. Critical study of the the field of international money and finance. theory of the behavior of consumers and busi- Open economy macroeconomic theory will be ness firms, the determination of prices under developed and applied in the analysis of the various market structures, and the welfare impli- balance of payments and foreign exchange rate cations of the allocation of resources by markets. problems and the formation of policies to solve This course cannot be taken on a P/CR/NC or prevent such problems. Offered alternate grading option. III.Q. years.
ECON 202 (3)–Intermediate Macroeconomics ECON 316 (3)–Industrial Organization Prerequisite: ECON 102. A critical study of the and Government Policy nature, construction, and econometric applications Prerequisite: ECON 201. This course investi- of static and dynamic models for the determination gates how the characteristics of market organi- of the level of income, output, employment, and zation, or market structure, affect firm behavior prices in closed and open economies. V.7. and market performance. Special consideration is given to theories of the firm other than profit- ECON 219 (3)–Money and Banking maximization. III.O, III.W, V.7. Prerequisite: ECON 102. An analysis of the formulation of monetary policy directed toward ECON 325 (3)–Public Finance the goals of economic stabilization and growth. Prerequisite: ECON 201. A study of the effects Special attention will be given to the structure of government tax and expenditure programs on and functions of the financial system in which the allocation of resources and the distribution monetary policy operates. Offered alternate years. of income. Offered alternate years. III.O, III.W.
ECON 227 (3)–Methods of Economic ECON 332 (3)–Econometrics Analysis Prerequisites: ECON 101, ECON 102, and Prerequisites: ECON 101 and MATH 123. An MATH 205. An introduction to statistical quan- introduction to the techniques of quantitative titative analysis of economic behavior. The ordi- economic analysis, including the use of linear nary least squares technique and the assump- algebra, calculus and constrained optimization. tions underlying it are developed. Methods The course is designed to introduce mathemat- designed to detect and correct for the viola- ics as a practical tool for economic analysis and tions of these assumptions are examined. Special to help students understand the foundations of emphasis is given to the practical application economic thought. The focus of the course is on of the procedures discussed through the use of the application of mathematics to economics, computer exercises. not on mathematical theory. Offered alternate years. III.Q.
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ECON 342 (3)–Ecological Economics awards and citations for its professional devel- Prerequisites: ECON 101 and ENVR 101. An opment programs in mentoring and clinical application of economic theory to problems of faculty training, which are also grounded in environmental degradation, natural resource use differentiation. By linking the goals of clinical and ecological disruption. Economic concepts, faculty and mentor training with teacher prep- such as market failure, property rights and pub- aration, the Education Department provides lic goods, are combined with natural and physi- research-based, best practice instruction to cal science principles to explore the integration of economic and ecological systems. Emphasis pre-service and in-service teachers in meeting is placed on the use of analytical economic tools the diverse needs of all students. such as benefit-cost analysis, economic policy Beginning in Fall 2003, Sweet Briar initi- instruments and non-market valuation. V.7. ated a five-year program for teacher licensure. ECON 361 (1, 2, or 3)–Special Study The Master of Arts in Teaching (MAT) allows Prerequisites: 100-level ECON course and per- Sweet Briar students more flexibility within mission of the instructor. The study of an inter- their undergraduate degree programs. Students mediate level topic by an individual student or are free to pursue academic majors while com- by a small group of students under the immedi- pleting their licensure requirements, including ate supervision of a faculty member. student teaching, during the fifth year of study. The five-year licensure program allows Sweet ECON 377 (.5, 1, or 3)–Internship Briar students the opportunity to study abroad, Prerequisites: Three credits in ECON and per- if they choose, and provides more flexibility mission of instructor, department chair, and in meeting degree requirements and choosing dean. This course is graded P/CR/NC only. electives. Completion of the MAT program ECON 452 (3)–Senior Seminar offers graduates the benefits of a higher salary Prerequisite: Senior standing or concurrently potential in most school districts throughout completing all major requirements. A compre- the country. hensive review of basic economic reasoning and The Education Department offers three exercises in its application to the understanding and solution of contemporary problems. III.O, III.W. options for students seeking licensure through the MAT program: Elementary Education ECON 461 (1, 2, or 3)–Independent Study (PreK-6), Secondary Education (6-12), and Prerequisites: One 100-level ECON course, one PreK-12 licensure in studio art, dance, music 200-level ECON course, and permission of the (vocal-choral), as well as the languages of instructor. Pursuit of an upper level research Spanish, French, German, and Latin. project determined in advance by the student in consultation with a faculty member who will act Prospective elementary teachers must as the sponsor. major in Liberal Studies and complete the required professional studies listed below for the PreK-6 licensure. Prospective secondary teachers must major in one of the follow- Education ing academic disciplines: biology, chemistry, physics, mathematics, English, theatre arts, he teacher education program at Sweet or history and social studies; and complete TBriar College provides prospective teach- the required professional studies listed below ers with a strong foundation in an academic for secondary licensure. Candidates for the discipline and a thorough grounding in dif- PreK-12 licensure should consult the chair of ferentiated curriculum and instruction to pre- the Education Department to obtain licensure pare for teaching in today’s diverse classrooms. requirements for their academic major. The Education Department has received grant
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Throughout the undergraduate profes- 2. Ability to use effective verbal, nonverbal, and sional studies program, clinical experiences are media communication techniques to foster required in each course. These experiences are active inquiry, collaboration, and supportive an integral part of the teacher education pro- interactions in the classroom gram and require observation, practice, and 3. Demonstration of professional and ethical reflection in varying degrees of complexity in behavior as well as personal integrity in all public school classrooms. Two early childhood interactions courses offer students clinical experiences with specially trained teachers in the Sweet Briar 4. Potential to manage a classroom to provide Campus School, a laboratory school for nursery a safe and positive learning environment for school and kindergarten. Students inter- students and staff ested in applying for the MAT program should 5. Potential to establish rapport with students consult with their major advisors and the faculty of the Education Department to ensure that all 6. Potential to create a supportive learning undergraduate degree requirements are met. environment for all students that encour- ages social interaction, active engagement in Admission Requirements for the Teacher learning, and self-motivation Education Program: Master of Arts in Teaching 1. Completed application to the teacher educa- The MAT is designed for those men and women tion program with a bachelors degree who do not hold a 2. Completion of at least two courses in profes- teaching license in Virginia or any other state. It sional education with a 3.0 average or above is a full-time program that prepares candidates for licensure in one year. 3. Cumulative GPA of 2.75 or higher Sweet Briar undergraduates must apply to 4. Submission of passing Praxis I scores or the MAT program by February 1 of their senior equivalent SAT scores year. Applicants will be notified of acceptance 5. Recommendation from the major department by April 15 of their senior year. The require- ments for admission to the MAT program for 6. Effective communication skills, both oral and Sweet Briar students include: written (evidenced by successful completion of ENGL 104 or equivalent and satisfactory 1. Submission of an application to the MAT performance on Praxis I) degree program, including passing scores on 7. General disposition essential for successful Praxis I and II no later than February 1 of the teaching application year
Internship Experience 2. Three recommendations from individuals outside the Education Department who are Prior to acceptance in an internship experi- familiar with applicant’s academic ability ence at the end of the junior year, students will be assessed on their performance in profes- 3. Submission of passing scores on the Virginia sional studies courses as well as their success in Communication and Literacy Assessment, field experiences. Criteria for acceptance to the and for elementary candidates, the Virginia internship include: Reading Assessment
1. Minimum overall GPA of 3.00 in profes- 4. Completion of a baccalaureate degree with sional studies courses a cumulative undergraduate GPA of 2.75 or higher
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5. Cumulative undergraduate GPA of 3.00 or Additional Required Course: higher in professional studies courses PSYC 302 (3) �Developmental Psychology II: Adolescence and Adulthood 6. Submission of official transcript from each Students seeking PreK-12 licensure in studio college or university attended art, dance, music (vocal-choral), as well as the 7. A $40 non-refundable application fee languages of Spanish, French, German, and Latin should consult the Teacher Education Applicants to the MAT program who did not Handbook for requirements. earn their baccalaureate degree from Sweet Students who complete teacher licensure at Briar should consult the Graduate Catalog Sweet Briar College must meet all requirements for admission requirements. in the Commonwealth of Virginia, including passing scores on Praxis I and II. In recent years, PreK-6 Licensure teachers completing licensure at Sweet Briar Required Professional Studies: have met all of these requirements and accepted positions in elementary education, secondary EDUC 103 (3) �Teaching, Learning, and English, Spanish, French, biology, mathematics, Human Development dance, studio art, and government. EDUC 211 (3) �Teaching Diverse Learners EDUC 225 (3) �Literacy Development I Course Descriptions EDUC 227 (3) �Literacy Development II EDUC 103 (3)–Teaching, Learning and EDUC 355 (3) �Models of Teaching Human Development EDUC 416 (3) �Curriculum, Instruction and An introductory experience to the teaching profes- Assessment sion emphasizing the major principles of human growth and development as they relate to teach- Required Field Experiences: ing and learning. Students will explore historical, EDUC 107 (3) �Appropriate Teaching philosophical and sociological themes in American Practices in Early Childhood education. Field experiences provide the opportu- Education nity for application. EDUC 377 (3) �Internship EDUC 107 (3)–Appropriate Teaching Additional Required Course: Practices in Early Childhood Education PSYC 201 (3) �Developmental Psychology: This course will focus on strategies for teaching all Infancy and Childhood students in the early childhood classroom includ- ing the child with special needs. Emphasis will be Secondary Licensure placed on typical and atypical patterns of early childhood development. Three hours per week of Required Professional Studies: field experience in the campus school are required. EDUC 103 (3) �Teaching, Learning and Human Development EDUC 211 (3)–Teaching Diverse Learners EDUC 211 (3) �Teaching Diverse Learners Prerequisite: EDUC 103. This course is an intro- EDUC 233 (3) �Reading in Content Areas duction to major issues in the field of special EDUC 355 (3) �Models of Teaching education with emphasis placed on understanding the characteristics, definitions, and etiologies of EDUC 416 (3) �Curriculum, Instruction and individuals with diverse needs. Topics explored Assessment include: historical perspectives of special education, legal issues, ethical considerations, and the identi- Required Field Experience: fication of the qualities of home, school, and com- EDUC 377 (3) �Internship munity environments that support special educa- tion students in achieving their full potential. V.5.
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EDUC 225 (3)–Literacy Development I EDUC 313 (3)–Adapting for Diverse Prerequisite: EDUC 103. This course will explore Learners in General Education K-12 current philosophies, assessment strategies, meth- Prerequisite: EDUC 211. This course focuses ods, and resources to support literacy development on creating responsive environments, planning for emergent, beginning, transitional, and special- and organizing instruction, and various educa- ized readers. This course will develop the skills tional approaches for diverse learners with mild/ required to administer and analyze early literacy moderate disabilities. It is designed to provide screenings, diagnostic spelling analyses, informal pre-service teachers with specific strategies and reading inventories, running records, readabil- knowledge of materials which are important in ity and fluency ratings, and writing assessments. meeting the needs of students with mild disabili- Particular attention will be given to assessment ties in a variety of classroom settings. options and techniques that provide the rationale for instruction of individual students and enhance EDUC 316 (3)–Classroom Management: their progress through the stages of literacy devel- Techniques and Interventions K-12 opment. Field experience in a public school setting Prerequisite: EDUC 211. This course provides is required. students with an understanding of behavior management strategies and skills needed for EDUC 227 (3)–Literacy Development II effective school and classroom management. Prerequisite: EDUC 225. This course will exam- Focus is on functional behavioral assessments ine principles, strategies, and resources used in and individualized interventions. This course developing a balanced literacy program for the will also address how the legal system and its elementary classroom based on assessment phi- resources can interact with the school system to losophies and techniques introduced in Literacy successfully deal with behavior issues. Development I. This course focuses on correlating individual assessment results with research-based EDUC 322 (3)–Assessments in Special methods for teaching reading, phonics, phonologi- Education General Curriculum K-12 cal awareness, word study, comprehension, fluency, Prerequisite: EDUC 313. This course addresses and writing. Designing developmentally appropri- psycho-educational assessment instruments, ate literacy lessons to meet a range of readiness procedures used to determine eligibility, and levels, interests, and learning styles is a major instructional planning based on evaluation emphasis. Field experience in a public school set- results for students in special education general ting is required. curriculum K-12. Emphasis will be placed on administration of formal and informal assess- EDUC 233 (3)–Reading in Content Areas ments, interpretation of results, and formulation Prerequisite: EDUC 103. Examines problems of individual educational plans based on assess- encountered by middle and secondary school ment results. teachers in dealing with particular content area reading problems. Focus is on topics such as EDUC 355 (3)–Models of Teaching vocabulary development comprehension, criti- Prerequisite: Acceptance into the Teacher cal writing and reading, study skills, and adapt- Education Program. This course focuses on the ing instruction for students with special needs. variety of instructional models available for the Also included are strategies for development K-12 classroom. Students practice implementing and planning of lessons and units of study. Field and assessing these models in a field experience experience in a public school setting is required. setting.
EDUC 261 (1, 2, or 3)–Directed Study EDUC 361 (1, 2, or 3)–Special Study Prerequisites: One EDUC course and permis- Prerequisites: 100-level EDUC course and per- sion of the instructor. The study of introductory mission of the instructor. The study of an inter- level material by an individual student or by a mediate level topic by an individual student or small group of students under the immediate by a small group of students under the immedi- supervision of a faculty member. ate supervision of a faculty member.
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EDUC 377 (1, 2, or 3)–Internship EDUC 461 (1, 2, or 3)–Independent Study Prerequisites: Acceptance to Teacher Education Prerequisites: One 100-level EDUC course, Program and permission of department chair one 200-level EDUC course, permission of and dean. Provides a formative experience the instructor, and junior or senior standing. for students in teacher licensure programs. An Pursuit of an upper level research project deter- internship in a public or private school setting mined in advance by the student in consultation provides students with opportunities to explore with a faculty member who will act as the sponsor. the “real world” of teaching through inten- sive classroom experience. Requires 120 hours of supervised field experience. This course is graded P/CR/NC only. Engineering EDUC 410 (3)–Transition, Collaboration, See Department of Physics and Engineering on and Consultation in Special Education K-12 page 169. Prerequisite: EDUC 322. This course provides an understanding of the transition process as defined by IDEA and the skills needed to imple- ment an effective transition plan. This course also builds an understanding of collaboration, English the collaborative team, and the roles and respon- he English Department at Sweet Briar sibilities of each team member as well as appro- TCollege promotes the study of literature, priate strategies for consulting with general creative and critical writing, and film. Our educators, parents, and other resource agencies. immediate objectives are to teach students to Field experience required. read with understanding and to write with EDUC 416 (3)–Curriculum, Instruction, clarity and precision. By stressing imaginative and Assessment thinking and interpretive rigor we encourage Prerequisite: Acceptance into the Teacher them to become intellectually independent. Education Program. An introduction to the All students read a wide variety of literature basic concepts and issues related to the devel- opment, design, and implementation of K-12 written in English including works from dif- curricula. This course will address techniques for ferent historical periods, literary genres, and assessing student performance. English-speaking cultures. They also study a wide variety of critical viewpoints and inter- EDUC 450 (3)–Mentor Teacher/Clinical pretive strategies. In this way they gain a larger Faculty Development historical perspective as well as the critical Prerequisite: Open only to special students skills and cultural awareness needed in a global who meet the VACTE/ATE-VA Standards community. To supplement Sweet Briar’s pro- for Teacher Education Clinical Faculty. gram, we urge qualified students to spend at This course is presented collaboratively with least a part of their junior year in the exchange Randolph-Macon Woman’s College and local school divisions. The goal of the course is to programs at the University of London or the prepare teachers to serve as mentors to first University of St. Andrews in Scotland or to year teachers and as cooperating teachers (clini- participate in summer study in the Virginia cal faculty) to pre-service teachers. Course Program at Oxford University. content includes characteristics of beginning Creative writing students work in a variety teachers and effective teaching, skills of men- toring, reflective decision making, observation of genres: fiction, poetry, and creative non- and feedback strategies, and the action research fiction. They participate in workshops that process. This course is offered only on a P/CR/ emphasize specificity, precision, and height- NC grading option. ened editing skills, with publication as a desir-
91 english Sweet Briar College able outcome. Nonfiction students write in and communicate news and information have several forms: the personal essay, memoir, and changed rapidly over the past decade and will journalism. continue to change at an ever-greater pace in the next. For these reasons, the minor aims to Students in film courses explore the use of train students to write with precision, depth, images and words by studying the terminology and style for a variety of different audiences of film production, the aesthetic elements of and contexts, to use electronic resources to aid cinema, and film theories. They also examine research, to share news and build community, cinema’s historical development as an artistic and to make editorial decisions informed by and social force. Courses offered within the high professional standards. interdisciplinary film studies program focus on specific genres, major directors, national The core of the minor is comprised of cinemas, and literary adaptation. courses in journalism and creative writing. The journalism courses teach students the funda- Courses in Shakespeare and modern drama mentals of news-gathering, reporting, editing, contribute to the major in Theatre Arts. The and writing for print and Web publications department encourages other interdepartmen- (including personal Web sites and blogs) and tal and interdisciplinary studies and supports also engage students in thinking critically about the Honors Program as well as the Gender how news and information are shaped by and Studies Program. for a wireless world in which audiences expect The study of English gives our students a up-to-the-minute news. Workshop-based cre- background in analytical thinking and an abil- ative writing courses will teach students to ity to communicate effectively, skills much in write with purpose, style, and originality while demand in a variety of careers today. In recent emphasizing revision and the ability to con- years they have gone on to M.F.A. programs in structively respond to the creative work of creative writing, to graduate study in English, others. law, journalism, and business, and into careers The minor also provides students the oppor- such as teaching, publishing, advertising, jour- tunity to tailor their course of study to their nalism, business, finance, public relations, future ambitions, with electives in digital design communications, and library and information and photography as well as in writing and public science. We believe that the insights derived speaking for the business environment. Outside from reading and writing are as valuable to stu- the classroom, students will gain hands-on dents in the natural and social sciences as they experience by completing a three-credit intern- are to those in the humanities. ship and working for one of the college’s student The Department offers majors and minors or administrative publications. in English and in English and Creative Writing. In addition, it anchors Sweet Briar’s minor in The English Major Journalism, New Media, and Communications. (34 semester hours) The minor in Journalism, New Media, and Required: Communications is an interdisciplinary pro- gram designed for those interested in various Senior Exercise: careers in media as well as those interested in ENGL 451 (1) �Senior Exercise Preparation becoming more confident and versatile writers ENGL 452 (3) �Senior Seminar and communicators. The senior exercise involves successfully The minor is built around the understand- completing four credits in the senior year. In the ing that the ways in which we write, share, fall course (ENGL 451), each student will begin preliminary work on her senior thesis which she
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will complete in the spring as part of her senior ENGL 394 (3) �Contemporary Poetry seminar. ENGL 397 (3) �Becoming Modern Students may fulfill the senior exercise requirement by completing an honors thesis in Choose at least 4 additional courses at the English. 200- or 300-level in literature in the English department, with the following exceptions. Choose at least 3 of the following courses: Students may count up to three courses toward Pre-1900 Literature the major selected from the following options: ENGL 235 (3) �Shakespeare - one or two 200- or 300-level creative writing courses ENGL 239 (3) �Old English Language and - one or two 200- or 300-level theatre courses Literature with a V.2 designation ENGL 315 (3) �Swords and Shield-Maidens: Gender Politics in Medieval - one 300-level literature course from outside Heroic Epic the department in a foreign language ENGL 319 (3) �Chaucer - one 100-level literature course in the English ENGL 322 (3) �Romance and Renewal: department if the course is taken in the stu- Shakespeare and Elizabethan dent’s first or second year. Drama ENGL 324 (3) �Revenge and Ravishment: Note: Any course used to satisfy the student’s Shakespeare and Jacobean FYW general education requirement cannot also Drama be used toward the above major requirement. ENGL 329 (3) �American Romanticism Notes: Majors must take at least six 300-level ENGL 331 (3) �The 19th-Century American literature courses in the English department. Novel ENGL 340 (3) �The Sacred and the Profane Working closely with her advisor, each student in the English Renaissance should seek to construct a plan for the major that includes the following approaches to literary study: ENGL 344 (3) �Women in the Renaissance 1. Historical — These courses will highlight the con- ENGL 367 (3) �Visionary Rebels: Romantic struction of literary traditions in different periods. Artists ENGL 386 (3) �Fatal Attractions: Death and 2. Critical and/or theoretical — These courses Sex in the 19th-Century will foreground the study and use of a variety Novel of models of literary interpretation. 3. Transnational — These courses will involve a Choose at least 2 of the following courses: significant focus on the study of literary texts Post-1900 Literature and traditions from other countries in relation ENGL 221 (3) �Loveliness Extreme: Women to those of England and the United States. Poets as Visionary Inheritors 4. Formal — These courses will foreground the ENGL 256 (3) �New Writing from Ireland study of different genres and their conventions. and Scotland ENGL 258 (3) �Native American Literature 5. Social — These courses will foreground the study of literature’s relationship to identity ENGL 282 (3) �Modern American Authors categories such as those based on class, race, ENGL 330 (3) �African-American Literature ethnicity, gender, and sexuality. ENGL 332 (3) �Modern and Contemporary Women Writers More details about the five approaches to literary ENGL 382 (3) �Contemporary International study listed above can be found on the English Fiction department website and can be requested from the chair of the English department. Majors ENGL 393 (3) �Modern Poetry
93 english Sweet Briar College are encouraged to take multiple courses in each Choose 6 three-credit creative writing category. Some courses may be featured under workshops, including ENGL 106 and at least more than one category. one course in two of the following genres: fic- A student may choose courses for her major that tion, poetry, creative nonfiction. allow her to study an area of interest in greater Note: As a general rule, students should begin depth; this may be particularly helpful as stu- their work in creative writing by enrolling in dents prepare for the senior exercise. (For exam- ENGL 106. Students may request permission to ple, a major may focus on a particular historical substitute another writing workshop for ENGL period, a particular genre, the literature of a 106 by submitting to the program director prior particular social group, or even a more narrowly to enrolling in one of the other creative writing defined area of interest.) A student may instead workshops a portfolio of work that demon- choose to craft a major that emphasizes breadth, strates significant creative writing experience pursuing courses in a wider range of topics. We and accomplishment. encourage students to take courses in creative writing as well as courses in other departments Choose 2 three-credit courses in literature that complement their course of study and their in the English department at the 200- or 300- areas of interest in English. level. Majors who want to study abroad often spend Choose 4 three-credit courses in literature their junior year at the University of London in the English department at the 300-level. or the University of St. Andrews, and/or a sum- mer at Oxford University through the Virginia Note: A student may substitute the senior exer- Program at Oxford. A student considering study cise requirements for the English major for one abroad should consult with her advisor for rec- of her required literature courses. A student who ommended preparatory courses. selects this option must complete both ENGL A student considering graduate school in English 451 and ENGL 452. should confer with the chair of the department Working closely with her advisor, a student may to be sure that she has planned an appropri- choose courses for her major that allow her to ate curriculum. Since most graduate schools study an area of interest in depth; this may be require two modern languages and some require particularly helpful as students prepare for the a classical language as well, the student should senior portfolio seminar. (For example, the stu- have a reading knowledge of at least one foreign dent may focus on the particular literary genre language by the time of her graduation from that has been the primary focus of her creative Sweet Briar. work.) Or a student may instead choose to craft A minimum of six elective courses (18 semester a major that offers breadth, pursuing courses hours) in English must be taken at Sweet Briar in a wider range of topics. Students are encour- College. In addition, all four credits of the senior aged to take course in other departments that exercise must be completed at Sweet Briar, for a complement their course of study and areas of total of 22 semester hours. With the exception interest in English and creative writing. of ENGL 451, no course used to fulfill major requirements may be taken on a P/CR/NC grad- Notes: Three elective literature courses (9 ing option. semester hours) in the English department and two workshops (6 semester hours) must be The English and Creative Writing Major taken at Sweet Briar College. In addition, the Senior Portfolio Seminar must be completed at (39 semester hours) Sweet Briar, for a total of 18 semester hours. No course used to fulfill major requirements may be Required: taken on a P/CR/NC grading option. Senior Exercise: ENGL 453 (3) �Senior Portfolio Seminar
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The English Minor ENGL 382 (3) �Contemporary International Fiction (21-22 semester hours) ENGL 393 (3) �Modern Poetry Required: ENGL 394 (3) �Contemporary Poetry Seven literature courses in the English depart- ENGL 397 (3) �Becoming Modern ment, including the following: At least four of the seven courses required for Choose at least 2 of the following courses: the minor must be at the 300-level or above. Pre-1900 Literature The remaining three courses must ordinarily be at the 200-level or above. The following excep- ENGL 235 (3) �Shakespeare tions apply: ENGL 239 (3) �Old English Language and - A student may substitute a 100-level course Literature for a 200-level course if the course is taken in ENGL 315 (3) �Swords and Shield-Maidens: the student’s first or second year. Gender Politics in Medieval Heroic Epic - A student may elect to take the four-credit ENGL 319 (3) �Chaucer senior exercise in English (both ENGL 451 ENGL 322 (3) �Romance and Renewal: and ENGL 452) in place of one 300-level Shakespeare and Elizabethan literature course. Drama ENGL 324 (3) �Revenge and Ravishment: Notes: Working closely with her advisor, each Shakespeare and Jacobean student should seek to construct a plan for the Drama major that includes the following approaches ENGL 329 (3) �American Romanticism to literary study: ENGL 331 (3) �The 19th-Century American 1. Historical — These courses will highlight the Novel construction of literary traditions in different ENGL 340 (3) �The Sacred and the Profane periods. in the English Renaissance 2. Critical and/or theoretical — These courses ENGL 344 (3) �Women in the Renaissance will foreground the study and use of a variety ENGL 367 (3) �Visionary Rebels: Romantic of models of literary interpretation. Artists 3. Transnational — These courses will involve a ENGL 386 (3) �Fatal Attractions: Death and significant focus on the study of literary texts Sex in the 19th-Century and traditions from other countries in relation Novel to those of England and the United States.
Choose at least 1 of the following courses: 4. Formal — These courses will foreground the study of different genres and their conventions. Post-1900 Literature ENGL 221 (3) �Loveliness Extreme: Women 5. Social — These courses will foreground the Poets as Visionary Inheritors study of literature’s relationship to identity ENGL 256 (3) �New Writing from Ireland categories such as those based on class, race, and Scotland ethnicity, gender, and sexuality. ENGL 258 (3) �Native American Literature More details about the five approaches to ENGL 282 (3) �Modern American Authors literary study listed above can be found on ENGL 330 (3) �African-American Literature the English department website and can be ENGL 332 (3) �Modern and Contemporary requested from the chair of the English depart- Women Writers ment. Some courses may be featured under more than on category.
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Students are encouraged to take courses in cre- The Journalism, New Media, and ative writing as well as courses in other depart- ments that complement their course of study Communications Minor and their areas of interest in English. (21 semester hours)
Minors who want to study abroad often spend Required: their junior year at the University of London ENGL 211 (3) �News Writing and or the University of St. Andrews, and/or a sum- Investigative Reporting mer at Oxford University through the Virginia ENGL 311 (3) �Feature Writing: Profiles, Program at Oxford. A student considering study Columns and Op-eds abroad should consult with her advisor for rec- ENGL 377 (3) �Internship ommended preparatory courses. Note: Students must complete a writing inten- With the exception of ENGL 451, no course used sive three-credit internship with a media orga- to fulfill minor requirements may be taken on a nization or business. Subject to minor advisor’s P/CR/NC grading option. approval.
The English and Creative Writing Minor Choose 4 of the following courses (one of (21 semester hours) which must be a III.W course): ARTS 119 (3) �Photography I Required: ARTS 242 (3) �Digital Art and Imaging Choose 4 three-credit creative writing ENGL 205 (3) �Business Writing workshops, including ENGL 106 and at least ENGL 271 (3) �Nonfiction Workshop: The one course in two of the following genres: fic- Art of the Personal Essay tion, poetry, creative nonfiction. ENGL 371 (3) �Nonfiction Workshop: Writing about Film and Note: As a general rule, students should begin Music their work in creative writing by enrolling in ENGL 106. Students may request permission to ENGL 389 (3) �Nonfiction Workshop: substitute another writing workshop for ENGL Bearing Witness - Writing 106 by submitting to the program director prior about Human Rights and to enrolling in one of the other creative writing Social Justice Issues workshops a portfolio of work that demon- THTR 102 (3) �Public Speaking strates significant creative writing experience THTR 202 (3) �Business and Professional and accomplishment. Speaking THTR 258 (3) �Debate and Argumentation Choose 1 three-credit course in literature in the English department at the 200- or 300-level. Teacher Licensure Choose 2 three-credit courses in literature (49 semester hours) in the English department at the 300-level. A student wishing endorsement in secondary school education in English must complete at Note: Two literature courses (6 semester hours) least 46 hours of work in language and litera- in the English department and two creative writ- ing workshops (6 semester hours) must be taken ture. These should include all courses required at Sweet Briar College. No course used to fulfill for the English major or for the English and minor requirements may be taken on a P/CR/ Creative Writing major, among which must NC grading option. be ENGL 317; either ENGL 322, ENGL 324, or ENGL 325 (preferably ENGL 325); and several courses in American, world, or ethnic litera- ture. The student must take at least four addi-
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tional courses (12 hours) including ENGL 104 Students taking a 100-level writing-intensive and ENGL 228 (or their equivalents), THTR literature course to fulfill the first-year writing 102, and an independent study (ENGL 461) requirement may not also use that course to in the teaching of composition. Students seek- fulfill the general education V.2 requirement ing an additional endorsement in theatre arts or count it toward the requirements for the should fulfill these requirements, which should majors or minors in the department. include courses on British, American, and con- First-year students should take ENGL 104 tinental drama, and complete THTR 189 and (unless they have been exempted) and a 100- THTR 392. level literature course before enrolling in a literature course at the 200-level or above. First-Year Writing Requirement Exceptions require the permission of the Information instructor and the chair of the department. During their first semester at Sweet Briar College, unless exempted from the first-year Course Descriptions–English writing requirement, all students will be placed in ENGL 100, Composition, ENGL 104, ENGL 100 (3)–Composition Thought and Expression, or, if they qualify after Prerequisite: permission of the instructor. A departmental review, a 100-level writing-inten- study of the process of writing with practice in a variety of forms, emphasizing the development sive literature course in the English department. of composition skills. Offered every year in the Students with dual enrollment credit in English fall semester. may take a placement test administered by the department to determine whether they will be ENGL 104 (3)–Thought and Expression A workshop-based course that develops more exempted or placed in ENGL 100, ENGL 104, effective reading and writing skills. It uses the or a 100-level writing-intensive literature process of revision to help students clarify their course in the department. prose and to construct cogent arguments and Students exempted from the first-year writ- analyses. Developing research skills and incor- ing requirement will be encouraged but not porating secondary sources into student work are also emphasized. FYW. required to take a writing-intensive course in the fall. ENGL 108 (3)–Women and Literature Students cannot drop or withdraw from ENGL A study of women characters and women writ- 100, ENGL 104, or the 100-level writing- ers in English, American, and foreign literature. May be counted as an adjunct course toward the intensive literature course they are taking in minor in gender studies. FYW, III.W, V.2, V.5. the department to fulfill the first-year writing requirement without the written consent of the ENGL 109 (3)–The Origins of Fairy Tales instructor, the chair of the department, and the Magic mirrors, sleeping thorns, elves, ogres, Dean of the college. and talking animals - though commonplace in modern animated films and children’s stories, A student who receives a grade of F in either the trappings of fairy tales find many of their ENGL 100 or ENGL 104 must repeat that roots in the medieval imagination. This course course in consecutive semesters (for ENGL will explore fairy stories from medieval Celtic 100, consecutive fall semesters) until she passes and Germanic literatures, investigating the cul- it. When a student passes ENGL 100, she must tural beliefs that inspired them and tracing enroll in ENGL 104 the following semester. their development and enduring popularity into the modern era. Offered alternate years. FYW, III.W, V.2.
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ENGL 110 (3)–Writing Across Worlds ENGL 132 (3)–What’s Love Got to Do Prerequisite: Not open to students with credit with It?: Romantic Comedy through the for HNRS 247. This course focuses on selected Ages works by acclaimed international writers, Reading works by Shakespeare, Austen, Wilde, emphasizing historical and cultural contexts and and Shaw and viewing films such as “Bringing Up exploring cross-cultural connections. III.O, V.2. Baby,” “Love Actually,” and “Sex and the City,” ENGL 112 (3)–Literature of the South we will explore the genre of romantic comedy over time. We will study the relationship between gen- A study of such 20th-century Southern authors der, genre, and the social and examine comedy’s as Faulkner, Warren, Wolfe, Wright, Porter, fascination with the creation of fantasy worlds and Welty, McCullers, O’Connor, Williams, disguise. V.2. Bambara, Walker, and Tyler. Topics will include the Southern Renaissance, narrative experimen- ENGL 136 (3)–Something Wicked: tation, women’s writing, and Southern authors’ Monsters and Monstrosity, Medieval to interest in their characters’ storytelling. V.2. Modern ENGL 116 (3)–American Fiction From “Beowulf’s” murderous Grendel to modern This course examines distinctive contributions horror films, people have always been fascinated by made to the art of fiction by selected 20th- the monstrous. This course will cover a variety of century writers such as Hemingway, Fitzgerald, texts that incorporate both “real” monsters and char- Faulkner, Welty, Morrison, Hong Kingston, acters demonstrating monstrous behavior, examin- Erdrich, DeLillo, and Diaz. We will also consider ing how the definition of what is monstrous has how the geographical, historical, social, and psy- changed over the years and the social commentary chological landscapes depicted in these works implicit in the distinction between what is human shape our understanding of America today. and what is not. Offered alternate years. V.2. FYW, III.W, V.2. ENGL 138 (3)–The Art of Poetry ENGL 124 (3)–Myth, Legend, and Their Emily Dickinson wrote that poetry made her “feel Retelling physically as if the top of my head were taken off.” Prerequisite: ENGL 104. A study of myths and In this introductory course, students will cultivate legends from biblical, classical, and medieval an appreciation of poetry by reading both classic and sources, and of their modern retellings in both contemporary poems, with attention to language, literature and film. Works to be examined will form, and literary context. Our goal will be to share include the story of Samson from the Book of Dickinson’s sense of wonder, pleasure, and intel- Judges and Milton’s “Samson Agonistes,” “The lectual satisfaction as we ourselves practice the art of Odyssey” and the movie “O Brother, Where reading poetry. Offered alternate years. III.W, V.2. Art Thou?,” “Beowulf” and John Gardner’s ENGL 140 (3)–Passion and Romance: “Grendel.” Offered alternate years. V.2. Jane Austen and the Bronte Sisters ENGL 126 (3)–Forbidden Love This course examines the novels of Jane Austen and From Renaissance poems bemoaning chastity to the Brontes in their historical and cultural context. modern novels confessing illicit rendezvous, lit- It explores Austen’s reimagining of plots for the erature has both shaped and reflected our under- novel from “Pride and Prejudice” to “Persuasion.” standing of love and sexuality. Most notably, It studies the Brontes’ incorporation of both gothic forms of desire disdained by society have found and realist plots in their novels and considers how expression in the imaginative space of literature. the confluence of gender and genre reinvented the This course will investigate literary and filmic form and plots of the nineteenth-century novel. representations of these forbidden loves, with This course is not open to student who have credit particular attention to the works’ literary and for ENGL 134, ENGL 204 (spring semester 2005), social ramifications. May be counted as an adjunct or ENGL 218 (spring semester 2007). FYW, III.W, course toward the minor in gender studies. Offered V.2, V.5. alternate years. III.W, V.2, V.5.
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ENGL 143 (3)–Introduction to Renaissance, including Chaucer, Shakespeare, Shakespeare Spenser, and Milton. Close reading, various An overview of Shakespeare’s plays, narrative poems, interpretive strategies, and research skills will be and sonnets. No prior experience of Shakespeare stressed. III.W, V.2. necessary. We will proceed slowly, learning how to read and take enjoyment in Shakespeare’s pyrotech- ENGL 204 (3)–Major British Writers II nical wordplay. Works studied may include “Romeo Prerequisite: First-year students with per- and Juliet,” “A Midsummer Night’s Dream,” “The mission. A study of the poets and novel- Merchant of Venice,” “The Sonnets,” “The Rape of ists of England and Ireland after the English Lucrece,” and others. This course cannot be taken Renaissance. Writers may include satirists like on a P/CR/NC grading option. FYW, III.W, V.2. Pope and Austen, innovators like Wordsworth and Joyce, romantics like Emily Bronte, and ENGL 145 (3)–Sherlock Holmes, Jack the realists like Dickens. Close reading, various Ripper, and Dracula: The Other Victorians interpretive strategies, and research skills will be We normally associate the Victorian period stressed. III.W, V.2. with domesticity, family values, and propriety. In this course we will explore the dark side of ENGL 205 (3)–Business Writing Victorian literature focusing on secrets, detec- Prerequisites: ENGL 104 or its equivalent, and tion, urban violence and prostitution, sexuality, sophomore standing. In this course, students and vampires. Works to be studied may include will study and practice various forms of business the Sherlock Holmes stories, accounts of Jack writing, including reports, letters, memoranda, the Ripper, “Tess,” “Dracula,” “The Picture of proposals, and other documents. Assignments Dorian Gray,” “The Woman in White,” and “Dr. will replicate typical business cases, scenarios, Jekyll and Mr. Hyde.” V.2. and cultures. Selected readings introduce stu- dents to business discourse. This course cannot ENGL 149 (3)–Introduction to Film Studies be taken on a P/CR/NC grading option. III.W Students will become familiar with the aesthetic elements of cinema (visual style, sound, narra- ENGL 206 (3)–Technical Writing tive and formal structure), the terminology of Prerequisites: ENGL 104 or its equivalent, and film production, and film theories relating to sophomore standing. In this course, students formalism, psychoanalysis, and feminism. Films will study and practice various forms of tech- will be discussed from aesthetic, historical, and nical writing, including formal and informal social perspectives. V.6a. reports, technical papers, lab reports, proposals, physical and process descriptions, instructions, ENGL 150 (3)–Introduction to Film and technical correspondence. Students will History develop flexible problem-solving skills and a This course will introduce students to the his- clear style for communicating technical infor- tory and analysis of film. Students will learn the mation to a range of readers in various profes- technical and critical vocabularies of film studies sional and organizational contexts. This course and analyze films representing a variety of styles cannot be taken on a P/CR/NC grading option. and genres. The global and historical scope of III.W this course will lead us to consider films from America, Italy, France, Germany, and Japan and ENGL 217 (3)–Special Topics in Literature I from the silent period to the present. Offered Prerequisite: First-year students with permis- alternate years. V.6a. sion. Topic will vary by semester. Close read- ing, various interpretive strategies, and research ENGL 203 (3)–Major British Writers I skills will be stressed. This course may be Prerequisite: First-year students with permis- counted toward the transnational requirement sion. A study of important works by and critical for the majors of English and English and cre- approaches to writers of the Middle Ages and the ative writing when content is appropriate. V.2.
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ENGL 218 (3)–Special Topics in Literature II ENGL 239 (3)–Old English Language and Prerequisite: First-year students with permis- Literature sion. Topic will vary by semester. Close reading, Prerequisite: First-year students with permis- various interpretive strategies, and research skills sion. An introductory study of the vocabulary, will be stressed. V.2. grammar, and syntax of the Anglo-Saxon lan- guage. Because Old English is the linguistic ENGL 221 (3)–Loveliness Extreme: ancestor of Modern English, students will learn Women Poets as Visionary Inheritors some of the foundations of the language they Prerequisite: First-year students with permis- speak as they begin translating prose and poetic sion. How does poetry help people to live their texts from the 9th-11th centuries. Students will lives and, in Adrienne Rich’s phrase, to ask the also consider elements of the Anglo-Saxon cul- world’s questions? In particular, how do women ture and poetics as they translate such poems poets engage the past, challenge received ideas, as “The Dream of the Rood,” “Judith,” “The and shape live traditions for future generations? Seafarer,” and portions of “Beowulf.” V.2. We will consider many kinds and styles of poems in their inner workings and cultural contexts as ENGL 243 (3)–Star Struck: Stardom and we explore these and related questions. III.W, Hollywood Cinema V.2, V.5. Why are film stars so fascinating to us and what are the pleasures we get from them? In this ENGL 226 (1)–Tutoring Writing: Theory course we will study the Hollywood star system and Practice and the relationship between performance and Prerequisite: Sophomore standing, 3.0 GPA, stardom. We will examine issues such as the star and permission of the instructor. The course as commodity, the star as text, and the star as is a practicum designed to introduce students an object of desire. Films to be considered are: to the theory and practice of peer tutoring in “The Godfather,” “Gone with the Wind,” “The writing across the disciplines. Students will study Wizard of Oz,” and “Some Like it Hot.” V.6a. composition theory and pedagogy and develop skills in responding to student writing through ENGL 253 (3)–Banned Books course readings, writing assignments, and peer Prerequisite: First-year students with permis- tutoring. Theories will be tested through obser- sion. We will read banned books from a range of vation and practice. historical periods and will work to understand society’s ethical ambivalence towards these texts. ENGL 228 (3)–The Art of the Essay We will investigate whether literature’s treat- See description listed under “Course ment of topics like religion, violence, race, and Descriptions–Creative Writing.” Counts as a sexuality is dangerous or even harmful, ask how 200-level workshop in creative writing. society should react to potentially disruptive lit- erature, and work to determine the social value ENGL 235 (3)–Shakespeare of these works. III.O, V.2, V.7. Prerequisite: First-year students with per- mission. A study of selected comedies, his- ENGL 256 (3)–New Writing from Ireland tories, tragedies, and romances by William and Scotland Shakespeare with attention to the plays’ cul- Prerequisite: First-year students with permis- tural and literary context. Topics will vary by sion. This course introduces students to the semester. Topic for Spring 2011: “The Women extraordinary vitality of the contemporary Irish of Shakespeare.” While Shakespeare probably and Scottish literary scenes. We will focus on never worked with female actors, he wrote competing visions of Ireland and Scotland and some of the best female roles in the history of what it means to be “Irish” or “Scottish” today, theater. This semester, our focus will be plays the growing dialogue between the two cultures, that feature these powerful, complex, and and the role of literature in responding to, and compelling representations of women. May be at times promoting, social and political change. counted as an elective course toward the minor in gender studies. V.1, V.2.
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All works will be read in English. Close reading, race, class, gender, and sexuality? We will look at various interpretive strategies, and research skills two examples of each genre, a film from the stu- will be stressed. III.O, V.2. dio period and a contemporary example. V.6a.
ENGL 258 (3)–Native American Literature ENGL 302 (3)–Special Topic Native American life and texts are bicultural Topic will vary by semester. This course may products which combine, sometimes uneas- be repeated once for credit when the topic is ily, tribal concepts and narrative forms with different. V.2. “Western” ones. This course will examine some of the literary effects of such intersections and ENGL 315 (3)–Swords and Shield- issues such as gender constructions in the works. maidens: Gender Politics in Medieval The class will introduce students to a variety of Heroic Epic significant native writers and cultural traditions. Prerequisite: Sophomores with permission. Works studied can include fiction. Close read- Though medieval heroic epics focus on (and are ing, various interpretive strategies, and research often named for) their male heroes, they also skills will be stressed. III.W, V.2. include female characters of subtle but essential significance. This course will examine represen- ENGL 261 (1, 2, or 3)–Directed Study tations of gender and gender roles in medieval Prerequisites: One ENGL course and permis- heroic literature and how those representations sion of the instructor. Study at an introductory change over time and across cultures, assessing level of selected topics in literature or writing to be the extent to which the heroes of this genre owe pursued by individual students under the immedi- their fame and fates to the unacknowledged ate supervision of a department member. heroines with whom they interact. V.2, V.5.
ENGL 282 (3)–Modern American Authors ENGL 317 (3)–History of the English Works in different genres by selected modern Language and contemporary American authors will be Prerequisite: Sophomores with permission. A studied in relation to larger literary, social, study of the continuing development of English and cultural developments. Writers may include words, grammar, and syntax, including sources Edith Wharton, Sherwood Anderson, Robert of vocabulary and changes of form, sound, and Frost, Sterling Brown, Richard Wright, Carson meaning. Offered alternate years. V.1. McCullers, Lorraine Hansberry, Allen Ginsberg, Maxine Hong Kingston, Richard Rodriguez, ENGL 319 (3)–Chaucer Anna Deveare Smith, and Li-Young Lee. Close Prerequisite: Sophomores with permission. A reading, various interpretive strategies, and reading of Chaucer’s early dream visions (“The research skills will be stressed. Offered alternate Book of the Duchess” and “The Parlement of years. III.W, V.2. Foules”) and “The Canterbury Tales.” Offered alternate years. III.O, V.2. ENGL 301 (3)–Hollywood Genres Prerequisite: ENGL 149 or ENGL 150. Focusing ENGL 322 (3)–Romance and Renewal: on the historical forms of Hollywood genres Shakespeare and Elizabethan Drama (film noir, gangster, western, horror, melo- Prerequisite: Sophomores with permis- drama, romantic comedy, musical) from the sion. An examination of English Renaissance classical period of the studio system in the drama before 1603, including early works by 1930s to the present, we will consider the fol- Shakespeare and plays by his Elizabethan con- lowing questions. Are genre films inherently temporaries such as Lyly, Greene, Marlowe, conservative because they are based on familiar Kyd, and Dekker. We will study the increasing aesthetic conventions or do they persist because secularization and professionalization of the- of the ways that they expose social contradic- ater, the development of comedy and pastoral, tions? How do generic transformations over and the emergence of revenge tragedy. Both time reflect changes in the social relationships of textual analysis and dramaturgy will be empha-
101 english Sweet Briar College sized. Plays studied in ENGL 325 are generally women and minorities in American life. Offered excluded from this course. Offered alternate alternate years in the fall semester. May be counted years. V.2, V.6a. as an adjunct course toward the minor in gender stud- ies. III.W, V.2. ENGL 324 (3)–Revenge and Ravishment: Shakespeare and Jacobean Drama ENGL 332 (3)–Modern and Prerequisite: Sophomores with permission. An Contemporary Women Writers examination of English Renaissance drama after Prerequisite: Sophomores with permission. A 1603, including late works by Shakespeare and plays study of a cross section of 20th- and 21st- by his Jacobean contemporaries such as Jonson, century American and international women’s Middleton, Webster, and Ford. We will study the works in relation to the following literary and theater’s increasing use of sensationalistic plots thematic issues: narrative experimentation, eth- and characters as well as the drama’s probing nic or cultural identity, and relation between exploration of the individual’s relationship to social individual aspiration and cultural expectation. authority. Both textual analysis and dramaturgy will Offered alternate years. May be counted as a core be emphasized. Plays studied in ENGL 325 are gen- course toward the minor in gender studies. V.2, V.5. erally excluded from this course. Offered alternate years. V.2, V.6a. ENGL 340 (3)–The Sacred and the Profane in the English Renaissance ENGL 329 (3)–American Romanticism Prerequisite: Sophomores with permission. Prerequisite: Sophomores with permission. This course will investigate the relationship between Study of works of 19th-century American the religious and secular realms in Early Modern Romantic writers or those who are strongly English literature. We will give particular attention influenced by them. Emphasis on writers such to the uncertain delineations among holy, patriotic, as Alcott, Douglass, Emerson, Fern, Fuller, familial, and erotic forms of love in poetry and Whitman, Dickinson, Hawthorne, Melville, literary prose. Contexts will include the Protestant Phelps, Thoreau, and Chopin. Offered alternate Reformation, the Scientific Revolution, the court, years in the fall semester. May be counted as an colonialism, and the English Civil War. Authors adjunct course toward the minor in gender studies. may include Spenser, Sidney, Wroth, Herbert, III.O, V.2. Donne, Milton, Cavendish, and the Cavalier poets . Offered alternate years. V.2. ENGL 330 (3)–African-American Literature ENGL 343 (3)–Gothic Worlds Prerequisite: Sophomores with permission. Prerequisite: Sophomores with permission. We A study of 20th- and 21st-century African- will study gothic literature in England during the American writers, with emphasis on the Harlem nineteenth century in texts by Ann Radcliffe, Mary Renaissance and more contemporary works. Shelley, Emily Bronte, Bram Stoker, and Oscar Topics may include models of identity and sexu- Wilde and then examine gothic returns in three ality, the effects of primitivism, folk materials, films: “Let the Right One In,” “Sin City,” and “The and dominant cultural values on literary forms. Dark Knight.” We will explore historical, social, and Writers such as Dubois, Toomer, Hurston, psychological reasons for the appearance of gothic Wright, Ellison, Larsen, Morrison, and Walker literature as we read critical works on gothic theory. will be included. Offered alternate years in the Offered alternate years. V.2. spring semester. May be counted as an adjunct course toward the minor in gender studies. V.2, V.5. ENGL 344 (3)–Women in the Rensaissance ENGL 331 (3)–The 19th-Century Prerequisite: Sophomores with permission. American Novel During the time of Shakespeare, the social posi- Prerequisite: Sophomores with permission. tion of women was both paradoxical and pre- Topics can include the movements towards mod- carious. A woman ruled England, yet women ernism and realism as well as the re-evaluation of were considered “naturally” inferior to men.
