Wheaton 2001 – 2003 CATALOG

WHEATON COLLEGE Norton, Massachusetts www.wheatoncollege.edu/Catalog 2 College Calendar

Fall Semester 2001–2002 New Student Orientation Sept. 1–Sept. 4, 2001 Labor Day September 3 Upperclasses Return September 3 Classes Begin September 5 October Break October 8–9 Mid-Semester October 24 Course Selection Nov. 5–14 Thanksgiving Recess Nov. 21–25 Classes End December 11 Review Period Dec. 12–13 Examination Period Dec. 14–19 Residence Halls Close (8:00 p.m.) December 19 Winter Break and Internship Period Dec. 20 – Jan. 27, 2002 Spring Semester Residence Halls Open (9:00 a.m.) January 27, 2002 Classes Begin January 28 Mid–Semester March 8 Spring Break March 11–15 Course Selection April 15–22 Classes End May 3 Review Period May 4–5 Examination Period May 6–10;13–14 Commencement May 18 First Semester Deadlines, 2001–2002 Course registration concludes September 13 Last day to declare pass/fail registration September 27 Mid-semester grades for freshmen due (Registrar’s Office) October 24 Last day to drop course without record November 2 January study scholarship application (Advising Center) November 2 Registration deadline for spring courses (Registrar’s Office) November 14 Spring Semester Deadlines, 2001–2002 Application deadline for 11 College Exchange (Advising Center) February 1 Course registration concludes (Registrar’s Office) February 5 Last day to declare pass/fail registration February 22 Mid-semester grades for freshmen due (Registrar’s Office) March 8 Last day to drop a course without record March 22 Application deadlines for off-campus study—fall and 2002-03 programs; Wheaton graduate scholarships/fellowships and summer school scholarships (Advising Center) April 1* Registration deadline for fall courses, 2002 (Registrar’s Office) April 22

*Check with the Filene Center for individual JYA or domestic study programs which may vary.

A current College Calendar is available on-line at: www.wheatoncollege.edu/Catalog 3 Contents

Learning for Life 5 Wheaton College Mission Statement 6 A Tradition of Innovation 7

Academic Resources and Programs 13 The Wheaton Community 25 Curriculum and Academic Standards 29 Admission 37 Student Aid and Costs 41 Courses of Instruction 51 Selected Endowed and Other Named Funds 175 Trustees, Faculty, Officers, and Staff 189 Alumnae/i Association 203 Index 205 Where To Write 208 4 5 Learning for Life

heaton College provides an excellent community that values equally the contribu- W liberal arts education in a residen- tions of men and women. tial, coeducational community, enabling The college, in turn, takes students students to develop the knowledge and seriously as important contributors to its skills to define and reach their academic, intellectual life. The Wheaton Foundation professional and personal goals. fosters student scholarship through grants As members of a vigorous educational for independent research. Other funds community, Wheaton’s students are support collaborative faculty-student committed to the highest standards of research projects and field-based learning scholarship in all areas of the arts, experiences, which may lead to academic humanities, sciences and social sciences. credit. Wheaton students may enroll in And as intellectual activists, they are university courses thanks to a cross- encouraged to pursue learning in and registration program with Brown University beyond the classroom. Whether it be at and other regional institutions. our Boston-area campus or in another part Being a responsible citizen of a world of the world, students seek links between made smaller by technology and scarce their academic explorations and the real- resources means learning to appreciate world settings of workplace and commu- differences among people of other coun- nity. Reflecting Wheaton’s strong tries, within the U.S., and even on the commitment to learning for life, all college campus. To increase students’ students are required to participate in awareness of perspectives beyond their own, internships, research fellowships and field Wheaton has made the study of cultural experiences. With the support of the diversity and the non-Western world a Filene Center for Work and Learning, required part of its curriculum, through students undertake at least one outside- courses and experiential learning opportuni- the-classroom learning experience such as ties in the U.S. and abroad. In recent years, an internship, volunteer activity, work- Wheaton’s own international programs study job or campus leadership position. have allowed students to study at the These learning-for-life experiences appear University of Cordoba in Spain, at various as entries on an official second transcript institutes in the Russian Republic and called the Wheaton Work and Public universities throughout the former Soviet Service Record. In addition to providing Union, and at a research study center in students with an advantage when seeking Israel. They have also participated in jobs after graduation or competing for internship programs in London, Paris, admission to graduate schools, this Moscow, Haifa and Sidney, and in summer initiative is unique in higher education and fellowships at a language camp in Istanbul, builds on more than a decade of pioneer- Turkey. Likewise, special opportunities ing work in linking work and learning. exist for faculty to expand their overseas Wheaton’s high-quality education experience; many have gained new insights begins in the classroom, where collabora- through work and study in countries such as tions with professors challenge and Egypt, Israel, Korea, Thailand, and the transform students into lifelong learners, Seychelles. This commitment to equipped with the skills to participate in multiculturalism is also reflected on campus, shaping the multicultural world of which as the Wheaton community respects and they are a part. Wheaton teaches women values the diversity of each of its members. and men to live and work as equal partners Inside the classroom, Wheaton profes- by linking learning, work and service in a sors work to create a learning environment 6 LEARNING FOR LIFE

that promotes discussion and collabora- women. It is this blend of tradition and tion—an environment that empowers and innovation that has distinguished Wheaton enriches every student. This approach is for more than 160 years, and continues to reflected in the composition of Wheaton’s guide the college in its mission. faculty, whose equal numbers of men and women make this college unique among coeducational schools. Many of these Wheaton College Mission professors were pioneers in creating the Statement college’s gender-balanced curriculum, in The mission of Wheaton College is to which courses include the scholarship and provide an excellent liberal arts educa- achievements of both sexes. Wheaton classrooms themselves have become tion in a small, residential, coeduca- important settings in which to explore how tional learning community, enabling the learning styles, expectations and students to understand and participate aspirations of men and women may differ. in shaping the multicultural, interde- A faculty-student ratio of 1-to-12 and pendent world of which they are a part. discussion classes numbering from eight to eighteen students further encourage Collaborations with faculty and staff intellectual discourse among professors challenge and transform students into and students. lifelong learners with skills to become Learning for life, serving a diverse problem solvers committed to justice community, aspiring to academic excel- and the global community. Wheaton lence and personal fulfillment: Wheaton teaches women and men to live and values these commitments as it prepares the next generation to contribute to a work as equal partners by linking learn- complex and rapidly changing world. ing, work and service in a community While characteristic of the contemporary which values equally the contributions Wheaton, these traits are rooted in the of men and women. college’s founding, in 1834, as one of the earliest models of higher education for 7 A Tradition of Innovation

nstitutions, like individuals, are shaped oldest such organizations in the country, Iby the experiences, people and events the Wheaton Alumnae/i Association today that fill their past. The forces that sparked numbers more than 14,000 members the founding of Wheaton College began worldwide. more than 160 years ago, with a father’s wish to memorialize his recently deceased Educators of Vision and much-loved daughter. Rather than Lucy Larcom, who taught writing, erect a marble statue or another static literature, and history from 1854–1862, structure, Judge Laban Wheaton, at the may be the best known of Wheaton’s 19th- urging of his daughter-in-law, Eliza century faculty. She certainly characterized Baylies Chapin Wheaton, decided to the innovative teacher-scholars who would create a living monument. The Wheaton follow her as Wheaton faculty members. Female Seminary opened its doors on The founder of the student literary April 22, 1835, with three teachers and 50 magazine Rushlight (which still exists), Miss pupils. Larcom also was the catalyst behind the From its founding, Wheaton Seminary creation of “Psyche,” an intellectual was a pioneering institution, offering discussion group. In the classroom, she young women the means to pursue serious defied accepted methods of teaching study at a time when women’s educational history and English literature, eschewing options were few. In planning their school, recitation and memorization in favor of the Wheatons turned to one of the discussing ideas. A close friend of poet recognized leaders of the day in female John Greenleaf Whittier, Miss Larcom education: Mary Lyon. Miss Lyon created compiled several anthologies published the Seminary’s first curriculum with the under his name, from which she received goal that it be equal in the “English steady royalty income. branches”—science, philosophy, math- Seminary teacher Mary Cragin, ematics, rhetoric, history, composition, meanwhile, made significant contributions logic and religious studies—to the in mathematics. Nicknamed “Miss Why?” curricula of men’s schools. by students, Mary Cragin pioneered the Among those whose ideas and influence teaching of geometry without textbooks, shaped the early Wheaton was Caroline encouraging her pupils to think through Cutler Metcalf. Strong-willed, conscien- and solve mathematical problems on their tious, and creative, Mrs. Metcalf served as own. This teaching method earned Miss seminary principal from 1851–1876. Cragin national acclaim after she left Finding and retaining outstanding teachers Wheaton to teach at the St. Louis, was high on her list of priorities. Caroline Missouri, Normal School. Five years after Metcalf sought educators willing to put her death, the National Teachers Monthly aside tradition and custom to employ the praised Mary Cragin as “a woman who most effective teaching methods possible. came as near the ideal of true teacher, Graduates paid tribute to Mrs. Metcalf’s everything considered, as any that we have many contributions to their lives and to known.” the institution by creating the Wheaton A third outstanding educator during Alumnae/i Association in 1870, in honor of Wheaton’s early history was Clara Pike, Caroline Metcalf’s 20th year as Seminary who taught science from 1869–1901. At principal; the group also elected Mrs. her urging Wheaton built science facilities Metcalf as its first president. One of the and acquired equipment unusually 8 A TRADITION OF INNOVATION

sophisticated for a female seminary. Miss Adams Cram would later become Pike regularly attended classes at the supervising architect at Princeton, Rice, Women’s Laboratory of Massachusetts MIT and the U.S. Military Academy at Institute of Technology, and invited MIT West Point. professors to lecture at Wheaton. In Following Samuel V. Cole’s death in planning the seminary’s science courses 1925, the Reverend John Edgar Park Miss Pike consulted extensively with Ellen became Wheaton’s second president. He Swallow Richards, the founder of the began his tenure by modernizing the Women’s Laboratory at MIT. curriculum. His accomplishments include the introduction of departmental honors From Seminary to College and senior seminars, the creation of a Eliza Baylies Chapin Wheaton played an system of academic majors and minors, ongoing part in the life of the Seminary. In and the establishment of a Wheaton the mid-1890s she was among the first to chapter of Phi Beta Kappa. recognize that the age of the seminary was The year 1935 brought Wheaton’s ending. Four-year colleges were becoming centennial anniversary, which the college the rule rather than the exception, for commemorated with a two-day celebration women as well as men. (Indeed, the that included commencement, alumnae seminary’s enrollment in 1897 was a mere reunions, historical exhibits and the 25 students.) Convinced that Wheaton performance of a pageant written by should seek collegiate status, Mrs. Wheaton English department members Ellen Ballou called upon trustees to appoint the and Louise Barr MacKenzie. Student Reverend Samuel Valentine Cole as the enrollment and the size of the faculty seminary’s first president. Within six increased steadily during Dr. Park’s months of assuming the position, Rev. Cole presidency, and new buildings continued announced his intention to seek a college to appear on the campus horizon. charter “at some future time if circum- Wheaton’s growth and vitality during stances shall seem to warrant.” these years is particularly noteworthy in So began a massive revitalization project the context of two major world events: the that resulted in an expanded and strength- Great Depression and World War II. ened curriculum and several new buildings. Growth and Transformation The effect of these improvements was dramatic: By 1899-1900, Wheaton’s A. Howard Meneely began his 17-year enrollment had more than tripled. In tenure as Wheaton president when Dr. November 1911, trustees announced their Park retired in 1944. By the mid-1950s decision to apply for a college charter, pursuing a college education had become which was granted by the Massachusetts an increasingly desirable goal for growing Legislature in February 1912. numbers of students nationwide. Noting The first half of the 20th century Wheaton’s own steady enrollment growth brought further expansion. In planning the since World War II, President Meneely physical development of Wheaton’s voiced his concern that unless college campus, President Cole consulted with facilities and the number of faculty well-known Boston architect Ralph Adams increased across the country, a crisis in Cram as early as 1897. Cram’s pencil sketch education could result. At the same time of a “Court of Honor”—a rectangular, open Dr. Meneely believed that Wheaton space surrounded by groups of buildings— should remain a “small” college, continu- became a blueprint for campus develop- ing to provide students with individualized ment; a college chapel, three dormitories, a attention and a homelike atmosphere. library, and an observatory were con- While agreeing with President structed between 1900 and 1925. Ralph Meneely in principle, trustees acknowl- A TRADITION OF INNOVATION 9 edged the changing definition of a small Trustees found President Meneely’s college and voted in 1955 to increase successor in Dr. William C.H. Prentice, a Wheaton’s enrollment by 250 students. psychology professor and administrator This initiative, combined with another vote from Swarthmore College who was to hold taken six years later, doubled enrollment to the Wheaton presidency from 1962-1975. 1,200 students. In turn, such growth In completing the building program allowed Wheaton to expand and improve necessary to accommodate growing its curriculum, faculty and building enrollment, President Prentice oversaw program. the creation of Wheaton’s Watson Fine On the academic front, Wheaton Arts Center, Meadows Hall dormitory and established in 1959 a major lecture series Clark Recreation Center. Additionally, in through the generosity of Henry Witte 1966, the college constructed the Elisabeth Otis. (Two of Mr. Otis’s daughters Amen Nursery School to replace the graduated from Wheaton.) Wheaton school built in 1931, one of the first Professor of Religion J. Arthur Martin laboratory nursery schools in the country. developed the idea for the Otis Lecture Series to give students, as he put it, “an Faculty-Student Collaboration opportunity to hear and to come to know Wheaton built on its longstanding distinguished theologians and philosophers, commitment to student and faculty and to profit from the inspiration and research in the sciences with the opening guidance of a person of such intellectual of a new science facility in 1968. Since the stature as is usually found in our leading late 1950s students had been conducting universities.” Today, the purpose of the original research in ultrasonics, under the Otis Fund has broadened to support a direction of Professor of Chemistry Bojan colloquium in social justice—a forum Hamlin Jennings. Grants from the through which the Wheaton community National Science Foundation, the may address key contemporary social American Chemical Society and other issues. The first Otis Social Justice Award prestigious groups funded the purchase of was presented in 1990 to former U.S. scientific equipment and provided financial Surgeon General C. Everett Koop. More support for student researchers to study recently, the award has been presented to high-frequency sound. Professor Jennings then-U.S. Ambassador Bill Richardson, and Suzanne Townsend Purrington, Class writer and activist Howard Zinn, and of 1960, described this research in an feminist and author Gloria Steinem. The article published in the Journal of Physical annual Miriam Lee Tropp Memorial Chemistry in 1961. Wheaton’s tradition of Lecture, meanwhile, has featured CBS 60 faculty-student collaboration in the Minutes correspondent Lesley Stahl ’63, sciences continues as exemplified by economist Elizabeth Janeway and Chinese Professor of Astronomy Tim Barker and political observer William Hinton, among his students. With support from the others; the Wright-Shippee Memorial National Science Foundation, the Lecture has brought to campus well-known Wheaton researchers are searching for artists and art historians. supernovae in other galaxies. In June 1994 During his last year as Wheaton the team logged its first discovery: a dying President, Dr. Meneely suffered from star some 65 million light years away. cancer, and the administration of the Another of Wheaton’s most distin- college fell increasingly to Dean of the guished faculty members was Rhodes College Elizabeth S. May. Dr. May was Scholar Ernest John Knapton, professor of named acting president upon Dr. history from 1931 to 1968. An authority Meneely’s death, and served in that on the French Revolution in general and capacity form 1961 – 1962 during the the Napoleonic era in particular, Professor search for a new leader. 10 A TRADITION OF INNOVATION

