Graduate Catalog 2005Ð2006

Mills College Graduate Catalog 2005Ð2006

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

This catalog is published by: Mills College 5000 MacArthur Blvd. Oakland, CA 94613 www.mills.edu

Photo credit: Philip Channing Printed on recycled paper. Printed in the U.S.A.

Table of Contents

Mills...... 3 Education ...... 26 MA with an emphasis in Academic Calendar ...... 4 Child Life in Hospitals...... 29 MA with an emphasis in Early Childhood Education ...... 30 About Mills College ...... 6 Early Childhood Special Education Overview ...... 6 Specialist Credential...... 30 Faculty ...... 7 MA with an emphasis in Teaching...... 31 Academic Environment ...... 7 Multiple Subjects Credential with Campus Resources ...... 8 an emphasis in Early Childhood ...... 33 Graduate Housing...... 9 Multiple Subjects Credential ...... 33 History ...... 9 Single Subject Credential: Art, English, or Social Studies ...... 33 Midcareer Math and Science Credential . . 34 Art Studio...... 10 Administrators for Tomorrow’s Schools MFA ...... 11 California Administrative Services Credential...... 34 Biochemistry ...... 14 Doctor of Education...... 34 Certificate Program in Biochemistry and Molecular Biology...... 15 English ...... 47 MA ...... 49 Computer Science...... 16 MFA ...... 49 MA ...... 17 Post-Baccalaureate Certificate Program . . . 18 Intermedia Arts...... 56 Advanced Degree Preparatory Track . . . . . 18

MBA ...... 58 Dance...... 21 MBA...... 60 MA ...... 23 4+1 BA/MBA...... 60 MFA with an emphasis in Choreography...... 23 Mathematics ...... 66 MFA with an emphasis in Choreography and Performance . . . . 24 BA/MA...... 67

1 Music...... 70 Facts and Figures ...... 85 MFA in Electronic Music Graduate Admission...... 86 and Recording Media...... 73 Tuition and Fees...... 88 MA in Composition ...... 73 Financial Aid ...... 91 MFA in Performance and Literature . . . . . 74 Academic Regulations ...... 93 College Officers ...... 104 Pre-Med ...... 79 Administrative Offices ...... 104 Post-Baccalaureate Pre-Medical Program . 81

Directions to Mills ...... 106 Public Policy ...... 82 4+1 Public Policy Program (MPP) ...... 83 Index ...... 108

2 through informal or formal procedures. FERPA Mills also protects student privacy rights by setting strict limits on disclosure of their educational Accreditation records without their consent. Students can seek Mills College was founded in 1852 and is fully enforcement of their FERPA rights by filing accredited by the Western Association of Schools complaints with the Family Policy Compliance and Colleges, 985 Atlantic Ave., Suite 100, Office, U.S. Department of Education, 400 Alameda, CA 94501, 510.748.9001. Documents Maryland Ave. S.W., Washington, DC 20202. describing the most recent accreditation review Information about this office is available on the by WASC are available on request from the internet at: www.ed.gov/offices/OM/fpco. Office of the Provost and Dean of the Faculty at Copies of federal regulations governing 510.430.2096. student privacy rights are available from the website named above or the Office of Student Nondiscrimination Statement Life (OSL) at Mills. A statement on procedural Mills College does not discriminate on the basis of steps for seeking to correct inaccurate or mis- race, color, marital status, age, religious creed, leading data in student records also is available national origin, ancestry, sexual orientation, or from OSL on request at 510.430.2130. disability (in accordance with the Americans with Disabilities Act, 1973 Rehabilitation Act Section Campus Photography 504, and implementing regulations) in its admission Mills College observes the common practice policies, scholarship and loan programs, or in the among colleges of obtaining individual permis- educational programs or activities which it operates. sions for the use of campus photographs in Nor does Mills discriminate on the basis of sex in its which students are featured. The photographs graduate programs. Mills enforces against unlawful are used for institutional purposes, including discrimination through its Campus Policy and promotion of Mills. However, permissions are Procedure on Discrimination, which is available by not obtained for the use of student images in request from the Office of Student Life at photographs of public events on campus, such 510.430.2130. as performances and rehearsals, athletic events, Mills is an equal opportunity employer and seeks to and College ceremonies. Some academic comply with all applicable state and federal laws departments, such as dance, music, and art, and local ordinances prohibiting employment also reserve the right to photograph students discrimination. All aspects of employment are based and their work for institutional use. on merit, qualifications, and job competence. Mills Questions about this policy should be directed does not discriminate against anyone regarding to [email protected]. employment practices, compensation, or promotion- al or educational opportunities on the basis of race, Students with Disabilities color, marital status, age, religious creed, national Mills College is in compliance with Section origin, ancestry, sex, sexual orientation, disability, 504 of the Rehabilitation Act of 1973 and the or veteran status. It is Mills’ policy to provide rea- Americans with Disabilities Act of 1990. sonable job accommodations to disabled employees Students with disabilities are encouraged to who can perform essential functions of jobs for contact Services for Students with Disabilities which they are otherwise qualified. Inquiries (SSD) before or soon after matriculation to regarding compliance with various employment ensure accommodation and equal access in laws and regulations should be directed to Legal housing, classes, programs and activities. Counsel Robin Isenberg, Mills College, 5000 SSD is located in Room 111 in the Cowell MacArthur Boulevard, Oakland, California 94613, Building. Contact the Director at 510.430.2264 510.430.2228. or [email protected].

Student Privacy Rights Changes Mills complies with the provisions of the 1974 The information in this catalog is current as Family Educational Rights and Privacy Act. FERPA of March 2005. The College reserves the right assures students attending a postsecondary educa- to make changes affecting policies, fees, tional institution that they have the right to inspect curricula, or any other matters announced in and review certain of their educational records and this catalog. to seek corrections of inaccurate or misleading data

3 Academic Calendar Fall Semester 2005

Mon. Aug. 1 Tuition and fees due (A late tuition payment fee of $250 will be charged to students whose payments are not received by this date.) Mon. Aug. 15 Electronic check-in available for all except new international students Thurs. Aug. 18 Check-in and Orientation for new and readmitted undergraduate students begins at 8:30 am Residence Halls open at 9:00 am for new undergraduate students Fri. Aug. 19 Check-in for new residential graduate students begins at 8:30 am Residence Halls open at 9:00 am for new residential graduate students Check-in for continuing students begins at 12:00 pm Residence Halls open at 12:00 pm for continuing undergraduate and graduate students Mon. Aug. 22 Graduate Student Orientation Check-in for continuing undergraduate students and new and continuing commuting graduate students (Students checking in after this date will incur a $250 late check-in fee.) Tues.–Thurs. Aug. 23–25 Registration for new and readmitted students (Students registering after Aug. 26 will incur a $250 late registration fee.) Wed. Aug. 24 Instruction begins at 8:00 am Mon. Sept. 5 Labor Day Holiday Wed. Sept. 7 Last day to add a class Last day to increase credit for a variable-credit course or undergraduate 1.0-credit course Last day to register for a course with an audit grade option or to change an existing course from graded or pass/no-pass to audit or from audit to graded or pass/no-pass Last day for students graduating in January 2006 to declare a minor Fri. Sept. 30 Convocation Fri. Oct. 14 Mid-Semester Holiday Wed. Oct. 19 Last day to drop a class Last day to decrease credit for a variable-credit course or an undergraduate 1.0-credit course Last day to change grade option from graded to pass/no-pass or pass/no-pass to graded Wed. Nov. 2 Last day to withdraw from a class Fri. Nov. 4 Last day to file graduate petitions for candidacy for master’s or doctoral degrees to be conferred May 2006 Mon.–Wed. Nov. 14–23 Continuing and returning student registration for Spring 2006 (Continuing students not registered by Nov. 23 will incur a $250 late registration fee.) Wed. Nov. 23 Classes end at 2:30 pm Thurs.–Fri. Nov. 24–25 Thanksgiving Holidays Mon. Nov. 28 Master’s and doctoral theses for degrees to be conferred January 2006 due in the Office of Graduate Studies Mon. Dec. 5 Instruction ends Tues.–Wed. Dec. 6–7 Reading Days Thurs.–Tue. Dec. 8–13 Final Exams Wed. Dec. 14 Residence Halls close at 12:00 pm Fri. Dec. 16 Grades due (on paper) in M Center, 4:00 pm Sun. Dec. 18 Grades due if filed electronically

4 Spring Semester 2006

Tues. Jan. 3 Tuition and fees due (A late tuition payment fee of $250 will be charged to students whose payments are not received by this date.) Mon. Jan. 9 Electronic check-in available for all except new international students Fri. Jan. 13 Check-in for new and readmitted undergraduate and graduate students begins at 8:30 am Residence Halls open at 9:00 am Orientation for new and readmitted undergraduate and graduate students begins at 9:00 am Check-in for continuing and returning students begins at 12:00 pm Mon. Jan. 16 Martin Luther King, Jr. Holiday Tues. Jan. 17 Check-in for continuing and returning students (A late check-in fee of $250 will be charged to students checking in after this date.) Tues.–Thurs. Jan. 17–19 Registration for new and readmitted students (Students registering after Jan.19 will incur a $250 late registration fee.) Wed. Jan. 18 Instruction begins at 8:00 am Wed. Feb. 1 Last day to add a class Last day to increase credit for a variable-credit course or undergraduate 1.0-credit course Last day to register for a course with an audit grade option or to change an existing course from graded or pass/no-pass to audit or from audit to graded or pass/no-pass Last day for students graduating in May 2006 to declare a minor Mon. Feb. 20 Presidents Day Holiday Wed. Mar. 15 Last day to drop a class Last day to decrease credit for a variable-credit course or an undergraduate 1.0-credit course Last day to change grade option from graded to pass/no-pass or pass/no-pass to graded Mon.–Fri. Mar. 20–24 Spring Break Wed. Mar. 29 Last day to withdraw from a class Fri. Mar. 31 Last day to file graduate petitions for candidacy for master’s or doctoral degrees to be conferred Jan. 2007 Mon.–Wed. Apr. 10–19 Continuing and returning student registration for Fall 2006 (Continuing students not registered by April 19 will incur a $250 late registration fee.) Fri. Apr. 21 Master’s and doctoral theses for degrees to be conferred May 2006 due in the Office of Graduate Studies Wed. May 3 Instruction ends Fri. May 4–5 Reading Days Sat.–Thurs. May 6–11 Final Exams Thurs. May 11 Senior grades due by 4:00 pm, except for Thurs. finals Fri. May 12 Residence Halls close at 12:00 pm for non-graduating students Senior grades due by 12:00 pm for Thurs. finals Sat. May 13 118th Commencement Sun. May 14 Residence Halls close at 12:00 pm for all students Wed. May 17 All Grades due (on paper) in M Center, 4:00 pm Fri. May 19 All Grades due if filed electronically

5 About Mills College Overview Located in the foothills of Oakland, California on include: studio art, computer science, dance, the east shore of the San Francisco Bay, Mills education, English, MBA, music, pre-med, and College is an independent liberal arts college that public policy. offers bachelor’s degrees to women and graduate degrees to both women and men. Founded in 1852 Mills advanced degree candidates are accom- as an undergraduate college for women, Mills plished students who are drawn by the outstanding introduced its first graduate programs in the reputation of our curriculum, faculty, and the 1920s. Since that time, Mills has earned a national intellectual environment of the campus itself. Graduate studies at Mills offer serious students an opportunity to delve intensely into their field of study, cross traditional disciplinary boundaries, and explore new ways of thinking. At Mills, we value the diversity of people and ideas. 36% of our graduate population are students of color, while another 7% identify themselves as multi-ethnic.

and international reputation based on ground- breaking work in fields such as electronic music, computer science, and education. We offer 24 graduate degree and certificate programs to approximately 500 coed graduate students annually. On the undergraduate level, Mills offers bachelor’s degrees to approximately 800 women each year. Our graduate programs

6 Faculty The Mills faculty is composed of an accomplished Bay Area, Mills is intricately connected to the cadre of artists, educators, authors, business community. Professors and students work in the professionals, and scholars. At the heart of our neighboring cities and bring their experience and graduate education is the interaction between knowledge into the classroom. Faculty encourage these distinguished faculty members and talented students to get involved with the local artistic and students. In an intellectual environment dedicated scholarly scenes, so that students connect with a to advanced study, graduate students work closely broader community and expand their opportunities with accessible and engaged faculty to explore for intellectual and professional growth. their field of study in the context of broader academic interests, a testament to our heritage as Thanks to the extraordinary reputation of Mills one of the top liberal arts colleges in the nation. and its faculty, we also attract an amazing array Statistically Mills faculty members are also of world-class speakers and performers to the unique. 60% of our full-time faculty are women, campus. Due to the intentionally small size of while 22% are faculty of color. 90% of the these events, Mills graduate students have access full-time faculty have their terminal degree to these dignitaries and often engage with them

Academic Environment one on one before, during, and after events. In Amid the green rolling hills and century-old addition, Mills’ dedicated alumnae are an integral eucalyptus trees of the 135-acre Mills campus, part of the life of the College, participating in graduate students find inspiration both in their activities and sharing their professional expertise. work and in their environment. Each graduate Since so many Mills graduates have gone on to program forms a community of students and success in their areas of study, this network and faculty focused intensely on academic pursuits. influence can be far-reaching. It all adds up to a Ideas, opinions, and minds are challenged in an dynamic environment that is the signature of the open environment of academic excellence and Mills graduate experience. collaboration. As a vital part of the San Francisco

7 Campus Resources Mills students enjoy an educational environment physical fitness, and recreation, while the campus enriched by a wide variety of exhibits, concerts, chapel provides a peaceful environment for performances, and lectures that support intellectual spiritual reflection and renewal.

exploration and growth. The physical environment Please visit www.mills.edu for more information of the campus itself provides a source of inspiration on each of these special resources. with historic cultural resources such as the Concert • Aron Art Center Hall, Lisser Theatre, the Center for Contemporary • Art Museum Music, and the Mills College Art Museum. • Career Center • Center for Contemporary Music Students can also experience one-of-a-kind • Chapel resources such as the Eucalyptus Press, home to • Children’s School the internationally renowned Book Arts Program, • Concert Hall or the Children’s School, the first laboratory • Diversity Programs school founded west of the Mississippi. The • Eucalyptus Press Special Collections of the F. W. Olin Library con- • F. W. Olin Library tain more than 20,000 rare books and manuscripts, • Haas Pavilion including a First Folio of William Shakespeare, • Health & Counseling Services a Mozart manuscript, and an edition of Alice in • Institute for Civic Leadership Wonderland illustrated by Salvador Dali. The • Lisser Theatre Trefethen Aquatic Center and the Haas Pavilion • Mills Community Link offer a wide variety of options for athletics, • Special Collections, Heller Room • The Place for Writers • Trefethen Aquatic Center • Women’s Leadership Institute • Writing Center

8 Graduate Housing History Living on campus is a valuable part of the Mills Founded in 1852 as the Young Ladies’ Seminary experience. Students can take advantage of in Benicia, California, Mills College boasts a rich campus programs and services while enjoying history as a pioneer in women’s education. Mills a beautiful park-like campus environment. For was founded the same year California was admit- specific housing descriptions, accessibility, and ted to statehood and the city of Oakland was fees, please visit www.mills.edu/campus_life. established. The University of California and Stanford had yet to exist, and newly prosperous miners, farmers, and merchants wanted to educate their daughters without sending them on the perilous journey to East Coast schools. Over the decades, Mills “firsts” have been numerous: the first BA degrees awarded to women west of the Mississippi (1889), the first West Coast laboratory school for aspiring teachers (1926), and the first women’s college to offer a computer science major (1974), and a 4+1 MBA degree (2001). Always a leader in the arts, Mills was among the first liberal arts colleges to offer a modern dance degree (1941), and it became the national center for modern dance outside New York City. The Center for Contemporary Music, dedicated in 1967, is a preeminent center for electronic music. Many of the world’s foremost artists, politicians, and scholars have taught, lectured, and performed at Mills, including Gertrude Stein, Mark Twain, Darius Milhaud, Alfred Neumeyer, John Cage, and Isabel Allende. Notable alumnae of the College include: media personality Renel Brooks- Moon, dancer/choreographer Trisha Brown, artist Elizabeth Murray, business leader Bonnie Guiton Hill, musician Dave Brubeck, and Congresswoman Barbara Lee. For more than 150 years, Mills has continued to be a draw to people interested in experimentation, leadership, social responsibility, and creativity—the hallmarks of a 21st century Mills education.

9 Art Studio

10 Art Studio 510.430.2117 Faculty: Professional Interests Special Admission Requirements Hung Liu In addition to the regular graduate admissions ¥ Painting, drawing, installation, public art requirements, applicants for the MFA degree must projects submit documentation of their work in any of the Anna Valentina Murch following formats: slides (10–15 images), CD- ¥ Sculpture, installation, collaborative public art ROMs (Mac-compatible is required), 1/2-inch projects video tapes (VHS and NTSC format only), and audio cassettes. Slides must be loaded in a Kodak Ron Nagle Carousel Transvue 80 slide tray in a carousel box, ¥ Painting and sculpture, sound design, and must be accompanied with a slide list. CD- songwriting, record production ROMs must be accompanied by a brief description Catherine F. Wagner on how to navigate through the program material. ¥ Photography, conceptual art, contemporary art Video and audio material must not exceed five philosophy minutes in length, and tapes must be cued to the The Art Department of Mills College offers the start of the program. Send documentation materials master of fine arts (MFA) degree and has a distin- to the Art Department, P.O. Box 9975, Mills guished faculty of internationally known artists. College, Oakland, CA 94613. Do not send originals. The program offers painting, ceramics, sculpture Please enclose a check for the amount of Priority (including installation), photography, intermedia, Mail made payable to Mills College for return video and electronic arts. Students are encouraged postage. All other application materials should be to work across media boundaries. The two-year sent directly to the Office of Graduate Studies. graduate program is selective, limited to 12 new The portfolio and the application form must be students each year, and is designed to meet the postmarked by February 1; no exceptions. demanding standards of the profession. The Master of Fine Arts (11.5 semester course credits) The graduate program in studio art provides a combination of structure and freedom. Students receive Required: individual attention that encourages personal and ARTS 201 Studio Art Concentrations in Cera- professional development. Every graduate student mics, Electronic Arts, Painting, Photography, has a graduate committee consisting of three fac- Sculpture, and Video Production (1; 1; 1; 1) ulty members who are responsible for critiquing (This course must be taken each semester.) the student’s independent work and progress. At ARTS 291 Graduate Seminar (.5; .5) (Arts 291 the end of the first year of study, the work of each must be taken twice in the first year.) student is reviewed by all faculty members of the ARTS 293 Degree Exhibition and Artist art department and, if passed successfully, the stu- Statement (.25; .25) (This course must be taken twice in the second year.) dent is advanced to candidacy status in the second year. At the end of the second year, the program ARTS 287 Topics in Contemporary Art (1) culminates in a public exhibition held in the Mills ARTS 288 Contemporary Art and Critical College Art Museum, supplemented with a written Thinking (1) artist’s statement. All students must complete the And select four courses from the following list, or graduate residency requirement of two years (four other courses in consultation with faculty advisor: semesters) of full-time enrollment consecutively. ARTS 205 Graduate Studio Concentrations in Ceramics, Painting, Photography, The Jane B. Aron Art Center houses recently built, Sculpture/Intermedia (1) (This course may be excellent classroom studios for ceramics, painting, taken four times.) drawing, photography, sculpture, and intermedia/ ARTS 116 Contemporary Photographic installation, in addition to the Art Museum and Concerns II (1) slide collection. Facilities also include an analog ARTS 156 Contemporary Photographic electronic and digital computer lab, video suites, Concerns III (1) and private graduate studios for each artist. Students ARTS 161 Advanced Painting (1) are required to work in these campus studios to en- ARTS 164 Advanced Ceramics (1) courage interaction with fellow artists and faculty. ARTS 173 Advanced Sculpture (1)

11 IART 219 Electronic Arts (1) ARTS 291 Graduate Seminar (.5) IART 220 Advanced Electronic Arts (1) The graduate seminar is required for all first-year IART 247 Video I (1) students. Course content includes studio visits, IART 248 Video II (1) readings, discussions, presentations and guest Or one upper-division course in Art History or speakers. Must be taken twice in the first year. in another academic subject in consultation Fall and Spring with faculty advisor. Instructor(s): Ron Nagle, Anna Valentina Murch Letter grade only. Limit 15 students. Courses Open to graduate students only. ARTS 201 Concentrations in Painting, Sculpture, This course may be taken two times. Ceramics, Photo, Electronic Arts, Video (1) ARTS 293 Degree Exhibition and Artist These courses are devoted to independent studio Statement (.25) work, which is reviewed and critiqued by each The exhibition in the Mills College Art Museum student’s graduate committee. Must be taken each and the artist’s statement complete the degree of four semesters. Fall and Spring requirements. Must be taken twice in the second Instructor(s): Hung Liu, Anna Valentina Murch, year. Fall and Spring Ron Nagle, Catherine Wagner, Steven Matheson, Instructor(s): Hung Liu, Anna Valentina Murch, and/or Staff Ron Nagle, Catherine Wagner Letter grade only. Letter grade only. Limit 10 students. Open to graduate students only. Open to graduate students only. This course may be taken two times. This course may be taken four times. ARTH 223 (123) Northern European Art (1) ARTS 205 Concentrations in Ceramics, This course examines painting and printmaking in Painting, Photography, Sculpture/Intermedia (1) the Low Countries and Germany from about 1400 This course deals with the concerns of specific to 1550. Fall media, and its content will vary depending on the Instructor(s): JoAnne Bernstein instructor. Each medium area will be offered once Open to graduate students only. every two years. Fall and Spring Offered in 2005Ð2006 and then every other year. Instructor(s): Hung Liu, Anna Valentina Murch, Offered in alternation with: ARTH 121 Ron Nagle, Catherine Wagner Letter grade only. ARTH 239 (139) History of Performance Art (1) Limit 15 students. Performance Art developed in the Sixties, a highly Open to graduate students only. theatrical as well as political decade. The course ex- This course may be taken four times. amines work by contemporary Performance artists, primarily in the United States, and earlier Performance ARTS 287 Topics in Contemporary Art (1) history beginning with the European personality The course explores the multi-faceted world of con- and theatrical experiments of the Dada, Surrealist, temporary art. A broad array of current artists and Futurist, and Russian revolutionary art movements. Fall their work will be presented and discussed. Performance art is also placed in a wider context Instructor(s): Staff of experimental theater, dance and music, and the Letter grade only. Dandy tradition. Online course materials. Fall Limit 12 students. Instructor(s): Moira Roth Open to graduate students only. Open to graduate students only. ARTS 288 Contemporary Art and Critical ARTH 285 (185) Painting of China (1) Thinking (1) The painting of China from the Han to the Qing This graduate course focuses on contemporary art Dynasty is studied and concludes with discussions in its theoretical, historical, and critical aspects. of painting during the Cultural Revolution and Spring contemporary works that are being produced in Instructor(s): Staff the People’s Republic of China today. Critical Letter grade only. texts on calligraphy, painting styles and forms, Limit 12 students. together with writings on theory and methodology Open to graduate students only. will be read. Fall Instructor(s): Mary-Ann Milford/Staff Open to graduate students only.

12 ARTH 286 (186) Japanese Painting and Prints (1) Open to sophomores, juniors, seniors and This course traces the persistence of tradition and graduate students. the development of an aesthetic that prevails in This course may be taken 3 times. Japan’s visual arts. Heian court paintings that IART 243 (143) History of Intermedia and include the Tale of Genji, which were to influence Electronic Art (1) Japanese aesthetics to the present day, will be This course addresses the recent history of artworks studied. Ukiyo-e, woodblock prints of Floating that evolved out of experiments with technology. World, that reflect the popular tastes of Edo’s Enabled by the emergence of industrial, military, merchants will also be studied. Spring medical, digital, and electronic technologies, artists Instructor(s): Mary-Ann Milford/staff have persistently moved into these new realms of Open to sophomores, juniors, seniors and media, with the history of experimentalism pro- graduate students. viding aesthetic and conceptual continuity. Whether IART 219 (119) Electronic Arts (1) utopian or critical, theoretical or functional, these This studio course will take a broad look at the artworks present a fresh and challenging approach ways in which computers are affecting contempo- to technology resonant within the art historical rary art-making. Through an investigation of his- context. Spring tory, current discourses, and extensive applications Instructor(s): Steven Matheson/Staff of digital media, students will become familiar Open to sophomores, juniors, seniors and with basic operating systems, software, and graduate students. peripheral devices, as well as underlying architec- Offered in 2006Ð2007 and then every other year. tures that comprise the digital terrain. Students are This course may be taken two times. expected to use some facet of computer technolo- IART 247 (147) Video I (1) gy in the completion of a final project. Fall This course integrates video production with a Instructor(s): Staff critical examination of experimental video as an Limit 15 students. art form, political tool, and social practice. Through IART 220 (120) Advanced Electronic Arts (1) substantial production projects, readings, screenings, This studio course expands the exploration of dig- analysis, and in-class discussions and critique, this ital media in contemporary art with an emphasis course will explore contemporary issues in video. on time-based applications, interactivity, multime- It is designed to introduce students to the technical dia scripting, and the integration of computers into and conceptual aspects of production and develop installations, environments, and performance. individual aesthetic, analytic, and critical skills. Students are expected to use some facet of com- Fall and Spring puter technology in the completion of a final proj- Instructor(s): Steven Matheson/Staff ect. Spring Limit 12 students. Instructor(s): Staff This course may be taken two times. Limit 15 students. IART 248 (148) Video II (1) Prerequisite(s): IART 119 This course emphasizes the continued acquisition This course may be taken 3 times. and refinement of individual aesthetic, conceptual, IART 241 (141) Constructing the Technological critical, and technical skills in video production ‘Other’ (1) and analysis. In addition to readings, screenings, Humans, in our search for understanding, have con- and in-class discussions and critique, students are structed models of ourselves throughout history. each required to conceive and complete a large- Mechanical, figurative, responsive, and problem- scale video production project which reflects their solving, these models take on previously unimag- particular interests in the methods and modes of ined possibilities as they incorporate new technolo- video practice. Fall and Spring gies. This course presents introductory methods Instructor(s): Steven Matheson/Staff for building our own robots, automata, and artifi- Limit 12 students. cial intelligences. Combining an exploration of Prerequisite(s): IART 147 these intriguing disciplines with contemporary art This course may be taken 3 times. theory and practice, science fiction, and popular culture, each student will build on simple methods to create a unique technological ‘other.’ Fall Instructor(s): Staff Limit 15 students.

13 Biochemistry

14 Biochemistry 510.430.2317 Faculty: Professional Interests Special Admissions Requirements Barbara Bowman In addition to the regular graduate admission ¥ Molecular evolution of fungi, group I introns requirements, applicants to the Biochemistry John S. Brabson and Molecular Biology program must submit a ¥ Conifer genomics, microbial metabolism and supplementary application form, available from lipid biochemistry the Office of Graduate Studies, as well as official GRE general test, SAT, or ACT scores. Lisa Urry ¥ Developmental biology, sea urchin larval Certificate Program development, cell-cell and cell-extracellular Biochemistry and Molecular Biology matrix interactions, biomineralization Certificate John J. Vollmer (15 course credits) ¥ Natural product chemistry, isolation and Required: identification of toxic constituents of plants, BIO 001–002 General Biology (1.25; 1.25) science writing BIO 133 Molecular Cell Biology Mills College provides a certificate program in BIO 135 Genetics biochemistry and molecular biology for those who CHEM 017–018 General Chemistry (1.25; 1.25) possess a baccalaureate degree in a non-science CHEM 105–106 Organic Chemistry (1.25; 1.25) area who now wish to enroll in course work CHEM 167–168 Biochemistry (1; 1) equivalent to that required for a BA degree in PHYS 061–062 General Physics (1.25; 1.25) Biochemistry and Molecular Biology at Mills. BIO 191 Senior Seminar or The standard length of the program is three years CHEM 191 Senior Seminar (six semesters) and 15 Mills course credits. At minimum, students must complete more than half of their course work for the certificate at Mills and must attain a Mills GPA of 3.0 or higher. The certificate program is intended for students with a serious commitment to qualify for graduate study in biochemistry and molecular biology, molecular genetics, developmental biology, and other post- graduate science programs. It also provides excellent training for a variety of careers, such as laboratory research, science teaching, science writing, or patent law. The Biochemistry and Molecular Biology Committee, composed of biology and chemistry faculty members, administers the program and ad- vises students wishing to complete the certificate. Students use the excellent laboratory facilities of the Biology and Chemistry-Physics Departments and are also encouraged to expand their research experience by enrolling in a Directed Research course or by participating in a summer research project on or off campus.

15 Computer Science

16 Computer Science 510.430.2226 Faculty: Professional Interests Packard, Sun Microsystems, and Chabot Space Steven R. Givant and Science Center. ¥ Logic and foundations of mathematics, model The primary candidates for the program are students theory, general algebra, theory of relations with a liberal arts background who wish to acquire Almudena Konrad experience in computer science that they can apply ¥ Computer networks, wireless communication, in their field and who wish to explore the broader simulation, and modeling issues and implications of the increased use of Barbara Li Santi computers in our society. Students can enter this ¥ Artificial intelligence applications in education, degree program either after completing their cognitive science, intelligent tutoring systems, Baccalaureate or through a five-year joint BA/MA computer science education, linear algebra program. Ellen Spertus Special Admissions Requirements ¥Information retrieval, the Internet, social issues, In addition to the regular graduate admission computer architecture, compilers requirements, applicants to the interdisciplinary Susan Wang computer science master’s program and the ¥ Design and analysis of algorithms, very large advanced degree track of the post-baccalaureate scale integrated systems, parallel computation program must have the equivalent of: • One year of introductory computer science This unique master of arts degree program allows using Java or C++, and students with limited technical background to gain • One year of discrete mathematics. (Students advanced knowledge of computer science and its with only one semester of discrete applications to other disciplines. Students achieve mathematics may arrange to complete their perspective on the strengths and limitations of com- second semester at Mills, but this credit will puters and understand how advances in computer not count toward their degree.) science help solve theoretical and practical prob- Provisions may be made to complete these require- lems in a variety of fields. The innovative aspect ments through the Mills post-baccalaureate certifi- of the program that distinguishes it from other cate program. master’s programs is its focus on relating computers to other disciplines where the combination has Applicants must possess a baccalaureate degree in potential for great impact. a major other than computer science. The aim of this program is to develop people who Master’s Degree Program can bridge the worlds of computer technology and The master of arts in the interdisciplinary com- of the users (and potential users) of this technology. puter science (ICS) program is offered through Graduates of the program can serve as “bridge the College’s mathematics and computer science people” in their discipline, able to communicate department as a two-year program. The program the needs of users to computer scientists and, con- requires the completion of 11 semester course versely, to explain computer applications and their credits, consisting of a computer science core potential to users. They will also be able to develop curriculum, interdisciplinary course requirements, appropriate user-friendly software for their field of and a thesis. At least 6 course credits must be interest. Graduates will be on the cutting edge of, computer science courses taken at the 200 level. and provide leadership in, this pioneering transfer Individual sequences of study accommodate the of technology to various fields. varying backgrounds that students bring to the program. Students have many opportunities for individual attention from faculty. Our classes are small and The Master of Arts in faculty office hours are plentiful. We also have Interdisciplinary Computer Science several active research projects that feature one- (11 semester course credits) on-one collaboration between students and faculty. Required: Graduates of this program have found employment CS 111 Introduction to Computer Architecture with companies, non-profits, and educational insti- CS 124 Data Structures and Algorithms tutions, such as Apple Computer, Hewlett- CS 214 Programming Languages

17 CS 222 Operating Systems study is tailored to individual needs and includes CS 232 The Interdisciplinary Computer Science independent study options. Research Process Post-Baccalaureate Certificate Program CS 250 Thesis for the Degree of Master of Arts (8 course credits) in Interdisciplinary Computer Science Required: And select one additional interdisciplinary course in a discipline related to your prior background or MATH 004 Discrete Mathematics professional interest for 1 graduate or upper-divi- CS 063 Introduction to Computer Science sion undergraduate credit. CS 064 Computer Concepts and Intermediate Programming And select four courses from: CS 111 Introduction to Computer Architecture CS 113 Compiler Design and Implementation CS 114 Programming Languages CS 123 (223) Robots, Persons, and the Future CS 124 Data Structures and Algorithms CS 131 (231) Computer Networks And select 2 courses from the following: CS 212 (112) Contemporary Computer CS 112 Contemporary Computer Architecture Architecture CS 113 Compiler Design and Implementation CS 223 (123) Robots, Persons, and the Future CS 122 Operating Systems CS 225 (125) Theory of Algorithms CS 123 Robots, Persons, and the Future CS 227 (127) Linear Optimization CS 125 Theory of Algorithms CS 228 (128) Theory of Computation CS 127 Linear Optimization CS 263 (163) Computer Graphics CS 128 Theory of Computation CS 170 (270) Software Engineering CS 131 Computer Networks CS 280C (180C) Topics in Computer Science CS 163 Computer Graphics CS 186 (286) Web Programming CS 170 Software Engineering Other elective courses may be accepted at the dis- CS 180 Topics in Computer Science cretion of the department. CS 186 Web Programming Note: For courses offered at both the 100 and the Other elective courses may be accepted at the dis- 200 level, students enrolled at the 200 level will cretion of the department. be required to do additional work in the course. Advanced Degree Preparatory Track Post-Baccalaureate Programs in (8 course credits) Computer Science Required: Since the fall of 1982, Mills has provided a certifi- CS 111 Introduction to Computer Architecture cate program in computer science for college graduates, especially women, who intend to pur- CS 114 Programming Languages sue employment, advancement, or graduate stud- CS 122 Operating Systems ies in computer science and need to acquire the CS 124 Data Structures and Algorithms proper background. CS 125 Theory of Algorithms CS 128 Theory of Computation The Mills post-baccalaureate program has two tracks for students with different goals. The post- And select two courses from the following: baccalaureate certificate program, for students CS 112 Contemporary Computer Architecture interested in entering the professional computing CS 113 Compiler Design and Implementation workforce, has no programming or mathematics CS 123 Robots, Persons, and the Future prerequisites. The advanced degree preparatory CS 127 Linear Optimization track is for students whose goal is further graduate CS 131 Computer Networks study (MS or PhD) in computer science and has CS 163 Computer Graphics the same special admission requirements as the CS 170 Software Engineering MA program in interdisciplinary computer sci- CS 180 Topics in Computer Science ence. This small program offers support and personal attention while students study computer sci- CS 186 Web Programming ence. It also provides substantial opportunity for Other elective courses may be accepted at the dis- hands-on experience with programming on a vari- cretion of the department. ety of computer systems. Each student’s course of