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In this course, we will examine Early Modern deep responses to social changes and historical literature written by women- as well as literature crises, discussions will often focus on relations written by men about women- that explores between literary texts and their wider contexts. women’s various roles in both personal and Offered alternate years. Not open to students public Renaissance settings. Offered alternate who have credit for ENGL 398. III.W, V.2. years. May be counted as an adjunct course toward the minor in gender studies. III.W, V.2, V.5. ENGL 386 (3)–Fatal Attractions: Death and Sex in the 19th-Century Novel ENGL 361 (1, 2, or 3)–Special Study Prerequisite: Sophomores with permission. Prerequisites: One 100-level ENGL course and This course will study the conjunction between permission of the instructor. Study at an inter- sex and death in the nineteenth-century novel. mediate level of selected topics in literature or It will explore the relationship between prostitu- writing to be pursued by individual students tion and death, criminality and death, and carnal under the immediate supervision of a depart- love and death in the novels of Flaubert, Zola, ment member. Dickens, the Brontes, George Eliot, Thomas Hardy, and Mary Shelley. Theoretical works ENGL 367 (3)–Visionary Rebels: to be studied are those of Foucault, Freud, and Romantic Artists Darwin. Offered alternate years. V.2. Prerequisite: Sophomores with permission. This course explores Romantic poets and Gothic ENGL 393 (3)–Modern Poetry novelists, focusing on key Romantic ideas such as Prerequisite: Sophomores with permission. the artist as hero, the sublime, nature and the imagi- This course focuses on the poetry of Yeats, nation, the irrational, and revolution. It will then Lawrence, Eliot, Stein, Millay, and Hughes. We study parallel developments in painting through will study their distinctive poetic achievements the examples of Constable, Delacroix, and Turner, in relation to relevant traditions and contexts. and in music through the examples of Beethoven, In particular we will examine how their poetry Chopin, Liszt, and Berlioz. Offered alternate years. reflects or contests modern ideas about the self, V.1, V.2. the nature of language, the significance of poetic forms, and the purpose of poetry. Offered alter- ENGL 377 (.5, 1, 2, or 3)–Internship nate years in the fall semester. May be counted as Prerequisite: Permission of the instructor, an adjunct course toward the minor in gender studies. department chair, and dean. This course is III.O, V.2. graded P/CR/NC only. ENGL 394 (3)–Contemporary Poetry ENGL 380 (3)–Classics of Modern Drama Prerequisite: Sophomores with permission. A Prerequisite: Sophomores with permission. A study of a wide range of poetry in English study of the major western playwrights, dramatic from the mid-twentieth century to the pres- theories, and theatrical styles of the twentieth cen- ent. Poets may include Auden, Larkin, Bishop, tury. The dramatists studied will include Ibsen, Lowell, Sexton, Plath, Brooks, Rich, Heaney, Chekov, Synge, Pirandello, O’Neill, Williams, and Walcott. We will focus on questions of Miller, Beckett, Ionesco, Hansberry, Pinter, and form, technique, and interpretation while relat- Wilson. Offered alternate years. V.2, V.6a. ing these works to relevant movements and tra- ditions as well as to the writers’ lives and times. ENGL 382 (3)–Contemporary Offered alternate years in the spring semester. International Fiction May be counted as an adjunct course toward the Prerequisite: Sophomores with permission. minor in gender studies. III.O, V.2. This course is designed to suggest the range, variety, and possibilities of the novel today. Readings will come from all across the English- speaking world. Their diversity will itself be a central theme. Since these works also register
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ENGL 397 (3)–Becoming Modern ENGL 461 (1, 2, or 3)–Independent Study Prerequisite: Sophomores with permission. A Prerequisites: One 100-level ENGL course, one seminar focusing on 20th-century novels that 200-level ENGL course, and permission of the helped to shape modern literature as well as our instructor. Pursuit of an upper level research sense of what it means to be “modern.” Readings project determined in advance by the student in may include works by American, British, Irish, consultation with a faculty member who will act and European writers (in translation). Topics as the sponsor. include the rise of mass culture and new tech- nologies, crises of war and empire, and changing Course Descriptions–Creative representations of the self, the unconscious, gender, and sexuality. Offered alternate years in Writing the fall semester. III.W, V.1, V.2. ENGL 106 (3)–Introduction to Creative Writing ENGL 451 (1)–Senior Exercise Preparation An introductory course in the writing of fiction and Prerequisite: Open only to senior English poetry. The course may include other genres, such majors and minors and English/creative writ- as creative nonfiction or drama. III.W, V.6b. ing majors. During this fall term course, a student under the supervision of an advisor will ENGL 209 (3)–Poetry Workshop: Poetry prepare her proposal and annotated bibliog- and Environment raphy for her senior thesis in the spring term. Prerequisite: ENGL 106. This course will study She will select a topic and line of inquiry that poetry and place, and activities will include field matches her strengths and interests. She will work in two destinations - one urban, one rural have the option to 1) re-envision and develop an and/or sub-rural - and will encourage students earlier paper in ways that lead her into new areas to consider the way that art, experience, and of inquiry or 2) start an new project entirely. our common shared physical/political reality Each student should get departmental approval influence one another. Offered alternate years for her proposal by November 1. An annotated III.W, V.6b. critical bibliography will be due by the end of the semester. This course will be graded P/CR/NC. ENGL 211 (3)–News Writing and Investigative Reporting ENGL 452 (3)–Senior Seminar Prerequisite: ENGL 104. This course provides Prerequisites: ENGL 451; required of all an introduction to “hard news” reporting and English majors. In this course, a student will editing in the age of Google, Facebook, Twitter, write her senior thesis, participate in a weekly and blogging. Emphasis will be placed on devel- seminar, teach at least one class session related oping story ideas, research and interviewing to her project, and give a public presentation of skills, and the ethical use of social media as her work. The structured series of activities of news-gathering tools. Students will be required the seminar will aid each student in building on to maintain a blog and submit course assign- the preliminary work she has done as an English ments to the student newspaper. Offered alter- major. Each student will contribute to her class- nate years. III.O, III.W, V.6b. mates’ projects by following their progress and offering constructive criticism of their work. The ENGL 216 (3)–Poetry Workshop: Form, senior seminar also involves the further study of Function, and Meaning research methods, argumentation, and critical Prerequisite: ENGL 106. The poem is a com- theory. This course cannot be taken on a P/CR/ bination of music and meaning, with each ele- NC grading option. III.W ment guided by form or structure. This course will teach rhyme, meter, a variety of forms, and free verse strategies. What elements of form can amplify meaning? How can free verse avoid arbitrary lineation? Students will read,
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write, and peer-critique poems in a variety ENGL 271 (3)–Nonfiction Workshop: of traditions. Readings will include selections The Art of the Personal Essay from the “Norton Anthology of Modern and Prerequisite: ENGL 106. This course will Contemporary Poetry” and Paul Fussell’s acquaint students with the personal essay as a “Poetic Meter and Poetic Form.” Offered alter- literary genre. Readings will range widely in sub- nate years. III.W, V.6b. ject matter, period, and style in order to afford students an understanding of the different ways ENGL 254 (3)–Fiction Workshop: First- in which essays can be “personal.” Writing Person Narrative assignments will ask students to engage in dif- Prerequisite: ENGL 106. The first-person nar- ferent styles, experiment with the conventions rator in fiction - the “I” of a story - is a unique and structures common to essays of the past, creature: an enchanter, a confessor, a witness. and explore innovations of the present. Offered What are the advantages and risks of first-person alternate years. III.W, V.6b. narration? How is that controlling perspective or point of view established? This course will ENGL 275 (3)–Nonfiction Workshop: introduce students to a variety of compelling Memoir Writing first-person narrators in short fiction and ask Prerequisite: ENGL 106. In this course students students to create a series of persuasive voices for will write the first three chapters of their own their own stories. Offered alternate years. III.O, memoir. In preparation for this semester-long III.W, V.6b. writing project, students will closely read a vari- ety of contemporary memoirs to become famil- ENGL 263 (3)–Fiction Workshop: The iar with both the array of narrative conventions Love Story and strategies memoirists employ as well as the Prerequisite: ENGL 106. There are as many dif- stylistic and structural concerns one confronts ferent kinds of love story as there are different when writing autobiographically. Emphasis will kinds of love: between parent and child, between be placed on recent memoir scandals and mem- siblings, between spouses, between friends, oirs that question the line between fact and fic- between people and places or people and objects. tion. Offered alternate years. III.W, V.6b. Are all love stories necessarily tragic? How does a writer avoid the danger of sentimentality? What ENGL 309 (3)–Poetry Workshop: Art, about writing about sex? Students will write the Poem, and Collaboration their own love stories over the semester and Prerequisite: ENGL 106. Since modernism, poets read short fiction that will enlarge and enrich have focused their attention on the rendition of their definitions of love. Offered alternate years. visual images in language. Poems that respond to III.O, III.W, V.6b. the visual arts, either in their subject or in their mode of composition, bring the reader a uniquely ENGL 266 (3)–Fiction Workshop: A layered and synesthetic experience. This course will Sense of Place offer collaborative opportunities, and will encour- Prerequisite: ENGL 106. The setting or place age students to respond to paintings, photography, of a story - the fictional universe, real or imag- sculpture, dance, film, and conceptual art. Students ined - can be as important as a story’s characters will read, write, and peer-critique poems in a vari- and events, shaping narrative in powerful ways. ety of traditions. Offered alternate years. III.W, How do writers use setting to enrich or enlarge V.6b. or complicate a story, and how does the world of a story play a role in a story’s unfolding ENGL 311 (3)–Feature Writing: Profiles, drama? Students will read short stories distin- Columns, and Op-eds guished by vivid or unusual landscapes and write Prerequisite: Sophomore standing. This work- original works of their own in which setting shop-based course introduces students to the plays an important part. Offered alternate years. reporting techniques, stylistic differences, and III.O,III.W, V.6b. structural conventions of profiles, columns,
105 English Sweet Briar College and op-eds — the types of journalism com- ENGL 365 (3)–Fiction Workshop: Linked monly found in newspapers and magazines Narratives under the headings “Feature” and “Opinion.” Prerequisite: ENGL 106. Stories in collections of Special emphasis will be placed on writing for narratives linked by theme, setting, and/or char- Web publications and blogs and on using social acter function both individually and as a unified media (Facebook and Twitter) to develop story whole. What are the pleasures and achievements ideas. Offered alternate years. III.W, V.6b. of such collections? Is there a particular narra- tive that lends itself to this treatment? How are ENGL 318 (3)–Poetry Workshop: Poetry such stories different from chapters in novels? of Transgression - Envy, Ecstasy, Gluttony, Collections of linked narratives will serve as Lust models for students as they write their own series Prerequisite: ENGL 106. If the ability of a poet is of linked stories and examine the pleasures, chal- a balance of her powers of perception and powers of lenges, and opportunities of the form. Offered expression, how can consideration of subject mat- alternate years. III.O, III.W, V.6b. ter amplify the former? How can broadening one’s emotional and intellectual range refine the latter? ENGL 371 (3)–Nonfiction Workshop: This course will encourage students to approach Writing about Film and Music the broadest possible range of subject matter, and Prerequisite: ENGL 106. This course introduces to engage it in a way that’s ethical, elegant, and students to the strategies for writing with depth, effective. Students will read, write, and peer-critique intelligence, and style about film and music. poems in a variety of traditions. Offered alternate Students will learn to write brief capsule reviews years. III.W, V.6b. for general audiences and longer researched review essays for more sophisticated and niche ENGL 334 (3)–Fiction Workshop: audiences. All students will be required to create Research and the Fiction Writer and maintain a blog as well as attend film screen- Prerequisite: ENGL 106. This course focuses on ings and live musical performances. Offered how fiction writers use the material of the real alternate years. III.W, V.6b. world - real places, real people, real events - in the fictional universe, considering such ques- ENGL 383 (3)–Fiction Workshop: The tions as how a fiction writer’s research methods Fantastic in Fiction and purpose might differ from an historian’s. Prerequisite: ENGL 106. Ghosts, talking ani- Students will read and write short stories that mals, and aliens - among other strange phenom- arise out of historical or contemporary fact ena - belong to the fictional universe referred to or account and examine how the imagination as magical realism or fabulism or fantastic fic- transforms fact into fiction. Offered alternate tion. What is the difference between this broad years. III.O, III.W, V.6b. genre and so-called fantasy fiction (and why is one a higher order of art than the other), and ENGL 348 (3)–Fiction Workshop: The how and why does a writer employ the impos- Long Story sible to describe the possibilities of human expe- Prerequisite: ENGL 106. The long story or rience? Students will read and write stories that novella seems to fall into a middle distance push at the boundaries of the real world. Offered between the novel and the short story. In their alternate years. III.O, III.W, V.6b. unique suspension of a narrative over time, novellas and long stories have neither the luxury ENGL 389 (3)–Nonfiction Workshop: of a novel’s length nor the constraint of a short Bearing Witness - Writing about Human story. What are the possibilities and character- Rights and Social Justice Issues istics and challenges of the form? Students will Prerequisite: ENGL 106. Students in this course both read examples of long stories and novellas will examine and attempt journalistic and essay- and, over the course of the semester, write one istic accounts of human rights disasters and of their own. Offered alternate years. III.O, social justice issues, discussing the ways in which III.W, V.6b. writers balance personal agenda and ideology
106 2010-2011 Catalog environmental studies
against the burden of proof and objectivity, A student may earn either the Bachelor of both of which are often difficult to come by in Arts degree in environmental studies or the the midst of a war, natural disaster, or atroc- Bachelor of Science degree in environmental ity. Readings may include Martha Gelhorn, science. The department also offers a minor in Orwell, Primo Levi, John Hersey, Seymour environmental studies. Hersh, Tim O’Brien, Susan Sontag, Joan Didion, and Philip Gourevitch. Offered alternate years. III.O,III.W, V.6b. The Environmental Studies Major (B.A.) (51-52 semester hours) ENGL 453 (3)–Senior Portfolio Seminar Prerequisite: Senior standing; open to English/ Core Requirements: creative writing majors only. This course serves BIOL 324 (4) �Ecology as a workshop for senior English/creative writing ECON 101 (3) �Principles of majors completing their creative writing port- Microeconomics folios. Students will read across three genres — ECON 342 (3) �Ecological Economics fiction, poetry, and nonfiction — from a range ENVR 101 (3) �Introduction to of contemporary literary journals, developing Environmental Issues a picture of the current publishing landscape beyond the traditional form of the book. In ENVR 202 (1) �Environmental Sciences addition, through peer and instructor responses Laboratory and editing, students will revise and refine the ENVR 208 (3) �Surface Waters work to be included in their final portfolios. ENVR 215 (3) �Environmental Policy III.W, V.6b. Analysis ENVR 220 (3) �Applied Environmental Analysis ENVR 309 (3) �Energy and Atmospheric Environmental Pollution ENVR 316 (3) �Geographic Information Studies Systems I ENVR 446 (3) �Evaluation of Environmental he Department of Environmental Studies Issues Tallows students to focus their courses in MATH 123 (4) �Calculus I an interdisciplinary study of the complex issues regarding the sustainability of the natural envi- Choose 1 of the following: ronment in the face of human development. ANTH 112 (3) �Cultural Anthropology The program integrates humanities, natural ANTH 221 (3) �Culture, Society, and the and social science, policy and planning perspec- Individual tives. A variety of courses provides students SOCI 100 (3) �Introduction to Sociology: with emerging paradigms, theories, approaches, The Sociological Perspective methods, and technical tools in environmental SOCI 110 (3) �Introduction to Sociology: studies. These courses also develop ideas and Social Research skills needed to engage constructively with social and environmental issues brought about Senior Exercise–Choose 1 of the following: by changes in economic activities, technology, ENVR 377 (3) �Internship population, and human values. ENVR 450 (3) �Senior Research in Environmental Studies
107 environmental studies Sweet Briar College
Choose 3 of the following courses, at ENVR 220 (3) �Applied Environmental least one of which must be at the 300- Analysis level or above: ENVR 244 (3) �Environmental Chemistry ANTH 317 (3) �Ecological Anthropology ENVR 309 (3) �Energy and Atmospheric BIOL 218 (4) �Field Natural History Pollution BIOL 316 (3) �Seminar in Conservation ENVR 316 (3) �Geographic Information Biology Systems I ECON 256 (3) �Development Economics ENVR 433 (3) �Advanced Lab in ENVR 131 (3) �Physical Environmental Science Geography: Landscapes ENVR 446 (3) �Evaluation of Environmental ENVR 210 (3) �Humans and Wildlife Issues ENVR 223 (3) �The Global Environment MATH 123 (4) �Calculus I ENVR 319 (3) �People and the American Choose 1 of the following courses: Landscape MATH 124 (4) �Calculus II ENVR 322 (3) �Ecological Modeling MATH 205 (3) �Applied Statistics ENVR 329 (3) �Global Diversity Conservation Senior Exercise: ENVR 393 (3) �Topics in Environmental Studies Choose 1 of the following: ENVR 377 (3) �Internship ENVR 416 (3) �Geographic Information Systems II ENVR 451 (3) �Senior Research in Environmental Science SOCI 220 (3) �Community SOCI 370 (3) �Environmental Sociology Choose 2 of the following courses, at least one of which must be at the 300- The Environmental Science Major (B.S.) level or above: (61-62 semester hours) BIOL 218 (3) �Field Natural History Core Requirements: BIOL 316 (3) �Seminar in Conservation Biology BIOL 324 (4) �Ecology ECON 342 (3) �Ecological Economics CHEM 131 (4) �General Chemistry ENGR 120 (3) �Analyzing Our World: CHEM 141 (1) �General Chemistry Lab Foundations of Engineering CHEM 226 (1) �Environmental Analytical Analysis Chemistry Lab ENVR 210 (3) �Humans and Wildlife ECON 101 (3) �Principles of Microeconomics ENVR 319 (3) �People and the American ENVR 101 (3) �Introduction to Landscape Environmental Issues ENVR 322 (3) �Ecological Modeling ENVR 131 (3) �Physical Geography: ENVR 329 (3) �Global Biodiversity Landscapes Conservation ENVR 133 (1) �Physical Geography ENVR 393 (3) �Topics in Environmental Laboratory Studies ENVR 202 (1) �Environmental Sciences ENVR 416 (3) �Geographic Information Laboratory Systems II ENVR 208 (3) �Surface Waters MATH 315 (3) �Biostatistics ENVR 215 (3) �Environmental Policy Analysis
108 2010-2011 Catalog environmental studies
The Environmental Studies Minor The course examines the issue of overpopula- (18 semester hours) tion and current global environmental crises such as ozone depletion, loss of biodiversity, Required: tropical deforestation, and contamination of ECON 342 (3) �Ecological Economics water and air. V.4. ENVR 101 (3) �Introduction to Environmental Issues ENVR 131 (3)–Physical Geography: Landscapes ENVR 316 (3) �Geographic Information A study of the geologic processes that shape the Systems I Earth’s surface and their relationship to human Choose 9 additional semester hours of activities, including natural hazards such as vol- ENVR courses. canoes, earthquakes, and landslides. Mountains, rivers, glaciers, deserts, coastlines, and soil- The Environmental Science Minor forming processes are investigated within the context of plate tectonics so that the pattern of (18 semester hours) landforms and soil types around the world can Required: be better understood. V.8a. ENVR 101 (3) �Introduction to Environmental Issues ENVR 133 (1)–Physical Geography Laboratory ENVR 208 (3) �Surface Waters Prerequisite or co-requisite: ENVR 131. ENVR 220 (3) �Applied Environmental Hands-on investigation of Earth surface pro- Analysis cesses, landforms, and soils. Activities include ENVR 316 (3) �Geographic Information interpretation of topographic maps and aerial Systems I photographs, basic rock and mineral identifica- tion, soil sampling and description, experiments Choose 2 courses from the following: with water flow, and field exercises in geologic ENVR 131 (3) �Physical Geography: observation and interpretation. V.8b. Landscapes ENVR 244 (3) �Environmental Chemistry ENVR 202 (1)–Environmental Sciences ENVR 309 (3) �Energy and Atmospheric Laboratory Pollution Prerequisite or co-requisite: ENVR 208; non- majors by permission. An introduction to the ENVR 322 (3) �Ecological Modeling field and laboratory aspects of environmental ENVR 329 (3) �Global Biodiversity science including field trips to industrial, agri- Conservation cultural, and wastewater facilities. Students will ENVR 416 (3) �Geographic Information achieve competency in the practice of wet chem- Systems II istry, bioassays, habitat and stream assessment, ENVR 433 (3) �Advanced Lab in wetlands delineation, and personal protective Environmental Science equipment use. V.8b. ENVR 446 (3) �Evaluation of Environmental ENVR 208 (3)–Surface Waters Issues Prerequisite: ENVR 101. A study of freshwater and brackish water systems including streams, Course Descriptions lakes, and estuaries. Physical, chemical, and bio- ENVR 101 (3)–Introduction to logic components of aquatic environments are Environmental Issues examined with an emphasis on water quality, An introduction to the multi-disciplinary field of aquatic biology, watershed analysis, and water environmental studies involving the integration resource management. Hydrolic data analysis is of environmental science, policy and planning. stressed and performed using computers. V8a. This course introduces various environmental problems, their causes and potential solutions.
109 environmental studies Sweet Briar College
ENVR 210 (3)–Humans and Wildlife ENVR 244 (3)–Environmental Chemistry Prerequisite: ENVR 101. An historical and con- Prerequisites: CHEM 131 and ENVR 208. temporary examination of human interaction Co-requisite: CHEM 226. Application of the with wildlife. Basic ecological principles are fundamental principles of chemistry to under- applied to the conservation and management of stand the source, transport, and fate of inor- wildlife with particular emphasis on the role of ganic and organic compounds in natural and humans in the environment. Students explore polluted environments. Students will receive an the development of human-wildlife relation- introduction to the hydraulics, engineering, and ships from prehistoric times through the agri- chemistry of drinking water treatment, waste- cultural revolution and European expansion to water treatment, storm water management, and modern issues of wildlife conservation. Offered hazardous waste treatment. Methods of chemi- alternate years. V.1. cal analysis will also be stressed.
ENVR 215 (3)–Environmental Policy ENVR 261 (1, 2, or 3)–Directed Study Analysis Prerequisites: One ENVR course and permis- Prerequisite: ENVR 101. An introduction to sion of the instructor. The study of introductory the principles of environmental policy planning level material by an individual student or by a and analysis. The development of environmental small group of students under the immediate policy is explored and students are introduced supervision of a faculty member. to the legal and regulatory institutions affecting environmental policy. Emphasis is placed on the ENVR 309 (3)–Energy and Atmospheric processes by which interest groups compete for Pollution favorable policy and on the analysis of the social Prerequisite: ENVR 215. Dwindling, nonrenew- and economic results of specific environmental able fossil fuel resources and air pollution issues, policies. Offered alternate years. V.7. including climate change, ozone depletion, acid rain, and smog, are some of the most significant ENVR 220 (3)–Applied Environmental environmental problems of the 21st century. This Analysis course takes an in-depth look at both energy and Prerequisite: ENVR 208. An examination of the atmospheric pollution, focusing on the science processes used to understand, analyze, and solve behind the issues and exploring their social, politi- environmental problems. Students are intro- cal, and economic aspects. III.O. duced to experimental design and the use of statistics to analyze data. Problems involving ENVR 316 (3)–Geographic Information stock, dimensional, and mass balance analysis Systems I are studied. The fundamentals of environmental Prerequisite: Permission required for first-year toxicology and ecological risk assessment are students. A practical, hands-on introduction to applied to environmental issues. This course geographic information systems (GIS) as applied cannot be taken on a P/CR/NC grading option. to current issues in a wide range of disciplines. The course introduces maps and map-making, ENVR 223 (3)–The Global Environment GIS fundamentals, the global positioning system Prerequisite: ENVR 101. An examination of (GPS), and remote sensing. Lab involves learn- the social, economic, and ecological impacts ing to use ArcGIS software at the ArcView level of global environmental and natural resource for mapmaking and management/analysis of problems, and the role of international institu- spatial data, along with basic web page construc- tions in their formation and mitigation. The tion. Two hours lecture and three hours lab per course will explore the unique characteristics of week. global issues and examine our role and responsi- bilities in dealing with them. Topics may include global warming, limits to growth, population, economic development, and sustainability. Offered alternate years. V.5, V.7.
110 2010-2011 Catalog environmental studies
ENVR 319 (3)–People and the American ENVR 377 (1, 2, or 3)–Internship Landscape Prerequisite: Permission of the instructor, Prerequisite: ENVR 101 or ENVR 131. As life- department chair, and dean. This course is styles, technologies, and values have changed graded P/CR/NC only. over time, the relationship between humans and the American landscape has also evolved. ENVR 393 (3)–Topics in Environmental Through examination of the issues of food Studies and agriculture, urbanization, and wilderness Prerequisite: Permission of the instructor. A protection, this course analyzes how and why focused investigation of a particular area of envi- people’s connection with the land has changed ronmental studies. Topics will vary. through time. The emergence of the American environmental movement is also explored. ENVR 416 (3)–Geographic Information Offered alternate years. V.1. Systems II Prerequisite: ENVR 316. Hands-on exploration ENVR 322 (3)–Ecological Modeling of topics in geographic information systems (GIS), Prerequisites: BIOL 324 and MATH 123. An including 3D visualization, spatial data models, application of modeling techniques to ecological raster analysis, and basic cartographic modeling. systems and conservation problems. Students Involves application of ArcGIS software to a vari- learn to examine ecological problems, deter- ety of geographic problems. Offered alternate years. mine the critical elements for analysis, develop quantitative models to perform the analysis, ENVR 433 (3)–Advanced Lab in and generalize the results to address the original Environmental Science problem. The course begins with simple mod- Prerequisites: BIOL 324, CHEM 226, ENVR els, then progresses in complexity as students 202, ENVR 208, ENVR 220, and ENVR 244. develop their modeling skills. Emphasis is placed Open to other senior non-majors by permis- on developing practical approaches to solving sion. Senior environmental science students real-world problems. Offered alternate years. will work in teams to address local and regional environmental science problems, applying tech- ENVR 329 (3)–Global Biodiversity niques and theories learned in previous science Conservation and environmental studies classes. Attendance Prerequisite: BIOL 324. An examination of the on a one-day field trip during Reading Days is social, economic, and ecological aspects of global required. One two-hour lecture and one three- biodiversity conservation. Students explore the hour laboratory per week. III.W. roles of international institutions in biodiversity loss, the role of economic value in conservation, ENVR 446 (3)–Evaluation of and the causes of conflicts between humans and Environmental Issues wilderness in developing countries. Major inter- Prerequisite: ENVR or ENVS majors or minors national conventions, such as the Convention on with senior standing. A course designed to help Biological Diversity and CITES, are analyzed for students synthesize knowledge gained in previ- effectiveness in promoting biodiversity conserva- ous courses with students’ analytical abilities tion. Offered alternate years. V.4, V.7. and facilities for oral and written persuasive argument. Students are provided with intrac- ENVR 361 (1, 2, or 3)–Special Study table environmental problems, about which Prerequisites: 100-level ENVR course and per- they learn to perform independent research, mission of the instructor. The study of an inter- develop clear positions, persuade others of their mediate level topic by an individual student or positions, and defend those positions against by a small group of students under the immedi- competing views. III.O, III.W. ate supervision of a faculty member.
111 equine studies Sweet Briar College
ENVR 450 (3)–Senior Research in Required by both concentrations: Environmental Studies BUSN 107 (3) �Business Economics Prerequisites: ENVR 215 and ECON 342. An BUSN 127 (3) �Accounting I independent field or computer research project BUSN 131 (3) �Fundamentals of Management selected and carried out in consultation with a faculty sponsor. A written report and an BUSN 150 (3) �Fundamentals of Marketing oral presentation are required. In addition to RDPR 169 (0) �Basic Horse Care research time, a weekly one-hour meeting with the advisor and periodic meetings with other Choose 1 of the following concentrations: research students will be required. Management Concentration ENVR 451 (3)–Senior Research in Required: Environmental Science BUSN 351 (3) �Marketing Research An independent laboratory, field, or computer research project selected and carried out in ENVR 101 (3) �Introduction to consultation with a faculty sponsor. A written Environmental Issues report and an oral presentation are required. RDPR 361 (3) �Special Study In addition to research time, a weekly one hour RDPR 390 (2) �Farm and Stable meeting with the advisor and periodic meetings Management with other research students will be required. Teaching and Schooling Concentration ENVR 461 (1, 2, or 3)–Independent Study Prerequisites: One 100-level ENVR course, one Required: 200-level ENVR course, and permission of the PSYC 101 (3) �Introductory Psychology instructor. Pursuit of an upper level research RDPR 295 (1) �Techniques for Student project determined in advance by the student in Teachers consultation with a faculty member who will act RDPR 392 (3) �Theory and Practice of as the sponsor. Schooling Horses RDPR 396 (3) �Contemporary Riding and Teaching Equine Studies Choose 1 of the following: BIOL 222 (4) �Animal Behavior lthough there is no major or minor in EDUC 103 (3) �Teaching, Learning and Equine Studies, a certificate is offered for A Human Development students interested in a career in the equine PSYC 231 (4) �Animal Learning industry and for the student/amateur who would enjoy expanding her knowledge and PSYC 334 (3) �Animal Minds experience in this area. The certificate is avail- able in a management concentration and in a teaching and schooling concentration, and may be elected by students majoring in any depart- Fine Arts ment of the College. See the separate depart- Admission into this program is based upon a com- ment listings for course descriptions. petitive jury/audition process.
he Fine Arts faculty at Sweet Briar are The Equine Studies Certificate committed to the liberal-arts concept that (23-26 semester hours) T a broad education enhances our understand- ing of each specialized area of intellectual or
112 2010-2011 Catalog fine arts
artistic endeavor. Being the only college in the - Dance: DANC 107, DANC 109, DANC 111, United States with a residential artist colony DANC 207, DANC 209, DANC 211, DANC on its campus, we have a unique opportunity 223, DANC 224, DANC 311 to enrich the educational experience of our - Music: MUSC 177, MUSC 179, MUSC 181, fine arts students. The presence of the Virginia MUSC 183, MUSC 185, MUSC 187, MUSC Center for the Creative Arts and our own 189, MUSC 191, MUSC 193, MUSC 195, strong fine arts faculty have led to the develop- MUSC 197, MUSC 245, MUSC 251 ment of this distinctive program. The Bachelor of Fine Arts degree in Interdisciplinary Arts - Studio Art: any studio art course with the is directed toward students with multifaceted exception of ARTS 209 and ARTS 213 creative interests. Throughout their course of - Theatre: THTR 189, THTR 229, THTR 230, study, they regularly interact with students, fac- THTR 280, THTR 329, THTR 341, THTR ulty, and visiting artists from all of our artistic 389, THTR 392 disciplines. By examining methods of problem solving within their own disciplines through History/Theory an active involvement with practitioners of all - Dance: DANC 221, DANC 222, DANC 351 artistic media, students develop a rich under- - History of Art: any ARTH course standing of the creative process and the prob- lems that confront contemporary artists. - Music: MUSC 126, MUSC 127, MUSC 157, MUSC 158, MUSC 213, MUSC 327, MUSC The Fine Arts Program 338, MUSC 340, MUSC 358 Required: - Studio Art: ARTS 209, ARTS 213 - Theatre: THTR 104, THTR 105, THTR 170, Choose a major area. Students must com- THTR 220, THTR 235, THTR 245, THTR plete the requirements for one of the following 290, THTR 333, THTR 334, THTR 335, THTR majors: Dance, English and Creative Writing, 336 Music, Studio Art, or Theatre.
Additional course requirements: Choose the following course in three dif- ferent semesters: ARMG 105 (4) �Introduction to Arts Management IART 101 (1) �Fine Arts Workshop
Choose 1 additional three-credit course Note: Successful completion of at least 3 in arts management. semesters of this course is required. A maximum of 8 credits of IART 101 may be counted toward Choose 18 credit hours from the follow- the degree. ing list. Courses must be from disciplines other than the major and cannot be part of the major Senior Exercise: requirements. At least 6 credits must applied arts IART 452 (3) �Senior Thesis courses (fulfill V.6b general education knowl- edge area). At least 6 of the eighteen credits must Note: IART 452 is required in addition to the be at the 200-level or above. senior seminar or exercise required in the major area. Applied Arts - Creative Writing: ENGL 106, ENGL 209, Course Descriptions ENGL 211, ENGL 216, ENGL 254, ENGL 263, IART 101 (1)–Fine Arts Workshop ENGL 266, ENGL 271, ENGL 275, ENGL 309, This interdisciplinary workshop will address ENGL 311, ENGL 318, ENGL 334, ENGL 348, issues in the arts from a variety of perspectives ENGL 365, ENGL 371, ENGL 383, ENGL 389
113 gender studies Sweet Briar College as applied to a common theme each semester. curriculum fosters an understanding of how The course will combine creative projects, group gender affects everyday experiences and is par- activities, and assigned readings to examine a vari- ticularly suited for students preparing for grad- ety of problem-solving methods, integrating these uate study and careers in social and community themes with various artistic disciplines. Sessions work, government and international relations, will be led by SBC faculty and visiting artists. the arts and humanities, law, medicine, coun- seling, business, public relations, and many IART 452 (3)–Senior Thesis Prerequisite: Acceptance into fine arts program other professional and human-service fields. and permission of the major advisor. Students will complete a large-scale project addressing a The Gender Studies Minor common problem from the combined perspec- (18 semester hours) tives of the principal arts forms studied by the student throughout her program of study. This Required: independent project will be executed under the GNDR 102 (3) �Introduction to Gender guidance of each department represented. Studies Choose 1 of the following 9-credit discipline-based cores: History of Art French ARTH 116 (3) �Survey of Art History II See Department of Modern Languages and Literatures on page 148. ARTH 303 (3) �Seminar on Women Artists One ARTH course chosen from the auxiliary course list below.
English Gender Studies Choose 3 of the following courses, at least ender Studies is an multidisciplinary field one of which must be at the 300-level and no Gof knowledge and inquiry whose purpose more than one can be at the 100-level: is to study the significance of gender and other ENGL 108 (3) �Women and Literature primary categories of identity (e.g., ethnicity, ENGL 124 (3) �Forbidden Love class, sexual orientation, religion) for the social ENGL 221 (3) �Loveliness Extreme: Women construction of reality and everyday life. The Poets as Visionary Inheritors Gender Studies Program at Sweet Briar consists ENGL 315 (3) �Swords and Shield-maidens: of an introductory course, a discipline-based Gender Politics in Medieval core, and auxiliary courses. This approach Heroic Epic familiarizes students with a variety of avenues ENGL 332 (3) �Modern and Contemporary through which to examine and explore gender Women Writers issues and provides them with the opportu- ENGL 344 (3) �Women in the Renaissance nity to become practiced at studying gender through the particular modes of inquiry, theo- History retical frameworks, and methodologies of one Choose 2 of the following: discipline. Relevant topics of interest in all HIST 228 (3) �Women in America disciplines tend to include: sex, gender, identity HIST 234 (3) �Masculinity and Power in formation, and the implications of gendered America systems of power. A Gender Studies minor is an excellent supplement to any major within HIST 240 (3) �Gender, Sexuality, and Family in Pre-modern which students want to explore the implications Europe of gender more deeply. The Gender Studies
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Choose 1 HIST course at the 300-level from GOVT 232 (3) �Women, Law, and Politics the auxiliary course list below. HIST 221 (3) �Spirituality and Religious Institutions in U.S. History Note: Another combination of appropriate discipline-based courses may be proposed and is HIST 258 (3) �History of Crime and subject to the approval of those faculty and the Punishment in the West Gender Studies Committee. HIST 315 (3) �Illness and Healing in America Choose 2 additional 3-credit courses HIST 321 (3) �Studies in Medieval History from those listed above or from the fol- HIST 322 (3) �Renaissance and lowing auxiliary course list: Reformation ANTH 274 (3) �Sex and Gender: An HIST 339 (3) �Slavery and Emancipation in Anthropological Perspective America ARCH 223 (3) �Women and Gender in ITAL 317 (3) �Mothers of Courage Archaeology LAST 302 (3) �Special Topics in Latin ARTH 253 (3) �Early 20th-Century Art: American Studies (when Fauvism to Surrealism content is appropriate) ARTH 255 (3) �Contemporary Art PHIL 275 (3) �Political Philosophy ARTH 336 (3) �Studies in Medieval Art and PSYC 222 (3) �Social Psychology Architecture (when content is appropriate) RELG 177 (3) �Introduction to the Study of Religion ARTH 341 (3) �Seminar: Art and Theory in Renaissance Italy RELG 241 (3) �Judaism ARTH 354 (3) �Later 20th Century Art: Post RELG 244 (3) �Christianity World War II to the Present SOCI 100 (3) �Introduction to Sociology: CLAS 207 (3) �The Rise and Fall of the The Sociological Perspective Roman Republic SOCI 330 (3) �Social Stratification CLAS 208 (3) �Society and Culture in the Approved honors, topical seminar course, Roman Empire internship, or independent study. CLAS 307 (3) �Gender and Sexuality in the Ancient Mediterranean Note: At least 2 courses taken for the minor must be at the 300-level or above. ENGL 302 (3) �Ways of Reading (Topic must have approval of the Note: In order to count an auxiliary course or GNDR Director) independent study towards the minor, a student ENGL 329 (3) �American Romanticism must complete a major term paper, project ENGL 330 (3) �African-American Literature or the appropriate equivalent which focuses ENGL 331 (3) �The 19th-Century American on gender issues in that course. The GNDR Novel Advisory Committee may ask to review the work before granting credit toward the minor. ENGL 382 (3) �Contemporary International Fiction (when content is appropriate) Course Descriptions ENGL 393 (3) �Modern Poetry GNDR 102 (3) –Introduction to Gender ENGL 394 (3) �Contemporary Poetry Studies FREN 217 (3) �Francophone Cinema This course introduces students to a variety of perspectives on the study of gender and sexualities. FREN 250 (3) �Masterpieces of French It will feature a series of guest lectures from fac- Culture ulty on how gender studies is approached in their GNDR 272 (3) �Topics in Gender Studies
115 government and international affairs Sweet Briar College disciplines. The course instructor will coordinate the guest lectures and provide continuity over the Government and semester, helping students to compare and integrate the lectures and readings through class discussion, writing assignments, and their own projects and International presentations. III.O, V.5.
GNDR 261 (1, 2, or 3)–Directed Study Affairs Prerequisites: GNDR 102 and permission of he Department of Government and the instructor. The study of introductory level TInternational Affairs offers a wide range material by an individual student or by a small of courses covering the areas of American poli- group of students under the immediate supervi- tics, law, comparative political systems, foreign sion of a faculty member. policy, international relations, and political theory. In addition, the department awards GNDR 272 (3)–Topics in Gender Studies credit for off-campus internships in law, poli- Intensive investigation of works in a particular tics, and public service. Our aim is to develop area of gender studies. Topics will vary. May be repeated for credit when the content changes in students a questioning spirit and informed and with permission of instructor. V.5. perspective that will enable them to understand and interpret political affairs. Government or GNDR 361 (1, 2, or 3)–Special Study International Affairs provide superb prepara- Prerequisites: GNDR 102 and permission of tion for those who are planning careers in the instructor. The study of an intermediate law; in government service at the local, state, level topic by an individual student or by a small national, or international levels; and in journal- group of students under the immediate supervi- ism, business, or non-profits. sion of a faculty member. A student who elects the major in inter- GNDR 377 (1, 2, or 3)–Internship national affairs will plan, with the advisor, a Prerequisites: Three credits in GNDR and per- program of study that may comprise a selected mission of the instructor, department chair, area or areas or a special topic of international and dean. This course is graded P/CR/NC only. significance.
GNDR 461 (1, 2, or 3)–Independent Study The Government Major Prerequisites: GNDR 102 and permission (42 semester hours) of the instructor. Pursuit of an upper level research project determined in advance by the Required: student in consultation with a faculty member GOVT 109 (3) �Introduction to International who will act as the sponsor. Politics GOVT 122 (3) �Introduction to Comparative Politics GOVT 159 (3) �Introduction to American German Government See Department of Modern Languages and Senior Exercise: Literatures on page 155. GOVT 452 (3) �Senior Seminar
Choose 3 of the following 300-level courses: GOVT 303 (3) �The American President GOVT 312 (3) �American Political Development
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GOVT 322 (3) �The Conduct of United experience as part of their education through an States Foreign Policy approved study abroad program. GOVT 339 (3) �Theories of Comparative Politics Also, wherever practicable, majors are strongly advised to study a foreign language beyond the Choose 7 additional courses in government intermediate level. or law and society. Course Descriptions The Government Minor (18 semester hours) GOVT 109 (3)–Introduction to International Politics Choose 2 three-credit courses in govern- An analysis of national power, old and new ment at the 300-level or above. imperialisms, and the impact of technological and ideological revolution on international rela- Choose 4 additional three-credit courses tions. This course cannot be taken on a P/CR/ in government. NC grading option. V.7.
The International Affairs Major GOVT 122 (3)–Introduction to (42 semester hours) Comparative Politics A study of the political systems that exist around Core Requirements: the world, using India, China, France, Iran, and GOVT 109 (3) �Introduction to International Nigeria as case studies. Institutions, political pro- Politics cess and distribution of power among actors, as GOVT 122 (3) �Introduction to Comparative well as the role of religion, gender, and other influ- Politics ences are examined in depth. This course cannot GOVT 159 (3) �Introduction to American be taken on a P/CR/NC grading option. V.4, Government V.7. GOVT 322 (3) �The Conduct of United States Foreign Policy GOVT 159 (3)–Introduction to American Government GOVT 339 (3) �Theories of Comparative Introduces the study of American government and Politics politics using political science methods. Includes Senior Exercise: examination of political analysis models, authority systems, American political culture, U.S. consti- GOVT 454 (3) �Senior Seminar in tutional origins, federalism, political parties, and International Affairs elections. Also studies the influence of media and Choose 2 three-credit courses in govern- public opinion, while focusing on the president, ment at the 300-level or above. Congress, and judiciary. Explores how courts inter- pret civil rights and liberties. III.W, V.7. Choose at least 6 additional three-credit courses in government. GOVT 201 (3)–Government and Politics of East Asia With approval of advisor, two of the 8 elective Prerequisites: GOVT 122 recommended; soph- courses above may be taken from courses in omore standing. This course surveys the ori- ECON or HIST, and where appropriate, one gins, institutions, and policy processes of the other in ASIA, BUSN or LAST. major political systems of East Asia. Particular attention will be paid to the events and forces International Experience which shaped Chinese, Japanese, and Korean Wherever practicable, majors are strongly politics in the 20th century as well as to the advised to partake in a significant international issues which these polities must address in the future. V.4, V.7.
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GOVT 208 (3)–Families, Juveniles, and GOVT 238 (3)–How Leaders Decide the Law This course examines factors that influence high- A critical examination of theory and practice of level decision-making in international politics. American law pertaining to families and juve- Students will consider factors that affect how deci- niles, with a focus on delinquency, the juvenile sions are made including cognition and affect, justice system, and the educational system. the nature of bureaucracy, the structure of the policymaking process, political ideology, and inter- GOVT 213 (3)–Politics of Legal Order national communication. The course is balanced Politics of the legal order will examine the civil between theory and history, exploring specific his- and criminal legal process in the United States, torical examples of strategic decision-making in with emphasis on the politics of law enforce- war and peace. Offered alternate years. This ment, prosecution, trial court adjudication, and course cannot be taken on a P/CR/NC grading punishment. Topics will include racial profil- option. V.7 ing, prosecutorial abuse, and the death penalty. Offered alternate years. This course cannot be GOVT 242 (3)–Identity Politics in Cross- taken on a P/CR/NC grading option. V.7. National Perspective Prerequisite: GOVT 122. This course examines GOVT 224 (3)–Media and Politics the causes and dynamics of conflict framed in This course examines the role played by the tradi- terms of identity, e.g., race, language, religion. tional and “new” media in American government Why do groups choose to become violent? What and politics. It focuses on the history of the media accounts for the timing of outbreaks of violence? in the United States and how they play an increas- What role do political leaders play in contribut- ingly powerful role in the dissemination of political ing to or preventing violence? We will explore information and the communication of images, as answers to these questions through case studies well as provide a conduit for citizen contact with from around the world. V.4 government. Offered alternate years. V.7. GOVT 261 (1, 2, or 3)–Directed Study GOVT 229 (3)–American Politics and Popular Prerequisites: One GOVT course and permis- Culture sion of the instructor. The study of introductory This course will examine the development of level material by an individual student or by a American politics and law through the lens of pop- small group of students under the immediate ular culture, from the colonial era to the present. supervision of a faculty member. Using novels, plays, movies, television, and other media, we will trace the development of myths GOVT 303 (3)–The American President and symbols that illuminate the transformation Prerequisite: GOVT 159. This course studies and development of the American state over time. the American presidency, with emphasis on Offered alternate years. This course cannot be campaigns, elections, models of executive power taken on a P/CR/NC grading option. V.7. and leadership, presidential character, decision- making in foreign and domestic policy, and GOVT 232 (3)–Women, Law, and Politics relations with Congress, the judiciary, and the This course explores how American women have media. It uses historical and contemporary case participated in the legal and political systems to studies. Offered alternate years. V.7. influence public policy related to education, health care, reproductive rights, employment, economic GOVT 304 (3)–Congress equity, and families. The course emphasizes case Prerequisite: GOVT 159. Studies the legislative studies of gender law and women in public office. process in the U.S. Congress with emphasis on Offered alternate years. V.7. election of members, internal distribution of power, behavior of legislators, interactions with other political institutions and the American polity, and policy outcomes. Offered alternate years. V.7.
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GOVT 312 (3)–American Political sions of economic development, democratiza- Development tion, conflict, and the role of the West. Offered Prerequisite: GOVT 159. The study of the alternate years. This course cannot be taken on American regime from the Revolution to the a P/CR/NC grading option. V.4, V.7. present. Particular focus will be on the evolution of the concepts of sovereignty, regulation, civil GOVT 322 (3)–The Conduct of United rights, and civic obligations, within the con- States Foreign Policy text of the development of the American state. Prerequisite: GOVT 109. A study of the formu- Offered alternate years. This course cannot be lation, conduct, and content of contemporary taken on a P/CR/NC grading option. III.W, V.7. United States foreign policy. V.7.