Knapton wrote more than 50 scholarly for about 50 students funded by a $1.2 articles and book reviews as well as 10 million grant from the Gebbie Foundation books. Among the latter was Empress of Jamestown, N.Y.; and a new book store, Josephine, the definitive biography of housed in a restored historic building and Napoleon’s wife. In May 1969 Professor expanded to serve the local community as Knapton was the only American invited to well as the college. the Third International Congress of In January of 1987 Wheaton trustees Napoleonic Studies, held at Portoferraio, recommended, in principle, that the 152- Elba, to commemorate the bicentennial of year-old women’s college open its doors to Napoleon’s birth. At the conference he young men. After several months of presented a paper entitled “American discussion among alumnae, parents and Historical Writing on Napoleon in the friends, the board approved the move in Twentieth Century,” for which Wheaton May of that year. Wheaton’s first coeduca- history major Susan Aivano Hall ’70 did tional class—412 young men and women— much of the bibliographic work. Wheaton arrived on campus in September 1988. recognized Professor Knapton’s achieve- On July 1, 1992, Dale Rogers Marshall ments by awarding him an honorary degree became Wheaton’s sixth president. The and naming the social sciences building in former Wellesley College academic dean his honor in 1972. succeeded President Emerson, who left office in November of 1991; Hannah Building on Tradition Goldberg, college provost and academic The 1970s also saw the inauguration of vice president since 1983, served as acting Wheaton’s first woman president: Alice F. president during the interim. Dr. Marshall, Emerson, former dean of students at the a political scientist who specializes in urban University of Pennsylvania. During her 16- politics, holds degrees from Cornell year tenure, President Emerson continued University, the University of California at the tradition of campus improvement and Berkeley and U.C.L.A. curricular innovation begun by the Following her inauguration, President Wheatons. Physical changes included a Marshall began a strategic planning effort major addition to the library; a complete in the fall of 1992 to identify and prioritize renovation of Wheaton’s oldest building, goals for building on the college’s Mary Lyon Hall; and the creation of the distinctive strengths. On campus, a 14- Balfour-Hood Student Center. The latter member committee of faculty, students and two initiatives were part of a major fund- administrators considered mission, raising campaign that the college con- diversity, financing and a host of other ducted from 1983–1986. Alumnae/i, issues relevant to Wheaton’s future. parents, friends, corporations and founda- Meanwhile, off campus, a 42-item tions contributed more than $26 million questionnaire assessed alumnae/i attitudes for student scholarships, faculty develop- toward and perceptions of Wheaton, while ment, library acquisitions and other seeking their input on goals and priorities. priorities. Such support was characteristic The committee completed its work in of the renewed sense of purpose and pride October 1993 and college trustees with which Wheaton celebrated its 150th endorsed a series of recommendations for anniversary in 1984–1985. Additions to ensuring Wheaton’s strongest possible campus facilities since the mid-1980s future. include the $10 million Haas Athletic Enacting the strategic plan, President Center, which opened in 1991 and Marshall led the entire institution— supports Wheaton’s growing array of trustees, faculty, students and staff —in the intercollegiate, intramural and recreational most successful fundraising effort in the sports programs; Gebbie Hall, a residence college’s 166-year history. The Campaign finished on June 30, 2000, with more than A TRADITION OF INNOVATION 11

$90 million, far exceeding the $65 million campus share with past generations the rich target with which it started. The Campaign academic tradition of the liberal arts and has created more than 70 new student sciences. At the same time, today’s students scholarships, 11 new endowed faculty benefit from a host of curricular initiatives chairs, numerous endowed funds for begun during the past two decades—new academic programs, a new residence hall, a programs that help undergraduates develop baseball stadium and a $20 million technological literacy, enhance writing expansion of facilities for the visual and skills, explore work and family issues and performing arts. link academic study with learning outside Under President Marshall’s guidance, the classroom. These and other areas of Wheaton’s ability to attract students has intellectual inquiry are described in detail grown significantly as has its national on the pages to follow. reputation for academic excellence. Since Despite the diversity of the courses and the transition to coeducation, applications programs that constitute the Wheaton for admission have increased by 300 curriculum, all draw on the college’s percent, with much of that growth coming historic commitment to the liberal arts and in the past 10 years. At the same time, the sciences. And all help us meet the challenge number of entering freshmen ranked in the confronting every institution of higher top ten percent of their high school learning: to prepare young people for lives graduating class has risen to 25 percent. of consequence in the 21st century and The young women and men now on beyond. 12

P h o t o 13 Academic Resources and Programs

heaton is a coeducational, residential It prepares students to develop critical Wliberal arts institution, where all reading, writing and speaking skills and aspects of a student’s life—academic, social values for the professional, public and and co-curricular—contribute to his or her personal roles they will play for the rest of educational experience. The college’s their lives. The curriculum helps students academic resources include a rich curricu- become more self-confident and articulate, lum, a student–faculty ratio of 12-to-1, a more sensitive to the ethical and political strong library collection to support issues we must face, and better prepared to undergraduate scholarship, the Kollett act beyond self-interest in meeting the Academic Computing Center to facilitate challenges of a responsible adult life. computer use across the curriculum, a Through its 20 academic departments number of fully-wired, electronic class- Wheaton offers over 600 courses of study rooms, and a Media Center and Language and over 40 majors. With faculty guidance Lab for use in the appropriate courses. The students may also create independent study Filene Center for Work and Learning helps courses and self-designed majors or students explore connections between programs of study around a particular issue classroom learning and the creativity and or area of interest. Students may cross- problem solving integral to intellectual and register for selected courses at Brown professional success. The college’s University, the Maritime Studies Consor- residential life program emphasizes the tium in Boston, or nine other local individual’s responsibility to the commu- institutions through SACHEM, the nity; student activities, from student Southeastern Association of Colleges of governance to clubs to athletics, focus on Higher Education in Massachusetts. developing leadership and service roles. All For more than a decade a Wheaton contribute to the goal of learning through student’s academic experience has had experience. three main components: the General Wheaton’s faculty is committed to Education Program, or core courses across fostering students’ intellectual growth. The the whole range of liberal arts fields; the women and men who comprise our faculty field of concentration, or major; and are active researchers, publishing scholars elective courses. In the General Education and creative artists who contribute Program all students complete courses in consistently to the growth of knowledge the arts and humanities, the social sciences, through their writing and participation in the natural sciences, foreign languages, the broader scholarly and creative commu- writing and mathematics or logic. The nities. Above all, they are dedicated teachers General Education Program begins with at an institution where good teaching is not the First-Year Seminar and will include, by taken for granted. Small classes and the end of the senior year, courses that opportunities for faculty-student contacts emphasize the diversity of our own society both inside and outside the classroom and that look beyond the perspectives of promote intellectual discourse and close Western culture and Western history. In collaboration among professors and 2001–2002 the faculty plans to complete a students. comprehensive review of the curriculum and to make changes that will affect classes The Curriculum entering in subsequent years. Readers are The curriculum permits students to design encouraged to stay informed of curricular programs of study that meet their interests changes by consulting the on-line catalog. and needs and, at the same time, fulfill the The major typically consists of nine or college’s mission as a liberal arts institution. ten courses from a single department or 14 ACADEMIC RESOURCES AND PROGRAMS

from two or more departments, most of the established curriculum. Proposals must which are completed in the final two years be approved by the faculty who will advise of study. Majors at Wheaton prepare the program, by the Dean for Advising, and students for continued study in professional by the Provost. There is no minimum grade and graduate schools, for professional point average requirement. Guidelines and careers and for social responsibilities that proposal forms are available in the Advising require application of acquired skills to new Center. Independent majors who are situations. The major is not vocational approved for honors in that field of training, but provides the foundation upon concentration will be designated Wheaton which one’s vocational skills and career are Scholars. built. Enhanced Courses. Every year a number of Elective courses permit the student to introductory-level courses will offer an explore areas of academic interest and additional “enhanced” version designed to ability beyond the general education give students the opportunity to work with program and outside of the major and often more advanced materials or engage in lead to a minor concentration. additional independent work. Students will Special Academic Programs be expected to complete all the work for the regular introductory courses alongside Students with special interests or abilities other students, but may also meet separately will find a range of opportunities, from off– for additional class hours and may earn campus study and pre-professional additional credit. These courses are programs to honors curricula, for pursuing identified in the Registrar’s Schedule of their interests outside of the normal Courses each semester and, for entering curriculum. They may, for example, pursue students, in “The Next Step,” the Advising approved off-campus study through a publication sent to new students over the variety of domestic or international summer. Registration for these versions of a programs, including the Washington course will occur during the drop/add Semester Program at American University period after classes have begun. Any student (politics or economics), the Salt Institute for is free to select an enhanced course after Documentary Field Studies in Maine attending the first class meeting and (writing and photography), the Woods learning more about it. Hole Marine Biological Laboratory Individual Research. (ecosystems ecology), the Mystic Seaport Individual research Program, the National Theatre Institute, or courses are typically undertaken as year- semester or year programs at one of the long courses in the senior year and involve Twelve College Exchange institutions. the production of a senior thesis or other Wheaton-sponsored opportunities to study advanced work to qualify the student for abroad take students all over the world and departmental honors. These courses are overseas internships are offered by many numbered 500. overseas programs. Independent Study. These courses are arranged individually between faculty and Individualized Study students and provide the means by which Independent Majors. Wheaton students students interested in pursuing a topic not interested in creating interdisciplinary or covered in an existing course may do so cross-disciplinary majors may design their with appropriate scholarly guidance. These own independent major. Students will courses are numbered 099, 199, 299, 399, or develop their own rationale for their 499 depending on the level of the work proposed major in consultation with involved and are normally undertaken only advisors from two or more departments and after the first year. will select an appropriate program of Experimental Courses. From time to time courses from two or more areas of study in departments design a new course to be ACADEMIC RESOURCES AND PROGRAMS 15 offered either on a one-time basis or on an college’s own programs or through experimental basis before deciding whether approved programs sponsored by other to make it a regular part of the curriculum. colleges or accredited organizations. Such courses are numbered 198, 298 or 398 Students studying abroad, typically do so in and often offer unusual opportunities to the junior year, with the first two years at study at the cutting edge of a field of Wheaton devoted to foundation studies and knowledge. language preparation. It also is possible for Field Work. A number of departments offer students to receive academic credit for opportunities to integrate field work into a international internship opportunities, student’s academic programs. Students may another way for students to acquire a cross- complete up to four credits of field work cultural experience. Program information courses (but no more than two credits and Wheaton Guidelines for Off-Campus Study within the major). Some field work courses are available in the Filene Center. are a part of a department’s normal To be eligible for study away, students offerings, but other field work opportuni- must be in good academic and social ties are normally arranged as independent standing, maintain a cumulative grade point study courses. average of 2.67 (B-) after three semesters at Students completing internships Wheaton and for the semester immediately through the Filene Center for Work and preceding overseas enrollment. Overseas Learning may wish to develop these courses are reviewed by faculty advisors and experiences into a field work or indepen- the Associate Dean for Off-campus Studies. dent study course yielding academic credit. Courses must be compatible with Students interested in this possibility Wheaton’s liberal arts curriculum and may should talk with the director of the Filene satisfy general education, major and minor Center, the Dean of Academic Advising, or requirements or be taken as electives. appropriate faculty before undertaking the Students who study abroad through one internship to determine the best way to of the Wheaton-affiliated programs identified prepare for a subsequent independent study below will pay normal tuition and fees or field work course. Normally the student directly to the college. Financially aided can expect to complete additional research students may apply the grant and loan and reading and a paper or project to be portions of their aid to these expenses. evaluated by a faculty member. Field work Students enrolling in non-Wheaton affiliated may consist of work in museums, with programs will pay tuition and fees directly to government or social service agencies, or in those programs. Students who receive need- business or public service offices, but must based financial aid may be able to use some be primarily an educational rather than a of their aid for these programs, based on career-oriented experience to become the availability of funding and program costs, basis for academic credit. and must furnish the Office of Student Financial Services with a breakdown of International Study overseas expenses no later than the spring Overseas study is a formative part of the semester before they will enroll overseas. Wheaton educational experience for many Merit scholarships may be used for students. The college recognizes that living Wheaton-affiliated programs only. Students and studying overseas can be a valuable should check with the Office of Student dimension of a student’s intellectual and Financial Services about limits to the personal development. Working with amounts and types of aid available early in faculty and staff advisors, qualified students their planning. All regular financial aid may be approved by the college to complete application processes and deadlines are in a semester or year of study in locations effect and must be met to remain eligible. throughout the world, either through the Please also refer to pages 41 – 49 of the catalog. 16 ACADEMIC RESOURCES AND PROGRAMS

Wheaton in Spain. The Wheaton-affiliated Non-Wheaton Study Abroad Programs. Students PRESHCO Program at the University of may participate in overseas programs Cordoba enables students to enroll in a sponsored by other institutions with the university in a modern urban center of guidance and approval of their major Spain, which also houses one of the world’s department advisor and the Associate Dean greatest mosques. Contemporary Cordoba for Off-Campus Studies. A list of non- provides daily contrast with the historic Wheaton programs approved for credit Cordoba, which was a center of Moslem transfer is maintained in the Filene Center, culture during the Middle Ages. The along with general directories, program PRESHCO Program (Programa de Estudios brochures and applications. A Web en Cordoba) is a consortium program open directory for study abroad resources has to all students who meet the required been compiled for use in investigating language proficiency and are eligible for opportunities and gaining access to course study abroad. Additional information and offerings at universities and programs PRESHCO course listings are included throughout the world. A team of students under the Hispanic Studies Department back from overseas study serve as peer section of the catalog (page 109). advisors, to provide valuable advice and Wheaton International Internship Programs in assistance to students considering these Dublin, London, Paris, Moscow, Sydney and options. Students enrolling in non- Haifa, Israel. Through an affiliation Wheaton programs will pay tuition and agreement with Boston University fees directly to those programs. Students International Internship Programs, should note the possible limits on merit Wheaton is able to offer students opportu- scholarship use and financial aid for nities that combine academic seminars with Wheaton and non-Wheaton international related internships in a range of fields: study stated at the beginning of this section politics and international relations, and on page 45 of the catalog. psychology and social policy, international Domestic Study Away economics and finance, the arts, the media (journalism, broadcasting and film) and Salt Institute for Documentary Field Studies. advertising, marketing and public relations. Selected Wheaton students may participate Placements are available in multinational in a semester of interdisciplinary studies corporations, art galleries and museums, with a concentration in documentary advertising and public relations firms, photography, non-fiction writing and political or government organizations, law editing and field research at the Salt firms, social service agencies, hospital and Center, based in Portland, Maine. Selected health care centers and performing arts student projects are published in the organizations. Preference for admission to center’s magazine, become part of the these internship programs will be given to permanent archives and are displayed in the qualified students majoring in international Salt Gallery for a wider public audience. relations, political science, economics or Enrollment is limited to approximately 25 foreign languages and area studies. students who receive close guidance and Admission to these programs is very individual supervision as they develop their competitive and generally students are projects. Students learn the steps of field expected to have a cumulative G.P.A. of 3.0 data collection and the development of (B). Detailed information and applications professional skills needed to shape their are available in the Filene Center. (Advisors: independent research for publication. Prof. Darlene Boroviak, Political Science Grades and credits become part of a Department and Lynn Gaylord, Associate Wheaton student’s academic record and Dean for Off-Campus Studies). students pay regular Wheaton tuition and fees for this Wheaton-affiliated program, with merit scholarship and financial aid ACADEMIC RESOURCES AND PROGRAMS 17 available as described above and on page 45 Wheaton student’s academic record, but of the catalog. students pay tuition and fees to Williams The Marine Biological Laboratory, Woods Hole, College for the Mystic Seaport Program. Massachusetts. Wheaton is a member of the Wheaton merit scholarship and financial MBL Consortium in Environmental aid are available as described above and on Science. Select students with strong page 45 of the catalog. backgrounds in environmental studies may The National Theater Institute at the Eugene qualify for fall semester study at this world- O’Neill Theater Center. (Under the auspices of renowned center for research, education Connecticut College and the Twelve College and training in biology. While at the MBL, Exchange Program below) Students in students enroll in two core lab and lecture theater may spend one semester of courses in aquatic ecosystems and terrestrial concentrated studies in directing, play ecosystems, select elective seminars and writing, acting, movement and voice, undertake an independent project. A special design and other electives. A final project effort is made to understand the links draws together all these elements culminat- between ecosystems on land and in water at ing in a performance open to the public. global, regional and local scales. The MBL The semester opens with two weeks spent library is jointly operated with the Woods abroad either in Stratford-upon-Avon or at Hole Oceanographic Institution, serving as Russia’s Moscow Art Theater (subject to a primary source of scientific information change). The program is very competitive for the large, multi-institutional Woods and may require an audition with NTI staff. Hole scientific community. Grades and Grades and credits become part of a credits become part of a Wheaton student’s Wheaton student’s academic record. academic record and students pay regular Students pay tuition and fees to Connecti- Wheaton tuition and fees for this cut College for the NTI Program. Wheaton-affiliated program, with merit Wheaton merit scholarship and financial scholarship and financial aid available as aid are available as described above and on described above and on page 45 of the page 45 of the catalog. catalog. The Twelve College Exchange Program. Mystic Seaport Program in American Maritime Regional colleges cooperate with Wheaton Studies. (Under the auspices of Williams in exchanging junior-year students include College and the Twelve College Exchange Amherst, Bowdoin, Connecticut College, Program below) This program offers an Dartmouth, Trinity, Wellesley, and interdisciplinary, field-based approach to Wesleyan. Admission is competitive and studies of the sea: American maritime students should indicate strong curricular history, literature of the sea, oceanography reasons for wishing to participate in the or marine ecology and marine policy. exchange. Applications and information on Students also learn maritime skills under eligibility are available through the professional instruction, including Academic Advising Center; a minimum boatbuilding, shipsmithing, sailing, or G.P.A. of 2.67 (B-) is required. Grades and celestial navigation. The program offers credits become part of a Wheaton student’s three field seminars each semester, with a academic record. For the period of study two-week offshore voyage on a research away, no fees are paid to Wheaton; schooner, eight days exploring the coasts of students pay tuition and fees to the host California or Oregon, and a three-day trip exchange institution. Wheaton merit to Nantucket. Admission is competitive. scholarship and financial aid funds are not Applications must be made in the spring of available, though students are eligible for the preceding year. More information is state and federal aid programs. (See page available in the Academic Advising Center. 45 of the catalog.) Grades and credits become part of a 18 ACADEMIC RESOURCES AND PROGRAMS