18 Courses CS 225 (125) Theory of Algorithms (1) An introduction to general algorithmic techniques CS 212 (112) Contemporary Computer Architecture (1) including divide-and-conquer, dynamic program- Advanced topics in computer architecture and ming, and greedy algorithms. Construction and organization. Topics include analog electronics, analysis of some important classes of algorithms digital design, modern processors (including such as graph algorithms and string algorithms. pipelining, superscalar parallelism, and branch An introduction to the complexity classes P, NP, prediction), memory hierarchies, and parallel and NP-complete (tractable vs intractable problems). computers and networks. Spring If time allows, special topics, such as approximate Instructor(s): Ellen Spertus algorithms, parallel algorithms, computability, and Open to graduate students only. undecidability, may be included. Spring Offered in 2006Ð2007 and then every other year. Instructor(s): Susan Wang Offered in alternation with: CS 123 Open to graduate students only. Note(s): Concurrent lab required. Note(s): Concurrent workshop required. Prerequisite(s): MATH 006 and CS 111 Prerequisite(s): CS 006 and CS 124 CS 214 (114) Programming Languages (1) CS 227 (127) Linear Optimization (1) Theory of and practice in the four main program- Introduction to linear optimization—optimizing a ming paradigms: declarative programming, object- linear function subject to a set of linear constraints, oriented programming, functional programming, emphasizing quantitative modeling, methodology, and logic programming. Topics include the role and the underlying mathematical structures and of structure in programming, procedure activation, geometrical ideas. Topics include problem formu- program semantics, and variable binding and lation, simplex method, sensitivity analysis, and Spring scoping. Languages studied include Java, C++, duality theory. Instructor(s): Susan Wang Prolog, ML, and Scheme. Spring Instructor(s): Ellen Spertus Open to graduate students only. Open to graduate students only. Offered in 2006Ð2007 and then every other year. Note(s): Concurrent lab required. Offered in alternation with: CS 128 Prerequisite(s): MATH 006 and CS 124 Note(s): Concurrent workshop required. Prerequisite of MATH 004 or MATH 047 or CS 222 (122) Operating Systems (1) ECON 081 may be waived by the instructor. Basic issues in process management, memory Prerequisite(s): CS 004 or CS 047 or ECON 081 management, protection, and distributed systems. CS 228 (128) Theory of Computation (1) These concepts are illustrated through examples drawn from modern operating systems. Spring An introduction to the mathematical basis for the Instructor(s): Almudena Konrad study of computability and to the formal theory Open to graduate students only. behind compiler design. Topics include the formal Prerequisite(s): CS 111 and CS 124 models of computation such as finite state automata, pushdown automata, and Turing machines; lan- CS 223 (123) Robots, Persons, and the Future guages and grammars, such as regular languages (1) and grammars, context-free languages and gram- An interdisciplinary study of robots, cyborgs, mars, and recursively enumerable languages and wearable computers, nanotechnology, and other grammars; and the problems that a machine can technologies that challenge our ideas of what it and cannot solve. Spring means to be a human being. Students will gain a Instructor(s): Steven Givant, Susan Wang solid technical foundation by building, debugging, Open to graduate students only. and programming robots. We will also read a wide Offered in 2005Ð2006 and then every other year. variety of fiction and essays. All students will Offered in alternation with: CS 127 have to write evaluative and predictive essays. Note(s): Concurrent workshop required. Graduate students will be required to build a robot prerequisite of MATH 006 or MATH 048 may be of their own design. Fall waived by the instructor. Instructor(s): Ellen Spertus Prerequisite(s): CS 006 or CS 048 Open to graduate students only. Offered in 2005Ð2006 and then every other year. Offered in alternation with: CS 112

19 CS 231 (131) Computer Networks (1) projection, and hidden-line removal lead to realistic This course studies the Internet, different types of shading, illumination, and object rendering. Fall computer networks, and many components that Instructor(s): Almudena Konrad make up these networks. The course addresses Open to graduate students only. many important issues of networks, such as con- Offered in 2006Ð2007 and then every other year. gestion control, flow control, routing, quality of Offered in alternation with: CS 186 service, security and network management. Prerequisite(s): MATH 006 and CS 124 Students will identify the fundamental issues and CS 270 (170) Software Engineering (1) some of the current network research efforts. Small- A course designed to help students transform scale research will be required, where students themselves into skilled software engineers, able will identify a problem, execute network research, to apply their knowledge of coding, algorithms, and write and present the results. Fall and systems to write elegant, efficient, and correct Instructor(s): Almudena Konrad programs. Topics include techniques and tools for Open to graduate students only. design, documentation, collaboration, development, Prerequisite(s): CS 064 building, testing, debugging, and maintenance, CS 232 The Interdisciplinary Computer Science primarily using the extreme programming Research Process (1) methodology. Spring This course teaches the research process in the Instructor(s): Ellen Spertus Interdisciplinary Computer Science program at Open to graduate students only. Mills College. The students will learn to find Offered in 2005Ð2006 and then every other year. research topics, critically read research papers, and Offered in alternation with: CS 113 write and communicate research results effectively. Note(s): Prerequisite CS 122/222 may be taken Other topics include intellectual property, publishing, concurrently. funding, performance evaluation, and statistical Prerequisite(s): CS 124 and CS 122 techniques. During the course, students will work CS 280 (180) Topics in Computer Science (1) towards their research thesis proposal or their final Offers topics that are not offered in the regular thesis write-up. Fall curriculum. Topics may include neural networks Instructor(s): Almudena Konrad and other specialized topics in artificial intelligence, Open to graduate students only. networking, very large scale integrated systems, Note(s): Course is intended primarily for graduate multimedia design and development, parallel and students in the first year of the ICS Program. distributed computing, and information retrieval. Prerequisite(s): CS 064 Fall CS 250 Thesis for Degree of Master of Arts in Instructor(s): Staff Interdisciplinary Computer Science (1) Open to graduate students only. Before commencing work on the thesis project, This course may be taken two times. the student must submit a thesis proposal for review and acceptance by the Director of the ICS CS 286 (186) Web Programming (1) Program and the faculty members of the student’s This course studies the design and implementation thesis advisory committee. Only upon completion of web applications. Students will learn HTML, of a successful review process may the student Java Applets and graphics, animations, multi- proceed with the thesis. Fall and Spring threaded programming, network programming, Instructor(s): Staff JavaScripts, CGI, Web security, multimedia design, Letter grade only. Perl, XML, and SQL. There will be several pro- Open to graduate students only. gramming assignments, and a final project, where each student will build a web application with CS 263 (163) Computer Graphics (1) components covered during the semester. Spring Principles of three-dimensional computer graphics Instructor(s): Almudena Konrad and their applications, including computer animation. Open to graduate students only. Advanced techniques are derived from minimal Offered in 2005Ð2006 and then every other year. set of graphics primitives. Coordinate systems, Offered in alternation with: CS 163 viewing, transformations, and splines are intro- Prerequisite(s): CS 064 duced in a two-dimensional environment and extended to three-dimensional systems. Algorithms for line and polygon drawing, clipping, filling,

20 Dance

21 Dance 510.430.2175 Faculty: Professional Interests Prerequisites: Katherine Mezur The MA and MFA degree programs require that ¥ Multimedia performance, contemporary students possess an intermediate level of modern performance in Japan dance technique upon admission. Applicants to the Kathleen McClintock MFA program should possess significant choreo- ¥ Repertory, modern techniques, world dance, graphic and performing experience. Other prereq- choreography, Laban Movement Analysis uisites include: DNC 057, Rhythmic Training for the Dancer; DNC 079 and DNC 080, Laban Studies; June Y. Watanabe and DNC 133, Dance Kinesiology. Graduate students ¥ Multimedia performance, collaborations, may complete prerequisites concurrently with other choreography course work. Students are typically admitted in the Anne Westwick fall semester; spring admissions are on a case-by- ¥ Modern techniques, ballet, pedagogy, case basis. choreography Admission Requirements: The Mills dance department has the oldest ongoing Graduate applicants must contact the Office of graduate program in the United States. Our funda- Graduate Studies and complete all forms forwarded mental mission, unchanged since 1941, is to train by them. International students should receive dancers, choreographers, and dance scholars who information regarding TOEFL and student visa will contribute to and affect the future of dance by information as well. Applicants attending sched- creatively stretching dance boundaries with social- uled audition dates should be prepared to take an ly responsible and challenging art. The curriculum intermediate/advanced technique class and (for in the department is grounded in traditional modern MA applicants) provide a writing sample, or (for concert dance but is always changing and adjusting MFA applicants) a clear example of original cho- to new artistic directions in the field, and we strongly reography on VHS videotape. Applicants who are encourage our students to understand dance as a not able to attend scheduled auditions must submit global means of communication that includes a a clear example of their technical skill on the tape multitude of styles and purposes. Emphasis is and a composition or writing sample as it applies. placed upon the development of skills in tech- Applicants who wish to have the videotape returned nique and choreography and the related historical must include a stamped, self-addressed envelope. and theatrical knowledge essential to a broad understanding of dance. Note: Because the details and course credit requirements for each program vary slightly Master’s Degree Programs depending on emphasis, the applicant should read The Master of Arts in Dance the following sections closely. For example, the The master of arts in dance is an academic degree MA degree program requires more theory and focused on scholarly research-based activities that written work; the MFA programs require more may be related to issues concerning dance aesthet- choreography and performance. In addition, grad- ics, theory, history, cultural studies or educational uate students are required to participate in special perspectives. The MA degree is for dance scholars activities of the department, including setting up, and, often, a step toward completion of the PhD. crewing, and striking dance productions. Graduate students should expect to incur additional costs The Master of Fine Arts in Dance related to performances and thesis work. The master of fine arts in dance is a terminal professional degree in dance that is largely focused on the “making and doing” of dance itself. The MFA is designed for students who possess significant experience in the art and are prepared to deepen their work as choreographers and dancers and to expand their theoretical and historical knowledge in the field.

22 The Master of Arts in Dance DNC 101-102 Elementary Ballet (.25) (10 semester course credits, DNC 103 Intermediate Ballet (.25) 7 at graduate level) The Master of Fine Arts in Dance Prerequisites with an Emphasis in Choreography The following prerequisites may be taken concur- (10 semester course credits, rently with other course work if not already com- 7 at the graduate level) pleted elsewhere. Prerequisites: DNC 057 Rhythmic Training for the Dancer (.5) Technique: Intermediate level modern technique (Exemption examination given prior to upon admission. registration) The following prerequisites may be taken concur- DNC 079 & 080 Laban Studies (.5; .5) rently with other coursework if not already com- DNC 133 Dance Kinesiology (1) pleted elsewhere. Required: DNC 057 Rhythmic Training for the Dancer History/Theory: 3 course credits: (.5) (Exemption examination given prior to DNC 288 Analysis and Criticism (1) registration) DNC 165 20th-Century Dance History (1) DNC 79 & 80 Laban Studies (.5; .5) DNC 174 Ballet History from the 16th through DNC 133 Dance Kinesiology (1) the 19th Century (1) Required: DNC 176 World Dance (1) Choreography: Either 2 course credits drawn from 1 Research: 1/2 course credit: the following choreographic sequence, or 1 ⁄2 course DNC 203 Graduate Research (.5) credits from the sequence and 1 choreographic project: Seminars: 1 1/2 course credits: DNC 181 Group Forms (.5) DNC 291 Graduate Seminars: (.5–1) DNC 182 Thematic Development in Choreography (.5) Technique: 1 course credit (.25-.5 course credit DNC 185 Modern Dance Forms (.5) per semester, minimum of two classes per week, DNC 286 Modern Dance Forms (.5) for four semesters): DNC 107–108 Intermediate Modern Dance History/Theory: 2 course credits. Technique (.25–.5) or DNC 165 20th-Century Dance History (1) or DNC 109–110 Advanced Modern Dance DNC 288 Analysis and Criticism (1) Technique (.25–.5) Performance: 1/2 course credit: Thesis: 2 course credits: DNC 055/155 Repertory Dance Company (1 DNC 250A/B Type A Research Thesis (1; 1) year, .25 course credit per semester) (Fall/spring sequence only) Technique: 2 course credits modern technique, 5 Note: A candidate may petition to do selected course classes per week, and 1/2 course credit ballet work in place of the Type A Research Thesis. selected from the following: DNC 107–108 Intermediate Modern Dance And select 2 more graduate or upper-division Technique (.5; .5) undergraduate course credits from the following: DNC 109–110 Advanced Modern Dance DNC 203 Graduate Research (.5–1) Technique (.5; .5) DNC 243 Independent Project (.5–1) DNC 103 Intermediate Ballet (.25; .25) DNC 253 Theory of Teaching Dance (.5) Thesis: 2 course credits: DNC 254 Laboratory Teaching of Dance (.5) DNC 250A/B Type B Concert Thesis (1; 1) DNC 258 (158) Music Resources for the Dancer (.5) Fall/spring sequence only DNC 291 Graduate Seminars (.5–1) And select 2 more graduate or undergraduate DNC 181 Group Forms (.5) course credits from the following: DNC 182 Thematic Development in DNC 233 Choreographic Project (.5 per Choreography (.5) semester) DNC 185 Modern Dance Forms (.5) DNC 243 Independent Project (.5 per semester) DNC 233 Choreographic Project (.5) DNC 253 Theory of Teaching Dance (.5) DNC 286 Modern Dance Forms (.5) DNC 254 Laboratory Teaching of Dance (.5) DNC 055/155 Repertory Dance Company DNC 258 (158) Music Resources for the (.25; .25) Dancer (.5)

23 DNC 291 Graduate Seminars (.5 to 1 per And select 2 more graduate or undergraduate semester) course credits from the courses listed as electives DNC 055/155 Repertory Dance Company (A under the MFA with an Emphasis In Choreography. second year may be elected; .25 course credit per semester) Note: Also see the other undergraduate courses in DNC 174 Ballet History from the 16th through which graduate students may enroll listed in the the 19th Century (1) Undergraduate Catalog. DNC 176 World Dance (1) The Master of Fine Arts in Dance Courses with an Emphasis in Choreography DNC 203 Graduate Research (.5) and Performance Research project in dance history, theory, criticism, (11 semester course credits, education, or other areas of concern. Presentation 7 at graduate level) of findings in written form. Fall and Spring Prerequisites: Instructor(s): Staff Technique: Advanced-level modern-dance Open to graduate students only. technique upon admission: This course may be taken four times. DNC 057 Rhythmic Training for the Dancer DNC 233 Choreographic Project (.5) (.5) (Exemption examination given prior to Preparation and presentation of dance work registration) designed for performance in a non-proscenium DNC 079 & 080 Laban Studies (.5; .5) environment or involving other media such as DNC 133 Dance Kinesiology (1) video. For students with demonstrated ability to Required: work independently. Fall and Spring Choreography: Either 2 course credits selected Instructor(s): Staff from the following choreographic sequence, or Open to graduate students only. 1 1 ⁄2 course credits from the sequence and one This course may be taken four times. choreographic project: DNC 243 Independent Project (.5Ð1) DNC 181 Group Forms (.5) Research and field work in dance movement that has DNC 182 Thematic Development in an experiential component, development of methods Choreography (.5) and materials for dance in particular contexts DNC 185 Modern Dance Forms (.5) (education or other art forms). Fall and Spring DNC 286 Modern Dance Forms (.5) Instructor(s): Staff History/Theory: 2 course credits: Open to graduate students only. This course may be taken four times. DNC 165 20th-Century Dance History (1) or DNC 288 Analysis and Criticism (1) DNC 250A Thesis (1) Performance: 1 course credit: Candidates for the MA degree undertake a written research thesis (type A thesis). Candidates for the DNC 055/155 Repertory Dance Company (2 years, .25 course credit per semester) MFA degree undertake a choreographic thesis and write a critical analysis of their work (type B thesis). Choreography and performance students must par- Dance 250a is the first semester of the thesis work; ticipate in other student choreographic projects and Dance 250b is the second semester of the thesis concerts to satisfy the performance requirement. work and may be taken in Spring only. Fall Technique: 2 course credits modern technique, 5 Instructor(s): Staff classes per week, and 1/2 course credit ballet Letter grade only. selected from the following: Open to graduate students only. DNC 109–110 Advanced Modern Dance Technique (4 semesters, .5 course credit per semester) and DNC 103 Intermediate Ballet (.25; .25) (2 semesters, .25 course credit per semester) Thesis: 2 course credits: DNC 250A/B Type B Concert Thesis (1; 1) (Fall/spring sequence only)

24 DNC 250B Thesis (1) DNC 286 (186) Modern Forms (.5) Candidates for the MA degree undertake a written A stylistic and contextual investigation of specific research thesis (type A thesis). Candidates for the modern art forms as a means to deepen the con- MFA degree undertake a choreographic thesis and ceptual nature of making dances. Spring write a critical analysis of their work (type B thesis). Instructor(s): Molissa Fenley Dance 250a is the first semester of the thesis work; Limit 15 students. Dance 250b is the second semester of the thesis Open to sophomores, juniors, seniors and work and may be taken in Spring only. Spring graduate students. Instructor(s): Staff Note(s): Students who take choreography courses Letter grade only. must also register for a dance technique class Open to graduate students only. Prerequisite(s): DNC 082 DNC 253 (153) Theory of Teaching Dance (.5) DNC 288 (188) Analysis and Criticism of Dance Teaching dance as a human art experience, estab- (1) lishing a philosophy, and developing material for a Lectures, readings, videos, and discussions on the course of study. Fall elements of choreography. Analysis of dances in Instructor(s): Kathleen McClintock relation to style, form, and structure, etc. Practice Letter grade only. in the writing of analyses and criticisms of dance. Open to graduate students only. Spring Offered in 2006Ð2007 and then every other year. Instructor(s): Staff Open to graduate students only. DNC 254 Laboratory Teaching of Dance (.5) Analysis, structuring, and practicing of teaching DNC 291 Graduate Seminar (.5Ð1) skills. Spring Recent seminars have included: The Diaghilev Instructor(s): Anne Westwick Period; The Early Modern Women; Contemporary Letter grade only. Issues in Dance; and New Forms and Interdiscip- Open to graduate students only. linary Collaborations. Fall and Spring Offered in 2006Ð2007 and then every other year. Instructor(s): Staff Prerequisite(s): DNC 253 Open to graduate students only. This course may be taken four times. DNC 258 (158) Music Resources for the Dancer (.5) This course explores musical materials and literature as they pertain to the dancer as educator, performer, and choreographer. Topics include musical forms and procedures, musical textures, musical styles, and music literature. Movement studies based on this material as well as the study of various approaches to the music/dance relationship as seen in the dance literature, will be studied. Spring Instructor(s): Judith Rosenberg Instructor consent required. Open to sophomores, juniors, seniors, and graduate students. Prerequisite(s): DNC 057

25 Education

26 Education 510.430.3190 Faculty: Professional Interests Linda Perez Jane B. Bowyer ¥ At-risk children and families, the application of ¥ Science education, teacher education, research developmental theory to special education in cognitive development issues, mental health and developmental disorders of infancy and early childhood Ruth Cossey ¥ Preservice and inservice mathematics and Anna Richert science education, sociology of education in ¥ Teacher learning/inquiry, teacher knowledge, urban environments, development of healing teacher research, the pedagogy of teacher educational communities education, issues in urban education David Donahue Judy Van Hoorn ¥ English and social studies education, literacy, ¥ Child development theory as applied to early service learning, human rights education childhood educational practice, early childhood teacher education, children’s play, education Delaine Eastin for peace and non-violence, adolescent ¥ Educational leadership, civic education and development democracy, globalization and the educational imperatives that arise from it, public policy The graduate student in education is encouraged to and education, universal preschool, hands-on set professional goals and design an appropriate learning plan of study and field experience to attain those Tomás Galguera goals. Major areas of focus for graduate study are ¥ Teacher education for language-minority child development, teacher preparation, and edu- students, bilingual education and English- cational leadership. language development programs, Graduates of these programs are professional leaders ethnolinguistic diversity in education working worldwide in schools, hospitals, social serv- Joseph E. Kahne ice and government agencies, and in special programs ¥ Democracy and education, urban educational for children and adolescents. Some have started their change and school policy, sociology of own schools, written articles and books, become uni- education, service learning, youth development versity professors and researchers, or created new Diane Ketelle social awareness of young people’s needs in other ¥ Leadership, lives of principals, narrative ways. The knowledge and skills obtained at Mills, inquiry, alternate writing forms along with the development of individual potential, Linda Kroll provide a framework for the successes reflected in ¥ Development and teaching of literacy, the career histories of our graduates. cognitive development, application of The graduate programs in education are founded developmental theory to educational issues, on a commitment to excellence and equity and teacher education, constructivist theory, are supported by the following six principles that self-study permeate our course work and field work. Vicki LaBoskey ¥ Teacher education, elementary curriculum and The Principles instruction, reflection in teaching, self-study Collegiality Catherine Lewis Those who work with young children and those ¥ Senior research scientist studying elementary who teach children of all ages need to develop education and child development in Japan and good working relationships not only with one the U.S. another, but also with parents, and with the stu- Richard P. Mesa dents themselves. The Mills graduate programs ¥ School and school district leadership emphasize the development of collaborative and development; exploring links between collegial work in a variety of scenarios including leadership and student learning; teacher course work, field work, and program retreats. leadership and student learning; leadership Inquiry and Reflective Practice and maximizing the conditions for teacher Thinking about what we do and why we do it is development and student learning often a challenge in the day-to-day practice of

27 working with children and youth. One major com- Early Childhood Education ponent of our program is to encourage the use of The master’s degree in education with an emphasis reflection to consider why we are doing what we in early childhood education is a rigorous and do, and why it is a good idea to continue or flexible program that provides graduate students change. Reflection is encouraged primarily with a strong foundation in early childhood edu- through writing, discussion, and collaboration. cation theory and practice, while allowing students Learning as a Constructivist/ to pursue a variety of interests within the field, Developmental Process including early childhood teaching and adminis- Working with children and youth requires an under- tration, early childhood special education, public standing of how children change as they grow. Our policy, research, and preparation for more advanced program emphasizes the active participation of all graduate work. Mills graduates administer child learners in the learning process as learners construct development programs, operate their own schools new knowledge. Our course work both teaches for young children, work with public and private about theory and puts the theory into action as agencies to establish and evaluate childcare or pre- we encourage our students to construct their own school programs, and teach in community colleges knowledge of children and teaching. and adult education. Many graduates pursue doctoral degrees leading to research, writing, teaching, and Teaching as a Political Act other forms of professional leadership. Many social and political factors in our society, in particular the issues of equity and equal access, Child Life in Hospitals and Community affect what happens in our schools and in the way Health Centers with Children who have we parent, care for, and provide for children. The Medical Needs importance of these factors is continually consid- The master’s degree in education with an emphasis ered as we think about our actions both in the in child life is a rigorous program that provides classroom and in the larger school communities. graduate students with study and training for work with children in hospitals or in community agencies Creating an Ethic of Care providing services to children and families with Everyone learns best in safe, supportive environ- medical needs. This program is a unique focus ments that tolerate difference of opinion and wel- within the child development master’s degree in come the diversity of experiences and learning education for students who have special interests styles. Any action we take has a moral component. in chronically ill children. Graduates of this pro- One important aspect of the Mills programs is a gram are often professionally employed in hospitals, focus on how to recognize the moral content of our clinics, and community health settings. Many work to create such caring communities, both in our graduates also continue their graduate studies in college classrooms and in the schools, classrooms, doctoral programs in research writing, teaching, hospitals, and centers in which we work. and other forms of professional leadership. The Acquisition of Subject Matter Early Childhood Special Education and Professional Knowledge Specialist Credential Part of learning is acquiring knowledge in the disci- The master’s degree in education with an early plines that are the foundation of our profession and childhood special education specialist credential is in the disciplines we teach. We believe the ability to a rigorous program that provides students study apply knowledge, to critique knowledge, to transform and training for work with young children and knowledge into practice, and to develop curriculum families with special needs in early intervention to support diverse learners is essential to an education and preschool special education settings. professional. The graduate programs at Mills provide students with opportunities to acquire advanced Educational Leadership knowledge and skills in areas of special expertise. The education department offers an administrative services credential (ASC), master’s degree, and Child Development doctor of education program in educational leader- Mills College offers specialized graduate study in ship preparing candidates for current challenges the field of child development with three special- facing school administrators. The goal is to enable izations: Early Childhood Education (ELECTRA), leaders to effectively serve a diverse constituency, Child Life in Hospitals and Community Health to evaluate and implement new ideas for teaching Centers with children who have medical needs, and learning, and to develop the role of the adminis- and Early Childhood Special Education with trator as both manager and leader in school change. young children with special developmental needs. With a focus on developmental and constructivist

28 approaches to education, the ASC program empha- Children’s School sizes the active role of the graduate student in testing The study of children has special significance at theory in practice, thoughtfully anticipating conse- Mills, which in 1926 opened the first campus quences, and evaluating outcomes. It is expected nursery school on the West Coast. The Children’s that graduates will become school administrators School, a laboratory for child study and profes- and leaders in educational reform. sional training in newly opened, modern, attrac- Teacher Preparation tive facilities equipped for observation, enrolls 135 children from infancy through 10 years of The education of teachers in a liberal arts setting age. The laboratory school includes programs for is a proud tradition at Mills. Our nation needs infants, a preschool, and an elementary school intelligent, gifted, and confident teachers well (K–5). A professional staff of teachers is assisted educated in the liberal arts. by graduate and undergraduate student teachers in The Mills graduate teacher preparation program the classrooms. emphasizes the development of teacher knowledge, skills, and dispositions. An intensive program of Master’s Degree Programs instruction integrates theory and practice in a curriculum that combines course work and classroom The Master of Arts in Education (Child teaching. The Mills program encourages collegial Development Specialization) interactions among prospective teachers in order This program requires two years and provides to maximize future effectiveness as professionals. options for specialization either in child life in In addition, the program provides time for students hospitals, in early childhood education, or in early to reflect extensively on classroom teaching expe- childhood special education. The curriculum includes riences. Relevant research provides frameworks content and theory in special area of focus: research, in which to think about “everyday” practice. Peer history, public policy, parent education, child devel- observations, case conferences about teaching, opment, special education, and practical applications videotaping, program retreats and seminars, and through individualized special field work. Compre- extensive, interactive supervision by Mills faculty hensive exams include a written project (a research and cooperating teachers characterize teacher paper or a professional project), an oral presentation, preparation at Mills. and an oral examination at the end of the second year. A thesis is not required. Learning to teach in an urban environment, appre- ciating and valuing cultural diversity, and seeing The Master of Arts in Education with each child and adolescent as a unique individual an Emphasis in Child Life in Hospitals are central goals in preparing teachers. Mills (11 semester course credits) establishes a learning environment for prospective Child Life in hospitals and the community prepares teachers that models and complements the environ- students to work with children in medical and com- ments and the interactions they will create in their munity settings. The curriculum includes content and own classrooms. theory in the special areas integrated with hospital and community observation and field practica. The program is also characterized by a deep network of working partnerships with professionals Prerequisites: in education who share our commitment to social • Applicants to the child life program should equity and inquiry for excellence in teaching. have a GPA of 3.0 or above. • Course in Developmental Psychology or The Mills education department is approved by the Child Psychology. California Commission on Teacher Credentialing • 100 hours of hospital volunteer work in for the preparation of students for the early child- pediatrics as related experience with young hood special education credential, the multiple children. subjects credential, the multiple subjects credential • Submit an autobiographical statement of with specialization in early childhood education, purpose. and the single subject credential in mathematics, • Three letters of recommendation. science, art, social studies, and English. All K–12 Required: credential preparation has a cross-cultural, language, EDUC 231 Assessment and Intervention for and academic development emphasis. California Children with Special Needs teaching credentials are accepted under reciprocity EDUC 236 Development and Learning in agreements in many states. Young Children (.5) or

29 EDUC 238 Social, Emotional and Moral The Master of Arts in Education Development in Children (.5) with an Emphasis in Early EDUC 242 The Hospitalized Child Childhood Education EDUC 253 Administration of Early Childhood Educational Leadership in Early Programs (.5) Childhood: Theory, Research, EDUC 254 Medical Information: Children in Hospitals and Clinics (.5) Action (ELECTRA) (10 semester course credits) EDUC 255 Children with Special Needs (1) or This 2-year degree program offers the possibility EDUC 214 Multicultural Perspective for of specializing in teaching and/or administering Children with Special Needs (.5) programs for young children; it prepares students EDUC 256 Topics in Child Health and for professional leadership in preschool, child- Exceptional Children (.5) care services, and other programs for children and EDUC 260 History and Theories of Play in families. Other options for focus include public Development, Culture, and Education (.5) policy, research, and parent education. Students EDUC 263 Administrative Practicum in Early may prepare for professional opportunities in pro- Childhood (.5–1.0), Fall or Spring gram development for private organizations and EDUC 273A/B Field Experience and in Child public agencies, or for advanced graduate work. Life in Health Care Settings (.5–l.0), Fall and Spring It is possible to complete both a master’s degree and a multiple subjects credential with an emphasis EDUC 291A/B Theory and Practice of Early Childhood Education (.5–1.5) in early childhood education by enrolling in the MA and DPT program. (See Credential section.) EDUC 294 Graduate Seminar: Research in Education Prerequisites: PSYC 080 Adolescence or • Applicants to the ELECTRA program should PSYC 265 Infancy or have a GPA of 3.0 or above. PSYC 142 Attachment and Loss • Course in Developmental Psychology or Child Psychology. In addition, one of the following courses is required: • 40 hours experience working with young ANTH 176 Alternative Medicine children. SOC 142 Medical Sociology • Submit an autobiographical statement of SOC 147 Social Aspects of Cancer purpose. SOC 148 Sociology of Death and Dying • Three letters of recommendation. ANTH 175 Medical Anthropology Required: Optional: EDUC 236 Development and Learning in EDUC 203 Public Policy, Children, Youth, and Young Children (.5) Family Issues EDUC 290 Advanced Seminar in Development EDUC 214 Multicultural Perspectives for EDUC 291A/B Theory and Practice of Children with Special Needs (.5) Childhood Education (.5–1.5) EDUC 236 Development and Learning in Either EDUC 294A/B Graduate Seminar: Young Children (.5) Research in Education EDUC 238 Social, Emotional and Moral Or EDUC 293A/B Research Seminar—MEET Development in Children (.5) Other courses can be chosen to meet individual EDUC 246 Working with Families and the student interests and needs. Graduate students are Community (.5) encouraged to design their own programs with EDUC 255 Children with Special Needs (1) their advisors, using the resources available at Mills EDUC 258 Curriculum and Instruction: and in the Bay Area. Children with Special Needs (.5) ETHS 130 Ethnicity, Race and Child Early Childhood Special Education Development (1) Specialist Credential PSYC 142 Attachment and Loss (1) Students can earn both the preliminary level I and the professional level II credentials. These credentials enable teachers to provide educational services to children from birth to kindergarten

30 who are eligible for early intervention or special EDUC 294 Graduate Seminar: Research in education. It can be earned only with a master’s Education degree in education with an emphasis in ELECTRA EDUC 313 Introduction to Computers (.5) or child life in hospitals. (15 semester course EDUC 379 Teaching Language Arts and credits for preliminary level I). Students interested Literature in the Primary Grades in the early childhood special education credential PSYC 265 Infancy must complete a master’s degree in either child Note: EDUC 313 can also be taken in level II if life or ELECTRA. (See Credential.) not taken in level I. Prerequisites: In addition to the above courses, one of the follow- Applicants to the Early Childhood Special Edu- ing courses is required for Child Life students: cation Specialist Credential program should have: ANTH 175 Medical Anthropology • A GPA of 3.0 or above. ANTH 176 Alternative Medicine • Pass the California basic educational skills SOC 142 Medical Sociology test (CBEST). SOC 147 Social Aspects of Cancer • A Course in Developmental Psychology or SOC 148 Sociology of Death and Dying Child Psychology. • Verification of 40 hours of experience Required for the Professional Level II working with young children. Credential (3 semester course credits for the professional level II) • Submit an autobiographical statement of purpose. At this level, each student develops an individual induction plan in consultation with the advisor. • Three letters of recommendation. This requires enrollment in special education Required for the Professional Level I Credential: pre- and post-induction planning seminars for EDUC 214 Diversity in Children with Special 1⁄4 credit each, and the following courses: Needs: Cultural and Family Systems (.5) EDUC 203 Public Policy: Children, Youth and EDUC 231 Assessment and Intervention for Family Children with Special Needs EDUC 352 Adult Supervision (.5) EDUC 236 Development and Learning in EDUC 290 Advanced Seminar in Child Young Children (.5) Development EDUC 237 Child Language Acquisition (.5) or EDUC 296 Independent Study (.5) EDUC 238 The Relationship Between Social, Emotional and Moral Development and The Master of Arts with an Emphasis Learning in Children (.5) in Teaching (MEET) EDUC 242 The Hospitalized Child (10 semester course credits) EDUC 253 Administering Early Childhood This two-year program of professional preparation Programs (.5) for teachers requires one year as a full-time graduate EDUC 254 Medical Information: Children in student in the Mills teacher credential program. Hospitals and Clinics (.5) The remainder of the master’s program may be EDUC 255 Children with Special Needs: completed in a subsequent year while the candi- Infants and Young Children date is teaching in addition to studying at Mills. EDUC 256 Topics in Child Health and The second half of the program offers seminar- Exceptional Children (.5) style courses in the evening to support and en- EDUC 258 Curriculum and Instruction: courage the professional development of beginning Children with Special Needs (.5) teachers, and to help them as they work toward EDUC 260 History and Theories of Play in more powerful classroom practice and leadership Human Development, Culture and Education in the schools where they teach. (.5–1) Prerequisite: EDUC 263 Administrative Practicum in Early The first-year applicant must meet the requirements Childhood (.5–1) Fall or SpringEDUC for entering the Mills teacher credential program. 275A/B Field Experience and Seminar in An applicant entering in the second year must Early Childhood Special Education or Child Life in Health Care Settings (.5–1) have satisfactorily completed the Mills teacher credential program, possess a valid teaching cre- EDUC 291 A/B Theory and Practice of Early Childhood Education (.5–1.5) dential, and be working in schools.