GOVT 315 (3)–The U.S. Supreme Court GOVT 329 (3)–Topics in Government Prerequisite: GOVT 159. This course examines Prerequisite: GOVT 109. Topics will vary by the evolving power of the nation’s highest court, semester. The course may be repeated for credit as well as the biographies and ideologies of its when the course content changes. Topic for Spring justices. It uses past and current legal contro- 2011: “Grand Strategies of the Great Powers.” This versies and cases to illustrate how the Court course examines the content, causes, and effective- has interpreted the constitutional powers of the ness of the grand strategies of the great powers in president, Congress, and states. The class also different international settings. Students will be focuses on government regulation of commerce introduced to different methods of strategic assess- and social welfare. Offered alternate years. V.7. ment to evaluate how leaders attempted to achieve their international political objectives through GOVT 316 (3)–U.S. Civil Rights and various combinations of military, diplomatic, and Liberties economic means in times of war and peace. This Prerequisite: GOVT 159. This course examines course cannot be taken on a P/CR/NC grading the development of constitutional law in the option. V.7. U.S. Supreme Court’s interpretation of the Bill of Rights, including religion, speech, and crimi- GOVT 332 (3)–Terrorism and Insurgency nal justice. It studies the constitutional basis Prerequisite: GOVT 109. This course explores of equality in the Fourteenth Amendment and the causes of terrorism and insurgency. how the justices have applied it to race and gen- Conceptual and historical examinations of the der. The class uses historical and contemporary subject will be followed by a consideration of legal cases and analyzes the Court’s expansion/ the various sources of terrorism and insur- contraction of civil rights and liberties. Offered gency including the psychological, social, reli- alternate years. V.7. gious, organizational, and strategic influences that generate transnational political violence. GOVT 318 (3)–Comparative Politics of Students will examine contending arguments Latin America pertaining to effective counterterrorism and Prerequisite: GOVT 122 or one course in counterinsurgency policies. Offered alternate Latin American studies. An introduction to years. This course cannot be taken on a P/CR/ the politics and government of the twenty Latin NC grading option. V.7. American republics. Special attention will be given to the political development of selected GOVT 335 (3)–Military Force in Latin American political systems. Offered alter- International Relations nate years. V.4, V.7. Prerequisite: GOVT 109. Why and how do states use military force? What factors best GOVT 320 (3)–Politics of Africa explain the origins of war? What are the alter- Prerequisite: GOVT 122. An examination of natives to the use of force and when are they political life and development in sub-Saharan effective? This course examines critical issues in Africa in the post-colonial era, including discus- international security studies, striking a balance
119 government and international affairs Sweet Briar College between the theory and history of war by exam- diffusion, which lead to violent conflict. This ining case studies on the origins of war, up to the course cannot be taken on a P/CR/NC grading current war in Iraq. This course cannot be taken option. V.4, V.7. on a P/CR/NC grading option. V.7. GOVT 361 (1, 2, or 3)–Special Study GOVT 339 (3)–Theories of Comparative Prerequisites: 100-level GOVT course and per- Politics mission of the instructor. The study of an inter- Prerequisite: GOVT 122. How and why did mediate level topic by an individual student or the modern state emerge? Why do some states by a small group of students under the immedi- fare better than others economically? Why does ate supervision of a faculty member. democracy take root in some states but not in others? Why do some states experience violence GOVT 377 (1, 2, or 3)–Internship and civil war? This course discusses other major Prerequisites: Three credits in GOVT and per- questions, theories, and scholars of comparative mission of the instructor, department chair, politics. Offered alternate years. This course can- and dean. This course is graded P/CR/NC only. not be taken on a P/CR/NC grading option. V.4. GOVT 452 (3)–Senior Seminar in GOVT 345 (3)–International Conflict Government Resolution Prerequisite: Open by permission to seniors Prerequisite: GOVT 109. This course assesses who are doing major work in the division or competing frameworks for resolving interna- in related interdepartmental majors. Subjects tional conflict. Controversial issues include: the and projects are determined by the interests and role of negotiation and mediation, how to deal needs of the members of the group. Opportunity with war criminals, trade-offs between justice is given for independent work. III.O, III.W, and peace, and military intervention to end a V.7. war. In addition to theory, the course evaluates the practical applications of peacemaking to GOVT 454 (3)–Senior Seminar in current and past wars through case studies and International Affairs simulations. This course cannot be taken on a P/ Prerequisite: Open to seniors majoring in CR/NC grading option. III.W, V.7. international affairs; open to other students by permission. Supervised independent study, with GOVT 348 (3)–Democracy and emphasis on the correlation of different approaches Dictatorship in Africa to international affairs. III.O, III.W, V.7. Prerequisite: GOVT 122. Sub-Saharan Africa has had a tumultuous political history since GOVT 461 (1, 2, or 3)–Independent Study independence. This course examines the rise Prerequisites: One 100-level GOVT course, one and fall of democratic regimes throughout the 200-level GOVT course, and permission of the continent, especially since the 1990s. We exam- instructor. Pursuit of an upper level research ine cases where democracy is firmly planted and project determined in advance by the student in others where it has not been attempted or has consultation with a faculty member who will act failed to take root to discover patterns in the as the sponsor. conditions that favor democracy or dictatorship. Offered alternate years. This course cannot be taken on a P/CR/NC grading option. V.4, V.7.
GOVT 356 (3)–War and Peace in Africa History Prerequisite: GOVT 122. This course explores istory is the study of the record of past the circumstances under which peace or conflict Hhuman experience. Historians under- prevails in sub-Saharan Africa. Students will stand the term “record” in a very broad way, so examine the role of various factors, such as eth- that the line between history and various other nic differences, control of natural resources, and disciplines is sometimes a thin one. History has
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its own methodologies, however, as interdisci- HIST 225 (3) �The U.S. South plinary as it necessarily is in practice. HIST 228 (3) �Women in America Work in the department is directed toward HIST 234 (3) � Masculinity and Power in the achievement of two goals. On the one hand, America the student gains insight into other times and Choose 1 course in European History cultures and the human condition generally as before 1700 from the following: she learns about the past. She discovers what HIST 121 (3) �Early and Medieval Britain has endured and what is new. On the other HIST 127 (3) �English History, 1500-1689 hand, the student gains experience in gather- ing, evaluating, and interpreting large amounts HIST 223 (3) �The Ancient World, 8000 BC to 300 AD of information as well as the opportunity to sharpen her ability to communicate her find- HIST 224 (3) �The Medieval West, 400- 1350 ings to others. HIST 240 (3) �Gender, Sexuality, and Family in Pre-modern The History Major Europe (33 semester hours) HIST 258 (3) �History of Crime and Required: Punishment in the West HIST 143 (3) �Early Modern Europe, 1350- HIST 308 (3) �Encounters, Conquest, and 1650 European Expansion, 1350- 1650 HIST 144 (3) �Modern Europe, 1700-2004: From Absolutism to EU HIST 321 (3) �Studies in Medieval History Enlargement HIST 322 (3) �Renaissance and Senior Exercise: Reformation HIST 452 (3) �Senior Seminar Choose 1 course in European History after Choose 1 of the following courses: (Note: 1700 from the following: This requirement should be completed in HIST 203 (3) � Topics in Modern German History (when topic is the first or second year.) appropriate) HIST 103 (3) �Introduction to History: Intoxication and Addiction HIST 333 (3) �The Great War in Europe in American History HIST 355 (3) �War and Society in Modern HIST 104 (3) �Introduction to History: Europe Medieval Heroes: Myth or HIST 358 (3) �The Cold War as History History And choose 4 additional three-credit HIST 105 (3) �Introduction to History: in history. Doing Sweet Briar History courses HIST 107 (3) �Introduction to History: Recommended: A course in African history Stalin and Hitler (HIST 269, HIST 272, or HIST 373) is strongly recommended. Choose 1 course in U.S. History from the following: Notes: At least 3 of the courses (9 semester HIST 135 (3) �America, Origins to 1877 hours) elected for the major, in addition to HIST 136 (3) �The United States, 1877 to HIST 452, must be numbered at the 300-level the Present or above. HIST 221 (3) �Spirituality and Religious For the major in history, the P/CR/NC grad- Institutions in U.S. History ing option may not be exercised for any course
121 history Sweet Briar College which could count toward the major. Additional Choose 1 of the following sequences: information about the P/CR/NC grading option Sequence A is available under the Academic Regulations GOVT 159 (3) �Introduction to American heading in this catalog. Government The History Minor GOVT 213 (3) �Politics of Legal Order (18 semester hours) Sequence B GOVT 122 (3) �Introduction to Comparative Required: Politics HIST 143 (3) �Early Modern Europe, 1350- GOVT 201 (3) �Government and Politics of 1650 East Asia HIST 144 (3) �Modern Europe, 1700-2004: From Absolutism to EU Choose 2 additional three-credit courses Enlargement in government at or above the 200-level.
Choose 2 three-credit courses in history at Course Descriptions the 300-level or above. Introduction to History–HIST 103, HIST Choose 2 additional three-credit courses 104, HIST 105, HIST 107 in history. How do historians construct our view of the past? Each of the four courses listed below will Note: For the minor in history, the P/CR/NC not only introduce students to a particular grading option may not be exercised for any period or series of events, but also expose them course which could count toward the minor. to the historical craft. They will examine how Additional information about the P/CR/NC historians select questions for study, how they grading option is available under the Academic seek eyewitness accounts and interpret them, Regulations heading in this catalog. and how they present their findings. These courses are designed especially to introduce Teacher Licensure History and first- and second-year students to the study of Social Studies history; and they will be offered in a two-year (36 semester hours) rotation, one course each term.
Required: HIST 103 (3)–Introduction to History: ECON 101 (3) �Principles of Microeconomics Intoxication and Addiction in American History HIST 135 (3) �American, Origins to 1877 Prerequisite: Open to first-year students HIST 136 (3) �The United States, 1877 to and sophomores; others by permission of the the Present instructor. Contemporary commentators regard addiction as a biological and psychological con- HIST 143 (3) �Early Modern Europe, 1350- dition, rooted in heredity, biochemistry, and 1650 family dynamics. Yet, historians have argued HIST 144 (3) �Modern Europe, 1700-2004: that prior to 1800, there were no alcohol addicts, From Absolutism to EU only Americans who overindulged in drink. In Enlargement this course we will examine evidence bearing on HIST 223 (3) �The Ancient World, 8000 BC this radical thesis. By examining the experiences to 300 AD of Native Americans, native-born Protestants, HIST 269 (3) �Africa in World Affairs and immigrant groups, we will also examine RELG 178 (3) �Introduction to World how women’s concerns shaped nineteenth-cen- Religions tury movements to control the use of alcohol and the American society. Documents bear- ing on the point of view of sufferers as well as
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professionals and reformers will be considered. the early Celts and Britons; the Roman occupa- Offered alternate years. III.W, V.1. tion; Christianization of the British Isles; Anglo- Saxon Britain, the Norman conquest; and the HIST 104 (3)–Introduction to History: development of the monarchy, Parliament, and Medieval Heroes: Myth or History the common law. It also explores historicity of Prerequisite: Open to first-year students such popular subjects as the Arthurian tales. V.1. and sophomores; others by permission of the instructor. We will analyze the historical record HIST 127 (3)–English History, 1500-1689 concerning six of the most famous figures from A survey of English history under the Tudors medieval Europe: Arthur of Britain, Charlemagne, and Stuarts, with some attention to Scotland the Cid, Eleanor of Aquitaine, Francis of Assisi, and and Ireland as well. The course will begin with Joan of Arc. We will then investigate the legends an examination of early modern English society, concerning each, and attempt to separate historical including social relations in local communities facts from quasi-historical fiction. How much of and family structure, familial relationships and what we know about these “heroes” is actually true? the position of women. Other topics include: Offered alternate years. This course cannot be taken Henry VIII’s “break with Rome,” the Protestant on a P/CR/NC grading option. III.W, V.1. Reformation, assessment of Elizabeth’s abilities as queen, the Civil Wars, Restoration politics HIST 105 (3)–Introduction to History: and the world of Samuel Pepys. V.1, V.5. Doing Sweet Briar History Prerequisite: Open to first-year students HIST 135 (3)–America, Origins to 1877 and sophomores; others by permission of the An exploration of the origins and development instructor. This course explores the realm of his- of the American nation from the colonial period torical explanation using the Sweet Briar archives. through the end of Reconstruction. This course Each step in historical construction will be illus- will inquire into the nature of colonial society, trated by short projects: locating sources, determin- the meaning of the American Revolution, and ing their contexts, analyzing sources with reference the emergence of a capitalist social order. Other to their use as historical evidence, forming theory topics include the rise of slavery and the origins in response to evidence, and constructing narrative. and aftermath of the Civil War. V.1. Each student will combine these short projects to create a history of a topic of her choice. Offered HIST 136 (3)–The United States, 1877 alternate years. III.W, V.5. to the Present The second half of the two-course sequence HIST 107 (3)–Introduction to History: explores major developments, forces, and crises Stalin and Hitler that have shaped American history since 1877. Prerequisite: Open to first-year students Particular attention will be paid to industrialism and sophomores; others by permission of the and immigration, the history of race relations, instructor. An examination of the careers of intensifying international engagement, and the Stalin and Hitler, with particular emphasis on emergence of–and challenges to–a liberal political that period (1933-1945) during which both agenda. V.1. were in power. Topics include each man’s role as leader of his country, his ideology, and his HIST 143 (3)–Early Modern Europe, domestic and foreign policies. Special attention 1350-1650 will be paid to the Holocaust and to the related An introductory survey of the major themes in question of whether the Soviet experience of the European history between the 14th and 17th Gulag is in any way comparable. Offered alter- centuries. Topics include the Black Death; the nate years. III.W, V.1. rise of capitalism; the growth of cities and urban culture; monarchy and state building; HIST 121 (3)–Early and Medieval Britain the Renaissance; the Reformation and “Wars of This course surveys British history from antiq- Religion;” changing social and structures; and uity to the War of the Roses. Topics include the Scientific Revolution. V.1.
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HIST 144 (3)–Modern Europe, pre-industrial past. We will examine innova- 1700-2004: From Absolutism to EU tions in construction techniques, city planning, Enlargement resource utilization, and the human impact on This survey of European political and diplo- the natural environment. Case studies include matic history covers the development of the Etruscan and Roman engineering, ancient Greek absolutist state to the 2004 enlargement of the site planning, medieval “organic” cities, and European Union. Though focusing on politi- Renaissance urban design. We will also consider cal history, it delves into European develop- how past urban designs may provide solutions ments in economics, industrialization, social for problems facing megacities of the future. Darwinism, nationalism, Marxism, imperial- Offered alternate years. III.O, V.1. ism, fascism, communism, decolonization, genocide, and the welfare state. V.1. HIST 221 (3)–Spirituality and Religious Institutions in U.S. History HIST 203 (3)–Topics in Modern German Americans have long struggled to reconcile spiri- History tual intensity with stable communal institutions. Course topics will alternate from year to year and This course examines the historical development may focus on Modern German History (1618- of this struggle, focusing in particular on its gen- 1918); Nazi Germany; the division and reunifica- dered dimensions and the formation of religious tion of Germany (1945-2004); Prussia, Germany, communities set apart from the mainstream of and/or the Habsburg Empire; and the Holocaust. American life. We will also examine the impact Offered alternate years. Topic for Fall 2010: “The of religious zeal on American political life and History of Prussia to 1914.” Arguably the history of movements for social change, and inquire into German expansionism is the history of the Prussian the social and cultural forces behind the resur- state. This course examines the rise of the Prussian gence of fundamentalisms and the rise of thera- state in Northern Germany from 1525, through peutic spiritual philosophies in the twentieth the unification of Germany in the 19th century, century. III.W, V.1, V.5. to the beginning of World War I. It explores the Hohenzollern dynasty’s political and military strug- HIST 223 (3)–The Ancient World, 8000 gle against the Habsburg Holy Roman Emperors BC to 300 AD and the increased focus on German nationalism by This course probes the origins, rise, and char- the Prussian government. V.1. acteristics of the civilizations that appeared in Mesopotamia, Egypt, Greece, and Italy in the HIST 206 (3)–Modern Israel centuries from the Neolithic era to the rise of The Jewish national movement arose in nineteenth- Christianity. The political, religious, economic, century Europe as a response to Enlightenment social, intellectual, and artistic dimensions of ideals. The growth of nation-states coupled with the these civilizations will be examined. We will also spread of democratic ideologies prompted many discuss the legacy of the ancient world for the Jews to experiment with many forms of social modern west. Offered alternate years. May be Utopia that eventually became the modern state of counted toward the majors in classics. V.1. Israel. The study of contemporary sources will shed light on the origins of Zionist ideology, the role of HIST 224 (3)–The Medieval West, 400-1350 women in the development of the kibbutz collective This course challenges the perception of the settlement, and finally, the conflict between Israel Middle Ages as the “Dark Ages” by introducing and Arabs after the founding of the state in 1948. the cultural, political, intellectual and religious Offered alternate years. III.W, V.1, V.7. complexity of the period from the fall of the Roman empire to the Black Death. While focus- HIST 214 (3)–Building the Past ing geographically on Europe, north Africa and Prerequisite: ANTH 114, CLAS 211, ENVR the Near East, it also explores the medieval West 101, or HIST 223 is suggested, but not required. in the context of sub-Saharan Africa and China. This course explores how humans built and Offered alternate years. V.1. tried to sustain large-scale settlements in the
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HIST 225 (3)–The U.S. South gender difference, sex roles and sexual identity. Prerequisite: Not open to students who have Offered alternate years. May be counted as a core taken HIST 339. A survey of Southern history course toward the minor in gender studies. III.W, from founding of Jamestown to the rise of the V.1, V.5. Sunbelt. Topics will include the plantation, slav- ery, white society, Civil War, Reconstruction, HIST 246 (3)–The Soviet Union and Redemption, and the rise of Jim Crow. The Beyond course will conclude with the South’s continu- Prerequisite: HIST 144 or HIST 245. A study of ing efforts to deal with the legacies of its past. major political, diplomatic, economic, and social Offered alternate years. V.1, V.5. developments from the Bolshevik Revolution of 1917 to the presidency of Vladimir Putin. HIST 228 (3)–Women in America Special emphasis will be placed on the state’s Women’s experiences and past identities in continued expansionism and Soviet imperial- America have been shaped by household struc- ism, Stalinism and de-Stalinization, World War ture and economics, religion, cultural assump- II, and the Cold War. Offered alternate years. tions and access to public life, among other fac- tors. This course examines the history of women HIST 258 (3)–History of Crime and in America as daughters, mothers, wives, work- Punishment in the West ers, individuals, and public actors to account for This course surveys the foundations and devel- changing patterns of experience, opportunity opment of western criminal law, penal institu- and achievement. Offered alternate years. May be tions, and criminal jurisprudence from antiquity counted as a core course toward the minor in gender to the modern world. Patterns of criminality and studies. V.1, V.5. enforcement, attempts at controlling crime, and philosophies regarding crime and punishment will HIST 234 (3)–Masculinity and Power in be explored. We will also examine current debates America on such controversial issues as violence, the death This course explores the changing ideals and activi- penalty, and the prosecution of “crimes against ties defining American manhood from the colonial humanity.” No knowledge of statistics or data period through the present. We will inquire into analysis is assumed. Students will learn the neces- the cultural and social forces that shaped the “male” sary techniques and skills in the course. May be public sphere in the 18th and 19th centuries. Other counted as an adjunct course toward the minor in law topics include the varied relations between male and society. III.Q, V.1, V.7. identity and work, home life and leisure, the emer- gence of sexuality as a key component of masculin- HIST 261 (1, 2, or 3)–Directed Study ity, and the impact of urbanization, immigration Prerequisites: One HIST course and permis- and race on ideals of manhood. Offered alternate sion of the instructor. The study of introduc- years. May be counted as a core course toward the tory level material by an individual student or by minor in gender studies. III.W, V.1, V.5. a small group of students under the immediate supervision of a faculty member. HIST 240 (3)–Gender, Sexuality and Family in Pre-modern Europe HIST 269 (3)–Africa in World Affairs Prerequisite: HIST 127, HIST 143 , HIST An introduction to modern Africa from 1880 to 223, or HIST 224 recommended. This course the present that concentrates on the experience explores gender and sexuality in Europe and of Colonial rule and its relation to the rise of the Mediterranean from late antiquity to the national movements that led to the creation of Industrial Revolution. It considers such topics independent states in the 1960s. Special empha- as marriage and the family, “women’s work,” the sis will be placed on economic and political influence of law and religion on gender roles and developments during the period of indepen- sexuality, and early debates about the differences dence that affect Africa’s international relations. between the sexes. It also investigates the con- V.4, V.5. flicting theoretical approaches to understanding
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HIST 272 (3)–Pre-Colonial African History pays particular attention to historical shifts in the An introduction to the development of African relations between sufferer, community, and healer, political culture from the tenth to nineteenth cen- and how such shifts affect understandings of health turies. After studying the historical foundations and illness. Offered alternate years. This course may of local institutions, the course will focus on the not be taken on a P/CR/NC grading option. III.O. formation of states before and during the period of the slave trade until about 1860. Emphasis on HIST 319 (3)–The Playground of Empires: contemporary historical sources. V.4, V.5. Eastern Europe and the Balkans in the 19th and 20th Centuries HIST 308 (3)–Encounters, Conquest and Prerequisite: HIST 143, HIST 210, or European Expansion, 1350-1650 HIST 216. Eastern Europe and the Balkans were Prerequisite: HIST 143 or HIST 224. This traditional European borderlands for centuries. course probes the economic, scientific, and ter- Due to the regions’ positions between expand- ritorial expansions that both fuelled and resulted ing and contracting empires, they have been from the “rebirth” of western Europe during the the “playground” of the Great Powers for the early modern era. Topics include Columbus’s last three centuries. This course examines these voyages to the New World; the Portuguese struggles and the various reactions of the indig- slave trade in Africa; Italian and Ottoman com- enous populations to the competing empires mercial rivalries in the Mediterranean; Spanish, from the late 18th to the 21st centuries. Offered British and French colonization of the Americas; every three years. III.W, V.1, V.7. and Europe’s scientific responses to the new and strange environments being mapped and HIST 321 (3)–Studies in Medieval History explored. Offered alternate years. III.W, V.1. Prerequisite: HIST 143. The millennium sepa- rating antiquity and the Renaissance witnessed HIST 312 (3)–Virginia: History and Memory the rise of western Christianity and capitalism, Prerequisite: HIST 135 or HIST 225. Virginia the invention of romantic love, the development has occupied a central if contested position in the of Islamic science, and the Black Death. Topics cultural memory of Americans. This research semi- will alternate: Early Middle Ages or Dark Ages; nar explores key dimensions of Virginia’s distinc- High Medieval Renaissance(s); Medieval Iberia; tive history, including its economic structure, race The Disastrous Fourteenth Century. Offered relations, and political culture. Through case stud- alternate years. May be repeated for credit when ies of historical memorials, museums, and other topic is different. May be counted as a core course sites of remembrance we will analyze the politics toward the minor in gender studies.. III.W, V.5. and social construction of collective memories of Virginia. Students will develop and present their HIST 322 (3)–Renaissance and Reformation own research projects, drawing on the rich public Prerequisite: HIST 127 or HIST 143. The course historical, printed, and archival resources available will explore the social and cultural context of in Central Virginia. Offered every third year. This Renaissance and Reformation thought as well as the ideas and ideals of humanist intellectuals and course may not be taken on a P/CR/NC grading religious reformers. The study of Renaissance option. III.O. Italy will include such topics as the family, sex HIST 315 (3)–Illness and Healing in America and marriage, crime and criminal justice and social structure and politics in the city states Prerequisite: HIST 103, HIST 135, HIST 221, as well as humanism and art. The Reformation HIST 228, HIST 234, or HIST 242. This course section will examine traditional Catholicism and inquires into the religious, medical, and cultural popular beliefs, as well as the ideals and goals forces shaping the experiences of illness and heal- of Protestant and Catholic reformers, and will ing in America. Key topics include Puritan modes assess the reformers’ achievements. The focus of suffering, medical pluralism in the nineteenth of the course may be EITHER Renaissance OR century, the rise and fall of “nervousness” and Reformation. Offered alternate years. May be other diagnoses, the medicalization of behavior counted as an adjunct course toward the minor in once thought immoral, and the popularization of psychology in the twentieth century. The course gender studies. V.5.
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HIST 327 (3)–Ethnohistory in the Balkans HIST 339 (3)–Slavery and Emancipation Prerequisite: HIST 144. UK Prime Minister Tony in America Blair described Yugoslavia as a land of “butchery” Prerequisite: HIST 135 or HIST 225. This and “barbarism.” This has been a common intel- course explores the rise, development, and lectual perception for centuries. This course, using abolition of slavery in North America. We a case study of the modern Balkans and the former will consider the distinctive characteristics of Yugoslavia, examines and challenges this claim by American slavery and of master-slave relations, exploring the intersection of ethnohistory and nation- the development of regional slave cultures, and alism through the case study of the Yugoslav peoples the impact of the internal slave trade. We and states to 2000. Offered every third year. V.1. will also consider changes in African American experience following emancipation. As part of HIST 330 (3)–The History of the the requirements of the course, students will European Union pursue research in local and regional archives Prerequisites: GOVT 109 and HIST 210. The culminating in a project that serves the needs of idea of a united Europe is not new. However, the local historical institutions. This course may not only peaceful attempt to achieve unity occurred be taken on a P/CR/NC grading option. Offered after the Second World War. This course critically every third year. examines how and why the organization evolved from a limited customs union and trade agreement HIST 348 (3)–19th- and 20th-Century in 1952 to one with a major role on the interna- Nationalism tional political and economic stage today. Offered Prerequisite: HIST 210. While nationalism has every three years. V.1, V.7. often played a legitimate and constructive role in political life, it has all too often been the HIST 333 (3)–The Great War in Europe source of intolerance, hatred, war, atrocity, Prerequisites HIST 144. Not open to students and genocide. This course provides an oppor- who received credit for HNRS 308 in Spring tunity for a close examination of the phenom- 2009. The Great War is often considered the bloody enon of nationalism from its emergence in birth of the modern world. Arguably, it was the first Revolutionary France to the end of the 20th “total war,” precipitated America’s entry onto the century. It begins with an examination of some world stage, facilitated the Bolshevik Revolution, of the theories of nationalism and discussion of destroyed Europe’s multiethnic empires, and set the relationship of nationalism to religion, lan- the stage for fascism and World War II. This course guage and culture, ethnicity, and regionalism. explores the diplomatic, political, and economic The core of the course is a series of case studies. history of the war and its myriad legacies. Offered Offered every three years. V.5. alternate years. V.1. HIST 355 (3)–War and Society in Modern HIST 336 (3)–Civil War, Reconstruction, Europe and the New South Prerequisite: HIST 143 or HIST 144. The study Prerequisite: HIST 135, HIST 136, or HIST of war will illustrate connections between social 225. This course examines the causes and conse- organization, technology, and values in various quences of the Civil War and the Reconstruction periods in early modern and modern Europe. of the South and its effects on white and black The course will conclude with an historical view Americans. We will pay particular attention to of military thinking during the age of nuclear debates over the proper interpretation of these weapons. Offered alternate years. events and the role played by them in national memory. As part of the requirements for the course, HIST 358 (3)–The Cold War as History students will conduct archive-based research on Prerequisite: HIST 210. This historiography topics relevant to the course and to the research course presents a number of major works by needs of the Legacy Museum of African American historians and political scientists. The students History in Lynchburg, Virginia. This course may not be taken on a P/CR/NC grading option. Offered will learn the narrative history of the Cold War, every third year. will examine works by various Cold War schol-
127 History Sweet Briar College ars, and will analyze some of the major debates will be introduced to the means by which art in Cold War historiography. Offered alternate can be critically observed, intelligently ana- years. III.W, V.7. lyzed, and knowledgeably discussed. ARTH 115, Survey of Art History I, and ARTH 116, HIST 361 (1, 2, or 3)–Special Study Survey of Art History II, provide a survey of art Prerequisites: 100-level HIST course and per- mission of the instructor. The study of an inter- from prehistoric times to the present and are mediate level topic by an individual student or the prerequisites to most upper level courses. by a small group of students under the immedi- Students considering majoring in art history ate supervision of a faculty member. should plan to complete ARTH 115 and ARTH HIST 373 (3)–Making African History 116 by the end of their sophomore year. Of Prerequisite: HIST 269 or HIST 272. By evalu- value to art history majors are courses in litera- ating introductory African history textbooks in ture, religion, philosophy, classical civilization, light of recent scholarship, the course will treat and history. A required course in studio art is the variety of ways that historians construct a intended to give students some practical knowl- view of history. We will compare textbooks with edge of how a work of art is produced. regards to selected topics and then survey recent research in academic journals to show how fresh For any student contemplating graduate research and novel questions change our views study or a career in which a knowledge of the of African history. history of art is essential (for example, work in museums or galleries, and in auction houses), HIST 377 (1, 2, or 3)–Internship a reading knowledge of at least one of the fol- Prerequisites: Three credits in HIST and per- lowing languages is strongly recommended: mission of the instructor, department chair, French, German, Italian, Spanish (depending and dean. This course is graded P/CR/NC only. on area of interest). HIST 452 (3)–Senior Seminar Prerequisite: Open by permission to seniors. The History of Art Major The seminar will deal with the question “What is (36 semester hours) history”? Primarily this will involve an examina- tion of some of the best works of historians in Required: the last few years. It also will consider ways in ARTH 115 (3) �Survey of Art History I which people organize, analyze, and interpret ARTH 116 (3) �Survey of Art History II past experience. III.O. Senior Exercise: HIST 461 (1, 2, or 3)–Independent Study ARTH 452 (3) �Senior Seminar Prerequisites: One 100-level HIST course, one 200-level HIST course, and permission of the Choose 2 three-credit courses in Area I, instructor. Pursuit of an upper level research Ancient and Medieval, of which 1 course must project determined in advance by the student in be at the 300-level. consultation with a faculty member who will act as the sponsor. Choose 2 three-credit courses in Area II, Renaissance and Baroque, of which 1 course must be at the 300-level.
Choose 2 three-credit courses in Area III, History of Art 18th Century to the Present, of which 1 course ourses in the history of art provide the must be at the 300-level. Cstudent with an understanding of art and Choose 2 additional three-credit courses architecture in a cultural context. The student in art history.
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Choose 1 of the following studio art Netherlands, France, and Germany between courses: 1400 and 1600 will be examined. Offered alter- ARTS 101 (3) �Introduction to Studio Art nate years. V.6a. ARTS 110 (3) �Two-Dimensional Design ARTH 211 (3)–European Art c. 1700- ARTS 115 (3) �Sculpture I 1850 Area III, 18th Century to the Present Note: 5 courses (15 semester hours) in art his- tory must be taken at Sweet Briar College. A study of developments in European painting and sculpture within trends called the Rococo, The History of Art Minor Sensibility, Neo-classicism, and Romanticism. Material will be considered within cultural and (18 semester hours) historical contexts. Offered alternate years. V.1. Required: ARTH 213 (3)–Early Renaissance Art in ARTH 115 (3) �Survey of Art History I Italy ARTH 116 (3) �Survey of Art History II Area II, Renaissance and Baroque Choose 4 additional three-credit art his- Prerequisite: First-year students with permis- tory courses. Two of these courses must be at sion. An introduction to the art of the Early the 300-level and must be selected from 2 of the Renaissance in Italy. Examples of painting, sculp- 3 areas. ture, architecture, and printmaking produced in Italy between 1200 and 1500 will be examined. Course Descriptions Offered every third semester. V.1, V.6a. ARTH 115 (3)–Survey of Art History I ARTH 214 (3)–High Renaissance and An historical and analytical introduction, con- Mannerist Art in Italy sidering representative monuments in their con- Area II, Renaissance and Baroque text and proposing ways of understanding visual Prerequisite: First-year students with permis- evidence. Three hours lecture and one assigned sion. An introduction to the art of the High discussion section. V.1, V.6a. Renaissance and Mannerist period in Italy. Examples of painting, sculpture, architecture, and ARTH 116 (3)–Survey of Art History II printmaking produced in Italy between 1500 and An historical and analytical introduction, con- 1600 will be examined. Offered every third semes- sidering representative monuments in their con- ter. V.1, V.6a. text and proposing ways of understanding visual evidence. Three hours lecture and one assigned ARTH 217 (3)–European Art in the 17th discussion section. V.1, V.6a. Century Area II, Renaissance and Baroque ARTH 117 (3)–The Visual Experience: Understanding Art and Everyday Images Prerequisite: First-year students with permis- An introduction to how we look at, analyze, sion. An introduction to the art of Western and understand both art and “non-art” images Europe in the 17th century. Examples of paint- encountered in everyday experience. V.6a. ing, sculpture, architecture, and printmaking produced in Italy, France, Germany, Britain, ARTH 204 (3)–The Art of Northern Spain, and the Netherlands between 1600 and Europe, 1400-1600 1700 will be examined in detail. Offered every Area II, Renaissance and Baroque third semester. V.1, V.6a. Prerequisite: First-year students with permis- ARTH 221 (3)–American Arts I sion. An introduction to the art of Northern Area III, 18th Century to the Present Europe. Examples of painting, sculpture, archi- A study of the artistic development of the tecture, and printmaking produced in the United States from the Colonial period through
129 History of art Sweet Briar College the early nineteenth century. Paintings, architec- been interpreted and explained in the modern ture, and the decorative arts will all be consid- era. Students will also have the opportunity to ered with an emphasis on major artists, archi- examine objects in Sweet Briar’s collection of tects, and artisans, and the ways in which these classical antiquities. May be counted toward the groups influenced and responded to artistic and major or minor in classical civilization, or the minor stylistic trends in America and from Europe. in archaeology. Offered alternate years. III.O, V.6a. ARTH 235 (3)–Early Medieval Art ARTH 222 (3)–American Arts II Area I, Ancient and Medieval Area III, 18th Century to the Present Prerequisite: ARTH 115. The art and culture of A study of the artistic development of the United Europe from the late Roman Empire to the “Year States from the early nineteenth century through 1000.” Will include an examination of Islamic art the early twentieth century. Paintings, architec- and the art of the Byzantine Empire as well as that ture, and the decorative arts will all be consid- of Western Europe. Offered alternate years. V.6a. ered with an emphasis on major artists, archi- tects, and artisans, and the ways in which these ARTH 237 (3)–Asian Art groups influenced and responded to artistic and Prerequisite: First-year students with permis- stylistic trends in America and from an increas- sion. A survey of the arts of Asia, including ingly international perspective. Offered alternate architecture, sculpture, ceramics, metalwork, years. III.O, V.6a. painting, printmaking, and calligraphy from the neolithic to the modern period. While this class ARTH 227 (3)–The History of the Interior will chart the course of technical and stylistic Prerequisite: Permission of the instructor. This developments in these media, the primary focus course presents the history of the domestic interior will be on understanding the cultural and social from classical antiquity through the Renaissance contexts in which these arts developed. Offered and into the modern era, covering styles such as alternate years. V.4, V.6a. Rococo, Neoclassicism, Romanticism, Reform and Aestheticism, Art Nouveau and Art Deco, and ARTH 253 (3)–Early 20th-Century Art: Modernism. The focus will be an exploration of the Fauvism to Surrealism ways in which furniture, decorative arts, and inte- Area III, 18th Century to the Present rior architecture function as a domestic expression Prerequisite: ARTH 116. Developments in of historical developments. Offered alternate years. European art from c. 1900-1940. Major modern III.W, V.6a. movements will be studied in a cultural and historical context. Recent critical approaches to ARTH 229 (3)–British Architecture and the material will be considered. May be counted as Decorative Art an adjunct course toward the minor in gender studies. Developments in British architecture from the III.W, V.6a. Tudors to Victoria. The decorative arts (furni- ture, silver, ceramics, and glass) will be empha- ARTH 255 (3)–Contemporary Art sized in their architectural setting. Offered alter- Area III, 18th Century to the Present nate years. III.O, V.6a. The course will focus on visual culture from a ARTH 232 (3)–Greek Art and Archaeology global viewpoint beginning around 1970 and Area I, Ancient and Medieval continuing through the present day. Traditional art forms, such as painting, sculpture, and archi- This course will examine the art of ancient tecture, as well as art that draws from a wide Greece from the Bronze Age to the Hellenistic variety of media, including digital, environ- period. It will also study important archeological mental, and body art, will be covered. Particular sites and reflect on the role played by archaeolo- emphasis will be placed on art that is being pro- gists and art historians in the reconstruction of duced at present. V.1, V.6a. the past and the ways in which Greek art has
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ARTH 261 (1, 2, or 3)–Directed Study are monastic life, growing urbanization, pil- Prerequisites: One ARTH course and permis- grimage, the Crusades, and the role of women sion of the instructor. The study of introductory in society. Offered alternate years. III.W, V.1, level material by an individual student or by a V.6a. small group of students under the immediate supervision of a faculty member. ARTH 336 (3)–Studies in Medieval Art and Architecture ARTH 303 (3)–Seminar on Women Artists Area I, Ancient and Medieval Area III, 18th Century to the Present Prerequisite: ARTH 115. Selected interdisci- Prerequisite: One course in art history or plinary topics in medieval art will be stud- gender studies. A study of women artists in ied in depth. Course content will vary from Europe and the Americas in which considerable year to year. Topic for Spring 2011: “Medieval attention is paid to the cultural conditions in Pilgrimage: Architecture and Ritual.” We will which these artists worked and the obstacles they examine the ritual of pilgrimage, the cult of encountered in making their art. Artists of the the saints and relics, and the art and architec- periods preceding the eighteenth century will be ture of churches within the socio-political and briefly introduced, but emphasis will be on the religious context of medieval Europe and the eighteenth, nineteenth, and twentieth centuries. Mediterranean. Through readings and images Articles by feminist art historians and critics we will attempt to replicate the experience comprise the major portion of the reading list. of pilgrims travelling along these routes that May be counted as a core course toward the minor in extend from northern Europe to Spain, Italy, gender studies. III.O, V.5, V.6a. and Jerusalem. III.W, V.1, V.6a.
ARTH 306 (3)–Theories of Art ARTH 338 (3)–Gothic Art and Prerequisites: ARTH 115 and ARTH 116. The Architecture course focuses on philosophies of art in Western Area I, Ancient and Medieval civilization, beginning with the Greeks and con- Prerequisite: ARTH 115. This course will intro- tinuing until the present day. Particular emphasis duce students to the late medieval world where is placed on twentieth-century art theory. While the the arts of cathedral and court were influenced by relationship of visual art to theory will be studied, urbanization, travel, rising levels of literacy, and the primary focus is on the original theoretical texts. changes in monarchy and religion. This course will Offered alternate years. V.6a. include an examination of Islamic art and the art of the Byzantine Empire as well as that of Western ARTH 320 (3)–Later 19th-Century Art Europe. Offered alternate years. III.W, V.1, V.6a. Area III, 18th Century to the Present Prerequisite: ARTH 116; ARTH 211 or ARTH ARTH 340 (3)–Topics in Renaissance and 119 recommended. A study of such major trends Baroque Art as Impressionism, Post-Impressionism, and sym- Area II, Renaissance and Baroque bolism within a cultural and historical context. Selected topics in renaissance and baroque art Their importance as foundations of 20th-Century will be studied in depth. Course content will Modernism will be stressed. New critical approaches vary from year to year. to the material will be considered. V.6a. ARTH 341 (3)–Seminar: Art and Theory ARTH 322 (3)–Romanesque Art and in Renaissance Italy Architecture Area II, Renaissance and Baroque Area I, Ancient and Medieval Prerequisite: ARTH 116. Using both primary Prerequisite: ARTH 115. A study of the art and secondary sources, the seminar will examine and architecture of Byzantiam, Islamic cultures, Italian Renaissance art in relation to contemporary and western Europe from the tenth through the twelfth centuries. Major themes we will consider
131 History of art Sweet Briar College art theory in the 15th and 16th centuries. Offered alternate years. May be counted as an adjunct course Honors Program toward the minor in gender studies. V.6a. he Honors Program is designed for stu- ARTH 344 (3)–Seminar: Art and Theory Tdents of exceptional initiative and ability in Baroque Europe who enter the program as first-year students Area II, Renaissance and Baroque by invitation, or by application within the first Prerequisite: ARTH 116. Using both primary two years of their college career. The Honors and secondary sources, the seminar will exam- Program is designed to foster the kinds of ine Baroque art in relation to contemporary critical thinking, cross-disciplinary curiosity, art theory in the 17th and early 18th centuries. analytical and creative rigor expected in Honors Offered alternate years. V.6a. courses in all disciplines, to enrich the experi- ences for entering and lower-division Honors ARTH 354 (3)–Later 20th-Century Art: students through intellectually challenging Post World War II to the Present course work, and to provide significant oppor- Area III, 18th Century to the Present tunities to interact with an academically ener- Prerequisite: ARTH 116. Post-war trends from getic cohort during four years of Honors study. Abstract Expressionism to Post-Modernism will Sweet Briar students who are not accepted into be considered in their historical, cultural, and critical context. III.W, V.6a. the program as incoming first-year Honors students may apply for admission after the fall ARTH 361 (1, 2, or 3)–Special Study semester. Students who transfer to Sweet Briar Prerequisites: 100-level ARTH course and per- from another institution also may apply for mission of the instructor. The study of an inter- admission to the program. mediate level topic by an individual student or by a small group of students under the immedi- There are four types of Honors courses. ate supervision of a faculty member. With the exception of the First-year Honors Inquiry and First-year Seminar, Honors courses ARTH 377 (1, 2, or 3)–Internship are open to all interested students, with permis- Prerequisites: Three credits in ARTH and per- sion of the instructor. mission of the instructor, department chair, and dean. This course is graded P/CR/NC only. 1) First-year Honors Inquiry: Incoming Honors students begin an Honors course ARTH 452 (3)–Senior Seminar of study by enrolling in a one-credit Honors Prerequisite: Open only to senior art history Inquiry class in the fall. The Honors Inquiry majors. An examination of selected topics in the class provides a foundation in critical and history of art. Specific requirements of the course creative thinking across and among disci- will be decided in consultation with the majors each plines. By engaging with issues related to a year and may include papers, oral reports, and writ- theme, current news events, or the research ten examinations. This course is designated as the culminating exercise in the major and is required of interests of Sweet Briar faculty, students will all majors. III.O, III.W, V.6a. be introduced to practices of scholarship expected in a sustained Honors course of ARTH 461 (1, 2, or 3)–Independent Study study at Sweet Briar. Prerequisites: One 100-level ARTH course, one b) Honors Seminars : seminars developed 200-level ARTH course, and permission of the instructor. Pursuit of an upper level research especially for the Honors Program designed project determined in advance by the student in to foster critical and creative thinking. consultation with a faculty member who will act Honors seminars are offered at the 100-, as the sponsor. 200-, and 300-level. Honors seminars are often interdisciplinary and some are team-
132 2010-2011 Catalog honors program
taught. All Honors seminars require the per- Honors should consult with the department mission of the instructor to enroll. chair in her major, her faculty thesis advisor, and the director of the Honors Program early a) First-year Honors Seminar: all first-year in her college career, particularly if she plans to Honors students enroll in the 100-level spend a semester or more abroad. To be eligible first-year seminar in the spring semester. to initiate a Senior Honors Thesis project, a This three-credit course provides first-year student must meet the following requirements Honors students with a shared academic by the start of the fall term of her senior year: experience designed to foster intellectual curiosity and to develop analytical skills, 1) Completion of at least three courses that The course will take a topical approach that count toward the major looks beyond the approaches of a single 2) Completion of three credit hours of Junior discipline, and will further develop criti- Honors research, or an approved equivalent cal and creative thinking, and the research and writing skills necessary for upper-level 3) A minimum cumulative grade point aver- Honors course work. age of 3.0 3) Honors Sections: departments with mul- The Honors Program strongly recommends tiple sections of regularly offered introduc- that students who initiate Senior Honors tory courses may offer one of the sections as Thesis project should be among the best in an Honors section. their department, and have a cumulative and/ or major department grade point average of at 4) Honors Variants: individual or small least 3.3. group tutorials attached to regularly offered courses. Students may request that a course Senior Honors Thesis Project be offered as an Honors variant. The Senior Honors Thesis project provides At the conclusion of an Honors course of the Honors student with the opportunity to study, Honors student at Sweet Briar College design and complete a long-term project in have two options for programmatic recogni- her major department. At the beginning of tion: I.) Departmental Honors and II.) Honors the fall semester of her senior year, the student Degree submits a thesis proposal based on preliminary work done during her junior year. If the thesis I. Departmental Honors proposal is approved, the year-long research In order to receive Departmental Honors at project of creative endeavor moves forward graduation, a student must successfully com- under the direction of a faculty member plete the Senior Honors Thesis project. The from, or approved by, her major department. Senior Honors Thesis project is the culmina- Periodically, she may meet with other students tion of an Honors course of study at Sweet Briar doing thesis work and with the director of the College. The student will work closely with her Honors Program. The Senior Honors Thesis faculty thesis advisor in developing her topic project must be completed in a form specified and executing her Senior Honors Thesis proj- by the major department no later than two ect. Departmental Honors at one of three levels weeks before the end of classes in a student’s (Honors, High Honors, Highest Honors) will final semester. The thesis project is evaluated be indicated on the transcript of those students by a committee made up of the candidate’s the- who have successfully completed the Senior sis advisor, a second reader from the College, Honors Thesis project and these honors will and a third reader from outside the College, be announced at Commencement. A student most often faculty from another college. The who is interested in completing Departmental committee also conducts an oral examination
133 honors program Sweet Briar College on the thesis and determines the level of hon- dents may also petition the Honors Committee ors (Honors, High Honors, Highest Honors) for Honors equivalency credit for appropriate to be awarded. To be recognized for Honors work completed at their previous institution to work, the student must earn a grade of B+ or count toward the course requirements for the higher on her Senior Honors Thesis project. A Honors Degree. Students who complete a Sweet candidate who does not meet the requirements Briar approved course abroad may petition the for successful completion of the Senior Honors Honors Committee to accept it as the equiva- Thesis project is transferred to candidacy for lent of an Honors course. Students must earn the regular degree and will receive credit for a grade of B or higher in all Honors courses in independent study for her work. order to receive Honors credit. Successful com- pletion of Junior Honors research is considered II. The Honors Degree equivalent to an Honors seminar. The award of the Honors Degree is noted on both the student’s transcript and diploma. A Course Descriptions student wishing to pursue the Honors Degree should consult with her advisor and the direc- HNRS 101 (1)–Current Topics in Biology tor of the Honors Program as early in her col- and Medicine lege career as possible. The Honors Degree has Prerequisite: Open to first-year Honors stu- three major requirements: dents; permission of the instructor. This First- year Honors Inquiry will examine recent ques- 1) Successful completion of the Senior Honors tions, innovations, and discoveries in biology Thesis project; and medicine. Students will explore the scientific content of each topic as well as the social con- 2) Successful completion of seven Honors text. Students will conduct research utilizing courses which will include: digital and print resources, and will share the a) the First-year Inquiry results of their exploration in written and oral presentations. Discussions and group work will b) the First-year Honors Seminar be emphasized. Offered alternate years.
c) five additional Honors courses HNRS 102 (1)–Historic Preservation in - at least three of these five courses must Virginia be Honors seminars at the 200-level or Prerequisite: Open to first-year Honors stu- dents; permission of the instructor. This is a above First-year Honors Inquiry course. Virginia is - no more than two of the five courses the birthplace of historic preservation, and this may be Honors variants or sections seminar explores the movement’s impact in the - at least one Honors course (seminar or state - and on our campus - with an emphasis on variant) must be at the 300-level philosophical and ethical approaches, including the ongoing debate over preservation vs. resto- 3) A cumulative grade point average of 3.4 or ration. The central tenets of historic preserva- higher at graduation tion will be subject to the critical evaluation of competing perspectives, and supplemented by Students who are not admitted to the Honors first-hand examination of historic structures, Program at the start of their first year may peti- including visits to local sites such as Monticello tion the Honors Committee to accept alternate and Poplar Forest. work as the equivalent of the first-year Honors course(s) in fulfillment of the Honors Degree requirements, if they are accepted into the program after their first semester. Transfer stu-
134 2010-2011 Catalog honors program
HNRS 111 (3)–From Corporations to have received credit for ENGL 233 in Spring Clones: The Ethics of Personhood 2008. A workshop-based course exploring the Prerequisites: One First-year Honors Inquiry ethical and moral issues surrounding writing course and permission of the instructor. Not about poverty and privilege through writing open to students who have received credit creatively about our own experiences. Readings for HIST 108. A first-year Honors seminar. will include fiction, nonfiction, and poetry rep- We often define “persons” only biologically, resenting the lives of the poor, middle class, Homo sapiens sapiens. Yet the word applies and wealthy. Emphasis will be placed on rec- to non-human entities (corporations), while ognizing stereotype and cliche, how writers some humans have been denied “personhood” dramatize and critique the effects of poverty on (women and slaves). Many current legal and individuals, families, and communities, as well ethical controversies concern the “personhood” as attitudes toward poverty and wealth. May be of fetuses, animals, etc. This course combines counted as a workshop toward the major or minor philosophical, historical, and legal perspectives in English/creative writing. III.W, V.6b. on who (or what) should be granted the status and rights of “personhood.” Offered alternate HNRS 264 (3)–Contemporary years. III.W, V.1. International Writers Prerequisites: Sophomore standing and per- HNRS 112 (3)–What is This Thing Called mission of the instructor. This course will Love examine the rich array of contemporary lit- Prerequisite: One First-year Honors Inquiry erature throughout the world. Students will read course and permission of the instructor. A and discuss the writers’ work and will explore first-year Honors seminar. We explore differ- the particular historical, cultural, and political ent forms of love in different times and places, circumstances out of which these works have and look at how different disciplines approach emerged. Students will be encouraged to apply the study of love. From the philosophical dis- their own particular interests in the humani- courses on love in Plato’s “Symposium,” to the ties (e.g., anthropology, history, government, ecstasy of St. Theresa, to the role of love in fam- modern languages) to their research projects, ily life across cultures, and to the global reach oral presentations, and written assignments. V.2 of Valentine’s Day, we bring perspectives from anthropology, literary studies, history, philoso- HNRS 265 (3)–The Land as Art phy, religion, psychology, and marketing. III.W. Prerequisite: Permission of the instructor. We will study how - through decoration, manipu- HNRS 220 (3)–Science and Pseudoscience lation, or depiction - cultures respond to the Prerequisite: Permission of the instructor. land and objects that populate it. The class will The late Carl Sagan advised that “extraordi- cover topics such as the stone lines of the Nasca nary claims demand extraordinary evidence.” in Peru, visionary paintings of the Aboriginal Students in this course will critique pseudoscien- people of Australia, nationalistic landscapes tific claims scientifically. In the process, distinc- of J.M.W. Turner in Great Britain, Zen rock tions between science and pseudoscience will gardens of Japan, and feminist public art of become evident, leading to a discussion of their the Garbage Girls. A hands-on project will be relative value and impact on society. Possible encouraged. V.4, V.6a. topics include: ESP, creationist science, home- opathy, and concerns over power lines. Offered HNRS 295 (3)–Summer Research alternate years. This course cannot be taken on a Prerequisites: One or more 200-level courses P/CR/NC grading option. relevant to the research project; research pro- posal must be approved by sponsoring depart- HNRS 263 (3)–Writing about Poverty and ment and dean. Students must be engaged as Privilege full-time research assistants on campus for a Prerequisites: ENGL 104 and permission minimum of eight weeks during the summer. of the instructor. Not open to students who In addition to research duties, the student must
135 Interdisciplinary studies Sweet Briar College complete a culminating paper or project to project. The research papers will be published in be mutually conceived by the student and her a special issue of the Honors Journal. This course faculty sponsor. This course is graded P/CR/ is graded P/CR/NC only. NC only.