Washington Semester. Qualified students Pre-Professional Programs majoring in political science or economics Wheaton actively encourages students to may spend one semester of their junior year continue their education in professional and at American University (Washington, D.C.) graduate programs. Information and advice studying American government or about graduate schools and undergraduate economic policy. Students enroll in a core preparation for graduate study is available in seminar, which consists of meetings with the Advising Center and the Filene Center guest lecturers from a huge network of for Work and Learning as well as through national and international organizations graduate school symposia for juniors and and agencies, and class readings. An elective seniors each semester. Wheaton also offers course or research project is undertaken, graduate and professional school test along with an internship placement two preparation courses at no charge. Advice days a week. For the period of study away, about pre-professional preparation (pre-med, no fees are paid to Wheaton; students pay pre-law, business, elementary and secondary tuition and fees to American University. education, etc.) and information about Wheaton merit scholarship and financial Wheaton’s dual degree programs is available aid funds are not available, though students from the faculty and staff identified as pre- are eligible for state and federal aid professional advisors at the end of each programs and may apply to American section. University for special scholarships. (See Dual-Degree Programs. Dual-degree programs page 45 of the catalog.) permit a student to begin graduate-level Cross-Registration Options study in studio art, communications, engineering, business, theology and optom- Brown University. A limited number of etry before graduating from Wheaton. A Wheaton students may cross-register for student will take one to three additional years Brown University courses in subjects or to earn a second degree in one of these fields; areas not covered in the Wheaton curricu- the Wheaton A.B. is normally awarded at the lum. A minimum G.P.A. of 2.67 (B-) is same time as the second degree. More required. Applications and details regarding detailed information about these programs eligibility and other limitations for Brown and the undergraduate programs of study cross-registration are available in the which lead to them is available under “Dual- Academic Advising Center. Both institu- Degree Programs” in the section of the tions must approve all applications. catalog entitled “Courses of Instruction” SACHEM. (Southeastern Association for (pages. 78–80). Dual-degree programs exist Cooperation in Higher Education in with the following institutions: Massachusetts) is a collaborative effort Thayer School of Engineering, Dartmouth among nine colleges in the local region, College (B.S. Engineering) which allows full-time students to enroll in a limited number of courses at other Clark University Graduate School of SACHEM institutions. Members of Management (M.B.A.) SACHEM are Bridgewater State College, Emerson College (M.A. Mass Communications Stonehill College, University of Massachu- and Communications Studies) setts—Dartmouth, Massachusetts Maritime Graduate School of Management, University Academy, Dean College, Cape Cod of Rochester (M.B.A.) Community College, Bristol Community College and Massasoit Community George Washington University College. Students may take courses for (B.S. Engineering) credit at any of the nine colleges with the School of the Museum of Fine Arts (B.F.A.) approval of their faculty advisors and the Worcester Polytechnic Institute Wheaton Registrar, providing that such (B.S. Engineering) courses are unavailable at Wheaton. ACADEMIC RESOURCES AND PROGRAMS 19

Andover-Newton Theological School Communications. In addition to the Emerson (M.A. Religion) College program, students may prepare for New England School of Optometry journalism or media careers in any of several (Doctor of Optometry) graduate schools of journalism or communi- cations. Students may prepare by complet- Pre-Med and Other Health Professions. Students ing the writing/literature program in the interested in postgraduate work in medi- English department, the studio art major cine, dentistry, and other health professions (with an emphasis on graphic design or should consult one of the pre-med advisors photography), or the sociology major (with early in their first year to plan a program of an emphasis in documentary sociology or study that will ensure their eligibility as a media and society). They are encouraged to medical or professional school applicant by meet with members of the relevant their senior year. Medical and dental departments or the dean of academic schools normally require a minimum of two advising about their interests. (Advisor: Prof. semesters of biology, two years of chemistry Grady, Sociology). (including one year of organic chemistry), two semesters of physics, and two semesters Teaching. Students may earn a Massachusetts of English. Some schools have additional certification for early childhood, elementary requirements and all admit students who and secondary school teaching through the have completed majors outside of the education department. Observation and sciences if their record in science courses is practical teaching experience through strong. (Advisors: Prof. Pastra-Landis, supervised student teaching is available at Chemistry; Prof. Brennessel, Biology, Asst. local, private and public schools as well as at Dean Trayford, Advising). the nursery school run by the college. Students considering teaching careers may Law. Because law schools recognize the major in any liberal arts field, but should value of traditional liberal arts education, meet with members of the education there are no set courses making up a pre– department to plan courses leading to law program. An interested student should certification. Further information may be select courses that will develop an ability to found under the education department write, to argue persuasively and to analyze listing of courses on pages 84-89. (Advisor: critically the arguments of others. Students Prof. Maher, Education). considering a career in law should consult one of the pre-law advisors about their Management. Preparation for post-graduate academic program and to prepare for law education in management requires no school admissions. Wheaton does offer a prescribed undergraduate curriculum; most legal studies minor but this minor is not a schools offering the Master of Business prerequisite for law school. (Advisors: Prof. Administration degree are concerned with Goodman, Political Science; Asst. Dean the overall quality of an applicant’s Trayford, Advising). undergraduate work, and many prefer students who have completed majors in Architecture and Related Fields. Students traditional liberal arts fields. Some work, interested in architecture and art-related however, in mathematics, economics, and/ fields such as architectural restoration, city or the behavioral sciences is relevant for planning, landscape design or urban design, M.B.A. programs. (Advisor: Prof. Walgreen, may enroll in advanced degree programs at Economics). other institutions after completing their Wheaton A.B. Their Wheaton program Graduate School. Many students will be should include at least one year of calculus interested in post-graduate education in an and physics, as well as courses in drawing, academic discipline or field, and will find art and architectural history and design. that opportunities for careers in college and (Advisor: Prof. Evans, Art). university teaching and research will grow rapidly in the next two decades. A liberal 20 ACADEMIC RESOURCES AND PROGRAMS

arts education offers the best preparation Most students will be advised by the for most graduate school programs and faculty member serving as the instructor in interested students should consult major their seminar. This enables the advisor to advisors in appropriate departments at their offer guidance based upon first-hand earliest opportunity. Juniors and seniors knowledge of the student’s academic skills. will be invited to attend graduate prepara- Normally students will stay with this tion symposia through the Advising Center. advisor until they declare their major. Further information about graduate school Major Advisor. Once a student declares a admissions and Wheaton’s free graduate/ major at Wheaton, he or she will be professional school admission test prepara- advised by a major advisor. They will help tion courses (Graduate Record Exam, the student find the most appropriate Medical College Admission Test, General courses and faculty within his or her field Management Admission Test, Law School of interest as well as set and meet post- Admission Test) is available in the Advising graduate goals. Center and the Filene Center for Work and Learning. (Advisors: Asst. Dean Trayford, Professional Advisors. Wheaton College Advising Center; Dean Golden, Filene Center). offers professional advising support through the Academic Advising Center. Academic Advising The academic deans in the Advising Academic advising at Wheaton is a shared Center are available to deal with special- responsibility between student and advisor. ized academic concerns (domestic off- Advisors help students explore learning campus study, study skills, learning inside and outside the classroom, reflect differences, graduate school, scholarships upon goals and choices, plan their academic and advising for students at academic risk). programs and recommend courses and In addition, they serve as “back up” fields of study which seem appropriate to advisors when faculty advisors are the individual student’s interests and unavailable. abilities and which make appropriate Preceptor Program. Each new student at progress in fulfilling the general education Wheaton will be assisted by one or two program and other degree requirements. undergraduate preceptors. Preceptors Students are responsible for understanding provide peer perspectives on academic the college’s requirements, monitoring issues and responsibilities and, along with their own progress and seeking appropriate First-Year Seminar advisors, seek to academic advice to guide them in their ensure that new students make an effective choices; students, not their advisors, are transition from high school to college. ultimately responsible for their own Preceptors also serve as study strategy academic programs and for fulfilling the tutors, offering reading, time manage- requirements for the degree. ment, note-taking and test-taking Advisors also guide student’s adjustment strategies. to the academic expectations of the college in other ways. Students should turn freely Academic Support Services to their advisors for information and Academic Advising Center. The Academic guidance in all matters which have an Advising Center is the central source of impact on their academic activities. If an information and guidance for all aspects of advisor is unable to help, he or she will student academic life. Staff at the center refer the student to other resources in the maintain each student’s college file, college. oversee domestic off-campus programs First-Year Seminar Advisors. All first-year and Twelve College Exchange applica- students will be assigned a faculty advisor tions, guide students through independent when they select their first-year seminars. major applications and national scholar- ship and fellowship competitions. The ACADEMIC RESOURCES AND PROGRAMS 21

Advising Center provides college skills opportunities; and awards Wheaton training and individual academic counsel- Foundation Grants to support special ing for students who experience academic student research and scholarship. difficulty. Students who need to notify Graduate Scholarship Programs. From their first their instructors of unavoidable absence year on campus, students will be invited to from classes may do so through the take advantage of group workshops and Advising Center; students requesting individualized advising, designed to enhance academic exceptions, incompletes or their candidacy for national scholarships and changes in final exam schedules must apply fellowships. The Truman, the Goldwater, to the Advising Center. In addition, the the Fulbright, the Marshall and the Rhodes staff of the Advising Center advises scholarships are some of the competitions students with special academic concerns covered in this program. Final selection on and differences in learning styles. nominations for these scholarships are made Tutoring Services. Tutoring services are by the Committee on Admissions and available to all Wheaton students, at no Academic Standing. charge. Writing tutors, trained and Wheaton Foundation. Any student who is supervised by the Writing Program in the pursuing an exceptional academic project English Department, provide assistance on that extends beyond the basic requirements any written assignment. This tutoring is of a particular class may apply to the available in the residence halls, and hours Wheaton Foundation for funds to assist in will be posted each semester. Course that project. Proposals are due at the tutors, trained and supervised by the Academic Advising Center in November and advising center, provide academic tutoring in February for the two rounds of awards in all academic areas at Wheaton by each year. Students seek funds for a number appointment. Study strategy tutoring, of reasons, including travel to attend provided by preceptors, offers help with national conferences and funds to cover time management, test taking, note-taking research expenses. and reading. A schedule for study strategy tutors will be made available each semester Registrar’s Office. The Registrar’s Office from the Advising Center. handles all matters pertaining to course registration and academic records, including Academic Support Workshops. In addition to transcripts. Students are responsible for the study skills tutoring offered by selecting courses as well as making course preceptors, the Academic Advising Center registration changes via the Web after staff periodically offer academic support consultation with their advisor. Declarations workshops throughout the academic year. of majors and minors are filed in this office Topics covered include time management, by the established deadlines. The Informa- major declaration and academic support tion Desk, where students will find answers groups. for many of their academic, registration, and Committee on Admissions and Academic financial questions, is also located in the Standing. The Committee on Admissions Registrar’s Office. and Academic Standing also provides support for students in a variety of ways. The Wallace Library The committee reviews student academic The materials and services provided by the performances at the end of each semester Madeleine Clark Wallace Library are central and acts on student petitions regarding to the educational mission of the College. exceptions to academic regulations and The library utilizes up-to-date information requirements. The committee also awards technology to enhance its instructional January and summer school scholarships; programs and to improve the quality of and nominates Wheaton candidates for accessibility to its collections, which include national scholarships and fellowship an ever-broadening array of electronic 22 ACADEMIC RESOURCES AND PROGRAMS

resources, more than 380,000 circulating used by many students to pursue employ- volumes, and over 2,000 serial titles in ment, graduate admission and fellowships print. during their senior years. The library’s online public access The process of completing entries in catalog (OPAC) lists all holdings in its the record, known colloquially as Wheaton’s permanent collections and can be accessed “Second Transcript,” serves as a bridge from any computer via the campus net- between academic and out-of-classroom work or the Internet. Electronic journals, learning. encyclopedias, and other electronic The Filene Center works with academic resources linked from the library’s departments to develop field work opportu- homepage are also accessible to on-campus nities and specialized career services for users. Through the library’s memberships graduates and offers additional services such in regional and national bibliographic as individual counseling, an extensive career networks, Wheaton students have access resource library, on-campus interviews for to more than 25 million titles held by employment and for graduate and profes- libraries throughout the United States. sional schools and credential services. Accessibility to Internet resources is Career Exploration Internship Program. The provided on site through the library’s internship program provides Wheaton public-access work stations and computer students with an in-depth perspective on search services, which make it possible for career fields, practical experience and users to consult computerized information professional contacts. While working as databases, newspapers and hundreds of interns during the semester, on January national and international indexes and break or summer vacation, students learn abstracts. firsthand the rhythms and rewards of a In partnership with faculty and the particular kind of work. With the assistance college curriculum, the librarians provide of the Filene Center, students research and students with instructional programs in secure their own internships, which may be traditional bibliographic research and in paid or unpaid. Internship opportunities are information technology. They also work sponsored by more than 800 organiza- with individual students to help them learn tions—banks, brokerage houses, govern- to work effectively in an increasingly ment agencies, museums, hospitals, complex information environment. newspapers, social service organizations, Filene Center for Work and Learning television stations and a wide variety of others—located throughout the nation, but Founded in 1986, the Filene Center for principally in Boston, New York and Work and Learning enables students to Washington, D.C. examine the connections between their Wheaton, Davis, Shouse and other Fellows academic programs and work experiences, Program. including internships, jobs and community With the generous support of service, on campus and off. To help foundations, alumnae/i and college funds, students discover the ties between the the Filene Center sponsors a number of liberal arts and the world of work, the paid internships available during January college expects all students to compile a breaks and summers through the Wheaton comprehensive Wheaton Work and Public Fellows program. Students are invited to Service Record—an evaluated history of design educationally meaningful placements employment, field work, campus leader- that address their personal and career goals. ship or community service activities. Many of our Fellows awards are dedicated Students must have at least one entry on to first and second-year students to their Wheaton Work and Public Service encourage early exploration of life paths. Record in order to graduate, but multiple Other clusters of awards support college- entries are encouraged, as the record is linked areas of interest, including interna- ACADEMIC RESOURCES AND PROGRAMS 23 tional placements and emerging technology and an alumnae/i Filene Liaison Network in arenas. Every year, the Filene Center awards thirteen cities nationwide to assist seniors over $200,000 in stipends to support out-of- and graduates with their professional classroom learning experiences. development needs. The Gertrude Adams Additionally, students go on a stipended Professional Development Program is summer fellows program to work as English underwritten with the generous support of a as a Second Language instructors and camp Wheaton alumna and trustee in honor of counselors in Turkey. her mother. Public and Community Service. Believing that Off-Campus Job Location Program. The Filene liberal arts institutions can contribute Center for Work and Learning develops toward the good of society by fostering the numerous off-campus jobs available volunteer ethic within the college commu- throughout the region to all students during nity, the Filene Center established in 1987– the academic year. The center is also the 88 a comprehensive program of public and founder of a National Summer Job community service. Called WHEATON Consortium that collects listings of summer SERVES!, the program promotes service positions available across the country. activities among students, faculty and staff members by providing access to hundreds Kollett Academic Computing Center of opportunities to serve others in world, The Kollett Academic Computing Center national and community causes. Wheaton provides rich computing resources to volunteers have worked as literacy tutors for students and faculty. From several dozen Southeast Asian refugees, as Big Sisters and Macintosh and Windows computers, Brothers and as staff assistants to local town students access course-specific software as and human service agencies. Orientation well as standard e-mail, Web and writing Service Day is a special project of the Filene applications. Video editing stations and Center. Many faculty incorporate meaning- music composition stations in KACC are ful service in the community in their maintained for intensive project work. courses across almost every discipline as Elsewhere on campus the center maintains well. labs for graphic design and photography, Workshops. The Filene Center for Work and foreign language, literature and culture, Learning offers workshops throughout the psychology, physics, astronomy, biology, year on such topics as career and life and geographical information research. planning, resume writing, leadership skills Computer-mediated classrooms, strategi- and job hunting techniques and strategies. cally located on campus, are designed by Students can refine the skills necessary to faculty to meet their specific teaching develop their personal and professional requirements. potential through the workshop series. Students at Wheaton, as part of the growing electronic community, use Gertrude Adams Professional Development technology frequently in their courses and Program. This program began in 1988 to assignments. The purpose of the computing provide students with a comprehensive center is to support students in their use of four-year approach to examining life and technology, whether using basic tools at the career choices. It incorporates a variety of novice level, or using professional-level projects and activities including programs tools at an advanced level. In line with for men and women seeking to explore the Wheaton’s commitment to involve students interplay of work, family and community in faculty research, students have access to service issues in their lives and futures; software and support, and encouragement to “Major Connections,” a series of career become proficient with the technologies in panels that brings Wheaton alumnae/i back use within their chosen discipline. to campus to talk about the links between The Kollett Academic Computing their college career and their profession; Center is open every day. Five nights per 24 ACADEMIC RESOURCES AND PROGRAMS