31 Required for the master’s degree beyond the (CCA), graduates of CCA’s Subject Matter in Art credential year: (SMART) program are only required to submit 4-6 Mills course credits from the credential program. one letter of recommendation from the director or 4-6 from the following: faculty of the SMART program. EDUC 207A/B Inquiry into the Teaching Process: Practice into Theory Credential applicants must provide evidence of EDUC 293A/B Graduate Seminar: Research in an approved waiver or pass the California subject Education examinations for teachers (CSET). These passing scores are required to be on file in the education Recommended: department before an applicant may be placed as EDUC 201 Social Foundations of Education (.5) a student teacher in a public school. EDUC 202 Teaching for Diversity (.5) EDUC 203 Public Policy, Children, Youth, and Information and application forms for the CSET are Family Issues (1) available from the education department, the Office EDUC 246 Working with Families and the of Graduate Studies, and from www.cset.nesin.com. Community (.5) Applicants to a teacher preparation program should Note: Other courses may be chosen from the Mills have a GPA of 3.0 or above. A student with an curriculum in consultation with the program advi- exceptional background may appeal for special sor, to meet individual academic goals. consideration. An interview with faculty in the education depart- Credential Programs ment will be scheduled after all application materials Special Admission and are received. After admission to the teacher cre- Program Requirements dential program, before the beginning of the fall Mills credential programs constitute the first year semester, each teacher credential candidate must: of the MEET program. Upon the successful com- • File with the state for a certificate of pletion of the credential year, students will be eli- clearance, including fingerprinting. gible to obtain a preliminary credential and begin • Present evidence of a current clear teaching. Since the Mills teacher preparation pro- tuberculosis test to be kept on file in the Mills education department. gram is approved by the Commission on Teacher Credentialing for course work and training leading These are state requirements for the protection of to California teaching credentials and is designed children and for public safety. as a post-baccalaureate and graduate degree program, in addition to the regular graduate Making a Full-Time Commitment admission requirements, all teacher credential The credential program requires a full-time com- applicants are required to: mitment to professional teacher preparation on the part of each candidate. Student days are full, from • Pass the California Basic Educational Skills Test (CBEST). early morning until late afternoon, with classes and meetings on campus, observation in class- • Demonstrate subject matter competence by one of the state-approved criteria as described rooms, and student teaching assignments, which in the next paragraph (except the early begin when schools open in September and con- childhood special education credential). tinue through the closing of schools in June. We • Provide documentation of 40 hours of work advise against working outside the program if at with children or youth. all possible. • Submit an autobiographical statement of Financial Aid purpose. The education department offers departmental • Participate in an admissions interview assistance to as many students as possible. Special scheduled and conducted by the education funds have been sought to support teacher prepa- department. ration. These funds are limited, but are stretched • Submit three letters of recommendation, at as far as possible among outstanding candidates least one of which should be an academic with financial need. recommendation. Note: Under an articulation agreement between Loan forgiveness programs are also available Mills College and California College of the Arts to teacher credential candidates, and information regarding these programs can be obtained by contacting the M Center/Financial Aid.

32 Credential Advising EDUC 352 English Language Development The Coordinator of Teacher Education is available and Content Instruction Methods–Multiple for consultation on general and individual questions Subject (1) related to becoming a credentialed teacher. She can EDUC 373A/B Student Teaching (1–3) assist students in completing forms and filing for EDUC 379 Teaching Language Arts and the certificate of clearance. Literature in the Primary Grades (1) EDUC 380 Teaching Reading and Language Special Requirements for All California Arts in the Elementary School (1) Teaching Credentials, including the Note: See MA with an emphasis in early child- Early Childhood Special Education hood education for additional course work. Specialist Credential In addition to the requirements for specific creden- Multiple Subjects Credential tial programs, the following are required for all This credential authorizes one to teach in any self- teacher candidates before a preliminary credential contained classroom, K–12, but is recommended may be obtained: for those interested in teaching grades K–6. • Completion of a requirement for knowledge of Required: the U.S. Constitution, either by college course EDUC 236 Development and Learning in work, by an examination offered at other Young Children (.5) institutions, or through the naturalization EDUC 300A/B Curriculum and Instruction in process for U.S. citizenship. the Elementary School (1; 1) • Candidates must have a valid certification for EDUC 303A/B Mathematics in Elementary community CPR (i.e., infants, children, and School (.5; .5) adults). To remain valid, the certification must EDUC 313 Introduction to Computers (.5) be renewed annually; therefore, it is recommended that candidates take this course, offered EDUC 347A/B Introduction to the Profession by the Red Cross or through adult education of Teaching Diverse Learners (.5; .5) classes, either the summer before becoming a EDUC 352 English Language Development and credential candidate or during the year at Mills. Content Instruction Methods–Multiple Subject (1) Teachers for Tomorrow’s Schools (TTS) EDUC 373A/B Student Teaching (1–3) This program encompasses both multiple subjects EDUC 379 Teaching Language Arts and (elementary) and single subjects (secondary) in a Literature in the Primary Grades (1) core program with separate sections for elementary EDUC 380 Teaching Reading and Language and secondary teacher credentials. Arts in the Elementary School (1) Developmental Perspectives in Single Subject Credential: Art, English, Teaching (DPT) or Social Studies Multiple Subjects Credential with an This credential program prepares one to teach art, Early Childhood Emphasis English, or social studies in grades 6–12. This credential program prepares one to teach in Required: any self-contained classroom, K–12. This work is EDUC 239 Development and Learning in completed in conjunction with an early childhood Adolescents (1) master’s degree either in early childhood educa- EDUC 301–302 Curriculum and Instruction for tion or child life. Secondary Teachers (1; 1) Required: EDUC 313 Introduction to Computers (.5) EDUC 236 Development and Learning in EDUC 347A/B Introduction to the Profession Young Children (.5) of Teaching Diverse Learners (.5; .5) EDUC 246 Working with Families and the EDUC 353 English Language Development and Community (.5) Content Instruction in Methods–Single EDUC 260 The History and Theory of Play (.5) Subject (1) EDUC 300A/B Curriculum and Instruction in EDUC 385-386 Student Teaching in the School the Elementary School (1; 1) (1–3) EDUC 303A/B Mathematics in Elementary EDUC 389 Teaching Reading and Writing in School (.5) the Secondary Schools (.5) EDUC 313 Introduction to Computers (.5) One additional course from your subject area or an EDUC 347A/B Introduction to the Profession upper-level language course. of Teaching Diverse Learners (.5; .5)

33 Midcareer Math and Science (MCMS) Administrators for Tomorrow’s Schools This credential program authorizes one to teach California Administrative Services mathematics, life sciences, or physical sciences in Credential (ASC) grades 6–12. Professional educators can earn both the prelimi- Required: nary ASC (Tier I) as well as the professional ASC EDUC 201 Social Foundations of Education (.5) (Tier II). These credentials, which can be complet- EDUC 202 Teaching for Diversity (1) ed in two years of full-time work, certify educators to become school and/or district administrators in EDUC 203 Public Policy, Children, Youth, and Family Issues (1) California’s public schools (grades K–12). Those who complete this 2-year program receive a master’s EDUC 239 Development and Learning in Adolescents (1) degree in educational leadership. ASC program work can be applied toward the EdD. EDUC 246 Working with Families and the Community (.5) Required: Tier I: EDUC 305 Curriculum and Instruction for EDUC 401 The Principalship Secondary Math and Science Teachers EDUC 403 Administrative Leadership: Theory, EDUC 347A/B Introduction to the Profession Concepts and Practice of Teaching Diverse Learners (.5; .5) EDUC 404 Instructional Leadership EDUC 353 Methodology of English Language EDUC 406 Fiscal and Business Services (.5) Development and Content Instruction for the EDUC 407 Human Resource Management (.5) Secondary Schools: Theory, Research and Practice (1) EDUC 409 Field Experience (Fall or Spring) EDUC 385-386 Student Teaching (1–3) EDUC 412 School Law and Public Policy (.5) EDUC 389 Teaching Reading in Secondary EDUC 446 Working with Families and the Schools (.5) Community (.5) Two of the following: Required: Tier II: EDUC 393 Topics in Chemistry (.5) For the professional administrative services credential, each student develops a sequence of courses EDUC 394 Topics in Mathematics (.5) in consultation with her/his academic advisor. This EDUC 395 Topics in Biology (.5) process requires enrollment in EDUC 417A, Indi- EDUC 396 Topics in Physics (.5) vidualized Professional Development Plan, and EDUC 417B, Individualized Professional Develop- Educational Leadership ment Plan. See the list of courses under the EdD description below for course choices that can be Mills offers graduate programs leading to the used in fulfilling the 6-credit requirement for the California administrative services (ASC) credential, professional ASC. master’s degree, and doctorate in education. Doctor of Education (EdD) The program emphasizes the preparation of educa- Designed for accomplished practitioners, the doc- tional leaders with the knowledge, skills, and com- toral program prepares individuals for professional mitment needed to transform organizations and leadership positions within the educational system institutions in order to create conditions for optimal and related organizations. The program requires learning. The educational leadership program seeks the equivalent of three full years of course work, individuals with capacity, passion, and purpose who followed by the doctoral dissertation. Applicants can envision and implement changes to improve may petition for transfer of some relevant prior our educational system or related social institutions. graduate-level work. Prerequisites: Required: All graduate programs in educational leadership Completion of the EdD requires a total of 20 Mills require a personal statement of purpose, 3 letters credits. Students who are admitted to the program of reference, official transcripts of undergraduate may petition for transfer of some relevant prior and graduate work, and submission of a profes- graduate-level work. Upon admission to the program, sional portfolio. In addition, admission to the ASC each student develops her/his sequence of study program requires 3 years of teaching experience and in consultation with the academic advisor. This completion of the CBEST. Complete information sequence will include core courses related to the about requirements is contained in the graduate theory and practice of leadership; a required set of admission application packet, available from the courses in research methods and an area of special- Office of Graduate Studies. ization; and completion of the doctoral dissertation.

34 The required courses in research methods and spe- EDUC 202 (402) Teaching for Diversity (1) cialization include the following: Emphasizes the effects of cultural, racial, gender, EDUC 413 Qualitative Methods and social class influences on what children learn EDUC 414 Quantitative Methods and how they are taught. Spring EDUC 497 Directed Reading in the Instructor(s): Jane Bowyer, Pete Mesa Dissertation Area (Fall or Spring) Open to graduate students only. EDUC 434 Research Methods: Proposal Design EDUC 203 (103) Public Policy: Children, Youth, and Development and Family Issues (1) The remainder of the courses may be chosen, with Provides an overview of theory and trends in public the approval of the advisor, from the courses listed policy and federal programs affecting services for above for the preliminary ASC (with the exception children and families. Examination of the networks of 409–410) and from the list below. This same of agencies, the legislative maze and process at list also applies to the selection of courses for the both state and federal levels, advocacy and lobbying, professional ASC. and ways of identifying sources of funding in both EDUC 402 Teaching for Diversity (.5) the public and private sectors. Spring EDUC 415 Problem Analysis and Program Instructor(s): Staff Planning (.5) Open to graduate students only. EDUC 419 Educational Technology and EDUC 207A Inquiry into the Teaching Process: Information Systems (.5) Practice Into Theory (1) EDUC 421 Application of Research to EDUC 207A is the first semester of the core Problems in Education course for the second year of the Master’s in EDUC 423 Educational Leadership and Public Education with an Emphasis on Teaching (MEET) Policy (.5) program. Drawing on the collective experiences of EDUC 424 Educational Program Evaluation the teacher/ learners in the class, a body of schol- EDUC 425 Design, Implementation, and arship and writing of other practicing teachers, Evaluation of Educational Programs and and the research literature of the university schol- Policies arly community, students hone their inquiry skills EDUC 426 Ethical and Moral Considerations in to collectively examine the phenomena of teach- Educational Leadership (.5) ing and learning in urban school settings. Fall EDUC 428 Organizational Development and Instructor(s): Anna Richert School Improvement Letter grade only. EDUC 432 Curricular Leadership Open to graduate students only. Prerequisite(s): Must be a candidate for the MA in With the approval of the advisor, appropriate Education with Emphasis in Teaching (MEET) courses from other departments may also be or consent of the instructor. included in the doctoral program. EDUC 207B Inquiry into the Teaching Process: Practice into Theory (1) Courses EDUC 207B is the second semester of the two- EDUC 201 (101) Social Foundations of semester core class for MEET students. Continuing Education (.5Ð1) in the tradition of their first semester work, students An overview of the historical, philosophical, and study current research on urban school teaching as social influences shaping educational practices, they hone their skills of applying theory to under- beliefs, and goals through history, from the Greeks stand and challenge their practice. In a similar fash- to the present. Major historical events and selected ion, they also work to hone their skills of drawing educational reformers are the focus. This course on instances of practice to challenge and better (or an approved equivalent) is required for all understand current educational theory. Spring credential candidates who earn master’s degrees, Instructor(s): Anna Richert and is strongly recommended for students in early Instructor consent required. childhood education. It is also recommended for Letter grade only. all Mills students who are interested in schools Open to graduate students only. and their role in society. Fall Prerequisite(s): Must be a candidate for the MA in Instructor(s): Staff Education with Emphasis in Teaching (MEET) Open to graduate students only. or consent of the instructor. Prerequisite(s): EDUC 207A

35 EDUC 214 (114) Diversity in Children with light of educational issues such as developmental, Special Needs: Cultural and Family Systems (.5) cultural, socio-economic, and linguistic differences. This course examines the significance of cultural Fall values, traditions, and practices in childrearing, Instructor(s): Linda Kroll health, and education for young children at risk Open to graduate students only. and with special needs. Understanding the special Note(s): Must be enrolled in the credential or MA needs of children in a multicultural society requires in Education program. knowledge of child development including expert- EDUC 237 (137) Child Language Acquisition (.5) ise on a wide range of biomedical factors affecting Theories and research on the stages of child the special-needs child. Equally important is language acquisition, first and second language knowledge of and sensitivity to family culture and learning, the relationship between language and the ability to communicate with children and par- cognition, and (briefly) the relationship between ents from diverse cultures. Spring the development of oral and written language. Instructor(s): Staff Students will complete mini-research projects in Open to graduate students only. one of these areas. Fall Note(s): Meets the State requirements for early Instructor(s): Tomas Galguera childhood special education certification. Open to graduate students only. EDUC 231 Assessment and Intervention for Offered in 2005Ð2006 and then every other year. Children with Special Needs (1) Provides an overview of early childhood special EDUC 238 (138) The Relationship Between Social, Emotional, and Moral Development and needs assessment and intervention strategies. A Learning in Children (.5) variety of assessment techniques used in early Theories and research on children’s social, emo- childhood developmental diagnosis and program tional, and moral development and its relation to planning are included, along with demonstrations school learning. Students will complete mini- of the assessment tools and techniques and models research projects in relation to one of these areas. of planning individual programs for young children Spring at risk in collaboration with families and community Instructor(s): Staff Spring agencies. Instructor consent required. Instructor(s): Linda Perez Open to graduate students only. Instructor consent required. Offered in 2006Ð2007 and then every other year. Open to graduate students only. Prerequisite(s): PSYC 140 Prerequisite(s): EDUC 255 and EDUC 258 EDUC 239 Development and Learning in EDUC 234 (134) Research Methodology for Adolescents (1) Observing Children (.5) Overview of developmental processes related to Focus on systematic techniques of observation planning educational programs for the junior and and interpretation of children’s behavior and senior high school student. Implications for the development. Four hours of observation laboratory physical, cognitive, affective, and social growth required weekly in the Children’s School. Fall characteristics of adolescents, and techniques and and Spring materials for assessing individual development Instructor(s): Jane Bowyer studied. Reviews health-related issues with impli- Open to graduate students only. cations for educators, professionals in the field Prerequisite(s): PSYC 140 of health and child welfare, and parents. Health EDUC 236 Development and Learning in Young curricula for children and adolescents examined. Children (.5) Community health resources most frequently Overview of developmental processes related to utilized by educators and families identified. planning educational programs for the preschool Fall and Spring and elementary school aged child, with an emphasis Instructor(s): Jane Bowyer on cognitive development. Implications of physical, Note(s): Must be enrolled in a credential program. cognitive, affective, and social development will be studied. Techniques for assessing individual development within clinical and classroom settings will be discussed and tried. Theories of development, particularly that of Piaget, will be considered in

36 EDUC 242 (142) The Hospitalized Child (1) EDUC 253 (153) Administering Early Childhood Consideration of special problems arising through Programs (.5) hospitalization of children from infancy through Legal, ethical, and practical problems included in adolescence. Designed for, but not limited to, the establishing, supervising and directing preschools, student interested in a career as a child-life specialist. day-care facilities, and other educational programs Developmental perspective used has applicability for young children. Work with parents, paraprofes- for understanding children’s responses to other sionals, and professional teams. Project proposals, critical experiences. Course includes field work in budgets, professional reports. Fall hospitals, clinics, or community agencies. Fall Instructor(s): Staff Instructor(s): Linda Perez Open to graduate students only. Open to graduate students only. EDUC 254 (154) Medical Information: Children Prerequisite(s): PSYC 140 in Hospitals and Clinics (.5) EDUC 246 (446) Working with Families and the Medical and physiological details of the chronic Community (1) and acute illnesses for which children are hospi- This course will prepare educators to be culturally talized, as well as the attendant diagnostic and responsive professionals. Students will explore treatment procedures, defined and discussed with what a community is, how it functions, its role a view toward better understanding the impact of in education, and how to develop strategies for the experiences on children. Fall building community, within institutions supporting Instructor(s): Staff the care, education, and development of youth. Open to graduate students only. Students will develop practical communication Note(s): Prerequisite: Education 142, Psychology skills that will enhance their ability to work with 140, or declared pre-health science majors with all members of the community toward the educa- consent of instructor. tion of children and youth. Spring EDUC 255 (155) Children with Special Needs: Instructor(s): David Donahue Infants and Young Children (1) Letter grade only. Focus on special education issues that arise in Open to graduate students only. teaching infants and young children. It examines EDUC 250 Thesis for the Degree of Master of both diagnosis and identification of special needs Arts in Education (1) and remediation and support available in child Fall and Spring care, schools, and hospitals. Fall Instructor(s): Staff Instructor(s): Linda Perez Letter grade only. Note(s): EDUC 155 is limited to Child Open to graduate students only. Development/Child Life majors and minors. EDUC 252 Supervision of Adults in Children’s EDUC 256 (156) Topics in Child Health and the Programs (.5) Exceptional Child (.5) Presents processes necessary for supervising adult Selected issues and social problems influencing staff in children’s centers including administration contexts of health care in pediatrics. Hospital and selection of staff, program planning, team organizations; perspectives of professionals in building, implementation strategies, training, children’s health care; social dimensions in pre- evaluation and feedback as elements of effective maturity, chronic illness, and adolescent health supervision. Supervision of professional staff, para- problems; community interactions associated with professionals, parents, and volunteers of different pediatric AIDS; and ethnic issues in children’s ages and backgrounds. Theories of organizations and medical experiences are included for examination. literature on effective leadership in organizations. A review of health-related issues and problems Communication styles appropriate for different with implications for educators, professionals in purposes and populations will be explored using the field of health and child welfare, and parents. theory, case studies and on-site practica. Fall Exemplary health curricula for children and ado- Instructor(s): Staff lescents critically examined. Community health Instructor consent required. resources most frequently utilized by educators Letter grade only. and families identified. Spring Open to sophomores, juniors, seniors, and Instructor(s): Staff graduate students. Instructor consent required. Offered 2004Ð2005. Letter grade only. Prerequisite(s): EDUC 253 Open to graduate students only. Prerequisite(s): EDUC 242

37 EDUC 258 (158) Early Childhood Curricula for gram or in a community agency serving children. Children with Special Needs (.5) Supervision is provided by the hospital staff or by Describes major curriculum models developed for agency staff and Mills faculty. Fall and Spring preschool special education. It provides a review Instructor(s): Staff of developmental, learning, and behavioral charac- Note(s): Hours individually arranged; time teristics of young children (3–5 years) with special required varies according to credit received. needs in the context of early intervention strategies Prerequisite(s): EDUC 142 that facilitate optimal development and learning in EDUC 275 Field Experience in Early Childhood the least restrictive environment. Includes specific Special Education (1) topics such as the development of early literacy and Graduate students who are working on their early pre-academics, multicultural education for preschool childhood special education specialist credential children, interagency coordination, collaboration will work in early intervention and preschool with families, developmentally appropriate practice placements under the supervision of school staff adapted for children with disabilities. Spring and Mills supervisor. Hours of seminar are Instructor(s): Staff arranged with the Mills supervisor. Fall Instructor consent required. Instructor(s): Staff Letter grade only. Open to graduate students only. Open to graduate students only. Prerequisite(s): EDUC 255 EDUC 277 (477) Special Education Pre- Induction Seminar (.25) EDUC 260 (160) History and Theories of Play in This course discusses and integrates the core aca- Human Development, Culture, and Education demic and non-college activities to be taken under (.5) the Professional Level II Early Childhood Special A study of theories of play in historical and con- Education Specialist Credential. Students meet with temporary perspective, including explanations of the college advisor and support provider to develop play in human and animal behavior and the rela- a professional induction plan that outlines specific tionships of play to child development and cultural course work, individual performance goals, and pro- values. Issues about play and learning in childhood fessional non-college activities. Fall and Spring are explored through research, reading, and obser- Instructor(s): Linda Perez vation of children at play. Anthropology, psychol- Instructor consent required. ogy, sociology, and education are used as interdis- Letter grade only. ciplinary sources for study and discussion. Fall Limit 7 students. Instructor(s): Staff Open to graduate students only. Letter grade only. Open to graduate students only. EDUC 278 (478) Special Education Post- Induction Seminar (.25) EDUC 263 Administrative Practicum in Early This course if the final process in obtaining the Childhood Programs (.5Ð1) Professional Level II Early Childhood Special Teaching and administrative experiences in pre- Education Specialist Credential. Students meet school and primary grades or health care settings. with the college advisor and the field support Fall and Spring provider to evaluate the completion of the profes- Instructor(s): Linda Perez sional induction plan and the credential program. Open to graduate students only. Fall and Spring This course may be taken two times. Instructor(s): Linda Perez EDUC 273A (173A) Field Experience in Child Instructor consent required. Life in Hospitals (.5Ð1) Letter grade only. Students work in a hospital or clinic child life pro- Limit 7 students. gram or in a community agency serving children. Open to graduate students only. Supervision is provided by the hospital staff or by agency staff and Mills faculty. Fall and Spring EDUC 280 (180) Special Topics in Education (1) Instructor(s): Staff Exploration of themes and/or topics not offered as Note(s): Hours individually arranged; time part of the regular curriculum. Course content to required varies according to credit received. be determined by the instructor. May be repeated for credit when topics differ. Fall and Spring EDUC 273B (173B) Field Experience in Child Instructor(s): Staff Life in Hospitals (.5Ð1) Open to graduate students only. Students work in a hospital or clinic child life pro-

38 EDUC 290 Advanced Seminar in Child EDUC 293B Research Seminar—MEET (1) Development (1) Through a combination of lectures, demonstrations, Advanced seminar in theories of child develop- hands-on exercises, and workshops, this course, ment and the application of developmental theory the second in the master’s degree research project to early childhood educational practice. Fall sequence for MEET students, provides the contin- Instructor(s): Linda Kroll ued support and guidance necessary to complete Open to graduate students only. their master’s degree research project. This course Note(s): Limited to Child Development graduate is a continuation of EDUC 293A. Spring students. Instructor(s): Anna Richert This course may be taken two times. Open to graduate students only. EDUC 291A (191A) Theory and Practice of Early Note(s): Required for MEET candidates. Other Childhood Education (1Ð1.5) students may take the course with the approval First of a two-semester series. Survey of theoretical of the instructor and the department. bases of early childhood curriculum, examination EDUC 294A Graduate Seminar: Research in of current practices, and application of theory Education—ECE (1) through participation in a teaching team under the Review and critical analysis of current educational supervision of the professional staff in the Children’s research. Includes designing and, where appropriate, School. Three half-days each week with daily initiating pilot research study. This is the first course sessions critiquing practice and a weekly seminar in a two-course research series 294A and 294B. Spring on the theoretical foundations. Fall Instructor(s): Jane Bowyer Instructor(s): Judith Van Hoorn Open to graduate students only. Note(s): Arrangements must be made in the spring Note(s): For ECE and EL MA candidates. Other prior to enrollment. students may take the course with special Prerequisite(s): EDUC 134 approval of the instructor and the department. EDUC 291B (191B) Theory and Practice of Early EDUC 294B Research Seminar—ECE (1) Childhood Education (1Ð1.5) Through a combination of lectures, demonstrations, Continuation of first semester course. Survey of hands-on exercises, and workshops, this course, theoretical bases of early childhood curriculum, the second in the master’s degree research project examination of current practices, and application sequence for ECE/DPT, ELECTRA, SPED and of theory through participation in a teaching team Childlife students, provides the continued support under the supervision of the professional staff in and guidance necessary to complete their master’s the Children’s School. Three half-days each week degree research project. This course is a continua- with daily sessions critiquing practice and a week- tion of EDUC 294A. There are two sections of ly seminar on the theoretical foundations. Spring 294B. Section one is for ECE and DPT students; Instructor(s): Judith Van Hoorn section two is for ELECTRA, SPED, and Child Note(s): Arrangements must be made in the fall Life students. Fall prior to enrollment. Prereq 191A/291A or Instructor(s): Tomas Galguera, Staff permission of instructor. Open to graduate students only. Prerequisite(s): EDUC 134 and (EDUC 191A or Note(s): For ECE and EL MA candidates. Other EDUC 291A) students may take the course with special EDUC 293A Graduate Seminar: Research in approval of the instructor and the department. Education—MEET (1) Offered in two sections; one section for Child Review and critical analysis of current educational Life, SPED, ELECTRA students; second section research. Includes designing and, where appropriate, for ECE/DPT students. initiating pilot research study. This course is the EDUC 300A Curriculum and Instruction in the first in the two-course research series 293A and Elementary School (1) 293B. Fall These two courses present an overview of curricu- Instructor(s): Anna Richert lum and instruction issues for all elementary cre- Open to graduate students only. dential candidates. Fall: general approaches to Note(s): Required for MEET candidates. Other classroom management, lesson planning, and students may take the course with the approval methods of teaching and evaluation in diverse set- of the instructor and the department. tings are considered through the lenses of equity and social justice. Spring: these ideas are applied to specific areas—social studies, science, art,

39 music, drama and physical education. Review of mandated state and local frameworks for secondary health-related issues, including mainstreaming, are subjects. Spring examined throughout the year. Fall and Spring Instructor(s): David Donahue Instructor(s): Vicki LaBoskey Letter grade only. Letter grade only. Open to graduate students only. Open to graduate students only. EDUC 303A Mathematics in the Elementary Note(s): Only offered to credential students School (.5) enrolled in our elementary credential program. This course is designed to familiarize students with EDUC 300B Curriculum and Instruction in the current recommendations from recent research, the Elementary School (1) state of California, and other experienced educators These two courses present an overview of curri- on the content of elementary school mathematics culum and instruction issues for all elementary and on the strategies for the teaching of that con- credential candidates. Fall: general approaches tent to diverse populations of students. This is part to classroom management, lesson planning, and one of a two-part sequence. Fall methods of teaching and evaluation in diverse Instructor(s): Ruth Cossey settings are considered through the lenses of equity Open to graduate students only. and social justice. Spring: these ideas are applied EDUC 303B Mathematics in the Elementary to specific areas—social studies, science, art, music, School (.5) drama, and physical education. Review of health- This course is designed to familiarize students with related issues, including mainstreaming, are current recommendations from recent research, the examined throughout the year. Fall and Spring state of California, and other experienced educators Instructor(s): Vicki LaBoskey on the content of elementary school mathematics Letter grade only. and on the strategies for the teaching of that content Open to graduate students only. to diverse populations of students. This is part two Note(s): Only offered to credential students of a two-part sequence. Spring enrolled in our elementary credential program. Instructor(s): Ruth Cossey EDUC 301A Curriculum and Instruction for Instructor consent required. Secondary Teachers (1) Open to graduate students only. The first of a two-semester series. Provides core Prerequisite(s): EDUC 303A or permission of instructional component for secondary credential instructor. candidates in art, English, and social studies. EDUC 305A Instruction for Secondary Math and Includes overview of issues of curriculum and Science Teachers (1) instruction for secondary classrooms. Structure Two semester-long courses provide core instruc- of knowledge in content areas as basis for under- tional component for secondary math and science standing curricular planning as student teacher credential candidates. Includes an overview of considers what and how to teach, for what reasons. issues of curriculum and instruction for secondary Other topics include instructional/classroom man- classrooms. Structure of knowledge in content agement strategies, planning and assessment, and areas is used as basis for understanding curricular mandated state and local frameworks for secondary planning as the student teacher considers what and subjects. Fall how to teach, and for what reasons. Also includes Instructor(s): David Donahue instructional/classroom management strategies, Letter grade only. planning, technology, assessment for secondary Open to graduate students only. classrooms and mandated state, local frameworks EDUC 301B Curriculum and Instruction for for secondary subjects. Fall Secondary Teachers (1) Instructor(s): Ruth Cossey The second of a two-semester series. Provides core Open to graduate students only. instructional component for secondary credential EDUC 305B Teaching Methods for Integrated candidates in art, English, and social studies. Secondary Science and Math Instruction (1) Includes overview of issues of curriculum and The second of a two-semester series demonstrates ap- instruction for secondary classrooms. Structure proaches to and materials for the activity-oriented inter- of knowledge in content areas as basis for under- disciplinary teaching of science and mathematics. standing curricular planning as student teacher Students will be required to design and implement considers what and how to teach, for what reasons. lessons in their student teaching assignments that Other topics include instructional/classroom man- manifest techniques and approaches shown. California agement strategies, planning and assessment, and

40 Science and Mathematics Frameworks and adolescent EDUC 352 English Language Development and cognition theories will help students assess effective- Content Instruction Methods—Multiple Subject (1) ness of their teaching and curriculum. Spring An exploration of teaching practice for multiple Instructor(s): Ruth Cossey subject preservice teachers of English learners that Instructor consent required. is informed by relevant second language acquisi- Letter grade only. tion theory and research. Through demonstrations Open to graduate students only. and analyses of tasks associated with the teaching Prerequisite(s): EDUC 305 of listening, speaking, reading, and writing skills as well as readings, in-class discussions, and lec- EDUC 313 Introduction to Computers in Education (.5) tures, students will develop not only the pedagogical skills but also the theoretical expertise needed Study of development and learning used to ana- to teach both English and subject-matter content lyze issues, trends in applying computers to public to English-language learners. Fall school disciplines. Course provides students in Instructor(s): Tomas Galguera credential programs experience in using databases, Instructor consent required. spreadsheets, and word processing for classroom Letter grade only. record keeping, curriculum development, assign- Open to graduate students only. ment and test question preparation. Students will Offered 2005Ð2006. explore and evaluate software currently available for use in developing student skills or enhancing EDUC 353 English Language Development and education through use of simulations or experi- Content Instruction Methods—Single Subject (1) ments in different academic and vocational disci- An exploration of teaching practice for single sub- plines taught in schools. Fall ject preservice teachers of English learners that is Instructor(s): Tomas Galguera informed by relevant second language acquisition Instructor consent required. theory and research. Through demonstrations and Open to graduate students only. analyses of tasks associated with the teaching of listening, speaking, reading, and writing skills as EDUC 347A Introduction to the Profession of Teaching Diverse Learners (.5) well as readings, in-class discussions, and lectures, students will develop not only the pedagogical This course provides an overview of the issues and skills but also the theoretical expertise needed to dilemmas facing educators and the profession of teach both English and subject-matter content to teaching. The course is designed to assist students English-language learners. Spring in making the transition from student to teacher by Instructor(s): Tomas Galguera examining in depth their assumptions about teaching, Instructor consent required. learning, and schooling. The course focuses consid- Letter grade only. erable attention on the moral and ethical dimensions Open to graduate students only. of the teacher’s work, and on the complexities of teaching in settings characterized by diversity. Fall EDUC 373A Student Teaching in the Elementary Instructor(s): Anna Richert School (1Ð3) Open to graduate students only. The first in a two-semester field work sequence for elementary credential students. The graduated EDUC 347B Issues in Education: An Intro- duction to the Profession of Teaching (.5) introduction to full classroom teaching responsibility begins during the fall semester with A continuation of EDUC 347A provides an observation, classroom assistance in the form of overview of the issues and dilemmas facing edu- individual tutoring, small group leadership, and cators and the profession of teaching. The course team teaching. Fall is designed to assist students in making the transi- Instructor(s): Tomas Galguera, Vicki LaBoskey, tion from student to teacher by examining in depth Linda Kroll, Staff their assumptions about teaching, learning, and Open to graduate students only. schooling. The course focuses considerable attention on the moral and ethical dimensions of the EDUC 373B Student Teaching in the Elementary teacher’s work, and on the complexities of teaching School (1Ð3) in settings characterized by diversity. Spring Second semester of two-semester field work Instructor(s): Anna Richert sequence for elementary credential students. The Instructor consent required. graduated introduction to full classroom teaching Open to graduate students only. responsibility begins during the fall semester with Prerequisite(s): EDUC 347A or by consent of the observation, classroom assistance in the form of instructor. individual tutoring, small group leadership, and

41 team teaching. During the second semester the EDUC 385B Student Teaching in the Secondary student will gradually assume responsibility for School (1Ð3) planning and teaching all parts of the curriculum. Part two of a two-semester field work sequence Spring for secondary credential students. The introduction Instructor(s): Tomas Galguera, Vicki LaBoskey, to classroom teaching responsibility continues Linda Kroll, Staff during the spring semester with the student Open to graduate students only. teacher assuming full responsibility for a mini- Prerequisite(s): EDUC 373A mum of one unit of classroom instruction. Team teaching, observation, and assistance in additional EDUC 379 Teaching Language Arts and Literature in the Primary Grades (1) classes are also part of the fieldwork experience during the spring. Spring Approaches to reading instruction in the primary Instructor(s): Ruth Cossey, David Donahue grades will be studied, including development of Open to graduate students only. oral language and listening comprehension as a basis Prerequisite(s): EDUC 385A for learning to read. Techniques for assessment of individual progress in the reading process will be EDUC 389 Teaching Reading and Writing in the used. A wide variety of literature for children will Secondary Schools (.5) be explored. Awareness of, and planning for, cul- Application of theory and methods of instruction tural, linguistic, and ethnic diversity as well as for to improve reading and writing skills in middle children with special needs will be stressed. Fall school, junior and senior high school. Consideration Instructor(s): Staff of problems in reading and writing about specific Open to graduate students only. content areas, assessment and remediation of students with limited literacy skills, enhancement of EDUC 380 Teaching Reading and Language Arts in the Elementary School (1) the literacy skills of gifted and talented students, and techniques for improving the literacy of students for Methods and materials for planning and evaluating whom English is a second language. Fall the instruction of language arts in the elementary Instructor(s): David Donahue school, including processes for the development of Letter grade only. reading, writing, listening, and oral language skills Open to graduate students only. in children. Classroom organization and planning for small group and individual instruction in the EDUC 393 Topics in Chemistry (.5) classroom, as well as diagnostic techniques for A survey of recent major developments in assessing progress will be covered. Attention will chemistry. Designed to provide a background for be given to techniques for teaching reading and the teaching in the secondary school. Fall and Spring language arts for student use in different contexts. Instructor(s): John Vollmer Appreciation for cultural and linguistic diversity Open to graduate students only. and their importance in language arts instruction EDUC 394 Topics in Mathematics (.5) will be emphasized. Spring A survey of recent major developments in mathe- Instructor(s): Staff matics. Designed to provide a background for Open to graduate students only. teaching in the secondary school. Fall and Spring EDUC 385A Student Teaching in the Secondary Instructor(s): Barbara Li Santi School (1Ð3) Open to graduate students only. First part of a two-semester field work sequence EDUC 395 Topics in Biology (.5) for secondary credential students. The introduction A survey of recent major developments in to classroom teaching responsibility begins during Biology. Designed to provide a background for the fall semester with observation, individual teaching in the secondary school. Fall and Spring tutoring, small group leadership, and team teach- Instructor(s): Staff ing. By the end of the first semester the student Open to graduate students only. teacher assumes full responsibility for a unit of classroom instruction. Team teaching, observation, EDUC 396 Topics in Physics (.5) and assistance in additional classes may also be A survey of recent major developments in Physics. part of fieldwork. Fall Designed to provide a background for teaching in Instructor(s): Ruth Cossey, David Donahue the secondary school. Fall and Spring Open to graduate students only. Instructor(s): David Keeports Open to graduate students only.