HNRS 299 (3)–Special Topics Prerequisite: Permission of the instructor. Topics will vary by semester and concentrate Interdisciplinary on interdisciplinary studies in the humanities. Course to be taught by the Honors Fellow and may be repeated when topic is different. Offered Studies alternate years. Course Descriptions HNRS 311 (3)–History of the Idea of Race INTD 103 (4)–Physical Science by Inquiry Prerequisites: One course in European history, Prerequisite: Declared major in liberal studies or ANTH 221, or PHIL 275; and permission of or permission of the instructor. An examina- the instructor. Not open to students who have tion of fundamental physical science concepts received credit for HIST 151. Race is a relatively through hands-on, inquiry-based explorations. new idea in Western civilization, and the course Using appropriate tools and equipment, stu- traces its creation in the eighteenth century as a dents build an understanding of energy sources, response to Europe’s exploration of the world chemical and physical change, electricity, and beyond its borders, through the nineteenth cen- magnetism. Students also gain experience in tury’s growth of “race science” and Imperialism, independent investigation and the development and finally into twentieth century versions in and implementation of their own exercises and such diverse movements as Fascism and anti- experiments. Six hours of lecture/laboratory per colonialism. May be counted toward the major or week. V.8ab minor in history. V.1, V.5. INTD 109 (3)–The Religion of Socrates HNRS 395 (3)–Summer Research This course will examine the social background Prerequisites: One or more 200-level courses rel- and philosophical articulations of Socratic reli- evant to the research project; research proposal gion. Students will read Plato’s dialogues in the must be approved by sponsoring department context of the cultural and religious background and dean. Students must be engaged as full-time of ancient Greece. Themes such as immortality, research assistants on campus for a minimum the nature of wisdom, and the relationship of of eight weeks during the summer. In addition rationality and irrationality will be interrogated to research duties, the student must complete in philosophic and religious terms. Offered a culminating paper or project to be mutually alternate years. conceived by the student and her faculty spon- sor. This course is graded P/CR/NC only. INTD 131 (1)–Service Learning: Science HNRS 399 (3)–Summer Honors Research Outreach Prerequisite: Completion of at least one intro- Prerequisites: One or more 200-level courses ductory course in science or math or placement relevant to the research project; a minimum above the introductory level. Co-requisite: con- cumulative GPA of 3.3; and research proposal current enrollment in a science or math course. selected by Honors Committee. Projects are Students will work within the community to undertaken and completed over eight weeks in foster interest in, knowledge of, and apprecia- the early summer. The student and her faculty tion for the sciences. sponsor together determine what the student will produce as the culmination of her research INTD 203 (2)–Architectural Studies project. At the end of the program each student Prerequisite: Permission of the instructor. must turn in to the Honors Program and to her Architectural Studies is a synthesis of architec- faculty sponsor the final product of her research
136 2010-2011 Catalog international Studies
tural history, basic architectural theory, freehand a student and by members of the departments drawing, and two- and three-dimensional model involved. design and construction. The seminar session (one hour per week) comprises a chronological INTD 463 (3)–Senior Project look at architectural history and concepts. The Senior project determined in advance by a three-hour lab each week will start with a jury of student and by members of the departments models designed and constructed outside of class, involved. followed by freehand drawing exercises. V.6b
INTD 302 (3)–Film and Literature The course will analyze the power of the movie camera as a carrier of meaning and as creator International of modern myths. The cinematic and the liter- ary languages will be compared, pointing out Affairs the ideological and artistic functions of the See Department of Government and most widespread art form in our time: cinema. International Affairs on page 116. Writings dealing with cinematic language will be read to introduce the students to perceptions and interests that twentieth-century authors showed for the new art form. Then, selected literature belonging to different cultural and International chronological contexts will be studied and com- pared to its rendition on film. This course is taught in English and may be counted toward the major in Studies Italian Studies and the minors in Italian and film he student who wishes to pursue cultural, studies. Offered alternate years. III.O, V.2. Tartistic, or socio-economic interests in other areas of the world may do so in a variety INTD 308 (3)–Inventing Antiquity of ways. Her objective may be to prepare for Prerequisite: one CLAS or RELG course at graduate work in some area of international the 200-level or above. We will examine reli- studies, to provide groundwork for a career in gious and cultural forms from Greece, Rome, and Egypt and how they are envisioned and foreign service, foreign affairs, tourism, inter- enacted in American history. The transmis- national organizations, multinational enter- sion of such phenomena as oracles, divination, prises, or simply to concentrate on a single religious initiations, and uses of secrecy will aspect of a foreign culture as part of a broad be studied. Historical pairings will include the liberal arts education. Pythia and Spiritualism, Egyptian religion and the Mormons, and ancient mystery cults and In consultation with the appropriate advisor, their American imitators. May be counted toward she may devise an interdisciplinary program of the majors in classics and religion. study suited to her individual interests, aptitudes and goals in one of the following fields: INTD 452 (3)–Senior Seminar in Liberal ■ Asian Studies Studies This capstone course is co-requisite for intern ■ German Studies (see Modern Languages and teachers seeking elementary licensure in the Literatures) Liberal Studies major. Pre-service teachers will ■ International Affairs develop and refine their professional portfolios based upon INTASC standards. III.O, III.W. ■ Italian Studies (see Modern Languages and Literatures)
INTD 461 (1, 2, or 3)–Independent Study ■ Latin American Studies Research on a topic determined in advance by
137 latin American studies Sweet Briar College
For some of these programs, foreign study tion and the Latin American Studies minor. This may be essential, and for all of them the student minor provides an excellent complement to is strongly encouraged to incorporate a period majors in anthropology, environmental studies, of study abroad in her program. She should government, and religion, and prepares students consult with the appropriate advisor early in for work in fields such as business, teaching, her first year in order to assure sufficient time government and non-profits. to complete prerequisites as well as require- ments for the major. The Latin American Studies Minor (21 semester hours)
Required: GOVT 318 (3) �Comparative Politics of Latin Italian America See Department of Modern Languages and LAST 201 (3) �Latin American Culture I Literatures on page 156. LAST 202 (3) �Latin American Culture II LAST 302 (3) �Special Topics in Latin American Studies Journalism, New RELG 235 (3) �Latin American Religion Choose 1 of the following: Media, and HIST 308 (3) �Encounters, Conquest, and European Expansion, 1350- 1650 Communications LAST 302 (3) �Special Topics in Latin See Department of English on page 96. American Studies (can be repeated when content changes) SPAN 255 (3) �Topics in Hispanic Literature in Translation (when topic is Latin American appropriate) SPAN 382 (3) �The Latin American Novel Studies SPAN 384 (3) �The Latin American Short he Latin American Studies minor offers Story and Essay TSweet Briar students the opportunity to SPAN 386 (3) �Latin American Theatre study the region composed of Mexico, Central SPAN 388 (3) �Latin American Poetry and South America, and the Caribbean. The interdisciplinary approach allows students to Choose 1 additional three-credit course explore various aspects of the area such as taught in Spanish which is numbered above religion, history, politics, and literature. To SPAN 202. provide a deeper cultural understanding and to insure a minimum level of communication Course Descriptions skills in the major language of the region, one LAST 201 (3)–Latin American Culture I course taught in Spanish numbered above 202 An introduction to the study of Mexico, Central is required. Students are encouraged to consider America and the Caribbean through an interdis- an approved study abroad experience in Latin ciplinary approach to the history and culture of America. The courses listed here may also be the area. The historical, political, social, artistic used toward the Latin American concentration and economic complexities of the region will be of the international affairs major. However, a emphasized. V.4. student may not declare both that concentra-
138 2010-2011 Catalog law and society
LAST 202 (3)–Latin American Culture II An introduction to the study of South America Law and Society through an interdisciplinary approach to the his- tory and culture of the continent. The historical, aw and Society examines how institutions, political, social, artistic and economic complexi- Lorganizations, and movements are defined ties of the region will be emphasized. V.4. by, and in turn define, the parameters of the logic, rhetoric, structure, and administration LAST 261 (1, 2, or 3)–Directed Study of legal rules in society. The focus is not exclu- Prerequisites: One LAST course and permis- sively on courts, lawyers, and judges, rather, sion of the instructor. The study of introductory on how cultural norms, economic relation- level material by an individual student or by a ships, artistic and literary imagery, and social small group of students under the immediate constructions and hierarchies influence how supervision of a faculty member. law is articulated in society. Law and Society at LAST 302 (3)–Special Topics in Latin Sweet Briar College begins with three required American Studies core courses providing the foundation for the Prerequisite: ENGL 104; first-year students themes, issues, and methodologies of the study with permission. An exploration of a specific of law in social contexts. Also required are the topic in Latin American studies. Topics will vary annually taught capstone seminar, as well as an by semester and the course may be repeated for academically supervised internship approved credit when course content changes. Topic for by the program director. Students elect three Fall 2010: “U.S. Hispanic Literature.” A study adjunct courses from three different categories. of the rich and complex culture of the U.S. With the approval of the program director, stu- Hispanic community through its literary pro- dents may elect to substitute an independent duction. The issue of Hispanic identity will be study, an honors seminar, or a course taken at examined as it is represented in autobiographies, short stories, novels, and poetry by authors such another institution for one adjunct course. as Sandra Cisneros, Ana Castillo, Gustavo Perez- Firmat, and Gloria Anzaldua. This course may The Minor in Law and Society be counted as the one course in English allowed (24 semester hours) for the major in Spanish. V.2 Required: LAST 361 (1, 2, or 3)–Special Study HIST 108 (3) �Modern Law and Medieval Prerequisites: 200-level LAST course and per- Past mission of the instructor. The study of an inter- LAWS 201 (3) �Foundations of Law and mediate level topic by an individual student or Society by a small group of students under the immedi- LAWS 202 (3) �Legal Theory and Public ate supervision of a faculty member. Policy LAST 377 (1, 2, or 3)–Internship LAWS 352 (3) �Social Movements and the Prerequisites: Three credits in LAST and per- Law mission of the instructor, department chair, LAWS 377 (3) �Internship and dean. This course is graded P/CR/NC only. Choose 1 of the following courses from LAST 461 (1, 2, or 3)–Independent Study the area of criminal justice: Prerequisites: Two 200-level LAST courses GOVT 213 (3) �Politics of Legal Order and permission of the instructor. Pursuit of HIST 258 (3) �History of Crime and an upper level research project determined in Punishment in the West advance by the student in consultation with a SOCI 300 (3) �Social Psychiatry faculty member who will act as the sponsor. SOCI 310 (3) �Criminology
139 law and society Sweet Briar College
Choose 1 of the following courses from instrument and symbol of legitimacy, as well as the area of constitutional law and public policy: a means of social control and dispute resolution. GOVT 315 (3) �The U.S. Supreme Court The seminar would take comparative perspec- tive of different societies and historical periods GOVT 316 (3) �U.S. Civil Rights and and culminate in the student’s preparation of Liberties a major research project. This course cannot be Choose 1 of the following courses from taken on a P/CR/NC grading option. the area of legal history and theory: LAWS 377 (1, 2, or 3)–Internship CLAS 315 (3) �The Later Roman Empire: Prerequisites: Three credits in LAWS and per- Law, Religion, and Society mission of the instructor, department chair, GOVT 232 (3) �Women, Law, and Politics and dean. This course is graded P/CR/NC only. HIST 308 (3) �Encounters, Conquest and European Expansion, 1350-1650 LAWS 461 (1, 2, or 3)–Independent Study Prerequisites: One 100-level LAWS course, one Course Descriptions 200-level LAWS course, and permission of the instructor. Pursuit of an upper level research LAWS 201 (3)–Foundations of Law and project determined in advance by the student in Society consultation with a faculty member who will act An introduction to the themes and methodolo- as the sponsor. gies of the interdisciplinary study of law in social context. Topics include the origins of law, legal systems, and norms of dispute resolution and adjudication. Case studies will utilize compara- tive perspectives on the major issues of law in Liberal Studies society. This course cannot be taken on a P/CR/ he Liberal Studies major is required of NC grading option. V.7. Tall students seeking elementary certifica- tion (PreK-6) through the College’s approved LAWS 202 (3)–Legal Theory and Public licensing program. The major consists of a Policy curriculum designed to meet the competen- What is the nature of justice? What is law? What cies mandated for teacher licensure in the are rights? How do they influence public policy? Commonwealth of Virginia and many of the This class is an introduction to major theories College’s General Education requirements. The and perspectives in jurisprudence, and how program includes a core of required courses, these different normative and empirical tradi- and an area of concentration which must be tions shape both how public policy is formed selected by the sophomore year. Students seek- and evaluated. Case studies will utilize com- parative perspectives on the major issues of legal ing admission to the Liberal Studies major must theory and public policy. This course cannot be fulfill all entrance requirements for the teacher taken on a P/CR/NC grading option. preparation program, including submission of passing Praxis I scores. In addition, students LAWS 261 (1, 2, or 3)–Directed Study must meet the Education Department’s profes- Prerequisites: One LAWS course and permis- sional studies requirements to be eligible for the sion of the instructor. The study of introductory degree which requires that students complete level material by an individual student or by a the Master of Arts in Teaching (see Education small group of students under the immediate Department listings). Due to the heavy time supervision of a faculty member. commitment demanded by this major, students are encouraged to begin the program early in LAWS 352 (3)–Social Movements and the Law their academic career. This major is open only Social Movements and the Law examines how to those students seeking elementary licensure law acts both instrumentally and constitutively (PreK-6) and who are prepared to commit to in social organization by examining law as an
140 2010-2011 Catalog liberal studies
the fifth year MAT program. Liberal Studies HIST 107 (3) �Introduction to History: Stalin majors will be invited to participate in gradu- and Hitler ation with their class, but will not receive their Bachelor of Arts degree at that time. It will be Additional Requirements: indicated on the commencement program that Majors will complete a concentration consisting they are candidates for the Master of Arts in of three 3-credit courses, two of which must be at the 300-level or above. Students may not Teaching degree. At the end of their fifth year, minor in their declared concentration. when all MAT requirements are completed, Liberal Studies majors will receive both their Anthropology Bachelor of Arts degree and their Master of Arts Archaeology in Teaching degree. Biology Chemistry Classics The Liberal Studies Major Dance (48 semester hours) Economics Engineering Science Required: English BIOL 103 (4) �Life Science by Inquiry English and Creative Writing ENGL 317 (3) �History of the English Environmental Science Language Environmental Studies ENVR 131 (3) �Physical Geography: Film Studies Landscapes French ENVR 133 (1) �Physical Geography German Laboratory Government History GOVT 159 (3) �Introduction to American History of Art Government Italian Latin American Studies HIST 135 (3) �America, Origins to 1877 Law and Society HIST 136 (3) �The United States, 1877 to Mathematics the Present Music Musical Theatre INTD 103 (4) �Physical Science by Inquiry Philosophy MATH 211 (3) �Fundamental Mathematics I Physics MATH 213 (3) �Fundamental Mathematics II Psychology PSYC 201 (3) �Developmental Psychology: Religion Infancy and Childhood Sociology Statistics Senior Exercise: Spanish INTD 452 (3) �Senior Seminar for Liberal Studio Art Studies Theatre
Choose 1 of the following: In addition to the completion of the Liberal Studies major requirements, students seek- HIST 103 (3) �Introduction to History: ing elementary licensure must also complete Intoxication and Addiction in American History the required Professional Studies and Field Experience courses listed under the Education HIST 104 (3) �Introduction to History: Department. Medieval Heroes: Myth or History HIST 105 (3) �Introduction to History: Doing Sweet Briar History
141 Mathematical and computer sciences Sweet Briar College
Choose 3 additional three-credit courses Mathematical in mathematics at the 300-level or above. BIOL 320 and PHYS 201 may be used toward this and Computer requirement. And choose 1 three-credit course in statistics.
Sciences Note: Either MATH 304 or MATH 306 will tudents in the mathematical programs ana- satisfy both the statistics requirement and a 300- Slyze and solve problems in a variety of level mathematics course requirement. environments while improving and extending their logical skills. Major programs may be The Mathematics Major (B.S.) elected which emphasize abstract or applied (62-63 semester hours) mathematics. Required: A student may earn either a Bachelor of Arts CHEM 131 (4) �General Chemistry or a Bachelor of Science degree in mathematics. CHEM 141 (1) �General Chemistry Lab Interdepartmental majors are offered in math- CSCI 188 (4) �Java Programming I ematical economics and mathematics-physics. MATH 123 (4) �Calculus I Students interested in any of these majors are MATH 124 (4) �Calculus II encouraged to consult the department chair for MATH 223 (3) �Calculus III advising assistance. MATH 232 (3) �Linear Algebra Note: No more than two 300-level courses may MATH 318 (3) �Mathematical Proofs be double-counted for a mathematics major and a statistics minor. No 300-level course may be MATH 323 (3) �Sequences and Series double-counted for a mathematics minor and a MATH 333 (3) �Algebraic Structures statistics minor. PHYS 171 (4) �General Physics I
The Mathematics Major (B.A.) Senior Exercise: (45 semester hours) MATH 452 (3) �Senior Seminar
Required: Choose 1 of the following options: CSCI 188 (4) �Java Programming I Option A: MATH 123 (4) �Calculus I CHEM 252 (4) �Introduction to Quantitative MATH 124 (4) �Calculus II and Inorganic Chemistry MATH 223 (3) �Calculus III CHEM 253 (1) �Introduction to Quantitative and Inorganic Chemistry MATH 232 (3) �Linear Algebra Laboratory MATH 318 (3) �Mathematical Proofs Option B: MATH 323 (3) �Sequences and Series PHYS 131 (1) �Introductory Physics Lab I MATH 333 (3) �Algebraic Structures PHYS 132 (1) �Introductory Physics Lab II Senior Exercise: PHYS 172 (4) �General Physics II MATH 452 (3) �Senior Seminar Choose 1 of the following courses: Choose 1 of the following courses: MATH 304 (3) �Mathematical Statistics MATH 424 (3) �Advanced Calculus MATH 306 (3) �Applied Linear Regression MATH 434 (3) �Topics in Abstract Algebra MATH 315 (3) �Biostatistics
142 2010-2011 Catalog Mathematical and computer sciences
Choose 1 of the following courses: Option B–Required: MATH 424 (3) �Advanced Calculus CSCI 188 (4) �Java Programming MATH 434 (3) �Topics in Abstract Algebra MATH 123 (4) �Calculus I MATH 306 (3) �Applied Linear Regression And choose 4 additional three-credit courses in mathematics at the 300-level or above. MATH 315 (3) �Biostatistics BIOL 320 and PHYS 201 may be used toward this requirement. Choose 1 of the following courses: MATH 205 (3) �Applied Statistics The Mathematics Minor PSYC 219 (4) �Statistics for Behavioral (21 semester hours) Sciences
Required: Choose 1 of the following courses: CSCI 188 (4) �Java Programming I BIOL 320 (4) �Biomathematics MATH 123 (4) �Calculus I BIOL 324 (4) �Ecology MATH 124 (4) �Calculus II BUSN 351 (3) �Marketing Research CHEM 216 (3) �Analytical Chemistry Choose 1 of the following courses: ECON 332 (3) �Econometrics MATH 223 (3) �Calculus III PSYC 310 (4) �Experimental Psychology MATH 232 (3) �Linear Algebra SOCI 451 (3) �Sociology Research Methods Choose 1 three-credit course in math- ematical science at 300-level or above. BIOL 320 Teacher Licensure may be used for this requirement. Students seeking teacher licensure in second- ary mathematics must include MATH 310 and And choose BIOL 320 (if not used MATH 333 in their major program. In addition, above), PHYS 201, or one additional one course in statistics (MATH 106, MATH three-credit course in mathematics excluding 205, or MATH 304) must be included in the MATH 113, MATH 211, and MATH 213. major program.
The Statistics Minor Course Descriptions–Computer Science (20-30 semester hours) CSCI 188 (4)–Java Programming I Choose 1 of the two following options for An introduction to computer science and object- the minor. oriented programming Java. Topics include data types and Java packages through collections and Option A–Required: class design and implementation. Structured CSCI 188 (4) �Java Programming programming, object-oriented design, and the MATH 123 (4) �Calculus I testing of programs will be stressed, emphasizing platform independent application development. MATH 124 (4) �Calculus II MATH 205 (3) �Applied Statistics CSCI 289 (4)–Java Programming II MATH 223 (3) �Calculus III Prerequisite: CSCI 188. This course is a con- tinuation of CSCI 188. It covers advanced MATH 303 (3) �Probability Java programming techniques and object-ori- MATH 304 (3) �Mathematical Statistics ented design including exceptions, advanced MATH 306 (3) �Applied Linear Regression input/output, object serialization and threads. MATH 315 (3) �Biostatistics Additional topics include one or more of the following: server-side applications, JavaServer Recommended: pages, servlets, and database programming. CSCI 289 (4) �Java Programming II
143 Mathematical and computer sciences Sweet Briar College
CSCI 293 (3)–C++ for Java Programmers MATH 211 (3)–Fundamental Mathematics I Prerequisite: CSCI 188. Object-oriented pro- Prerequisite: Not open to first-year students. A gramming in C++. Emphasis is on the differences course for prospective elementary teachers cov- between C++ and Java, in particular those elements ering the methods of instruction of mathematics of C and C++ that are not present in Java. Includes, and emphasizing a hands-on approach. Topics but is not limited to, arrays, pointers, destructors, include number systems, elementary number template classes, function overloading, the C++ theory, ratio, proportion, and percent. Standard Library and virtual functions. MATH 213 (3)–Fundamental Mathematics II Course Descriptions–Mathematics Prerequisite: Not open to first-year students. A course for prospective elementary teachers cov- MATH 106 (3)–Statistical Reasoning ering the methods of instruction of mathematics Prerequisite: Not open to students who have and emphasizing a hands-on approach. Topics received credit for MATH 205. An introduc- include mathematical reasoning, geometry, and tion to concepts and methods of data analysis. probability and statistics. Graphical and numerical description of data. Normal distributions, confidence intervals, sig- MATH 223 (3)–Calculus III nificance tests, correlation and linear regression. Prerequisite: MATH 124. Topics in ana- Use of statistical reasoning in such areas as lytic geometry in two- and three-dimensional opinion polling, government surveys, health risk Euclidean space, functions of several variables, assessment, behavioral research. III.Q. partial differentiation, gradients, and multiple integration. III.Q. MATH 113 (3)–Precalculus Prerequisite: Not open to students who have MATH 232 (3)–Linear Algebra received credit for MATH 123. A study of the Prerequisite: MATH 124. A study of linear polynomial, absolute value, logarithmic, expo- systems, matrices and matrix algebra, determi- nential, and trigonometric functions and their nants, vector spaces, and linear transformations; graphs. III.Q. includes applications to Euclidean n-dimen- sional spaces as well as theory of abstract vector MATH 123 (4)–Calculus I spaces. Limits, differentiation and integration of polyno- mials and trigonometric functions. Applications MATH 261 (1, 2, or 3)–Directed Study of calculus including graphing, related rates Prerequisites: One MATH course and permis- and max-min problems. This course includes a sion of the instructor. The study of introductory three-hour laboratory session. III.Q. level material by an individual student or by a small group of students under the immediate MATH 124 (4)–Calculus II supervision of a faculty member. Prerequisite: MATH 123. Applications of calcu- lus to area and volume problems, the exponential MATH 303 (3)–Probability and logarithm functions, techniques of integra- Prerequisite: MATH 223. Permutations and tion, sequences and series of real numbers. III.Q. combinations, discrete and continuous distribu- tions of several random variables, independence, MATH 205 (3)–Applied Statistics and conditional probability, expectation, variance, Prerequisite or co-requisite: MATH 113, the Central Limit Theorem. Offered alternate years. MATH 123, or BUSN 127; not open to stu- dents who have received credit for MATH 106. MATH 304 (3)–Mathematical Statistics An introduction to data analysis and statistics. Prerequisite: MATH 303. Theory of statistical Descriptive statistics, random variables and their inference with applications: estimation, testing distributions, independence, sampling distribu- of hypotheses, linear regression, categorical data. tions, confidence intervals, hypothesis testing Offered alternate years. and linear regression. Applications in science, social sciences and economics. III.Q.
144 2010-2011 Catalog Mathematical and computer sciences
MATH 306 (3)–Applied Linear Regression MATH 336 (3)–Vector Calculus Prerequisite: MATH 205, MATH 304, or PSYC Prerequisite: MATH 223. This course extends 219. A study of linear statistical models. Multiple the material in Calculus III, covering further regression, selection of variables, residual analy- topics in multidimensional calculus. It includes sis, and model building. Green’s theorem, Stokes’ theorem and the diver- gence theorem, as well as calculus in spherical MATH 310 (3)–Modern Geometry and cylindrical coordinates. Applications to Prerequisite: MATH 124. Topics in Euclidean physics are discussed. Offered alternate years. and non-Euclidean geometry, particularly geometry on a sphere. Students in this course MATH 342 (3)–Mathematical Modeling deepen their understanding of geometry and the Prerequisites: CSCI 188 and MATH 232. nature of geometric proof through discussion, Mathematical models with application to the social, discovery, and writing. Offered alternate years. life, and managerial sciences. Linear programming III.O, III.W. and one or more topics chosen from game theory, Markov chains, queuing models, networks, and MATH 315 (3)–Biostatistics graph theory. Offered alternate years. Prerequisite: MATH 205 or PSYC 219. Statistics with applications in the biological sciences. Topics MATH 346 (3)–Numerical Analysis include the Poisson distribution, bootstrap confi- Prerequisites: MATH 223, MATH 232, and dence intervals, matched pairs tests, non-paramet- CSCI 188. Topics chosen from the following ric tests, sample size and power, one-way and two- numerical methods: computer calculations, way analysis of variance, and logistic regression. approximation of functions, differentiation, inte- Offered alternate years. gration, solution of ordinary differential equations, and inversion of matrices. Offered alternate years. MATH 318 (3)–Mathematical Proofs Prerequisite or co-requisite: MATH 223 or MATH 361 (1, 2, or 3)–Special Study MATH 232. An introduction to construct- Prerequisites: 100-level MATH course and ing rigorous mathematical arguments. Topics permission of the instructor. The study of an include mathematical induction, functions, rela- intermediate level topic by an individual student tions, modular arithmetic, introductory logic, or by a small group of students under the imme- introductory set theory, and introductory com- diate supervision of a faculty member. binatorics. III.W. MATH 377 (1, 2, or 3)–Internship MATH 323 (3)–Sequences and Series Prerequisites: Three credits in MATH and per- Prerequisite: MATH 318. A rigorous study of mission of the instructor, department chair, sequences and series of real numbers and func- and dean. This course is graded P/CR/NC only. tions, developed from the axioms of the real number system and elementary point set theory. MATH 424 (3)–Advanced Calculus Prerequisite: MATH 323. A rigorous develop- MATH 328 (3)–Ordinary Differential ment of the theory of calculus, including conti- Equations nuity, differentiation, and integration. Offered Prerequisite: MATH 124. Separation of vari- alternate years. III.W. ables, exact equations, first and second order linear equations. Solutions by power series MATH 434 (3)–Topics in Abstract Algebra and numerical methods, systems of equations. Prerequisite: MATH 333. A rigorous study of Applications to the physical and biological sci- abstract algebraic structures, including rings, ences. Offered alternate years. V.8a. integral domains, fields, and polynomial rings. Offered alternate years. III.W. MATH 333 (3)–Algebraic Structures Prerequisite: MATH 318. A rigorous study of abstract algebraic structures, focusing primarily on group theory.
145 mathematical economics Sweet Briar College
MATH 445 (3)–Complex Analysis MATH 342 (3) �Mathematical Modeling Prerequisite: MATH 223. Algebra of complex numbers, analytic functions, Cauchy-Riemann Senior Exercise: equations, Cauchy’s theorem, Taylor and Laurent ECON 452 (3) �Senior Seminar expansions, calculus of residues. Offered alternate years. Choose 1 of the following courses: MATH 303 (3) �Probability MATH 452 (3)–Senior Seminar MATH 328 (3) �Ordinary Differential Prerequisite: Open to senior mathematics Equations majors; others by permission. This seminar is the departmental senior exercise, required of all Choose 1 of the following courses: mathematics majors. Under the direction of fac- ECON 332 (3) �Econometrics ulty mentors, students select and research topics in order to present them to the class. Historical MATH 306 (3) �Applied Linear Regression topics comprise one focus of the course. III.O. Choose 1 of the following courses: MATH 461 (1, 2, or 3)–Independent Study ECON 313 (3) �International Economics Prerequisites: One 100-level MATH course, one ECON 342 (3) �Ecological Economics 200-level MATH course, and permission of the instructor. Pursuit of an upper level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor. Medieval and Renaissance Mathematical Studies Economics he Medieval and Renaissance Studies Tminor provides an interdisciplinary oppor- The Mathematical Economics Major tunity for an integrated study of European (B.A.) cultures from the 4th to the 17th centuries. The (48 semester hours) period, which is essential to an understanding of Western society, can best be approached Required: through a combination of several disciplines. CSCI 188 (4) �Java Programming I Collaboration by the departments of English, ECON 101 (3) �Principles of Microeconomics history, and the history of art allows just such a ECON 102 (3) �Principles of course of study. Macroeconomics In the Middle Ages, after the collapse of ECON 201 (3) �Intermediate the Roman Empire, many of the legacies of Microeconomics ancient Rome were adapted in response to ECON 202 (3) �Intermediate new ideas introduced by the expanding influ- Macroeconomics ence of Germanic, Celtic, and Mediterranean ECON 227 (3) �Methods of Economic cultures. We will focus on the socio-political, Analysis economic, and cultural interactions of these MATH 123 (4) �Calculus I cultures throughout the medieval period, dur- MATH 124 (4) �Calculus II ing which the linguistic and geographic pat- MATH 205 (3) �Applied Statistics terns of Europe we recognize today emerged. MATH 232 (3) �Linear Algebra
146 2010-2011 Catalog medieval and renaissance studies
During the Renaissance (c. 1400-1650), ENGL 319 (3) �Chaucer Europe experienced a period of cultural renewal ENGL 322 (3) �Romance and Renewal: stemming from a re-interpretation of Classical Shakespeare and Elizabethan ideas. Momentous changes resulted from Drama humanism, the Reformation, the Scientific ENGL 324 (3) �Revenge and Ravishment: Revolution, and the Age of Exploration. We Shakespeare and Jacobean will study these historical developments as well Drama as the dramatic transformations in arts, litera- ENGL 340 (3) �The Sacred and the Profane ture, social values, and notions of selfhood that in the English Renaissance accompanied them. ENGL 344 (3) �Women in the Renaissance Acknowledging and questioning the dif- ferences that have traditionally been seen as History separating the Middle Ages and the Renaissance HIST 104 (3) �Medieval Heroes: Myth or makes the examination of both periods more History compelling. The Medieval and Renaissance HIST 121 (3) �Early and Medieval Britain Studies minor complements Sweet Briar HIST 127 (3) �English History, 1500-1689 College’s commitment to the liberal arts and HIST 143 (3) �Early Modern Europe, 1350- illustrates the high level and rigorous qual- 1650 ity of study available to its students. Also, by HIST 224 (3) �The Medieval West, 400- acknowledging a student’s concentration in 1350 this area, her chance at graduate study in one of HIST 321 (3) �Studies in Medieval History these fields is greatly increased. Study abroad is (may be repeated if topic dif- strongly encouraged. fers) HIST 322 (3) �Renaissance and Reformation The Medieval and Renaissance Studies History of Art Minor ARTH 204 (3) �The Art of Northern Europe, (18 semester hours) 1400-1600 Required: ARTH 213 (3) �Early Renaissance Art in Italy ARTH 214 (3) �High Renaissance and Choose 2 of the following courses from Mannerist Art in Italy each department listed below. Please be aware of ARTH 217 (3) �European Art in the 17th possible prerequisites. At least one course must Century be at the 300-level in two of the three depart- ARTH 235 (3) �Early Medieval Art ments. ARTH 322 (3) �Romanesque Art and Note: If majoring in any of these departments, Architecture choose one course from the major department ARTH 336 (3) �Studies in Medieval Art and at least two courses from each of the remain- and Architecture (may be ing departments. repeated if topic differs) English ARTH 338 (3) �Gothic Art and Architecture ENGL 235 (3) �Shakespeare ARTH 340 (3) �Topics in Renaissance and Baroque Art ENGL 239 (3) �Old English Language and Literature ARTH 341 (3) �Seminar: Art and Theory in Renaissance Italy (may be ENGL 315 (3) �Swords and Shield-maidens: repeated if topic differs) Gender Politics in Medieval Heroic Epic ARTH 344 (3) �Seminar: Art and Theory in Baroque Europe (may be ENGL 317 (3) �History of the English repeated if topic differs) Language
147 modern languages and literatures Sweet Briar College
Also recommended: combine her interests in a language with other Classical languages: Latin and Greek disciplines. The student considering such a Romance languages: French, German, Italian, program, or planning to study abroad, should and Spanish consult the department chair as soon as pos- MUSC 327 (3) �Early Music sible to assure proper preparation. RELG 241 (3) �Judaism A student who chooses one of these majors RELG 244 (3) �Christianity is expected to achieve a reading, writing, and RELG 255 (3) �Islam speaking knowledge of the language (or lan- SPAN 326 (3) �Early Spanish Culture: guages) in which she concentrates. The foreign Heritage and Identity language is used exclusively in all advanced courses and as much as possible in the others. Not more than one approved course given in English may be credited toward the major. The department recommends participation in a Modern Junior Year Abroad program or a residence of six weeks or more in a summer school where Languages and the exclusive use of the foreign language is required. Courses taken in programs abroad must be evaluated and approved by the appro- Literatures priate departmental faculty before credit is he modern language curriculum is designed granted toward the major. A student who has Tto give students an opportunity to become begun the study of a language in college will still conversant in one or more languages from find it possible to fulfill the major requirement linguistic, literary and cultural perspectives. in the language by arranging her courses in We encourage serious students to examine the consultation with her major professor. social, philosophical and aesthetic themes in literature and to acquire fluency and sensitivity The Department of Modern Languages does to structure and style in the languages offered not approve credit for online courses taken at which include French, German, Italian, and any level. No course being counted toward the Spanish. V.3 general education knowledge area may be taken on a P/CR/NC grading option. Careers in such fields as government, law, business, medicine, social service, journalism, The French Major or education are enhanced by the knowledge (33 semester hours) of foreign languages. Many graduate programs require proficiency in a foreign language. Required: Majors are offered in French, German, FREN 213 (3) �Studies in French Literature I and Spanish, and also in modern languages FREN 214 (3) �Studies in French Literature II and literatures (the study of three languages). FREN 232 (3) �Thematic Survey of Culture Students should spend their junior year in an and Civilization: Middle approved program of studies abroad, or par- Ages-World War I ticipate in an approved program of summer studies. Minors are offered in French, German, Senior Exercise: Italian, and Spanish. In cooperation with other FREN 452 (3) �Senior Seminar academic departments, the department also participates in programs providing majors in Choose 1 three-credit course in advanced German Studies and Italian Studies, and a French culture from the following: minor in Latin American Studies. The pro- FREN 323 (3) �Beyond Paris: The Regions grams are designed to encourage the student to of France and the French- Speaking World
148 2010-2011 Catalog modern languages and literatures
FREN 325 (3) �Literary Art Criticism The Spanish Major FREN 327 (3) �France Today: Media Texts (33 semester hours) and Social Contexts FREN 329 (3) �Semiotics of French Culture Required: SPAN 222 (3) �Introduction to Hispanic FREN 331 (3) �Representations of the Literatures French Revolution FREN 333 (3) �Existentialism and Senior Exercise: Postmodernism SPAN 452 (3) �Senior Seminar
Choose 2 three-credit courses in French Choose 1 of the following courses: literature at or above the 300-level. Peninsular Literature Choose 4 additional three-credit courses SPAN 316 (3) �Cervantes: Don Quijote in French numbered 204 or above. SPAN 326 (3) �Early Spanish Culture: Heritage and Identity Note: A French major is expected to take at SPAN 330 (3) �Topics in Hispanic Culture, least one course in French each term during her Language, and Literature junior and senior years. (approval required) SPAN 349 (3) �Realism, Naturalism, and The French Minor Regeneration: Spanish (18 semester hours) Literature 1850-1914 Required: SPAN 353 (3) �The Novel and Short Story FREN 213 (3) �Studies in French Literature I in Contemporary Spain FREN 214 (3) �Studies in French Literature II SPAN 357 (3) �Poetry and Theater in Contemporary Spain Choose 1 three-credit course in French literature at or above the 300-level. Choose 1 of the following courses: Latin American Literature Choose 3 additional three-credit courses SPAN 330 (3) �Topics in Hispanic Culture, in French numbered 204 or above. Language, and Literature (approval required) The German Major SPAN 382 (3) �The Latin American Novel (30 semester hours) SPAN 384 (3) �The Latin American Short Senior Exercise: Story and Essay GRMN 452 (3) - Senior Seminar SPAN 386 (3) �Latin American Theatre SPAN 388 (3) �Latin American Poetry Choose 9 additional three-credit courses in German numbered 205 or above. Choose 1 additional three-credit course at the 300-level in Spanish or Latin The German Minor American literature or culture. (18 semester hours) Choose 1 course in Latin American studies. Choose 2 three-credit courses in German at the 300-level or above. Choose 5 additional three-credit courses in Spanish numbered 215 or above. And choose 4 additional three-credit courses in German at the 200-level or above. Note: Spanish majors are strongly advised to take at least one course in Spanish during the fall term of the senior year.
149 modern languages and literatures Sweet Briar College
The Spanish Minor FREN 315 (3) �Literatures of the French- (21 semester hours) Speaking World FREN 452 (3) �Senior Seminar Required: SPAN 222 (3) �Introduction to Hispanic Choose 1 of the following courses: Literatures FREN 216 (3) �France in the 2000s: Society, Government, and Choose 6 additional three-credit courses Technology in Spanish numbered 215 or above, of which at FREN 217 (3) �Francophone Cinema least two courses must be at the 300-level. FREN 233 (3) �Contemporary French Note: One course taught in English may be Culture counted toward the minor by permission when the topic is appropriate. Choose 1 three-credit course in advanced French culture from the following: The Italian Minor FREN 323 (3) �Beyond Paris: The Regions (18 semester hours) of France and the French- Speaking World Choose 6 three-credit courses in Italian FREN 325 (3) �Literary Art Criticism numbered 201 or above, of which two must be FREN 327 (3) �France Today: Media Texts at or above the 300-level. and Social Contexts The Modern Languages and FREN 329 (3) �Semiotics of French Culture FREN 331 (3) �Representations of the Literatures Major French Revolution (45 semester hours) FREN 333 (3) �Existentialism and Choose 21 credits in a language of princi- Postmodernism pal concentration (French, German, Italian or Spanish), including only courses creditable to Choose 2 three-credit courses in French the major in that language of which at least 6 literature at or above the 300-level. credits must be in literature and one course must Choose 2 additional three-credit courses be the senior seminar. in French numbered 204 or above. Choose 15 credits in courses creditable Recommended: The student is encouraged to toward the major in a second language (French, spend a full year’s or a term’s study in an envi- German, Italian or Spanish). ronment where French is the principal language Choose 9 credits in courses above the inter- spoken. Degree credit is granted for participa- mediate level (202) in a third language (French, tion in an approved program abroad. German, Italian or Spanish). Teacher Licensure German Teacher Licensure French (30 semester hours in addition to required pro- (33 semester hours in addition to required pro- fessional courses in education) fessional courses in education) Required: Required: GRMN 225 (3) �Readings in Modern German Literature I FREN 213 (3) �Studies in French Literature I GRMN 226 (3) �Readings in Modern German FREN 214 (3) �Studies in French Literature II Literature II FREN 232 (3) �Thematic Survey of Culture GRMN 231 (3) �German Conversation and and Civilization: Middle Composition Ages-World War I
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GRMN 251 (3) �Introduction to German Choose 1 of the following courses: Culture I Latin American Literature GRMN 252 (3) �Introduction to German SPAN 330 (3) �Topics in Hispanic Culture: Culture II Heritage and Identity GRMN 452 (3) �Senior Seminar (approval required) SPAN 382 (3) �The Latin American Novel Choose 2 three-credit courses in German SPAN 384 (3) �The Latin American Short literature at or above the 300-level. Story and Essay Choose 2 additional three-credit courses SPAN 386 (3) �Latin American Theatre in German numbered 205 or above. SPAN 388 (3) �Latin American Poetry
Recommended: The student is encouraged Choose 1 of the following courses: to spend a full year’s or a term’s study in an LAST 201 (3) �Latin American Culture I environment where German is the principal LAST 202 (3) �Latin American Culture II language spoken. Degree credit is granted for participation in an approved program abroad. Choose 3 additional three-credit courses in Spanish numbered 215 or above. Teacher Licensure Spanish (33 semester hours in addition to required pro- Note: In some cases, depending on the stu- fessional courses in education) dent’s background and proficiency, a student may receive a departmental exemption for one Required: or more of the following: SPAN 215, SPAN 216, SPAN 215 (3) �Spanish Conversation SPAN 219, or SPAN 221. The exemption is for SPAN 216 (3) �Advanced Grammar and the course(s), not the credit; students still need Composition a minimum of 30 semester hours in Spanish SPAN 222 (3) �Introduction to Literary numbered 215 or above and 3 semester hours in Analysis Latin American studies. SPAN 452 (3) �Senior Seminar Recommended: The student is encouraged to spend the junior year or one term of that year Choose 1 of the following courses: in a Spanish-speaking country. Degree credit is SPAN 219 (3) �Hispanic Themes: Spain granted for participation in an approved pro- SPAN 221 (3) �Hispanic Themes: Latin gram abroad. America The following area studies programs offer an Choose 1 of the following courses: opportunity to concentrate on the primary Peninsular Literature aspects of language, civilization, and culture. SPAN 316 (3) �Cervantes: Don Quijote They are intended to result in majors consist- ing of a nucleus of courses in one of the foreign SPAN 326 (3) �Early Spanish Culture: languages, its literature, and its culture, around Heritage and Identity which a body of courses in not more than two SPAN 330 (3) �Topics in Hispanic Culture, other related fields is constructed. Language, and Literature (approval required) It is essential that the student consult with SPAN 349 (3) �Realism, Naturalism, and the advisors for the major early in her course of Regeneration: Spanish study, preferably in the first year. In any case, Literature 1850-1914 admission to the program is contingent upon SPAN 353 (3) �The Novel and Short Story in her obtaining written approval from the major Contemporary Spain advisor of each of the cooperating departments SPAN 357 (3) �Poetry and Theater in by the end of the fall term of the sophomore Contemporary Spain
151 modern languages and literatures Sweet Briar College year. Courses prerequisite to the major in each Arabic speaking countries. Taught only when an of the related areas should be completed by the instructor is available. conclusion of the sophomore year. Course Descriptions–Chinese The German Studies Major Note: These courses in Chinese language do not count toward the V.3 general education require- The Italian Studies Major ment. (36 semester hours) CHIN 101 (3)–Elementary Chinese I Choose 18 credits in the foreign language A study of the essentials of spoken and written of concentration which may include courses Chinese. Taught only when an instructor is in literature or culture or both. These courses available. must be normally creditable to the major in that language. CHIN 102 (3)–Elementary Chinese II Prerequisite: CHIN 101. A continuation of Choose 18 credits in not more than two CHIN 101 with the study of the essentials of other related fields. These courses must be nor- spoken and written Chinese. Taught only when mally creditable to the major in each of the areas an instructor is available. of concentration. CHIN 107 (3)–Introduction to Chinese Recommended: It is strongly recommended Culture I that the student participate in an approved pro- An introduction to the Chinese culture. Taught gram of studies in an area where the language of only when an instructor is available. concentration is primarily used. CHIN 108 (3)–Introduction to Chinese Course Descriptions–Arabic Culture II Note: These courses in Arabic language do not Prerequisite: CHIN 107. A continuation of count toward the V.3 general education require- CHIN 107 completing the introduction to ment. Chinese culture. Taught only when an instruc- tor is available. ARAB 101 (3)–Elementary Arabic I A study of the essentials of spoken and writ- Course Descriptions–French ten Arabic. Taught only when an instructor is available. Note: No course being counted toward the V.3 general education requirement may be taken on a ARAB 102 (3)–Elementary Arabic II P/CR/NC grading option. Prerequisite: ARAB 101. A continuation of FREN 101 (3)–Elementary French I ARAB 101 with the study of the essentials of A study of the essentials of grammar, the devel- spoken and written Arabic. Taught only when an opment of a simple, practical vocabulary, and instructor is available. readings based on present-day French life.