week it is open until 1 a.m. In addition to Department and has been a site for child ADA compliance in all labs and computer study and research since its beginning in classrooms, multiple stations in the KACC 1931. The primary functions of the lab are equipped with universal access school are to demonstrate good nursery technologies. Coordinated workshops are school practices, to provide a sound available to augment instruction from educational setting for preschool children professors. Intensive training sessions, and to serve as an active center for child targeted at computer novices, are offered study and research. Thus, in addition to in January, on rotating topics such as providing a supportive atmosphere for robotics, multimedia development, and preschoolers, the nursery school provides a Web page design. The KACC is closely wide range of experiences for college allied with the Wallace Library, the students in the fields of psychology, college’s help desk and the ResNet support education, family studies and related areas. staff. Computers in all locations are The children in this laboratory school networked as are all dorms—a port for benefit from expert guidance by teachers every pillow. and college professors actively working in the fields of child development and early Elisabeth W. Amen Nursery School childhood education; college students gain The college’s nationally accredited nursery hands-on experience in both teaching and school is affiliated with the Psychology research. 25 The Wheaton Community

tudent life at Wheaton is characterized The college has specific requirements for Sby a strong sense of community. The academic and social integrity that are to be college has a longstanding tradition of followed by community members. Students student involvement and participation in all who have violated the requirements of the levels of campus affairs. Wheaton students Honor Code, or who have reason to believe become aware that learning takes place both that others have violated the academic or inside and outside of the classroom and they social provisions of the code, are obligated are encouraged to use their liberal arts to report themselves or to confront others experience as preparation for creative who have committed violations. The involvement in a changing society. A College Hearing Board, a judicial body residential learning environment prepares composed of four students, two faculty students to become world citizens. Students members and the dean or associate dean of at Wheaton acquire an understanding of and students, is the branch of the Student appreciation for responsibility by learning to Government Association charged with manage their own lives, actively participat- maintaining the education, application and ing in institutional governance and engaging protection of the standards set forth by the in community service. Women and men at code. Wheaton learn to work in partnership, care The Honor Code fosters a strong sense about others, balance independence and of responsibility and integrity among interdependence and celebrate human students. We are proud of the history and differences. In the course of four years here, tradition of the Wheaton honor system, we expect students to become open to begun in 1921. Wheaton students enjoy the differences in race, religion, age, gender, privileges of self-scheduled final examina- culture, physical ability, language, national- tions, unproctored exams and responsible ity, sexual preference and lifestyle. self-government of campus affairs.

The Honor Code The New Student Experience Wheaton accepts and encourages individual- Each new academic year begins with an ity while affirming the community dimen- orientation program to welcome new, sions of college life. The honor code, which transfer and continuing education students is signed by all students when they matricu- to the college community. Minority and late, describes each individual’s responsibil- international students and their families are ity as a member of the Wheaton community: invited to a two-day pre-college As members of the Wheaton Community, we multicultural workshop. Orientation allows commit ourselves to act honestly, responsibly, and students to sample aspects of college life and above all, with honor and integrity in all areas of to become familiar with the values Wheaton campus life. We are accountable for all that we considers an important part of our liberal say and write. We are responsible for the arts tradition. Academic choices are academic integrity of our work. We pledge that explored through meetings with advisors, we will not misrepresent our work nor give or student preceptors and residence hall staff, receive unauthorized aid. We commit ourselves placement examinations and workshops to behave in a manner which demonstrates designed to address key aspects of academic concern for the personal dignity, rights and success. To strengthen a sense of commu- freedoms of all members of the community. We nity, orientation includes co-curricular are respectful of college property and the property activities such as concerts, athletic events, of others. We will not tolerate a lack of respect community service day, and workshops on for these values. residential life, multicultural diversity and the Wheaton Honor Code. 26 THE WHEATON COMMUNITY

Student Life On Campus. Wheaton offers many opportu- Residence Halls. The college has 17 nities for active learning outside the residence halls and 10 houses shared by classroom. Students, faculty and administra- members of all four classes. Wheaton tors serve together on a variety of commit- students are required to live on campus for tees that formulate college policy and four years and to enroll in the college’s organize campus events. Elected student meal plan. Students who live contiguous to representatives serve as members of a Norton and continuing education students variety of administrative groups, including may enroll as day students. Both single-sex the Student-Trustee Liaison Committee, and coeducational housing options are the Educational Policy Committee and the available. First-year students and sopho- college’s Budget Advisory Committee. mores live in double rooms, triples or Students are regularly asked to serve on quads; juniors and seniors in double and search committees and task forces in the single rooms. Room assignments for new college. students are based on residence question- The Student Government Association naires. Returning students select their (SGA) is composed of elected student rooms in a campus-wide lottery each officers who oversee a variety of campus spring. functions, including the Student Senate, Students take an active role in planning Programming Council, Educational and maintaining their living environments. Council, College Hearing Board, Intercul- Residence halls are staffed by professionals tural Board and Finance Committee. The from the student affairs staff who live in SGA administers a budget from student each “quad” and upperclass student hall activities fees, which supports an extensive staff mentors who live on each floor in program of social and cultural events, dormitories. Upperclass students living in campus communications, and more than 70 houses elect a house president who serves student organizations each year. as a member of a house council, chaired by Students who share common interests or the housing coordinator. Student hall staff concerns may choose to become involved in are available to offer peer counseling on one or more of the various clubs or issues of academic and social adjustment. associations. Among them are academic They also serve as resources within the interest clubs, global awareness groups, hall, answering questions about the foreign language clubs, multicultural campus, sponsoring educational and social associations (such as Black Students’ programs, and promoting a sense of Association, Asian and Southeast Asian community and respect for diversity on the Association, Latino Students Association, floors and in the buildings. Students share Hillel, political organizations, religious responsibility for making decisions about groups, various men’s and women’s groups residence policies, promoting security (such as the Lesbian, Gay and Bisexual within their buildings, and maintaining Alliance or the Feminist Majority Leader- appropriate standards in order for ship Alliance) and sports clubs. All sports residents to live together harmoniously. clubs are funded and administered by the The residence halls are an important Student Government Association. Students learning environment at Wheaton. who participate in sports clubs are required Students study together, play and relax to sign a waiver of liability and participate at with friends, build friendships and work their own risk. through the issues that living in a commu- Wheaton students also find opportuni- nity presents. Dormitories initiate informal ties to discover or expand upon their parties, faculty-led discussions, pot-luck creative talents. They become members of dinners and intramural teams and sponsor the Theatre Arts Society, which produces campus-wide events. the works of student writers, or act in major productions of the theatre department. THE WHEATON COMMUNITY 27

They perform with student bands and read succeed and the desire to compete, to their original poetry and prose in campus teach the value and rewards of team work. coffee houses. The Wheaton Dance Wheaton athletes are students who come Company, the Chorale and Orchestra all to get an education, to develop and to sponsor major productions each semester. mature both on the playing field and off. Four a cappella singing groups entertain at The college generally attracts student campus functions: the Whims, the athletes who are looking for good Wheatones, the Gentlemen Callers, and competition, which the New England area Visions. Many students write for one of the provides, who want to develop their skills student publications: the Wheaton Wire, the and who want a challenge as well. campus newspaper; Eclectia and Midnight With a natatorium, gymnasium and Oil, the literary magazines; or Nike, the field house, the Haas Athletic Center yearbook. Students interested in broadcast provides a place for both recreational and media take part in managing and operating intercollegiate athletics. The eight-lane Wheaton’s campus radio station, WCCS. stretch pool provides a place for recre- Among college-and student-sponsored ational swimming and diving, intramural events are drama and dance presentations, water polo and volleyball; it is the home of concerts, art exhibitions, scholarly Wheaton’s nationally ranked synchronized colloquia, films and lectures. swimming team, and the intercollegiate Wheaton students also celebrate a swimming and diving teams for women number of annual events, including and men. The Emerson Gymnasium AutumnFest: A Wheaton Family Home- provides a place for spectators to watch coming; the Academic Festival; the Boston intercollegiate basketball and volleyball, as Bash; Spring Weekend; the Women’s well as recreational courts for badminton, Music Festival, Worldfest @ Wheaton and volleyball and basketball. The Beard Field class-sponsored events such as Secret House, home of Wheaton’s national Sophomore Sibling and the Valentine semi- champion track team, includes a six-lane formal. track, five indoor tennis courts, three The Balfour-Hood Student Center basketball courts and space for long jump offers the Wheaton community a wonder- and batting practice. Indoor soccer and ful location for meeting with friends in the frisbee are also played there. Hood Cafe, dancing in the Loft (the In addition, the college has seven campus pub), playing pool or ping-pong in lighted outdoor tennis courts plus a the game room, or watching satellite TV in practice court; playing fields for soccer, a lounge. The center also houses an lacrosse, field hockey and softball; and the information center; the college post office; Sidell Baseball Stadium; and the Clark offices for the SGA, student newspaper and Recreation Center for intramurals and yearbook; and the radio station. The social activities. Balfour Atrium provides space for large The fitness center, housed in the parties and community gatherings for Balfour-Hood Student Center, contains major events. The Ellison Dance Studio Nautilus equipment, free weights and and the Pappas Fitness Center are also a cardiovascular machines such as the “Stair- part of the center. master.” Aerobics classes are held in the Athletics, Recreation and Physical Education. Ellison Dance Studio. Reaching for excellence on the athletic field Wheaton competes in the NCAA can be the perfect complement to intellec- Division III. Women’s teams include tual growth in the classroom. Wheaton cross-country, basketball, soccer, field athletics, whether at the intercollegiate, hockey, volleyball, lacrosse, softball, intramural or recreational level, offer synchronized swimming, tennis, track and students the opportunity to tone the spirit field, and swimming and diving. The as well as the body, to sharpen the will to college fields men’s teams in baseball, 28 THE WHEATON COMMUNITY

cross-country, soccer, lacrosse, basketball, Department or the Emergency Medical tennis, track and field, and swimming and Team of the Norton Fire Department and diving. Sturdy Memorial Hospital in nearby Intramural activities are organized in Attleboro after hours and on weekends. flag football, floor hockey, volleyball, The Counseling Center has psycholo- softball, soccer, basketball, water polo, pool gists, social workers and intern counselors and ping pong. Recreational opportunities available to assist students with psychologi- abound with a full schedule of aerobics cal issues and adjustment concerns. The classes and the availability of the fitness Counseling Center and Health Services center and swimming pool. sponsor regular programs on wellness The instructional program in athletics issues, sexuality, drug and alcohol educa- includes golf, swimming, tennis, badminton, tion, stress management, eating disorders, archery, fencing, an exciting leadership AIDS and other health or developmental program—Project Adventure—and yoga. concerns of college students. Wheaton values recreational and The Larger Community. Students at Wheaton intercollegiate athletics not only for its have the benefit of attending a college in a importance in developing life-long practices New England town with access to nearby of fitness but for the leadership skills it Boston and Providence, RI. Boston and fosters in participants. Providence provide opportunities for Health Care/Counseling. The Norton internships, jobs, fieldwork or shopping. Community Clinic of Sturdy Memorial Students are also actively involved in Hospital, located on the Wheaton campus, internships and community service projects provides outpatient services to students five in the nearby communities of Norton, days a week. Sturdy Hospital provides Mansfield, Attleboro and Taunton. physician coverage to the clinic and direct In addition to the local public transpor- or emergency care when the clinic is not tation system, Wheaton provides free bus open. A Wheaton College Nurse/Director service to downtown Boston on weekends, of Student Health Services is on duty on a regular connections to trains and the daily basis when the center is open. There Boston metropolitan transportation system. are no charges for visits to the clinic during Students travel regularly to visit museums, assigned hours. Visits outside those hours attend concerts, the theatre, or social can be covered by a student’s required events at other colleges and universities. health insurance. There are fees for College vans are rented to student medicines dispensed by the clinic, for organizations for field trips and sponsored laboratory work and for some clinical excursions. Students may also register cars services. Emergency medical treatment is on campus. There is a limit on the number provided by the clinic during daily business of parking permits available for first year hours and by the Wheaton Public Safety students. 29 The Curriculum and Academic Standards

he faculty is responsible for the dence”); normally these must include the Tacademic program of the college and last eight credits (the “senior residency for setting and maintaining all standards for requirement”). Students may, at the time the degree of Bachelor of Arts and approv- of their matriculation and before the end ing candidates for that degree. In special of their first semester, seek transfer and/ circumstances the faculty may also set or advanced placement credit for work criteria for, and award the degree of, Master or examinations completed before of Arts. Degrees are granted three times a enrolling at Wheaton, and all students year: in May, October and February. may earn transfer credit for appropriate Degree requirements and standards are work completed at other accredited definitively set forth in faculty legislation institutions. Students planning to and also articulated in the catalog. complete in less than eight semesters, or Students plan their programs of study to wishing to waive one or both semesters meet college requirements for the degree of the senior residency requirement, with the help of faculty advisors. Ultimate should petition the Committee on responsibility for academic program planning Admissions and Academic Standing and for meeting graduation requirements rests before they have completed 20 course with each student. Students with questions credits. about their qualifications or records may b. The normal semester load is four course consult the Registrar’s Office or the credits (16 semester hours). A full-time Academic Advising Center; students seeking student must enroll in at least seven modification or waiver of any requirement credits for any two consecutive semesters for the degree must petition the Committee to maintain good academic standing. on Admissions and Academic Standing, Students seeking to enroll in fewer than chaired by the Dean of Advising. three credits or more than 5.5 credits The faculty is currently reviewing the must have the permission of the Committee college curriculum and will update it in on Admissions and Academic Standing. 2001–2002. Curricular requirements for each student will be those in place at the c. No more than six credits among the first time of his or her matriculation; they do not sixteen (normally in the first two years) change in mid-career. Students entering in may be completed in any one department, 2003, however, may follow new require- ensuring that most of the work in the ments. major will be completed in the final two years. Exceptions involving, for example, Earning Credits for the A.B. Degree courses in anthropology and sociology or 1. The unit of credit is the semester course. art history and studio art are noted in the One course credit (the equivalent of four section on courses of instruction. semester hours of credit) toward the 32 d. At least sixteen course credits of work must required for the degree is awarded on the be outside of the field of the major. completion of a semester course, and two e. Both semesters of a year-long course must be credits for a year-long course. Fractional completed before final credit and a grade are credit may be awarded for courses which earned. involve less than a semester’s work. These regulations govern the earning of course f. A student must attain an average of 2.00 credits: (C) in all credits earned at Wheaton to maintain good academic standing and to a. At least 16 of the 32 credits must be earned qualify for graduation. in courses taken at Wheaton (“in resi- 30 THE CURRICULUM & ACADEMIC STANDARDS