42 EDUC 398 Teaching Methods for Integrated EDUC 404 Instructional Leadership (1) Secondary Science and Mathematics The course is designed to prepare administrators Instruction (1) to lead faculties, staffs, and community members Various approaches to and materials for the activity- to informed and collaborative decisions about oriented interdisciplinary teaching of science and curriculum and instruction, consistent with con- mathematics will be demonstrated. Students will be structivist learning theory and reflective practice. required to design and implement lessons in their Students will study the history of curriculum student teaching assignments that manifest tech- development in the U.S.; contending philosophies niques and approaches shown. California Science and views on the purposes of education in and Mathematics Frameworks and adolescent American public schools; and current theories and cognition theories will help students assess effec- principles regarding the design, implementation, tiveness of their teaching and curriculum. Spring and evaluation of curriculum and instruction for Instructor(s): Ruth Cossey diverse learners. Fall Letter grade only. Instructor(s): Staff Open to graduate students only. Open to graduate students only. EDUC 401 The Principalship (1) EDUC 406 Fiscal and Business Services (.5) Core course for students seeking the This course challenges the view that the primary Administrative Services Credential (ASC). Along role of business managers should be as guardians of with study of the changing nature of leadership, budget limits. Instead it explores the use of business students will examine the changing role and nature services as a primary instrument for achieving school of the public school leader. Students will study and district educational goals. Students will learn and experience some key challenges of the job: to assess the cost-effectiveness and cost-benefits leading a faculty, parents, students and other con- of programs, and to coordinate, leverage, and stituents toward leveraging the school’s resources converge resources toward creating optimum and talents to the levels needed to create the opti- conditions for teaching and learning. Spring mum conditions for teaching and learning. Spring Instructor(s): Staff Instructor(s): Pete Mesa Open to graduate students only. Letter grade only. Open to graduate students only. EDUC 407 Human Resource Management (.5) Note(s): Only open to graduate students in This course prepares future administrators with Educational Leadership. the theory, knowledge, skills and sensibilities to attract, select and develop personnel; create poli- EDUC 402 (202) Teaching for Diversity (1) cies and conditions to retain the best; and provide Emphasizes the effects of cultural, racial, gender, opportunities for their growth and advancement to and social class influences on what children learn enhance the quality of education for students. This and how they are taught. Spring course draws from the substantial literature on the Instructor(s): Jane Bowyer, Pete Mesa management of human resources, organizational Open to graduate students only. development, human relations, and professional EDUC 403 Administrative Leadership: Theory, development, as well as other areas of study rele- Concepts and Practice (1) vant to the purposes of this course. Spring This course explores and reflects on various, some- Instructor(s): Staff times contending, purposes of education. Related Open to graduate students only. theories of leadership, strategies, and practices EDUC 409 Field Experience (1) will be the basis for the development of a personal Places students in administrative settings to conduct professional perspective, including a philosophy projects, preferably collaboratively with a group of of education and leadership and a conception of teachers who will provide them with leadership the educational system. Draws from literature on experiences where they can apply coursework, leadership, management, organizational behavior, including theory, concepts and strategies. The intent systems analysis, along with other relevant is to enable the students to begin to develop compe- studies. Fall tencies necessary to lead and manage an organiza- Instructor(s): Pete Mesa tion or group to attain its goals effectively, efficient- Open to graduate students only. ly, and with integrity. Fall and Spring Instructor(s): Pete Mesa Open to graduate students only. This course may be taken two times.

43 EDUC 412 School Law and Public Policy (.5) EDUC 417B Individualized Professional This course is designed to develop students’ Development (.5) knowledge and understanding the crucial role of As required by the California Credential the ethical and legal execution, formulation, and Accreditation Commission, candidates for the enforcement of policy in the successful manage- Administration Credential, in consultation with ment of schools and school systems. Student will their advisor, assess their learning of competencies review the California Educational Code, examples identified in 417A. Spring of school policies, and the administrator’s role in Instructor(s): Diane Ketelle both executing and formulating policy. Emphasis Limit 15 students. will be placed on the interpretation of law in serv- Open to graduate students only. ing the educational interests of students and fami- EDUC 419 Educational Technology and lies. Spring Information Systems (.5) Instructor(s): Staff Technology is revolutionizing the organization and Open to graduate students only. management of information that an organization EDUC 413 Qualitative Methods (1) needs to carry out its missions. Educational leaders As applications of inquiry in school settings require need to know and be able to use technology for more holistic and site-specific research designs, managing and designing educational systems. This this course prepares students use of qualitative course provides practical and experimental frame- research tools by introducing concepts of grounded works for applying technology to student and theory and theoretical sensitivity in designing field institutional needs. Fall methods. Fieldwork methods, strategies for quali- Instructor(s): Staff tative observation, interviewing, and accurate and Letter grade only. detailed field notes are included. Analysis strategies, Open to graduate students only. case development, cross-case comparison, pattern EDUC 421 Application of Research to Problems matching and theme mapping are used to illustrate in Education (1) ways of working with qualitative data. Fall Introduces students to major research paradigms Instructor(s): Staff in education and their implications for change and Open to graduate students only. improvement. The course focuses on how knowledge EDUC 414 Quantitative Methods (1) about education is conceptualized, created, and This course introduces students to the application acquired by researchers and practitioners. Emphasis of quantitative methods in educational research. is placed on the framing of problems, the develop- Major topics include formulation and testing of ment of researchable questions, selection of inquiry hypotheses, sampling, establishing validity and methods, and the nature of evidence. Fall reliability, and instrumentation. Examples of various Instructor(s): Staff types of observation and survey instruments are Letter grade only. used to illustrate the uses and linitations of such Open to graduate students only. tools. The forms and uses of standard design (such EDUC 423 Educational Leadership and Public as pre- and post-testing) and their applications to Policy (.5) specific interventions or research questions are Federal, state and local legislation as well as other covered. Spring forms of public policy determine the fiscal, program- Instructor(s): Joseph Kahne matic and operational constraints within which Open to graduate students only. educational leaders strive to attain educational EDUC 417A Individualized Professional goals and serve their communities. Increasingly, Development Plan (.5) educational administrators must learn and exercise As required by the California Credential political skills to influence, even formulate, policy Accreditation Commission, candidates for the supportive of their aims. This course examines the Administration Credential develop, in consultation process and cases where superintendents, school with their advisor, an individualized professional board members, principals and other educational plan that maps out course work as well as non- leaders have influenced or initiated and moved college experiences that lead to the development policy through the political process. Spring of required competencies. Fall and Spring Instructor(s): Joseph Kahne Instructor(s): David Donahue Letter grade only. Open to graduate students only. Open to graduate students only.

44 EDUC 424 Educational Program Evaluation (1) EDUC 432 Curricular Leadership (1) Students will study efforts of school systems to es- This course focuses on the role of educational tablish systems of accountability. In doing so, they administrators as curriculum leaders. Emphasis is will encounter and learn the uses and limitations given to the concept of schools as communities of of evaluation as an instrument of policy and for learners and to the use of inquiry as a basis for improving educational programs, as well as devel- curriculum planning and development. Spring op skills and awareness of the important role well- Instructor(s): Vicki LaBoskey designed evaluation systems play in the operation Open to graduate students only. of an effective educational institution. Spring Offered in 2005Ð2006 and then every other year. Instructor(s): Pete Mesa Note(s): Must be in Educational Leadership Letter grade only. program. Open to graduate students only. EDUC 434 Research Methods: Proposal Design EDUC 425 Design, Implementation, and and Development (1) Evaluation of Educational Programs and This course introduces students to the elements of a Policies (1) research/dissertation proposal. The course examines The course explores the challenges facing those the importance of varied aspects of proposal design, working to design, implement, and evaluate edu- including development of a research question and cational policies and programs. Students will problem statement; identification and review of deepen their sense of the practical challenges of the relevant literatures, formulation of conceptual policy process and their sense of the roles scholars frameworks; description and justification of research have and can play in relation to these issues. methods; consideration of ethical research practices. Attention will also be paid to oral presentations of Students will study these issues as they relate to ideas and facilitation of classroom discussion. Fall proposal design in general and in relation to their Instructor(s): Joseph Kahne specific research interests. Spring Open to graduate students only. Instructor(s): David Donahue EDUC 426 Ethical and Moral Considerations in Letter grade only. Educational Leadership (.5) Open to graduate students only. This course is organized around the concept of EDUC 446 (246) Working with Families and the education as a moral enterprise and of the role of Community (1) educational leadership in modern society, and This course will prepare educators to be culturally provides students with opportunities to examine responsive professionals. Students will explore their own values, beliefs, and attitudes in relationship what a community is, how it functions, its role in to their leadership responsibilities and practice. education, and how to develop strategies for build- Emphasis given to the exercise of leadership in the ing community, within institutions supporting the service of the school community. Presents various care, education, and development of youth. ethical frameworks and perspectives on ethics, Students will develop practical communication including the importance of ethical principles in skills that will enhance their ability to work with decision making. Spring all members of the community toward the educa- Instructor(s): Joseph Kahne tion of children and youth. Spring Letter grade only. Instructor(s): David Donahue Open to graduate students only. Letter grade only. EDUC 428 Organizational Development and Open to graduate students only. School Improvement (1) Examines the application of organizational theory to school change and improvement. Presents views of organizations as rational, human, political, and symbolic systems and examines ways in which these conceptual frames shape the interpretation of events and experiences. Examines research on educational change and the implications for leaders. Spring Instructor(s): Staff Letter grade only. Open to graduate students only.

45 EDUC 450 Dissertation Research (.5Ð1) PSYC 242 (142) Attachment and Loss (1) The dissertation research course provides an John Bowlby’s seminal work in attachment, opportunity for students who are working on their separation, and loss. Explores the influence of dissertations to receive ongoing support and guid- separation and loss on normative and pathological ance. Students are only eligible to enroll in this development. Fall course once they have completed all their doctoral Instructor(s): Carol George course work. Students must enroll in this course Open to sophomores, juniors, seniors, and during the time they are working on their propos- graduate students. als and their dissertations. Students may take this Prerequisite(s): PSYC 049 and PSYC 140, with a course for up to six semesters. Fall and Spring grade of C or better in PSYC 140. Instructor(s): David Donahue PSYC 265 (165) Infancy (1) Open to graduate students only. Theories and research in physical growth, percep- This course may be taken 8 times. tion, cognition, social-emotional and language EDUC 480 Special Topics in Education (1) development in infants. Spring Exploration of themes and/or topics not offered as Instructor(s): Carol George part of the regular curriculum. Course content to Open to graduate students only. be determined by the instructor. May be repeated Prerequisite(s): PSYC 049 for credit when topics differ. Fall and Spring Instructor(s): Staff Open to graduate students only. This course may be taken four times. EDUC 497 Directed Reading for Dissertation (.5Ð1) Students read extensively in their area of interest under the direction of a faculty member. This directed reading is a requirement for students in the doctoral program. Fall and Spring Instructor(s): Joseph Kahne Open to graduate students only. This course may be taken four times.

46 English

47 English 510.430.3130 Faculty: Professional Interests The graduate program in English at Mills offers Elmaz Abinader students the opportunity to work closely with a ¥ Creative writing, fiction and non-fiction, distinguished faculty in a course of study suited theories of creativity, teaching creative writing to the individual student’s needs. The department offers two graduate degrees, a master of arts (MA) Yiyun Li in English and American literature and a master of ¥ Creative writing, fiction, non-fiction fine arts (MFA) in creative writing. Diane Cady ¥ Chaucer, late medieval culture, medieval Distinguished visiting writers who have taught romance, medieval and early modern drama, graduate workshops at Mills include Dodie new economic criticism, gender studies, Bellamy, Leonard Chang, Justin Chin, Robert cultural studies Grenier, Ginu Kamani, Victor LaValle, Micheline Ajuan Mance Aharonian Marcom, and Walter Lew. ¥ African American literature and cultural The department trains graduate students to teach studies, 19th century American literature, literature and writing under faculty supervision; gender studies, African American art administers the Mills College Writing Center and Cornelia Nixon the Place for Writers; and sponsors the Contempo- ¥ Fiction writing, craft of fiction, modern British rary Writers Series and Writers Harvest. Graduate literature, contemporary fiction students edit and publish 580 Split, a national lit- Sarah Pollock erary magazine. Writers who have read at Mills ¥ Newspaper and magazine writing and editing, include Opal Palmer Adisa, Tamim Ansary, Michael creative non-fiction, environmental and social Chabon, Dave Eggers, Kathleen Fraser, Barbara issues reporting Guest, Robert Hass, Lyn Hejinian, Susan Howe, Stephen Ratcliffe Carolyn Kizer, Joanne Kyger, Myung Mi Kim, ¥ Creative writing, Shakespeare, Renaissance Anne Lamott, Dorianne Laux, Jackson Mac Low, poetry, English Romantic poetry, contemporary Eileen Myles, Grace Paley, Michael Palmer, poetry and poetics Ishmael Reed, Adrienne Rich, Cole Swensen, Anne Tardos, Anne Waldman, Tobias Wolff, and Al Young. Kathryn Reiss ¥ Creative writing, fiction for juveniles and young Mills offers many lively events of interest to grad- adults, historical fiction, literature and time uate students, including concerts and lectures Kirsten Saxton sponsored by the music and dance departments ¥ 18th-century British literature and culture, and graduate art exhibitions. In addition, students women and the law, the history of the novel, can take advantage of courses, lectures, and exhi- post-colonial literatures and cultures, theories bitions offered by our own book arts program. We of sexuality, feminist film theory, pedagogy, and encourage interdisciplinary connections with stu- composition studies dents and faculty across the arts and humanities. Ruth Saxton Special Admission Requirements Women writers, Victorian and Modern British In addition to the regular graduate admissions literature, feminist theory, the novel, Doris requirements, applicants to the master of fine arts Lessing, Virginia Woolf, teaching of writing, degree in creative writing must submit a writing composition sample that consists of ten poems, a short story, Cynthia Scheinberg or an excerpt of a novel between 15 and 20 pages, ¥ 19th-century British literature, women’s to the Office of Graduate Studies, and master of literature, poetry, composition studies, service arts applicants must submit an essay sample of learning, religion and literature, Jewish studies between 15 and 20 pages. If applicants wish to Juliana Spahr have their work returned, they must include a ¥ Poetry and poetics, cultural studies, anti- stamped, self-addressed envelope. colonial literatures and theory Thomas Strychacz ¥ American literature, mass culture, political and cultural approaches to literature, science fiction

48 The Master of Arts Degree in English Courses and American Literature ENG 201 (101) Development of the English (10 semester course credits) Language (1) (At least 8 course credits in literature [including An examination of speech sounds, Old and Middle literature courses offered in Letters] and two English, and the evolution of writing, from Egyptian electives; two of the ten courses may be upper- hieroglyphics and Indian pictographs to the Greek division undergraduate) and Roman alphabets. Modern American dialects This is a highly individualized program designed in will also be examined. Fall conjunction with an advisor. The program culminates Instructor(s): Staff in a semester-long MA thesis course in which stu- Open to graduate students only. dents produce a directed, article-length thesis (25– Offered in 2006Ð2007 and then every other year. 40 pages) of original scholarly research. This course Offered in alternation with: ENG 205 satisfies 1 of the 8 course credits in literature. ENG 202 (102) Advanced Composition (1) The Master of Fine Arts Degree in A course in expository writing for students who Creative Writing feel they need to polish their styles, and for those (11 course credits) who still need some work on basic problems. A good deal of emphasis is placed on sentence Required: patterns and on paragraph organization. In addition At least four workshops in creative writing; four to expository and persuasive writing exercises, the courses in literature and/or craft (at least one must student will also practice descriptive and narrative be craft but no more than two craft courses may prose. Spring be taken for this credit); two electives (may Instructor(s): Staff include other English and/or craft courses or Open to sophomores, juniors, seniors, and Letters literature courses). graduate students. Students are required to take three graduate work- ENG 203 The Craft of Fiction (1) shops in their area of specialization (the genre in Graduate class in the craft of fiction. Discussion which they were accepted). If they write a combi- will focus on students’ writing as well as the fiction nation thesis, they must take three workshops in of several published writers. Fall their primary area and two workshops in their sec- Instructor(s): Staff ondary area. Students must petition to change their Open to graduate students only. area of specialization no later than the end of their ENG 204 The Craft of Poetry (1) second semester. Graduate class in the craft of poetry. Discussion Thesis course: The thesis is usually a substantial with focus on students’ writing as well as the poetry compilation of the student’s best creative work of several published writers. Fall and Spring produced at Mills, a portion of which is presented Instructor(s): Staff in a reading open to the Mills community. Open to graduate students only. Note: Two of the ten courses (elective, literature) ENG 205 (105) The Age of Chaucer (1) may be upper-division undergraduate. A wag once remarked that ‘Chaucer at his bawdiest is Chaucer at his best.’ This is of course not neces- The MFA program in creative writing is designed sarily so, for some of his most powerful and beau- for students who wish to develop their interest in tiful poetry rings with a devout, deeply felt religious writing poetry, fiction, creative non-fiction, or conviction. We will look at these two masters as children’s literature. The core of the program is they appeared in Chaucer’s poetry, examining how the graduate writing workshop, several sections they contended for the poet’s soul. Students may of which are offered each semester. The workshop judge for themselves which won. Fall provides students with the opportunity to present Instructor(s): Staff their work to an audience and to receive construc- Offered in 2005Ð2006 and then every other year. tive critical response to it. As an integral part of Offered in alternation with: ENG 201 the workshop, writing students meet regularly in individual conferences with teachers who are ENG 206 (106) Medieval and Renaissance Romance (1) themselves acclaimed writers. And, because we We will read some of the very earliest Middle believe that one learns to write not only by writing English Romances, Sir Gawain and the Green but also by examining the work of writers from Knight, much of Malory’s Morte d’Arthur, and the past, students take selected courses in literature.

49 finish with selections from Spenser’s Faerie Queene. of innovative writing and to see how the traditional In the process we will study such literary and cul- boundaries between criticism and/or theory and tural phenomena as courtly love, antifeminism, poetry might be re-imagined and redefined. Spring and chivalry, while following through the centuries Instructor(s): Stephen Ratcliffe the fortunes of Arthur and his Round Table— Open to graduate students only. Lancelot, Gawain, Tristram, Galahad. Fall Offered in 2005Ð2006 and then every other year. Instructor(s): Staff ENG 221 (121) English Renaissance Poetry (1) Offered in 2006Ð2007 and then every other year. Reading and discussion of 16th and 17th century ENG 209 (109) The Craft of the Young Adult English poetry, including work by Wyatt, Raleigh, Novel (1) Sidney, Spenser, Shakespeare, Donne, Jonson, This course will examine a wide selection of Herrick, Herbert, Marvell, and others. Issues will fiction aimed at readers aged 10–16, focusing on include how these poets went about making poems; the authors’ crafting of the novel, including plot the (inter) connection between form and content; and theme, style and character development. We the elements of poetry, speaker, and audience; the will consider the historical events, social issues, theory and poetics of English Renaissance poetries; genres and series that have shaped generations of the formation of canon; attitudes towards love American readers in the 20th century. Fall (carnal and divine) and towards women. Fall Instructor(s): Kathryn Reiss Instructor(s): Stephen Ratcliffe Letter grade only. Open to graduate students only. Open to graduate students only. Offered in 2006Ð2007 and then every other year. Offered in 2006Ð2007 and then every other year. Offered in alternation with: ENG 275 ENG 215 (115) Shakespeare (1) ENG 226 Craft of Creative Non-Fiction (1) Readings of a representative selection of Shake- Graduate class in the craft of Creative Non-Fiction speare’s plays—Comedies, Histories, Tragedies writing that includes a study of the literature of and Romances—with attention to details of Creative Non-Fiction as well as a discussion of Shakespeare’s language and dramatic art and his techniques and strategies in the writing. The the- insights into the dynamics of human relationships matic focus may change each year. Spring Spring Instructor(s): Elmaz Abinader and visiting Instructor(s): Stephen Ratcliffe, Staff professors This course may be taken two times. Open to graduate students only. ENG 217 (117) 20th Century African American This course may be taken two times. Literature (1) ENG 231 (131) 18th-Century Poetry and Prose (1) This course will investigate some of the literary Eighteenth-century England is often referred to as forms, artistic strategies, and intellectual concerns the Age of Reason, a period of seeming political that shaped and defined African American literature stability and formally elegant literature. However, during the 20th century. Writers may include DuBois, the 18th century was also a period of chaos: in a Hughes, Hurston, Baldwin, Wright, Himes, Morrison, world seemed turned upside-down, daily life was Shange, Lorde, and others. The course will also dangerous and unpredictable, and women and the focus on the socio-political and historical context lower classes—both disenfranchised—posed new for these writers and their works. Spring threats to the social order. We will read canonical Instructor(s): Ajuan Mance and lesser known works in light of these views of Open to graduate students only. that period. Fall Offered in 2006Ð2007 and then every other year. Instructor(s): Kirsten Saxton ENG 218 (118) Listening to Reading: Sound, Open to graduate students only. Shape & Meaning in Contemporary Offered in 2005Ð2006 and then every other year. ‘Experimental’ Poetry (1) Offered in alternation with: ENG 232 We will examine the interrelation of sound, shape Prerequisite(s): ENG 001 and meaning in contemporary ‘experimental’ ENG 232 (132) 18th Century English Novel (1) poetry. We will look from certain ancestors This course examines the English novel from its (Mallarmi, Stein, Zukofsky, Niedecker, Creeley, beginning with Aphra Behn and Daniel Defoe Cage) to ‘descendants’ (Bernstein, Berssenbrugge, through Jane Austen at the end of the century. We Coolidge, Eigner, Guest, Grenier, Hejinian, Howe, consider the evolution of the novel’s structure, and Palmer, and Scalapino, among others). We will how the concerns of the age get embedded in the read their essays in ‘poetics’ to frame our reading structure. Texts may include: Roxana, Pamela,

50 Tom Jones, Tristram Shandy, Humphrey Clinker, and aesthetics, as well as historical context. We Fanny Hill, and Pride and Prejudice. Fall also examine literary representations of identity Instructor(s): Kirsten Saxton with special attention to the intersections of race, Offered in 2006Ð2007 and then every other year. gender, class, nationality, and sexuality. Spring Offered in alternation with: ENG 231 Instructor(s): Ruth Saxton Prerequisite(s): ENG 001 Open to graduate students only. Offered in 2006Ð2007 and then every other year. ENG 247 (147) Survey of 19th Century African American Literature (1) ENG 259 Graduate Novel Workshop (1) This course will investigate some of the literary Designed to offer the MFA student a series of strategies and intellectual concerns of African workshops in which to initiate, develop, and American writers before and after the Civil War. complete a full-length novel. Fall It will examine works by writers such as Equiano, Instructor(s): Cornelia Nixon, staff Jacobs, Douglass, Harper, Hopkins, and Du Bois Limit 12 students. Fall Open to graduate students only. Instructor(s): Ajuan Mance ENG 260 Graduate Novel Workshop (1) Open to graduate students only. Designed to offer the MFA student a series of Offered in 2005Ð2006 and then every other year. workshops in which to initiate, develop, and ENG 250 Thesis for the MFA Degree (1) complete a full-length novel. Spring Supervised by a major advisor with an appointed Instructor(s): Cornelia Nixon, staff two-member faculty committee. Fall and Spring Limit 12 students. Instructor(s): Staff Open to graduate students only. Open to graduate students only. ENG 261 (161) Modern Drama (1) ENG 250A MA Research Project (1) A study of 20th century drama in America and All English MA candidates will take this course Europe. Includes some discussion of traditions during their last semester. In the course, they will and social conditions that have influenced the each complete a publishable paper of 25–40 pages development of the theater. Readings from as a thesis. They will also polish professional skills O’Neill, Brecht, Ibsen, Hellman, Miller, Beckett, such as: presenting conference papers, teaching Pinter, Williams, and Stoppard. Spring literature, completing an annotated bibliography, Instructor(s): Ajuan Mance, Tom Strychacz researching literary criticism, revising work into Open to graduate students only. different forms, etc. Spring Offered in 2005Ð2006 and then every other year. Instructor(s): Staff ENG 263 (163) American Literature to 1865: Letter grade only. Romanticism (1) Limit 9 students. With an emphasis on the years 1830 to 1865, this Open to graduate students only. course will explore several works that have signif- ENG 255 (155) Graduate Fiction for Children icantly influenced the study of literature in the U.S. and Young Adults Workshop (1) Writers include Emerson, Hawthorne, Douglass, In this advanced writing workshop focusing on Stowe, Jacobs, Poe, Whitman, Dickinson, Melville. fiction (especially the novel) for children and Discussions will focus on issues such as the teenagers, students will read extensively to famil- ‘American Renaissance,’ historical context, and iarize themselves with a sampling from the body national identity. Fall of children’s literature, and will write chapters and Instructor(s): Tom Strychacz, Ajuan Mance an outline of their own novel for younger readers. Open to graduate students only. Special emphasis in class discussion will be on Offered in 2006Ð2007 and then every other year. character and plot development, structure, subplots, Offered in alternation with: ENG 265 setting, atmosphere and dialogue. We will also ENG 264 (164) Modern American Fiction (1) look at issues in children’s publishing. Spring The course will offer an opportunity to trace formal Instructor(s): Kathryn Reiss and thematic developments in American fiction Limit 12 students. since the 1920s. Discussions will include such Open to graduate students only. considerations as the effect of the two world wars ENG 258 Contemporary Fiction by Women (1) and the Great Depression on American writing, This course examines short fiction in English writ- the nature of artistic experimentation and aesthetic ten by women after 1960. We consider form, style, reevaluation initiated by the famous ‘lost generation’

51 of the 20’s, and the increasing role of women and ENG 268 Graduate Fiction Workshop (1) writers from ethnic minorities in changing the role A workshop, discussion, and mutual criticism of literature in the academy and in society. Spring class for the student who has already begun to Instructor(s): Ajuan Mance, Tom Strychacz achieve an individual voice. Frequent consulta- Open to graduate students only. tions with the instructor. Fall and Spring Offered in 2006Ð2007 and then every other year. Instructor(s): Elmaz Abinader, Cornelia Nixon Offered in alternation with: ENG 217 Limit 12 students. Open to graduate students only. ENG 265 (165) American Literature from 1865 to 1920: Realism (1) This course may be taken four times. The course focuses on American fiction between ENG 269 Graduate Non-Fiction Magazine the Civil War and World War I. Readings selected Workshop (1) from: Cather, Chestnutt, Chopin, Crane, Dreiser, A journalist’s approach to writing non-fiction. Far, Harper, Howells, James, Johnson, Mourning Workshop, discussion, and mutual criticism. Dove, Twain, Wharton, Zitkala-Sa, and others. In Includes the study and practice of elements that addition to analysis of literary form and theme, we strengthen non-fiction: interviews, anecdotes, fac- will consider the historical context for these works, tual research and background narrative. Instruction including urbanization, industrialization, the rise about how to do primary and secondary research of big business, women’s suffrage, and post-Civil for non-fiction articles; how to explore markets War race relations. Fall and shape work for specific publications; how to Instructor(s): Tom Strychacz approach editors and develop relationships with Open to graduate students only. them; how to create a professional network; what Offered in 2005Ð2006 and then every other year. to look for in contracts. Fall Offered in alternation with: ENG 263 Instructor(s): Sarah Pollock Open to graduate students only. ENG 266 (166) Modern American Poetry (1) This course may be taken two times. The focus of this course is modernism in American poetry. We will try to understand what modernism ENG 270 Graduate Poetry Workshop (1) was by looking at some 19th century backgrounds A workshop, discussion, and mutual criticism class (Whitman and Dickinson), by reading a selection for the student who has already begun to achieve of poems by the classic modernist poets (Stein, an individual voice. Frequent consultations with Stevens, Williams, Pound, Eliot, H.D., and Moore) the instructor. Fall and Spring and poets writing in traditions that followed these Instructor(s): Chana Bloch, Stephen Ratcliffe, Staff writers (Objectivist, Black Mountain, Confessional, Limit 12 students. Beat, New York School). Spring Open to graduate students only. Instructor(s): Stephen Ratcliffe This course may be taken four times. Open to graduate students only. ENG 271 Theories of Creativity and the Offered in 2005Ð2006 and then every other year. Teaching of Creative Writing (1) ENG 267 Graduate Creative Non-Fiction Through the study of historical and current theories Workshop (1) on creativity, we will examine and evaluate the This course will explore the techniques and char- practices of teaching creative writing. Topics will acteristics of writing that weave creativity into include the origins of creativity, the relevance of non-fiction writing. In the workshop setting, the craft to creativity, and whether creative writing writers will exchange and discuss their works of can be taught. Spring autobiography, memoir, family history, biography, Instructor(s): Elmaz Abinader, Staff personal essay, writing about travel and place, and Open to graduate students only. letters. Emphasis will be placed on personal Offered in 2006Ð2007 and then every other year. research, historical reconstruction, representation of truth, literary license, and the development of voice. Fall and Spring Instructor(s): Elmaz Abinader, Staff Limit 12 students. Open to graduate students only. This course may be taken four times.

52 ENG 272 Theories and Strategies of Teaching member must give permission and a reporting Writing (1) process will be established. Fall and Spring An introduction to current theories of writing Instructor(s): Staff pedagogy with an emphasis on issues related to Pass/No Pass only. first year college composition. Includes practical Open to graduate students only. strategies and techniques for teaching writing in Offered in 2005Ð2006 and then every other year. college/university courses. Fall This course may be taken two times. Instructor(s): Ruth Saxton, Cynthia Scheinberg ENG 280 (180) Special Topics in Literature and Open to graduate students only. Culture (1) Note(s): Required for graduate students receiving Topics selected to offer interdisciplinary or cross- departmental assistantships. cultural perspectives on literature and culture. ENG 275 (175) English Romantic Poetry (1) Examples of such topics are: African American Close readings of the major English Romantic Poetry since 1965, Autobiography, Characterization poets: Blake, Wordsworth, Coleridge, Byron, in Western Literature, Lesbian Literature, and Shelley, and Keats, and of significant women Literatures of Asian/Pacific Americans and the writers as well. Includes a look at some major Asian Diaspora. Fall and Spring works of European Romanticism in the visual arts Instructor(s): Staff and music in order to establish a context for our Open to graduate students only. study of the poetry. Although we will also examine ENG 281 (181) The British Novel in the 20th 19th century attitudes toward nature, the self, society, Century (1) poetry and arts, our focus will be on reading and Our century presents special problems for writers discussing the poems themselves. Fall of fiction. We shall consider these and explore the Instructor(s): Stephen Ratcliffe new techniques that were used to deal with them. Open to graduate students only. The early modern experimenters, Virginia Woolf, Offered in 2005Ð2006 and then every other year. James Joyce, E.M. Forster and D.H. Lawrence, Offered in alternation with: ENG 221 will be carefully considered. We shall also read ENG 276 (176) The Victorian Period: Prose, selected texts by Buchi Emecheta, Doris Lessing, Poetry, and Drama (1) Zadie Smith, and Jeanette Winterson. Fall Although the Victorian period (1832–1901) has Instructor(s): Ruth Saxton been read as the bastion of prudish conservative Open to graduate students only. British culture, recent approaches cite it as offering Offered in 2006Ð2007 and then every other year. a rich spectrum of divergent voices concerned ENG 282 Critical Theory (1) with political, social and literary reforms. This This course, open to students at an advanced level course explores writers and poets who transformed of literary study, will examine the development genres of the essay, lyric and dramatic poetry, and and implications of a variety of critical schools autobiography in order to engage contemporary and methods that have arisen within the past fifty issues such as gender identity, political and religious years and how they have transformed the study of reform, and modernization. Fall literary texts. Emphasis will be given not only to Instructor(s): Ruth Saxton, Cynthia Scheinberg understanding the critical methods and assumptions, Open to graduate students only. but also to applying them to literary texts read in Offered in 2005Ð2006 and then every other year. class. Areas to be covered will include historical/ ENG 277 Advanced Practicum in English (1) cultural studies, structuralism and post-structuralism, Under faculty supervision, a graduate student in and feminist criticism. Fall English may receive up to 1 credit for work in the Instructor(s): Tom Strychacz field. This includes internships on magazines, ENG 283 (183) Advanced Seminar in English (1) reviews, and scholarly journals, work with pub- Topics vary from year to year. The following are lishers and book companies, teaching on a regular samples: Shakespeare; the Age of Chaucer, Henry basis in a school or community center and arts ad- James and Edith Wharton; Imperial Fictions: ministration and production. A supervising faculty Empire and the British Novel, 1660–Present; Toni Morrison; Virginia Woolf; Doris Lessing; the Gothic, Characterization in Western Literature; Epistolarity; 19th Century British Women’s Poetry;

53 Gertrude Stein and Her Descendants; Queer the 19th century lied. Analysis of texts and music Alchemy. Fall and Spring through team-taught lectures, discussions, and per- Instructor(s): Staff formance. For the liberal arts curriculum, but may Limit 15 students. be an elective for the music major. Spring Open to graduate students only. Instructor(s): Elisabeth Siekhaus, Belle Bulwinkle Open to graduate students only. ENG 284 (184) The Rebel in Literature (1) Offered in 2005Ð2006 and then every third year. An examination of masterpieces of Western litera- Offered in rotation with: LET 141, LET 143 ture from the point of view of the rebel, the hero who defies or denies traditional value systems. We LET 231 (131) Aspects of Hispanic-American will study especially the nature of the rebel, how Cultures (1) in spite of his (or her) individualism, he is often Intellectual, social, and political factors will be defined by that against which he revolts, and how considered in this critical examination of selected his rebellion is used by the artist to characterize periods and aspects in the cultural formation of him. Fall Hispanic peoples, from pre-Columbian America Instructor(s): Staff and early Spain to present-day cultural develop- Open to graduate students only. ments in Latin America and Hispanic communities Offered in 2005Ð2006 and then every other year. in the United States. Theoretical grounding for the analysis of cultural production will also be ENG 288 (188) The 19th Century British Novel (1) provided. Spring An examination of the development of the British Instructor(s): H. Mario Cavallari novel, focusing on the transformation of the novel Open to graduate students only. from popular to ‘high’ culture, and how writers used it as a vehicle for speaking on many of the LET 241 (141) Faust Through the Centuries (1) central political and social issues of the day. An interdisciplinary study of the evolution of the Writers include Dickens, Thackeray, Eliot, Faust theme through four centuries in literature, Gaskell, the Brontes, and Hardy. Topics include music, on the stage, and in film, with emphasis on the rise of women writers, the moral and social the discussion of literature. Consideration given to function of the novel, realism, and the art-for-art’s related theological, philosophical, and sociological sake movement. Spring questions. Spring Instructor(s): Cynthia Scheinberg Instructor(s): Elisabeth Siekhaus Open to graduate students only. Open to graduate students only. Offered in 2006Ð2007 and then every other year. Offered in 2007Ð2008 and then every third year. Offered in alternation with: ENG 276 Offered in rotation with: LET 106, LET 143 ETHS 239 (139) Asian/Pacific American Women LET 243 (143) European Realism (1) Writers (1) Literature in the wake of romanticism in its devel- Reading works by Asian/Pacific American women, opment towards naturalism. Readings will include we focus on how these writers represent distinctly German, Russian, French, and Scandinavian writers Asian/Pacific American experiences. We explore of the 19th century. Spring past and present social and political issues of par- Instructor(s): Elisabeth Siekhaus ticular relevance to APA women, and consider Offered in 2006Ð2007 and then every third year. how these issues appear in the texts. Additional Offered in rotation with: LET 106, LET 141 topics include the impact of feminist thought, LET 248 (148) Contemporary French Theory (1) debates regarding feminism vs. cultural nationalism, Introduction to the most influential theoretical and resistance and compliance to Orientalist contributions of contemporary French thought, depictions of APA women. Spring from structuralism to deconstruction and post- Instructor(s): Vivian Chin modernism. Selected writings from Levi-Strauss, Offered in 2005Ð2006 and then every other year. Barthes, Foucault, Lacan, Derrida Lyotard, and Offered in alternation with: ETHS 120 others. Spring Prerequisite(s): ENG 001 Instructor(s): Christian Marouby LET 206 (106) An die Musik: German Poetry Open to graduate students only. and Music (1) Offered in 2006Ð2007 and then every other year. The relationship between music and German poetry Offered in alternation with: LET 259 from the 13th century to the present, climaxing in

54 LET 259 (159) Anthropology and Literature (1) LET 269 (169) Hispanic Cinema (1) An exploration of the Western vision of the primitive. Structural and historical analysis of major expo- Readings include Malinowski’s journals, Columbus’s nents in contemporary Hispanic film, including travel narratives, Levi-Strauss’s Tristes Tropiques, the cinema of Latin America, Spain, and U.S. as well as Rousseau’s Second Discourse, Freud’s Spanish-speaking communities. Drawing from both Totem and Taboo, and Bachofen’s Theory of formal and sociocultural models of description, Mother Right. Fall the course examines the film production of well- Instructor(s): Christian Marouby known directors. A grounding in film theory is Open to graduate students only. concurrently provided and developed throughout Offered in 2006Ð2007 and then every other year. the semester. Films in original language with Offered in alternation with: LET 248 English subtitles. Fall Instructor(s): H. Mario Cavallari LET 266 (166) National Literatures of Latin America (1) Open to graduate students only. The literary expression of a particular region LET 271 (171) Fantastical Writings: 20th through a variety of authors, genres, and periods, Century Latin American Fiction (1) concentrating on literary accounts of historic The subgenre of fantastic fiction in 20th century events, political crises, and the phenomena of Latin American writing is the subject of this mass media and transculturation since the thirties. course. Its focus emphasizes short narrative texts Areas of study include the Caribbean (Cuba and which designate ‘uncanny,’ ‘abnormal,’ and/or Puerto Rico), Mexico, and the Cono Sur ‘extraordinary’ experiences as a challenge to some (Uruguay, Argentina, Chile). Fall of the fundamental assumptions underpinning Instructor(s): Carlota Caulfield realist fiction, and as a way to engage in critical Letter grade only. consideration of philosophical, literary, and other Open to graduate students only. humanistic questions. Topics for close analysis Offered in 2005Ð2006 and then every other year. and discussion brought forth by the readings Offered in alternation with: LET 169 include the nature of reality, being and existence, time and space, death, humor, the power of words LET 268 (168) Women in the Cinema of Spain (1) and imagination, and the limits of human knowl- Analysis and discussion of films by or about edge. Spring women and gender issues in the cinema of Spain. Instructor(s): Mario Cavallari Topics include gender roles, the woman as Other, Open to graduate students only. the construction of the female subject, women Offered in 2005Ð2006 and then every other year. in/and relations of power, traditional and canonical Offered in alternation with: MLLS 173 representations of women’s social practices, and the role of cinema in women’s practices of resist- PHIL 240 (140) Fiction’s Arguments: Philosophy ance and critical opposition. Spring in Literature (1) Instructor(s): Hector Mario Cavallari Analyses of diverse literary treatments of a single Open to sophomores, juniors, seniors, and philosophical topic. Readings change yearly. graduate students. Spring Offered in 2006Ð2007 and then every other year. Instructor(s): Staff Offered in 2005Ð2006 and then every other year.