ARAB 107 (3)–Introduction to Arabic FREN 102 (3)–Elementary French II Culture I Prerequisite: FREN 101. A continuation of An introduction to the culture of Arabic speak- FREN 101. ing countries. Taught only when an instructor is available. FREN 201 (3)–Intermediate French I Prerequisite: FREN 102 or placement. Formal ARAB 108 (3)–Arabic Language and study and practice in speaking, reading, writing, Culture II and understanding French. Regular laboratory Prerequisite: ARAB 107. A continuation of ARAB attendance is required. 107 completing the introduction to the culture of
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FREN 202 (3)–Intermediate French II guage used in business and economics. We will Prerequisite: FREN 201. A continuation of FREN study texts dealing with the specialized vocabu- 201. Regular laboratory attendance is required. V.3. lary and the various forms of communication of the French business world. III.O FREN 204 (3)–French-English Translation Prerequisite: FREN 202 or placement. FREN 232 (3)–Thematic Survey of Translation of selected texts from English into Culture and Civilization: Middle Ages- French and from French into English. III.W. World War I Prerequisite: FREN 202, FREN 209, or FREN FREN 209 (3)–French Conversation and 213. French society throughout the ages. Composition Emphasis will be less on political history than Prerequisite: FREN 202 or placement. Practice on culture and the arts. Required of students in oral and written expression based on contem- minoring or majoring in French. V.1, V.3. porary topics. III.O, III.W, V.3. FREN 233 (3)–Contemporary French Culture FREN 213 (3)–Studies in French Literature I Prerequisite: FREN 202, FREN 209, or FREN Prerequisite: FREN 202 or placement. A survey 213. This course examines French society in the of French Literature from the Middle Ages to the twentieth and twenty-first centuries. Emphases 18th century at the advanced intermediate level. will be on culture and the arts. V.1. III.W, V.2, V.3. FREN 250 (3)–Masterpieces of French FREN 214 (3)–Studies in French Literature II Literature in Translation Prerequisite: FREN 213. A survey of French Prerequisite: First-year students with permis- Literature from the 19th century to the present sion. French majors may participate with at the advanced intermediate level. This is the permission of instructor, preparing papers continuation of FREN 213. III.W, V.2, V.3. and examinations in French. Close reading and analysis of major French texts in English FREN 216 (3)–France in the 2000s: translation. Offered alternate years. V.2. Society, Government, and Technology An in-depth examination of contemporary FREN 261 (1, 2, or 3)–Directed Study French society and government, with special Prerequisites: One FREN course and permis- emphasis on the expanding role of technology sion of the instructor. The study of introduc- within France. In addition to books and articles, tory level material by an individual student or by official and unofficial internet resources will be a small group of students under the immediate used to contrast varying views and reactions to supervision of a faculty member. events and changes occurring in France. Taught in English. This course will count towards the French FREN 315 (3)–Literatures of the French- major and minor if students do the written assign- Speaking World ments and examinations in French. V.5, V.7. Prerequisite: FREN 214. The cultures and lit- eratures of French-speaking countries outside FREN 217 (3)–Francophone Cinema Europe. Readings may include tales, novels and Specific topics such as French directors, franco- poetry from Africa, the Caribbean, Canada and phone cinema, women and the movies, will be other areas. Texts will be examined as literary offered according to students’ needs. Taught in works as well as keys to the understanding of the English. This course will count towards the French different cultures. V.2, V.4. major and minor if students do the written assign- ments and examinations in French. V.5, V.6a. FREN 321 (3)–Advanced Grammar Prerequisite: One course numbered FREN FREN 219 (3)–Commercial French 209 or above. This course deepens the stu- Prerequisite: FREN 202. Development of con- dent’s understanding of French grammar at the versational, reading and writing skills in the lan- advanced level and its application in various
153 modern languages and literatures Sweet Briar College contemporary French language contexts, both FREN 333 (3)–Existentialism and written and oral. III.W. Postmodernism Prerequisite: FREN 214 or FREN 232. This FREN 323 (3)–Beyond Paris: The Regions of course will lead to a better understanding of France and the French-Speaking World the philosophical movements in 20th-century Prerequisite: FREN 214 or FREN 232. This France. Students will read and analyze texts by course will lead to a better understanding of the theoreticians such as Sartre, Camus, Foucault, social, political, economic, and cultural diversity and Baudrillard. V.2, V.5. that is found both within France and beyond its national borders in the French-speaking world FREN 361 (1, 2, or 3)–Special Study through an in-depth examination of their differ- Prerequisites: 100-level FREN course and per- ent regions. V.5 , V.7. mission of the instructor. The study of an inter- mediate level topic by an individual student or FREN 325 (3)–Literary Art Criticism by a small group of students under the immedi- Prerequisite: FREN 214 or FREN 232. This ate supervision of a faculty member. course will teach students to analyze visual works of art by comparing writers’ commen- FREN 371 (3)–Aspects of 19th-Century taries on famous painting and architectural Literature monuments, from the Lascaux cave paintings to Prerequisite: FREN 214. From the romantic self the Beaubourg Center. Among writers studied, to the symbolist other: different perceptions of there will be literary writers such as Diderot, reality in representative works of 19th-century Baudelaire, Eluard, and Sollers; and post- literature. Offered alternate years. V.2. modern theorists from many disciplines such as Baudrillard, Bourdieu, Foucault, Derrida, FREN 377 (1, 2, or 3)–Internship Barthes, and Michel Serres. III.W, V.6a. Prerequisites: Three credits in FREN and per- mission of the instructor, department chair, and FREN 327 (3)–France Today: Media Texts dean. This course is graded P/CR/NC only. and Social Contexts Prerequisite: FREN 214 or FREN 232. This FREN 385 (3)–Aspects of 20th-Century course will help students develop a critical Literature appreciation of France and the various social, Prerequisite: FREN 214. Crisis, experiment and political, and economic problems that confront transformation in the French novel since 1945. French society today. The media texts to be Among the novelists to be studied are Boris studied will include articles from current French Vian, Marguerite Duras and Michel Tournier. newspapers, magazines, and various online news Offered alternate years. III.W, V.2. sources. V.7. FREN 452 (3)–Senior Seminar: Topical FREN 329 (3)–Semiotics of French Culture Studies in French Literature Prerequisite: FREN 214 or FREN 232. This Prerequisite: Required of seniors majoring in course will explore French culture through the French. Open to other qualified students with study of works by semioticians such as Barthes, permission of the department. III.O. Baudrillard, Bourdieu, Foucault, and Kristeva. V.5. FREN 461 (1, 2, or 3)–Independent Study Prerequisites: One 100-level FREN course, one FREN 331 (3)–Representations of the French 200-level FREN course, and permission of the Revolution instructor. Pursuit of an upper level research Prerequisite: FREN 214 or FREN 232. A study project determined in advance by the student in of how the depiction and interpretation of the consultation with a faculty member who will act French Revolution in French literature and the as the sponsor. arts have changed since 1789. V.1, V.2.
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Course Descriptions–German GRMN 231 (3)–German Conversation and Composition Note: No course being counted toward the V.3 Prerequisites: GRMN 202 and permission of general education requirement may be taken on the instructor. Practice in written and oral a P/CR/NC grading option. expression with discussions and essays based GRMN 101 (4)–Elementary German I on contemporary topics and literary selections. Offered alternate years. III.O, III.W, V.3. For beginners. Four class periods and two labo- ratory periods. GRMN 251 (3)–Introduction to German GRMN 102 (4)–Elementary German II Culture I Prerequisite: GRMN 101. A continuation of GRMN Prerequisite: GRMN 202. A study of various 101. Four class periods and two laboratory periods. historical, cultural, political, literary, and social trends in the German-speaking countries from GRMN 201 (4)–Intermediate German I the Middle Ages until 1900. Offered alternate Prerequisite: GRMN 102 or placement. Formal years. III.O, V.1, V.3. study and practice in speaking, reading, writing, and understanding German. Regular laboratory GRMN 252 (3)–Introduction to German attendance is required. Culture II Prerequisite: GRMN 202. A study of vari- GRMN 202 (4)–Intermediate German II ous historical, cultural, political, literary, and Prerequisite: GRMN 201. A continuation of social trends in the German-speaking coun- GRMN 201. Formal study and practice in speak- tries after 1900. Included will be a study of ing, reading, writing, and understanding German. German Nationalism, the “völkisch move- Regular laboratory attendance is required. V.3. ment,” National Socialism, life in the post-war divided country, and the German reunification. GRMN 205 (3)–Introduction to German Offered alternate years. III.O, V.1, V.3. Literature Prerequisite: GRMN 202 or placement. A study GRMN 254 (3)–German Culture through based on readings and discussions of various German Films representative works, chosen from various peri- Prerequisite: GRMN 202. In this course stu- ods and genres (poetry, drama, and prose). dents will view and discuss both older and more Student participation in discussion and practice recent German films. Emphasis will be placed on in written and oral expression will be empha- the image these films portray of German society sized. Offered alternate years. V.2, V.3. during the Weimar Period, the time of National Socialism, life in East and West Germany during GRMN 225 (3)–Readings in Modern the Cold War, and Germany since the reunifica- German Literature I tion. Taught in English with a special discussion Prerequisite: GRMN 202 or placement. Selected session in German. May be counted toward the readings from literature of the period between minor in film studies. May be counted toward the 1890 and 1933. Authors included are Kafka, majors in German and German studies or minor in Mann, Rilke, George Trakl, Hofmannsthal, German for those who elect the German discussion Schnitzler, Heym, and Benn. Emphasis on the session and do all written work in German. Offered novelle and lyric poetry. Offered alternate years. alternate years. V.1, V.6a. III.W, V.2, V.3. GRMN 261 (1, 2, or 3)–Directed Study GRMN 226 (3)–Readings in Modern Prerequisites: One GRMN course and permis- German Literature II sion of the instructor. The study of introduc- Prerequisite: GRMN 202 or placement. German tory level material by an individual student or by literature after 1945. Works of writers from a small group of students under the immediate Germany, Switzerland, and Austria. Offered supervision of a faculty member. alternate years. III.W, V.2, V.3.
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GRMN 311 (3)–History and Structure of Hülshoff, Hebbel, Grillparzer, Nestroy, Stifter, the German Language C.F. Meyer, Keller, and Fontane. Offered alter- Prerequisite: One course in German beyond nate years. GRMN 202. Through the reading of sample texts derived from the whole of German literary history, GRMN 372 (3)–The German Novelle from the present back to the Old High German of Prerequisite: One course in German beyond the early ninth century, this course will investigate GRMN 202. A study of the Novelle as a genre patterns of historical development and impart the from the 18th to the 20th century. Offered alter- skills to describe them systematically, creating, in nate years. V.2. effect, rather than just learning of, a descriptive his- tory of the development of the German language. GRMN 377 (1, 2, or 3)–Internship Offered alternate years. V.1. Prerequisites: Three credits in GRMN and per- mission of the instructor, department chair, and GRMN 322 (3)–German Literature Before dean. This course is graded P/CR/NC only. 1700 Prerequisite: One course in German beyond GRMN 384 (3)–The Modern German GRMN 202. A study of trends in literature in rela- Drama tion to the social, historical, and religious condi- Prerequisite: One course in German beyond tions in Germany from the Middle Ages through GRMN 202. The course will start with the Baroque. Offered alternate years. V.2. Naturalism and move through Expressionism, Neue Sachlichkeit, post-war and present-day GRMN 351 (3)–The Age of Goethe I: theatre. Emphasis will be placed on the develop- German Classicism and Its Precursors ment of dramatic theories, dramatic styles and Prerequisite: One course in German beyond staging as well as on the analysis of individual GRMN 202. A study of the Enlightenment, Sturm works. Selected plays by such dramatists as und Drang, and Early Classicism. Readings from Gerhart Hauptmann, Frank Wedekind, Hugo Lessing, Wieland, Lichtenberg, Lenz, Klinger, von Hofmannsthal, Ernst Toller, Georg Kaiser, Goethe, and Schiller. Offered alternate years. V.2. Bertolt Brecht, Friedrich Dürrenmatt, and Max Frisch. Offered alternate years. III.W, V.2, V.6a. GRMN 352 (3)–The Age of Goethe II: Later Classicism and Romanticism GRMN 452 (3)–Senior Seminar Prerequisite: One course in German beyond Prerequisite: Required of seniors majoring in GRMN 202. Selections from the later works of German and other qualified students by per- Goethe and Schiller, the works of Tieck, Novalis, mission. III.O, III.W. Brentano, Arnim, Arndt, Eichendorff, the Schlegels, E.T.A. Hoffmann, Chamisso, Kleist, GRMN 461 (1, 2, or 3)–Independent Study Prerequisites: One 100-level GRMN course, Hölderlin, and others. V.2. one 200-level GRMN course, and permission of GRMN 361 (1, 2, or 3)–Special Study the instructor. Pursuit of an upper level research Prerequisites: 100-level GRMN course and project determined in advance by the student in permission of the instructor. The study of an consultation with a faculty member who will act intermediate level topic by an individual student as the sponsor. or by a small group of students under the imme- diate supervision of a faculty member. Course Descriptions–Italian Note: No course being counted toward the V.3 GRMN 371 (3)–German Literature of the general education requirement may be taken on 19th Century a P/CR/NC grading option. Prerequisite: One course in German beyond GRMN 202. Selections from the writers of ITAL 101 (3)–Elementary Italian I Jungdeutschland, Grabbe, Lenau, Mörike, Droste- An in-depth study of Italian grammar with spe- cial emphasis on practical everyday vocabulary
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and expressions. Three class periods per week skills in written and oral expression utilizing plus required lab work. contemporary topics and texts. Offered alter- nate years. III.O, III.W, V.3. ITAL 102 (3)–Elementary Italian II Prerequisite: ITAL 101. A continuation of ITAL ITAL 254 (3)–Images and Reality in the 101. An in-depth study of Italian grammar with Italian Cinema special emphasis on practical everyday vocabu- This course has two aims: to present the essentials lary and expressions. Three class periods per of a semiology of images as found in some of the week plus required lab work. best movies produced in Italy after World War II and to examine the complex connections between ITAL 201 (3)–Intermediate Italian I Italian society and its rearticulation and represen- Prerequisite: ITAL 102 or placement. Formal tation in the language of visual arts. Twelve Italian study of syntax and its use in conversation and films with English subtitles will be seen. Taught in writing. Selected readings from magazines and English. Offered alternate years. III.W, V.5. literary works will be analyzed to learn the struc- tures and patterns of the Italian language. Three ITAL 261 (1, 2, or 3)–Directed Study class periods per week plus required lab work. Prerequisites: One ITAL course and permis- sion of the instructor. The study of introduc- ITAL 202 (3)–Intermediate Italian II tory level material by an individual student or by Prerequisite: ITAL 201. A continuation of ITAL a small group of students under the immediate 201. Formal study of syntax and its use in con- supervision of a faculty member. versation and writing. Selected readings from magazines and literary works will be analyzed to ITAL 301 (3)–Studies in the Novel learn the structures and patterns of the Italian Prerequisite: One course in Italian beyond language. Three class periods per week plus ITAL 202. An in-depth study of the theory of required lab work. V.3. the novel and representative texts of the 19th and 20th centuries, considered within the con- ITAL 221 (3)–Survey of Italian Literature text of political, cultural, and social aspects of from the Origins to the 18th Century the period. Offered alternate years. V.2. Prerequisite: ITAL 202. An introductory survey from the Middle Ages through Goldoni with close ITAL 305 (3)–Studies in the Novella reading and analysis of major works in poetry, prose, Prerequisite: One course in Italian beyond and theatre. Offered alternate years. V.2, V.3. ITAL 202. Origins and evolution of short prose fiction as literary form with emphasis on the ITAL 222 (3)–Survey of Italian Literature Decameron, Verga, Pirandello, and Calvino. in the 19th and 20th Centuries Offered alternate years. V.2. Prerequisite: ITAL 202. Selected readings from major authors and works of the modern period, ITAL 306 (3)–Italian Poetry: From the including Manzoni, Leopardi, Lampedusa, Scuola Siciliana to the Present Silone, Ungaretti, Montale, Calvino, and Prerequisite: One course in Italian beyond Moravia. Offered alternate years. V.2, V.3. ITAL 202. Examination of poetic forms and themes from the origins to the Dolce Stil ITAL 225 (3)–Readings in Contemporary Nuovo, Petrarca, the Romantics, D’Annunzio, Italian Literature Ungaretti, and Montale. Offered alternate years. Prerequisite: ITAL 202. Selections from authors V.2. from the period 1945-present with exploration of the contextual elements constituting la crisi del ITAL 313 (3)–Commercial Italian Novecento. V.2, V.3. Prerequisite: One course in Italian beyond ITAL 202. An introduction to the vocabulary and ITAL 232 (3)–Composition and forms of communication of the multiple sectors of Conversation the business world. Offered alternate years. V.3. Prerequisite: ITAL 202. Development of basic
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ITAL 317 (3)–Mothers of Courage Course Descriptions–Modern Prerequisite: First-year students with permis- sion. A study of the political and social commit- Languages and Literatures ment of Italian women fighting despotism, gender MODL 452 (3)–Senior Seminar prejudice, and abusive authority in Fascist Italy. Prerequisite: Required of seniors majoring in Through a critical analysis of literature and cinema, modern languages and literatures. the course will explore the politics of invention developed by major figures such as Aleramo and Course Descriptions–Spanish Kuliscioff, and less famous ones, like Occhipinti, as they were dealing with the prevailing ideology. Note: No course being counted toward the V.3 Taught in English. Offered alternate years. May be general education requirement may be taken on a counted toward the minors in film studies and gender P/CR/NC grading option. studies. V.2, V.5. SPAN 101 (3)–Elementary Spanish I ITAL 322 (3)–Literature and Culture of Introduction to Spanish grammatical structures, the Italian Renaissance vocabulary, and the cultures of Hispanic peoples. Formal study and practice in speaking, reading, Prerequisite: One course in Italian beyond writing, and understanding spoken Spanish at ITAL 202. Examination of the literary produc- the elementary level. Lab work required. tion of the 15th and 16th centuries via selections from representative authors such as Machiavelli, SPAN 102 (3)–Elementary Spanish II Ariosto, Castiglione, Colonna, Michelangelo, Prerequisite: SPAN 101. A continuation of Tasso. Offered alternate years. V.2. SPAN 101. Lab work required. ITAL 326 (3)–Dante SPAN 201 (3)–Intermediate Spanish I An in-depth reading and analysis of Canti from Prerequisite: SPAN 102 or placement. An inter- the “Inferno,” “Purgatorio,” and “Paradiso.” mediate Spanish language course with a special Offered alternate years. V.3. emphasis on oral communication. Audio and ITAL 361 (1, 2, or 3)–Special Study computer-based lab work required. Prerequisites: 100-level ITAL course and per- SPAN 202 (3)–Intermediate Spanish II mission of the instructor. The study of an inter- Prerequisite: SPAN 201. A continuation of mediate level topic by an individual student or SPAN 201 with a special emphasis on Hispanic by a small group of students under the immedi- culture and literature. Audio and computer- ate supervision of a faculty member. based lab work required. V.3. ITAL 377 (1, 2, or 3)–Internship SPAN 215 (3)–Spanish Conversation Prerequisites: Three credits in ITAL and per- Prerequisite: SPAN 202 or placement. A course mission of the instructor, department chair, designed to improve the student’s conversa- and dean. This course is graded P/CR/NC only. tional ability through the reading and discussion ITAL 452 (3)–Senior Seminar of literary and cultural texts. III.O, V.3. Prerequisite: Required of seniors majoring in SPAN 216 (3)–Advanced Grammar and Italian Studies and other qualified students by permission. III.O. Composition Prerequisite: SPAN 202 or placement. Fine- ITAL 461 (1, 2, or 3)–Independent Study tuning of language skills with an emphasis on Prerequisites: One 100-level ITAL course, one applying grammatical principles and organizing 200-level ITAL course, and permission of the strategies to the reading and writing of exposi- instructor. Pursuit of an upper level research tory prose. III.W, V.3. project determined in advance by the student in consultation with a faculty member who will act SPAN 219 (3)–Hispanic Themes: Spain Prerequisite: One course in Spanish numbered as the sponsor.
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202 or above or placement. An advanced inter- small group of students under the immediate mediate Spanish course that introduces students supervision of a faculty member. to historical and cultural issues in Spain through the reading and commentary of relevant texts. SPAN 304 (3)–Spanish-English Translation Reading strategies to enhance comprehension Prerequisite: SPAN 222. An introduction to the and analytical skills are emphasized. Offered methods, techniques, and problems involved alternate years. V.3. in translation from Spanish to English and English to Spanish with regard to sentence SPAN 221 (3)–Hispanic Themes: Latin structure, vocabulary, idioms and colloquial America phrases. Emphasis is on general material with Prerequisite: One course in Spanish numbered some consideration of specialized material (ex.: 202 or above or placement. An advanced inter- business, journalistic or literary texts). mediate Spanish course that introduces students to historical and cultural issues in Latin America SPAN 312 (3)–Spanish Literature of the through the reading and commentary of relevant Golden Age texts. Reading strategies to enhance comprehen- Prerequisite: SPAN 222. A study of the major sion and analytical skills are emphasized. V.3, V.4. trends in Spanish Golden Age Literature, including the emergence of new narrative forms, the Spanish SPAN 222 (3)–Introduction to Hispanic comedia, and Spanish poetry of the 16th and 17th Literatures centuries. Offered alternate years. III.W, V.2. Prerequisite: One course in Spanish numbered 202 or above or placement. An advanced inter- SPAN 316 (3)–Cervantes: Don Quijote mediate Spanish course that introduces students Prerequisite: SPAN 222. A close reading of “Don to the reading, discussion, and analysis of liter- Quijote” and its inter-relation with the literature ary texts from throughout the Hispanic world. of the 16th and 17th centuries. Emphasis on the III.W, V.2, V.3. notions of narrative voice and autonomous char- acter, which prefigure the world of contemporary SPAN 240 (3)–Spanish for Business fiction. Offered alternate years. V.2. Prerequisite: SPAN 215 or SPAN 216. A course that introduces students to business culture in SPAN 326 (3)–Early Spanish Culture: the Hispanic world (with an emphasis on Latin Heritage and Identity America), the vocabulary of business, and busi- Prerequisite: SPAN 222. An advanced course ness correspondence in Spanish. Weekly class in which students read and analyze literary and meetings will be supplemented with extensive historical texts that helped to shape the values use of computer-based materials for communi- and sense of Spanish identity as a nation from cation and research. III.O, V.3, V.4. the early middle ages through the seventeenth century. Topics of discussion will include the SPAN 255 (3)–Topics in Hispanic impact of multi-culturalism (Islamic, Jewish, Literature in Translation Christian), the development of the concept Prerequisite: First-year students with permis- of the hero, the changing role of women, the sion. A study of significant Latin American and/ emergence of the Catholic state, and the rise or Spanish writers and the relationship between and decline of Imperial Spain. Offered alternate their work and society. This course may be years. V.2. counted as the one course in English allowed for the major in Spanish. Taught in English. Offered SPAN 330 (3)–Topics in Hispanic alternate years. V.2. Culture, Language, and Literature Prerequisite: SPAN 222. Topics will vary SPAN 261 (1, 2, or 3)–Directed Study by semester. Topic for Spring 2011: “Fighting Prerequisites: One SPAN course and permis- Tradition: Spanish American Women Writers.” sion of the instructor. The study of introductory This course will examine works in a variety level material by an individual student or by a of genres by notable contemporary Spanish
159 modern languages and literatures Sweet Briar College
American writers such as Poniatowska, Mastretta, SPAN 382 (3)–The Latin American Novel Esquivel, and Allende and the testimonial works Prerequisite: SPAN 222. A study of the Latin of Rigoberta Menchu (Guatemala) and Domitila American novel with an emphasis on major twen- Barrios (Bolivia). We will discuss their interpre- tieth-century authors and literary trends. Writers tations of historical, social, and political events studied may include Bombal, Rulfo, Fuentes, and the significance of the emergence of women Garcia-Marquez, Allende and Argueta, among oth- as successful authors in Latin America. Offered ers. Offered alternate years. III.W, V.2. alternate years. May be counted as an auxiliary course for the minor in gender studies. V.2, V.5. SPAN 384 (3)–The Latin American Short Story and Essay SPAN 349 (3)–Realism, Naturalism, and Prerequisite: SPAN 222. A study of the major Regeneration: Spanish Literature 1850-1914 writers and themes of the Latin American short Prerequisite: SPAN 222. An examination of the story and essay (cultural, political and social Peninsular novel, theater, and poetry from the commentary). Writers studied may include point of view of the underlying social, historical, Palma, Echeverria, Marti, Quiroga, Borges, and theoretical influences of the time. Authors Donoso, Cortazar and Valenzuela, among oth- studied may include Galdós, Pardo Bazán, ers. Offered alternate years. V.2. Clarín, Unamuno, Machado, Valle-Inclán, and others. Offered alternate years. V.2. SPAN 386 (3)–Latin American Theatre Prerequisite: SPAN 222. A study of Latin SPAN 353 (3)–The Novel and Short Story American theatre with an emphasis on historical in Contemporary Spain trends and social and political themes and con- Prerequisite: SPAN 222. An analysis of the texts. Offered alternate years. V.2. Spanish narrative since 1914. The impact of psychology, philosophy, and literary theories on SPAN 388 (3)–Latin American Poetry literature will be discussed. Authors may include Prerequisite: SPAN 222. A study of Latin Gómez de la Serna, Sender, Chacel, Cela, Juan American poetry from the colonial period and Luis Goytisolo, Benet, Roig, Tusquets, and through Romanticism and Modernism to the others. Offered alternate years. III.W, V.2. present. Poets studied may include Sor Juana Ines de la Cruz, Heredia, Dario, Mistral, Vallejo, SPAN 357 (3)–Poetry and the Theater in Guillen, Neruda, Paz and Cardenal, among oth- Contemporary Spain ers. Offered alternate years. III.W, V.2. Prerequisite: SPAN 222. A study of Spanish poetry and theater since 1914. Emphasis will be SPAN 452 (3)–Senior Seminar placed on critical readings of the texts. Authors Prerequisite: Required of all seniors major- may include Salinas, Benavente, García Lorca, ing in Spanish. Open, with permission of the Cernuda, Buero Vallejo, Arrabal, Blas de Otero, department, to other qualified students. An and others. Offered alternate years. III.W, V.2. examination of different critical approaches that may be taken in dealing with literary texts. This SPAN 361 (1, 2, or 3)–Special Study is the senior exercise in Spanish. III.O, III.W. Prerequisites: 100-level SPAN course and per- mission of the instructor. The study of an inter- SPAN 461 (1, 2, or 3)–Independent Study mediate level topic by an individual student or Prerequisites: One 100-level SPAN course, one by a small group of students under the immedi- 200-level SPAN course, and permission of the ate supervision of a faculty member. instructor. Pursuit of an upper level research project determined in advance by the student in SPAN 377 (1, 2, or 3)–Internship consultation with a faculty member who will act Prerequisites: Three credits in SPAN and per- as the sponsor. mission of the instructor, department chair, and dean. This course is graded P/CR/NC only.
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The Music Minor–History and Music Theory Option he Department of Music provides both (18 semester hours) Tcomprehensive study in music for the stu- dent who wishes to major in music in a liberal Required: MUSC 157 (3) �Elementary Theory I arts setting, and general courses for the student who wishes to study music to broaden her MUSC 158 (3) �Elementary Theory II cultural understanding or as a performing art. MUSC 213 (3) �Classical and Romantic Music Because music is a multi-faceted discipline, MUSC 327 (3) �Early Music involving studies in history, theory, and applied MUSC 338 (3) �Music from Impressionism music, our curriculum is balanced so as to give to the Present our students the very best preparation and to challenge all students to work to their maxi- Choose 1 of the following courses: mum potential so that upon graduation they MUSC 224 (3) �Film Music will be well-prepared musicians. MUSC 312 (3) �Art Song
The Music Major The Music Minor–Solo Applied (38 semester hours) Music Option (18 semester hours) Required: MUSC 157 (3) �Elementary Theory I Required: MUSC 158 (3) �Elementary Theory II MUSC 157 (3) �Elementary Theory I MUSC 213 (3) �Classical and Romantic MUSC 158 (3) �Elementary Theory II Music MUSC 257 (3) �Advanced Theory I Choose 2 courses from the following: MUSC 213 (3) �Classical and Romantic MUSC 258 (3) �Advanced Theory II Music MUSC 327 (3) �Early Music MUSC 224 (3) �Film Music MUSC 338 (3) �Music from Impressionism MUSC 312 (3) �Art Song to the Present MUSC 327 (3) �Early Music MUSC 358 (3) �Form and Analysis MUSC 338 (3) �Music from Impressionism Senior Exercise: to the Present MUSC 452 (3) �Senior Seminar Choose 3 two-credit courses in solo Choose 1 of the following courses: applied music (MUSC 181, MUSC 183, MUSC MUSC 224 (3) �Film Music 185, MUSC 187, MUSC 189, MUSC 191, MUSC 193, MUSC 195, or MUSC 197). MUSC 312 (3) �Art Song
Choose 4 two-credit courses in solo applied Teacher Licensure in Vocal Music music (MUSC 181, MUSC 183, MUSC 185, (37 semester hours) MUSC 187, MUSC 189, MUSC 191, MUSC 193, Students seeking licensure in vocal music must MUSC 195, MUSC 197, or MUSC 303). satisfy all requirements for the major in music and complete MUSC 179, Conducting as well.
161 music Sweet Briar College
Course Descriptions MUSC 157 (3)–Elementary Theory I Prerequisite: Placement. An introductory study MUSC 107 (3)–Rudiments of Music I of the elements of Common Practice music. Introduction to the musical notation of pitch Attention will be directed to the development of and rhythm and to scales and intervals through analytical and aural skills, through examination study in beginning piano technique and litera- of musical notation, intervals, scales, cadences, ture, ensemble playing, and simple improvisa- motives, phrases, multi-voice combinations and tion. No prior knowledge of music is necessary. chord structure. See department chair for place- V.6a. ment test information. V.6a.
MUSC 108 (3)–Rudiments of Music II MUSC 158 (3)–Elementary Theory II Prerequisite: MUSC 107 or placement. A con- Prerequisite: MUSC 157. A continuation of tinuation of MUSC 107, with study in both aural MUSC 157. See department chair for placement and written theoretical practices and performance test information. V.6a. techniques on the piano and guitar. V.6a. MUSC 177 (2)–Composition MUSC 119 (2)–Introduction to MIDI Prerequisites: MUSC 158 and the ability to Prerequisite: Basic keyboarding skills. The play the piano. Students will have independent basics of MIDI technology, sequencing, nota- instruction in musical composition. Weekly assign- tion, publishing and arranging using MIDI ments of prescribed composition projects will instruments and computer software. Offered introduce the students to a variety of musical pro- alternate years. cedures. Additionally each student will produce a single larger work developed progressively through- MUSC 126 (3)–The Appreciation of Music out the semester to be presented in performance A course designed to increase and deepen at the end of the term. May be repeated for credit. the student’s appreciation of music as an art. Emphasis is placed upon development of intel- MUSC 179 (2)–Conducting ligent listening skills founded upon a knowledge Prerequisites: MUSC 158 and the ability to of the basic elements of music, musical styles play the piano. Co-requisite: MUSC 245 or and their historical contexts. V.6a. MUSC 251. This course will focus on develop- ing each student’s ability to organize and lead MUSC 127 (3)–World Music rehearsals of vocal and instrumental ensem- An introduction to selected musical traditions bles. During the term progressive exercises on of the world, including the impact of culture beat patterns, transpositions, and score read- and ethnicity on the music of Asia, Africa, Spain ing, combined with score analyses, will lead to (Flamenco), Latin America and the Caribbean, an investigation of rehearsal procedures and and the United States (Blues and 1950s Rock and teaching strategies. By arrangement with the Roll). Constant comparisons will be made with instructor, students will have the opportunity to Western music’s forms, melody, harmony and lead ensembles in rehearsals to acquire practical rhythm. No prior knowledge of music is neces- experience in applying the techniques examined sary or expected. V.4. in the classroom. May be repeated for credit.
MUSC 138 (1)–Opera Workshop MUSC 181 (2)–Applied Piano Opera workshop is a performance based course which allows students to explore operatic lit- MUSC 183 (2)–Applied Organ erature in an educational classroom setting. Students will study and perform literature which MUSC 185 (2)–Applied Voice is vocally and dramatically challenging but which MUSC 187 (2)–Applied Harpsichord is well within their capabilities. Basic elements of stage deportment, character analysis, and public MUSC 189 (2)–Applied Guitar performance will also be incorporated. V.6b.
162 2010-2011 Catalog music
MUSC 191 (2)–Applied Strings MUSC 205 (1)–Accompanying Prerequisites: Audition and permission of the MUSC 193 (2)–Applied Woodwinds instructor. Coaching and preparation of reper- MUSC 195 (2)–Applied Fortepiano tory for keyboard with voice or instrumenta- tion; sight-reading; with possible performance MUSC 197 (2)–Applied Brass in recital of literature studied. V.6b. Prerequisite: Interested incoming first- year students should plan to audition dur- MUSC 213 (3)–Classical and Romantic Music ing orientation week. Other audition dates Prerequisite: MUSC 157. A study of Western will be announced during the academic year. vocal and instrumental music from 1770 to Upperclassmen desiring applied music study 1890, focusing both upon general stylistic devel- should arrange an audition or consult with the opments in their historical contexts and upon chair of the department prior to registration the closer study of great works of the Classic for the term in which lessons are desired. A fee and Romantic masters. Basic forms and score will be assessed for these courses. Music schol- analysis will be introduced. These forms include arships are available to defray part of the cost. Sonata-allegro form, theme and variations, Once a scholarship has been awarded, it will rondo, minuet and trio, and song forms. III.W, continue to be awarded whenever the student V.1, V.6a. enrolls in the course, as long as funds are avail- able and the student shows sufficient progress. MUSC 220 (3)–Piano Literature Prerequisite: MUSC 181. Study and analysis of A weekly, 50-minute private lesson is available keyboard music from the pre-piano period to in the following areas: piano, organ, voice, the present. Special attention will be given to the harpsichord, harp, guitar, stringed instruments, development of keyboard forms, techniques and woodwind instruments, and brass instruments. idiomatic styles. V.6a. Lessons are offered both on campus and in conjunction with neighboring institutions and MUSC 221 (3)–Jazz Studies professional musicians. As a musical language, jazz is the first indig- All students enrolled in applied music are enous American style to affect music in the rest required to perform in a departmental recital of the world. This course will teach the musi- or before a faculty jury, usually near the end of cian and non-musician alike how to identify the the academic term. Exceptions may be made musical parameters used in jazz composition for those students who have performed a solo and performance. We shall look at the historical recital or program of equivalent difficulty. May and social impact of slavery, segregation, drugs, be repeated for credit. V.6b. and the growth of international attention on this art form, as well as the role of women jazz MUSC 199 (1)–Musical Pedagogy musicians. Offered alternate years. III.O, V.6a. Prerequisites: Permission of the instructor; intermediate level of competency in applied MUSC 224 (3)–Film Music music area and a background in music theory. Prerequisite: MUSC 107 or MUSC 157. This Co-requisite: An applied music course. An course will introduce students to the process introduction to applied music pedagogy in the of composing film scores, as well as analyzing areas of piano, strings, and voice. The student films, representing various compositional styles will select one area of concentration for two- and techniques. Students will use technical and thirds of the course. The other third will be musical vocabularies to analyze and critique film divided equally to demonstrate the kinds of scores. Included in our study will be film com- specialized pedagogy in the other two applied posers John Williams, Danny Elfman, Howard areas. The string area will concentrate in the Shore, Elmer Bernstein, Bernard Herrmann, Suzuki methods of teaching and may lead to cer- Nino Rota, Miklos Rosza, Jerry Goldsmith, and tification as a Suzuki teacher. This course may be others. Offered alternate years. May be counted repeated for credit. Offered alternate years. toward the minor in film studies. III.O, V.6a.
163 music Sweet Briar College
MUSC 245 (1)–Concert Choir history and performance of German-, French-, Prerequisites: Audition and permission of the Spanish-, and English-language art song tradi- instructor. Rehearsal and performance of the tions will be studied. There will be an emphasis choral literature from the Renaissance to the on performance in the class. Offered alternate 20th century. Performances with neighboring years. V.6a. college choral groups. V.6b. MUSC 327 (3)–Early Music MUSC 251 (1)–Chamber Orchestra Prerequisite: MUSC 157. Not open to students Prerequisites: Audition and permission who have received credit for MUSC 212 or of the instructor. Reading, preparation and MUSC 331. A study of vocal and instrumental performance of instrumental chamber music Western music from the period of Gregorian and ensemble music of various styles. The chant through to the early classical period ca. Instrumental Ensemble performs alone and with 1770. Emphasis is placed upon study of stylistic the Concert Choir. Three hours of rehearsal per developments in their historical contexts. V.6a. week. V.6b. MUSC 338 (3)–Music from Impressionism MUSC 257 (3)–Advanced Theory I to the Present Prerequisite: MUSC 158 or placement. Prerequisite: MUSC 157. A study of Western Continuation of the study of theoretical music from 1890 to the present, with emphasis and compositional devices and forms of the placed upon study of the great composers of the 20th Common Practice period, and study of late century. Topics covered will include Impressionism, 19th- and 20th-century harmonic practices. See dodecaphonic music, Neoclassicism, serialism, and department chair for placement test informa- the emergence of electronic and synthesized music. tion. III.O, V.6a. Basic musical forms and music score analysis will be introduced. These include serial techniques, aleatoric MUSC 258 (3)–Advanced Theory II ideas, minimalism, advanced harmonic analysis, Prerequisite: MUSC 257. Continuation of the new systems of notation, and the innovations in study of theoretical and compositional devices rhythm. V.1, V.6a. and forms of the Common Practice period, and study of late 19th- and 20th-century harmonic MUSC 358 (3)–Form and Analysis practices. See department chair for placement Prerequisite: MUSC 258. Analytical study of test information. III.O, V.6a. music from several points of view, concentrating upon larger form, harmonic organization, rhythmic MUSC 261 (1, 2, or 3)–Directed Study aspects, matters of texture, sonority, tension and Prerequisites: One MUSC course and permis- relaxation, and coherence and unity. III.O, III.W. sion of the instructor. The study of introductory level material by an individual student or by a MUSC 361 (1, 2, or 3)–Special Study small group of students under the immediate Prerequisites: 100-level MUSC course and per- supervision of a faculty member. mission of the instructor. The study of an inter- mediate level topic by an individual student or MUSC 303 (2)–Recital by a small group of students under the immedi- Prerequisite: Permission of the instructor and ate supervision of a faculty member. preview committee. Presentation of solo or chamber music repertoire or both in recital. The MUSC 377 (1, 2, or 3)–Internship student will present a preview of the recital to Prerequisites: Three credits in MUSC and per- music department faculty one month prior to mission of the instructor, department chair, the concert. and dean. This course is graded P/CR/NC only.
MUSC 312 (3)–Art Song MUSC 452 (3)–Senior Seminar Prerequisites: MUSC 157 and MUSC 181 or Prerequisite: Three courses in music history MUSC 185. This course offers students an inten- and three courses in music theory. Intensive sive look at the genre of the art song. Both the study with emphasis upon at least two of the follow-
164 2010-2011 Catalog physical education, athletics, and recreation
ing: analysis, historical research, or performance. In accordance with NCAA Division III phi- This study will culminate in a substantial piece of losophy, athletics complements the educational critical writing by the student, to be carried out experience and priority is placed on encourag- under the supervision of the department faculty. ing academic success. Adherence to NCAA rules and regulations regarding amateurism, MUSC 461 (1, 2, or 3)–Independent Study ethical conduct, and sportsmanship is empha- Prerequisites: One 100-level MUSC course, one 200-level MUSC course, and permission of the sized. The College is also committed to provid- instructor. Pursuit of an upper level research ing and maintaining facilities that support the project determined in advance by the student in recreational and fitness needs of members of consultation with a faculty member who will act the Sweet Briar community. as the sponsor. The Department of Physical Education and Athletics offers a wide variety of activities for students at all levels of ability. In addi- tion to fielding seven varsity and two club Philosophy intercollegiate sport teams, the department See Department of Classics, Philosophy, and offers instructional courses in fitness, team and Religion on page 75. individual sports, and a variety of recreational activities.
Intercollegiate Sports The College sponsors intercollegiate varsity Physical teams in field hockey, lacrosse, soccer, softball, swimming, tennis, and volleyball, as well as the Education, club sports of fencing and tennis. The College supports qualified individuals and teams in state, regional, and national competition. Athletics, and The College is a member of the National Collegiate Athletic Association, the Old Recreation Dominion Athletic Conference, the Middle t Sweet Briar College, athletics and Atlantic Tennis Association, Virginia Aphysical education, and recreation are an Intercollegiate Soccer Association, Virginia important part of the education of the total Tennis Association, the United States Tennis student. Department faculty and staff are com- Association, the Virginia Intercollegiate mitted to enhancing the physical, mental, and Women’s Lacrosse Coaches, the Virginia and emotional well-being of all students as an United States Women’s Lacrosse Associations, integral part of their educational experience. the Southeast, National Field Hockey Coaches The instructional program offers a wide range and United States Field Hockey Associations, of activities allowing each student to develop the American Volleyball Coaches Association, skills and knowledge that will contribute to a Intercollegiate Tennis Coaches Association, the healthy lifestyle. The intercollegiate athletics American Swimming Coaches Association, and program provides opportunities for competi- the College Swimming Coaches Association of tive excellence for students with advanced skills. America. Through high quality coaching, appropriate facilities, and adequate funding, student-ath- Recreation letes are afforded the opportunity to succeed The College sponsors numerous extracur- both as individuals and as team members. ricular, educational, and recreational events.
165 physical education, athletics, and recreation Sweet Briar College
Recreational events are scheduled in volleyball, requirement, a modified program should be basketball, biking, tennis, softball, running, set up in consultation with the department swimming, aerobics, tai-chi, kickboxing, and chair and the College physician. Credit is given other sports activities. at the rate of 0.5 hours per quarter or 1 hour per semester. Courses are offered on a rotating Riding Program basis and descriptions of current courses are See program description and course listing available from the Physical Education Athletics under Riding Program. and Recreation Department. Activity courses are offered on a P/CR/NC grading option only. Sweet Briar Outdoor Program The Sweet Briar Outdoor Program (SWEBOP) Fitness Activity Courses is coordinated through the Office of PHED 113 � Aerobic Walking Co-Curricular Life and the Department of PHED 117 � Weight Training I Physical Education, Athletics, and Recreation. PHED 122 � Running A wide variety of outdoor activities are offered PHED 127 � Spinning including: hiking, rock climbing, whitewater PHED 128 � Personal Fitness canoeing, rafting, kayaking, skiing, hang-glid- PHED 137 � Recreational Activities for ing, biking, caving. These programs are offered Fitness to students of all skill levels. PHED 217 � Weight Training II PHED 219 � Aerobic Fitness Physical Examination PHED 220 � Advanced Personal Fitness All students are required to have had a recent physical examination, with a copy of the report PHED 300 � Swim Team Conditioning on file at the Health Center. Aquatics Graduate Study in Physical Education PHED 101 � Beginning Swimming Students who intend to complete the require- PHED 103 � Scuba ments for the liberal arts degree at Sweet Briar PHED 104 � Swim for Fitness and then pursue graduate work in physical PHED 105 � Aquatic Fitness Activities education should contact the department in PHED 201 � Intermediate Swimming the first year for guidance in planning their PHED 204 � Advanced Swim for Fitness programs. PHED 205 � A.R.C. Lifeguard Training PHED 305 � A.R.C. Lifeguard Training Activity Courses Review Up to five credits in physical education activity PHED 306 � Water Safety Instructor Course courses and/or riding program activity courses may be applied toward the degree. Instruction is Outdoor Education provided from the beginning level through the PHED 125 � Hiking in the Blue Ridge varsity level to accommodate students of vary- PHED 126 � Introduction to Caving ing abilities and experience. These courses are offered to fulfill the General Education Physical PHED 129 � Kayaking Activity Requirement (IV.3) and for students PHED 130 � Outdoor Adventure Skills who elect to continue a physical education PHED 131 � Beginning Canoeing activity. If there are extenuating circumstances PHED 228 � Intermediate Canoeing limiting a student’s ability to take classes which PHED 229 � Intermediate Kayaking would normally count toward fulfilling the
166 2010-2011 Catalog physical education, athletics, and recreation
General Activities and PHED 112. Students will learn principles PHED 115 � Yoga of stress management, analyze factors contrib- PHED 118 � Rape Aggression Defense uting to personal stress, develop and implement strategies for stress management, and examine PHED 123 � Relaxation and Stretching the implications for stress in individual wellness.
Individual Sports PHED 111 (1)–Strategies for Wellness: PHED 133 � Introduction to Racquet Sports Nutrition for Women PHED 135 � Beginning Badminton Students may not receive credit for more than PHED 138 � Fencing one course taken from PHED 110, PHED 111, and PHED 112. Students will learn principles PHED 139 � Golf of nutrition and implement a personal nutrition PHED 146 � Beginning Tennis plan, and examine the impact of nutrition on PHED 235 � Intermediate Badminton individual wellness. PHED 239 � Intermediate Golf PHED 112 (1)–Strategies for Wellness: PHED 246 � Advanced Beginning Tennis Exercise and Fitness for Women PHED 346 � Intermediate Tennis Students may not receive credit for more than one course taken from PHED 110, PHED 111, Team Sports and PHED 112. Students will learn principles of PHED 132 � Softball Skills exercise and exercise-related injuries, design and PHED 133 � Flag Football implement a personal exercise plan, and examine PHED 136 � Basketball Skills the impact of exercise on individual wellness. PHED 141 � Hockey PHED 116 (2)–Introduction to Sport PHED 142 � Lacrosse Psychology PHED 148 � Volleyball The purpose of this course is to introduce the PHED 150 � Soccer students to the field of sport psychology, specifi- PHED 322 � Club Running cally mental training principles and techniques that have been found to enhance competitive PHED 338 � Club Fencing athletic performance. The students will be pro- PHED 347 � Intercollegiate Club Tennis vided with lectures, written self-awareness exer- PHED 401 � Varsity Swimming Team cises, and group discussions designed to develop PHED 432 � Varsity Softball Team the mental skills necessary to become effective athletes. Athletes of any level (recreational- PHED 441 � Varsity Hockey Team competitive) will benefit from this course. PHED 442 � Varsity Lacrosse Team PHED 446 � Varsity Tennis Team PHED 120 (3)–Theories of Athletic Training PHED 448 � Varsity Volleyball Team This course is an introductory exploration of the etiology and pathology of athletic-related PHED 450 � Varsity Soccer Team injuries. It explores historical issues related to both past and current theories on treatment Elective Courses of athletic-related injuries. Topics discussed These courses are graded and count toward the include the evolution of sports medicine as a hours required for graduation, but they do not defined discipline in the medical world and satisfy the General Education Physical Activity an exploration of the physical and philosophi- requirement. cal differences in the treatment of athletes vs. non-athletes. Students examine the human PHED 110 (1)–Strategies for Wellness: musculoskeletal system and learn how struc- Stress Management for Women tures are involved in physical movement, as Students may not receive credit for more than well as the role they play in mechanisms of one course taken from PHED 110, PHED 111,
167 physical education, athletics, and recreation Sweet Briar College injuries. In completing the evaluation of an coverage, and medical implications of competi- athletic injury, students apply decision-making tion. Title IX and the effects of equity action on to the procedure of history, observation, pal- women in sport will be studied as well, and each pation and testing in an orthopedic examina- student will analyze the impact of the legislation tion. Throughout the course, students learn and on her own sporting experience. III.O, V.5. compare the physiological differences between men and women that may predispose women to PHED 221 (.5)–Advanced Personal Fitness particular injuries. Theory Prerequisite: PHED 128; co-requisite: PHED 161 (1, 2, or 3)–Special Study PHED 220. This course is designed for students Prerequisite: Satisfactory completion of one interested in understanding, designing, and par- course in the department in the activity desired. ticipating in training programs to achieve higher A student may propose a project for a term, to be levels of human performance through fitness supervised by a member of the department with and conditioning. Among topics to be covered the approval of the chair. Usually, the student are: goal setting and program design; methods does not repeat a special study within the same of strength training; anatomy, flexibility, and activity. injury prevention; nutrition and the female ath- lete triad; aerobic and anaerobic energy systems; PHED 163 (3)–Nutritional Challenges of the and sport specific training. 21st Century We will examine different views on “healthy eat- PHED 361 (1, 2, or 3)–Special Study ing,” explore the relationship between diet and Prerequisites: 100-level PHED course and per- chronic disease, and discuss educational, biolog- mission of the instructor. The study of an inter- ical, psychological, economic, and socio-cultural mediate level topic by an individual student or obstacles we face in attempting to meet our by a small group of students under the immedi- nutritional needs. Students will discuss and cri- ate supervision of a faculty member. tique various theories on nutrition and research and make oral presentations on related topics. PHED 377 (1, 2, or 3)–Internship They will outline strategies for overcoming our Prerequisites: Three credits in PHED and per- nutritional challenges based on the information mission of the instructor, department chair, presented. III.O and dean. This course is graded P/CR/NC only.