2. Each student must include among the 32 5. Each student must complete two full course credits presented for graduation credits of physical education (usually courses that fulfill the General Education completed through four, half-credit Program described below. courses) to meet the graduation require- 3. Each student must include among the 32 ments. These credits do not count as part of course credits presented for graduation the 32 academic credits required for courses that complete requirements for a graduation. major field of concentration. These are The General Education Program outlined in general here, but each major has its own specific requirements, which Wheaton’s General Education Program are detailed under departmental sections. gives students a foundation for further Students are expected to declare their learning. One important goal of a liberal majors by no later than the end of the education is to gain a deeper understanding fourth semester by submitting a declaration of how knowledge of ourselves, the world form, signed by the appropriate major and our place in it varies from discipline to advisor, to the Registrar’s Office. discipline and gives overall shape to the college curriculum. Consequently, the a. The major consists of a minimum of General Education Program exposes nine courses (more in some depart- students to a range of introductory courses ments), at least three of which must be at in the traditional fields of learning: arts and the 300-level or above. Some majors humanities, natural sciences and social require more than three advanced-level sciences. courses. Ways of understanding are also b. At least half the courses in the major differentiated by cultural perspectives; our must be completed at Wheaton, and at understanding of the world is largely least six course credits in the major must determined by the culture and language be among the last sixteen earned (that is, within which we live and learn. For this normally completed in the final two reason, the General Education Program years). also includes courses that develop our c. A student must maintain an average of awareness of the perspectives of other 2.00 (C) in all courses taken in the cultures, both within our own society and major. Most departments do not permit from non-Western points of view. It also courses in the major to be completed seeks to strengthen the basic skills—in under the pass/fail grading option. writing and language, reasoning and computing — that give us access to different 4. A student must obtain at least one entry on points of view and help us develop and his or her Wheaton Work and Service Record, articulate our own. maintained by the Filene Center for Work and The courses which fulfill the General Learning, documenting an out-of-class learning Education Program are usually introduc- experience (not included among the 32 tory, and therefore available to freshmen credits necessary for graduation). Entries and sophomores, but students may take may be volunteer activities, internships or courses in this curriculum throughout their meaningful employment (on or off four years. Writing intensive courses can campus), extracurricular activities and only be completed after the first year. The campus leadership, for which the student specific components of this curriculum are has documented his or her experiential as follows: learning. This documentation ensures that Wheaton students have pursued an First-Year Seminar. Each section of this course important part of their liberal arts focuses on a “Great Controversy” and education through learning outside of the illustrates how differently people may classroom. interpret or understand topics in art, THE CURRICULUM & ACADEMIC STANDARDS 31 history, sciences, social science or any of thinkers in our own and other cultures have the other areas of the liberal arts curricu- found meaning and value in the worlds they lum. Required of all students in their first have experienced. semester, the course is designed to foster Natural Sciences. Two semesters of work in active learning and class participation and astronomy, biology, chemistry, physics or stresses many of the skills needed for psychobiology are required, at least one of college-level study. which includes a laboratory section. These Writing. Unless exempted on the basis of courses help develop skills in empirical advanced placement test scores or observation and experimentation, careful Wheaton’s English placement procedure, theorizing and inductive and deductive all students complete a section of English reasoning, and thus form an integral part of 101 in the first year. The course is taught in a liberal arts education. small groups on a variety of topics; the Social Sciences. Students must take one instructional emphasis is on developing course in anthropology, economics, writing skills. After the freshman year education, political science, psychology or students must complete two other courses sociology. The social sciences acquaint in any department that are labelled Writing students with phenomena of human Intensive. These courses allow students to behavior and social systems and institu- develop writing skills in specific academic tions, and typically involve developing areas; they may fulfill other general theories or “models” to explain these education requirements and major phenomena from the perspective of the requirements. discipline. Foreign Language. Each student completes at Western History. Students must take one least two semesters of study in a single course in American or European history language at a level appropriate to the from the history department or a course student’s proficiency. Advanced language that emphasizes the Western historical courses may also fulfill the arts and perspectives from another department. humanities requirement. Wheaton offers language instruction in French, German, Perspectives on the Non-Western World. Ancient Greek, Italian, Latin, Russian and Recognizing that the Western perspective Spanish. Students are encouraged to is sometimes a limited one, the college include language courses early in their expects that students will complete at least course of study, since this may open other one course that focuses on an aspect of non- opportunities within their academic careers, Western societies. Such courses are offered such as study abroad or work in major fields in several different departments and may (international relations, art history or satisfy other parts of the General Education philosophy). Students for whom English is Program where indicated. a second language may fulfill this require- Cultural Diversity. Students complete at least ment with English 106. one course that focuses on the diversity of Mathematics/Logic. One course in mathemat- race, class, or ethnicity within U.S. society ics, computer science or logic is required. or deals comparatively with such aspects of One is not truly a literate, or “numerate,” society in the U.S. and elsewhere. member of a technological culture without The Major Area of Concentration a basic understanding of mathematical/ logical thought and expression. The major may be fulfilled in a variety of ways. Most Wheaton students elect a Arts and Humanities. Two courses are required traditional academic major by the end of from the fields of literature, the arts, the sophomore year from among over 30 philosophy or religion, one of which may available choices. The requirements for be in creative arts. Typically courses in this each of these established major programs area deal with how artists, writers and 32 THE CURRICULUM & ACADEMIC STANDARDS

are outlined under individual departmental also offer minors in more specialized areas. headings in the “Courses of Instruction” Other minors are offered in areas with no section of this catalog. Students should corresponding major, including: meet with major advisors to discuss their Africana Studies plans and outline their major programs Business Management before formally declaring their major to the Development Studies Registrar’s Office. Early Childhood Education Wheaton offers a number of Interdepart- Elementary Education mental Majors, such as international Secondary Education relations, psychobiology, women’s studies, Environmental Studies American civilization, mathematics and Family Studies economics, or religion and philosophy, Latin American Studies guidelines for which have been determined Legal Studies by the departments concerned and Public Policy approved by the faculty. Information about Urban Studies these majors is available under appropriate Minor concentrations consist of at least headings in the sections which follow and, five interrelated courses, at least one of in greater detail, from major advisors. which is taken at an advanced level (300 A student may propose her or his own level or above). Students planning minors Independent Major, which allows the student may consult with appropriate major to determine and define the focus of study. advisors about guidelines and restrictions. Such majors are normally designed with the Only one course in a minor program may guidance of faculty advisors and combine also be counted towards the student’s courses from two or more departments. major, and no course may be included in These majors require the approval of the more than one minor program. provost, and must be declared by the end of the fifth semester. Interested students Grading and Academic Standards should talk with the dean of academic Letter grades are awarded in courses on a advising and pick up petition forms in the four-point scale as follows: advising center. A = 4.00 Departmental Honors. Students may become B = 3.00 candidates for honors in their fields of C = 2.00 concentration at the invitation of their D = 1.00 major departments or advisors at the end of F=0 their junior year. Candidates for honors Plus and minus grades are proportioned complete at least two semesters of special fractionally (e.g., B+ = 3.33, C- = 1.67). or independent work beyond the usual Students must maintain an overall grade- departmental requirements and an oral point average of 2.00 (C) by the end of the examination on that work. Most students first year and thereafter. Wheaton awards will fulfill this requirement with two grades of A+ as a commendation but these semesters of senior thesis (Individual grades award no more than 4.00 points. Research 500) in their senior year. In year-long courses a temporary grade Candidates must also have an average of B+ is awarded at the end of the first semester in all courses in the major and an overall and is replaced by a two-credit grade at the average of B (3.0). Independent majors who end of the year. Students must complete meet the requirements for honors will be both semesters of a year-long course to designated Wheaton Scholars. earn a permanent grade and two credits. Minor Concentrations. All departments Pass/D/F. A student may complete up to offering majors also offer minor concentra- four full-credit courses under the Pass/D/ tions in the same field. Some departments F option. This permits students to enroll THE CURRICULUM & ACADEMIC STANDARDS 33 in courses they might not otherwise take are urged to meet with one of the deans in with a minimal risk to their academic the advising center to review the circum- standing. Instructors are not informed that stances of their request before submitting it students have selected this option and will to the committee. When such requests are submit normal letter grades, which are then granted, the course will normally appear on converted to P by the Registrar’s Office if the student’s transcript with the notation the course is completed with a grade of C “WD.” A student who wishes to withdraw or better. This grade is not computed in the from a course after the deadline without grade-point average. permission will receive a “WF” or “With- Any grade below C is recorded as drawal with Failure,” computed in the submitted by the instructor and computed grade-point average as a failing grade. in the G.P.A. Students may select this Audit. Students may elect to audit a course option at any time up to two weeks after (register for it without doing the work final registration by properly informing the which would earn academic credit) with the Registrar’s Office. Students should not permission of the instructor. The grade expect to be able to use this option after “AU” designates successful completion of a that deadline in order to deal with academic course as an auditor and is assigned only difficulties in a course. The decision to use when the student has met the requirements this grading option must be made on the of the instructor for attendance and basis of a student’s self-assessment of participation as an auditor throughout the interests and abilities before the deadline. semester. Students should also note that most Good Standing. In addition to maintaining a departments do not permit courses in the 2.00 (C) cumulative average, students must major to be completed under this option. also maintain the same average in courses Incomplete Courses. Students unable for in their major and must maintain normal reasons beyond their control to complete progress toward the degree to remain in course work as scheduled may ask for an good standing. Normal progress requires Incomplete in the advising center. that a student be no more than two credits Incompletes are recorded with the symbol short for his or her class standing. Class “I” and must be removed within a specified standing is defined as follows: time, normally before the end of the Sophomore standing = 8 course credits following semester. Incompletes cannot be Junior standing = 16 course credits granted by instructors. The notation “NG” Senior standing = 24 course credits is used only when an instructor has been Failure to meet any of these criteria unable to award a final grade; it must be normally results in the student being placed replaced by a letter grade or Incomplete on academic probation. A student who fails before the beginning of the next semester. to regain normal good standing after one Occasionally students may seek to drop semester may be subject to suspension or or withdraw from a course for which they dismissal by the Committee on Admissions have registered. Students may do so up to and Academic Standing. First-time the deadline simply by consulting their probationary students are considered in advisor and submitting a Drop Form in the conditional good standing in order to Registrar’s Office, as long as this does not remedy their grade-point deficiency as a leave them with fewer than four credits of full-time student and in order to remain course work (a normal course load). eligible for financial aid. (For students Students seeking to adjust their schedule receiving federal financial aid, please refer below a normal course load or seeking to to page 45 for more specific information on withdraw from a course after the deadline the relationship between good academic must petition the Committee on Admis- standing and the aid award.) sions and Academic Standing to do so and 34 THE CURRICULUM & ACADEMIC STANDARDS

Mid-Semester Evaluations. In their first year Levels), the French Baccalaureate and the students will be evaluated in each course at International Baccalaureate as approved by the mid-semester point; any first-year the dean of academic advising. The amount student whose work is unsatisfactory at that of credit and any conditions on recording it time will receive a course warning, which will be determined on the basis of depart- obliges the student to meet with his or her mental evaluation of the examination and instructor immediately. Warnings are not a the student’s score. The college will grant part of a student’s permanent record, but advanced placement credit for college-level provide an opportunity for students to work completed before matriculation only remedy academic deficiencies at a point when that work has been reviewed and when positive results are still possible. credit recommended by the appropriate Upperclass students may also receive department, subject to the approval of the warnings, though instructors are not dean of academic advising. Application for required to submit warnings for them. A advanced standing based on placement student whose work is poor enough to exams or college-level work must be made make passing a course improbable may be at the time of matriculation and completed prohibited by the instructor from complet- by the end of the student’s first year. A ing the final examination and failed in the limit of eight course credits is placed on course before the end of the semester. credits earned in this way. Alternative Sources of Credit. Credit towards Honors. Outstanding students may attain a the A.B. may be earned in other ways than variety of academic honors at Wheaton. through Wheaton courses. Transfer Students with semester averages of 3.25 or students may apply up to 16 credits toward better may be named to the Dean’s List. the Wheaton degree from courses earned Students with cumulative G.P.A.’s of 3.75 at other institutions before enrolling at at the end of each year may be designated Wheaton. These courses may be applied Presidential Award recipients. Others with toward fulfillment of the General Educa- outstanding achievements in particular tion Program and major requirements as areas may earn departmental prizes, listed appropriate. Normally transfer credits will at the end of the catalog (pages 169-180), at be evaluated before the transfer student Honors Convocation at the close of the begins work at Wheaton. academic year. Wheaton students may also earn credit Students may also earn distinction in at other institutions which can be applied the major by completing special thesis-level toward graduation requirements. Students work as described above (p. 32). Students completing summer school courses, may be granted the degree with Latin January courses or who enroll at other Honors (cum laude, magna cum laude, or institutions while on a leave of absence summa cum laude) on the basis of their from Wheaton normally submit an overall academic record. High-ranking Application for Transfer Credit to the juniors and seniors may be elected to the Registrar’s Office before beginning course Wheaton College chapter (KAPPA of work elsewhere. Students must earn grades Massachusetts) of Phi Beta Kappa. Students of C or better for courses to transfer for who complete independent majors with Wheaton credit, though transfer grades do honors are designated as Wheaton Scholars not appear on the Wheaton transcript and on their transcripts. are not computed in the Wheaton G.P.A. The college also grants academic credit Course Completion Requirements for scores earned on C.E.E.B. Advanced Course Registration Procedures. Continuing Placement examinations and other students register for courses via the WIN- examinations such as the General Certifi- DOW (Wheaton Information Delivered on cate of Education (British University A- the Web) after receiving approval for their THE CURRICULUM & ACADEMIC STANDARDS 35 course of study from their faculty advisor. made only at the discretion of the instruc- Students obtain a new PIN number from tor, who may require the student to have their faculty in each advising period medical or other external confirmation that preceeding the registration weeks. Nor- the accommodation is justified because of mally this is done during course registration circumstances beyond the student’s control. week in the preceding semester. Students In addition, according to Massachusetts away from the campus will be contacted by state law, any student whose religious beliefs the registrar at these times and may follow prevent class attendance or participation in different deadlines for submitting their any examination, study or work requirement course registrations. Students who fail to on a particular day shall be excused from register for courses by the deadlines will be any such requirement. The student will also assessed a fine of $45 to process or correct receive an opportunity to make up any their registrations; students not registered examination, study or work requirement or improperly registered may not receive that may have been missed because of such credit for their work. absence on a particular day; however, such Students may change course registra- make-up examination or work shall not tions without penalty or fee within the first create an unreasonable burden upon the seven days of instruction of each semester school. No fees of any kind shall be charged by going into the WINDOW to drop or add by the institution for making this opportu- courses. Students wishing to add a course nity available. No adverse or prejudicial after the seventh day of instruction may do effects shall result to any student who takes so only with the written permission of the advantage of the provisions of this section. instructor and the dean of advising and Integrity of Academic Work. All work submit- payment of a $45 fee. Students may drop ted for evaluation in a course must be courses without penalty or fee at any time completed in accordance with the standards before the mid-semester date, provided they of academic integrity in the college’s Honor maintain a normal course load and have Code. This means that all dependence on the consulted a faculty advisor. No course may ideas or language of others in a student’s written be dropped if it takes a student below a work must be properly acknowledged and normal course load, or after the mid- documented; students should consult their semester deadline, without the approval of instructors whenever they are unsure of the Committee on Admissions and their responsibilities toward the Honor Academic Standing. Code. The code also means that a student Students may repeat a course for which may not give or receive aid in completing they have already earned credit only with laboratory assignments, computer programs the written consent of the instructor and or other work assigned in courses. the approval of the dean of academic Examinations and quizzes are normally advising. The grade for the repeated course unproctored, or completed without the will appear on a student’s transcript and be presence of faculty. Students are on their computed in the grade point average, but honor to refrain from giving or receiving aid no additional credit may be earned through during an exam or quiz, and are obliged by the repetition of the course. the Honor Code to report any allegations of Course Attendance. Students are expected to academic dishonesty, either to the college attend classes regularly and are responsible Hearing Board chair or the dean of students for all work done or assigned in classes they office. Regulations governing the adminis- miss. Individual instructors may set tering of final examinations are available in attendance policies and enforce them. the Registrar’s Office and distributed each Accommodations for students who have semester to all students taking final missed classes, examinations or quizzes, examinations. labs, or deadlines for written work will be 36 THE CURRICULUM & ACADEMIC STANDARDS