55 Intermedia Arts

56 Intermedia Arts Attention is paid to the full range of technical 510.430.2117 options available to contemporary artists, and to an understanding of the strengths and drawbacks Faculty: Professional Interests of both “low-tech” and “high-tech” means. Within David Kwan that context, students may utilize practices such as ¥ Sound composition and performance, analog electronics, single-channel or installation experimental film and video, moving image, video, web-based work, digital sound manipula- time-based media tion, image processing, interactive artworks, Steven Matheson hypertext, simulation, and installation, and may ¥ Experimental video and film, interdisciplinary explore their integration with more traditional art and collaborative art practices, installation art, forms, including dance, music, sculpture, photog- conceptual art, performance raphy, painting, and video. The Intermedia Arts Program focuses on concep- Bridging departments in the fine arts division, the tual, critical, and aesthetic explorations in artistic intermedia arts program aims to foster cross-fertil- production, utilizing a variety of current techno- ization and collaboration between disciplines, and logical means. In this program, students are to encourage artistic explorations that fall outside encouraged to develop their own individual and the boundaries of traditional modes of production. diverse approaches to video, electronic, and digital arts. This artistic production is supported by the study of the history, criticism, and theory of these disciplines, with an emphasis on issues of representation, experimental approaches to art practice, changing notions of the performative, and the impact of technology on the way we understand, negotiate, and generate social space.

57 MBA

58 MBA 510.430.3173 Faculty: Professional Interests complete eight required foundation courses (or Siobhan Reilly approved equivalencies) in economics, accounting, ¥ Public sector, health and urban economics quantitative methods, and finance. David Roland-Holst 1. Upper division Microeconomics ¥ International trade, finance, economic policy 2. Upper division Macroeconomics Roger Sparks 3. Financial Accounting ¥ Corporate finance, managerial and 4. Managerial Accounting environmental economics 5. Statistics Nancy Thornborrow 6. Econometrics or Business Forecasting ¥ Labor, macroeconomics 7. Managerial Economics or Financial Analysis 8. Corporate Finance The masters of business administration program at Mills College offers highly motivated individuals These requirements can be satisfied in three ways: a unique opportunity to develop their leadership 1. As part of regular undergraduate studies. potential for the 21st century. In recognition of the 2. As post-baccalaureate coursework at Mills or profound changes that have taken place in the another accredited institution. business world, the program offers an innovative 3. As a Flex Track MBA student, completing approach to management education based on the degree in more than one year. mastery in three areas: commerce, society, and The final requirement for entry into the Fast Track technology. While conventional business curricula is a summer internship. incorporate elements of these topics in their required and elective course offerings, we at Mills The Mills MBA program requires all students to believe their complementarities in today’s world obtain substantive work experience before begin- are so important that each should be a component ning their final year of study. Practical experience in of basic business training. a business or nonprofit organizational environment serves three purposes for students: 1. Accelerated Graduate Study (The Fast Track) 1. Students are exposed to the disciplines of For those who have already satisfied the Foun- management structure and conduct, an dation courses, an MBA can be obtained one experience that contributes to emotional year after entering Mills. maturity, refined judgment, and a more focused sense of personal development 2. Regular Full- or Part-Time Graduate Study objectives. (The Flex Track) 2. Work experience helps students understand Enroll at Mills in whichever MBA Foundation their prior and later academic training more courses you have not yet completed and then pragmatically. stay for your final year of full-time study in the graduate curriculum. The usual stay in the Flex 3. Prior employment is an important asset for Track program is 18–24 months. future placement and career development. 3. The Mills 4+1 BA/MBA Program Required prior work experience for the MBA program generally takes the form of a paid or Join the Mills undergraduate experience and with the right coursework, you can complete your unpaid internship over the summer prior to the MBA one year after getting your Mills BA. final year of MBA course work. The San Francisco Bay Area offers a wide variety of internships that en- Accelerated Graduate Study hance the academic program. Placement assistance (The Fast Track) for this internship is available from the college upon For those who satisfy the prerequisites, an MBA or after admission to the Mills MBA. In some cases, can be earned one year after entering Mills. Those significant prior work experience will be recognized with a BA degree, the foundation courses described in lieu of the internship. below, and work experience can be admitted in the fall and obtain the MBA degree the following spring. After satisfaction of the prerequisites, the Fast Track Mills MBA consists of a final year of full- Foundation Curriculum time study in the graduate curriculum. To be eligible for the Mills Fast Track MBA program, applicants and current students must

59 Graduate MBA Curriculum Regular Full- or Part-Time Graduate To receive the Mills MBA degree, a student must Study (The Flex Track) complete ten graduate courses consisting of five Enroll at Mills in whichever MBA foundation required core courses and five electives. Each courses you have not yet completed, and then stay student has an opportunity to specialize in one of for your final year of full-time study in the graduate the three specializations, with five electives and curriculum. For applicants who lack some or all of several course offerings in each area. Examples are: the MBA foundation courses, it may take more than Commerce electives include Competitive one year to complete the Mills MBA. The usual Strategy (MGMT 220), Multinational stay in the Flex Track program is 18–24 months. Business Strategy (MGMT 246), and International Finance (MGMT 219). The Flex Track allows students to take the Society electives include Labor Economics Foundation Curriculum on a full- or part-time (MGMT 221), Nonprofit Management basis, although full-time tuition must be paid by (MGMT 270), Urban Economics (MGMT 239), any student enrolled in more than one course in a and Legal Aspects of Business (MGMT 222). semester. All or part of these courses can be taken Technology electives include Modeling and at Mills or at an approved alternative institution. Data Analysis (MGMT 282), Information The best way to map out a feasible and expedient Technology (MGMT 225), and Corporate path to fulfilling all the requirements for the Flex Finance II (MGMT 218). Track MBA is to contact us directly for advising. Required: (5 required semester course credits) The Mills 4+1 BA/MBA Program MGMT 226 Management Information Systems The 4+1 option is designed to allow Mills under- MGMT 230 Marketing Management graduates, majoring in Economics or other fields, MGMT 232 Operations Management to earn both a BA and an MBA in five years, with MGMT 234 Human Resources Management all requirements for the BA degree completed during MGMT 244 Ethics, Leadership and the first four years. Entrepreneurship The 4+1 program includes a summer internship Electives: (5 semester course credits chosen from the following) between graduation and the fifth year. Completion of the foundation coursework and the required MGMT 202 Administrative Behavior internship ensures that 4+1 participants enter the MGMT 203 Organizational Theory fifth year prepared for the graduate business MGMT 213 Individual Investment curriculum. The San Francisco Bay Area offers MGMT 218 Corporate Finance II a wide variety of internships that enhance the MGMT 219 International Finance academic program. MGMT 220 Competitive Strategy Interested economics majors should discuss their MGMT 221 Labor Economics plans with the program’s director and their major MGMT 222 Legal Aspects of Business advisor no later than the beginning of their junior MGMT 224 Communication for Business year to ensure that they have time to satisfy the MGMT 225 Information Technology prerequisites. Students majoring in other subjects MGMT 227 Negotiations should begin curricular planning in their sophomore MGMT 231 Marketing Strategy year. Undergraduates will not be eligible to take MGMT 239 Urban Economics graduate courses in this program for credit towards MGMT 240 Health Economics any Mills BA degree. MGMT 242 Industrial Organization and Public To receive the MBA degree, students must com- Policy plete all courses (or approved equivalencies) in MGMT 245 Women and Business the Foundation Curriculum, the summer intern- MGMT 246 Multinational Business Strategy ship, the Graduate Core Curriculum, and five MGMT 253 Environmental Economics graduate elective courses. MGMT 255 International Trade MGMT 270 Nonprofit Management MGMT 280 Topics in Business: Consulting, Capital Markets, and Real Estate MGMT 282 Modeling and Data Analysis

60 Courses MGMT 216 Corporate Finance I (1) An introduction to the concepts and tools of cor- MGMT 200 Microeconomic Theory (1) porate finance, and a discussion of the practical A comprehensive introduction to advanced prin- realities of financial decisions. Topics, among ciples of microeconomics, including consumer others, include present value and the internal rate and firm behavior. Conceptual emphasis is on of return, portfolio theory, debt versus equity fi- price-directed markets and resource allocation, nancing, and the efficiency of capital markets. Fall with additional treatment of welfare economics Instructor(s): Roger Sparks and government regulation. Fall Instructor(s): David Roland-Holst MGMT 218 Corporate Finance II (1) Applies the case method approach to challenges MGMT 201 Macroeconomic Theory (1) facing the financial manager. Topics include capital Theory of income and employment; role of the budgeting, financing under uncertainty, valuation monetary system; history of business fluctuations; of companies (including mergers and acquisitions), analysis of the ‘cycle;’ fiscal, monetary, and direct risk management, and financial derivatives. measures for mitigating fluctuations. Spring Instructor(s): Staff Instructor(s): Nancy Thornborrow Letter grade only. Prerequisite(s): ECON 050 Open to graduate students only. MGMT 202 Administrative Behavior (1) Note(s): This course is open to MBA students only. Information gathering, decision making, and imple- Prerequisite(s): ECON 116 mentation processes of modern organizations, and MGMT 219 International Finance (1) the possible ‘pathologies’ to which they are subject. A comprehensive introduction to international Spring financial markets and international financial Instructor(s): Paul Schulman strategy for multinational business. Foreign Letter grade only. exchange and international capital markets are Open to graduate students only. discussed in detail, as well as practical issues MGMT 203 Organizational Theory (1) such as financing international trade, international Major theories of organizational structure, leader- investment, joint ventures, and foreign currency ship, communication, and control processes. Fall management. Spring Instructor(s): Paul Schulman Instructor(s): David Roland-Holst Letter grade only. Letter grade only. Open to graduate students only. Open to graduate students only. MGMT 213 Individual Investment (1) Offered in 2006Ð2007 and then every other year. Offered in alternation with: MGMT 242 An investigation of securities markets and individual Prerequisite(s): ECON 155 investment in equities, bonds, and options. Course explores investment principles, fundamental and MGMT 220 Competitive Strategy (1) technical analysis, and online investment resources Covers the development and implementation of to develop and maintain model portfolios. Spring strategies for gaining competitive advantage. Instructor(s): David Roland-Holst Examines the strategic problems encountered by Prerequisite(s): MGMT 281 top-level managers in a competitive global market MGMT 214 Financial Accounting (1) from an integrated perspective. Teaches varied Elementary accounting theory, with emphasis on approaches to analyzing strategic situations, devel- the preparation and interpretation of financial oping a competitive strategy and managing policies statements. Fall and Spring to implement these strategies, including controlling Instructor(s): Mark Bichsel organization-wide policies, leading organizational change, and the allocation and leverage of resources. MGMT 215 Managerial Accounting (1) Explores such emerging topics as competitive This course describes and analyzes the tools dynamics, technology-based competition, business- available for measurement, control, and planning governmental relationships, corporate social of business firms. Emphasis will be on the responsibility, and cooperative strategy. Fall accounting of costs in business. Spring Instructor(s): Roger Sparks Instructor(s): Mark Bichsel Letter grade only. Prerequisite(s): ECON 073 Open to graduate students only. Note(s): This course is open to MBA students only. Prerequisite(s): ECON 136

61 MGMT 221 Labor Economics (1) MGMT 225 Information Technology (1) The labor market, labor movement, and employee- In this advanced class students are introduced to a employer relations with emphasis on current number of applications of computer technology to issues. Fall the doing of social science. Topics include sophis- Instructor(s): Nancy Thornborrow ticated exploitation of word processors and spread- Offered in 2006Ð2007 and then every other year. sheets, using relational database programs to store Offered in alternation with: ECON 117 and analyze data, running statistical software, net- Prerequisite(s): ECON 050 work analysis software, and other applications for qualitative and quantitative analysis of economic, MGMT 222 Legal Aspects of Business (1) historical, political, anthropological and sociologi- An examination of legal issues involved in business. cal data. Spring Special emphasis on product liability, consumer Instructor(s): Dan Ryan rights, contracts, various business entities includ- Offered in 2006Ð2007 and then every other year. ing corporations and partnerships, employment and Prerequisite(s): Basic computer skills and course agency law, and real estate law. Discussion of the work in social sciences. social responsibility and ethics of business. Fall Instructor(s): Laurie Zimet MGMT 226 Management Information Systems (1) Gives future business managers a broad introduc- MGMT 223 Public Relations (1) tion to the theory and reality of planning for the Provides a conceptual framework for understanding use of technology in business, of choosing and public relations and its role in present-day social managing the introduction of necessary business and business environments. Traces the evolution technology, and of managing the IT (Information of public relations practice from its beginnings Technology) function. Will make business man- and explores public relations as a management agers far better informed consumers of the busi- function. Examines the public relations process ness technology. Will help IT managers work as well as professional and legal issues. Spring more effectively with business partners. Course Letter grade only. does not teach the nuts and bolts details of tech- Open to graduate students only. nology. Spring Offered in 2006Ð2007 and then every other year. Instructor(s): Phillip Gordon Note(s): This course is open to MBA students only. Letter grade only. MGMT 224 Communication for Business (.5Ð1) Open to graduate students only. Communication is fundamental to successful busi- Note(s): This course is open to MBA students only. ness planning and execution. This course examines MGMT 227 Negotiations (1) professional communications skills with an empha- The course examines the dynamics that occur sis on business writing. Students will develop an before, during, and after negotiations and the theory understanding of the writing process, how to self- behind various negotiation approaches. Topics to edit, strike the right tone, and structure various be addressed will include: claiming vs creating forms of business writing including email, memos, value (also known as distributive and integrative customer letters, press releases, and performance bargaining); preparation strategies; the nature of evaluations. Effective listening, presentation tips, power; psychological aspects of negotiation; experi- dealing with conflict, nonverbal communication, ence and expertise; multi-party/group negotiations; running meetings, and other interpersonal commu- culture and gender; communications and perception; nication techniques will also be covered. Fall mediation and other alternative dispute resolution Instructor(s): Nancy Williams systems; working with lawyers; organizational Letter grade only. change, and salary negotiations. Spring Open to graduate students only. Instructor(s): April Gilbert Note(s): This course is open to MBA students only. Letter grade only. Open to graduate students only. Note(s): This course is open to MBA students only.

62 MGMT 230 Marketing Management (1) MGMT 234 Human Resources Management (1) Applies the case study method to marketing man- Provides an overview of the essential functions agement and problem solving in a multicultural and theories of human resources management in a environment. Teaches methods for managing global work environment. Illustrates the need for product positioning, pricing, distribution and management to understand an integrated approach external communications. Examines customer towards human resources planning; staffing; per- behavior, demand determination and marketing formance management; compensation and bene- research. Emphasis is on developing fully inte- fits; labor relations; and employee separation. grated marketing programs. Fall Special attention is paid to the role of HRM in Letter grade only. ensuring compliance with legal regulations within Open to graduate students only. the employment relationship. Fall Note(s): This course is open to MBA students only. Instructor(s): Barbara Blissert Letter grade only. MGMT 231 Marketing Strategy (1) Open to graduate students only. This course builds upon MGMT 230, Marketing Note(s): This course is open to graduate students Management, with a stronger emphasis on the stra- only. tegic considerations associated with each element of the marketing mix. In addition to a mix of cases MGMT 236 Managerial Economics (1) and lectures, we will use a computer simulation This course develops methods for solving business over several weeks to allow for practice in market- and administrative problems. The course provides ing decision-making. Students will make resource a link between economic theory and practice by allocation decisions, determine market entry/exit showing—through examples, case studies, and strategies and analyze competitors. The simulation discussion—how economic analysis can be usefully provides a hands-on approach for learning these applied to managerial decision making. The topics aspects of marketing strategy. Spring to be covered include risk analysis, econometric Instructor(s): Lisa Cain studies of demand, costs and productivity, the de- Letter grade only. sign of optimal pricing schemes, strategic thinking, Open to graduate students only. and global business issues. Spring Prerequisite(s): MGMT 230 Instructor(s): Roger Sparks Prerequisite(s): ECON 100 MGMT 232 Operations Management (1) Introduces operations as a functional area of man- MGMT 237 Public Sector Economics: The agement and examines its link with other functional Economics of Government (1) areas of the firm. Teaches about the acquisition and Public Sector Economics explores how government allocation of resources to support the production can protect our collective welfare when markets and delivery of goods and services. Both manufac- fail. It examines market failures and explores turing and service systems will be covered. Intro- policies to address the problems they cause, like duces contemporary issues faced by operations pollution, congestion, poverty, inequality, and the managers today, such as total quality management, underprovision of public goods such as public just-in-time approaches, and process reengineering safety and scientific research. It examines who to improve productivity and control costs. The case really bears the burden of taxes, and analyzes method is emphasized and computer applications government programs like welfare, Food Stamps, are used. Fall Medicare, and Social Security. It specifically Instructor(s): Nancy Williams addresses issues of fairness. Spring Letter grade only. Instructor(s): Siobhan Reilly Open to graduate students only. Prerequisite(s): ECON 050 Note(s): This course is open to MBA students only. MGMT 239 Urban Economics (1) Urban Economics uses economic analysis to explore why and where cities develop and how they grow. It also examines important issues cities face, including land use, transportation, education, housing, funding local government, crime, concen- trated poverty, and segregation. Fall Instructor(s): Siobhan Reilly Offered in 2006Ð2007 and then every other year. Recommended Course(s): ECON 050

63 MGMT 240 Health Economics (1) MGMT 245 Women and Business (1) This course applies the tools of microeconomics This course uses business cases, journal articles, to the study of the health-care sector in the United and class discussions to explore a variety of issues States, with a focus on issues of equity and effi- relevant to women’s working experiences in man- ciency. It analyzes health care as a commodity, agerial and professional positions. Students will the demand for health and medical care, the study the strategies of women entrepreneurs and incentives facing care providers, the functioning explore ways to resolve problems that can be more of insurance markets, and the roles of government acute for women. Problems unique to minority and the private sector. It examines current programs women are also examined. Fall as well as competing proposals for reform of the Instructor(s): Nancy Thornborrow system. Spring Letter grade only. Instructor(s): Siobhan Reilly Open to graduate students only. Offered in 2006Ð2007 and then every other year. Offered in 2005Ð2006 and then every other year. Prerequisite(s): ECON 050 Note(s): This course is open to MBA students only. MGMT 242 Industrial Organization and Public MGMT 246 Multinational Business Strategy (1) Policy (1) This course provides a comprehensive introduction Microeconomic principles applied to everyday to strategic business practices in an era of global- market interactions between firms, consumers, ization. After a review of the principles of inter- and public agencies. Emphasis is on real examples national trade and finance, we cover management, of business competition and strategy, consumer operations, marketing, and financial strategy in the welfare, and the role of government in overseeing context of multinational business. Students should and regulating market outcomes. Spring have a high level of interest in all issues related to Instructor(s): David Roland-Holst globalization. Spring Letter grade only. Instructor(s): David Roland-Holst Open to graduate students only. Letter grade only. Offered in 2005Ð2006 and then every other year. Open to graduate students only. Offered in alternation with: MGMT 258 MGMT 253 Environmental Economics (1) Prerequisite(s): ECON 050 This course will focus on the application of MGMT 244 Ethics, Leadership and economic analysis to the problems of resource Entrepreneurship (1) depletion and environmental pollution. Several Reviews the basic functions of management plan- fundamental questions will be addressed. Does ning, organizing, staffing, leading and controlling, economic growth necessarily imply environmental and applies them to the executive level. Gives a destruction? What are the optimal levels of pollution management perspective on management theory, control and energy conservation? What policy decision processes, conflict management, risk tak- options exist for achieving these goals? Should the ing and problem solving in the internal and exter- government sell permits to pollute, tax polluters, nal environments. Surveys ethical problems con- or impose direct legal restrictions on the quantities fronted by managers. Instructional resources of pollutants? We will also examine the effects of include guest lecturers, case studies, and historic market structure and uncertainty on the rate of and contemporary management readings. Students resource depletion. Fall are expected to write and present a research paper Instructor(s): Roger Sparks and to participate fully in class discussion. Spring Offered in 2006Ð2007 and then every third year. Instructor(s): Nancy Williams Prerequisite(s): ECON 050 Letter grade only. Open to graduate students only. MGMT 255 International Trade (1) Note(s): This course is open to MBA students only. A comprehensive introduction to the theory and institutions of international economic relations. Both classical and modern trade theories will be covered and discussion will focus on current issues of U.S. trade and the world economy. Fall Instructor(s): David Roland-Holst Letter grade only. Open to graduate students only.

64 MGMT 260 Capital Markets, Real Estate, and MGMT 282 Modeling and Data Analysis (1) Consulting (1) Provides analytical concepts/tools for the manage- This course provides an in-depth understanding of ment of operations and decision making within three business disciplines. Recent areas examined organizations. Enhances students’ ability to per- were Management Consulting, Capital Markets, form the quantitative analysis necessary to make and Real Estate. The instructors, one for each five good decisions. Includes decision analysis, fore- week segment, are business professionals currently casting, simulation, and quantitative modeling in working in these fields. They familiarize students spreadsheets. Fall with the overall scope of the field, the variety of Instructor(s): Jasmin Ansar transactions that take place, and the specialty areas Letter grade only. that exist. By doing hands-on projects, students Open to graduate students only. are introduced to skills necessary for success in Note(s): This course is open to MBA students only. these specialties. Spring Prerequisite(s): ECON 081 and ECON 164 Instructor(s): Staff MGMT 283 Advanced Seminar (1) Letter grade only. In-depth examination of and critical inquiry into a Open to graduate students only. specific subject through shared readings, discus- Offered 2005Ð2006. sion, and written assignments. Course content to MGMT 264 Econometrics and Business be determined by the instructor. May be repeated Forecasting (1) for credit when topics differ. Fall and Spring A comprehensive introduction to statistical meth- Instructor(s): Staff ods for economic and business decisions. Letter grade only. Emphasis is on practical applications of statistical Open to graduate students only. software and data interpretation. Spring Instructor(s): Nancy Thornborrow MGMT 287 Internship in Management (1) Letter grade only. Required prior work experience for the MBA pro- Open to graduate students only. gram generally takes the form of a paid or unpaid Prerequisite(s): ECON 050 and ECON 081 internship over the summer prior to the final year of MBA course work. The San Francisco Bay MGMT 270 Nonprofit Management (1) Area offers a wide variety of internships that en- Considers accounting, budgeting, financing, hance the academic program. Placement assistance investment, and other financial management activ- for this internship is available from the college ities in nonprofit organizations, including fund upon or after admission to the MBA program. In accounting, form and interpretation of financial some cases, significant prior work experience will statements, endowment management issues, be recognized in lieu of the internship. Fall Internal Revenue Service and state regulation, Instructor(s): Staff measurement and evaluation of organizational per- Pass/No Pass only. formance, and control systems design. Spring Open to graduate students only. Instructor(s): Staff Letter grade only. MGMT 288 Management Practicum (1) Open to graduate students only. A faculty supervised field practicum, which pro- Note(s): This course is open to MBA students only. vides experience directly related to a student’s career goals and academic program, may be taken MGMT 280 Topics in Business (1) for credit. The Bay Area offers numerous opportu- Discussion of a specific business topic(s). Spring nities for such a hands-on type of learning experi- Instructor(s): staff ence. Fall and Spring Letter grade only. Instructor(s): Staff Open to graduate students only. Letter grade only. MGMT 281 Introduction to Statistics (1) Open to graduate students only. Experimental design, descriptive statistics, probability, probability distributions, random variables, sampling, estimation, and hypothesis testing. Understanding statistical inference; examples drawn from social science. Fall Instructor(s): Nancy Thornborrow

65 Mathematics

66 Mathematics 510.430.2226 Faculty: Professional Interests b. Mathematics GPA of at least 3.5 (including Steven R. Givant all Mills and transferred courses counted towards the BA Mathematics major); ¥ Logic and foundations of mathematics, model theory, general algebra, theory of relations c. earned at least an A- in each of the 4 courses: MATH 047, MATH 048, MATH 049 and Barbara Li Santi MATH 050 (or their equivalent, if transferred); ¥ Computer science education, cognitive science, d. overall Mills GPA of at least 3.0; linear algebra e. must have shown potential for graduate level Zvezdelina Stankova work in mathematics. ¥ Algebraic geometry, combinatorics, Olympiad problem solving Exceptions shall be made at the discretion of the MCS Department. The BA/MA Program is highly Susan S. Wang selective. Candidates will be accepted to the program ¥ Design and analysis of algorithms, very large- after a full evaluation by the MCS department. scale integrated systems, parallel computation Maintaining High Standards The integrated BA/MA Program in Mathematics is To continue in the BA/MA program, every year designed to give strong Mills mathematics majors the student must have the opportunity to prepare for graduate/research a. shown satisfactory progress towards the BA mathematics in a supportive and personalized and MA degrees; environment. Because of the diverse interests of b. maintained undergraduate Mathematics GPA our faculty, students can choose among topics of at least 3.5; including algebra, algebraic geometry, algebraic c. maintained graduate Mathematics GPA of at logic, analysis, biostatistics and mathematical least 3.0; biology, combinatorics, computational mathematics, d. maintained overall Mills GPA of at least 3.0. geometry, linear algebra, logic, number theory, representation theory, or topology. With the dis- Mathematics Degree Requirements tinction of graduating with a BA/MA in 5 years, (8 semester course credits) our students will be prepared to succeed in doctoral A BA degree in Mathematics at Mills College, and programs in the mathematical science and/or in a the satisfactory completion of the following MA wide range of academic, industry, and government requirements: jobs that require advanced knowledge of pure and Graduate Mathematics Courses—select 6 from: applied mathematics. MATH 242 Real Analysis II Application to a BA/MA Program MATH 252 Abstract Algebra II A Mills undergraduate student who has declared a MATH 254 Foundations of Geometry Mathematics major or is close to declaring it, must: MATH 260 Complex Analysis a. choose a tentative MA thesis advisor in the MATH 280 Topics in Mathematics: MCS Department; MATH 280A Topics in Algebra b. submit to this advisor her Mills and transfer MATH 280B Topics in Algebraic Geometry transcripts (if any) and a detailed plan for her course of study, including the undergraduate MATH 280C Topics in Algebraic Logic and graduate courses intended to complete MATH 280D Topics in Analysis all requirements of the BA and MA degrees. MATH 280E Topics in Applied Linear Algebra To ensure proper planning and admission to the MATH 280F Topics in Combinatorics program, applications should be submitted by the MATH 280G Topics in Geometry end of the sophomore year/beginning of the junior year. MATH 280H Topics in Linear Algebra MATH 280I Topics in Mathematical Logic & Prerequisites Foundations of Mathematics To be considered for the BA/MA program, a Mills MATH 280J Topics in Number Theory undergraduate student must have: MATH 280K Topics in Representation a. declared a Mathematics Major (or be close to Theory declaring); MATH 280L Topics in Topology

67 Thesis Requirement: Courses Two semesters of thesis work during the last year MATH 242 (142) Real Analysis II (1) of the BA/MA Program, under the supervision of Continuation of Real Analysis I. Topics include: the student’s MA advisor: 250A/B MA Thesis. elementary properties of functions of a single Special Skills Requirements: variable; local and global behavior of functions; One semester foreign language course or program- continuity and limits; Intermediate Value Theorem; ming language course at the undergraduate level, properties of continuous functions on compact counted towards the BA degree. Exemptions shall be intervals; Rolle’s Theorem, Mean Value Theorem, considered at the discretion of the MCS department. L’Hospital’s rule for indeterminate forms; linear- Notes: For courses offered at both the 100 and the ization and applications to convexity; theory of 200 level, students enrolled at the 200 level will Taylor polynomials; the Riemann integral; Funda- be required to do additional work in the course. mental Theorems of Calculus; improper integrals; and sequences and series of functions. Spring Students taking MATH 242 and/or MATH 252 Instructor(s): Steven Givant, Zvezdelina Stankova shall be exempted from the undergraduate mathe- Open to graduate students only. matics major BA requirements MATH 142 and/or Prerequisite(s): MATH 141 MATH 152. The latter will have to be replaced with MATH 250A Thesis for the Degree of Master of two other approved courses for the mathematics Arts in Mathematics (1) major BA degree. The MA Thesis is developed over two semesters MATH 280 is in the format of independent study during the last year of the BA/MA Program, under and can be taken repeatedly for a maximum of 2 the supervision of the student’s MA advisor. credits. Cross-registering at the University of Before commencing work on the thesis, the stu- California Berkeley Mathematics Department for dent must submit a thesis proposal for review and graduate level courses is possible for a maximum acceptance by the student’s MA advisor. The the- of 2 credits and with the prior approval of the MA sis can be expository in nature based on graduate thesis advisor. Exceptions shall be granted at the level books and/or research papers, or original discretion of the MCS department. work on graduate level material. Fall and Spring Instructor(s): Staff After the MA thesis is written and approved by the Letter grade only. MA thesis advisor, the student gives a public pres- Open to graduate students only. entation of the MA thesis in front of the department, including a period for questions and answers. The MATH 250B Thesis for the Degree of Master of Arts in Mathematics (1) MA thesis quality and the student’s knowledge in Completion of the master’s thesis begun in MATH the topic are then evaluated by a departmental 250A. The student will defend her completed thesis committee for successful completion of the in a public presentation with the Mathematics BA/MA program. faculty in attendance. Fall and Spring Instructor(s): Staff Letter grade only. Open to graduate students only.