PHED 164 (1)–Holistic Nutrition and PHED 461 (1, 2, or 3)–Independent Study Exercise for Women Prerequisites: One 100-level PHED course, one Students will learn principles of nutrition and 200-level PHED course, and permission of the exercise and examine their impact on indi- instructor. Pursuit of an upper level research vidual wellness. They will implement a plan for project determined in advance by the student in improving their status in both areas. They will consultation with a faculty member who will act be introduced in class to a variety of exercise as the sponsor. options using indoor and outdoor facilities on campus. They will participate in and keep a journal on exercise activities outside of class that will total at least 14 hours by the end of the semester. IV.3
PHED 179 (3)–Introduction to Women’s Sport and Culture We will examine factors that shaped women’s intercollegiate, Olympic and professional sport in the twentieth century, including historical background, socio-political influences, media
168 2010-2011 Catalog physics and engineering
tion with industrial partners. The engineering Physics and program is interdisciplinary in nature, bridging the liberal arts and sciences by emphasizing not only how engineering is built upon basic Engineering scientific principles, but also on the vital ben- Physics efits engineering has on both developing and modern societies. hysics is the most fundamental of the sci- Pences, underlying our understanding and Students interested in focusing on manage- knowledge of all areas of science and technol- ment within technical companies, an area with ogy. The goal of physics is to discover com- high demand for graduates, may choose to prehensive principles or laws of nature and major in integrated engineering and manage- to determine how they apply to a variety of ment. The curriculum consists of fundamental systems, ranging from the nucleus of an atom science, math, and engineering courses with to the universe itself. Physicists develop prob- an emphasis on developing management skills lem-solving skills that are broadly applicable. and interconnections between these disciplines. At Sweet Briar, students may prepare for tra- These interdisciplinary programs meet the ditional careers in physics research or teaching, needs for technically trained business leaders or they may apply their knowledge and skills to in the private and public sector. Both majors other fields such as engineering, medicine, law, stress development of the ability to design and and business. Training in physics also makes it conduct experiments, function on multidisci- possible to contribute to many of the social and plinary teams, and communicate effectively. environmental concerns of today. The global and societal context of engineering The major in physics is based on course- solutions are emphasized through the imple- work in mechanics, electromagnetic phenom- mentation of designs outside of the United ena, thermodynamics, quantum mechanics, States. and relativity. Students’ degree options are Students may also pursue engineering the Bachelor of Arts or the Bachelor of Science through the dual-degree program. The first degree in physics. three years of the program are completed at A minor in physics and a teacher licensure Sweet Briar, where the student completes most program are also offered. of the general education requirements and the requirements for entry into an engineering Students are also directed to the mathemat- program at an affiliated institution. After two ics-physics interdepartmental major. years of study there, the student is awarded either a bachelor’s (Virginia Tech, Washington Engineering University in St. Louis, Columbia University) tudents interested in engineering or applied or a master’s (University of Virginia) degree in Sscience may choose to major or minor in a specific engineering discipline. Credits will be engineering science. The curriculum is design- transferred to Sweet Briar so that the student based and hands-on with required industrial can satisfy the requirements for graduation internship and abroad experiences. It consists and graduate with her class. A student who is of courses in engineering and the sciences, interested in the dual-degree program should beginning with an introduction to the engi- consult the engineering advisor as early as pos- neering design process and culminating in an sible to plan her three-year course of study at engineering design capstone project focused Sweet Briar. on solving real-world problems in conjunc-
169 physics and engineering Sweet Briar College
The Physics Major (B.A.) MATH 124 (4) �Calculus II (47 semester hours) MATH 223 (3) �Calculus III PHYS 131 (1) �Introductory Physics Lab I Required: ENGR 221 (4) �Electrical Circuits PHYS 132 (1) �Introductory Physics Lab II MATH 123 (4) �Calculus I PHYS 171 (4) �General Physics I MATH 124 (4) �Calculus II PHYS 172 (4) �General Physics II MATH 223 (3) �Calculus III PHYS 201 (4) �Mathematical Methods of Engineering and Physics PHYS 131 (1) �Introductory Physics Lab I PHYS 202 (3) �Twentieth-Century Physics PHYS 132 (1) �Introductory Physics Lab II PHYS 233 (1) �Intermediate Physics Lab PHYS 171 (4) �General Physics I PHYS 240 (3) �Optics PHYS 172 (4) �General Physics II PHYS 351 (2) �Research in Physics PHYS 201 (4) �Mathematical Methods of Engineering and Physics Senior Exercise: PHYS 202 (3) �Twentieth-Century PHYS 321 (3) �Advanced Physics Laboratory Physics PHYS 233 (1) �Intermediate Physics Lab Choose 2 of the following courses: PHYS 240 (3) �Optics PHYS 301 (3) �Classical Mechanics PHYS 302 (3) �Electromagnetic Theory Senior Exercise: PHYS 313 (3) �Quantum Mechanics PHYS 321 (3) �Advanced Physics Laboratory PHYS 327 (3) �Thermodynamics and Statistical Mechanics Choose 8 additional semester hours of physics courses at the 200-level or above. Three Choose 6 additional semester hours of or four semester hours may be satisfied by physics courses at the 200-level or above. Three CHEM 332 or a course in engineering at the 200- or four semester hours may be satisfied by level or above, excluding ENGR 230 and ENGR CHEM 332 or a course in engineering at the 200- 232. NOTE: CHEM 332 and PHYS 327 cannot level or above, excluding ENGR 230 and ENGR both be counted toward the major. 232. NOTE: CHEM 332 and PHYS 327 cannot both be counted toward the major. Note: In addition to all other degree require- ments, students must have a 2.0 GPA in all phys- Note: In addition to all other degree require- ics courses and ENGR 221 in order to graduate ments, students must have a 2.0 GPA in all phys- with this major. ics courses and ENGR 221 in order to graduate with this major. The Physics Major (B.S.) (63 semester hours) The Physics Minor (20 semester hours) Required: CHEM 131 (4) �General Chemistry Required: CHEM 141 (1) �General Chemistry Lab PHYS 131 (1) �Introductory Physics CHEM 252 (4) �Introduction to Quantitative Laboratory I and Inorganic Chemistry PHYS 132 (1) �Introductory Physics CHEM 253 (1) �Introduction to Quantitative Laboratory II and Inorganic Chemistry Lab PHYS 171 (4) �General Physics I ENGR 221 (4) �Electrical Circuits PHYS 172 (4) �General Physics II MATH 123 (4) �Calculus I PHYS 233 (1) �Intermediate Physics Laboratory
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Choose 1 of the following courses: MATH 205 (3) �Applied Statistics CHEM 331 (3) �Physical Chemistry: Quantum Mechanics and Senior Exercises: Spectroscopy Choose one of the following: PHYS 202 (3) �Twentieth-Century Physics BUSN 452 (3) �Senior Seminar in Entrepreneurship Choose 6 additional credits in physics ENGR 451 (3) �Capstone Design I courses numbered 210 or above. ENGR 221 may be counted toward this requirement. Choose 1 of the following courses: ENGR 230 (3) �Technology and Society: A Teacher Licensure Regional Perspective (62 semester hours) ENGR 232 (3) �Technology and Society: A Global Perspective Required: Choose 6 additional semester credits in 1. A bachelor of arts or science degree in physics engineering courses at the 200-level or above. or a bachelor of science degree in mathemat- ics-physics Choose 6 additional semester credits in 2. A minimum of 16 credit hours in non-phys- engineering courses at the 300-level or above. ics courses which must include at least three Choose 1 of the following options: credits in chemistry, at least three credits in Option A biology, and at least three credits in earth science BUSN 337 (3) �International Management Students who seek endorsement in more And 6 additional semester credits in than one area of science need to complete an business or economics courses. additional 18 credit hours in the second field Option B which must include any specific requirements BUSN 128 (3) �Accounting II in that field. BUSN 210 (3) �Finance The Engineering Management Major BUSN 318 (3) �Operations and Supply Chain Management (B.A.) (68 semester hours) Choose 1 of the following options: Option A Required: PHYS 131 (1) �Introductory Physics BUSN 127 (3) �Accounting I Laboratory I BUSN 131 (3) �Fundamentals of PHYS 132 (1) �Introductory Physics Management Laboratory II BUSN 150 (3) �Fundamentals of Marketing PHYS 171 (4) �General Physics I ENGR 110 (4) �Designing Our World: An PHYS 172 (4) �General Physics II Introduction to Engineering Design Option B ENGR 120 (3) �Analyzing Our World: CHEM 131 (4) �General Chemistry Foundations of Engineering CHEM 141 (1) �General Chemistry Lab Analysis PHYS 131 (1) �General Physics Laboratory I ENGR 215 (4) �Materials Science and PHYS 171 (4) �General Physics I Engineering MATH 123 (4) �Calculus I MATH 124 (4) �Calculus II
171 physics and engineering Sweet Briar College
The Engineering Science Major (B.S.) Choose 1 additional three-credit ENGR (84 semester hours) course at the 200-level or above.
Required: BUSN 326 (3) �Project Selection and The Engineering Science Minor Management (21 semester hours) CHEM 131 (4) �General Chemistry CHEM 141 (1) �General Chemistry Lab Required: ENGR 110 (4) �Designing Our World: An ENGR 110 (4) �Designing Our World: An Introduction to Engineering Introduction to Engineering Design Design ENGR 120 (3) �Analyzing Our World: ENGR 120 (3) �Analyzing Our World: Foundations of Engineering Foundations of Engineering Analysis Analysis PHYS 131 (1) �Introductory Physics ENGR 205 (3) �Statics and Strength of Laboratory I Materials PHYS 171 (4) �General Physics I ENGR 206 (3) �Dynamics and Kinematics ENGR 215 (4) �Materials Science and Choose 9 additional semester credits in Engineering engineering at the 200-level or above. ENGR 221 (4) �Electrical Circuits ENGR 307 (4) �Thermal and Fluid Systems Course Descriptions–Engineering ENGR 316 (3) �Signals and Systems ENGR 110 (4)–Designing Our World: An ENGR 331 (3) �Machine Design Introduction to Engineering Design ENGR 378 (1) �Engineering Co-op This course emphasizes the design process – the pro- ENGR 415 (4) �Systems Modeling and cess by which engineers approach problem-solving. Controls Mechanisms are designed, built, and tested via active student participation in hands-on team projects. ENGR 424 (3) �Mechatronics Students conduct experiments, apply underlying MATH 123 (4) �Calculus I scientific principles, and analyze and present data. MATH 124 (4) �Calculus II Underlying themes include teamwork, communica- MATH 205 (3) �Applied Statistics tion, optimization, design trade-offs, and decision- making. Intended for first and second year students. MATH 223 (3) �Calculus III III.Q, V.8ab. PHYS 131 (1) �Introductory Physics Lab I PHYS 132 (1) �Introductory Physics Lab II ENGR 120 (3)–Analyzing Our World: PHYS 171 (4) �General Physics I Foundations of Engineering Analysis Prerequisite or co-requisite: MATH 123. This PHYS 172 (4) �General Physics II course focuses on developing proficiency in PHYS 201 (4) �Mathematical Methods of analytical approaches and techniques used by Engineering and Physics engineers in problem solving and design. Topics include solid modeling and engineering drawing Senior Exercises: using Inventor, structured programming and ENGR 451 (3) �Capstone Design basic numerical methods using Matlab, and data manipulation using Excel. A cooperative learn- Choose 1 of the following courses: ing approach will be used to encourage student ENGR 230 (3) �Technology and Society: A interaction in and out of the classroom. III.Q Regional Perspective ENGR 232 (3) �Technology and Society: A Global Perspective
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ENGR 205 (3)–Statics and Strength of ENGR 230 (3)–Technology and Society: Materials A Regional Perspective Prerequisites: MATH 124 and PHYS 171. This Prerequisite: Sophomore standing. This course course focuses on static force analysis. Students involves interdisciplinary teams of faculty and will study stresses, two-and three-dimensional students considering cultural concepts such as force systems, equilibrium, structures, distrib- race, class, and gender, along with investigating uted forces, shear and bending moment dia- relevant contemporary economic and political grams, and friction. The course will also empha- institutions, in designing solutions to real-world size strength and elastic deflection of engineer- problems within economically disadvantaged ing materials due to loads applied axially, in areas of the U.S. In making design decisions, torsion, in bending, and in shear. students are encouraged to view the problems holistically, considering the various perspectives ENGR 206 (3)–Dynamics and Kinematics of the disciplines involved. Two hours of lecture Prerequisites: ENGR 205, MATH 124, and and three hours of laboratory. V.5, V.7. PHYS 171. This course focuses on the applica- tion of vector algebra, matrix algebra, and free- ENGR 232 (3)–Technology and Society: body diagrams to the solution of two- and three- A Global Perspective dimensional problems in rigid-body dynamics. Prerequisite: Sophomore standing. This course The course covers motion of particles, motion involves interdisciplinary teams of faculty and of particle systems, mass center and moments of students considering cultural aspects of a devel- inertia, planar kinematics and kinetics of rigid oping world society - generally Latin America bodies, and work-energy and impulse-momen- or the Caribbean - along with investigating tum methods. relevant contemporary economic and political institutions, in designing solutions to real-world ENGR 215 (4)–Materials Science and problems. In making design decisions, students Engineering are encouraged to view the problems holisti- Prerequisites: CHEM 131 and CHEM 141. cally, considering the various perspectives of the This course investigates relationships between disciplines involved. Two hours of lecture and microstructural characteristics of engineering three hours of laboratory. V.4, V.7. materials and their macroscopic properties. The importance of defects in affecting material prop- ENGR 235 (3)–Technology and Society: erties, methods of modifying properties, and Implementation manufacturing processes are studied. Particular Prerequisite: ENGR 230 or ENGR 232. This emphasis is placed on the ability to select a com- course involves on-site implementation of the bination of material and manufacturing process design solutions developed by interdisciplin- that is suitable for a specific engineering applica- ary teams of faculty and students in either tion. Three hours of lecture and three hours of ENGR 230 or ENGR 232. The teams will imple- laboratory. III.W ment their solutions at the project site for a minimum of two weeks. An example would ENGR 221 (4)–Electrical Circuits be building a reservoir and piping distribution Prerequisites: PHYS 132 and PHYS 172. This system to address the water needs of an isolated course introduces the fundamental principles Appalachian community. and the mathematical techniques used to analyze and model analog and digital circuits including ENGR 261 (1, 2, or 3)–Directed Study energy storage elements. Course topics include Prerequisites: One ENGR course and permis- resistive circuits, alternating current circuits, sion of the instructor. The study of introduc- transient analysis, operational amplifier circuits, tory level material by an individual student or by transistors, diodes, digital systems, and instru- a small group of students under the immediate mentation. Three hours of lecture and three supervision of a faculty member. hours of laboratory.
173 physics and engineering Sweet Briar College
ENGR 307 (4)–Thermal and Fluid Systems ENGR 378 (1)–Engineering Co-op Prerequisites: MATH 124 and PHYS 171. This Prerequisites: ENGR 120 and sophomore course introduces the fundamental laws of mass, standing. Students will learn through hands-on momentum, and energy transport in thermal and experience obtained in an industrial setting with fluid systems. Topics include thermodynamic and practicing engineers. Students receive one hour transport properties, conservation principles, fluid of co-op credit for 10 weeks of full-time, paid statics, internal and external fluid flow and heat employment that has been approved by the engi- transfer, mixtures, and chemical separation pro- neering faculty. The student’s work is evaluated cesses. Three hours lecture and one three-hour by the employer and by an engineering faculty laboratory. member through reports and presentations. This course is graded P/CR/NC only. ENGR 316 (3)–Signals and Systems Prerequisites: ENGR 221 and PHYS 201. This ENGR 411 (3)–Thermal and Chemical course focuses on analyzing signals and systems Energy Applications with applications to control, communications, and Prerequisite: ENGR 307. This course applies the signal processing. Topics covered include repre- principles of thermodynamics, heat transfer, and sentation of signals, linear time-invariant systems, chemical engineering to topics in energy. Topics Fourier analysis of signals, input/output analysis, include energy conservation in building heating and and Laplace transforms and principles. Practical cooling, refrigeration and air conditioning systems, examples are emphasized and computer techniques solar and wind energy, and electric/hybrid vehicles. are employed. ENGR 415 (4)–Systems Modeling and ENGR 323 (3)–Finite Element Analysis Controls Prerequisite: ENGR 205. The finite element Prerequisites: ENGR 316 and PHYS 201. This method is a numerical procedure for solving prob- course focuses on developing and analyzing lems in continuum mechanics. This course empha- models that describe input/output behavior sizes stress analysis and structural mechanics. The of physical systems. Topics include transfer method is also applied to problems in heat transfer, functions, frequency response, time/frequency fluid flow, and electric fields. The course empha- domains, transient and time constant, root- sizes a hands-on approach based on solving real locus, bode plots, and feedback control design. engineering problems using the ANSYS software Laboratory consists of design, analysis, construc- package. Offered alternate years. tion, and testing of electrical and electromechan- ical circuits and devices. Three hours of lecture ENGR 331 (3)–Machine Design and three hours of laboratory. Prerequisite: ENGR 205. Students learn to design and select mechanical components and to predict ENGR 424 (3)–Mechatronics component performance. Topics include shear and Prerequisite: ENGR 415. This course focuses on bending stresses in beams, beam deflections, col- designing systems by integrating mechanical, elec- umn buckling, planar combined loading, static trical, and control systems engineering. Topics cov- failure, fatigue failure, and surface failure. Specific ered include: electromechanical sensors, actuators, component types, such as fasteners, springs, bear- DA and AD convertors, and data acquisition meth- ings, gears, brakes, and shafts are covered. Finite- ods. Digital control methods and microprocessors element tools are utilized for linear elastic stress will be introduced in class and used to design and analysis. Two hours of lecture and three hours conduct experiments. Two hours of lecture and of laboratory. three hours of laboratory.
ENGR 361 (1, 2, or 3)–Special Study ENGR 426 (3)–Robotics Prerequisites: 100-level ENGR course and per- Prerequisites: ENGR 206 and PHYS 201. The mission of the instructor. The study of an inter- field of robotics is concerned with the design of mediate level topic by an individual student or electromechanical systems to assist or substitute by a small group of students under the immedi- for human effort. Typically, a robot has four fun- ate supervision of a faculty member.
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damental capabilities: manipulation, locomotion, Arts Laboratory, be elected simultaneously with perception, and intelligence. This course focuses on this course. III.Q, V.8a. all of these areas. Topics include spatial transfor- mations, inverse kinematics, differential motions, PHYS 107 (1)–Physics for the Liberal Arts dynamic force analysis, trajectory generation, actu- Laboratory ation, sensing, and autonomous control. Prerequisite or co-requisite: PHYS 105. Experiments in introductory mechanics, atomic ENGR 436 (3)–Communications Systems physics, spectroscopy, energy, and thermody- Prerequisite: ENGR 221. This course focuses on namics. One three-hour laboratory. III.Q, V.8b. the elements of communication systems includ- ing filtering and signal to noise ratios; baseband PHYS 113 (3)–Astronomy for the Liberal communication systems; quantizing and digital Arts modulation including error rates; analog modu- An introduction to the study of the universe, lation including noise performance; correlated including basic elements of astronomy and top- noise generation; memory modulation schemes; ics of current interest; the solar system, search and frequency and time multiplexing. MATLAB for extraterrestrial life, black holes, and cosmol- is utilized throughout the course in conjunc- ogy. Three hours lecture and some evening tion with SIMULINK to analyze, program, and observation sessions. III.Q, V.8a. design optimal communications systems. PHYS 114 (1)–Astronomy for the Liberal ENGR 451 (3)–Capstone Design Arts Laboratory Prerequisites: Open to students with senior Prerequisite or co-requisite: PHYS 113. standing and majoring or minoring in engi- Activities in astronomy including descriptive neering science or engineering management. and quantitative analyses of stellar spectra, Engineering seniors, operating in design teams, planetary orbits, lunar/planetary photographs, apply principles of the design process to create a supernova light curves, quasars, the expansion product or process to meet the needs of a cus- of the universe, and computer simulations of tomer. Projects may originate in industry, as a various astronomical phenomena. Some eve- contest sponsored by a professional society, or in ning observing exercises. One three-hour labo- other venues. Design projects usually result in a ratory. III.Q, V.8b. deliverable prototype. Two hours of lecture and three hours of laboratory. III.O. PHYS 122 (3)–Algebra-based Electromagnetism and Optics ENGR 461 (1, 2, or 3)–Independent Study Prerequisite: PHYS 171. An introduction to Prerequisites: One 100-level ENGR course, one electromagnetism and optics. Offered alternate 200-level ENGR course, and permission of the years. This course does not count toward either the instructor. Pursuit of an upper level research physics or mathematics-physics major requirements. project determined in advance by the student in III.Q, V.8a. consultation with a faculty member who will act as the sponsor. PHYS 131 (1)–Introductory Physics Laboratory I Course Descriptions–Physics Prerequisite or co-requisite: PHYS 171. PHYS 105 (3)–Physics for Liberal Arts I Experiments in mechanics. One three-hour laboratory. III.Q, V.8b. An introduction to the basic laws of physics, designed to give an understanding of the fun- PHYS 132 (1)–Introductory Physics damental physical principles underlying natural Laboratory II phenomena and their technological applica- Prerequisite or co-requisite: PHYS 122 or tions. The physics of the atom, the laws of PHYS 172. Experiments in waves, optics ther- mechanics, and the study of thermodynamics. modynamics, and simple circuits. One three- Three hours lecture. It is recommended (but not hour laboratory. III.Q, V.8b. required) that PHYS 107, Physics for the Liberal
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PHYS 171 (4)–General Physics I vey of the fundamental principles determining Prerequisite or co-requisite: MATH 123 or the macroscopic properties of solids. The lattice MATH 124. A study of Newton’s Laws, the system and the electron system are investigated conservation laws of classical mechanics and as a basis for understanding dielectric, optical, their application to physical systems, and wave semiconductive, and superconductive behavior motion. Four hours lecture. III.Q, V.8a. in solids. Offered alternate years.
PHYS 172 (4)–General Physics II PHYS 233 (1)–Intermediate Physics Prerequisite: PHYS 171. Prerequisite or co- Laboratory requisite: MATH 124. A study of electricity, Prerequisites: PHYS 132 and PHYS 172. magnetism, circuits, electromagnetic waves, and Selected experiments in classical physics and optics. Four hours lecture. III.Q, V.8a. electrical circuits. Analysis and treatment of uncertainty and error. One three-hour labora- PHYS 201 (4)–Mathematical Methods of tory. III.Q, V.8b. Engineering and Physics Prerequisites: MATH 223 and PHYS 171. This PHYS 240 (3)–Optics course focuses on the mathematical techniques Prerequisite: PHYS 172. This course will focus on and software frequently used by physicists and topics of physical optics with some review of geo- engineers. Students will study topics including metrical optics. Topics covered will include opti- linear algebra, differential equations, vector cal- cal instrumentation, interference of light, optical culus, series expansions, complex numbers, and interferometry, diffraction, fiber optics, lasers, numerical techniques. Mathematical topics will and nonlinear optics. Offered alternate years. be presented with an emphasis on applications in engineering and physics. PHYS 261 (1, 2, or 3)–Directed Study Prerequisites: One PHYS course and permis- PHYS 202 (3)–Twentieth-Century Physics sion of the instructor. The study of introductory Prerequisite: PHYS 240. Prerequisite or co- level material by an individual student or by a requisite: MATH 328 or PHYS 201. An intro- small group of students under the immediate duction to the special theory of relativity and supervision of a faculty member. quantum phenomena. Topics include the Bohr atom, the wave function, electron spin, Pauli PHYS 301 (3)–Classical Mechanics Principle, quantum statistics, and atomic struc- Prerequisites: PHYS 172; and PHYS 201 or ture. Four hours lecture. MATH 328. Classical mechanics, Lagrangian and Hamiltonian functions. Central force prob- PHYS 210 (3)–Introductory Astronomy lems. Offered alternate years. and Astrophysics Prerequisite: PHYS 172; co-requisite: MATH 223. PHYS 302 (3)–Electromagnetic Theory An introduction to topics in planetary physics; stel- Prerequisites: PHYS 172; and PHYS 201 or lar, galactic, and extragalactic astronomy and astro- MATH 328. Maxwell’s Equations, electromagnetic physics; and cosmology. Offered alternate years. waves, and material media. Offered alternate years.
PHYS 220 (3)–Computational Physics PHYS 313 (3)–Quantum Mechanics Prerequisites: CSCI 188 and PHYS 172. Prerequisite: PHYS 202. Quantum mechanics, Prerequisite or co-requisite: MATH 223. solutions of Schrodinger’s Equation, operator Computer modeling of physical phenomena formalism, angular momentum, and perturba- using numerical methods and Monte Carlo tion theory. Offered alternate years. simulations. Offered alternate years. PHYS 321 (3)–Advanced Physics PHYS 230 (3)–Introduction to Solid-State Laboratory Physics and Materials Science Prerequisite: PHYS 233. Prerequisite or co- Prerequisite: PHYS 202 or CHEM 331. A sur- requisite: PHYS 202. Advanced experiments
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in classical and modern physics including the determination of the fundamental physical con- Psychology stants: G, h, c, e, and µº. Two three-hour labo- ratory periods. Offered alternate years. III.O, he Psychology Department at Sweet III.W. TBriar offers a plan of study which addresses mind and behavior from a scientific perspec- PHYS 327 (3)–Thermodynamics and tive. The subject matter of psychology spans Statistical Mechanics both the biological and the social sciences. The Prerequisite: PHYS 202. The laws of thermo- department offers courses in major subdisci- dynamics. Entropy, and the behavior of real plines of this broad field, and encourages the and ideal gases. Kinetic theory and statistical student to develop her scientific skills in the distribution functions. Quantum statistics and context of a liberal arts education. A student partition functions. Offered alternate years. who elects psychology as her major subject may PHYS 337 (1, 2, 3)–Special Topics earn either the Bachelor of Arts or the Bachelor Prerequisite: Permission of the instructor. The of Science degree. The Bachelor of Science study of an advanced topic not normally covered degree is recommended for students planning in other physics courses. graduate study in psychology.
PHYS 351 (1, 2, or 3)–Research in Physics The Psychology Major (B. A.) Prerequisite: By permission. Students engage in (38 semester hours) ongoing faculty research in, for example, radio astronomy, laser physics, or materials science. Required: Credit may be given for off-campus research PSYC 101 (3) �Introductory Psychology projects. PSYC 219 (4) �Statistics for Behavioral PHYS 361 (1, 2, or 3)–Special Study Sciences Prerequisites: 100-level PHYS course and per- PSYC 310 (4) �Experimental Psychology mission of the instructor. The study of an inter- mediate level topic by an individual student or Senior Exercise: by a small group of students under the immedi- PSYC 452 (2) �Senior Seminar ate supervision of a faculty member. Choose at least 4 credits of science other PHYS 377 (1, 2, or 3)–Internship than psychology; at least 1 semester hour must be Prerequisites: Three credits in PHYS and per- a laboratory in a science other than psychology. mission of the instructor, department chair, and dean. This course is graded P/CR/NC only. Choose 21 additional credits of psychology courses at the 200-level or above excluding spe- PHYS 410 (3)–Nuclear and Particle Physics cial studies (PSYC 361), internships (PSYC 377), Prerequisite: PHYS 313. Introduction to topics and independent studies (PSYC 461). BIOL 222, in nuclear physics and elementary particle phys- Animal Behavior may also be counted toward ics. Offered alternate years. the major.
PHYS 461 (1, 2, or 3)–Independent Study Note: In addition to PSYC 452, students must Prerequisites: One 100-level PHYS course, one take at least two courses at the 400-level, one 200-level PHYS course, and permission of the of which must be taken during her final year at instructor. Pursuit of an upper level research Sweet Briar. project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
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The Psychology Major (B.S.) Choose 15 additional credits of psychol- (51-53 semester hours) ogy courses at the 200-level or above of which 2 courses must be at the 300-level or above exclud- Required: ing PSYC 315, PSYC 341, PSYC 361, PSYC 377. PSYC 101 (3) �Introductory Psychology BIOL 222, Animal Behavior may also be counted PSYC 219 (4) �Statistics for Behavioral Sciences toward the minor. PSYC 310 (4) �Experimental Psychology Course Descriptions PSYC 315 (3) �Research in Psychology PSYC 101 (3)–Introductory Psychology Senior Exercise: An introduction to the principles and methods PSYC 452 (2) �Senior Seminar of psychology. This course provides a general background and is a prerequisite to all other Choose 3 courses from the following: psychology courses. V.8a. PSYC 231 (4) �Animal Learning PSYC 238 (3) �Evolutionary Psychology PSYC 201 (3)–Developmental Psychology: PSYC 251 (3) �Introduction to Behavioral Infancy and Childhood Neuroscience Prerequisite: PSYC 101. The study of human cognitive, psychosocial, and physical develop- PSYC 328 (3) �Human Neuropsychology ment from conception through childhood. PSYC 408 (3) �Sensation and Perception PSYC 425 (3) �Cognition PSYC 203 (0)–Field Experience in Child Development I Choose 2 courses from the following: Prerequisites: PSYC 201 and permission of the CSCI 188 (4) �Java Programming I instructor. Students will undertake supervised MATH 113 (3) �Precalculus field experience through a partnership with the area Big Brothers/Big Sisters Program that will MATH 123 (4) �Calculus I take place on site at Amherst County elementary MATH 124 (4) �Calculus II schools. The experience is designed to provide a sample of the type of activities in which child Choose 7 credits of science other than psy- developmentalists and other human service pro- chology. These 7 hours must include at least a 1 fessionals are engaged. It is not intended to semester hour laboratory. develop competence to the level of a beginning And choose 12 additional credits of practitioner. This course is graded on a P/CR/ psychology courses at the 200-level or above NC grading option only. excluding special studies (PSYC 361), intern- ships (PSYC 377), and independent studies PSYC 204 (.5)–Field Experience in Child (PSYC 461). BIOL 222, Animal Behavior may Development II also be counted toward the major. Prerequisites: PSYC 201, PSYC 203 and per- mission of the instructor. Students will under- Note: In addition to PSYC 452, students must take supervised field experience through a part- take at least two courses at the 400-level, one nership with the area Big Brothers/Big Sisters of which must be taken during her final year at Program that will take place on site at Amherst Sweet Briar. County elementary schools. The experience is designed to provide a sample of the type of The Psychology Minor activities in which child developmentalists and (18 semester hours) other human service professionals are engaged. It is not intended to develop competence to the Required: level of a beginning practitioner. This course is PSYC 101 (3) �Introductory Psychology graded on a P/CR/NC grading option only.
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PSYC 219 (4)–Statistics for Behavioral Sciences PSYC 243 (3)–Behavioral Approaches to Prerequisite: PSYC 101. An introduction to Human Problems those descriptive and inferential statistics most Prerequisite: PSYC 101. Use of principles and often used in psychological research. Topics procedures derived from psychological research include probability, standard normal distribu- to change behavior in a variety of settings. This tion, measures of central tendency and variabil- course will focus on “normal” human behavior ity, sampling, correlation, and both parametric rather than “abnormal” behavior, with a practi- and non-parametric tests of significance. This cal emphasis on socially important rather than course includes a weekly three-hour laboratory theoretically significant behavioral analysis. session. III.Q. Concepts and principles derived from psycho- logical research especially operant learning. PSYC 222 (3)–Social Psychology Prerequisite: PSYC 101. A study of the indi- PSYC 246 (3)–Drugs, the Brain, and vidual in a social context. Topics will include Behavior conformity, persuasion, altruism, prejudice, and Prerequisite: PSYC 101. This course will survey social cognition. May be counted as an adjunct the mechanisms of action, behavioral effects, course toward the minor in gender studies. III.W. and side effects of psychoactive drugs. As vari- ous types of drugs are discussed (e.g. stimulants, PSYC 231 (4)–Animal Learning depressants, hallucinogenics, anti-depressants, Prerequisites: PSYC 101 and permission of the anti-schizophrenics, anti-Parkinson drugs), rel- instructor. An overview and critical analysis of evant details of synaptic functions and transmit- current learning theory. Particular emphasis ter pathways will be highlighted to provide an given to animal investigations of Pavlovian and integrated view of drug mechanisms and the instrumental conditioning. Three hours lecture neurochemical basis of psychiatric disorders or discussion and three hours laboratory work and substance abuse. Offered alternate years. with animals. PSYC 251 (3)–Introduction to Behavioral PSYC 237 (3)–Organizational Psychology Neuroscience Prerequisite: PSYC 101. Organizational psy- Prerequisite: PSYC 101. A study of the physio- chology uses scientifically-based psychological logical mechanisms underlying behavior includ- principles and research methods to study topics ing neural and chemical substrates of behavior important to understanding human behavior and the organization of the nervous system. in industry, business, and organizations. In this course students will become familiar with the PSYC 261 (1, 2, or 3)–Directed Study interface between psychology and business; have Prerequisites: One PSYC course and permis- practice at creating solutions for problems found sion of the instructor. The study of introduc- in organizations; and be able to identify and tory level material by an individual student or by interpret resources related to this subdiscipline. a small group of students under the immediate Offered alternate years. supervision of a faculty member.
PSYC 238 (3)–Evolutionary Psychology PSYC 302 (3)–Developmental Psychology Prerequisite: PSYC 101. Principles from evolu- II: Adolescence and Adulthood tionary biology are applied to the study of human Prerequisites: PSYC 101 and a 200-level psy- behavior and the structure of the human mind. chology course. Survey of contemporary theo- The survival, social and reproductive challenges ries and research in the psychology of adoles- our ancestors faced are reviewed, as are the psycho- cence, adulthood, and aging. Topics will include logical adaptations that evolved as a consequence. physical, social, and personality development Topics include sex differences in mating strategies, as well as concepts of identity formation, devi- parenting and kinship, and the adaptive value ant behavior, and the adjustments to major life and/or consequences of selfishness and altruism. transitions and changing social roles. III.O, V.5. Offered alternate years.
179 psychology Sweet Briar College
PSYC 304 (1)–Field Experience in statistics and psychological research methods, Adolescent Psychology focused literature review, with emphasis on the Prerequisites: PSYC majors with junior or design and execution of an independent research senior standing and permission of the instruc- project. Students will disseminate their work tor. Co-requisite: PSYC 302. Supervised field through a research paper conforming to APA experience in a public or private agency setting standards and through a public presentation of that provides psychological or educational ser- their research. This course is a prerequisite to vices to adolescents. The experience is designed PSYC 461, Independent Study. Two hours class to provide a sample of the type of activities in meeting plus weekly individual tutorials. which psychologists and other human service professionals are engaged; it is not intended to PSYC 317 (3)–Personality develop competence to the level of a beginning Prerequisites: PSYC 101 and a 200-level psy- practitioner. This course is graded on a P/CR/ chology course. A survey and comparative anal- NC grading option only. ysis of theories and contemporary research on personality. PSYC 306 (1)–Field Experience in Gerontology Prerequisite: Permission of the instructor. PSYC 321 (2)–Research Practicum Co-requisite: PSYC 302. Supervised field expe- Prerequisite: Permission of the instructor. rience in a public or private agency setting that Directed experience in empirical psychological provides psychological or educational services research. Laboratory and field work on different to a gerontological population. The experience research projects conducted by faculty members. is designed to provide a sample of the type Graded satisfactory/unsatisfactory. of activities in which psychologists and other human service professionals are engaged; it is PSYC 324 (3)–Behavioral Medicine not intended to develop competence to the level Seminar of a beginning practitioner. This course is graded Prerequisites: PSYC 101 and a 200-level psy- on a P/CR/NC grading option only. chology course. An exploration of how behavior — thoughts, feelings, and actions—affect physical PSYC 309 (3)–Counseling Skills health and illness. In this seminar we will read Prerequisites: PSYC 101, junior standing, and discuss research and clinical applications. For and permission of the instructor. Survey of example, we will look beyond the arguably trite clinical/counseling psychology as a science and admonition “think positive” to the neuropsycho- profession. Current psychological treatment logical mechanism whereby positive affect influ- approaches, assessment techniques, research ences cognition and health. Offered alternate years. strategies, and their empirical/theoretical foun- III.O. dations. In addition to classroom discussions and workshops, students will volunteer 3-5 PSYC 328 (3)–Human Neuropsychology hours per week at local mental health organiza- Prerequisites: PSYC 101 and PSYC 251. Selected tions. Experiences will be integrated into the topics in neuropsychology and treatment. Using course and provide unique practical experiences a case study approach we will examine general working in the discipline. principles of brain organization; neuropsychological assessment; sensory, perceptual, and motor disor- PSYC 310 (4)–Experimental Psychology ders; and the effects of brain abnormalities on the Prerequisites: PSYC 101 and PSYC 219. A study higher cortical processes of memory, language, emo- of experimental methodology, design, and data tion, and problem solving. Offered alternate years. analysis in selected areas. Three hours lecture and discussion and three hours laboratory. III.W. PSYC 334 (3)–Animal Minds Prerequisites: PSYC 101, and either a 200-level PSYC 315 (3)–Research in Psychology psychology course or BIOL 222. Seminar explor- Prerequisites: PSYC 219, PSYC 310, and ing current research in the field of cognitive ethol- permission of the instructor. An overview of ogy, looking at perceptual, memory, thought, and
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emotional processes of animals in their ecological vision and audition, and the organization of context and entertaining questions about animal sensory data into meaningful perception. consciousness and intentionality. Selected readings from animal cognition, behavioral ecology, and PSYC 411 (3)–Introduction to Family cognitive neuroscience will be discussed. Offered Systems Theory alternate years. III.O. Prerequisite: PSYC 310; PSYC 309 is strongly encouraged. An overview of the fundamental PSYC 341 (3)–Special Topics in Psychology assumptions of General Systems Theory and the Prerequisites: PSYC 101 and a 200-level psy- basic theoretical orientations within family therapy. chology course. Current issues in experimental The influence of gender, culture, developmental and applied psychology. Emphasis is placed on status, divorce, and abuse on the working dynamics reading and evaluation of psychological research. of the family will be examined. Various structural Topics vary each semester. This course may be and analytical systems such as Bowenian Systems repeated once for credit towards the major. techniques will be explored using a case study approach. Offered alternate years. PSYC 355 (3)–Neuroscience of Learning and Memory PSYC 425 (3)–Cognition Prerequisite: A 200-level course in biology or Prerequisites: PSYC 101 and a 300-level psy- psychology. This course covers the psychological chology course. An examination of theory and biological bases of learning and memory. Topics and research concerning thinking. Topics will range from the cellular changes that underlie species- include reasoning, problem solving, imagery, general learning to the brain areas and systems rel- and language. Offered alternate years. evant to conscious recollection. Memory processes in humans, rats, sea slugs, and computers are exam- PSYC 432 (4)–Psychological Tests and ined in order to better understand the structure of an Measurements adaptive mind. Offered alternate years. Prerequisites: PSYC 310, junior or senior standing, and permission of the instructor. PSYC 361 (1, 2, or 3)–Special Study A survey of the current and historical psycho- Prerequisites: 100-level PSYC course and per- metric principles and strategies used to assess mission of the instructor. The study of an inter- individual and group differences. The applica- mediate level topic by an individual student or tion and administration of widely-used tests are by a small group of students under the immedi- examined, and general problems of measure- ate supervision of a faculty member. ment are discussed. Laboratory work will focus on the administration, scoring and interpreta- PSYC 377 (1, 2, or 3)–Internship tion of tests that are typically used in a standard Prerequisites: Three credits in PSYC and per- assessment battery. Offered alternate years. mission of the instructor, department chair, and dean. This course is graded P/CR/NC only. PSYC 452 (2)–Senior Seminar Prerequisite: PSYC majors with senior stand- PSYC 403 (3)–Abnormal Psychology ing. A review and synthesis of major questions, Prerequisites: PSYC 101 and a 300-level issues, and methods of psychology. III.O. psychology course. An experimental-clinical approach to behavior disorders including an PSYC 461 (1, 2, or 3)–Independent Study overview and critical appraisal of current theo- Prerequisites or co-requisites: PSYC 219, PSYC ries regarding the etiology and treatment of 310, and PSYC 315, and permission of the behavior disorders. instructor. Pursuit of an upper level research project determined in advance by the student in PSYC 408 (3)–Sensation and Perception consultation with a faculty member who will act Prerequisites: PSYC 101 and a 300-level psy- as the sponsor. chology course. The study of sensory processes, the function and role of the senses, particularly
181 riding program Sweet Briar College
The depth of the program’s impact on Religion an individual is somewhat a reflection of her See the Department of Classics, Philosophy, degree of involvement with the program. and Religion on page 75. There is an additional horse use fee for the mounted courses (see College Fees). There is no additional charge for coaching at competitions/ activities or the lecture courses.
Riding Program Competition he Sweet Briar College Riding Program There are three riding team opportunities: Tis focused on the development of active Spring Hunter Show Team which focuses and responsible women utilizing interactions on state and AHSA competitions as well as with horses and horse sports and recreational ANRC Intercollegiate Championships; fall and activities in a strong instructional program as spring term Club IHSA Team; and Fall Field the medium. This is accomplished by providing Riding Team which focuses on Hunter Trials, students opportunities to: Hunter Pace events, and riding to hounds. In addition, a fall and spring term independent a) develop skills in self-expression, self-disci- competitor’s calendar in hunter/jumper and pline, and the self-confidence necessary to equitation divisions as well as Fall Hunter assume leadership roles Paces and Hunter Trials is available to those b) interact with and learn from humans and students whose other responsibilities do not equines of diverse backgrounds and abili- allow a team commitment or to those students ties, thus encouraging a sensitivity to others not selected for a team. The College Riding Program is a member of the Virginia Horse c) understand their responsibility for their own Show Association (VHSA), the Intercollegiate learning which will enable them to be suc- Horse Show Association (IHSA), the Affiliated cessful learners long after leaving Sweet Briar. National Riding Committee (ANRC, and the d) increase their skill, understanding, and fit- American Horse Show Association (AHSA). ness for equestrian pursuits, and ultimately, The Riding Program sponsors a number of their own physical well-being competitive opportunities for riders of all levels such as “Fun Shows,” intercollegiate competi- e) gain a sense of perspective regarding compe- tions, and AHSA competitions in the hunter/ tition and understand the many definitions jumper and equitation divisions, including the of “winning” United States Equestrian Team Talent Search f) explore and gain an appreciation of the Medal Class. historical development of equestrian sport and its impact on art, literature, and society Concentrations through the years The instructional program offers a manage- g) apply their accomplishments and experi- ment concentration and a teaching and school- ences to a variety of outcomes including ing concentration for students interested in obtaining a job, gaining acceptance into a a career in the equine industry and for the postgraduate program, competitive success student/amateur who would enjoy expanding as an exhibitor, development of a lifetime her knowledge and experience in these areas. In recreational activity, and appreciation of conjunction with the concentrations, a range horses and horse sports from the perspective of potential internships have been developed of an educated audience. including veterinary medicine in clinical and research settings, manufacturing, marketing,
182 2010-2011 Catalog riding program
and museum curating, as well as others within Instruction is provided for the begin- the diverse aspects of the horse industry. ning level through advanced levels, including schooling and AHSA hunter, jumper and equi- The College does not offer a major or minor tation levels to accommodate students of vary- in equestrian studies, but it does offer a cer- ing abilities and experience. These courses are tificate in Equine Studies. The vast majority of offered to fulfill the General Education Physical courses offered by the Riding Program, other Activity requirement (IV.3) and a maximum than those taken to fulfill the physical activity of five credits in physical education activity requirement, will not count toward graduation courses and/or Riding Program activity courses requirements. However, all courses taken will may be applied toward the degree. Beyond this, be recorded on the transcript and will indicate students who elect to continue a riding educa- the development of a good general background, tion should register each semester for a course as well as some specialization on an advanced which meets their interests and goals. A mini- level. If you are considering pursuing employ- mum of two instructional sessions per week, ment in this field, a Sweet Briar College liberal as well as theory/written work, is required for arts degree, an official transcript listing courses the successful completion of a course. Credit and internships successfully completed in the is given at the rate of 0.5 credits per quarter Riding Program, and a personal letter from or 1 credit per semester. In addition, several the Director of the Riding Program will be special courses are offered for full academic most valuable in securing a good employment credit. Courses are offered on a rotating basis. opportunity. Please consult the Riding Program Handbook for descriptions of current courses, the five- Recreation year schedule of course offerings, and for other The program sponsors informal, organized, information about the program. and educational recreational activities through- out the year. These opportunities include trail Activity courses are graded on a P/CR/NC riding independently seven days a week, guided grading option only. trail rides at least several times a week, indepen- RDPR 162 � Pre-position dent riding seven days a week in outdoor rings RDPR 163 � Position or indoors with music. Field trips, Fun Shows RDPR 164 � Advanced Position and organized games such as an Easter egg hunt are also offered. RDPR 165 � Position with Hacking I RDPR 167 � Independent Riders w/Hacking I Leadership RDPR 171 � Position and Basic Dressage The program has a range of leadership opportu- RDPR 173 � Competitive Trail Riding nities that include the Riding Program Advisory RDPR 175 � Position with Introduction to Committee, the Student Riding Council, stu- Jumping dent teacher program, trail guides, and activ- RDPR 181 � Position and Basic Dressage II ity management positions such as horse show RDPR 185 � Jumping Fundamentals I coordinator. There are also internships, extern- RDPR 186 � Jumping Fundamentals II ships, and other employment opportunities RDPR 188 � Riding Problems such as weekend stable worker, head of tack, RDPR 196 � Introduction to Riding Courses and office assistants. I RDPR 197 � Introduction to Riding Courses Riding Program Courses II There is an additional fee for riding (see College RDPR 198 � Introduction to Natural Fees). Horsemanship
183 riding program Sweet Briar College
RDPR 265 � Introduction to Riding to Elective Courses Hounds These courses are graded and count toward RDPR 281 � Introduction to Showing the hours required for graduation, but as non- Hunters I activity courses, they do not satisfy the General RDPR 285 � Introduction to Field Riding and Education Physical Activity Requirement. Jumping RDPR 286 � Riding Courses I RDPR 161 (1, 2, or 3)–Special Study Prerequisite: Satisfactory completion of one RDPR 288 � Dressage Sportif course in the riding program. A student may RDPR 290 � Prix Caprilli propose a project for a term, to be supervised RDPR 291 � Introduction to Schooling by a member of the Riding Program with the Horses approval of the Director. RDPR 294 � Introduction to Schooling and Competing with Jumpers RDPR 295 (1)–Teaching Techniques for Student Teachers RDPR 296 � Introduction to Competing Prerequisite: Permission of the instructor. This Jumpers course is designed to develop an understanding RDPR 365 � Field Riding and Jumping of the safety issues, horse selection requirements, RDPR 371 � ANRC Levels Prep and lesson planning skills, and riding theory neces- Performance sary to become a successful teacher of riding. RDPR 381 � Showing Hunters I Topics include: assessing the riding environ- RDPR 382 � Showing Hunters II ment, goal setting, active listening, effective communication, and developing observation RDPR 385 � Fall Field Riding Team skills. Students will work with a supervising RDPR 391 � Schooling Young and Problem instructor to gain practical teaching experience Horses I in addition to the lecture/discussion portion of RDPR 393 � Schooling Young and Problem the course. Horses II RDPR 394 � Schooling and Competing with RDPR 361 (1, 2, or 3)–Special Study Jumpers I Prerequisites: 100-level RDPR course and per- mission of the instructor. The study of an inter- RDPR 395 � Schooling and Competing with mediate level topic by an individual student or Jumpers II by a small group of students under the immedi- RDPR 398 � Show Team ate supervision of a faculty member.
Non-Credit Courses RDPR 377 (1, 2, or 3)–Internship The department offers non-activity courses and Prerequisites: Three credits in RDPR and per- seminars in special topics relating to the Riding mission of the instructor, department chair, Program. These courses meet once per week and dean. This course is graded P/CR/NC only. and, in addition, include readings, laboratory assignments, and a field trip or special project. RDPR 390 (2)–Farm and Stable Management These courses will be listed on the transcript but Prerequisites: BUSN 127, BUSN 131, BUSN will not be counted for credit or toward satis- 150, ECON 101, and RDPR 169. An analysis fying the General Education Physical Activity of the management components of operating a Requirement. successful for-profit equine operation. Areas to RDPR 169 (0) �Basic Horse Care be studied: employee/independent contractors laws and taxation, risk management, equine RDPR 184 (0) �Principles and Methods health care, marketing, budgeting, and long- of Judging Hunters and range financial planning. Each student will Selecting Thoroughbreds develop a detailed plan for the staffing, man- RDPR 192 (0) �Form to Function agement, equine health care, and budgeting of
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a specific facility. Professionals in the equine The Sociology Major industry will be brought in to discuss specific (36 semester hours) aspects of farm and stable management. Required: RDPR 392 (3)–Theory and Practice of SOCI 100 (3) �Introduction to Sociology: Schooling Horses The Sociological Perspective Prerequisites: Completion on at least one SOCI 110 (3) �Introduction to Sociology: 200-level riding course and permission of the Social Research instructor. A survey of the development of major riding and schooling theories in Western SOCI 320 (3) �Social Organization: Work, Family, and Education civilization from the Renaissance to the present and an actual schooling experience. Three hours SOCI 330 (3) �Social Stratification lecture and discussion, three hours mounted SOCI 450 (3) �Sociological Theory instruction, and at least four hours independent SOCI 451 (3) �Research Methods mounted work with a schooling project, weekly. Offered alternate years. Senior Exercise: SOCI 452 (3) �Senior Seminar RDPR 396 (3)–Contemporary Riding and Teaching Choose 4 three-credit courses in sociol- Prerequisites: Completion of at least one ogy excluding internships. No more than one 200-level riding course and permission of the directed, special, or independent study may be instructor. The study and practice of riding counted toward the major. and teaching within a modern system of rid- ing. Mounted instruction, lectures, and practice Choose 1 of the following courses: teaching. Offered alternate years in the summer. MATH 106 (3) �Statistical Reasoning MATH 205 (3) �Applied Statistics RDPR 461 (1, 2, or 3)–Independent Study Prerequisites: One 100-level RDPR course, one Note: For the major in sociology, the P/CR/ 200-level RDPR course, and permission of the NC grading option may not be exercised for any instructor. Pursuit of an upper level research course which could count toward the major. project determined in advance by the student in Additional information about the P/CR/NC consultation with a faculty member who will act grading option is available under the Academic as the sponsor. Regulations heading in this catalog.