Completing Course Work. All course assign- examination period. Failure to meet these ments except for final examinations or work deadlines may, under special circumstances in lieu of final exams must be completed by outlined above, be accommodated by grant- the last day of classes each semester. All ing the grade of “I” (or Incomplete). All final examinations or work in lieu of exams Incompletes must be approved by one of the must be completed by the end of the deans in the Academic Advising Center. 37 Admission

n order to maintain a stimulating and quality of a candidate’s record. I challenging academic environment for all The submission of all standardized test members of the college community, the results (e.g., SAT-I, SAT-II, ACT)is optional Wheaton Admission Office seeks intellectu- for purposes of admission. Applicants who ally serious students of all backgrounds. Our wish their scores to be considered should students come from hundreds of different arrange for official score reports to be sent secondary schools each year, and the Admis- from the appropriate testing agency (The sion Office recognizes and values the College Board and/or ACT) directly to the variations in curricular background and Wheaton Admission Office. Reports must academic preparation represented in our be received no later than the application applicant pool. Each student’s secondary deadline for the corresponding decision school performance and background will be plan. Unofficial test scores (e.g., self- considered individually in assessing his or reported scores will not be considered. her potential for success at Wheaton. Because of the college’s commitment to Admission is very competitive and is evaluating all applicants as individuals, the based on an assessment of both the Admission Office encourages students to applicant’s academic and personal qualifica- submit any additional material that may tions. It is the college’s policy to admit illuminate their particular talents, experi- students without regard to gender, race, ences, and interests. Though not required, color, creed or national origin. Wheaton such submissions may include: slides of complies with the requirements set forth in original artwork, samples of creative writing the Family Educational Rights and Privacy and audio or video tapes. Once received in Act (FERPA) of 1974, as amended, and the the Admission Office, these items cannot be regulations in implementation thereof. returned. Therefore, students should make Admission of Freshmen. Although Wheaton all necessary copies prior to including them does not prescribe rigid entrance require- with their application materials. ments, the college strongly recommends a It is the college’s expectation that all secondary school curriculum which includes students applying for admission will have a four years of English with emphasis on personal interview. For most freshman composition skills, three or four years of candidates (especially those who live in mathematics, three or four years of a foreign New England or the Middle Atlantic language, three years of social studies states), this will mean a visit to the (including U.S. history), and at least three Wheaton campus between the spring of the years of laboratory science. Most successful junior year and January 15 of the senior candidates for admission will complete their year of high school. Campus tours are secondary education with at least twenty available several times each day. The office courses in these five academic disciplines. is open year round on weekdays, and on Honors-level and advanced placement Saturday mornings throughout the fall and courses, as well as substantive courses in the winter. Because of the high volume of visual and performing arts, add further requests for tours and interviews, candidates strength to an applicant’s record. These wishing to schedule a campus visit should guidelines are not requirements, however; call the Admission Office (800-394-6003) each student’s program is viewed in light of for appointments well in advance. the opportunities open to him or her. If a student is unable to visit Wheaton Academic achievement, challenge of the in person, the Admission Office will try to curriculum, and evaluations by teachers and arrange an interview with a nearby counselors are all used to determine the Wheaton graduate. Wheaton uses The Common Application as its only application 38 ADMISSION

(with supplementary submissions). Students to community service and/or leadership. may obtain all necessary forms and instruc- Chosen from among the most talented tions directly from the Wheaton Admission applicants, Community Scholars each Office (www.wheatoncollege.edu/admission), receive a $5,000 scholarship in addition to a from The Common Application web site $3,000 stipend to support community (www.commonapp.org), or from most high service, internships or research opportuni- school counseling offices. Applications must ties during the summers following be submitted together with the fee of $50 sophomore and junior years at Wheaton. by January 15 of the student’s senior year. Each of these scholarship awards is Applicants will be notified of admission renewable annually upon the achievement committee decisions by early April. Since of at least a 3.0 grade point average. Wheaton subscribes to the Candidates’ Reply Date, admitted students wishing to Early Decision Plan enroll must do so by May 1 with a non- If Wheaton is a student’s first choice refundable deposit of $300. college, she or he may wish to consider one of the early decision plans. For “ED I”, Named Scholar Programs completed applications are due November Balfour Scholars. Established in 1983 with a 15 and should include grades from the first $1 million gift from the Lloyd G. and term of twelfth grade (and the results of the Mildred Balfour Foundation, the Balfour SAT or ACT exam, if the applicant wishes Scholar award enables Wheaton to these scores to be considered). Notifica- recognize entering freshmen who have tions are sent by the end of December. demonstrated outstanding academic ability, Students who decide that Wheaton is a first unusual talents, and potential for leadership. choice after November 15 may utilize “ED Each Balfour Scholar receives a $10,000 II”, which requires that all application scholarship and a personal computer. With materials be received by January 15. It is a majority of Wheaton courses requiring not always possible to reach a definite some working knowledge of the computer, decision on an application under the early this award underscores Wheaton’s commit- decision plans. In this case, a student is ment to promoting computer literacy across released from the Early Decision Agree- disciplines. ment and will be considered among the Balfour Scholars represent the most regular applicant pool for an April 1 outstanding academic students in the decision. In some cases, early decision applicant pool. No additional application is candidates may be denied admission rather required. than being re-considered with the regular Trustee Scholars. Trustee Scholars are decision applicant pool. recognized for their superior academic Students applying under either early achievement and demonstrated extra- decision plan are free to initiate applica- curricular commitment. Trustee Scholars are tions to other colleges, but must withdraw chosen from among the most exceptional them when notified by Wheaton of accep- students in the applicant pool. As a named tance and financial aid (if eligible). scholar, each student receives a $6,000 Applicants accepted under the early scholarship in addition to a $4,000 stipend decision plans will be expected to pay a to support research, career-development or non-refundable deposit of $300 in early community service opportunities during January (ED I) or early March (ED II). their sophomore and junior years. Second Semester Admission. Wheaton accepts Community Scholars. The Community a limited number of students (generally Scholars program recognizes students who transfers) for admission in the second demonstrate both strong academic semester. Applicants must complete their performance and an ongoing commitment applications by November 15; notifications ADMISSION 39 are sent by January 1. Candidates for educational expenses are not encouraged to apply freshman admission will not be considered for admission to Wheaton, as the college is for mid-year entrance. unable to provide them with need-based finan- Deferred Admission. For many students a cial support. Non-U.S. citizens are eligible to college career is richer and more relevant if, receive Wheaton’s merit scholarships. between high school and college, they take All financial aid decisions are based on a some time to gain the broader experience combined evaluation of students’ demon- and added maturity that may come from strated financial need and overall high some interim activity. For this reason, school record. No student who can finance Wheaton usually will grant deferred only one year at Wheaton should enroll admission to candidates who are accepted with the expectation that financial aid and/ through the normal process, upon receipt of or scholarships will be available in subse- the $300 non-refundable tuition deposit. quent years. Accepted applicants who wish to enroll in Currently, international students at academic institutions before coming to Wheaton hail from over 35 countries and Wheaton should plan to reapply for territories including Austria, Belgium, admission, and must submit transcripts of Brazil, Canada, Chile, Colombia, Egypt, all post-high school academic work. England, France, China, Germany, Guate- mala, Haiti, Hong Kong, India, Israel, Early Admission. An unusually mature and Japan, Jordan, Republic of Korea, Kuwait, well-qualified student who wishes to enter Lichtenstein, Malaysia, Nepal, Nicaragua, college after three years of high school may Pakistan, Panama, Peru, Philippines, apply for early admission to Wheaton. A Portugal, Saudi Arabia, South Africa, Spain, strong academic record and supporting Switzerland, Taiwan, Thailand, Turkey, the recommendations from teachers and United Arab Emirates, and Venezuela. counselors will be major factors in the evaluation of candidates for early admission. Admission of Transfer Students. Each year A personal interview is required. Wheaton admits students to the freshman, sophomore and junior classes. To transfer International Students. Wheaton is pleased to to Wheaton, a candidate must combine receive applications from international strong secondary school preparation, a students. Students for whom English is not promising record in another college and the native language must submit scores satisfactory personal credentials. A student earned on the Test of English as a Foreign must attend Wheaton for at least two years Language (TOEFL) in addition to all other (four semesters), one of which is normally required application materials. Students are the senior year, and complete a minimum of expected to earn a score of 550 on the paper 16 course credits in residence in order to version (or 213 on the computer based receive a Wheaton degree. version)or higher on TOEFL, and must The admission committee considers submit their scores by January 15 of the candidates for entrance in both the fall and year they intend to enter Wheaton. To spring terms, though generally only transfer receive Wheaton application forms, a students are admitted in the spring. Candi- student should write directly to the dates for the spring term should submit Admission Office for detailed information. their applications by November 15. They Where possible, the Admission Office will will be notified of the admission decision by arrange an interview with a Wheaton early January. graduate in the applicant’s home country. Transfer applicants for the fall term who Wheaton encourages all U.S. citizens complete their applications by the April 1 and permanent residents who seek support deadline will be notified by mid May. for their education to apply for financial aid. Applications received after April 1 will be Non-U.S. citizens without permanent residency reviewed individually and decided upon as status who require financial aid to meet their space at the college permits. Official tran- 40 ADMISSION

scripts of college work in progress should Applications for the fall semester should be be forwarded as soon as possible after the submitted by April 1. close of the term. An interview and campus Admission of Disabled Students. In accordance visit for transfer applicants are strongly with the provisions of Section 504 of the recommended. If the candidate is unable Rehabilitation Act of 1973, Wheaton agrees to visit the campus, the admission office that no otherwise-qualified persons shall, will attempt to arrange an interview with a solely by reason of disability, be excluded Wheaton graduate volunteer near the from participation in, be denied the benefits student’s home or college. of, or be subjected to discrimination under Readmission. A student who has either any program, activity, benefit or service withdrawn or been dismissed from the provided by the college. college and wishes to re-enter Wheaton At least eight weeks prior to beginning should request the appropriate application study at Wheaton, enrolled students with form from the Academic Advising Center. disabilities should notify the dean of aca- Students re-entering Wheaton have access demic advising with regard to any special to the same housing options as new services they may require. students. Visiting Students. Students attending colleges Admission of Special Students. Wheaton or universities within the Twelve College encourages qualified individuals who live Exchange who wish to spend a year or a within commuting distance of the college semester at Wheaton should make arrange- to enroll as special students in regular ments with the exchange coordinator at course work at the college. They are their own institutions. invited to discuss their specific interests Students from other colleges may apply with the Admission Office. Students not for visiting student status for a year or a seeking a Wheaton degree may enroll in semester through the Wheaton Admission courses directly through the Registrar’s Office. These students should arrange to Office. Financial aid is not available for take leaves of absence from their own special students. institutions to assure their readmission upon completion of their work at Wheaton. Admission of Continuing Education Students. Visiting students are considered non-degree To be eligible for continuing education candidates; students wishing to transfer to admission, a candidate will typically have Wheaton upon completion of their visiting been away from full-time education for at semester or year should follow the guide- least three years or be 24 years of age or lines for transfer admission. older. While admission criteria for this program are broadly defined and flexible, Contacting the Admission Office admission is based on the evaluation of To contact the Admission Office, you each candidate’s individual academic goals may choose to write, call, (800-394-6003), and background. An interview, therefore, or send an E-mail message is a most important feature of the ([email protected]). We application process. Application forms and also are accessible on the World Wide Web interview appointments should be at www.wheatoncollege.edu. requested from the Admission Office. 41 Student Aid and Costs

inancial aid at Wheaton is a partnership Wheaton also expects the student to pay F that draws on the combined resources a portion of his or her expenses, from of the student and his or her family, federal summer earnings, savings or other assets as and state governments, and the college well as from wages earned during the itself. Wheaton believes that the primary academic year. We typically ask students to responsibility for paying for college lies, to contribute between $1,400 and $1,600 from the extent possible, with families them- summer earnings. selves. Eligibility for all need-based aid from Together, the amount of the parents’ the college is determined by a combination responsibility and the student’s resources of financial need and academic promise, make up the expected family contribution. with financial need the predominant factor. The difference between the total cost of Wheaton also offers merit-based education (tuition, fees, room, board, books scholarships upon admission to recognize and supplies and personal and travel outstanding academic achievement at the expenses) and the expected family contribu- high school level and continued achieve- tion is the student’s eligibility for aid. ment in college. If a financial aid applicant is the recipient of one of the college’s merit Sources of Aid scholarships, it will be included in his or her Each year, Wheaton attempts to fund as total need-based aid package. many financially eligible students as possible. Institutional financial aid and merit Eligible students who complete the aid scholarship support is limited to a maximum application on time may receive a “package” of eight semesters. Students who require of resources. A financial aid package additional semesters to complete their typically includes a combination of grant degree are not eligible for need-based or assistance from Wheaton, student loans (on merit scholarship funding after their eighth which no payments are required until after semester of attendance. the student leaves school), and/or work- study awards (subsidized student employ- Determining Eligibility ment). The level of grant funding will Wheaton determines the amount that a depend on a student’s need level, academic family can be realistically expected to promise and availability of funds. Because contribute toward total college expenses by financial aid at Wheaton is both need and reviewing its overall financial circumstances performance-based, students whose as presented on the financial aid applica- academic performance is more modest may tions. This needs analysis takes into account find their aid package does not meet their such factors as family income and assets, full eligibility for assistance. In such cases, mandatory expenses (federal, state, and local the student and family must work together taxes and social security payments, for to secure adequate funding. In all cases, example), extraordinary expenses, family families are encouraged to seek other size and the number of siblings attending sources of financial assistance. undergraduate college. In addition to examining the family’s current circum- Federal Aid Programs stances, the needs analysis attempts to assess Wheaton determines students’ eligibility for the family’s overall ability to obtain funds. the following federal financial aid programs Thus, families may meet their responsibility based on the information that families to the educational partnership through a submit on the Free Application for Federal combination of resources: savings, current Student Aid (FAFSA) and CSS PROFILE income and, often, some long-term form. financing. 42 STUDENT AID & COSTS