68 MATH 252 (152) Abstract Algebra II (1) MATH 260 (160) Complex Analysis (1) Groups, subgroups, group homomorphisms and iso- An introduction to the calculus of functions that morphisms, Lagrange’s theorem, normal subgroups, have complex numbers as arguments and values. quotient groups, fundamental group isomorphism Topics include algebra and geometry of complex theorems, symmetric and alternating groups, direct numbers; elementary functions of a complex products, classification of finite abelian groups, variable; differentiation and integration of complex integral domains, Euclidean domains, principal functions; Cauchy’s Integral Theorem; Taylor’s ideal domains, unique factorization domains, factor- and Laurent’s (infinite) series for complex ization of quadratic integers, the field of fractions functions; residues; conformal mapping. Spring of an integral domain. Additional topics: Sylow Instructor(s): Steven Givant theorems, structure of finite groups, abstract vector Open to graduate students only. spaces, subspaces, linear independence, bases, Offered in 2006Ð2007 and then every other year. simple and algebraic field extensions, splitting Offered in alternation with: MATH 254 fields, separability, finite fields. Spring Prerequisite(s): MATH 141 Instructor(s): Steven Givant, Zvezdelina Stankova MATH 280 (180) Topics in Mathematics (1) Open to graduate students only. Offers topics that are not offered in the regular Prerequisite(s): MATH 151 curriculum from the following fields: Algebra, MATH 254 (154) Foundations of Geometry (1) Algebraic Geometry, Algebraic Logic, Analysis, A survey of various systems of geometry from a Applied Linear Algebra, Combinatorics, Geometry, modern point of view, using techniques from alge- Linear Algebra, Mathematical Logic & Foundations bra and logic. Possible topics include Euclidean of Mathematics, Number Theory, Representation geometry, non-Euclidean geometries (such as Theory, and Topology. Fall elliptic, hyperbolic, and parabolic geometry), Instructor(s): Staff affine geometry, projective geometry, and finite This course may be taken two times. geometries. Spring Instructor(s): Steven Givant, Zvezdelina Stankova Open to graduate students only. Offered in 2005Ð2006 and then every other year. Offered in alternation with: MATH 260 Note(s): Prerequisite of MATH 050 may be waived by the instructor. Prerequisite(s): MATH 050

69 Music

70 Music 510.430.2171 Faculty: Professional Interests accomplishment and skills with commitment to David Bernstein artistic innovation and technological advancement. ¥ Theorist, musicologist, and author. Specialist The graduate faculty of leading composers, per- in early twentieth-century tonal theory and formers, and scholars prides itself on its creative analysis, twelve-tone theory, set theory, and the openness and accessibility to students. aesthetics of the avant-garde. The programs in electronic music and composition Chris Brown keep Mills at the forefront of new music. Directed ¥ Composer, electronic instrument-builder, pianist by a core of distinguished composers, including with specialization in improvisation and inter- Alvin Curran, Fred Frith, Pauline Oliveros, Maggi active electronic music for chamber ensembles Payne, John Bischoff, Les Stuck, and Chris Brown, and computer networks. Member of The Hub, these programs welcome stellar guests to their a computer network band that has performed teaching rosters, most recently Joelle Léandre in throughout the United States and Europe. the fall of 2004, and Annie Gosfield in the fall of Alvin Curran 2005. The music department also has at least one ¥ Composition, co-founder of Musica Elettronica visiting composer in residence each year. In spring Viva, solo performer and specialist in improvi- 1999, Lou Harrison was the first Jean MacDuff sation with natural sounds. Compositions include Vaux Composer-in-Residence, followed by Gordon works for vocal and instrumental ensembles as Mumma in 2000, José Maceda in 2001, Bun-Ching well as large-scale environmental works. Lam and Cecil Taylor in 2002, Meredith Monk in Fred Frith 2004, and James Tenney and Terry Riley in 2005. ¥ Composition and improvisation, 20th Century The music department has also recently established music, rock music. an endowed residency in honor of the electronic music composer/performer David Tudor; Paul Nalini Ghuman Gwynne DeMarinis initiated this residency in 2000–2001, ¥ Nineteenth- and twentieth-century Western followed by Maryanne Amacher in 2001–02, classical music, solo and chamber piano Steina Vasulka in 2002–03, Trimpin in 2003–04, performance, Ethnomusicology (particularly and Ron Kuivila in 2004–2005. North Indian vocal music and Celtic folk music), cultural studies, and postcolonial perspectives Our unique program in performance provides on musical Orientalism, Nationalism, and students with opportunities to study a broad range cross-cultural musical exchange. of repertories and techniques, from traditional solo Steven Matheson and chamber music to recently composed works, ¥ Experimental video and film, interdisciplinary from notated music to indeterminate scores and and collaborative art practices, conceptual art, free improvisation. Students in our performance performance art. program learn in a dynamic environment in which Maggi Payne older traditions inform contemporary idioms and ¥ Composer, performer, interdisciplinary artist, new music inspires reinterpretations of works recording engineer, music editor, and creator from earlier periods. They study and perform with of many works for electronic or visual media. top San Francisco Bay Area musicians as well as with distinguished guest artists. Musical groups, For well over half a century, the Mills Music such as the Contemporary Performance Ensemble, Department has enjoyed an international reputation the Mills Performance Collective (which special- in the field of contemporary music and has occupied izes in chamber music), and the Mills Performing a unique place in Bay Area culture. Our two-year Group (an ensemble, originally established by graduate degree programs continue this tradition Luciano Berio, Darius Milhaud, and Morton of excellence. Mills offers a master of arts degree Subotnick, dedicated to presenting works from in composition, a master of fine arts degree in diverse repertories) provide performance opportu- electronic music and recording media, and a nities. Visiting performers in recent years have master of fine arts degree in performance and included Aaron Rosand, Angela Hewitt, AMM, literature (with specializations in Solo and Leo Smith, Warner Bartschi, Anne Queffélec, Chamber Music or in Improvisation). These Susie Ibarra, Kazue Sawai, Marilyn Crispell, programs successfully blend appreciation for past Peggy Seeger, Hazel Dickens, Louis Lortie,

71 Charles Rosen, Amy Denio, Laetitia Sonami, and programming, and any experience that they may the late David Tudor. Our program’s strong histor- have had with audio recording and intermedia arts. ical, theoretical, and critical component allows They should also indicate if they wish to specialize performers to gain advanced knowledge of the in any of the following areas, singly or in combi- cultural, analytical, and socio-historical aspects of nation: composition and performance utilizing music, thereby enhancing their performance of electronic media, interdisciplinary media arts, diverse repertories. research in electronic instruments, or systems design, digital signal processing, and software The College’s Center for Contemporary Music music languages. (CCM), with its roots in the historic San Francisco Tape Music Center, is world-renowned for its Applicants for the master offine arts degree in innovative work in electro-acoustic and computer music performance and literature must participate music, performance art, recording media, and in an audition during the winter or spring preceding sound synthesis. Its popular public events include proposed registration. In order to be eligible for Songlines, a series of symposia on sound, nature, financial aid, the audition must take place by and new music technologies that brings together February 15. When distance makes an audition in in an informal setting guest composers, perform- person impossible, a tape recording (not to exceed ing artists, and researchers. Recent guests have in- 45 minutes in length) must be submitted with the cluded Luc Ferrari, Miya Masaoka, Janice Giteck, application. Please contact the music department “Blue” Gene Tyranny, Tetsu Saitoh, Robert at 510.430.2171 for additional information or to Ashley, Annea Lockwood, Kitundu, Christina schedule an audition time. Kubisch, Carla Kihlstedt, Amelia Cuni, Neil Rolnick, Nicolas Collins, and Louis Goldstein. The audition/tape and essay/analysis requirements for the Solo and Chamber Music Specialization of Our commitment to creating interdisciplinary the MFA in music performance and literature are works with other Fine Arts departments is as follows: enhanced by Mills’ Intermedia Arts program, which generates many fresh ways of making and Essay/Analysis thinking about music. (See Intermedia Arts Program Submit a scholarly writing sample on an for more information.) historical, aesthetic, or analytical topic (this may be an essay that you have written for an Aesthetically open-minded, technologically upper-division course in music). advanced, and artistically active, Mills College is Tape/Audition for: an ideal environment for creative work in music. Instruments (piano, strings, and winds) Special Admission Requirements One significant work (or movement) representing In addition to the regular graduate admission each of the following categories: Baroque or requirements, all applicants to the graduate pro- Renaissance, Classic, 19th Century, and 20th grams in music are required to complete a music Century. supplemental application, available from the Voice Office of Graduate Studies. Each of the degree A German Lied, an early Italian song, a song in programs also has special admission requirements a contemporary idiom, and an operatic aria. as follows. Inquiries concerning any of these requirements should be addressed to the music Other Instruments department at 510.430.2171. Students wishing to apply on an instrument not included in the above categories (e.g. Applicants for the master of arts degree in harpsichord, guitar, harp, percussion), or to composition must submit scores and compact modify these requirements because of their disc or cassette recordings of at least three recent performance specialization should make compositions. inquiries directly to the head of the department of music at 510.430.2171. Applicants for the master of fine arts degree in electronic music and recording media must submit recordings of at least three recent compositions, one of which may be on DVD or video (mini-DV or 1/2-inch VHS). Applicants should include details of their level of experience in computer

72 The audition/tape and essay/analysis requirements Required: for the Improvisation Specialization of the MFA in MUS 251 Seminar in Computer Music (1) music performance and literature are as follows: MUS 252 Seminar in Electronic Music Performance (1) Tape/Audition: MUS 212 Seminar in 20th-Century Literature For tape/CD/video submissions: at least one and Theory (1) solo improvisation and two small group (duo or trio) improvisations. For live auditions: at MUS 250 Thesis (1), which consists of a least one solo improvisation plus two or three performance or installation of original work, improvisations with parameters to be given at accompanied by a journal-length article, and the audition. (The live applicant can also submit presentation of this work to a committee of a tape, CD, or video of small group faculty members for discussion and review. improvisation if they wish.) MUS 292 Seminar in Composition (1) Essay/Analysis: And select 1 course from: Submit a writing sample on an historical, MUS 210 Selected Issues in Contemporary aesthetic, or analytical topic relating to Performance and Improvisation (1) improvisation. This may examine a specific ARTS 219 Digital Media (1) style of improvisation or the work of an IART 248 Video Production II (1) important improviser or ensemble. And select one course from: Note: If any of the application materials is con- MUS 224 Contemporary Instrumentation and sidered insufficient by the music department, the Orchestration (1) applicant may be admitted as a graduate student- MUS 264 Advanced Audio Recording (1) at-large. In such case, upon completion of the MUS 266 Advanced Orchestration Seminar (1) equivalent of one semester’s full course load, the And select one course from: student’s advisor and instructors will evaluate the MUS 205 Selected Issues in Composition (.5–1) student’s progress to determine whether the stu- MUS 225 Individual Instruction in Composition dent will be admitted to degree status, given an (.5) additional semester to make up deficiencies, or MUS 257 Seminar by Visiting Professor (.5–1) asked to withdraw from the graduate program. MUS 260 Composition Practicum (.5) The Master of Fine Arts in Electronic MUS 291–292 Seminar in Composition (1) Music and Recording Media And select 4 semester course credits in electives, (12 semester course credits) which may include appropriate 100- or 200-level Several concentrations are possible within this courses in other departments. degree program: • Composition and performance utilizing The Master of Arts in Composition electronic media. (11 semester course credits) • Instrument-building and systems design for MUS 210 Selected Issues in Contemporary interactive electronic music. Performance and Improvisation (1) • Intermedia work based in music, but also MUS 212 Seminar in 20th-Century Literature involving a variety of other time-based forms, and Theory (1) such as video, interactive CD-ROMs, Internet MUS 224 Contemporary Instrumentation and and installation-based works. Orchestration (1), or Classes in the electronic music and recording media MUS 266 Advanced Orchestration Seminar (1) program take place in the studios of the Center for MUS 248 Post-Tonal Theory and Analysis (1) Contemporary Music (CCM), and students pursuing MUS 237 Seminar in Music Literature and intermedia work may also enroll in ARTS 219 Criticism (1), or Digital Media, which meets in the Prieto Multi- MUS 256 Tonal Analysis (1) media Lab, and relevant courses in dance and MUS 250 Thesis, which consists of the video. Students should budget additionally for preparation and performance of a major work, materials required for work in these media. An including documentation of the work in score average of $600 per semester is required to cover or other appropriate form. As part of the thesis project, students must submit an article suitable costs for audio tape, recordable compact discs, re- for publication in a music journal or magazine, movable hard-disk media, software, and electronic and must present their written work to a supplies. faculty committee for discussion and review.

73 MUS 292 Seminar in Composition (1) Required for Specialization in Improvisation: And select 1 course from: MUS 210 Selected Issues in Contemporary MUS 291 Seminar in Composition (1) Performance and Improvisation (1) MUS 205 Selected Issues in Composition (.5–1) MUS 211 Improvisation Workshop (1) MUS 225 Individual Instruction in Composition MUS 212 Seminar in 20th-Century Literature (.5) and Theory (1) MUS 260 Composition Practicum (.5) MUS 224 Contemporary Instrumentation and Orchestration (1) And select 3 course credits in electives. MUS 250 Thesis (1), which consists of a full The Master of Fine Arts in concert of improvisation with a minimum of Performance and Literature 1/3 solo work; and, a paper on a topic related to the subject of improvisation suitable for (12 semester course credits) publication in a music journal or magazine. Two different specializations are possible within this degree program, each having different requirements: And 2 credits of either: 1. Specialization in Solo and Chamber Music Individual Instrumental Instruction (0.5), or MUS 260 Composition Practicum (0.5) 2. Specialization in Improvisation And 2 credits of: Required for Solo and Chamber Music Specialization: MUS 227 Contemporary Performance Ensemble (0.5) MUS 212 Seminar in 20th-Century Literature and Theory (1) And 3 semester course credits in electives. MUS 224 Contemporary Instrumentation and First-Year Review: All Candidates Orchestration (1) Students in all three programs must demonstrate MUS 237 Seminar in Music Literature and professional standards of achievement in the chosen Criticism (1) field. Students must submit, at the end of the first MUS 250 Thesis (1), which consists of a full year of residence (two semesters of full-time enroll- recital with well-researched program notes, ment or its equivalent), a portfolio representing and a major paper suitable for publication in a the work accomplished during the period of journal. The recital program and written work are reviewed by a faculty committee of three, enrollment. Only after completion of a successful which must include the candidate’s instructor faculty review will the student be permitted to in performance. proceed with the second year of study. And select one course from: The following undergraduate courses in the Music MUS 210 Selected Issues in Contemporary Department are open to graduate students as well: Performance and Improvisation (1), or MUS 101 20th-Century Styles and Techniques MUS 211 Improvisation Workshop (1) MUS 112 Cross-Currents in Rock Music And, select 1 course from: MUS 114 World Music MUS 248 Post-Tonal Theory and Analysis (1), or MUS 116 Women and Creative Music MUS 256 Tonal Analysis (1) MUS 117 History of Music Before 1750 And 2 course credits of: MUS 118 Classic and Romantic Music MUS 231 Performance Collective (0.5) MUS 120 American Music And 2 course credits of: MUS 147 Introduction to Electronic Music Individual Instrumental Instruction (0.5) MUS 154 Introduction to Computer Music And select 4 semester course credits in electives. MUS 159 Seminar in Composition, Performance, and Improvisation Note that MUS 237 may be taken for a second MUS 163 The World of Opera time to fulfill an elective credit. MUS 170 African American Music: The Meaning and the Message MUS 180 Special Topics in Music: Deep Listening IART 113 Collaboration in Intermedia

74 Courses MUS 219 (119) Performance Practice of Baroque and Classical Music (1) MUS 205 Selected Issues in Composition (.5Ð1) A study of historical performance practices of Individual problems in composition, planned to baroque and classical music, with emphasis on strengthen the student’s knowledge of contemporary both research and performance. A survey of the techniques and forms and to develop the student’s musical forms and compositional and performance fluency and stylistic growth. Fall and Spring styles of each period through music examples and Instructor(s): Pauline Oliveros, Alvin Curran, source readings. Small ensemble work with class Guest Composers performances and guest lectures by prominent Open to graduate students only. early music specialists. The course concludes MUS 210 Selected Issues in Contemporary with a final concert. Fall Performance and Improvisation (1) Instructor(s): Sandra Soderlund Evolution of performance practice in contemporary Offered in 2007Ð2008 and then every other year. music is examined through seminar discussion, Offered in alternation with: MUS 117 research, and ensemble participation. Special MUS 224 (124) Contemporary Instrumentation topics will be selected each semester and will and Orchestration (1) include examination of the literature and the Historical, analytical, and practical study of instru- techniques of innovative performers. Students mentation and orchestration, with emphasis on will interact with faculty performers as part of a gaining advanced facility in writing for the orches- nucleus ensemble. Improvisation as well as inter- tral instruments. The course surveys fundamental pretation of structurally determined music will be and advanced techniques for writing for each emphasized. May be repeated for credit with the instrument. The course also covers the basics of permission of the instructor. Fall score reading, notation, and copying. Focus will Instructor(s): Fred Frith be on instrumentation and orchestration from the Letter grade only. standpoints of 20th-century and world musics. Open to graduate students only. Students are required to turn in several small and This course may be taken two times. one large orchestrational assignment, as well as MUS 211 (111) Improvisation Workshop (1) analytical projects. Spring This course will offer practical experience of Instructor(s): Alvin Curran non-idiomatic or pan-idiomatic improvisation in Open to graduate students only. small and large group contexts. Emphasis will be Offered in 2006Ð2007 and then every other year. on listening, understanding social structures and Offered in alternation with: MUS 266 how they affect improvisation, basic ear-training MUS 225 Individual Instruction in Performance to improve rhythmic and melodic skills, and building and Composition (.5) self-confidence. Students should have at least Open to all graduate students. Fall and Spring intermediate instrumental or vocal skills. Fall Open to graduate students only. Instructor(s): Joelle Leandre Instructor consent required. MUS 227 Contemporary Performance Ensemble Open to sophomores, juniors, seniors, and (.5) graduate students. Undergraduate and graduate performers, as well as Offered in 2006Ð2007 and then every other year. community musicians, are welcome in this multi- Offered in alternation with: MUS 210 instrumental ensemble devoted to contemporary music of all persuasions, including intensive work MUS 212 Seminar in 20th-Century Literature on group improvisation, and the study and per- and Theory (1) formance of a wide range of scores. Auditions for Intensive studies in various aspects of the history, new members of the Ensemble will be held during theory and literature of contemporary music. Topics the first Tuesday session in Fall and Spring. Fall may include the New York School, theories of the and Spring 20th-century avant-garde, twentieth-century theories Instructor(s): Fred Frith/Steed Cowart of musical time, postmodernist aesthetics and crit- Open to graduate students only. icism, the American experimentalist tradition, the This course may be taken four times. music, poetry, and art of John Cage. Spring Instructor(s): David Bernstein Limit 18 students. Open to graduate students only.

75 MUS 228 Gamelan Ensemble (.5) MUS 232 Early Music Vocal Learn the art of improvisation and chamber music EnsembleÐBeginning (.5) in this traditional Indonesian percussion ensemble The purpose of this vocal ensemble is to study and using the famed American gamelan built by com- perform early music. Emphasis is on the musical poser Lou Harrison with William Colvig. All levels styles and forms of the Middle Ages, Renaissance of musical expertise are welcome. Fall and and Baroque periods. Students will develop their Spring ability to perform in small ensembles and improve Instructor(s): Lisa Gold such aspects of singing as intonation, articulation, Open to graduate students only. phrasing, balance, and interpretation. This course This course may be taken four times. is geared toward students and faculty who have not had much vocal or choral experience and have MUS 229 Kongolese Drumming (.5) beginning sight-reading skills. Fall and Spring Join Capoeira Angola drumming master Terry Instructor(s): Cindy Beitmen Baruti in the popular Kongolese drumming Open to graduate students only. ensemble for beginning and skilled percussionists. This course may be taken four times. Fall and Spring Instructor(s): Terry Baruti MUS 233 Early Music Vocal Open to graduate students only. EnsembleÐIntermediate (.5) This course may be taken four times. The purpose of this vocal ensemble is to study and perform early music. Emphasis is on the musical MUS 230 Vocal Jazz Improvisation Ensemble (.5) styles and forms of the Middle Ages, Renaissance The ability to sing in tune is required; an adven- and Baroque periods. Students will develop their turous spirit is suggested. This class explores the ability to perform in small ensembles and improve boundaries of vocal ensemble through an array such aspects of singing as intonation, articulation, of improvisational exercises and “lesser-known”, phrasing, balance, and interpretation. This course yet expanded, jazz choral arrangements. Voice is designed for students and faculty with choral technique; ensemble blend and balance; jazz experience and sight reading skills who are inter- rhythms, song forms and scat-singing are also ested in working on more advanced repertoire. integral to this work which often yields greater Fall and Spring personal and creative freedom. Informal group Instructor(s): Cindy Beitmen audition at the first rehearsal. Culminates in a Open to graduate students only. “salon” performance. Fall and Spring Offered 2005Ð2006. Instructor(s): Molly Holm This course may be taken four times. Open to graduate students only. This course may be taken four times. MUS 234 Early Music Instrumental EnsembleÐRecorder (.5) MUS 231 Performance Collective (.5) The recorder ensemble invites both experienced This is a class devoted to the practice and per- and beginning recorder players to play 17th and formance of vocal and instrumental chamber 18th-century music. (The Music Department has music from the Baroque era to the Twentieth some recorders available for loan to ensemble Century. Through participation in weekly master members.) Fall and Spring classes given by Professor Nalini Gwynne and Instructor(s): Louise Carslake guest musicians, you will enhance your skills as a Open to graduate students only. chamber musician, develop your interpretation of Offered 2005Ð2006. a variety of musical styles and periods, as well as This course may be taken four times. prepare for, and perform in concerts held in Mills Hall and the Concert Hall. Fall and Spring MUS 235 Early Music EnsembleÐBaroque (.5) Instructor(s): Nalini Gwynne The ensemble brings players of strings, woodwinds, This course may be taken four times. recorders, keyboard and singers together in play- ing 17th and 18th-century music. Fall and Spring Instructor(s): Louise Carslake Open to graduate students only. Offered 2005Ð2006. This course may be taken four times.

76 MUS 237 Seminar in Music Literature and MUS 252 Seminar in Electronic Music Criticism (1) Performance (1) This seminar is devoted to the intensive examina- Real-time performance systems, concert audio, tion of a major topic in musical literature (recent and interactive electronics: sound diffusion, MIDI topics include Beethoven, chamber music literature, controllers, analog-to-digital interfaces, electronic Wagner’s music dramas, and music and culture in instrument building, interactive sound installations, fin-de-siècle Vienna), with exploration of appropri- composition languages, and computer music net- ate research methods and bibliographical resources. works. Presentation and discussion of student Students are free to choose a focus for their works of electronic music; development of experi- research depending on their individual emphasis, mental compositional strategies made possible by whether historical studies, analysis, compositional electronic technology. Spring style, or performance practice. Emphasis on Instructor(s): Chris Brown developing advanced skills in oral and written Limit 15 students. communication. Fall Open to graduate students only. Instructor(s): Nalini Ghuman Gwynne MUS 256 (156) Tonal Analysis (1) Open to graduate students only. An intensive study of a single analytical method Prerequisite(s): MUS 056 and MUS 118 or a comparative survey of various 20th-century This course may be taken two times. analytical techniques, such as Schenkerian analysis, MUS 248 (148) Post-Tonal Theory and Analysis Schoenbergian tonal theory, and Lehrdahl and (1) Jackendoff’s generative theory for tonal music, as An intensive study of theoretical issues associated applied to a selection of tonal music. Readings with music from the early 20th century to the most from older treatises may also serve as possible recent experimental works. Emphasis is placed on guides to analysis and the formulation of histori- developing and learning analytical methods and cally tempered analytical methodologies. Fall compositional techniques applicable to post-tonal Instructor(s): David Bernstein music (such as pitch-class sets, centricity and Open to graduate students only. important referential collections, invariance, com- Offered in 2006Ð2007 and then every other year. binatoriality, and integral serialism). The structure Offered in alternation with: MUS 248 of the course may vary from a focus on a specific MUS 257 (157) Seminar by Visiting Professor analytical method to analyses of a series of works (.5Ð1) approached through different theoretical perspec- Fall and Spring tives. Fall Open to graduate students only. Instructor(s): David Bernstein Open to graduate students only. MUS 259 (159) Seminar in Musical Offered in 2005Ð2006 and then every other year. Performance, Composition, and Improvisation Offered in alternation with: MUS 256 (1) A seminar in creative music making and improvi- MUS 250 Thesis for the Master’s Degree (1) sation for composers, performers, including stu- Supervised by an appointed three-member faculty dents from other disciplines. Emphasis is placed committee. See course requirements for the indi- on developing individual styles in composition vidual degrees for the appropriate course descrip- and performance. Students work individually and tion. Fall and Spring collaboratively. Interdisciplinary collaborations Letter grade only. are highly encouraged. Improvisation across disci- Open to graduate students only. plines is part of this exploration. We also evaluate MUS 251 Seminar in Computer Music (1) compositions and interdisciplinary works from the Theory and practice of computer music: digital last 30 years. The senior project may be completed audio recording and mixing, software synthesis, in conjunction with this seminar. Fall digital signal-processing, instrument and sound Instructor(s): Maggi Payne design. Presentation and discussion of student works Limit 15 students. of electronic music, development of experimental Open to graduate students only. compositional strategies made possible by electronic Note(s): Open to non-majors with permission of technology. Fall instructor Instructor(s): Chris Brown Limit 15 students. Open to graduate students only.

77 MUS 260 (160) Composition Practicum (.5) MUS 266 Advanced Orchestration Seminar (1) Private instruction in composition. Fall and A seminar combining analysis of the orchestration Spring of selected 20th-century works with practice in Instructor(s): Pauline Oliveros, Alvin Curran, scoring original compositions for large ensembles. Fred Frith Scores to be studied include music by Varhse, Limit eight students. Ives, Souza, Stravinsky, Ligeti, Nono, Feldman, Open to graduate students only. Earle Brown, Scelsi, Stockhausen, Gubaidulina, Prerequisite(s): MUS 101 and MUS 159 Gil Evans, and Spike Jones. Students will be This course may be taken two times. required to report on their study of one particular 20th-century score, and to compose a short com- MUS 261 (161) Sound Techniques of Recording (1) position for any imaginable ensemble over 25 This course in recording engineering covers basic players (with or without electronics). Spring acoustics, the design and use of microphones, mix- Instructor(s): Alvin Curran ing consoles, tape machines (analog and digital), Open to graduate students only. compressors, limiters, equalizers, reverb units, Offered in 2005Ð2006 and then every other year. noise reduction and other peripheral equipment. Offered in alternation with: MUS 224 Students will become proficient in our professional Note(s): Prerequisite: Music 224 (124) or recording studios. May be taken two times for equivalent. credit. No previous music experience is required. MUS 291 Composition Seminar (1) Fall and Spring Individual and group work, discussion and Instructor(s): Maggi Payne performance of student works, and examination Limit 17 students. of past and present composers. Music 291 is Open to graduate students only. recommended for students entering the MA in Note(s): Enrollment priority to upper-level music Composition. Music 292 will include discussion majors, graduate students in music, upper-level and direction of thesis projects. Fall and Spring Intermedia Arts majors, then other upper-level Instructor(s): Alvin Curran students. Open to graduate students only. This course may be taken two times. MUS 292 Composition Seminar (1) MUS 264 (164) Advanced Audio Recording (1) Individual and group work, discussion and This course will concentrate on the 24-track performance of student works, and examination recording studio, utilizing multi-track recording of past and present composers. Music 291 is and overdubbing, advanced microphone, equaliza- recommended for students entering the MA in tion and compression techniques, mixing and the Composition. Music 292 will include discussion use of digital signal processors. Digital recording and direction of thesis projects. Fall and Spring and editing will also be covered as well as CD- Instructor(s): Alvin Curran burning techniques. Prerequisites: Music 161 or Open to graduate students only. 162 or consent of instructor. No previous music experience is required. Spring Instructor(s): Maggi Payne Limit 17 students. Open to graduate students only. Note(s): Prerequisites: Music 161, 162, 261, 262 or consent of instructor. Prerequisite(s): MUS 161 or MUS 162 or MUS 261

78 Pre-Med

79 Pre-Med 510.430.2317 Faculty: Professional Interests The post-baccalaureate pre-medical program opens this educational opportunity to women and Biology Faculty men who already have a bachelor’s degree and Barbara Bowman have decided to pursue a health professions career, ¥ Molecular evolution of fungi, group I introns but lack some or all of the basic science courses. John Harris Students who need to complete all of the basic ¥ Behavorial and community ecology, wildlife pre-medical science courses usually take two conservation years (four semesters) to complete the program. Bruce Pavlik Students who have completed a year of general ¥ Establishing a major research center for chemistry and a semester of calculus are often ecological restoration in California, developing able to finish in one year. The program is flexible scientific approaches to restoring plant and can be tailored to suit a student’s specific populations and ecosystems, ecology of rarity background in science and mathematics. in vascular plants, and photosynthesis and In order to earn the program certificate, students water stress acclimation in perennial plants must complete at Mills one half of the science Susan Spiller courses required by medical schools, and achieve ¥ Physiology and molecular biology of plants a minimum Mills GPA of 3.0. The required courses and photosynthetic bacteria are general biology, general chemistry, general Lisa Urry physics (a minimum of 1 semester of calculus is ¥ Developmental biology, cell-cell and cell- required), and organic chemistry. Some medical extracellular matrix interactions schools have additional requirements such as Chemistry Faculty calculus and/or biochemistry (see medical school admission requirements published annually by Sandra M. Banks the Association of American Medical Colleges ¥ Chemical education, spectroscopy and organic concerning the prerequisites at particular schools). chemistry reaction mechanisms Depending on the extent of their preparation and John S. Brabson time, students often elect to take additional biology ¥ Pine genome structure and evolution; and chemistry courses beyond the basic medical sphingolipid metabolism in Pichia Ciferrii school requirements. Kristina Faul ¥ Oceanography, climate change, the chemistry Post-bac pre-med students enroll in regular Mills of past oceans, paleoceanography courses taught by Mills faculty; the average class size is about 25 students. Separate sections of the David Keeports required courses are taught for post-bac pre-med ¥ Molecular spectroscopy, physics and chemistry students and for undergraduates. At Mills, the aca- education, and software development demic atmosphere is one of encouragement and John J. Vollmer optimism. Students support and help each other ¥ Natural product chemistry, isolation and and are cooperative and friendly as they seek their identification of toxic constituents of plants; mutual goals. The faculty members expect students chemical education, science writing to achieve their goals and make every reasonable Elisabeth Wade effort to ensure individual success. During the ¥ Chemical kinetics, atmospheric pollutants, spring semester, faculty members schedule extra atmospheric and combustion chemistry lectures to help students review for the April MCAT test, although many students also enroll in Mills College has a record of excellence in pre- commercial MCAT preparation courses. The pre- professional education of physicians and other health professions advisor for post-baccalaureate health professionals. Mills post-bac pre-med students is John Brabson, PhD, Professor of graduates who have applied to medical school Chemistry. Students plan their academic course have been accepted at a wide variety of excellent work, as well as other aspects of their pre-profes- institutions, including UC San Francisco, Stanford, sional training, in consultation with the advisor. Harvard, UCLA, Washington University, Yale, and many others.

80 Special Admissions Requirements Degree Requirements In addition to the regular graduate admissions Post-Baccalaureate Pre-Medical requirements, applicants to the post-bac pre-med Program program must submit a supplementary application In order to earn the program certificate, students form, available from the Office of Graduate must complete at Mills one half of the science Studies, as well as official GRE general test, courses required by medical schools, and achieve SAT or ACT scores. a minimum Mills GPA of 3.0. The required courses Post-Baccalaureate Pre-Medical are general biology, general chemistry, general Program physics (a minimum of 1 semester of calculus is required), and organic chemistry. Some medical A full-time course load for students in the Post- schools have additional requirements such as Baccalaureate Pre-Medical Program is usually two calculus and/or biochemistry (see medical school or three courses. Most courses have associated admission requirements published annually by laboratories or workshops, which translate to the Association of American Medical Colleges between 2.5 and 4.0 credits. Physical education concerning the prerequisites at particular schools). activity courses do not count toward this limit. Depending on the extent of their preparation and Overloads of up to 5.0 credits may be permitted time, students often elect to take additional biology with approval of the program director. No student and chemistry courses beyond the basic medical may enroll for more than five credits. school requirements. See Schedule of Courses in Biology, Chemistry, and Physics.

81 Public Policy

82 Public Policy 510.430.2147 Faculty: Professional Interests The program requires two levels of coursework: Carol Chetkovich • Nine foundation courses provide students with the conceptual frameworks and analytical tools Emery Roe necessary to analyze public policy issues. ¥ Environmental policy, policy analysis methods, • Nine graduate level courses offer students sustainable development, comparative policy opportunities to augment their skills and put analysis, reliability analysis those skills into practice. The graduate level Program Core Faculty courses emphasize the conceptual and applied dimensions of policy-making, governance and Elizabeth Potter management, while encouraging students to ¥ Gender and science, intersections of feminism identify policy options and select among and epistemology, philosophy alternative implementation strategies. Marc A. Joseph These courses are structured to expose students to ¥ Philosophy of mind and language, philosophy the types of challenges they will face as profes- of logic and mathematics, metaphysics, history sionals, e.g., working in teams under tight dead- of philosophy lines with multiple constituencies to satisfy. Siobhan Reilly ¥ Public finance, economics of the family In completing the program, students will gain: Paul Schulman • a thorough understanding of governance ¥ Bureaucratic organizations and public processes and strategies for policy creation, policymaking, technology and public policy adoption, and management; • comprehensive knowledge of the Laurie Zimet organizations and institutions that are ¥ First Amendment law, business law, feminist instrumental in program development and jurisprudence implementation; • significant skills in applying interdisciplinary 4+1 Public Policy Program (MPP) analysis to questions of resource allocation The Mills College Public Policy Program is where trade-offs and priorities are crucial; pleased to announce the 4+1 Masters in Public • familiarity with cost-benefit analysis and Policy (MPP) to be launched in Fall 2005. The other applications of quantitative analysis and modeling, including geographical information MPP Program aims to provide students with the systems; skills and perspectives required to formulate, • the ability to apply legal analysis to policy implement, and evaluate public policies (i.e., issues in the public or private sectors; and, government rules and actions that address social • the experience and communication skills problems). needed to participate effectively in The unique feature of a 4+1 BA/MPP Program collaborative decision-making. allows undergraduates majoring or minoring in Students interested in international policy, relations public policy to earn both degrees in five years, and area studies are expected to take the two elec- streamlining their career opportunities. tives in their related fields of interest. This may The program strives to produce graduates who will well require prerequisites or their equivalent. Over carefully take into account the complex social, time, we expect the graduate curriculum to develop economic, and cultural factors that affect policy new course options; e.g., those related to business outcomes. As a result of this training, graduates and law. of the program can expect to have multiple career options as leaders or analysts in public, private, and non-profit organizations.