Sociology Minor (18 semester hours)
Sociology Required: ociology, the study of modern society and SOCI 100 (3) �Introduction to Sociology: Sits institutions, deals with questions about The Sociological Perspective economic relations, the distribution of power, SOCI 110 (3) �Introduction to Sociology: and interrelations of religious systems and the Social Research structure of society. The discipline combines SOCI 320 (3) �Social Organization: Work, rigorous methods with a humanist’s perspective Family, and Education to develop comprehensive views of society. The SOCI 330 (3) �Social Stratification Department of Sociology offers a wide variety of courses in social stratification, crime and Choose 2 three-credit courses in sociol- delinquency, urbanization, and race relations. ogy excluding internships. No more than one The department offers major and minor pro- directed, special, or independent study may be counted toward the minor. grams in sociology.
185 sociology Sweet Briar College
Note: For the minor in sociology, the P/CR/ attention to questions about community forma- NC grading option may not be exercised for any tion, maintenance, and change. In it we will also course which could count toward the minor. examine the phenomenon of intentional com- Additional information about the P/CR/NC munity and its place vis a vis mainstream society, grading option is available under the Academic with an emphasis on environmentally sustain- Regulations heading in this catalog. able communities. Offered alternate years. Course Descriptions–Sociology SOCI 223 (3)–The Sociology of Food Prerequisite: SOCI 100. Food is a principal SOCI 100 (3)–Introduction to Sociology: ingredient in sociocultural systems and conveys The Sociological Perspective much about a society. This course explores the The course serves as an introduction to the social significance of food, specifically: the deter- analysis of human interaction and social groups. minants of what and how people in a society eat, Focus is on the sociological perspective, methods religious and ideological meanings associated of social science, socialization processes, and with certain foods, how food norms reflect and class, gender, and race inequalities, with an over- perpetuate certain forms of social stratification, arching emphasis on the social construction of the rationalization of food-related processes, reality. May be counted as an adjunct course toward and the consequences of food conventions for the minor in gender studies. V.5. the health of people and the environment. V.5.
SOCI 110 (3)–Introduction to Sociology: SOCI 230 (3)–Population Social Research Prerequisite: SOCI 110. An analysis of histori- An introduction to the analysis of human group cal, contemporary, and anticipated population behavior within the context of social interaction trends as these are related to economic and and social institutions. Primary emphasis is on social situations of selected areas, with special methods and results of social research. III.Q. reference to the United States. V.5.
SOCI 200 (3)–Medical Sociology SOCI 240 (3)–Modern Social Movements Prerequisite: SOCI 110. Social and behav- Prerequisite: SOCI 100. A study of the growth ioral risk factors for health and well-being, ill- of various social, religious, civil rights, political, ness, accidents and death. Interrelationships of and cultural movements, especially in present- these non-medical factors with health care and day America. Attention will be given to the socially-patterned inequalities. V.5. theories of the emergence of collective behavior, the causes of social movements, and the impact SOCI 210 (3)–Culture, Society, and the of social movements on our society. Automobile Prerequisite: SOCI 100. Changing effects of the SOCI 250 (3)–Social Work automobile on culture and social organization Prerequisite: SOCI 100. The basic principles will be considered. Topics include: the relation of social service; types of social-work settings; of cars to industrialization and the organization standards of social work; and an introduction of work, cars as popular cultural artifacts, cars to methods of case work, group work, and com- and social policy. Some attention will be paid munity work. May be counted as an adjunct course to probable future trends in automotive design toward the minor in gender studies. This course may and production. Emphasis is on the United not be used to meet the minimum number of courses States, but recent developments in the rest of the required for either the major or minor in sociology. world (especially Japan) will be analyzed as well. Offered every third year. V.5. SOCI 260 (3)–Sociology of Religion Prerequisite: SOCI 100. This course examines SOCI 220 (3)–Community religion in human cultures from a sociological Prerequisite: SOCI 100. This course analyzes perspective, focusing on its origins in and con- the role of community in human social life, with sequences for society. Study includes the review
186 2010-2011 Catalog sociology
of classic and contemporary arguments about distribution? Are classes real groups or catego- the role of religion and ideas about morality in ries? Can individuals change their rank in the the development of modern society. The course structure? How has the structure of inequality also explores ways in which religion and other changed? V.5, V.7. aspects of society influence each other. V.5. SOCI 350 (3)–Urban Sociology SOCI 261 (1,2, or 3)–Directed Study Prerequisite: SOCI 100. The emergence of the Prerequisites: SOCI 100 or SOCI 110, and modern city raised many questions about the permission of the instructor. The study of effects of urban life on society. Today, however, introductory level material by an individual more than half the world’s population is urban. student or by a small group of students under This course will examine the range of sociologi- the immediate supervision of a faculty member. cal theories about the city. Themes include: the This course is graded P/CR/NC only. history of urbanization and sprawl, the cultures of cities, environmental issues, and the “new SOCI 300 (3)–Social Psychiatry urban sociology.” Prerequisite: SOCI 110. An analysis of cultural values and socioeconomic factors related to SOCI 360 (3)–Minorities and Race Relations definitions of mental health; societal responses Prerequisite: SOCI 100. An analysis of the sig- to mental illness; the prevalence and distribution nificance of minority-group status for the indi- of psychiatric disorder in population groups; the vidual and society, with emphasis on the rela- influence of non-medical factors in diagnosis tionship between personality and prejudice, the and treatment; the relation to social structure of functions of prejudice in society, and the effects mental health policy and organization of treat- of prejudice on minority-group members. The ment systems. application of this analysis to the United States and selected societies. III.W. SOCI 310 (3)–Criminology Prerequisite: SOCI 110. Critical analysis of con- SOCI 361 (1, 2, or 3)–Special Study temporary theoretical and empirical research of Prerequisites: SOCI 100 or SOCI 110, and the sociology of crime and delinquency. III.Q. permission of the instructor. The study of an intermediate level topic by an individual stu- SOCI 320 (3)–Social Organization: Work, dent or by a small group of students under the Family, and Education immediate supervision of a faculty member. Prerequisite: SOCI 100. An analysis of how the This course is graded P/CR/NC only. economy affects the organization of the work- place which in turn affects home and school SOCI 370 (3)–Environmental Sociology socialization processes. Implications of work- Prerequisite: SOCI 100 or ENVR 101. An place organization and socialization processes analysis of the reciprocal interactions between for social mobility are explored. the physical environment (ranging from a micro level to the biosphere) and social organization. SOCI 330 (3)–Social Stratification Specific topics include energy consumption, Prerequisite: SOCI 100. An examination of quality of life, sustainable development, envi- the sociological understanding of structured ronmental inequality, and global environmental social inequality. Beginning with the origins change. The course will emphasize the ways of social stratification and theoretical explana- in which social structures and the individual tions of inequality, the course will survey the behaviors that reflect them both transform and principal forms of stratification found in human are transformed by the environment. Offered society, concentrating on an extended analysis alternate years. V.7. of the class structure of American society that addresses these fundamental questions: How SOCI 377 (1, 2, or 3)–Internship are rewards (power, property, prestige) distrib- Prerequisites: Three credits in SOCI and per- uted in American society? How unequal is the mission of instructor, department chair, and dean. This course is graded P/CR/NC only.
187 sociology Sweet Briar College
SOCI 450 (3)–Sociological Theory Prerequisites: SOCI 100 and one additional Studio Art course in sociology. Sociological theory was a response to the traumatic birth of modern soci- he Studio Art Department addresses itself ety. Industrialization, capitalism, and individu- Tto developing visually literate students alism all raised difficult questions. What is the within the context of the liberal arts format. nature of modern society? What are its problems The studio art student has the opportunity to and challenges? How will it change? We shall master a wide range of classic and experimental approach these questions via a critical reading of techniques by creating visual expressions of Marx, Durkheim, Weber, and others, followed ideas drawn from her own experiences and by selections representative of the major move- enriched by the broad spectrum of knowledge ments of thought in contemporary sociological available to her in the liberal arts program. theory. III.W, V.1. Students interested in the studio art major SOCI 451 (3)–Research Methods (especially those wishing to study abroad in Prerequisites: SOCI 110, and MATH 106 or their junior year) are encouraged to take foun- MATH 205. An analysis of strategies for discovery dation courses (ARTS 101, ARTS 110 or ARTS in social research, with emphasis on question- 115, ARTH 115, and ARTH 116) in their first naires, interviews, and observation. Students will year and to seek an advising appointment with have an opportunity to apply these methods. III.Q. a studio art faculty member. The Studio Art Department also suggests the completion of the SOCI 452 (3)–Senior Seminar Arts Management Program. Prerequisite: Open by permission to seniors who are doing major work in the division or in Students who seek advanced placement in related interdepartmental majors. The applica- studio art must submit a portfolio of slides or tion of the sociological perspective to an issue or actual work for review by the studio instructors. problem in contemporary society, with empha- Although students may be exempted from the sis on the formulation of a sociological question foundation courses (ARTS 101, ARTS 110, and and the construction of a sociological analysis. ARTS 115), college credit is not usually granted Students in the seminar will determine the issue for work done in high school. Instead of taking or problem to be considered. Students may elect foundation courses, students will be expected to to do independent work on topics related to the take other studio art courses. theme of the seminar. III.O. ARTS 115, ARTS 119, ARTS 204, ARTS SOCI 461 (1, 2, or 3)–Independent Study 219, ARTS 221, ARTS 222, and all printmaking Prerequisites: SOCI 100 or SOCI 110, one courses require lab fees. 200-level SOCI course, and permission of the instructor. Pursuit of an upper level research project determined in advance by the student The Studio Art Major (45 semester hours) in consultation with a faculty member who will act as the sponsor. This course is graded P/CR/ Required: NC only. ARTS 101 (3) �Introduction to Studio Art
Senior Exercise: ARTS 451 (1) �Senior Exercise I Spanish ARTS 452 (2) �Senior Exercise II See Department of Modern Languages and Literatures on page 149. Choose 1 of the following courses: ARTS 110 (3) �Two-Dimensional Design ARTS 115 (3) � Sculpture I
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Choose 2 intermediate, advanced, or Teacher Licensure in Studio Art 300-level or above courses in one of the See the studio art or education department chair following areas of specialization: ceramics, draw- for information on teacher licensure in studio ing, painting, photography, printmaking, digital art (PreK-12). media, or sculpture. Intermediate level courses are designated by II in the title, and advanced level Course Descriptions courses are designated by III or IV in the title. Choose 5 additional three-credit courses ARTS 101 (3)–Introduction to Studio Art in studio art. An introduction to the various media used in the creation of visual art through hands-on Note: The major program must include one experience, to elements of visual language such three-credit course in each of the following areas as perspective, and to critical issues in art’s eval- of study: drawing, painting, printmaking, and uation. A number of techniques such as paint- sculpture or ceramics. ing, drawing, printmaking, and sculpture will be The following ancillary courses are also sampled. Six hours of supervised studio. V.6b. required unless the studio art major also suc- cessfully completes the major or minor in the ARTS 110 (3)–Two-Dimensional Design history of art. A course on the fundamental principles of two- dimensional design and composition. Various Required: media are used to investigate elements of design ARTH 115 (3) �Survey of Art History I such as value, visual weight, form, scale, texture, ARTH 116 (3) �Survey of Art History II and rhythm, and to analyze works of art. An introduction to letter forms, layout, and color Choose 1 three-credit course in art his- theory are included. Six hours of supervised tory designated as III.W. studio. V.6b.
Choose 2 of the following courses: ARTS 115 (3)–Sculpture I ARTH 253 (3) �Early 20th-Century Art An introduction to the various techniques and ARTH 255 (3) �Contemporary Art processes involved in the creation of three- dimensional art. Assignments will spotlight spe- ARTH 303 (3) �Seminar on Women Artists cific design and construction concepts, with ARTH 354 (3) �Later 20th-Century Art students developing their own solutions from ARTS 209 (3) �History of Photography initial idea to fabrication using a wide range of materials. V.6b. The Studio Art Minor (24 semester hours) ARTS 119 (3)–Photography I Prerequisite: 35mm non-automatic camera Required: required; studio art majors have priority. An ARTS 101 (3) �Introduction to Studio Art historical and practical study of the materials and techniques of artistic expression through Choose 1 of the following courses: the black-and-white photographic process. Will ARTS 110 (3) �Two-Dimensional Design include camera and lighting techniques, film ARTS 115 (3) �Sculpture I processing, a variety of printing methods, as well as some specialized techniques, such as Choose 6 additional three-credit courses combination printing, toning, and paper nega- in studio art. tives. Will include study of reproduction and original prints. Safe use of toxic art materials is Note: The minor program must include one included. Includes information on technical and three-credit course in each of the following areas artistic copyright laws. Six hours of supervised of study: digital media, drawing, painting, print- studio. V.6b. making, and sculpture or ceramics.
189 studio art Sweet Briar College
ARTS 127 (3)–Monoprint and ARTS 213 (3)–Digital Design I Experimental Printmaking Students learn the basics of the three main com- This course will introduce students to the mono- puter software programs used in the graphic print, the printmaking technique that comes clos- design field today: Adobe Photoshop, Adobe est to drawing and painting in its immediacy. The Illustrator, and Adobe Indesign. Skills to be monoprint and monotype represent a family of emphasized include scanning and retouching, fascinating processes that foster experimentation selection techniques, creating and editing type, and discovery. This hands-on class will introduce and formatting and working with objects and students to additive and reductive techniques and text, filters, gradients, and transformation tools the trace monoprint, using both oil-based and non- while completing workbook projects step by toxic waterbased inks. Safe use of toxic art materials step. Some principles of good design will be cov- is included. V.6b. ered for use in independent projects. Includes information on technical and artistic copyright ARTS 131 (3)–Drawing I laws. Six hours of lecture/studio per week. A study of the classic drawing techniques and mate- rials. Emphasis will be placed on a basic approach ARTS 215 (3)–Beginning Lithography and to drawing in pencil, charcoal, conte, pen and ink, Experimental Printmaking wash, and mixed media. Drawing from life and Prerequisite: ARTS 101 or ARTS 110. An intro- keeping a sketchbook are elements of the course. Six duction to the materials and techniques of stone hours of supervised studio. V.6b. lithography. The complete process beginning with graining the stone, through crayon and ARTS 204 (3)–Sculpture II wash drawing, to printing, will be done by the Prerequisite: ARTS 101, ARTS 110, or ARTS students. Monoprint and collograph will also 115. Students will explore a wide range of be addressed. Offered alternate years. Safe use of approaches to the three-dimensional form toxic art materials is included. V.6b. as fine art. Casting, carving, assembly, clay sculpture, and translation from a small model ARTS 216 (3)–Beginning Relief Printmaking (maquette) to a larger piece are some of the areas Prerequisite: ARTS 101 or ARTS 110. An intro- covered. These techniques as well as aesthetic duction to the materials and methods of three concerns will be addressed. V.6b. relief printmaking techniques: wood engraving, woodcut, and linoleum cut. Each step from design- ARTS 208 (3)–Painting I ing and cutting the block through printing will Prerequisite: ARTS 101 or ARTS 110. Basic be addressed and executed by the students. Color instruction addressing materials, techniques, printing will be introduced. Safe use of toxic art composition, and color theory in painting with materials is included. Offered alternate years. V.6b. particular emphasis on developing technical understanding and skills. Safe use of toxic art ARTS 219 (3)–Photography II materials is included. V.6b. Prerequisite: ARTS 119. Further study of materi- als and techniques presented in Basic Photography, ARTS 209 (3)–History of Photography with emphasis on development of personal expres- This course will offer an exploration of the history sion through the art of photography. A 35mm non- of photography including: 19th century photo- automatic camera is required. V.6b. graphic processes; major figures in the 19th and 20th centuries; the popular impact of photographic ARTS 220 (3)–Beginning Etching imagery; and the creation of a visual culture. Major Prerequisite: ARTS 101 or ARTS 110. An intro- movements such as pictoralism, modernism, and duction to the materials and techniques of postmodernism will be featured in conjunction intaglio printmaking. Students will be taught with some important practitioners and theorists. processes for developing line, tone, and texture Offered alternate years. V.6a. on the plate, and to ink and print their plates. Color printing will be introduced. Safe use of toxic art materials is included. V.6b.
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ARTS 221 (3)–Ceramics-Handbuilding ARTS 261 (1, 2, or 3)–Directed Study An exploration of the materials and forming Prerequisites: One ARTS course and permis- techniques involved in making hand built three- sion of the instructor. The study of introduc- dimensional clay objects. Pinching, slab build- tory level material by an individual student or ing, and coiling will be covered as well as glaz- by a small group of students under the immedi- ing, firing, and glaze chemistry. Emphasis will ate supervision of a faculty member. Areas of be placed on artistic and creative solutions to study may be in one of the following: ceramics various problems. Safe use of toxic art materials is or sculpture, drawing, painting, photography, included. V.6b. digital media, or printmaking.
ARTS 222 (3)–Ceramics-Throwing ARTS 304 (3)–Drawing III An exploration of the materials and forming Prerequisite: Permission of the instructor. techniques involved in making thrown three- Advanced drawing for those students who have dimensional clay objects. Pitchers, plates, cov- demonstrated their ability to continue creative ered containers, and teapots will be covered work on their own initiative. as well as glazing, firing, and glaze chemistry. Emphasis will be placed on artistic and creative ARTS 313 (3)–Digital Design II solutions to various problems. Safe use of toxic Prerequisite: ARTS 213. This course teaches art materials is included. V.6b. the advanced features of the three main computer software programs used in the graphic design field ARTS 232 (3)–Drawing II today: Adobe Photoshop, Adobe Illustrator, and Prerequisites: ARTS 110 and ARTS 131. Quark Xpress. Students work independently to Further study of drawing, stressing the develop- apply principles of good design to original creative ment of each student’s own direction, research, projects. Six hours of lecture/studio per week. and vision. A higher level of technique, crafts- manship, and the creative possibilities of media ARTS 315 (3)–Lithography will be emphasized. Prerequisite: ARTS 220. Exploration of the creative possibilities of lithography, using either ARTS 239 (3)–Collage, Assemblage, and plate or stone, for the student ready to pursue Mixed Media her own directions and imagery. This course Prerequisite: ARTS 101, ARTS 110, or ARTS aims at a deepened understanding of image- 131. This class combines drawing, painting, making and stone-processing techniques and bookmaking, and working with found objects printing possibilities, including investigation of and images. Materials include encaustic and oil color printing. Offered alternate years. pastels. Technical aspects of these media will be incorporated. The course examines the aesthet- ARTS 316 (3)–Relief Printmaking ics and history of combining media. Safe use of Prerequisite: ARTS 216. Exploration of the toxic art materials is included. V.6b. creative possibilities of relief printmaking for the student ready to concentrate on either wood ARTS 242 (3)–Digital Art and Imaging engraving, woodcut, or linoleum cut. The stu- Prerequisite: 100-level studio arts course. dent will pursue her own directions and imagery Students will learn to use the computer and meth- while deepening her understanding of cutting ods of digital capture to create work that is fine art techniques and printing possibilities, as well oriented. Software programs such as Photoshop and as further investigating color printing. Offered Illustrator will be used along with scanners, photo- alternate years. graphically derived images, and found objects. Basic composition and pictorial design will be empha- ARTS 319 (3)–Photography III sized within the context of these programs to enable Prerequisite: ARTS 219. This course involves the student to combine computer skills with intui- the study of the zone system, fiber-base print- tive creativity. Includes information on technical ing and toning, studio lighting, color slides, and artistic copyright laws. V.6b. and experimentation with pinhole and plastic cameras. This course will also look at basic his-
191 studio art Sweet Briar College torical and contemporary issues and techniques work on their own initiative in the media previ- in photography. The student will refine material ously studied. from previous courses, and explore a personal topic that a portfolio will be based on. Offered ARTS 407 (3)–Advanced Printmaking alternate years. Prerequisite: Permission of the instructor. Advanced printmaking for those students who ARTS 320 (3)–Etching have demonstrated their ability to continue Prerequisite: ARTS 215 or ARTS 220. creative work on their own initiative. A continu- Exploration of the creative possibilities of inta- ation of techniques previously studied. glio printmaking for the student ready to pursue her own directions and imagery. This course ARTS 451 (1)–Senior Seminar I aims at a deepened understanding of etching Criticism, analysis, and selection of student art techniques and printing possibilities, as well as work to be included in the senior exhibition by further investigation of color printing. members of the department and visiting artists. Cultural context will be explored. The vocabu- ARTS 325 (3)–Painting II lary of judgment and criticism will be devel- Prerequisites: ARTS 110 and ARTS 208. oped. Each student will present an oral report Further study of painting stressing the develop- in defense of her visual statement. Offered every ment of each student’s own direction, research, year in the fall semester. III.O. and vision. A higher level of technique, crafts- manship, and the creative possibilities of the ARTS 452 (2)–Senior Seminar II medium will be emphasized. Criticism, analysis, and selection of student art work to be included in the senior exhibition by ARTS 361 (1, 2, or 3)–Special Study members of the department and visiting artists. Prerequisites: 100-level ARTS course and per- Cultural context will be explored. The vocabu- mission of the instructor. The study of an lary of judgment and criticism will be devel- intermediate level topic by an individual student oped. Each student will present an oral report or by a small group of students under the imme- in defense of her visual statement. Offered every diate supervision of a faculty member. Areas of year in the spring semester. III.O. study may be in one of the following: ceramics or sculpture, drawing, painting, photography, ARTS 461 (1, 2, or 3)–Independent Study digital media, or printmaking. Prerequisites: One 100-level ARTS course, one 200-level ARTS course, and permission of the ARTS 377 (1, 2, or 3)–Internship instructor. Pursuit of an upper level research Prerequisites: Three credits in ARTS and per- project determined in advance by the student mission of the instructor, department chair, in consultation with a faculty member who will and dean. This course is graded P/CR/NC only. act as the sponsor. Areas of study may be in one of the following: ceramics or sculpture, draw- ARTS 401 (3)–Painting III ing, painting, photography, digital media, or Prerequisite: Permission of the instructor. printmaking. Advanced painting for those students who have demonstrated their ability to continue creative work on their own initiative in the media previ- ously studied.
ARTS 402 (3)–Painting IV Prerequisite: Permission of the instructor. Advanced painting for those students who have demonstrated their ability to continue creative
192 2010-2011 Catalog theatre and dance
ENGL 325 (3) �Shakespeare: Ten Plays Theatre and THTR 105 (3) �Introduction to Technical Theatre Dance THTR 189 (3) �Acting I THTR 310 (3) �Scenography: Fundamentals Theatre of Theatre Design he Theatre Program is committed to deep- THTR 329 (2) �Advanced Theatre Production Tening a student’s knowledge and apprecia- THTR 392 (3) �Directing tion of the theatre by studying the theatre of the past, learning the theoretical background of Senior Exercise: the various parts of the theatre acting, direct- THTR 463 (3) �Senior Project ing, design, play writing, technical theatre; and Choose the following course twice in two regular participation in theatre productions. different semesters: Students have the opportunity to participate THTR 229 (2) �Production and Performance in all phases of production work as well as to specialize in either acting/directing or design/ Choose 4 courses from the following: technical theatre. The department produces THTR 170 (3) �Theatre on Film a broad range of material from the classics THTR 245 (3) �Contemporary Drama to musicals to modern experimental theatre. THTR 333 (3) �History and Literature of Students work with the faculty as well as with the Theatre of the Ancient guest artists each year. World THTR 334 (3) �History and Literature of the Dance Theatre of the Middle Ages ance is a universal language of art, at once and Renaissance Dboth basic and complex. Through move- THTR 335 (3) �History and Literature of the ment and choreography, dance transmits both Theatre in the 17th to 19th the essence of a culture and the expression of Centuries the individual. As with other art forms, the THTR 336 (3) �History and Literature of the study of dance involves mastery of theory, his- Theatre in the 20th and 21st Centuries tory, and applied dance (technique). The cur- riculum is arranged so as to give the student the Choose 6 additional credit hours from the best possible study in the tradition of a liberal following: arts environment. Students also have ample ENGL 322 (3) �Romance and Renewal: chance both to perform and to work with visit- Shakespeare and Elizabethan ing guest artists. With a comprehensive back- Drama ground in dance, a major may decide to pursue ENGL 324 (3) �Revenge and Ravishment: a career in such diverse fields as performance Shakespeare and Jacobean or teaching or with a double major in a related Drama field arts management, expressive arts therapy ENGL 380 (3) �Classics of Modern Drama or dance medicine. DANC 223 (3) �Introduction to Dance Composition I The Theatre Major THTR 104 (3) �Introduction to the Theatre (46 semester hours) THTR 170 (3) �Theatre on Film (if not cho- sen for requirement above) Required: THTR 220 (3) �Computer Applications for ARMG 105 (4) �Introduction to Arts Theatre Management
193 theatre and dance Sweet Briar College
THTR 230 (3) �Play and Screen Writing The Musical Theatre Minor THTR 235 (3) �Musical Theatre Literature (20-21 semester hours) THTR 280 (2) �Voice and Movement for Theatre Required: DANC 111 (1) �Beginning Modern Dance THTR 290 (3) �London Theatre Tour MUSC 107 (3) �Rudiments of Music I THTR 341 (3) �Musical Theatre Techniques MUSC 138 (1) �Opera Workshop THTR 389 (3) �Acting II MUSC 185 (2) �Applied Voice Note: For the major in theatre, the P/CR/NC THTR 189 (3) �Acting I grading option may be exercised for courses THTR 229 (2) �Production and Performance taken at the 100- and 200-level only. Additional information about the P/CR/NC grading option THTR 235 (3) �Musical Theatre Literature is available under the Academic Regulations THTR 341 (3) �Musical Theatre Techniques heading in this catalog. Choose both: The Theatre Minor DANC 107 (1) �Beginning Ballet (19 semester hours) DANC 109 (1) �Beginning Jazz
Required: Or choose: THTR 104 (3) �Introduction to the Theatre DANC 223 (3) �Introduction to Dance THTR 105 (3) �Introduction to Technical Composition I Theatre I Note: At the discretion of the chair of the THTR 189 (3) �Acting I music department, some students whose major is music may substitute MUSC 181 for MUSC Choose 2 of the following courses: 107. THTR 333 (3) �History and Literature of the Theatre of the Ancient World For the minor in musical theatre, the P/CR/NC THTR 334 (3) �History and Literature of the grading option may be exercised for courses Theatre of the Middle Ages taken at the 100- and 200-level only. Additional and Renaissance information about the P/CR/NC grading option THTR 335 (3) �History and Literature of the is available under the Academic Regulations Theatre in the 17th to 19th heading in this catalog. Centuries THTR 336 (3) �History and Literature of the Teacher Licensure in Theatre Theatre in the 20th and 21st Students seeking licensure (6-12) in theatre Centuries must satisfy all requirements for the major in theatre, and select one of the following courses Choose the following course twice in two as well: THTR 280 or THTR 341. See addi- different semesters: tional professional requirements listed under the THTR 229 (2) �Production and Performance Department of Education. Note: For the minor in theatre, the P/CR/NC The Dance Major grading option may be exercised for courses (45-46 semester hours) taken at the 100- and 200-level only. Additional information about the P/CR/NC grading option Required: is available under the Academic Regulations DANC 111 (1) �Beginning Modern Dance heading in this catalog. DANC 211 (1) �Intermediate Modern Dance DANC 221 (3) �Dance History I
194 2010-2011 Catalog theatre and dance
DANC 222 (3) �Dance History II The Dance Minor Teaching Option DANC 223 (3) �Introduction to Dance (22 semester hours) Composition I DANC 224 (3) �Introduction to Dance Required: Composition II DANC 221 (3) �Dance History I DANC 301 (3) �Intermediate Dance DANC 222 (3) �Dance History II Composition I DANC 223 (3) �Introduction to Dance DANC 302 (3) �Intermediate Dance Composition I Composition II DANC 224 (3) �Introduction to Dance DANC 351 (3) �Anatomy and Kinesiology Composition II DANC 415 (3) �Methods of Teaching DANC 415 (3) �Methods of Teaching Creative Creative Movement and Movement and Dance Dance DANC 467 (3) �Aesthetics Dance Criticism Choose the following course twice in two different semesters: MUSC 107 (3) �Rudiments of Music I DANC 311 (2) �Advanced Modern Dance THTR 105 (3) �Introduction to Technical Technique Theatre I Choose 1 of the following courses. Senior Exercise: DANC 301 (3) �Intermediate Dance DANC 463 (3) �Senior Project Composition I Choose the following course twice in two DANC 351 (3) �Anatomy and Kinesiology different semesters: DANC 467 (3) �Aesthetics-Dance Criticism DANC 311 (2) �Advanced Modern Dance Note: For the minor in dance, the P/CR/NC Technique grading option may be exercised for courses Choose 1 of the following courses. taken at the 100-level only. Additional informa- tion about the P/CR/NC grading option is avail- ARMG 105 (4) �Introduction to Arts able under the Academic Regulations heading Management in this catalog. ARTH 115 (3) �Survey of Art History I ARTH 116 (3) �Survey of Art History II The Dance Minor–Performance MUSC 126 (3) �The Appreciation of Music Option MUSC 127 (3) �World Music (14 semester hours) Any three-credit course in the studio art department Required: Note: It is expected that a student majoring in DANC 221 (3) �Dance History I dance take one dance course each term. Applied DANC 223 (3) �Introduction to Dance dance technique courses are DANC 107, DANC Composition I 109, DANC 111, DANC 207, DANC 209, DANC 211, and DANC 311. Choose 3 of the following courses of which 2 must be at the 300-level or above. Note: For the major in dance, the P/CR/NC DANC 107 (1) �Beginning Ballet grading option may be exercised for courses DANC 109 (1) �Beginning Jazz taken at the 100-level only. Additional informa- tion about the P/CR/NC grading option is avail- DANC 111 (1) �Beginning Modern Dance able under the Academic Regulations heading in DANC 207 (1) �Intermediate Ballet this catalog. DANC 209 (1) �Intermediate Jazz DANC 211 (1) �Intermediate Modern Dance
195 theatre and dance Sweet Briar College
DANC 311 (2) �Advanced Modern Dance THTR 152 (3)–Interpersonal Communication Technique This course will increase communication knowl- edge and skills between two or more people. Choose 1 of the following courses. Topics covered include: face-to-face verbal and DANC 222 (3) �Dance History II non-verbal communication, listening and feed- DANC 224 (3) �Introduction to Dance back perception, self-disclosure, relationships, Composition II attitudes, overcoming barriers, coping with con- DANC 351 (3) �Anatomy and Kinesiology flict, assertiveness, interviewing skills, and learn- ing to communicate more effectively. Offered Note: For the minor in dance, the P/CR/NC alternate years. III.O. grading option may be exercised for courses taken at the 100-level only. Additional informa- THTR 170 (3)–Theatre on Film tion about the P/CR/NC grading option is avail- Students will read the scripts and see the film able under the Academic Regulations heading in adaptations of a variety of plays originally writ- this catalog. ten for the stage. The course will cover both classic and modern drama. May be counted toward Teacher Licensure in Dance the minor in film studies. Three hours lecture/ discussion and two hours lab per week. Offered Students seeking licensure in dance must sat- alternate years. V.6a. isfy all requirements for the major in dance, must take a special study (DANC 361) on the THTR 189 (3)–Acting I topic of folk dance, and must complete two Theatrical presentation as a critical approach additional special studies (DANC 361) on the to dramatic literature. Reading, discussion, and following topics: kinesiology, and injury pre- performance to develop the student’s powers of vention and care for dance. See the additional expression. III.O, V.6b. professional studies requirements listed under the Department of Education. THTR 202 (3)–Business and Professional Speaking Communication concepts and skills for use in Course Descriptions–Theatre business and professional environments. Topics THTR 102 (3)–Public Speaking covered include: problem solving, dealing with An introduction to informative, argumentative, and resistance to change, audience analysis, inter- persuasive modes of address: traditional rhetorical viewing, asking questions, responding to public principles of organization, audience analysis, and questions, dealing with the news media, and effective delivery will be applied in class. III.O. organization of material. III.O.
THTR 104 (3)–Introduction to the Theatre THTR 205 (3)–Advanced Technical Theatre Introduction to the basic principles of theatre. Prerequisite: THTR 105. Advanced studies in Different specialties will be explored such as acting, the technical applications of properties, cos- directing, scenic and lighting design, stage man- tumes, scene painting, lighting, model making, agement and publicity. Historical periods will be and stage management. From the organization defined, and representative plays will be read. V.6a. to final product, how to bring ideas to life on the stage. Practical projects and research included. THTR 105 (3)–Technical Theatre Introduction to the technical theatre: lighting, THTR 220 (3)–Computer Applications for sound, set construction, scene painting, and Technical Theatre backstage management. A thorough training Prerequisite: THTR 105. An introduction to the in scene shop functions and technical support, basics of Computer Assisted Drafting (CAD), com- emphasizing practical skills. Three hours of puter modeling and rendering, lighting simulation, lecture and discussion and three hours of labora- graphic arts, sound design and editing and scanning tory per week. and printing. Emphasis on establishing a founda- tion for further individual study and practice.
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THTR 229 (2)–Production and Performance of resonance, articulation and projection and pre- Ensemble participation in technical production sentation of character through movement. Offered and play performance: acting, stage design and alternate years. III.O. construction, stage management, make-up, pub- licity, and backstage crew work. May be repeated THTR 290 (3)–London Theatre Tour for credit. V.6b. Students will spend three weeks in London, attend- ing 12 plays, as well as museums, art galleries, the THTR 230 (3)–Play and Screen Writing Old Globe Project, tours of several theatres and arts An introductory course in writing scripts complexes and a weekend in Stratford-upon-Avon. designed for production. Students will learn Students will learn critical appreciation of theatre dramatic structure, dialogue writing, and char- through written essays and discussion. This course acterization by writing several drafts of original will be offered during the summer, and carries an short plays and screen plays. Offered alternate extra cost of approximately $3,200. Offered alter- years. III.W, V.6b. nate years. V.6a.
THTR 235 (3)–Musical Theatre Literature THTR 310 (3)–Scenography: The history, literature and music of musical Fundamentals of Theatrical Design theatre through the 20th century, including Prerequisite: THTR 105. An introduction to how material is developed from novels, plays the concepts and practice in all areas of scenog- and other sources. Students will listen to, read raphy, including scenic design, lighting design, and watch performances of classic musicals and sound design, property design, costume design. learn the major figures who have contributed to Offered alternate years. the genre. Offered alternate years. III.W, V.6a. THTR 329 (2)–Advanced Theatre Production THTR 245 (3)–Contemporary Drama Prerequisites: 4 credits in THTR 229 and Representative plays from the contemporary junior standing. Students enrolled in this class theatre will be read and discussed. All plays in will be assigned major acting roles, or supervi- this course have had their original production sory positions such as stage manager, assistant within the last eight years. Students will learn director, or crew head in the mainstage theatre how to analyze scripts and make judgments on production. May be repeated for credit. their quality. Offered every third year. V.2, V.6a. THTR 333 (3)–History and Literature of THTR 258 (3)–Debate and Argumentation the Theatre of the Ancient World The principles and techniques in argumenta- Prerequisite: Sophomore standing. The history tive speaking and debate. Students will have the of the theatre in ancient Greece, Rome, India, opportunity to study and analyze debate propo- China, and Japan, including the major genres sitions, prepare arguments, research and select and playwrights, staging, design, and produc- evidence, and practice rebuttal and refutation. tion arrangements. Representative plays will be Offered alternate years. III.O. read and discussed from each period. Offered alternate years. V.2, V.6a. THTR 261 (1, 2, or 3)–Directed Study Prerequisites: One THTR course and permis- THTR 334 (3)–History and Literature sion of the instructor. The study of introductory of the Theatre of the Middle Ages and level material by an individual student or by a Renaissance small group of students under the immediate Prerequisite: Sophomore standing. The history supervision of a faculty member. of theatre in the Middle Ages, Elizabethan and Jacobean England, and the Spanish Golden Age. THTR 280 (3)–Voice and Movement for It includes the major genres and playwrights, Theatre staging, design, and production arrangements. Intensive work in the fundamentals of movement Representative plays will be read and discussed and voice for stage and camera. Includes breathing from each period. Offered alternate years. V.1, V.2. and centering techniques, posture, improvement
197 theatre and dance Sweet Briar College
THTR 335 (3)–History and Literature of techniques such as textual analysis, using emo- the Theatre in the 17th to 19th Centuries tional memory, and creating the illusion of the Prerequisite: Sophomore standing. The his- first time. Both class exercises and scene work tory of theatre in renaissance Italy, 17th century are utilized. Offered alternate years. France, Restoration England, early America, and 18th and 19th century Europe. It includes the THTR 392 (3)–Directing major genres and playwrights, staging, design, Prerequisite: THTR 189. Studies in approaches and production arrangements. Representative to directing for the stage and camera with practi- plays will be read and discussed from each cal application to one-act plays and short films period. Offered alternate years. V.2, V.6a. directed by the students. Offered alternate years.
THTR 336 (3)–History and Literature of THTR 461 (1, 2, or 3)–Independent Study the Theatre in the 20th and 21st Centuries Prerequisites: One 100-level THTR course, one 200- Prerequisite: Sophomore standing. This course level THTR course, and permission of the instructor. includes the major genres and playwrights, stag- Pursuit of an upper level research project determined ing, design, and production arrangements of the in advance by the student in consultation with a fac- 20th and 21st centuries. Representative plays will ulty member who will act as the sponsor. be read and discussed in each genre and style. Offered alternate years. V.1, V.2. THTR 463 (3)–Senior Project An independent project for the senior theatre THTR 341 (3)–Musical Theatre Techniques major in acting, directing, or design. This course Prerequisite: THTR 189, MUSC 185, or DANC may not be taken on a P/CR/NC grading option. 111. Movement, voice, and acting techniques as used in the performance of musical theatre. Course Descriptions–Dance Offered alternate years. DANC 105 (1)–Yoga I THTR 350 (3)–Group and Organizational An introduction to Hatha Yoga; working with breath, flexibility and strength. Offered alternate Communication years. May be counted toward the major in dance, Prerequisite: THTR 152. Modern theory and but it may not be counted toward the minor in dance. methodology in group communication includ- IV.3. ing: entering the group, task groups, styles of leadership, bargaining, decision making, group DANC 107 (1)–Beginning Ballet size and structure, improving information flow, Beginning technique in ballet. May be repeated and organizational change. Offered alternate for credit. IV.3, V.6b. years. DANC 109 (1)–Beginning Jazz THTR 361 (1, 2, or 3)–Special Study Beginning technique in jazz dance. May be Prerequisites: 100-level THTR course and per- repeated for credit. IV.3, V.6b. mission of the instructor. The study of an inter- mediate level topic by an individual student or DANC 111 (1)–Beginning Modern Dance by a small group of students under the immedi- Beginning technique in modern dance. May be ate supervision of a faculty member. repeated for credit. IV.3, V.6b.
THTR 377 (1, 2, or 3)–Internship DANC 205 (1)–Yoga II Prerequisites: Three credits in THTR and per- Prerequisite: DANC 105. Further study in mission of the instructor, department chair, Hatha Yoga; working with breath, flexibility, and dean. This course is graded P/CR/NC only. and strength. May be counted toward the major in dance, but may not be counted toward the minor in THTR 389 (3)–Acting II dance. IV.3. Prerequisite: THTR 189. An advanced course in acting which concentrates on Stanislavskian
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DANC 207 (1)–Intermediate Ballet DANC 261 (1, 2, or 3)–Directed Study Intermediate technique in ballet. May be Prerequisites: One DANC course and permis- repeated for credit. IV.3, V.6b. sion of the instructor. The study of introduc- tory level material by an individual student or by DANC 209 (1)–Intermediate Jazz a small group of students under the immediate Intermediate technique in jazz dance. May be supervision of a faculty member. repeated for credit. IV.3, V.6b. DANC 301 (3)–Intermediate Dance DANC 211 (1)–Intermediate Modern Dance Composition I Intermediate technique in modern dance. May Prerequisites: DANC 223 and DANC 224. be repeated for credit. IV.3, V.6b. Co-requisite: DANC 107, DANC 109, DANC 111, DANC 207, DANC 209, DANC 211, or DANC 221 (3)–Dance History I DANC 311. Lectures and studio work in prin- This course covers the history of dance from ciples of movement as related to performing prehistory to 1830 and dance in world cultures. techniques. Experimentation with different con- It focuses extensively on dance in non-West- temporary points of view. Solo and small group ern societies including Japan, China, Pacific compositions. V.6b. Islands, India, Africa, aboriginal Australia, South America, Native America, early Egypt and pre- DANC 302 (3)–Intermediate Dance historic Europe. It includes dance in Greece, Composition II Rome, medieval, Renaissance, and the early Prerequisites: DANC 223 and DANC 224. romantic period in Europe. One field trip to Co-requisite: DANC 107, DANC 109, DANC see Native American dancers. Offered alternate 111, DANC 207, DANC 209, DANC 211, or years. V.4, V.6a. DANC 311. Further development of the tech- niques and concepts introduced in DANC 301. DANC 222 (3)–Dance History II V.6b. This course covers the history of dance from 1830 to the present. Romantic Ballet through DANC 311 (2)–Advanced Modern Dance Post Modern Dance is examined through his- Technique toric and contemporary texts, film and video. Prerequisite: DANC 211. Concentrated work in Offered alternate years. V.1, V.6a. dance technique on the performance level. May be repeated for credit. IV.3, V.6b. DANC 223 (3)–Introduction to Dance Composition I DANC 351 (3)–Anatomy and Kinesiology Co-requisite: DANC 107, DANC 109, DANC Prerequisite: First-year students with permis- 111, DANC 207, DANC 209, DANC 211, or sion.This course covers the systematic study DANC 311. Basic elements of dance composi- of skeletal and muscular systems of the human tion; analyses of rhythmic movement in terms of body; with anatomical analysis of basic move- space, time, and force. Emphasis on theme and ment patterns. It offers an introduction to development and on enlarging personal move- somatic techniques to help develop more effi- ment vocabulary. V.6b. cient use of the body. Lectures and laboratory. Offered alternate years. DANC 224 (3)–Introduction to Dance Composition II DANC 361 (3)–Special Study Co-requisite: DANC 107, DANC 109, DANC 111, Prerequisites: DANC 223, DANC 224, and DANC 207, DANC 209, DANC 211, or DANC permission of the instructor. Study projects in 311. Further development of the techniques and group choreography, dance production and in concepts introduced in DANC 223. V.6b. dance-related areas such as anatomy, kinesiol- ogy, methods of teaching, history and music.
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DANC 377 (1, 2, or 3)–Internship Prerequisites: Three credits in DANC and per- mission of the instructor, department chair, and dean. This course is graded P/CR/NC only.
DANC 415 (3)–Methods of Teaching Creative Movement and Dance Prerequisites: DANC 223 and DANC 224. Curriculum, principles and methods of teaching creative movement and dance in the elementary school. Topics include lesson planning, class- room management, spatial perceptions, and movement characteristics of the child through adolescence, including the handicapped and learning disabled. Includes historical perspec- tives on movement and dance education. Offered alternate years. III.O.
DANC 461 (1, 2, or 3)–Independent Study Prerequisites: One 100-level DANC course, one 200-level DANC course, and permission of the instructor. Pursuit of an upper level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
DANC 463 (3)–Senior Project An independent project for the senior dance major resulting in the presentation of a recital and paper.
DANC 467 (3)–Aesthetics Dance Criticism Prerequisites: DANC 221, DANC 222, DANC 223, and DANC 224. Critical study of dance works of major choreographers in different dance styles; how technique and subject, form and content converge in dance works. Visiting lecturers in philosophy and criticism. Viewing of dance films, videos and dance performances. Offered alternate years. III.W
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criterion for election. Weight is given to recom- Academic Honors mendations from faculty and to the breadth Latin Honors of each candidate’s program as shown by the number and the variety of courses taken outside General Latin honors of three ranks—cum laude, her major. Also important are the balance and 3.4 grade point average; magna cum laude, 3.6 proportion in a candidate’s degree program as grade point average; summa cum laude, 3.9 grade a whole. Finally, candidates must demonstrate a point average—are awarded to members of the knowledge of mathematics and of a foreign lan- graduating class on the basis of their academic guage at least minimally appropriate for liberal record. Candidates under the Honors Program arts education. may receive departmental citations: with honors, high honors, or highest honors. Alpha Lambda Delta Dean’s List Alpha Lambda Delta is an honor society that recognizes academic excellence during a stu- At the end of each fall and spring term, the dent’s first year in college. The purpose of Alpha Dean prepares a list of students who have shown Lambda Delta is to promote a continued high outstanding ability and achievement in the work standard of learning and to encourage superior of the term, including a 3.5 grade point average academic achievement. A chapter was estab- with a minimum of 12 graded academic hours. lished at Sweet Briar in 1991. To be eligible, a student must have earned a cumulative grade First-Year Honors List point average of 3.5 or higher in her first aca- First-year students who achieve an outstanding demic year. record, including a 3.3 grade point average with a minimum of 12 graded academic hours in the Alpha Psi Omega fall term, are recognized in January. In 2001, the Alpha Delta Beta chapter of Alpha Psi Omega, the National Honorary Dramatic Emilie Watts McVea Scholars Fraternity, was established at Sweet Briar College Each year the College recognizes academic to honor outstanding students in Theatre Arts. achievement by conferring upon the highest- ranking member of each class the honorary title Delta Phi Alpha of Emilie Watts McVea Scholar, a designation The Lambda Eta Chapter of Delta Phi Alpha, the which bears the name of the second president National German Honor Society, was founded in of Sweet Briar College. In order to be eligible, 1951. The Society seeks to recognize excellence in a student must have earned at least 24 credit the study of German and to provide an incentive hours at Sweet Briar College by the end of the for higher scholarship by promoting the study of first year, or at least 56 credit hours at Sweet the German language, literature, and civilization Briar by the end of the sophomore year, or at and emphasizing those aspects of German life least 60 credit hours at Sweet Briar by the end and culture which contribute to man’s eternal of the junior year. search for peace and truth.