Federal Pell Grant. This is a federal grant make student loan repayment more awarded to students with high financial manageable. need. Currently, Pell Grants range from Federal Work-Study. This is a campus $400 to $3,750 and need not be repaid. employment program through which the Wheaton requires all students applying for federal government pays a portion of the financial assistance to apply for Pell funds. student’s wage. While it is the student’s Federal SEOG Grant. The Federal Supple- responsibility to find a job at Wheaton, mental Educational Opportunity Grant each September the student employment (FSEOG) is awarded to students who coordinator publishes a directory listing all demonstrate an exceptional need for positions available on campus. In general, assistance. Wheaton determines the size of Wheaton students work between eight and the student’s award based on the amount ten hours per week; paychecks are issued of FSEOG funds available to the college. every other week. Priority for FSEOG funds is given to Pell State Aid Programs recipients. Ranging from $500 to $3,000, these grants need not be repaid. Scholarships. Connecticut, Maine, Massa- Federal Perkins Loan. This low-interest chusetts, New Hampshire, Pennsylvania, federal loan is offered through Wheaton to Rhode Island and Vermont have scholar- students with exceptional need. No ship/grant programs for students who are interest is charged and no payments are residents of those states. Students should required until nine months after the check with their state scholarship office for student leaves school. Once repayment specific eligibility information. Wheaton begins, interest accrues at 5 percent. The requires students from these states to apply minimum monthly payment is $40 with a properly for such scholarship funds. maximum 10 year repayment. This loan Students who fail to do so should not may be deferred if the student attends expect Wheaton to replace those grant graduate school full time. Wheaton dollars with institutional funds. determines the size of a student’s Perkins Gilbert Grants. The Gilbert Grant Program Loan, which may range from $500 to comprises funds allotted to Wheaton by $4,000 per year. the Commonwealth of Massachusetts. Federal Subsidized Stafford Loan. This is a Awarded to high-need residents of the federally subsidized student loan available state, Gilbert Grants usually range from from banks and other lenders. No interest $500 to $2,500. is charged and no payments are required Wheaton Grants until six months after the student leaves school. At that time, interest begins to The college funds these student grants with accrue at an annually variable rate based on general scholarship resources, income from the 91-day Treasury Bill rate plus 3.10 endowed funds and annual gifts from percent, with a cap of 8.25 percent. The alumnae/i, parents, and friends. Wheaton minimum monthly payment is $50 and the grants are awarded as part of the financial maximum repayment period is 10 years. aid process, based on a combination of Repayment may be deferred if the student need and academic promise. Awards range goes on to full-time graduate school. from $500 to $22,000, and need not be Freshmen may borrow up to $2,625, repaid. Because of the college’s commit- sophomores up to $3,500, and juniors and ment to meeting the needs of first-year and seniors up to $5,500. Many alternative returning students, the availability of repayment programs are now available that Wheaton grant aid is limited for new allow borrowers to choose among transfer students and continuing education extended repayment periods, income students. sensitive repayment and other means to STUDENT AID & COSTS 43

Wheaton Scholarships How To Apply For Aid Wheaton Scholarships are awarded to Completed aid applications must be students who are among the top academi- submitted to the Student Financial Services cally in the college’s freshman applicant Office by the following dates. pool. Candidates are selected through the Early Decision I November 15 admission process, no additional application Early Decision II January 15 is required. These merit-based awards Regular Decision February 1 currently range from $5,000 to $10,000 per Transfer April 15 year, and are renewable based upon Returning Students April 20 achievement of a required GPA. Merit It is critical that applicants complete their scholarships may be used during enrollment applications on time. We cannot ensure that at Wheaton or a Wheaton-affiliated funding will be available for late applicants. program only. For more details, see page 38. Late applicants may be placed on a financial Private Outside Scholarships aid wait-list. Your application for financial aid will consist of the following documents: Outside sources of funding can significantly 1. The Free Application for Federal Student Aid reduce a student’s debt burden and work (FAFSA), which is used to determine student commitment over the years. For those eligibility for federal funding. reasons, we encourage students to investi- The FAFSA may be completed online at gate as many alternative funding sources as www.fafsa.ed.gov, or a paper version is possible. When a Wheaton student does available from high school guidance offices receive outside scholarship or grant and college financial aid offices. Students, assistance, the student must notify the with their parents, should complete and Student Financial Services Office. Wheaton return the form to the processor as soon as is required to recalculate financial aid possible after January 1. Although the form awards upon the receipt of outside asks for specific information from student scholarship funding. and parent income tax returns, applicants Wheaton’s outside scholarship policy should not wait to complete tax returns for the now allows outside scholarships to first fill current year before submitting the FAFSA. any gap between a student’s total eligibility Complete the aid forms in early January, for assistance and the funding received to using the best possible estimates of family date (also called unmet need). If there is no income; any corrections can be made with unmet or remaining need (the student is us later. fully funded), or if the outside scholarship Continuing Wheaton students who have total exceeds the amount of unmet need, we completed a FAFSA in the prior year will will first reduce the amount of loan and receive at their home address a “Renewal work funding (“self-help”) in the aid FAFSA” application directly from the federal package. Outside non-credit based student processor. Continuing students who did not loan awards may replace unmet need, self- receive a “Renewal FAFSA” and who did not help awards, or may be applied toward the apply for aid previously may obtain an family contribution. original FAFSA from the Student Financial Students and families should research Services Office. Our Title IV school code is private scholarships through as many means 002227. as possible. The best sources are within the student’s local community and high school. 2. CSS PROFILE. All aid applicants who wish to Students may use the World Wide Web to be considered for institutional grant funding research myriad scholarship possibilities. and/or campus-based federal and state funds are required to complete a PROFILE application each year. Wheaton uses the information from PROFILE to determine eligibility for these need-based programs. 44 STUDENT AID & COSTS

Students can register for the PROFILE If a student’s parents are separated, application by calling the College Scholar- divorced or never married, the parent with ship Service (CSS) at 1-800-778-6888, or whom the student lives should complete the online at www.collegeboard.com. CSS will FAFSA and the PROFILE. If that parent has send out an individualized application based remarried, information from the new spouse on the registration information provided. must also be included, even when a Our PROFILE institution code number is prenuptial agreement exists. The parent 3963. with whom the student does not live should complete the Noncustodial Parents 3. Parent and student tax returns. Wheaton Statement. requires complete, signed copies of current Wheaton makes every effort to notify year tax returns from applicants and parents, candidates of admission and financial aid including all pages, schedules and W-2 decisions simultaneously—this is possible forms. However, we recognize that many only when both applications are completed families may not have completed their by the published deadline. returns by our application deadlines for new students. Copies of the applicant and Financial Aid in Continuing Years applicant’s parents’ tax returns from last year (including all pages, schedules and W-2 Financial aid is awarded on a one-year basis; forms) should be submitted; signed returns students must reapply to be considered in subsequent years. As during the first year, for this year should be sent when com- pleted. If the circumstances presented on eligibility for aid is based both on the last year’s returns are significantly different family’s financial circumstances and the student’s academic performance. While the from estimates for the current year, an explanation of the changes must accompany college strives to minimize fluctuations in a the tax forms. If tax returns are not being student’s award from year to year, some filed for the current year, a statement in an changes will be inevitable. A sibling’s accompanying letter must confirm this fact, graduation from college or an increase in a along with an itemization of any income parent’s salary, for example, would decrease received this year and a brief explanation of the student’s need, and, correspondingly, the family’s source(s) of support in that year. his or her financial aid package. Likewise, the loss of a parent’s job or a sibling 4. Other documents. Some students will need entering college has the potential to to file other documents, for example, the increase the overall aid award. Noncustodial Parents Statement if a student’s Irrespective of changes in eligibility, parents are separated, divorced, or never Wheaton expects students to shoulder a married, or the Business/Farm Supplement if greater share of college expenses as time an applicant’s parent(s) own a business or goes on. Juniors and seniors have more farm or are self-employed. These forms will earning potential than underclassmen, for be sent to you by the College Scholarship example, and are able to borrow more Service based on your answers in the money through federal programs. Expecting PROFILE registration process. If needed, students to use these additional potential additional copies of the forms can be resources, the college packages slightly obtained from the Wheaton Student larger loans and larger work expectations Financial Services Office. from one year to the next. Any student who has attended classes for credit at another college or university and Academic Standing and Satisfactory transfers to Wheaton midyear must submit Progress a financial aid transcript from the financial Institutional aid is awarded for a maximum aid office at that institution, whether or not of eight semesters to students in good any financial aid was actually received from academic standing. (Academic standing for that school. each class is defined on page 33.) STUDENT AID & COSTS 45

Federal regulations require that aid be College grant or merit scholarship funds. denied to students who fail to meet the Exceptions to this policy are the Wheaton- college’s academic progress standards. affiliated semester programs with the Salt This includes a requirement that a Center for Documentary Field Studies, the student’s GPA meet or exceed the Marine Biological Laboratory at Woods graduation standard (2.0) by the end of Hole, the National Theatre Institute and sophomore year. In order to determine Mystic Maritime Program. continued aid eligibility, we track each In years when the demand for study student’s progress by entering term. Each abroad opportunities exceeds the institu- spring, the Student Financial Services tional grant budget, students may compete Office reviews the academic progress of for available dollars and be limited to only each financial aid applicant. Any applicant one semester abroad. Study away policies who has not met the qualitative (GPA) and/ are reviewed yearly and are subject to or quantitative (credits earned) require- change. ments will receive notice that they are ineligible for further financial assistance. Beyond Financial Aid Students who believe their circumstances Though not all students qualify for warrant an exception to these policies must financial aid, Wheaton offers a variety of submit a letter of appeal to the Student programs to every family working to Financial Services Office. finance a college education. Alone or in tandem with other financing options, these Study Away programs can help aided families meet Wheaton students with a minimum B- their contribution as well as assist all average at the end of three semesters may families with cash flow. Applications for apply for eligibility to study abroad, these programs are available from the earning degree credit for study overseas. Student Financial Services Office. Wheaton views study abroad as an Federal Unsubsidized Stafford Student Loan individual option and, therefore, limits the amount of college grant funds that Federal PLUS Loan students enrolled in non-affiliated MEFA—Family Education Loan programs may receive. Students may not The Education Resources Institute, Inc. (TERI) use merit scholarships toward non- affiliated program costs. Students are Interest-Free Monthly Payment Option required to borrow maximum loan Other Contributions amounts before receiving need-based grant aid. Wheaton is not able to replace work- Wheaton tuition fees represent approxi- study funds, which are not available for mately two-thirds of the annual educa- overseas study. Students attending tional costs for each student. The Wheaton-affiliated programs may apply difference between costs and tuition fees is their grant aid without adjustment. Merit met by income earned on endowed funds scholarships may also be applied toward and gifts. these programs. A current list of Annual Fees for 2001 – 2002 Wheaton-affiliated programs may be obtained from the associate dean for off- The tuition fee for both resident and non- campus programs. Although remaining resident students is $25,565. The student eligible for federal and state aid programs, activities fee is $225 for all students. The students attending programs located in the residence fee is $3,770 for room. Board United States (including the Twelve charges are $3,380. All resident students College Exchange and American Univer- are also charged a $120 Internet and sity) will not be eligible for Wheaton Telephone Service access fee. 46 STUDENT AID & COSTS

General Fee the plan will be mailed to students during All new students will be charged a general the summer. The current annual cost for fee of $50, which will be used to defray the coverage (August 6, 2001 through August cost of common area damage to dorms and 5, 2002) is $580.00. Students who do not other buildings. This is a one-time fee that submit the medical insurance waiver by the is charged in the first semester of enroll- deadline will be assessed the full year premium. ment. • Any student with health insurance provided outside of the United States Reservation Deposit will be required to enroll in the Student A non-refundable deposit of $300 is Health Plan. The purpose of this policy required to reserve a student’s place at the is to ensure timely and quality health college. Due March 30 for returning care while attending Wheaton College. students and May 1 for entering students, this amount is credited to the annual fees Optional Accident Insurance Plan stated above. Wheaton College also offers an Optional Accident Insurance Plan for any student Special Fees and Expenses who waives the Wheaton Student Health • Music performance fees are $450 per Plan. The purpose of the accident plan is semester for non-majors taking to provide low-cost secondary insurance performance courses for academic coverage, particularly for varsity athletes credit. Non-credit lessons are $300 per (under the accident sections of both semester for 30-minute lessons; $600 policies, varsity athletes are covered 100%, per semester for 60-minute lessons. subject to the policy limitations). The cost • The transcript fee is $2 for each copy. of the optional accident insurance is $92.00. The details of the plan will be • Automobile registration is $50 per year. mailed with the billing information packet Health Service Fees each June. There are no charges for visits to the Other Expenses professional staff of the Norton Medical It is estimated that approximately $2,000 Center during clinic hours. There are small will cover a student’s general expenses for charges, however, for medicines dispensed such items as books, supplies, clothing, by the health center, for laboratory work recreation, laundry and transportation and for some clinical services. during the academic year. Student Health Insurance In the face of rising costs affecting all parts of higher education, tuition and fee According to state law, all students must be increases have been necessary each year for covered by a health plan with comparable the past decade. As such increases may coverage as defined by state law (via the continue to be necessary, parents and Mass Qualifying Student Health Insurance students are advised that the Board of Plan or QSHIP). Initially, all students are Trustees may change the fee schedule charged for the Wheaton College Student from one academic year to the next, and Health Plan. In order to waive enrollment make changes required by law during the in the Student Health Plan, a completed academic year. Student Health Plan Waiver Form verifying enrollment in a comparable Schedule of Payments health plan by a U.S. health provider must Statements including tuition, room, board, be received by the college no later than the activities fee, health insurance, phone and first week of August for fall semester network fee and general fee are mailed in coverage and the first week of January for July and December. The payment due date spring semester coverage. The details of STUDENT AID & COSTS 47 for the fall semester is August 1 and foregoing college policy as applied to any January 1 for the spring semester. Other preexisting or future obligation to the fees and miscellaneous charges will be college. billed as incurred through the monthly billing process. Miscellaneous charges are Interest Free Monthly Payment Option due on the first of the month following the Wheaton College understands that billing statement. Checks should be made education expenses are easier to pay when payable to Wheaton College, include the spread over predictable, interest-free student name and identification number, monthly payments. Our Interest-Free and mailed as instructed. Monthly Payment Option, offered in To avoid late payment fees students partnership with Tuition Management should provide the college with an accurate Systems, Inc.®, is an alternative to large and up-to-date billing address, and annual or semester payments and helps complete payment by the published limit borrowing. The Interest-Free deadline. Please allow sufficient time to Monthly Payment Option is available for mail in payment, particularly if you an enrollment fee of $55 which includes: experience difficulty with the postal service convenient, interest-free, monthly in your area. Late payment fees will be assessed payments; life insurance coverage for your at the rate of $50.00 per month. payment balance; 24-hour, toll-free Students who reside in campus housing automated account information through may not be permitted to move into their Family InfoLine and personal account campus residences until their accounts are service Monday through Saturday. settled with the Student Financial Services Families and students may also take Office. advantage of Tuition Management Students are required to complete Systems’ free education payment counsel- payment of their tuition and fees by the ing service, BorrowSmart®. This service stated deadlines to maintain active helps families and students make informed enrollment status and their ability to choices about combining the Interest-Free register for courses for future semesters. Monthly Payment Option with low- Wheaton College policy states that any interest educational loans. Using student with a balance greater than $2,000 BorrowSmart® helps you determine the and 60 days past due may not be permitted loan amount you need, keeping your to enroll. In addition, college policy monthly payments within your budget and requires the withholding of all credits, helping reduce debt burden after gradua- educational services, issuance of transcripts tion. For more information or to enroll in and certifications of academic records from the Interest-Free Monthly Payment any person whose financial obligations to Option call 1-800-722-4867 and speak with the college (including delinquent accounts, an education payment counselor. deferred balances and liability for damage) are due and/or unpaid. If any overdue Payment Policy obligation is referred either to the college Full payment and/or acceptable documen- collection department or to an outside tation that demonstrates your balance will agency or attorney for collection efforts be fully paid must be received prior to the and/or legal suit, the debt is increased to published deadline. Payments must be cover all reasonable costs of collection, made in U.S. dollars and checks must be including collection agency and attorney drawn on U.S. banks. fees and court costs. Accounts referred for Acceptable documentation includes collection may also be reported to a enrollment in the Interest-Free Monthly national credit bureau. By registering for Payment Option, a copy of an award letter any class in the college, each student for an outside scholarship or a copy of a accepts and agrees to be bound by the billing authorization or sponsorship letter. 48 STUDENT AID & COSTS