83 Public Policy Degree Requirements Admission into the graduate part of the 4+1 pro- Students take a series of nine Foundation Courses gram may in rare cases, subject to the approval of from the following categories: the program’s graduate admission committee, be granted to students who have not yet fulfilled all Five core courses are required for all students: of the above foundation course requirements at the GOVT 021 The Public Policy-Making Process undergraduate level. In such cases, the students PPOL 050 Economic Policy Analysis will take coursework offered in the foundation SOSC 093 Law & Society course at the appropriate graduate level. PPOL 010 Methods and Approaches of Policy Analysis Students will also be required to take nine graduate GOVT 139 Ethical Reasoning in Politics and level courses from the following list (courses subject Public Policy or to change): WMST 094 Feminist Social Ethics or PPOL XXX Professional Challenges and Methods: I, II (two semesters, 2 units total) PHIL 125 Philosophy of Law; PPOL XXX The Integrative Core (two Three additional courses that ensure competency semesters, 2 units total) in analytic skills: PPOL XXX Advanced Simulations and ECON 081 Introduction to Statistics Computer Applications (1 unit) ECON 134 Public Sector Economics MGMT 214 Financial Accounting (1 unit) SOC 091 Methods of Social Research, PPOL XXX Urban and Community Planning, with lab; Policymaking and Management (1 unit) And, one course from the following set to fulfill Two electives (2 units total) to be drawn from the following: the program’s foundation requirement for understanding ethnicity, class, and gender in the U.S. MGMT 226 Management Information Systems and/or internationally: IARTS 219/220 Electronic Arts ECON 117 Women and the Economy ENG 269 Graduate Non-Fiction Magazine ETHS 112 Race, Gender and the Environment Workshop ETHS 126 Theories of Race and Ethnicity EDUC 403 Administrative Leadership GOVT 127 Comparative Foreign Policy GOVT 141 Politics of Developing Nations HIST 118 The Civil Rights Movement in America, 1941 to the Present HIST 135 Worker in American Life, 1877 to the Present HIST 160 History of Women in America SOSC 120 Women and the Law SOC 110 Poverty and Public Policy SOC 129 Race and Ethnic Relations in the U.S. SOC 145 Sociology of Education

84 Facts and Figures Graduate Admission Tuition and Fees Tuition Policies and Special Fees Financial Aid Academic Regulations College Officers Administrative Offices

85 Graduate Admission The English MFA in creative writing accepts Spring applications ONLY for poetry. Applications are Admission Requirements reviewed when all supporting materials are Admission to graduate study at Mills is contingent received, and official notification of an admission upon the possession of a bachelor’s degree from decision is sent in writing from the Office of an accredited college or university. Two copies Graduate Studies. Most programs review applica- of official transcripts from each post-secondary tions on a rolling admission basis after the priority institution attended, including official transcripts deadline. Exception: applications to the MFA documenting the bachelor’s degree, should be sent program in studio art must be received or post- directly from the institution(s) to the Office of marked by February 1 in order to be considered. Graduate Studies. If you are still completing your A $50 nonrefundable application fee, payable to degree at the time of application to graduate Mills College and drawn from a U.S. bank as a school, send official transcripts showing work personal check or money order, must be included completed and in progress. If you are admitted to with application materials. We cannot accept credit the graduate program at Mills, official transcripts card payments for this application fee. confirming the bachelor’s degree are required prior to enrollment. Application Process Although the application processes and admission In addition to transcripts, complete the application criteria vary from program to program, it is for admission as accurately as possible. Three possible to identify certain institution-wide letters of recommendation are also required. These characteristics. The admission decision is individ- letters might come from your instructors, if you ualized, and based on a wide range of information have recently graduated from college, or from about the applicant. Applications are reviewed by work supervisors and other professional contacts program-specific faculty committees that evaluate who can comment on your character and potential an applicant’s potential based on several kinds of for graduate study. Special recommendation evidence, including, but not limited to, transcripts forms are included in the application packet. of undergraduate work and graduate work (if any); Recommendation forms should be sent by the letters of recommendation; work experience; and recommenders directly to the Office of Graduate the applicant’s personal statement. Some programs Studies. Be sure to ask your recommenders to have additional requirements for evaluation, write before the listed deadlines. We cannot act on including auditions, submission of creative work, your admission until your file is complete. All and standardized tests. copies of transcripts and recommendation forms become the property of Mills College. The Office Mills College does not discriminate in its graduate of Graduate Studies cannot provide copies of admission policy on the basis of race, religion, transcripts or recommendations for your use. national origin, age, physical handicap, sex, or sexual orientation, but reserves the right to refuse Special Admission admission to anyone on the basis of previous Requirements academic record, letter of recommendation, or, Some programs have special admission require- in the case of the fine arts areas, auditions, ments in addition to those listed above. Consult portfolios, manuscripts, or other works submitted. the programs section of this catalog for details. Graduate Probationary Application Deadlines Admission and Fee If you apply for graduate work in a field different The priority deadline for receipt of application from your undergraduate concentration, or if your materials is February 1 for fall admission. The undergraduate record is below that usually priority deadline for spring admission is November required for admission, you may be offered 1. The studio art, dance, teacher credential, English admission to graduate study on a probationary literature, and post-baccalaureate pre-medical basis for one semester. This is a period during programs do not accept applications for spring which you must establish an academic record at admission. For all of the teacher credential Mills that qualifies you to be advanced to degree programs, the application deadline is January 1. status. Some courses taken before admission to degree status may be accepted as fulfilling

86 degree requirements by departmental approval. it appears that further help in language is needed, Admission as a probationary candidate does affect a tutor’s services may have to be obtained at your a student’s allowable federal student loan limits. expense. International students should be aware that Graduate Record Exam financial assistance is very limited. Even students (GRE) who receive financial aid must be prepared to California state residents wishing to apply for contribute significantly to the cost of their the California State Graduate Fellowship must education. A declaration of finances form, take the GRE. General information about this indicating that an international applicant is able to fellowship may be obtained by contacting the cover two full years of tuition plus living expenses M Center/Financial Aid, or by requesting detailed in the United States, must be submitted before information from the Student Aid Commission in the College can provide a certificate of eligibility Sacramento. Although the graduate programs at (I-20 form). The I-20 form will be provided upon Mills do not require the Graduate Record admission to a graduate program at Mills only Examination, with the exception of the post-bac- after the applicant has confirmed his or her calaureate pre-medical program, you may include acceptance by forwarding the $300 nonrefundable the GRE test results with your application, if you tuition deposit ($500 for studio art), and submit- have taken it. ting the declaration of finances form to the Office of Graduate Studies. International Students It is important for international students to follow Mills encourages applications from graduates of the regulations for admission to the United States colleges and universities abroad that have the as an international student. A prospective student equivalent of an American bachelor’s degree, and may not obtain an I-20 from one institution and international students who have graduated from use it to attend another. International students American universities. Admission of international must be in continuous full-time enrollment in students is highly competitive and is based on a order to retain their student visa status. We advise close examination of a variety of credentials. international applicants to communicate clearly International students should submit certified, with the U.S. Consulate or Embassy in their coun- English-translation copies of college or university try in order to receive the most accurate informa- records, school certificates, or examination results, tion and guidance in seeking opportunities for and (for those for whom English is not their native study abroad. language) official scores from the Test of English as a Foreign Language (TOEFL) administered by Dormitory space with room and board is avail- the College Entrance Examination Board. able on campus for single female international Graduate programs in English and computer students. An on-campus graduate residence is science require TOEFL scores of 250 or more available to both male and female international on the computer-based test or 600 or more on the students. We advise international students to plan paper-based test; other programs require 213 or to live on campus, if possible, in the first year more on the computer-based test or 550 or more in order to develop a support system with other on the paper-based test. These tests should be students as they learn about the fascinating taken in December or January of the year preced- resources in the Bay Area. ing the academic year for which admission is International students with a student visa are not sought. Generally, international students are allowed to hold jobs or work off campus. While admitted for the fall semester. the visa does allow for on-campus employment, In admitting international students to Mills Mills College is unfortunately unable to offer graduate programs, we pay particular attention to on-campus jobs to international students. the applicant’s ability to read, write, and under- Note: All international students (F-1 visa status) stand English because successful completion of a are required to pay a health fee. graduate degree at Mills requires a high degree of proficiency in the English language. Letters of recommendation should testify to your ability in written and spoken English as well as potential for success in graduate studies. If, after you arrive,

87 Tuition and Fees ***Campus Comprehensive Fee supports basic Summary of 2005Ð2006 College Fees medical services, the technology infrastructure, and Deadlines graduate activities, and some public safety services such as the Mills College shuttle and Campus Non- parking. This allows each Mills student one Resident Resident parking permit and the use of the Mills College Tuition shuttle free of charge. Full-Time Tuition Tuition Payment Deadlines: except Studio Art $18,500 $18,500 For Fall August 1, 2005 Full-Time Studio For Spring January 3, 2006 Art Tuition $23,500 $23,500 Per-Course Credit Note: Students may not register for classes or Tuition $4,625 $4,625 occupy a room in an on-campus residence until all Graduate Liberal outstanding fees, fines, and College loans are paid. Studies Diplomas, transcripts, or certificates are not issued (per course credit) $1,900 $1,900 until all bills are paid. A fee of $250 is charged for Thesis Binding Fee $45 $45 late payment. For additional information, contact the M Center/Student Accounts at 510.430.2000. Thesis in Progress Fee* $100 $100 Graduate Housing Single Room $5,150 Tuition Fee Double Room A nonrefundable $300 tuition deposit ($500 for (single occupancy) $6,130 studio art) is required of all admitted students Double Room to confirm their intent to enroll and reserve (shared) $4,530 their place in the graduate program. This deposit will be applied toward the student’s first Meal Plans tuition payment. (Required with Residence Hall Room) 19 Meals per Week $4,730 15 Meals per Week $4,390 Health Insurance Fees** 12 Meals per Week $4,150 All registered graduate students at Mills are 10 Plus Plan $4,560 automatically assessed for and enrolled in the UCB Student Health Plan (SHIP), also known as Major Medical Insurance** $1,485 $1,485 Major Medical, which provides for catastrophic medical care. SHIP provides year-round care for Campus specialty and emergency care, and hospitalization. Comprehensive Fee*** $720 $720 The Major Medical fee may be waived if proof of comparable insurance coverage and a completed *Thesis in progress fee for the first semester is Major Medical Waiver form are submitted to the $100. Each subsequent semester the fee increases M Center by August 1, 2005, for the fall semester by $100. and January 3, 2006, for the spring semester. **Major Medical Insurance is waivable on Part-time graduate students are eligible to waive presentation of proof of comparable insurance out of SHIP and the basic medical services coverage (by the stated deadline), subject to without proof of comparable coverage, which approval by the Student Health Services at the will result in an adjustment to the comprehensive University of California, Berkeley, which provides fee. Waivers are subject to approval by the outpatient medical service to Mills students. Student Health Insurance Office at UC Berkeley. Absolutely no waivers are accepted after the **The major medical fee for non-immigrant inter- first week of the term. The Mills shuttle provides national students is $1,485 and is not waivable. regularly scheduled transportation to the F-1 and J-1 students are required by USCIS to pay UC Berkeley campus on a daily basis for a repatriation fee of approximately $25/semester. appointments at the Tang Center. **Part-time graduate students may choose to Note: Students who obtain a waiver for SHIP in waive or purchase the entire medical insurance the fall semester are not required to submit package by notifying the M Center in writing by another waiver for the spring semester. August 1, 2005.

88 “In Progress” Fees for Once a student has completed the procedure for leave of absence/withdrawal from the College, a Continuing Degree refund will be applied to that student’s account Candidates which, in turn, may or may not result in a cash Students who have completed the formal course refund to the student. A student will receive a cash work for the master’s degree and need additional refund only if there is a credit balance on the stu- time to complete their theses or comprehensive dent’s account after the refund has been applied and exams must apply for “In Progress” status at the after federal, institutional, and/or state financial aid M Center. The fee for “In Progress” status is $100 has been returned to the programs, if applicable. for the first semester, increasing in $100 increments The refund of charges to the student’s account for in each succeeding semester; i.e, first semester tuition and/or room and board will be made accord- $100, second semester $200, third semester $300, ing to the schedule below. Medical fees, the technol- fourth semester $400, fifth semester $500, sixth ogy fee, special class fees, late fees, installment fees, semester $600. and thesis binding fees are nonrefundable. The withdrawal date is the date on which the graduate “In Progress” status students are registered petitions for leave of absence or withdrawal form each semester by the M Center in a “Thesis In is received by the Office of Graduate Studies. Progress” course and cannot take a leave of absence. The limit for “In Progress” status is Mills can grant a leave of absence for institutional three years (six semesters). policy purposes. However, any leave of absence longer than 180 days or where a terminated course All international students should see the must be retaken upon the student’s return is international student advisor to discuss INS considered a withdrawal by the U.S. Department of regulations BEFORE applying for “In Progress” Education. Therefore, federal policies relating to status. Doctoral students may not apply for “In leave of absence do not apply to the decision of Progress” status, but must register each semester Mills students to leave for a semester or more, and a for their departmental thesis course at the regular student’s leave of absence from Mills will be treated tuition rate. as a withdrawal for federal student aid purposes. Students who do not complete the thesis within Students taking a leave of absence or withdrawing three years will have their status changed to from the College are responsible for making pay- “Candidacy Lapsed” and must apply for ment arrangements for their outstanding charges readmission to be reinstated as “In Progress.” with the College. All College services, including The “In Progress” fee at the time of readmission transcripts and readmission, will be withheld until is $700 and will increase by $100 each succeeding the student account is paid in full. semester to a maximum of six additional semesters and a $1200 maximum fee. Withdrawal Date Refund First week of term—tuition 100% “In Progress” status fees are subject to change. First day of term— room and board 100% Program Specific Fees Second day through (Also see “Tuition Policies and Special Fees” first week of term— section.) room and board 90% During second week of term 80% Campus Non- During third week of term 60% Resident Resident During fourth week of term 50% Studio Art Fee $1,000 $1,000 During fifth week of term 30% During sixth through eighth week of term 25% Refunds and Return of After eighth week of term 0% Title IV Aid A week is defined as Wednesday through Tuesday. Withdrawal or Leave of Absence The semester break is considered a week of A student who intends to take a leave of absence the term. or withdraw from Mills must file a graduate petition for leave of absence or withdrawal form with the Office of Graduate Studies, Mills Hall 228.

89 Change in Enrollment Status from Both Mills and the student may be responsible for Full-time to Part-time returning federal funds to their source. Mills will Students changing from full-time to part-time return the lesser of: 1) the institutional charges status will be charged the fee appropriate to their times the percentage of unearned Title IV aid, or new status, according to the refund schedule 2) the total of Title IV aid disbursed minus the above. The drop date for courses is the date amount of Title IV aid earned by the student. The the completed drop form is received by the student is responsible for returning the difference M Center/Academic Records. International between the amount of Title IV aid returned by students are required to maintain full-time status. Mills and the total amount of unearned Title IV Any exceptions to this rule must be approved by aid. In each case, funds must be repaid to the the international student advisor. following sources, in order, up to the amount received from each source. Although Mills will Change in Residency Status return loan amounts directly to the lender, Students who are considering changing from amounts to be returned by the student are repaid resident status to nonresident status in the middle in accordance with the terms of the promissory of an academic year should be aware that the resi- note; i.e., a student would begin making payments dence agreement is a binding contract for the on her student loan after the grace period, if entire academic year. Request for release from the applicable, has expired. Students must repay only agreement must be made in writing to the director 50 percent of any grant amounts scheduled for of conference services. Only exceptional cases return by the student. are approved, and refunds are subject to the 1. Federal Unsubsidized Stafford Loan schedule above. 2. Federal Subsidized Stafford Loan 3. Federal Perkins Loan Return of Title IV Aid 4. Federal PLUS Loan (for financial aid recipients only) 5. Federal Pell Grant If a student withdraws before 60 percent of the 6. Federal SEOG enrollment period (semester) has passed, federal 7. Other Title IV programs regulations require that Title IV funds be returned If there is a credit balance on the student’s account to the programs according to a prorated schedule. after the refund of charges for tuition and/or room Title IV funds include Stafford Loans, Perkins and board is applied and the amount of unearned Loans, PLUS Loans, Pell Grants, and Supple- Title IV aid due from Mills is returned to the Title mental Educational Opportunity Grants (SEOG). IV aid programs, any institutional or state funds The withdrawal date used in determining the received by the student will be returned to the aid return of federal funds is the date defined above. programs in the order listed below, up to the However, if a student leaves without beginning the amounts received for each source and for as long Mills official withdrawal process or providing as there is an amount to refund. If there is a credit notification of her intent to withdraw, the with- balance remaining on the student’s account after drawal date will be the 50 percent point in the institutional and state funds have been returned, a semester unless Mills determines the last date of refund for the remaining credit balance will be an academically related activity of the student. issued to the student. The percentage of Title IV funds to be returned 1. Mills College Loan is calculated by the number of calendar days not 2. Institutional scholarships and/or state grants completed within a semester, as defined by the The federal formula for the return of Title IV funds withdrawal dates above, divided by the total is available upon request from the M Center. number of calendar days in the semester (from the first day of classes for the semester to the last day of finals). For example, if there are 100 calendar Security Deposits for days in a semester and the student withdraws on Resident Students the 25th day, 75 days have not been completed. A $150 security deposit is required from entering This may result in the return of 75 percent of Title and readmitted students wishing to reside in a IV funds received by the student. Exception: residence hall; a $300 deposit is required for those If a student withdraws after 60 percent of the wishing to live in Reinhardt Graduate Residence. enrollment period has passed, no Title IV funds Students returning from a leave of absence or need be returned. changing from nonresident status to resident status must pay the appropriate security deposit before

90 they can be assigned residence space. The housing 8. Students who take prerequisite courses for the deposit is not refunded if you accept, and then MBA program when they are not yet officially later refuse, an assignment to College housing. admitted into that program are charged at the Security deposits are refunded to students in rate of $1,760 per course. accordance with California law, which permits application of a portion or all of the deposit to pay Financial Aid for delinquent rent, repair of damages, and clean- Mills recognizes that many students need financial ing of the premises upon termination of the rental. assistance in meeting graduate education expenses. Financial aid for graduate students at Mills is two Thesis Binding Fee tiered: All students submitting a thesis are required to pay a $45 non-refundable thesis binding fee. Departmental Assistance and Government Loan and Fellowship Programs Tuition Policies and Applicants should be aware that departmental Special Fees assistantships and scholarships are limited. 1. Full tuition is charged to all graduate Second-year students, who have had a chance to students enrolled in two or more course credits demonstrate their abilities to their department, per semester. Graduate students may take up may be given preference for these awards in some to 4.0 course credits without petitioning for programs. All departmental aid decisions are made an overload. by the department concerned and are final. Official notification of awards is given in writing 2. Graduate students taking fewer than 2 course from the Office of Graduate Studies. Please note credits per semester are charged on a per- that there is no institutional financial assistance course credit basis. available for work toward the biochemistry and 3. Auditors who are not full-time students pay molecular biology certificate, nor for students who one-half of the per-course-credit fee. They must are taking the prerequisite courses for the MBA have the instructor’s permission to audit, and program at the reduced course rate. they must be registered as auditors. Full-time For departmental assistance, Mills does not require students may audit courses without additional complex financial statements, but it is important that charge, with the permission of the instructor. you provide some indication of your own resources 4. Students in the studio art MFA program are if you are applying for departmental aid on the provided with on-campus studios and are graduate application for admission. Departmental charged a mandatory supplemental art studio aid decisions are made by the departmental faculty. fee of $500 per semester. Contact the Office of Graduate Studies for additional information by phone at 510.430.3309, or by 5. Separate fees for individual music instruction email at [email protected]. provide for one lesson a week, a total of 14 per semester. Individual instruction is offered in Departmental Assistantships most instruments, composition, and voice. Fees Most graduate programs have a small number range from $588 to $1,260, depending on the of assistantships awarded to select students on a instructor. A list of instructors and their fees is competitive basis. Graduate assistants serve their available from the music department. Practice department for a minimum of 12 and normally not rooms may be rented for $60 per semester. more than 15 hours per week for a full assistantship. The work they perform depends on specific depart- 6. Graduate students in dance should expect to mental needs, academic programs, and the student’s incur additional expenses related to their areas of expertise. Assistants may help in tutoring or graduate performances and thesis concert. coaching undergraduates and serve as assistants to faculty, laboratory and audio-visual assistants, or 7. Graduate students in the electronic music and teachers in the Children’s School. The full graduate recording media MFA program should budget assistantship provides one-half tuition credit and a for additional materials required for work in this stipend, which is taxable income. Some departments medium. An average of $600 per semester is require a departmental assistantship application. required to cover the cost of audio tape, record Contact the Office of Graduate Studies for able compact discs, removable hard-disk media, additional information. software, and electronic supplies.

91 Note: Many graduate departments choose to select Post-Baccalaureate Pre-Medical second-year students with whose work and needs Certificate Program they are more familiar. However, the individual Students entering the program are not eligible to academic departments are under no obligation to apply for teaching assistantships in biology, award or guarantee an award to any student. chemistry, or physics until they have completed a full academic year at Mills. A small amount of scholarship aid is awarded to students entering Alumnae Tuition Scholarships the program. Students completing the program The Mills Alumnae Association funds partial and entering medical school are eligible to receive tuition scholarships each year in all graduate Scheffler Medical Scholarships. Scholarship degree programs. These scholarships are awarded recipients are selected on the basis of merit by a based on criteria determined by each academic faculty committee. department. California State Funding Art Department Opportunities The art department offers the following awards: Graduate Assumption Program of Loans for departmental assistantship, alumnae tuition Education (Graduate APLE) scholarships, the Catherine Morgan Trefethen This program provides loan assumption benefits Fellowship, the Sara Lewis Graduate Fellowship, to any Mills graduate student who is pursuing a and the Nell Sinton Scholarship. recognized graduate degree and intends to become a faculty member at an accredited California English Department college or university. Information on the Graduate The Mary Baty Gossage Graduate Fellowship in APLE program is available from the M Center/ English, established in 1977 in memory of Mary Financial Aid. Gossage, is awarded to the best graduate candidate for the year in the English department. The Cal Grant Teaching Credential Program Benefit Marion Hood Boess Haworth Endowment for Students who received Cal Grants as undergradu- Children’s Literature was established in 1983 ates within the last 15 months may qualify for by Mills alumna Marjorie Haworth, ’42, for the an additional year of funding while pursuing a purposes of encouraging and supporting the teaching credential. Eligible students are required creation of high-quality literature for children. to submit both a free application for federal student aid (FAFSA) for the academic year, in which Education Department benefits are requested, and the request for Cal Industry scholarships are available to teacher Grant Teaching Credential Program Benefits form. credential candidates for full or partial tuition Both documents are available from the M Center/ remission. Information regarding scholarship Financial Aid. opportunities may be obtained through the education department. Please also refer to Loans California State Funding Opportunities for more There are two government loans available to information on funding sources available to Mills graduate and certificate students: the teacher credential candidates. Federal Subsidized Stafford Loan and the Federal Unsubsidized Stafford Loan. Contact the M Music Department Center for additional information by phone at The Elizabeth Mills Crothers Fellowship in Music, 510.430.2000, or by email at [email protected]. founded in 1923 by Mrs. William H. Mills as a memorial to her daughter, is awarded annually to Work a candidate for the degree of master of arts or mas- Graduate students seeking part-time or other ter of fine arts who shows unusual creative ability in employment opportunities are encouraged to utilize music. The Robert Maas Memorial Scholarship for the off-campus job listing services of the Mills students of violoncello and the Antonia Menaglia Career Center, located in the Cowell Building. Scholarship for students of piano are awarded to Job listings are also accessible through the Career candidates for the master of fine arts degree in Center. Because on-campus work eligibility is music performance and literature. The Evelyn V. prioritized for undergraduate students, graduate Staton Fellowship in Fine Arts provides scholarships students typically are not eligible for on-campus for graduate work of African American students work-study positions. studying music or art.

92 Academic Regulations Candidates for the credential enroll in courses at the 300–level; doctoral candidates enroll in courses Administration of Programs at the 400–level. Post-baccalaureate certificate stu- All graduate programs and degree requirements dents enroll in courses on the undergraduate level. at Mills are authorized by the faculty of the All graduates students should consult the College and accredited by the Western Association departmental or program listing for information of Schools and Colleges. The programs are regarding appropriate course levels and complete administered by the Provost and the Graduate degree requirements. Council, a committee of the College consisting of faculty directors of graduate programs. Thesis and Comprehensive Examinations Academic Credit Each department offering an advanced degree Definition of Mills Semester requires a final project or examination. It may Course Credit take the form of a comprehensive examination for A typical academic course at Mills is offered for MA candidates of at least six hours and may be 1 semester course credit. These courses usually meet written, oral, or a combination of both, at the dis- for 150 minutes per week for 14 weeks, and require cretion of the department. For MFA candidates it a minimum of 12 hours of outside work per week. A may be a substantial essay relating to their project Mills graduate semester course credit is equivalent or performance, to be approved by the department. to 4 semester units, or 6 quarter units. Doctoral candidates and master’s candidates in certain departments are required to complete a Accessing Student Records thesis with graduate course credit of one or two on the Web courses. The thesis may be a critical written Once a student has received his or her PIN from exposition (type A) or a creative work in the the Office of Graduate Studies, all information fine arts, interdisciplinary computer science, or pertaining to his or her application, academic creative writing (type B). record, account, and financial aid is available via The bibliographical format of the thesis must the Mills website through “myMills.” be approved by the reference librarian. Certain programs of study require a thesis or formal paper Academic Advising in conjunction with a performance or compilation Upon enrolling, students are assigned a departmen- of an artistic work. Students must enroll in the tal advisor. The advisor will help plan the student’s appropriate thesis class at least by their last sem- program, choose courses, and make decisions ester of regular enrollment. Students may take up concerning career goals. The Office of Graduate to three additional years to complete their thesis, Studies can help students with details of registration, but must maintain “In Progress” status during this understanding regulations, and referrals to other period. (See In Progress Status.) Thesis guidelines offices on campus. are available from the academic department as well as the Office of Graduate Studies. All students Students share in the responsibility for ensuring submitting a thesis are required to pay a $45 non- that their academic needs are met. To this end, refundable thesis binding fee. students are expected to read the college catalog, keep track of their own academic program, and to Courses Outside Degree Field be as prepared as possible with relevant notes, As a liberal arts college, Mills encourages plans, or questions when seeking the help of students, even at the graduate level, to take some their advisor. courses in a related discipline but outside the degree field. These courses count toward the Degree Requirements degree only with department approval. To earn a degree, each student must meet the minimum course requirements as specified by Cross-Registration the department concerned. Master’s candidates must Graduate students are permitted to apply up to take a minimum of 4 course credits at the 200–level 1.5 course credits (6 semester units) of cross- toward the total required for the degree. For these registration course work toward their degree. students some advanced upper-division work Graduate students must be enrolled at least part (100–level) may be accepted by the department. time at Mills in order to cross-register at another

93 campus. Only one course can be taken per semester. Concurrent enrollment requires the consent of both Information regarding cross-registration is available graduate departments. It is the responsibility of the from the M Center. student to work with academic advisors in each program to develop an academic plan that allows for Residency Requirement completion of the degrees. That academic plan A graduate degree at Mills, with the exception should identify core courses that must be taken of the MBA, requires full-time enrollment for a for completion of the degree in each program. A minimum of four semesters. The MBA requires minimum number of courses in each program must full-time enrollment for a minimum of two be unduplicated. Rules concerning maximum course semesters. Degree candidates must be: loads must be followed. Thus, completion of two a) enrolled in course work leading to the programs will require longer than the time allowed degree, or for the completion of one program. b)enrolled as a continuing candidate “In Progress” in the semester in which the Transfer Credit Policy degree is awarded. Students who have attended another college or university as a graduate student, and have not Part-time graduate study is considered only on applied the work done there to an advanced a case-by-case basis and must be approved in degree, may have, with department approval, up writing by the department and the Office of to 1.5 semester course credits (6 semester units) Graduate Studies. Students who are in attendance transferred toward a master’s degree at Mills. Up part-time in any semester must enroll for five or to 6 semester course credits (24 semester units) of more semesters before completing the degree. course work done at another college or university If part-time study is approved, all policies and toward a master’s degree may be used toward the stipulations must be followed. Doctorate at Mills. An official transcript of such Note: The MFA program in studio art and teacher credits must be filed with the M Center at the time credential programs do not permit part-time of admission. Transcripts are reviewed by the studies. No exceptions will be made. student’s department which then authorizes the M Center to place the credits on the student’s record. A student may not receive a degree in a semester in which he or she is officially on leave of Credit earned at other institutions through the absence. Cross-Registration Program is treated as transfer credit.

Program Limits Transfer Credit Equivalents The maximum period of time allowable to Mills College is on the semester course credit complete programs on the master’s level, with system, as opposed to the semester or quarter the exception of the master’s in teaching, is five unit systems commonly used by other colleges years; for the doctoral level, three years following and universities. As such, transfer credit from completion of course work and the qualifying institutions not on the semester course credit exam, generally six years total. The Masters in system must be converted upon transfer to Mills. Education with Emphasis in Teaching (MEET) program allows for eight years maximum for the Semester and quarter units will be converted to completion of the degree. Students in this program Mills semester course credits using the following complete their credential course work first and equivalents: then have up to five years in which to teach and • 4 semester units equal 1 Mills credit. gain experience before returning to complete the • 6 quarter units equal 1 Mills credit. master’s degree. (See Candidacy Lapsed.) The sum of the converted credit for a given institution is rounded to the nearest .25 semester Concurrent Enrollment in course credit. Two Graduate Programs at Mills Student Status Concurrent enrollment in two graduate programs at Full-time Status Mills is a possible option under some circumstances. Full time graduate study is 2 semester course A student interested in this option must apply to and credits per semester. be accepted into each of the graduate programs.

94 Course Load in the specific thesis course in their department Degree candidates are permitted to take a (usually numbered 250) prior to the beginning of maximum of 4 semester course credits with the the “In Progress” period. following exceptions: The fee for “In Progress” status begins at $100 • MFA candidates in studio art or dance may and increases each semester by $100 increments take up to 4.50 semester course credits per ($200, $300, $400, etc.). The initial semester semester payment must be submitted with the “Request for • Post-baccalaureate pre-medical students may In Progress Status” form. take up to 5.00 semester course credits per semester with the approval of the department Continued Practical Training director. Master’s candidates in education with an emphasis • MA candidates in education, child life health in teaching (MEET) are allowed up to five years may take up to 5.00 course credits per between the completion of the credential component semester. of the program and readmission to the masters component of the program. During this period of • MBA candidates may take up to 5.50 semester non-enrollment, international students must apply course credits per semester. for “In Progress” status and are registered in a • Teaching credential candidates may take up to “Continued Practical Training” course (0 credit, 6 semester course credits per semester. P/NP). This course, used by the College to confirm that the training is continuing, requires a “Pass” Overload (“P”) each semester in order for the student to Students in programs with a 4.00 credit limit may remain in the program. International MEET students petition the Academic Standing Committee for are assessed the “In Progress” fees as listed above. an overload maximum of 4.50 credits. Students For more information, contact the M Center. in programs with higher credit limits may not petition the Academic Standing Committee for Special Non-Degree Student overloads. Prospective students who possess a baccalaureate degree from an accredited college or university and In Progress Status who wish to enroll in either graduate or under- Students who have completed the formal course graduate classes for credit must submit two official work for the master’s degree may need additional transcripts confirming the baccalaureate degree and time to complete their theses or comprehensive complete an abbreviated application for admission. exams. In these cases students must apply for “In If approved, students can be considered non- Progress” status by completing and submitting the matriculated for up to two semesters; at that time, “Request for In Progress Status” form available in students must apply for formal admission to a spe- the M Center and online. Only the initial applica- cific program or demonstrate the need for continued tion for In Progress status is required. This status status as non-matriculated students, or withdraw. will automatically be continued and the student notified each subsequent semester until the student Leave of Absence has graduated or withdrawn. Once a student is Students in good standing may take a leave of “In Progress” he or she may not register for absence from the College. A leave may be granted courses nor take a leave of absence. The limit for for as long as two years. An absence exceeding “In Progress” status is 3 years (6 semesters). (See two years will require an application for readmis- Candidacy Lapsed.) Doctoral students may not sion to the Office of Graduate Studies. A student apply for “In Progress” status, but must register wishing to take a leave of absence should contact each semester for the thesis course. the Office of Graduate Studies to complete the required paperwork. An enrolled student who Students who apply for “In Progress” status to wishes to apply for a leave of absence or a continue writing their thesis will be registered for withdrawal before the end of the term must file a “Thesis in Progress” course (0 credit, P/NP) paperwork by the last day of instruction. each semester until their thesis is completed and submitted. This course, used by the thesis advisors Leaves of absence are generally not granted in to track their students’ progress, requires a “Pass” the studio art or teacher credential programs. In (“P”) each semester for the student to remain in addition, students who have filed for “In Progress” the program. Students must have already enrolled status are not permitted to take a leave of absence.