Phi Beta Kappa Society Eta Sigma Phi The Theta of Virginia chapter was founded at Eta Sigma Phi is the national honorary society in Sweet Briar College in 1950. With fewer than classics, founded in 1914. The chapter at Sweet 250 chapters nationwide, membership is highly Briar College was established in 1995. The Greek selective. Candidates must be completing at letters Eta Sigma Phi stand for The Society of least two years of residence at the College. Grade Those Who Love the Classical Tradition. The point average is an important, but not the sole,
201 Academic honors Sweet Briar College
organization exists to recognize outstanding in their study of French. The society seeks to achievement in the study of Greek and Latin increase the knowledge and appreciation of languages, and to foster a spirit of friendship Americans for the cultural contributions of among students of the classics. the French speaking world: to stimulate and encourage French cultural activities. Iota Sigma Pi Iota Sigma Pi, the National Honor Society for Psi Chi Women in Chemistry, was founded in 1902 Psi Chi is the national honor society in psy- at the University of California, Berkeley. Iota chology, founded in 1929 for the purpose Sigma Pi’s mission is to promote professional of encouraging, stimulating, and maintaining development and personal growth of women excellence in scholarship and advancing the in chemistry. The Lanthanum Chapter, the science of psychology. Membership is open 48th chapter of Iota Sigma Pi, was founded in to Sweet Briar students who have registered May 1998. Members currently come from three for major or minor standing in psychology, of the Lynchburg area colleges, Sweet Briar have completed eight semester credit hours in College, Randolph-Macon Woman’s College, psychology, are ranked in the upper 35 percent and Lynchburg College. of their class in general scholarship, and have earned an average grade of “B” in psychology Omicron Delta Epsilon courses. The Sweet Briar chapter of Omicron Delta Epsilon, a National Honor Society in Sigma Delta Pi Economics, was established in 2005. The objec- A Chapter of Sigma Delta Pi, the national tives of Omicron Delta Epsilon are recognition Spanish honor society, was established at Sweet of scholastic attainment and the honoring of Briar in 1990. The purpose of the Society is to outstanding achievements in economics and encourage excellence in the study of Spanish the establishment of closer ties between stu- and to encourage an increased awareness of dents and faculty in economics within and and involvement in the study of the Spanish among colleges and universities. language and the cultures and literatures of Hispanic peoples. The society offers a number Phi Alpha Delta of competitive scholarships and awards and The Omega Mu Chapter of the Phi Alpha Delta encourages students to contribute to its news- law fraternity was established at Sweet Briar letter. New student members are selected annu- College in 1995. It is the first undergraduate ally based on their overall academic record and chapter established at a women’s college. Its a demonstrated interest in the study of Spanish. purpose is to promulgate the study of law and politics in American society. Chapter members Upperclass Awards and Prizes have served as volunteers in the Amherst Youth The Academy of American Poets Prize is Service Project and in the Amherst County awarded to the student submitting the best School district. poem in the annual competition. The family of Jean Taylor Meyer has endowed this prize Pi Delta Phi at Sweet Briar College and the prize has been In April 2004, the new Nu Mu chapter of renamed “The Jean Taylor Meyer Memorial Pi Delta Phi, the National Collegiate French Poetry Prize”. Honor Society, was installed at Sweet Briar College. Students are selected for membership in Pi Delta Phi based on their academic record
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The Alpha Lambda Delta Award is given to The Laura Buckham Book Award was estab- the graduating Alpha Lambda Delta member lished by the friends of the late Laura Buckham, who has the highest cumulative grade point professor of French at Sweet Briar for 32 years. average at the end of the first grading period of The award is presented to a rising junior who the senior year. is a French major in recognition of excellence in French. The Alumna Daughter Award was established in 1974 by the Executive Board of the Alumnae The Marcia Capron Award was established Association to honor an alumna daughter in by John D. Capron in honor of his wife. This either the junior or senior class who has dem- award is given to a senior for excellence in onstrated at Sweet Briar the traditions of sound French. learning and social responsibility which have The Julia Sadler de Coligny Award provides characterized the alumnae of the College since an annual prize to outstanding majors in music its founding. and English in alternate years. The Mary Kendrick Benedict Award was The Penelope Czarra Award was established established in 1945 by former students, col- by the parents of Penelope Lane Czarra ’75 to leagues, and other friends of Dr. Mary Kendrick honor the senior who best combines scholastic Benedict, the first president of Sweet Briar achievement, student leadership, and effective College, to honor an upperclass student of high contributions to the improvement of the qual- academic standing and personal integrity who ity of student life at Sweet Briar. has shown a purpose for service in her college experience. The Juliet Halliburton Davis Award recog- nizes an outstanding major in environmental The “Big Sister” Award, donated by Sweet science and in environmental studies for their Briar alumna who teach in the Tye River academic achievement, leadership, and service Elementary School in Nelson County, is given to the Environmental Studies department. to a member of the senior class who has shown a commitment to community service by con- The Judith Molinar Elkins Prize, was estab- tributing to the educational and emotional lished by her family in honor of Professor growth of the children at Tye River Elementary Elkins, Professor of Mathematics. This award School. The recipient gives valuable time and recognizes the outstanding achievements of a makes a positive difference in the lives of these senior majoring in the mathematical, physical, young people. or biological sciences, actively participating in the college community, and demonstrating the The Myron B. Bloy, Jr. Service Fellowship was ideals and dedication to learning exemplified by established by friends of the late Chaplain Bloy the life of Professor Elkins. to enable a current Sweet Briar student to work in a service-oriented, off-campus situation in The Helen McClure Gager Award in this country or abroad. Chemistry was established by the husband, family, and friends of Helen Gager, associate The Jean Besselievre Boley Fund was estab- professor of chemistry, who taught at Sweet lished by the parents and husband of Jean Briar from 1976 to 1980. The award recognizes Besselievre Boley ’35 to encourage interest in a member of the Sweet Briar community—stu- creative writing. The fund provides a prize dent, faculty, or other—who has done distin- for the student submitting the best short story guished work in the field of chemistry. entered in the annual competition. It may also provide a grant-in-aid for a junior or senior with demonstrated ability in creative writing who requires financial assistance.
203 Academic Honors Sweet Briar College
The German Embassy Book Prize is awarded The James Lewis Howe Award in Chemistry, at commencement to a student who has an sponsored by the Blue Ridge Section of the excellent academic record and has made sig- American Chemical Society, is awarded to a nificant contributions to the German Program senior for excellence in chemistry. This award at Sweet Briar. is presented to the recipient in April at a meet- ing of the Blue Ridge Section of the American The Gill Scholarship, funded by Betty Byrne Chemical Society. Gill Ware ’55, in honor of her parents, Dr. and Mrs. Elbyrne Grady Gill, is presented to a rising Kenmore Merit Scholarship is awarded to junior or senior for their achievements in the a junior or senior who has maintained a 3.3 environmental sciences or studies program and grade point average and who is recognized their interest in protecting the environment. by the faculty of the government program for academic excellence. The Goethe-Institut Buchpreis, provided by the Goethe-Institut in Washington, is awarded L’Alliance Française Prize, established by the at commencement to an outstanding senior Lynchburg, VA, chapter, is presented to a majoring in German or German Studies. senior nominated by the Modern Languages and Literatures Department for excellence in Nicole Greenleaf Service in Education Award, French language and literature. named in honor of Nicole Clara Michelle Greenleaf, Class of 2003, honors a senior in the The George H. Lenz Excellence in Physics Teacher Education program who has demon- Award is given to a senior physics major or strated scholastic achievement and whose vol- minor who has shown dedication and success unteer service in support of a struggling student in the pursuit of learning physics. The winner in a local public school has been an inspiration of this award excels both in theoretical and to that student’s school community. experimental physics and exemplifies Professor Lenz’s excitement for understanding physics. The Connie M. Guion Award was established The naming of this award honors Professor in honor of Professor Guion by Mr. and Mrs. Lenz’s significant contributions to the phys- J. Wilson Newman and their daughters, Clare ics department, where he taught from 1970 to Newman Blanchard ’60, and Mildred Newman 2004. Thayer ’61. It is given to a member of the grad- uating class “for excellence as a human being Rebecca Tomlinson Lindblom Award, and as a member of the College.” which was established by Reverend William L. Lindblom in honor of his wife, is given to a The Milan Hapala Scholarship is awarded to student or students who demonstrate academic a junior majoring in International Affairs or excellence in philosophy and religion as well Government and wishes to study in the Czech as in the application of their principles to daily Republic. living. The Kathryn Haw Prize in Art History was The Manson Memorial Alumnae Award was established by the Art History Department established by the alumnae in memory of N. C. with support provided by Kathryn Haw ’92 Manson, Jr., to give recognition each year to an in recognition of the quality of education she upperclass student of high academic standing received. It is awarded to a graduating art his- who shows qualities of leadership and makes a tory major who has demonstrated excellence by constructive contribution to student life. maintaining a grade point average of at least 3.5 in her major. The Mathematical Sciences Award is awarded to a graduating Mathematical Sciences major who has demonstrated excellence by achieving
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at least a 3.3 in mathematical courses and in one The Everingham Rickards and Captain or more of the following ways: performance in Garrett V. S. Rickards Award was established the classroom, academic activities outside the in 1974 by Frances Murrell Rickards ’10, in classroom, service to the department, leadership memory of her son, who died in World War II, on campus, and service to the local community. and her husband. This award is given to one or more members of the rising sophomore class Jessica Steinbrenner Molloy Award honors an who best demonstrate potential for leadership, outstanding senior in theatre arts, chosen by the academic excellence, and community involve- faculty of that department. ment, which have distinguished the College Irene Mitchell Moore Scholarship, estab- throughout its history. lished by Irene Mitchell Moore, is given to The Shakespeare Prize is presented to the benefit students of the Center for Civic Renewal student who demonstrates excellence in one or who intend to pursue careers in public service both of the upper-level Shakespeare courses. with a goal of fostering the habits of effective citizenship engagement. Mary MacKintosh Sherer Merit Scholarship, established by friends of Mary MacKintosh The Lawrence Nelson Award was established Sherer, is awarded to a rising junior who is a in 1971 in memory of Professor Nelson, who leader and a scholar and who demonstrates the taught English at Sweet Briar from 1946 to outgoing and cheerful qualities long associated 1970. It is awarded to a senior chosen by the with Mary MacKintosh Sherer. Department of English for general excellence in English. Sweet Briar Fine Arts Scholarship is given in recognition to the senior who best shows great The Pauline Roberts Otis Award was estab- promise as an artist and a scholar. lished in memory of Mrs. Otis by her daughter, Susan Otis Thompson ’52, who studied in Paris The Anne Gary Pannell Taylor Award in with the Sweet Briar Junior Year in France. The history, honoring the fifth president of the prize is awarded each year to the senior student College, is presented to a senior history major of highest academic distinction having been a who has achieved the highest cumulative grade member of the Junior Year in France program. point average. The W. Edward Overly Award was established The Lucile Barrow Turner Award is awarded by W. Edward Overly, parent of Lynda ’64. It to a student or students majoring in music or in is awarded to a senior who has demonstrated drama to provide scholarship assistance. scholarly achievement in Spanish. The Walker Family Award was established Outstanding Scholar in Education Award in 1983 by alumnae and friends of the Walker is given in recognition to young women in family, whose home near Sweet Briar was a Virginia colleges who have completed the center of hospitality for many years. The award teacher preparation programs in an exemplary is presented to a senior of above-average aca- fashion. It is given to advance the professional demic standing who best possesses the spirit interest and position of women in education of the Walkers: a cheerful, positive disposition, and to honor women who have given or who showing in her relationships warmth, generos- evidence potential for distinctive service in any ity, and humility. field of education. The award is given by Delta The Leigh Woolverton Prize for Excellence in Kappa Gamma, a national honor sorority for the Visual Arts was established in memory of leading women in education. Leigh Woolverton ’82, by her mother, family, and friends.
205 faculty Sweet Briar College
Graduate Fellowship Susan E. Beers Professor of Psychology The Anne Gary Pannell Taylor Graduate B.S. University of Washington, Seattle; Fellowship in History, honoring the fifth pres- Ph.D. University of Connecticut, Storrs ident of the College, was established by Dorothy Stimpson, visiting professor of history at Sweet Gerald M. Berg Briar in 1956. The fellowship, to encourage Professor of History B.A., Ph.D. University of California, Berkeley high standards of scholarship in history, is awarded to an outstanding senior history major Jason Berry who plans graduate study. Riding Fellow Anna Billias Instructor of Music Teresa A. Boylan Faculty, Head Tennis Coach and Sports Information Director 2010-2011 B.S., M.S. Cleveland State University Stephen G. Bragaw Robert R. Alexander Professor of Government Professor of Environmental Studies B.A. Wesleyan University; M.B.A. Rensselaer B.S. University of Florida; M.A. University of Central Polytechnic Institute; M.A., Ph.D. University Florida; Ph.D. University of Tennessee of Virginia James L. Alouf Kay R. Brimijoin Professor of Education Associate Professor of Education B.A. Kings College; M.A. Rutgers University; B.A. Connecticut College; M.A. Lynchburg College; Ph.D. University of Virginia Ph.D. University of Virginia Rebecca K. R. Ambers Bethany Brinkman Associate Professor of Environmental Studies Assistant Professor of Engineering B.A. Indiana University; M.S. University of B.S. Virginia Polytechnic Institute and State Oklahoma; Ph.D. University of Oregon University; M.S. University of Minnesota Rosalia C. Ascari Lincoln P. Brower Professor of Italian Research Professor of Biology Doctor in Modern Foreign Languages Bocconi A.B. Princeton University; Ph.D. Yale University University, Milan Carrie M. Brown John Ashbrook Margaret Banister Writer-in-Residence Assistant Professor of History B.A. Brown University; M.F.A. University of Virginia B.A. Radford University; B.A. State University of New York at Oswego; M.A. Michigan State John Gregory Brown University; Ph.D. University of Florida Julia Jackson Nichols Professor of English and Director of Creative Writing Spencer D. Backich B.A. Tulane University; M.A. Louisiana State Assistant Professor of International Affairs University; M.A. Johns Hopkins University B.A. James Madison University; M.A., Ph.D. University of Virginia Michael Brunelle Instructor of Spanish Camillia Smith Barnes B.F.A. Boise State University; Master of Industrial Assistant Professor of Mathematical Sciences Design, Pratt Institute; Graduate Studies in B.A., B.S., M.S. Michigan State University; Certificate Spanish Literature, New York University, of Advanced Study Cambridge University; A.M., Madrid; Diploma in Spanish Studies, Ph.D. Harvard University Universidad Complutense de Madrid
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Lynn Buck Padmini D.Coopamah Adjunct Instructor of Music Assistant Professor of International Affairs B.Mus. State University of New York at Fredonia; B.A. University of Mauritius; M.A., Ph.D University M.F.A. Bennington College of Arizona Jessica A. Burkey Beatriz Cortabarria Adjunct Instructor of Music Instructor of Spanish B.Mus. Idaho State University; M.Mus. Ball State B.A. SUNY Empire State College; M.B.A. Averett University University Eric T. Caldwell Joseph D. Craig Adjunct Assistant Professor of English Assistant Professor of Economics B.A. University of Iowa; M.A. University of Illinois, B.A. Kenyon College; M.A., Ph.D. University of Chicago; Ph.D. University of Virginia Colorado, Boulder Suzanne C. Calvert Paige E. Critcher Visiting Assistant Professor of Business Assistant Professor of Studio Art B.S. Radford College; B.S., M.B.A., B.F.A. Ohio University; M.F.A. Virginia M.Ed. Lynchburg College Commonwealth University H. Christian Carr Robin L. Davies Assistant Professor of Arts Management and Professor of Biology Director of the Museum B.S. Philadelphia College of Pharmacy and Science; B.A. Hollins College; M.A. The Bard Graduate Center M.A., Ph.D. Princeton University for Studies in the Decorative Arts; Ph.D. Virginia Commonwealth University Maria Celeste Delgado-Librero Director of Junior Year in Spain and Assistant Eric S. Casey Professor of Spanish Associate Professor of Classical Studies Licenciatura Universidad de Sevilla, Spain; B.A. Haverford College; M.A., Ph.D. University M.A. University of Virginia; Ph.D University of of Pennsylvania Virginia John Casteen Pamela J. DeWeese Visiting Assistant Professor of Creative Writing Professor of Spanish B.A. University of Virginia; M.F.A. University of Iowa B.A. University of North Carolina, Greensboro; M.A., Claudia Chang Ph.D. University of North Carolina, Chapel Hill Professor of Anthropology Abigail C. Dommer B.A. Prescott College; M.A., Ph.D. State University Instructor of Education of New York, Binghamton B.A. Boston College; M.A.T. University of Virginia Katherine A. Chavigny Deborah L. Durham Associate Professor of History Professor of Anthropology B.A. Harvard University; M.A., Ph.D. University A.B. Smith College; M.A. Boston University; of Chicago Ph.D. University of Chicago Frank W. Coffey Kevin Fabulich Adjunct Instructor of Music Varsity Soccer Coach B.Mus. Richmond Professional Institute; B.A. University of Florida M.M.E. Virginia Commonwealth University Carlos A. Fagundo Seth W. Clabough Adjunct Instructor of French Director of the Academic Resource Center and B. Mus. University of Maryland; Instructor of English M.A. University of Virginia B.A. Randolph-Macon College; M.A. University of South Carolina; Ph.D. University of Wales, Aberystwyth
207 Faculty Sweet Briar College
Linda S. Fink David Griffith Professor of Biology Assistant Professor of English B.A. Amherst College; M.S., Ph.D. University B.A. University of Notre Dame; M.F.A. University of of Florida Pittsburgh Shelby B. French Cathy N. Gutierrez Professor of Riding and Cronin Chair Professor of Religion of Riding Program A.B. Vassar College; M.A., Ph.D. Syracuse University B.A. University of Tennessee, Knoxville; Tracy Chapman Hamilton M.M. University of Hartford Associate Professor of Art History W. Jason Gallaher B.A. University of Delaware; M.A., Ph.D. University Head Swim Coach, Aquatics Director and Lecturer of Texas at Austin B.A. Fairmont State College; M.A. California Kevin S. Honeycutt University of Pennsylvania Assistant Professor of Philosophy Patrick Gatti B.A., B.S. Mercer University; M.A., Adjunct Instructor of Music Ph.D. Emory University Louise Goodling Ronald E. Horwege Riding Fellow Professor of German and Cameron Fellow B.A. Hollins University B.A. University of Kansas; M.A., Ph.D. Indiana University Daniel Gottlieb Assistant Professor of Psychology Beth P. Huus B.S. Yale University; Ph.D. University of Varsity Volleyball Coach Pennsylvania B.A. Gettysburg College; M.S. Ohio University Holly C. Gould Phoebe Hyman Associate Professor of Education Adjunct Instructor of English B.S. State University of New York College at B.A. University of California, Berkeley; Geneseo; M.A. Teachers College, Columbia M.A. Georgetown University University; Scott D. Hyman Ph.D. University of Virginia Professor of Physics John I. Goulde B.S. Massachusetts Institute of Technology; Professor of Religion and Director Asian M.S., Ph.D. University of Maryland Studies Program Jeffrey Ingber B.A. Seoul National University; M.A., Ph.D. Harvard Adjunct Instructor of Music University B.A. Brooklyn College; M.F.A., Princeton University Jill N. Granger John G. Jaffe Associate Dean of Academic Affairs and Director of Libraries and Integrated Information Professor of Chemistry Systems and Professor B.S. Butler University; Ph.D. Purdue University B.A. University of the South; M.A., M.S.L.S. Robert M. Granger II Villanova University; Ph.D. Simmons College Professor of Chemistry Lawrence Janow B.S. Illinois State University; Ph.D. Purdue University Adjunct Instructor of Government Jonathan D. Green B.A. University of Virginia; J.D. University of Dean of the College/Vice President for Academic Oklahoma, College of Law Affairs and Professor of Music Lisa N. Johnston B.Mus. State University of New York, Fredonia; Head of Library Public Services and Professor M.Mus. University of Massachusetts, Amherst; B.A., M.S.L.S. University of Tennessee, Knoxville D.M.A. University of North Carolina, Greensboro
208 2010-2011 Catalog Faculty
Kimberly Morse Jones Karol A. Lawson Visiting Assistant Professor of Art History Director of Art Collection and Galleries and B.A. Brigham Young University; M.A., Adjunct Assistant Professor of Arts Management Ph.D. University of Reading (England) A.B. Sweet Briar College; M.A., Ph.D. Univerity of Virginia Julie Kane Head of Technical Services and Associate Anthony Lilly Professor (Library) Assistant Professor of English B.A. Mount Holyoke College; M.S. Simmons College A.A., B.A. Simon’s Rock College; M.A., Ph.D. Tufts University Debbie L. Kasper Associate Professor of Sociology Timothy W. Loboschefski B.A. St. Norbert College; M.A., Ph.D. The Professor of Psychology Pennsylvania State University B.A., M.A., Ph.D. University of Toledo Isabella Kent Thomas Loftus Serials Librarian and Professor Visiting Assistant Professor of Business B.A. East Carolina University; M.L.S. University B.A. University of California Berkeley; of North Carolina M.A., University of California Santa Barbara; J.D. Columbia University School of Law William R. Kershner Professor of Theatre Arts and Director Hillary London of Theatre Program Lecturer of Physical Education and Athletics B.A. University of Northern Colorado; B.A. Union College; M.B.A. Salve Regina University M.A., Ph.D. University of Southern California Dena K. Lowman Bonnie J. Kestner Adjunct Instructor of Education Associate Professor of Physical Education B.S. Radford College; M.Ed Lynchburg College and Athletics Ella H. Magruder B.A., M.A.R. Yale University; M.Ed. University Professor of Dance of Virginia A.B. Sweet Briar College; M.A. University of Illinois Marie-Thérèse E. Killiam Mark M. Magruder Professor of French Professor of Dance A.B. Mount Holyoke College; Maîtrise, Université de B.F.A. University of Illinois; M.A. California State Nice; M.A., Ph.D. Columbia University University Bessie H. Kirkwood L. Joseph Malloy Professor of Mathematical Sciences Bibliographic Instructor and Reference Librarian / B.S., M.S. University of Arkansas; Ph.D. University Associate Professor of Oklahoma; Ph.D. University of Virginia A.L. Central Virginia Community College; B.A., James R. Kirkwood M.L.S. University of South Carolina Professor of Mathematical Sciences B.S. Southeast Missouri State College; Cheryl J. Mares M.A. University of Oklahoma; Professor of English Ph.D. University of Virginia B.A. University of Colorado; M.A., Ph.D. Princeton University Jessica Lamina Head Field Hockey Coach Cheryl T. Mayo B.S. Ursinus College Adjunct Instructor of Sociology B.A. Lynchburg College; M.S.W. Virginia Lynn M. Laufenberg Commonwealth University Associate Professor of History B.A. Northwestern University; Ian J. McCartney M.A., Ph.D. Cornell University Riding Instructor B.A. Alfred University
209 Faculty Sweet Briar College
Rebecca McCord David R. Orvos Professor of Music Professor of Environmental Science B.Mus. Oklahoma City University; M.Mus., B.S. Eastern Mennonite College; M.S. James D.M.A. Eastman School of Music Madison University; Ph.D. Virginia Polytechnic Institute and State University Angelo H. Metzidakis Professor of French Walker Pennock B.A., M.A., M.Phil., Ph.D. Yale University Adjunct Instructor of Music B.S.M.E. West Chester State College Joseph H. Monk Professor of Studio Art Laura L. Pharis B.S. West Virginia Institute of Technology; Professor of Studio Art M.F.A. Ohio University B.F.A. Virginia Commonwealth University; M.F.A. University of Wisconsin, Madison Glenn Moody Riding Fellow Scott Pierce A.A. Richard Bland College of the College Assistant Professor of Engineering of William and Mary B.S. Georgia State University; B.M.E., M.S., Ph.D. Georgia Institute of Technology John D. Morgan Assistant Professor of Studio Art Laura M. Reinert B.F.A. West Virginia University; M.F.A. Virginia Assistant Professor of English Commonwealth University B.A. Ohio Wesleyan University; M.A. Western Michigan University; Ph.D. St. Louis University Mari Mori Adjunct Instructor of Ballet Marcia L. Robertson Associate Professor of English John Morrissey B.A. Augustana College; A.M., Associate Professor of Biology Ph.D. Washington University B.A. Hofstra University; M.A. Hofstra University; Ph.D. University of Miami Raina S. Robeva Professor of Mathematical Sciences Kelly S. Morrison M.Sc. University of Sofia, Bulgaria; Athletic Director and Assistant Professor of Ph.D. University of Virginia Physical Education and Athletics B.S. Southwest Missouri State University; Jana Ross M.S. University of Iowa Adjunct Instructor of Music B.M. Oberlin; M.M Rice University Yen Hoang Le Nguyen Assistant Professor of Chemistry Nicholas P. Ross B.S. Sweet Briar College; Ph.D. California Institute Associate Professor of Music of Technology M.S. Universiteit Twente, Netherlands; M.Mus. Hogeschool Enschede, Netherlands; Joe Nigro D.M.A. Shepherd School of Music, Rice University Director of Chamber Orchestra B.A. Manhattan School of Music Roberta R. Sadler Associate Professor of Psychology Sonia Olivera B.A. Mary Washington College; Assistant Professor of Modern Languages M.A., Ph.D. University of North Carolina, B.A. Universidad Catolica Nusetra Senora de la Greensboro Asuncion (Paraguay); M.A. Universidad de Navarra (Spain); Ph.D. Indiana University Rafael Scarfullery Adjunct Instructor of Music M.M., D.M. Shenandoah University
210 2010-2011 Catalog Faculty
Virginia Schweninger Cheryl R. Warnock Adjunct Instructor of Music Associate Professor and Technical Director B.F.A. Stephens College in Theatre Arts B.A. Rollins College; M.F.A. Southern Illinois Thomas B. Scott University at Carbondale Assistant Professor of Business B.A., Ph.D. University of Cincinnati Stephen R. Wassell Professor of Mathematical Sciences Timothy C. Scott B.S., M.S., Ph.D., M.C.S. University of Virginia Associate Professor of Engineering, Joint with UVA Margaret Ann White B.S., M.S., and Ph.D University of Michigan Instructor of Education B.S. Radford College; M.Ed. Lynchburg College Margaret A. Scouten Director of Junior Year in France and Associate Christopher L. C. Ewart Witcombe Professor of French Professor of Art History B.A. Lemoyne College; M.A. State University of New B.A., M.A. University of Massachusetts; York, Buffalo; Ph.D. State University of New Ph.D. Bryn Mawr College York, Albany Loretta L. Wittman James Werner Scow Associate Professor of Theatre Arts Adjunct Assistant Professor of Philosophy B.F.A. Syracuse University; M.A.L.S. Hollins University B.A. University of Pennsylvania; Peter Worford Ph.D. Columbia University Adjunct Instructor of Music Brent M. Shea B.S. Miami University of Ohio; Professor of Sociology M.B.A. Valdosta State College B.A. Harpur College, SUNY, Binghamton; M.A., Merrilee J. Wroten Ph.D. State University of New York, Binghamton Associate Director of the Riding Program and Margaret E. Stanton Riding Instructor Professor of Spanish A.B. Sweet Briar College B.A. Mt. Mercy College; M.A., Ph.D. University Hank M. Yochum of Wisconsin Director of the Engineering Program and Janet C. Steven Associate Professor of Physics Assistant Professor of Biology B.S. College of Charleston; Ph.D. Wake Forest B.S. Davidson College; Ph.D. University of Wisconsin University Marcia Thom Abraham Yousef Instructor of Music Assistant Professor of Chemistry B.A. Virginia Polytechnic Institute and State B.S. Sam Houston State University; Ph.D. University University of Kansas Arlene D. Vinion-Dubiel Adjunct Assistant Professor of Biology B.S. Virginia Polytechnic Institute and State University; Ph.D. Vanderbilt University Bryce Walker Assistant Professor of Classics B.A. Swarthmore College; Ph.D. University of Pennsylvania
211 Faculty Sweet Briar College
Emeriti Robert G. Marshall, Ph.D. Professor of French Emeritus Gregory Armstrong, D.Th. Professor of Religion Emeritus John McClenon, Ph.D. Charles A. Dana Professor Barbara Blair, Ph.D. of Chemistry Emeritus Professor of Chemistry Emerita Reuben Miller, Ph.D. Reynold Burrows, Ph.D. Charles A. Dana Professor of Economics Professor of Classical Studies Emeritus Emeritus Eija U. Celli, M.A. Diane Moran, Ph.D. Associate Professor of Dance Emerita Professor of Art History Emerita Paul Cronin, M.S.W. Elisabeth S. Muhlenfeld Director Emeritus of Sweet Briar Riding President Emerita Program and Professor Emeritus Lysbeth W. Muncy, Ph.D. Ross H. Dabney, Ph.D. Charles A. Dana Professor of History Emerita Professor of English Emeritus Beatrice P. Patt, Ph.D. Peter V. Daniel, B.A. Dean Emerita Vice President and Treasurer Emeritus Lee Piepho, Ph.D. Ernest P. Edwards, Ph.D. Sara Shallenberg Brown Dorys McConnell Duberg Professor of Ecology Professor of English Emeritus Emeritus Susan Piepho, Ph.D. Maxine Garner, Ph.D. Professor of Chemistry Emerita Wallace E. Rollins Professor of Religion Emerita Michael Richards, Ph.D. Thomas Gilpatrick, Ph.D. Professor of History Emeritus Professor of Government Emeritus Catherine H.C. Seaman, Ph.D. Kenneth Grimm, Ph.D. Professor of Anthropology and Sociology Emerita Professor of Government Emeritus John R. Shannon, Ph.D. William Hostetler, Ph.D. Professor of Music Emeritus Associate Professor of Economics and Director of the Management Program Emeritus Margaret Simpson, Ph.D. Professor of Biology Emerita Allen Huszti, M.Mus. Professor of Music Emeritus William E. Smart, Jr., M.A. Professor of English Emeritus Alix Inger, Ph.D. Professor of Spanish Emerita Paul C. Taylor, Ph.D. Professor of History Emeritus David A. Johnson, Ph.D. Professor of Psychology Emeritus Gilberte G. Van Treese, Ph.D. Professor of French Emerita Aileen Laing, Ph.D. Professor of Art History Emerita Glenn J. Van Treese, Ph.D. Professor of French Emeritus George H. Lenz, Ph.D. Whitney-Guion Professor of Physics Emeritus Elizabeth C. Wentworth, Ph.D. Charles A. Dana Professor of Philosophy Dominique Leveau, Ph.D. Emerita Professor of French Emeritus Kenneth T. Wright, Ph.D. Katherine Macdonald, M.A. Professor of Classical Studies Emeritus Professor of Physical Education Emerita Patricia L. Wright, M.S.L.S. Associate Director of the Library and Professor Emerita
212 2010-2011 Catalog Board of Directors
Diane B. Dalton ’67, M.A. Board of Directors, Milwaukee, Wisconsin
Rachel O. Flynn, M.S. 2010-2011 Richmond, Virginia weet Briar Institute was incorporated as a Snon-stock corporation by Act of the General Jane Eastin Hager ’67, B.A. Assembly of Virginia approved February 9, Lyndeborough, New Hampshire 1901. The affairs of the College are managed Karen Gill Meyer ’63, M.B.A. by a self-perpetuating Board of Directors con- Scottsdale, Arizona sisting of no less than 24 nor more than 35 members elected annually at the spring meeting Jo Ellen Parker, Ph.D. of the Board. President of the College — ex officio Sweet Briar, Virginia Members of the Board are elected for three-year terms and include the President Paul G. Rice, B.S. of the College, the President of the Alumnae Warrenton, Virginia Association, and three alumnae class repre- sentatives, consisting of one representative Elizabeth H.S. Wyatt ’69, M.B.A. from each of the three most recent graduating Summit, New Jersey classes. A director (excluding the President of the College who has no limit on the number of Directors years or terms he or she can serve) cannot serve more than three successive three-year terms Zehra R. Asghar ’10, B.A. on the Board. Directors elected as officers can Young Alumna Director serve up to one additional three-year term, for Lynchburg, Virginia a total of up to twelve successive years. John B. Demere, B.A. The President of the College and the President Savannah, Georgia of the Alumnae Association are ex-officio mem- bers of the Board. The President of the College Catherine Newman Detering ’76, B.A. and the Chair of the Board are ex-officio mem- Houston, Texas bers of all committees of the Board of Directors. Susan Sellers Ewing ’71, B.A. Executive Committee Richmond, Virginia
Virginia Upchurch Collier ’72, M.D. Judy Wilson Grant ’66, B.A. Chair, Board of Directors Littleton, Colorado Chestertown, Maryland Sandra G. Herring ’74, J.D. Barbara Smith Young ’71, B.A. Durham, North Carolina Vice-Chair of the Board Lexington, Kentucky Marshá Taylor Horton ’76, Ph.D. Magnolia, Delaware Frances A. Root ’80, B.A. Secretary of the Board Dennis K. Janiak, M.B.A. New York, New York Altavista, Virginia
David W. Breneman, Ph.D. Charlottesville, Virginia
213 Board of Directors Sweet Briar College
Sally Old Kitchin ’76, B.A. Virginia Beach, Virginia Administration,
JoAnn Soderquist Kramer ’64, M.A.E. Essex Junction, Vermont 2010-2011 Office of the President Richard E. Leslie, B.A. New York, New York Jo Ellen Parker President of the College Leslie M. Lewis ’08, B.A. A.B. Bryn Mawr College; M.A. University of Kansas; Young Alumna Director Ph.D. University of Pennsylvania North Bethesda, Maryland Christy C. Cole Director of Institutional Research Mary Johnson Nelson ’64, B.A. B.S. Methodist College; M.S. Capella University President of the Alumnae Association Chattanooga, Tennessee Adam J. White Chaplain Maggie Saylor Patrick ’07, B.A. B.S. Eastern Mennonite University; M.Div. Drew St. Paul, Minnesota University Theological School; M.A.R. Eastern Mennonite Seminary Anne Litle Poulet ’64, M.A. Louise S. Zingaro ’80 New York, New York Vice President and Chief of Staff A.B. Sweet Briar College Ellen Harrison Saunders ’75 Suffolk, Virginia Office of the Dean Anne Darden Self ’80, B.A. Jonathan D. Green Fort Worth, Texas Dean of the College, Vice President for Academic Affairs and Professor of Music Kimberly M. Shrader ’09, B.A. B.Mus. State University of New York, Fredonia; Young Alumna Director M.Mus. University of Massachusetts, Amherst; Roanoke, Virginia D.M.A. University of North Carolina, Greensboro
Edward G. Steves, B.S. Jill N. Granger San Antonio, Texas Associate Dean for Academic Affairs and Professor of Chemistry Anne Allen Symonds ’62, B.A. B.S. Illinois State University; Ph.D. Purdue Houston, Texas University Tiffany N. Cummings Elvira McMillan Tate ’65, M.A.T. Director of International Studies Atlanta, Georgia B.A. University of Massachusetts at Amherst; M.A., D.A. State University of New York at Albany John G. Jaffe Director of Libraries and Integrated Information Systems, Professor B.A. University of the South; M.A., M.S.L.S. Villanova University; Ph.D. Simmons College
214 2010-2011 Catalog administration
Kelly Kraft-Meyer Office of Admissions Director of Academic Advising B.S., M.B.A. Russell Sage College Kenneth T. Huus Dean of Admissions Karol A. Lawson ’81 B.A. Earlham College; M.B.A. Miami University Director of Art Collection and Galleries and Adjunct Assistant Professor of Arts Gretchen Gravley Tucker Management Director of Admissions A.B. Sweet Briar College; M.A., B.A. Sweet Briar College; M.B.A. Lynchburg College Ph.D. Univerity of Virginia Deborah L. Powell Office of Alumnae and Development Registrar B.A. Longwood College Heidi Hansen McCrory Vice President of Alumnae and Development B.F.A. Southern Methodist; M.A. University of North Junior Year in France Program Carolina, Greensboro Margaret A. Scouten B. Garry Buttner Director of Junior Year in France and Director of Major and Planned Giving Associate Professor of French B.S.E.E. Union College; M.B.A. Rensselare B.A. Lemoyne College; M.A. State University Polytechnic Institute of New York at Buffalo; Ph.D. State University Connor Forren of New York at Albany Director of Donor Relations and Operations B.A., M.A. Virginia Polytechnic Institute and State University Junior Year in Spain Program Melissa Coffey Gay ’98 Maria Celeste Delgado-Librero Director of Alumnae Relations Director of Junior Year in Spain and B.A. Sweet Briar College Assistant Professor of Spanish Licenciatura Universidad de Sevilla, Spain; Laura Glover ’86 M.A., Ph.D. University of Virginia Director of Annual Giving A.B. Sweet Briar College; J.D. University of Oklahoma College of Law Office of Co-Curricular Life Cheryl L. Steele Vice President/Dean of Co-Curricular Life B.S., M.Ed. University of Montevallo Robyn H. Sanderson Assistant Dean of First Year and Sophomore Student Programs B.S. Converse College; M.Ed. Clemson University
215 Administration Sweet Briar College
Office of Financial Aid Bobbi Carpenter Director of Financial Aid B.A. Shenandoah University
Office of Finance and Administration Gail D. Payne Associate Vice President for Finance and Administration B.A. Mary Washington College; M.Ad. Lynchburg College Stephen O. Edwards Director of Auxiliary Services B.A. Wofford College Willie H. Neal Chief of Campus Police B.A. Virginia Seminary Steven H. Bailey Director of Physical Plant B.S. Virginia Polytechnic Institute and State University
Office of Media, Marketing and Communications Zachry O. Kincaid Director of Media, Marketing and Communications B.A. Washington University, St. Louis; M.A. Trinity International University
216 2010-2011 Catalog index
Certificate Program...... 45 Index Chemistry...... 67-73 Chinese...... 152 A Class Attendance...... 34 A Brief History of Sweet Briar College...... 4-5 Class Standing...... 36-37 Academic Advising...... 25-26 Classics, Philosophy, and Religion...... 73-84 Academic Eligibility and Class Standing...... 36-37 Co-Curricular Activities...... 15-18 Academic Honors...... 201-206 Co-Curricular Life...... 12-18 Academic Policies on Disabilities...... 23-24 College Chaplain...... 17 Academic Programs...... 25-33 College Fees, 2010-2011...... 18-21 Academic Regulations...... 34-37 College Preparatory Curriculum...... 7 Academic Resource Center...... 26 Commonwealth Scholarships...... 12 Academic Scholarships...... 12 Conduct...... 37 Accommodations...... 24-25 Administration, 2010-2011...... 214-216 Confidentiality of Education Records...... 22-23 Admissions to the First-Year Class...... 6-8 Course Numbers...... 46 Admissions...... 6-10, 23-24 Course Offerings...... 46 Advanced Placement (AP)...... 34 Courses of Instruction...... 46-200 Advance Placement (AP) and Exemption...... 34 Course Repeats...... 35 Alpha Lambda Delta...... 201 Credits...... 46 Alpha Psi Omega...... 201 Credits, Grades, and Quality Points...... 34-35 Alumnae Admissions Representatives(AARs)...... 10 American School of Classical Studies D Summer Program at Athens...... 31 Dance...... 193-196, 198-200 American University Washington Term...... 32 Day Student Fees...... 19 Anthropology...... 47-48 Day Students...... 9 Anthropology & Archaeology...... 47-52 Dean’s List...... 201 Appealing an Admission Decision...... 9 Delta Phi Alpha...... 201 Application Credentials...... 7 Departmental Majors...... 43-44 Application Deadlines...... 11 Directed Special and Independent Studies...... 46 Application Procedures...... 11-12 Directed Studies Program in Italy...... 31 Applied Music Fee...... 20 Disabilities, Accommodations, Modifications...... 23-25 Arabic...... 152 Disclaimer...... 46 Archaeology...... 51-52 Doshisha Women’s College of Liberal Arts...... 29-30 Art, History of...... 128-132 Double Major...... 44 Art, Studio...... 188-192 Double Minor...... 44 Arts Management...... 52-55 Arts Management Certificate...... 45, 53-55 E Asian Studies...... 55 Early Admission...... 9 Athletics...... 17 Economics...... 85-87 Auditing Fees...... 19 Education...... 87-91 Award Package...... 10-11 Eligibility, General Information...... 11 Eligibility Restrictions...... 11 B Emilie Watts McVea Scholars...... 201 Betty Bean Black Scholarship...... 12 Engineering...... 169-177 Biochemistry and Molecular Biology...... 61 English...... 91-107 Biology...... 56-61 English and Creative Writing...... 94-96 Board of Directors...... 213-214 Environmental Science...... 108-112 Books and Academic Supplies...... 20 Environmental Studies...... 107-112 Business...... 62-67 Equine Studies...... 112 Equine Studies Certificate...... 45, 112 C Eta Sigma Phi...... 201-202 Campus Cashier...... 21 Examinations...... 37 Campus Events Organization...... 16 Campus Visits...... 6 Career Services Center...... 14 Career Services Four-Year Plan...... 14
217 index Sweet Briar College
F Interdisciplinary Studies...... 136-137 Faculty, 2010-2011...... 206-212 International Affairs...... 116-120 Fees...... 18-21 International Baccalaureate (IB)...... 34 Fifth-Year Plan...... 9-10 International Students...... 8-9 Financial Aid...... 10-12 International Studies...... 137-138 Financial Aid Application Deadlines...... 11 Internships...... 32-33, 46 Fine Arts...... 112-114 Internships, Abroad...... 33 First-Year Academic Advising...... 25 Intramural Sports...... 17 First-Year Honors List...... 201 Iota Sigma Pi...... 202 First-Year Students...... 46 Italian...... 150, 156-158 Fletcher Scholarship...... 12 Founders Scholarship...... 12 J French...... 148-150, 152-154 Journalism, New Media, and Communications...... 96 Junior Year in France...... 28-29 G Junior Year in Spain...... 29 GED...... 6 Gender Studies...... 114-116 L General Education Program...... 38 Late Night Program...... 16 General Education Requirements...... 40-43, 46 Late Payment Charge...... 21 General Policies...... 22-25 Latin...... 79-80 German...... 149-151, 155-156 Latin Honors...... 201 German Summer Program in Münster...... 31 Latin American Studies...... 138-139 Government and International Affairs...... 116-120 Law and Society...... 139-140 Government Service...... 32-33 Leadership Certificate Program...... 15 Grade Appeal Policy...... 35-36 Liberal Studies...... 140-141 Grade Reports...... 35 Libraries and Media Services...... 26 Graduate Fellowship...... 206 Loans, Financial Aid...... 10-11 Graduation Requirements...... 38 London Theatre Tour...... 31 Grants...... 11-12 Greek...... 78-79 M Majors...... 43 H Major Requirements...... 43, 46 Health and Counseling Center...... 14-15, 20 Master of Arts in Teaching...... 45, 88-89 Hebrew ...... 79 Mathematical and Computer Sciences...... 142-146 Heidelberg University, Germany...... 29 Mathematical Economics...... 146 History ...... 120-128 Media...... 16 History of Art...... 128-132 Medieval and Renaissance Studies...... 146-148 History of the College...... 4-5 Middlebury Program in Florence...... 30 Homeschooled Students...... 8 Minors...... 44-45 Honor System...... 16 Mission...... 2 Honors Activities...... 27-28 Modern Languages and Literatures...... 150-151 Honors Degree...... 134-136 Modifications...... 24 Honors Program...... 27-28, 132-136 Music...... 161-165 Honors Seminars...... 27 Honors Summer Research Program...... 27 N Honors Thesis...... 27, 133-134 Non-Discrimination...... 22 I O Independent Studies...... 46 Off-Campus Study, U.S...... 33 Insurance...... 21 Omicron Delta Epsilon...... 202 Intercollegiate Center Classical Studies...... 30 Orientation...... 13 Intercollegiate Sports...... 165 Other Admissions...... 9-10 Interdepartmental Majors...... 42-45 Other Study Abroad Programs...... 29-33 Interdisciplinary Majors...... 43 Outdoor Programs...... 15, 166-167 Overload Fee...... 19
218 2010-2011 Catalog index
P Student Life Fund...... 20 Paris, France Summer Program...... 30 Student Organizations...... 16 Part-Time Student Fees...... 19 Students with Disabilities...... 10 Part-Time Students ...... 9 Studio Art...... 188-192 Pass/Credit/No Credit...... 35 Study Abroad...... 28-29, 32 Payment Plans...... 21 Study in Scotland...... 29 Payments...... 18-21 Summer Credit Fees...... 19 Phi Alpha Delta...... 202 Summer Programs...... 30-32 Phi Beta Kappa Society...... 201 Summer Research Fellowships...... 27 Philosophy...... 73-75, 81-82 Summer Study...... 32 Physical Education, Athletics, and Recreation...... 165-168 Sweet Briar Outdoor Program (SWEBOP)...... 15, 166 Physics and Engineering...... 169-177 Sweet Briar College Brief History...... 4-5 Pi Delta Phi...... 202 Sweet Briar College Virginia Grant...... 11-12 Placement Tests...... 34 Sweet Briar London Theatre Tour...... 31 Prerequisite and Co-requisite...... 46 Sweet Briar’s Mission...... 2 Prothro Scholarship...... 12 Sweet Briar Scholarship...... 12 Psi Chi...... 202 SweetPEAs...... 15 Psychology...... 177-181 Public Events...... 17 T Publications, Student...... 16 Teacher Education Program...... 45, 87-91 Teacher Licensure...... 45 R Technology...... 26 The Campus...... 3-4 Radio...... 16 The College...... 3 Readmission to the College...... 37 Theatre...... 193-200 Recreation...... 165-166 Transfer of Credits for College Courses...... 39-40 Refund Policy...... 19-20 Transfer Students...... 8 Registration...... 37 Tri-College Consortium...... 32 Religion...... 72-73, 81-83 Tuition...... 19 Requirements for the Degree...... 37-45 Tuition Refund Insurance...... 20 Residence Halls...... 13-14 Turning Point Program...... 9 Resident Advisors...... 14 Resident Coordinators...... 14 Resident Student Fees...... 19 U University of Munich, Germany...... 29 Residence Life and Housing...... 13-14 Upperclass Awards and Prizes...... 202-206 Responsibility for Property...... 21 Urbino Exchange Program...... 29 Riding Program...... 18, 182-185 Riding Program Fees...... 20-21 Room and Board...... 19 V Vehicle Registration...... 21 Room Damage Deposit...... 20 Virginia Summer Program at Oxford...... 31 S Virginia Tuition Assistance Grant (VTAG)...... 11 Volunteerism...... 15 Satisfactory Progress Requirement...... 36 Schedule of Payments...... 19 Scholarships...... 12 W Wake Forest/SASASAAS Program Self-Designed Interdisciplinary Majors...... 43-44 in China-Beijing...... 30 Seven College Exchange Consortium...... 32-33 Withdrawal from the College...... 19-20, 37 Seville, Spain Summer Program...... 30-31 Work Study...... 11 Sigma Delta Pi...... 202 Sociology...... 185-188 Spanish...... 149-151, 158-160 Student Accident and Sickness Plan...... 21 Student Involvement and Programs...... 15-16 Student Government...... 16 Student Leadership...... 15-16 Student Life...... 12-18
219 2010-2011 College Calendar Communications with the College Fall Semester 2010 Admissions August 21, 2010______New students arrive Admissions Office • P.O. Box 1052 • Sweet Briar, Virginia 24595 [P] 434.381.6142 • [TF] 1.800.381.6142 • [F] 434.381.6152 August 25, 2010______Registration; Opening Convocation (11 a.m.) [email protected] • www.sbc.edu/admissions August 26, 2010______Classes begin September 23-25, 2010______Homecoming Weekend Kenneth T. Huus Paula K. Ledbetter ’06 Dean of Admissions Assistant Director of Admissions September 24, 2010______Founders’ Day Gretchen Gravley Tucker ’98 Grace Loughhead ’04 September 30-October 1, 2010______Reading Days Director of Admissions Assistant Director of Admissions October 15-17, 2010______Families Weekend Mary Dance ’08 Melissa Ramos ’10 November 3, 2010______Registration for Spring Term Begins Assistant Director of Admissions Admissions Counselor November 19, 2010______Thanksgiving vacation begins, 5:30 p.m. Catherine Gumpman ’10 Lacy Rourke Admissions Counselor (Residence Halls close November 21 at 8 a.m.) Assistant Director of Admissions November 29, 2010______Classes resume December 10, 2010______Classes End December 11, 2010______Reading Day General December 12-17, 2010______Examinations Sweet Briar College • Sweet Briar, Virginia 24595 • www.sbc.edu December 17, 2010______Winter break begins, 5:30 p.m. [P] 434.381.6100 (General Information/24 hour switchboard) (Residence Halls close December 18 at 5:30 p.m.) Academic Affairs/Dean’s Office Junior Year in France 434.381.6205 434.381.6109 Spring Semester 2011 Admissions Office Junior Year in Spain January 19, 2011______Spring Term begins 434.381.6142 434.381.6295 March 11, 2011______Spring vacation begins, 5:30 p.m. 1.800.381.6142 Media, Marketing and Communications (Residence Halls close March 12 at 8 a.m.) Alumnae Relations 434.381.6262 March 21, 2011______Classes resume 434.381.6131 President’s Office April 6, 2011______Registration for Fall Term Begins Business Office/Accounts Receivable 434.381.6210 May 3, 2011______Classes end 434.381.6200 Registrar’s Office May 4-5, 2011______Reading Days Co-Curricular Life Office 434.381.6179 434.381.6134 May 6-11, 2011______Examinations Residence Life and Housing May 14, 2011______Commencement Development 434.381.6420 434.381.6161 May 20-22, 2011______Reunion Vice President for Finance and Administration Financial Aid 434.381.6202 434.381.6156 Disclaimer-Every effort has been made to insure the accuracy and completeness of this Catalog. The information included 1.800.381.6156 is accurate at the time of printing. However, Sweet Briar College reserves the right to make necessary and desirable changes in policies, program requirements, programs, courses, tuition, and fees. Current and prospective students should check with College officials to verify current policies, requirements, programs, tuition, and fees. Health Services 434.381.6140 College
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Sweet Briar, Virginia 24595 • Office of Admissions think 800.381.6142 [email protected] Box 1052