95 Students on financial aid should contact the Readmission M Center/Financial Aid to explore the financial A student who has withdrawn, has been with- aid ramifications of taking a leave of absence. drawn without notice, or has been disqualified and who wishes to be readmitted to Mills must contact Students who wish to complete college work else- the Office of Graduate Studies to request an appli- where while on leave are advised to discuss this cation for readmission. This application should be with their department as limited transfer credit is submitted with a $40 readmission application fee available to graduate students. Upon completion by the end of the term preceding the term for of the courses, the student should request official which the student is requesting readmission. transcripts to be mailed to the M Center/Academic Records. These transcripts must be received by Students who initially enrolled in the Masters the end of the student’s first semester of return in Education Teaching (MEET) may leave the to Mills. college for up to five years after completing their credential and then be readmitted to the college to Withdrawal complete the master’s portion of their program in A withdrawal form should be filed if you intend one additional year. MEET students must contact to leave without a degree; this will enable the the Office of Graduate Studies about their plans College to issue transcripts and to affirm that you to return and complete a readmission application. have left while in good standing. Students wishing There is no readmission fee for students returning to terminate their enrollment in the College should within five years. MEET students who do not contact the Office of Graduate Studies to complete return within five years and who then wish to the required paperwork. complete the master’s portion of the program, must apply for readmission through the Office of Withdrawal Without Notice Graduate Studies and pay the $40 readmission fee, A student who leaves the College without filing and will be required to complete the full two years the required paperwork for a leave of absence for the master’s degree. or withdrawal, or for “In Progress” status is considered to have terminated enrollment in the Check-In College at the end of the last semester of enrolled All Mills students who are planning to or who have or “In Progress” status, and will be withdrawn registered for Mills courses must check in at the without notice. In addition, a student still engaged beginning of each term. Dates for check in are on in coursework toward the degree who fails to the Mills Academic Calendar. Check-in requires check in at the beginning of a given term, either that a student “clears” his or her account by making electronically or in person, will be withdrawn all required payments by the published deadline. without notice. (See Check-In.) Check in for new and continuing students who Candidacy Lapsed are not international students may be done via If a student has not completed the thesis at the end the Mills web access for students at “myMills.” of six semesters of “In Progress” status, his or her Check in for all international students must be candidacy for the degree will be considered done in person at the M Center. lapsed, and a status of Candidacy Lapsed (CL) Students who do not check in will be withdrawn entered. A grade of “NC” (No Credit) will be without notice. Students who check in either in entered for the thesis. If the student wishes to be person or electronically after the published dates reinstated in the program and finish the thesis, will be required to pay a $250 late check-in fee. a readmission application and $40 readmission fee must be submitted to the Office of Graduate Studies. If readmitted, the student must then Registration submit a “Request for In Progress Status” form to Students must consult with their assigned advisor the M Center along with the $700 In Progress fee regarding their course selection to finalize their for the reinstatement of the In Progress status. schedule before registration and are required to Fees for subsequent semesters of “In Progress” have the advisor’s signature on their registration status will increase by increments of $100. The card. The registration card must be presented at student will have an additional six semesters to registration. All students are required to register complete the thesis. by the stated deadlines. Students registering after these deadlines will be charged a $250 Late Registration Fee. All students must have their

96 course schedules approved by their advisors prior calendar in this catalog and on the Mills website at to registering. Please refer to the academic calen- www.mills.edu. dar for exact dates. With the exception of MA and EdD candidates in the Education Department, all Registration for Continuing Students students must register in person at the M Center. Continuing Student Registration takes place in early April for the following fall semester and in The Fall course schedule is available on the Mills mid November for the subsequent spring semester. website beginning in late March; the Spring Continuing students will receive confirmation of course schedule is available on the Mills website their schedules when they register and also as part beginning in early November. The selected courses of their semester bill. Exact dates for registration should be listed on the registration card, along are available on the Mills Academic Calendar with the student’s choice of grading option— in this catalog and on the Mills website at Graded (G), Pass/No-Pass (P), or Audit (A)—and www.mills.edu. the number of credits. Graduate students who enroll in PE courses must audit them. Mail-In Registration for MA or EdD in Education Course Levels for Graduate Students Master’s or doctoral candidates in the education Graduate students should enroll for classes at the department who are evening students may register appropriate level for their degree program: by mail or email. Detailed information about the • 100–level: Advanced undergraduate courses mail-in registration process is mailed to these (restrictions apply) students. In the event that a student does not receive • 200–level: Masters the mailing, information regarding registration is • 300–level: Credential available on the Mills website, by phoning the • 400–level: Doctorate M Center at 510.430.2000, or emailing [email protected]. Class Meeting Times Course schedules are posted on the Mills website Students registering by mail are required to email (www.mills.edu) by the registrar in early November their registrations no later than the deadlines and late March for the following semester, and stated above or have their mailed registration incorporate changes in course offerings approved postmarked no later than the deadlines stated after the publication of the catalog. Classes that above. Email registrations must also be addressed meet on Monday, Wednesday, and Friday are to the student’s advisor. Mail-in registrations must scheduled for 50 minutes, or a total of 150 minutes have either the advisor’s signature or an email of instruction per week. Classes that meet Tuesday from the advisor approving the student’s schedule and Thursday are scheduled for 75 minutes, for attached to the registration card. a total of 150 minutes of instruction per week. Seminars are scheduled for one class meeting per Late Registration week on Tuesday, Wednesday, or Thursday, for Students who register later than the stated 150 minutes per week. Evening classes are gener- deadlines will incur a $250 late registration fee. ally scheduled for one meeting per week for 150 Students who register after final registration are minutes, although occasionally a class may meet required to secure the approval of the instructors for 75 minutes, two evenings per week. as well as the advisor. Students are not excused byreason of late registration from the regular Registration Deadlines assigned work of a course. No student may New Students: End of Final Registration register after the deadline to add courses. Readmitted Students: End of Final Registration Continuing Students: End of Continuing Student Special Courses Registration Advanced Teaching Practica Returning Students: End of Continuing Student These courses cover a variety of directed and super- Registration vised experiences in classroom teaching. They are restricted to students who have appropriate back- Registration for Entering and ground and proven ability, as determined by the Readmitted Students faculty supervisor, and require approval of the head Entering and readmitted students register during of the department in which they are undertaken. final registration at the beginning of the term. Students enrolled in Advanced Teaching Practica are Exact dates are available on the Mills academic not permitted course overloads. Advanced Teaching

97 Practica are numbered 277 in the department Cross-Registration Process concerned. Students must submit an Advanced Graduate students who wish to participate in the Teaching Practicum enrollment form, available Cross-Registration program must complete the in their graduate department. These courses are Cross-Registration form, which includes attending P/NP only. the first class session at the host institution and securing the instructor’s signature. For complete Individual Music Instruction information on Cross-Registering, contact the These courses, open to all students, are available M Center. for individual instruction on any of a number of instruments and voice. Placement in these courses Adding a Course requires an audition with the music department. Students who wish to add a course to their The courses are numbered 107, 109, or 225 in the schedule after registration may do so without Music Department. These courses are graded or penalty up to the add deadline. Exact dates are P/NP (only non-music majors). available on the Mills Academic Calendar. Students must complete an add/drop form and Students who wish to enroll in individual secure the signatures of the advisor and, if the instrument or voice instruction may list the course is closed, the instructor. After the add generic course on the registration card. The deadline, no course may be added except due student must then contact the music department to an extraordinary reason by petitioning the for an audition in order to be placed with an Academic Standing Committee. If the petition is instructor. Once placements are confirmed by approved, the course will be added to the student’s the music department, the specific course and schedule and a late add fee of $150 will be instructor will be added to the student’s schedule charged to the student. Add/drop forms are and the generic course removed. Since auditions available in the M Center or online. are a part of the process, students should not assume that they will be enrolled in the class. Dropping or Withdrawing from Students who have registered for the generic a Course music instruction course and are not placed with Students who wish to drop a course after an instructor will be responsible for dropping registration may do so without penalty during the the course. first eight weeks of the semester by completing an add/drop form and securing the signatures of the Independent Study advisor and instructor. Courses a student has Graduate students may register for an independent dropped will not appear on the transcript. After study by completing an independent study form the drop deadline but not beyond the last day of with their instructor. Approval from the student’s the withdrawal period, students may drop a course advisor and department head is also required. only with the approval of the Academic Standing Independent study forms are available from the Committee and will be charged a $150 late drop M Center and online. Graduate independent study fee. Add/drop forms are available in the M Center courses are numbered 295, 395 or 495. or online. During the ninth and tenth weeks of the semester, students may withdraw from a course Internships by completing an add/drop form, securing the Graduate students normally do not enroll for signature of the advisor and instructor, and internships. Field practica and field-based submitting the form to the M Center. Courses experience for credit is under the guidance of the from which a student has withdrawn will appear department in which the student is receiving a on the transcript with a “W” grade, which is not graduate degree. Such practica are usually directly calculated in the student’s GPA. After the first ten related to the student’s career goals and academic weeks of the semester but not beyond the final day program, are arranged by the faculty in the depart- of instruction, students may withdraw from a ment, and are given both credit and a grade. course only with the approval of the Academic Before arranging an internship through the Career Standing Committee and will be charged a $150 Center, check with your advisor about department late withdrawal fee. Add/drop forms are available policy regarding community work or field experi- in the M Center or online. Students who do not ence. Students wishing academic credit for an formally withdraw from a course and who have internship must petition the Academic Standing not engaged in the work of the course may receive Committee for approval.

98 either an “F” grade or a “UW” (Unofficial M Center, secure the appropriate signatures, and Withdrawal) at the discretion of the instructor. submit it to the M Center no later than the add deadline. Under no circumstances will a student Students should refer to the Mills academic be allowed to enroll to audit a course after the calendar for the exact dates for dropping and add deadline. withdrawing from courses. Auditors Pass/No Pass Grading Option Individuals who are not regular degree-seeking Graduate students may elect to register for a Mills students are welcome to audit Mills courses. course on a Pass/No-Pass basis, but no course An auditor application is available in the M Center. graded in this manner may be applied toward the This application requires the signatures of the degree. Students select this option when they student, the instructor, and the head of the applicable register. Students who then wish to change the department. Once these signatures are obtained, the grading option of a course may do so within the form is submitted directly to the registrar, who will first eight weeks of the semester by completing enroll the student in the course(s) as an auditor. an add/drop form and securing the signatures of Once the form is submitted, the student should the advisor and instructor. The course with the attend the class. The student’s name will appear original grading option is listed as a drop and the on the instructor’s roster. The cost of auditing is same course with the new grading option is listed one-half the regular per credit tuition rate. as an add. After the first eight weeks, no change Transcripting is not provided for audited courses. in grading status may be made except for extraordinary reason and with the approval of the Cancelled Courses Academic Standing Committee. Students should If a particular course has low enrollment, it may refer to the academic calendar for the exact be cancelled at the College’s discretion. In this deadline dates. case, students who have registered for the class are dropped from the class and notified by mail. Variable Credit Courses that are listed in the catalog with a range Grading of credit give the student the option to choose the Graduate courses intended to count for the degree amount of credit they wish at registration. must be taken for letter grades (A–F) only. Letter Changing the amount of credit in these cases is grades are reported to students by the registrar in done through the add/drop process. Adding credit terms of A, A-, B+, B, B-, C+, C, C-, D+, D, D-, for these courses must be done by the end of the or F. Although a grade C will bring down the first two weeks of the term; dropping credit must GPA, the course credit does count toward the be done by the end of the eighth week of the term. degree. No work below C can be used for gradu- See the Mills academic calendar for exact dates. ate credit toward a degree. Graduate students may take PE courses for audit (AU) only. Auditing a Course Students may formally audit a course with the Equivalents of letter grades are as follows: permission of the instructor and faculty advisor by listing the course on their registration card with Grade Description Points an audit grade option (A). The student’s name A Excellent 4.0 appears on the course roster and is included in A- 3.67 the faculty attendance count. Auditors do not B+ 3.33 participate in class work, take examinations, or B Good 3.0 receive credit. Students who audit a course cannot B- 2.67 take the course later for credit. C+ 2.33 Graduate students wishing to participate in a physi- C Satisfactory 2.0 cal education activity course must audit the course. C- 1.67 D+ 1.33 Full-time students do not pay an additional fee to D Passing, but 1.0 audit a course; part-time students pay one-half the unsatisfactory regular cost per course. Students choosing to audit D- .67 a course after registration but before the add F Failure 0 deadline, must obtain an add/drop form from the

99 Other grades used to report student progress Class Attendance are: Students are expected to attend all classes for which P Pass (minimum of 0 (Not computed they are registered. Academic work proceeds up to C- work required) into GPA) the date and hour of the beginning of holidays and NP No-Pass 0 (Not computed semester breaks and resumes promptly at the end of into GPA) such breaks at the time specified in the Academic W Official withdrawal 0 (Not computed Calendar. Students are accountable for any work (after 8th week of into GPA) missed by absence from classes. term) I Incomplete 0 (Not computed Examinations and Assignments into GPA) Faculty members establish the requirements and IE Incomplete Extended 0 (Not computed the nature of academic exercises and examina- into GPA) tions. Examinations must be turned in at the PR In-Progress (thesis 0 (Not computed scheduled completion time, and it is expected that and special courses into GPA) all examinations and manuscripts represent the only) student’s individual work. AW Audit withdrawal 0 (Not computed (registered as auditor, into GPA) An examination period occurs at the end of each but failed to attend) semester. Final examinations, if given, may be UW Unofficial withdrawal 0 (Not computed either take-home or scheduled. Take-home (registered, but failed into GPA) examinations have time and other regulations to attend) determined by the faculty member. For scheduled examinations, the class meeting time determines Grades are final when filed in the M Center/ the time at which the examination is scheduled. Academic Records and are not subject to change Final examinations, if given, must be completed by reason of a revision of judgment on the instruc- during the days designated as the final examina- tor’s part or on the basis of a second trial; e.g., a tion period in the College calendar. Graduate new examination or additional work undertaken or students registered in undergraduate courses have completed after the date of the semester report. the same examinations as undergraduates. The grade point average of each student is All assignments, projects, term papers and course obtained by dividing the number of grade points assignments are due no later than 5:00 pm on the earned by the number of semester course credits last day of instruction. No examinations may be carried. Master’s and doctoral degree candidates given by instructors in any class during the last and teaching credential candidates must achieve five teaching days of the each semester. and maintain a cumulative grade point average Failure to take the final examination, or submit (GPA) of 3.0. Students in the post-baccalaureate a paper or report that has been substituted for it, certificate programs, and special, non-degree is counted as a failure in the examination. graduate students must maintain a GPA of 2.75. Exceptions are made for failure due to reasons Grades for transferred courses are not calculated beyond the student’s control, at the discretion of into the GPA, with the exception of grades for the instructor. In such cases, students may request courses taken through cross-registration. an Incomplete grade in the course until the examination has been taken, which must occur by the In Progress Grades end of the next semester. (See Incomplete Work.) The temporary notation of “PR” (“In Progress”) indicates a course in progress. The “PR” grade is Incomplete Work used only for thesis courses and other specifically If unable to complete a portion of work for the designated courses in the Department of semester in a course due to extraordinary circum- Education that by the nature of the course work stances, the student may receive the temporary involved cannot be graded at the end of a given notation of Incomplete (“I”). Faculty members term. In the case of a “PR” grade for the thesis, may not assign an Incomplete at will; nor may students who do not complete their thesis during students simply elect to take an Incomplete their period of candidacy will have the “PR” grade without sufficient cause. An Incomplete is not changed to an “NC” (“No Credit”). intended to permit a student more time for the work of a course than is normally allowed, and

100 will not be approved unless the student has remains unresolved, the next step is an appeal to already completed a minimum of approximately the department chair of the academic department two-thirds of the course work. involved. If the matter still remains unresolved, the final step is to make an appeal to the academic dean. For a student to receive an Incomplete, an Incomplete Request/Report Form must be filed Repeating a Course with the M Center/Academic Records with the Students who have received a passing grade in a appropriate information and signatures by the last course are not allowed a reexamination therein, day of instruction for the term. See the Academic nor may they repeat the course. Students may Calendar for the exact dates. The form documents repeat any course in which they receive an “F” the amount of work completed with the percentage Although the “F” remains on the record, the of grade for this work, the remaining work to be second grade is also recorded and calculated into completed, and the date by which the remaining the GPA. Certain courses on the graduate level work is due. If this form is not submitted, the may be repeated for credit. This will be noted in instructor is required to assign a letter grade. the course description in the catalog. Students applying for Incompletes should refer to the Academic Standing portion of this catalog to Unsatisfactory Performance determine how the Incomplete will affect their If a student’s work is unsatisfactory, a mid- academic standing. semester deficiency notice may be filed by the Students must complete the remaining work no instructor with the M Center/Academic Records later than the last day of instruction of the follow- midway through the semester. A copy of this ing semester, whether or not they are enrolled at deficiency notice is sent to the Office of Graduate Mills. The instructor will grade the work and the Studies and to the student’s advisor, who confers grade will be recorded by the registrar with a with the student regarding improvement of his or notation of “Inc Grade Removed”, which will her studies. appear on the student’s transcript. If the remaining course work is not completed within the required Academic Standing time, the Incomplete will become an “F”. Students’ academic progress is reviewed by the In extraordinary circumstances, a student may Academic Standing Committee each semester to petition the Academic Standing Committee for an determine their academic standing as defined below. extension of the Incomplete deadline. If approved, The Academic Standing Committee will examine the existing “I” grade will be replaced by an “IE” students’ academic records based solely on Mills grade indicating that an extension was granted. academic work and work done through the Cross- Students may petition for only one extension. Registration program. Consideration does not Further extensions will not be granted. include course work completed on transfer. The same policy applies to graduate students Individual graduate programs may establish and enrolled in undergraduate courses. administer more stringent requirements governing probation and dismissal in a specific program. Grade Reports Failure to achieve the required level of academic Students may access their semester grades online proficiency within the specified time period will via “myMills” with their Mills PIN and ID lead to automatic dismissal. number. Students may request that a printed grade report be mailed to them. Satisfactory Academic Standing • Minimum cumulative GPA of 3.0 (2.75 for Grade Appeal Procedure post-baccalaureate certificate students) Any appeal of a grade must be undertaken before the end of the following semester or, in the case Warning of graduate students in their final semester, before • Cumulative GPA 3.0 or higher (2.75 for graduation. Reasons for appeal are to correct an post-baccalaureate certificate students) but actual error in computation and in transcribing the semester GPA below 3.0 (2.75 for post- report, or in cases where some part of the student’s baccalaureate certificate students); and work has been unintentionally overlooked. The • Normal progress toward the degree first step in the procedure is informal consultation between the instructor and student. If the matter

101 Probation no later than the deadline for the first Academic • Cumulative GPA of less than 3.0 (2.75 for Standing Meeting of the semester immediately post-baccalaureate certificate students); or following the disqualification. • Cumulative GPA of 3.0 (2.75 for Post- baccalaureate certificate students) or higher Academic Standing but term GPA of less than 3.0 (2.75 for post-baccalaureate certificate students) if Committee normal progress is not present Students who wish to request an exception to academic policy or procedure must petition the Disqualification Academic Standing Committee. Petition forms All students who have been placed on probation, are available in the M Center and online. The either on entry or after their first semester in Academic Standing Committee meets each week attendance, whose progress for the following term during the academic term; information regarding meets the definition of probation (above) are subject the exact day and time of the meetings is available to disqualification. Individual graduate programs from the M Center. All communication, completed may establish and administer more stringent require- petitions, medical documentation, etc., must be ments governing probation and dismissal in a delivered to the M Center by noon on the weekday specific program. Failure to achieve the required two days preceding the scheduled meeting for the level of academic proficiency within the specified petition to be placed on the next agenda. Students time period will lead to automatic dismissal. should not petition a member of the Academic Standing Committee directly. Students should not The College reserves its right at all times to assume that an exception will be approved and are suspend or expel a student. The student will be advised to continue with their current program given written notice of the nature of the charge until approval is given. Students wishing to appeal and of the decision made by the appropriate a grade should not petition the Academic Standing College committee. Committee. (See Grade Appeal Procedure.) For more information, contact the M Center. Removal from Probation Students who are placed on probation will have a Graduation notation (“Probation”) placed on their transcript Petition for Candidacy for the specific semester in which their academic Degree candidates must file a petition for standing was not satisfactory. This notation is a candidacy with the M Center. The petition must be permanent part of the student’s record. approved and filed before the candidate’s final Graduate students placed on probation are required semester at Mills (see academic calendar for to earn a semester and cumulative GPA of 3.0 or dates). Students completing a thesis are charged a higher (2.75 for post-baccalaureate certificate $45 binding fee. students) to be considered in good academic standing the following semester. The student has one Comprehensive Examination semester in which to bring the GPA to the required Comprehensive examinations must be completed level to continue in graduate work. and grades submitted before a student will be allowed to graduate or participate in the Graduate students placed on probation and no Commencement ceremony. longer in attendance will be continued on probation. Thesis Appeal of Disqualification Two copies of the approved thesis must be filed Students who are disqualified will have this with the Office of Graduate Studies approximately notation on their transcript unless they successfully one week prior to the end of instruction for the appeal the disqualification, in which case a notation term in which the student intends to graduate. of “Probation” will replace the notation of Refer to the Academic Calendar for exact dates. “Disqualification.” In either case, the notation is These approved copies must be signed by the permanent. To appeal the disqualification, students thesis director, committee members, the reference may write to the Academic Standing Committee librarian, and the provost/director of graduate with an explanation of the circumstances which led studies. They will be deposited in the College to their poor academic performance. Letters of Library. If the type B thesis is of such a nature support from two faculty who have worked with the that it cannot be duplicated, the original work will student are also required. Appeals must be received

102 become the property of the College and will be • If a student is in financial default, the College deposited in the Library. If the creator of a type may withhold his or her diploma until all B thesis intends to copyright the thesis, the financial obligations are cleared. College retains a nonexclusive copyright interest. • If a student has received any Incomplete or In A $45 binding fee is required. No student will Progress grades for the spring, the diploma be permitted to graduate or participate in the will be held until the Incomplete courses are Commencement ceremony until the thesis is completed and graded. turned in and a passing grade for the thesis • If a student attended another institution submitted. through cross-registration or concurrent enrollment during the final spring semester, Dates for Conferral of Degree the diploma will be held until an official Mills College confers degrees twice per year. transcript from the institution is received and Students who complete all requirements for the reviewed and credit is granted. degree in the fall will have an official graduation date of January 2 of the following year. Students Transcripts and Enrollment who complete all requirements at the end of the spring semester will have an official graduation Verifications date that corresponds to the date of the Transcripts Commencement ceremony. Regularly enrolled students in the College, upon receipt of their degrees, are sent one complimentary Master’s students who have completed all of their transcript for their personal use. Students may order course work except the thesis must apply for “In additional copies of official or unofficial transcripts Progress” status and pay the “In Progress” fee through the M Center. A $10 fee is charged for each each semester until the thesis is completed and official transcript to be mailed within five working submitted. days of the written request; a $35 fee is charged for each official transcript to be mailed or picked up Commencement within 24 hours of the receipt of the request. This Graduate students must complete all requirements fee covers the cost of express mailing within the for the master’s degree, credential, or certificate they United States. Overseas rush transcripts will be sent are receiving in order to be eligible to participate in via Global Express. Charges for overseas mailing the Commencement ceremony. Students with are the responsibility of the student and must be Incomplete or In Progress grades or whose compre- paid at the time the transcript is requested. Until a hensive examination has not been graded will not settlement of all College bills has been made, a be eligible to participate. Doctoral students must student may not receive a diploma, certificate, or have completed all course requirements and have official or unofficial transcript. During any period arranged to submit and defend their thesis no later that a student is in default on any obligation to the than during the summer immediately following College, including financial, contractual, and Commencement in order to participate. academic obligations, or compliance with disciplinary sanctions, the College may withhold, The Commencement ceremony includes formal at its discretion, the delivery of any official or conferral of the degree, signified by the award of unofficial transcript or diploma, or the issuance of the doctoral or master’s hood, and presentation of any degree or certificate. the diploma. Formal academic regalia is required of all students participating in the graduation cere- Enrollment Verifications monies. The robe and hood may be rented by Students who are required to report their enrollment placing an order with the College Bookstore status to an individual or agency may request approximately six weeks before graduation. enrollment verification by contacting the M Center/ Diplomas Academic Records. Enrollment verifications can be made for current or past terms only and can be Diplomas for students who have completed their made only for the current term after instruction has requirements either in the fall or in the spring are begun and the student has registered for classes. presented at Commencement in May. The diploma Enrollment verifications are made within two to bears the degree, the area of study, and the date of three days of a request and no fee is required. the student’s actual graduation. Diplomas will not be released at Commencement under certain conditions:

103 College Officers Chapel Janet L. Holmgren 510.430.3123 President [email protected] Mary-Ann Milford Chapel Rental Provost and Dean of the Faculty 510.430.2145 [email protected] Elizabeth Burwell Vice President for Finance, Children’s School Administration, and Treasurer Education Center, 510.430.2118 [email protected] Ramon Torrecilha Executive Vice President College Events/Master Calendar for Institutional Advancement Sage Hall 135, 510.430.3230 [email protected] Renée Jadushlever Vice President for Information Resources Computing Services Lucie Stern 21, 510.430.2005 Julie Richardson [email protected] Vice President for Enrollment Management Conference Services Joanna Iwata White Hall RCO, 510.430.2145 Dean of Student Life [email protected] Controller’s Office Administrative Offices Sage Hall, 510.430.3322 Academic Records/M Center [email protected] Carnegie Hall 101, 510.430.2000 [email protected] Development/Institutional Advancement Carnegie 150, 510.430.2097 Accounts Payable [email protected] Sage Hall, 510.430.2121 [email protected] Dining Services Sage Hall 138, 510.430.2042 Admission [email protected] Mills Hall 200, 510.430.2135 [email protected] Directions to Mills College (recording) 510.430.3250 Athletics Haas Pavilion, 510.430.2172 Financial Aid/M Center [email protected] Carnegie Hall 101, 510.430.2000 [email protected] Art Museum Aron Art Center, 510.430.2164 Founders Commons Dining Hall [email protected] 510.430.2061 [email protected] Audio-Visual Technical Services Fine Arts Annex, 510.430.2211 Graduate Studies [email protected] Mills Hall 226, 510.430.3309 [email protected] Campus Facilities Corporation Yard, 510.430.2146 Housing Management and Dining Services [email protected] Sage Hall 138, 510.430.2127 [email protected] Cashier Sage Hall, 510.430.3205 Human Resources [email protected] Sage Hall 128, 510.430.2282 [email protected] Central Systems & Administrative Computing Lucie Stern 33, 510.430.2241 Institutional Advancement [email protected] Carnegie 150, 510.430.2097 [email protected]

104 Institutional Research Residential and Commuting Life Mills Hall 119, 510.430.2084 Cowell 117, 510.430.2130 [email protected] [email protected] Library Student Accounts/M Center Olin Library, 510.430.2196 Carnegie Hall 101, 510.430.2000 [email protected] [email protected] Lost & Found Switchboard Sage Hall 141, 510.430.3151 Sage Hall 115, 510.430.2255 [email protected] [email protected] M Center Tea Shop Carnegie Hall 101, 510.430.2000 Rothwell Center, 510.430.3262 [email protected] [email protected] Mail & Copy Center Telephone Services Sage Hall 115, 510.430.2149 Lucie Stern 32, 510.430.3265 [email protected] [email protected] Marketing Transcripts/M Center Mills Hall 122, 510.430.3239 Carnegie Hall 101, 510.430.2000 [email protected] [email protected] Office of Institutional Advancement Vice President/Treasurer Carnegie 150, 510.430.2097 Mills Hall 115, 510.430.2125 [email protected] [email protected] Office of Student Life Cowell Building, 510.430.2130 [email protected] Payroll Sage Hall 102, 510.430.2122 [email protected] Personnel Sage Hall 128, 510.430.2282 [email protected] Pool Trefethen Aquatic Center 510.430.2170 President’s Office Mills Hall 109, 510.430.2094 [email protected] Provost Mills Hall 202, 510.430.2096 [email protected] Public Safety Sage Hall 138, 510.430.2124 [email protected] Registrar/M Center Carnegie Hall 101, 510.430.2000 [email protected]

105 Directions to Mills Mills is centrally located at 5000 MacArthur From Berkeley Boulevard in Oakland at the junction of Interstate 580 and Highway 13. Drivers coming from the and points north: north, follow the I-580 exit directions carefully, By Car: Take I-80 south to I-580 east toward because there are three MacArthur Boulevard exits Hayward-Stockton. Take the second MacArthur in Oakland. Blvd. exit (about 8 miles past the Bay Bridge maze) between High Street and Seminary Ave. exits. From Public transportation and trip planning information the freeway off-ramp, bear right onto MacArthur can be accessed via the web or telephone using the Blvd. and turn left at the first stop light into the following resources: Mills campus. Mills College Directions From Downtown Berkeley: • www.mills.edu/maps By Car: Take Ashby Ave. to Tunnel Road and onto • 510.430.3250 Highway 13 south. Take the San Francisco exit onto I-580 west, stay in the exit lane and immediately Travel Information take the MacArthur/High Street exit. Turn left at the 511ª Bay Area Travel Guide stop sign and proceed under the freeway overpass. 511 is a phone and Web service that provides Turn left at the stoplight onto MacArthur Blvd. information on traffic conditions, detailed public Once on MacArthur, turn left at the first stop light transportation routes and fares, carpools, bicycling into the Mills campus. information, schedule, route, and fare information for the Bay Area’s public transportation services. From Hayward and • www.511.org • Dial 511 or 510.817.1717 points east: By Car: Take I-580 west to the MacArthur Blvd/High Street exit just after the junction with From San Francisco or Highway 13. Turn left at the stop sign and proceed San Francisco under the freeway overpass. Turn left at the stoplight onto MacArthur Blvd. Once on MacArthur, International Airport: turn left at the first stop light into the Mills campus. By Car: Take 101 north from the airport towards I-80 and the Bay Bridge. From the east end of the Bay Bridge, take I-80 to I-580 east toward From Oakland Airport Hayward-Stockton. Take the second MacArthur and points south: Blvd. exit (about 8 miles from the bridge), between By Car: Follow the signs to I-880 north. Take I-880 High Street and Seminary Ave. exits. From the free- north to High Street, about two miles past the way off-ramp, bear right onto MacArthur Blvd. and Oakland Airport exit. Turn right onto High Street turn left at the first stop light into the Mills campus. and continue about three miles. Go under the freeway overpass and turn right onto MacArthur Blvd. From Downtown Oakland: Go under the freeway again, bearing right to the By Car: Take I-580 east toward Hayward-Stockton. stop sign. Directly ahead, turn left, at the first stop Take the MacArthur Blvd. exit between High light, into the Mills campus. Street and Seminary Ave. exits. From the freeway off-ramp, bear right onto MacArthur Blvd, and turn From Concord/Walnut Creek: left, at the first stop light, into the Mills campus. By Car: Take I-680 south to Highway 24 west. Come through the tunnel. Get onto Highway 13 south toward Hayward. Take the San Francisco exit onto I-580 west. Stay in the exit lane and immediately take the MacArthur/High Street exit. Turn left at the stop sign going under the freeway overpass. Turn left at the stoplight onto MacArthur Blvd. Once on MacArthur, turn left at the first stoplight into the Mills campus.

106 Other Travel Options Bay Area Rapid Transit (BART) Shuttles • www.bart.gov Shuttles to and from the airport should be reserved • Oakland/Berkeley/Orinda: 510.465.2278 one to two days in advance. To make reservations • San Francisco/Daly City: 415.989.2278 from the San Francisco airport, call the Bay Porter • South San Francisco/San Bruno/San Mateo: Express at 415.467.1800. From the Oakland Airport, 650.992.2278 call the Bay Porter Express at 510.864.4000 or the • Concord/Walnut Creek/Lafayette/Antioch/ East Bay Connection at 800.675.3278. Pittsburg/Livermore: 925.676.2278 • Hayward/San Leandro/Fremont/Union Alameda-Contra Costa Transit City/Dublin/Pleasanton: 510.441.2278 (AC Transit) • Richmond/El Cerrito: 510.236.2278 • www.actransit.org • 510.891.4777 San Mateo County Transit (SamTrans) • www.samtrans.org • From area codes 408, 415, 510, 650, 707, 831 and 925, call: 880.660.4287

107 Index A Post-Baccalaureate Certificate About Mills College, 6 Program, 18 Academic, 4, 7, 93 Post-Baccalaureate Programs in Advising, 93 Computer Science, 18 Calendar, 4 Special Admissions Requirements, 17 Credit, 93 The Master of Arts in Interdisciplinary Environment, 7 Computer Science, 17 Regulations, 93 Concurrent Enrollment, 94 Standing, 101 Course Load, 95 Academic Standing Committee, 102 Credential Programs, 32 Accreditation, 3 Cross-Registration, 93, 98 Adding a Course, 98 D Administrative Offices, 104 Dance, 21 Admission, 86 Admission Requirements, 22 Application Deadlines and Fee, 86 Courses, 24 Probationary Admission, 86 Faculty, 22 Requirements, 86 Master of Arts, 23 Special Admission Requirements, 86 Master of Fine Arts, 23 Advanced Teaching Practica, 97 Master of Fine Arts in Dance with an Application Process, 86 Emphasis in Choreography, 23 Art Studio, 10 Master of Fine Arts in Dance with an Courses, 12 Emphasis in Choreography and Faculty, 11 Performance, 24 Master of Fine Arts, 11 Prerequisites, 22 Special Admission Requirements, 11 Degree Requirements, 93 Attendance, 100 Diplomas, 103 Auditing a Course, 99 Directions to Mills, 106 B Dropping or Withdrawing from a Course, 98 Biochemistry, 14 E Biochemistry and Molecular Biology Education, 26 Certificate, 15 Administrators for Tomorrow’s Schools Faculty, 15 California Administrative Services Special Admissions Requirements, 15 Credential, 34 C Child Development, 28 Child Life in Hospitals and Community Calendar, 4 Health Centers, 28 Campus Resources, 8 Children’s School, 29 Candidacy Lapsed, 96 Courses, 35 Check-In, 96 Credential Advising, 33 Children's School, 29 Credential Programs, 32 Class Attendance, 100 Developmental Perspectives in Teaching (DPT), 33 College Officers, 104 Doctor of Education (EdD), 34 Commencement, 103 Early Childhood Education, 28 Comprehensive Examination, 102 Early Childhood Special Education Computer Science, 16 Specialist Credential, 30 Advanced Degree Preparatory Track, 18 Educational Leadership, 28, 34 Courses, 19 Faculty, 27 Faculty, 17 Financial Aid, 32

108 Master of Arts, 29 H Master of Arts in Education with Health Insurance Fees, 88 an Emphasis in Child Life in History of Mills College, 9 Hospitals, 29 Housing, 9 Master of Arts in Education with an Emphasis in Early Childhood I Education, 30 Independent Study, 98 Master of Arts with an Emphasis in Individual Music Instruction, 98 Teaching, 31 Intermedia Arts Program, 56 Midcareer Math and Science, 34 Multiple Subjects Credential, 33 International Students, 87 Multiple Subjects Credential with an Internships, 98 Early Childhood Emphasis, 33 L Single Subject Credential, 33 Special Requirements for All California Leave of Absence, 95 Teaching Credentials, 33 Loans, 92 Teacher Preparation, 29 M Teachers for Tomorrow’s Schools Mathematics, 66 (TTS), 33 BA/MA Program, 67 English, 47 Courses, 68 Courses, 49 Faculty, 67 Faculty, 48 Prerequisites, 67 Special Admission Requirements, 48 MBA, 58 The Master of Arts Degree in English 4+1 BA/MBA Program, 59, 60 and American Literature, 49 Accelerated Graduate Study (The Fast The Master of Fine Arts Degree in Track), 59 Creative Writing, 49 Courses, 61 Enrollment Verifications, 103 Faculty, 59 Examinations and Assignments, 100 Regular Full- or Part-Time Graduate Study (The Flex Track), 59, 60 F Mills College, 6 Financial Aid, 32, 91 About, 6 Alumnae Tuition Scholarships, 92 Academic Environment, 7 Art Department, 92 Campus Resources, 8 California State Funding Opportunities, Faculty, 7 92 History, 9 Departmental Assistantships, 91 Education, 32 Music, 70 Education Department, 92 Courses, 75 English Department, 92 Faculty, 71 Loans, 92 Master of Arts in Composition, 73 Music Department, 92 Master of Fine Arts in Electronic Music Post-Baccalaureate Pre-Medical and Recording Media, 73 Certificate Program, 92 Master of Fine Arts in Performance and Work, 92 Literature, 74 Special Admission Requirements, 72 G Music Instruction, individual, 98 Grading, 99 O Appeal Procedure, 101 In Progress Grades, 100 Officers, College, 104 Incomplete Work, 100 P Pass/No-Pass Grading Option, 99 Pass/No Pass Grading Option, 99 Graduate Housing, 9 Pre-Med, 79 Graduate Record Exam (GRE), 87 Biology Faculty, 80 Graduation, 102 Chemistry Faculty, 80

109 Post-Baccalaureate Pre-Medical T Program, 81 Thesis, 91, 93, 102 Special Admissions Requirements, 81 Binding Fee, 91 Probation, 102 Examinations, 93 Public Policy, 82 Title IV Aid, 89, 90 4+1 Public Policy Program, 83 Refunds, 89 Faculty, 83 Return, 89, 90 R Transcripts, 103 Readmission, 96 Transfer Credit Policy, 94 Registration, 96 Travel Information, 106 Check-In, 96 Tuition and Fees, 88 Continuing Students, 97 Deadlines, 88 Deadlines, 97 Health Insurance, 88 Entering and Readmitted Students, 97 In Progress Fees, 89 Late Registration, 97 Policies, 91 Mail-In Registration for MA or EdD in Program Specific Fees, 89 Education, 97 Special Fees, 91 Removal from Probation, 102 V Repeating a Course, 101 Variable Credit, 99 Residency Requirement, 94 W S Withdrawal, 96 Security Deposits, 90 Special Courses, 97 Student Privacy Rights, 3 Student Status, 94 Full-time, 94 In Progress, 95 Special Non-Degree Student, 95 Students with Disabilities, 3

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