Please note: Loans based on the creditwor- immediate clearance of a past due balance thiness of the borrower may not be for such purposes as participation in deducted from your bill without approval registration, room lottery or release of an from the lender. A copy of an approval official transcript or diploma. A certified or notice will be accepted as documentation bank check may also be requested if there for this type of loan. is an account history of payments returned Wheaton College does not issue billing for insufficient funds. statements for students who are not actively enrolled. If you are not actively Refund Policy enrolled, please contact the Office of Students must notify the Registrar’s Office Student Financial Services to request a in writing that they are leaving Wheaton in verbal billing estimate. Students who order to be eligible for a refund. The date reside in campus housing may not be the written notice is received by the permitted to move into their campus Registrar’s Office is used as the official residences until their accounts are current. date of withdrawal. Financial aid recipients who leave the Financial Leave Policy and college during a term will have their award Registration Hold recalculated according to the federal Any student whose past due account refund requirements. Students receiving balance is $2,000 or more will have a assistance may have a portion of their registration hold placed on their student original award returned to the programs, record. This will prevent participation in as required by regulation, thus creating a the registration process for the following balance due to the college. For this reason, term until the past due account is paid. If we strongly encourage all students the balance is not paid by the end of the contemplating withdrawal during a term of term, the student will be placed on enrollment to meet with a counselor in the financial leave of absence for the following Student Financial Services Office prior to term. leaving the college. Students who leave Wheaton during Diploma and Official Transcript Holds their first semester at the college will have Any student who has a past due account their charges pro-rated based on the balance will have a financial hold placed on number of weeks of attendance, until the his/her official transcript and diploma. tenth week. Students who complete at least Once the balance is paid in full, the official ten weeks, but do not complete the full record may be released. first semester will not be eligible for a refund. Room Lottery Hold All other students will have their Any student who has a past due account charges refunded as follows: balance will have a financial hold placed on A. Tuition Refund Per Semester his/her participation in the room selection process (lottery). Once the past due 100 percent if notice is received prior to balance is paid in full, the student may the start of the term. select from the remaining rooms. 80 percent if notice is received by end of second week of classes. Late Payments by Bank or Cashier’s Check 60 percent if notice is received by end of third week of classes. The college reserves the right to require that a late payment be made in the form of 40 percent if notice is received by end of bank or cashier’s check, payable to fourth week of classes. Wheaton College. This may be requested 20 percent if notice is received by end of in cases where the student is seeking fifth week of classes. STUDENT AID & COSTS 49

B. Room & Board Per Semester D. Reservation Deposit There will be no refund of the room A non-refundable $300 reservation charge once classes begin each semester. deposit is required by March 30th each Seventy-five percent of the board charge year to participate in the upcoming will be refunded on a pro-rata basis year’s room selection process. determined by the date the written notice Exceptions to the above refund policy may is received by the Registrar’s Office. be granted for reasons of health (based on C. Local Internet and Telephone Service Per the circumstances) or in the case of Semester academic dismissal. The Phone and Network service charge The refund policy does not apply to will be refunded on a pro-rata basis students asked to leave the college determined by the date the written notice involuntarily during an academic term. is received by the Registrar’s Office. 50 51 Courses of Instruction

his section of the catalog outlines, by Africana Studies Minor T department, the requirements for all Professor Kerner, Coordinator major and minor concentrations at the For current information about course descriptions, college and provides descriptions of the scheduling, new courses and departmental staff, courses offered by each department at the please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most time of publication. It also provides infor- recent edition of the Schedule of Courses published mation about dual-degree programs offered by the Registrar’s Office. by the college in conjunction with other The minor in Africana Studies links an institutions. analysis of the socio-historical experience of While information in the catalog and people of African descent to the history, in these schedules is intended to be accurate politics, arts, and cultures of African societies at the time of publication, the college re- and nations. serves the right to make changes in courses, The minor in Africana Studies consists of course scheduling and instructors as neces- five or more courses chosen from the group sary. Up-to-date information regarding listed below. One course must be at or above the 300 level. The following list of courses departmental requirements for major and may be augmented periodically by special minor programs may always be obtained courses or seminars on topics applicable to the from major advisors or from the Registrar’s minor. Please consult the schedule of classes Office. Current information about degree for the offerings under 298 or 398. requirements and courses is available in the Anthropology “Schedule of Courses” issued each semester 225. African Cultures in Transition by the Registrar’s Office, and in the on-line 255. Women in Africa version of the catalog, available at: Classics http://www.wheatoncollege.edu/Catalog/. 130. Egypt in the Greco-Roman World Academic Planning Economics Students planning a program of study or 252. Urban Economics 298. Economics of Race and Racism concentration are urged to review require- ments and course descriptions before English meeting with their advisors. Not all courses 244. Caribbean Literature listed here are taught every year, and stu- 245. African Literature 247. African-American Women Writers dents should consult the sources identified since 1945 above for current information about offer- 257. Race and Racism in U.S. Cinema ings in a particular semester. Courses are 347. Contemporary African-American numbered to indicate levels of advancement Fiction as follows: 100-199, elementary or intro- History ductory; 200-299, intermediate; 300 and 143. Africans on Africa above, advanced. Information at the end of 209. African-American History to 1877 each description indicates any prerequisites 210. African-American History 1877– that must be completed before enrolling in Present the course in question and whether the 213. History of the Civil Rights Movement course fulfills a part of the general educa- 339. Slavery in the Americas tion curriculum. Students have four years to Music fulfill all general education requirements. 124. World Music: Africa and the Americas Most courses are offered for one course 272. African-American Originals I: Spiritu- credit; a course credit at Wheaton is the als, Blues, and All That Jazz equivalent of four semester hours. 273. African-American Originals II: Rhythm & Blues, Rock & Contemporary Jazz 52 AFRICANA STUDIES

Political Science History 202. America: The New Nation 201. Contemporary Urban Politics (1776-1836) 203. African Politics History 203. America: The Nation Divided 371. African-American Politics (1836-1876) Psychology History 204. Industry and Empire: America, 251. Multicultural Issues in Psychology 1876-1914 History 205. America Between the Wars: Sociology 1914-1945 250. Black Community History 206. Modern America: 1945 to the Present History 209. African-American History to American Studies 1877 Professors Bloom, Coordinator; and Coale History 210. African-American History Assistant Professors Bezis-Selfa, Tomasek 1877-Present For current information about course descriptions, History 220. Latinos in the United States, scheduling, new courses and departmental staff, 1500-Present please refer to the college catalog available on-line History 230. U.S. Women to 1869 at www.wheatoncollege.edu/Catalog or the most History 231. U.S. Women since 1869 recent edition of the Schedule of Courses published by the Registrar’s Office. History 338. U.S. Labor History or any other course in American history A major in American Studies is offered jointly by the English and History departments. The One additional course chosen from any of the major consists of 11.5 courses in history, above groups or from a related field is re- English, religion, art, philosophy and related quired. fields. At least one related course from another American Literature: discipline. At least four courses required: Seminar: English 253. Cosmic Struggle to Civil War: An appropriate seminar (depending upon the American literature to 1860 individual focus of the major) is required for English 254. American Authors from the seniors. Civil War to the Thirties English 401. Seminar or History 401. Seminar English 255. Cultural Diversity in American History 050. Senior Colloquium in Ameri- Literature: From the Civil War can Studies to the 1940s Two from the following: English 256. Cultural Diversity in U.S. Anthropology Fiction since 1945 Professor Kerner, Chair English 260. American Voices in Lyric Assistant Professors Albro and Owens Combat English 341. Public Poetry, Private Poetry For current information about course descriptions, scheduling, new courses and departmental staff, English 343. Fiction of the Modern please refer to the college catalog available on-line English 376. Literary and Cultural Theory at www.wheatoncollege.edu/Catalog or the most or any other course in American literature recent edition of the Schedule of Courses published by the Registrar’s Office. American History: At least four courses required: The anthropology program offers a major in History 331. Social and Intellectual History anthropology within the Sociology and of the United States to the Anthropology Department. The program Civil War provides students with an understanding of History 332. Social and Intellectual History human social behavior, social systems and of the United States since 1876 cultures within a global context. It examines the social and cultural forces that operate Two from the following: within Asia, Africa, Latin America, Europe History 201. American Colonial History to and the South Pacific, as well as in American 1776 society. ANTHROPOLOGY 53

The major in anthropology consists of 10 United States) from an anthropological courses that must include 101, 102, 280, 301 perspective, we will broaden our understand- and 401, or two semesters of independent ing and appreciation of cultural similarities study at the 500-level (by invitation of the and differences in a global context. (Perspec- department). Majors must also take one tives on the Non-Western World and Social course dealing with a specific world area. Science) This requirement may be fulfilled either Albro/ Kerner/ Owens through department offerings or an approved 210. Feast or Famine: The Ecology and area offering in another department. It is Politics of Food recommended that majors take at least one Concerns food production, distribution, and upper-level sociology course. Students may consumption. Topics covered include: how petition the department to have other related culture shapes taste, cuisine, nutrition, and courses accepted toward the major. food production systems, as well as the The minor in anthropology consists of ecological, economic, and political factors either 101 or 102, at least one 300-level that cause famine and food shortage. Case course, and at least one but not more than studies, action/service fieldwork, and model- two area courses, for a total of five courses in ing exercises provide opportunities to think anthropology. creatively about policy and action to increase Additional courses in other departments food security for the most vulnerable. that may be approved for credit in the major Students are expected to meet the challenge include: of bringing these issues into a forum for Art 255. Pre-Columbian Art and discussion on the Wheaton campus. (Perspec- Architecture tives on the Non-Western World) Art 256. Native American Art and Kerner Culture Classics 135. Mythology and Folklore 225. African Cultures in Transition Classics 266. Women the Classical World Takes a topical/historical approach to the English 245. African Literature study of sub-Saharan African societies. The Music 123. World Music: Eurasia diversity of unique African cultural features Music 124. World Music: Africa and the (in kinship, economy, politics, and ritual) will Americas be considered against the backdrop of contact Psychology 306. Infancy Across Cultures with Europe, the Middle East, and Asia in the Religion 357. Indigenous Religions precolonial and colonial periods. Topics Sociology 301. Sociological Theory covered include: state formation, slavery, Sociology 330. Money, Sex, and Power in capitalist development, and stratification by Global Perspective ethnicity and gender. Prerequisites: Anthropol- 101. Human Evolution ogy 102, Sociology 101, or permission of the instructor. (Perspectives on the Non-Western Discoveries related to human and cultural World) evolution are constantly changing our view of Kerner where we came from and how we got to be the way we are. The latest findings and 226. Anthropology of Art controversies concerning evolutionary Considers art as diverse as Maori canoe theory, our relationship to apes, over four prows, Warhol’s Pop, aboriginal sand million years of hominid fossil evidence, and drawings, gang graffiti, Tibetan tangkas, the development of what we call civilization children’s fingerpainting, and are covered. (Social Science) Mapplethorpe’s photographs from an Owens anthropological perspective, asking: Why do 102. Introduction to Cultural Anthropology humans make art? How and why does art affect us and those of other cultures? What Explores how anthropologists seek to explain are the relationships between art, artists, and cultural diversity in the contemporary world society? Artists are encouraged to participate. through close study of different societies. (Arts and Humanities and Perspectives on the These ethnographic case studies will allow us Non-Western World) to consider the relationships between sym- Owens bols, power, culture and social change. By learning about other peoples (as well as the 54 ANTHROPOLOGY

230. Language and Culture and self-determination by examining ongoing An overview of the major areas of study in strategies of leadership, alliance, accommoda- linguistic anthropology. Linguistic anthro- tion, revolt, and the uses of multimedia pology is concerned with the many ways that technologies. (Perspectives on the Non-Western language and communication make us what World and Social Science) we are as human beings and affect our daily Albro social and cultural lives. Topics covered 250. Power and Leadership include: evolution of language; how language Examines the distribution of power in small and culture affect the way we know the scale and state societies, the means for gaining world; language acquisition; language and access to power and the importance of persua- communicative behaviors associated with sion and negotiation for leadership in these social classes, races, and gender. (Cultural societies. The historic significance of non- Diversity or Social Science) Western societies’ resistance to colonialism Albro and capitalist expansion will also be addressed. 235. Peoples and Cultures of Latin America (Perspectives on the Non-Western World) Examines the historical traditions and Kerner cultural diversity of the Latin American 255. Women in Africa region. Particular attention is given to the What contributions have women made to the creation and expression of regional “popular” societies of Africa prior to colonialism? How cultures by considering: ethnicity, gender, and why did colonialism affect men and social stratification, mass media, religious women differently? What are the implications change, “peasant” societies, and social of gender inequality for economic develop- movements. We discuss these topics in a ment? These questions are considered from wider sociopolitical context of colonialism, ethnographic, autobiographical, and fictional nation-state formation, rural-urban relations, accounts. Gender, class, and cultural identity and influences of globalization. (Perspectives will be focal points. Prerequisites: Anthropology on the Non-Western World) 102, or permission of the instructor. (Perspectives Albro on the Non-Western World) 240. Anthropology of the City Kerner th The 20 century has been characterized by 260. Women and Development massive urban growth throughout the world. Assesses the implications for women of the Ethnographic studies serve as a basis for Industrial Revolution in 18th century England studying the causes, processes, and conse- and the more recent, 20th century plight of quences of urban migration and urbanization underdeveloped countries of the Third World. as well as cross-cultural similarities and This contrast will be used as a basis for variations in urban ways of life. This course understanding the implications of these radical examines how people negotiate urban life as a changes for women and their families. (Per- particular sociocultural world. We develop an spectives on the Non-Western World) anthropological view of cities by surveying Kerner rural-urban influences, neighborhoods, ethnicities, subcultures, social networks, and 270. Psychological Anthropology stratification, to understand how social Shamanic cures, ecstatic trance, spirit posses- relations are constructed and how cultural sion, dream interpretation and other psycho- knowledge is distributed in cities, including logical phenomena that pose challenges for the metropolitan area. (Perspectives on the anthropological explanation are examined in Non-Western World) order to better understand the relationship Albro between sociocultural context and individual 245. Indigenous Movements of Latin America experience and thought. Case studies from diverse cultural settings and student projects A topical/historical approach to contempo- are bases for exploring contemporary issues rary fortunes and challenges facing native and topics in this field. (Perspectives on the Non- peoples in Latin America. Considers transfor- Western World) mations in “native identity” as engaged by Owens nations, economic forces, and global inter- ests. Considers emergent forms of resistance ANTHROPOLOGY 55

280. Research Methods 333. Economic Anthropology Students learn how to develop a testable Explores capitalism and alternative forms of hypothesis, conduct a review of research economic organization, challenging students literature, define an appropriate sample, and to reconceptualize “economy” as a cultural employ a range of ethnographic methodolo- system. Students compare non-monetized gies in a service-learning internship site. The economic relations in different societies and course culminates in the design of a pilot interactions between economic cores and project and proposal. Required for all majors and peripheries. This reconceptualization informs recommended for sophomores and juniors. Open to a critical understanding of the implications of others by permission of the instructor. (Writing participation in the global economic system, Intensive) and its impact on the rest of the world. Albro, Kerner (Perspectives on the Non-Western World) Albro 285. Stability and Change in the South Pacific Melanesian and Polynesian societies have been 340. Seminar on Religion in Anthropological considered the final frontier of “primitive” Perspective culture. Warfare, cannibalism, sorcery, From Ayodhya to Waco and Jerusalem to ritualized gender reversals, institutionalized Dublin, people have recently killed one homosexuality, and nonmonetary exchange are another in the name of “religion” or “religious prevalent throughout the South Pacific. This beliefs.” Attempts to make sense of these and course examines both the stability of such other phenomena we call religious often reveal traditions and the broad impact of develop- deep-seated prejudices and unfounded assump- ment in this area. Spring 2003 (Perspectives on tions. This seminar examines how anthropolo- the Non-Western World) gists have sought to understand such Kerner phenomena through evolutionary, psychologi- cal, materialist, structuralist, symbolic, and 295. Peoples and Cultures of South Asia sociopolitical perspectives. (Perspectives on the Religious diversity and conflict, caste, colo- Non-Western World) nialism, ancient civilizations, and modern Owens struggles over development schemes are all features of South Asia that anthropologists 350. Gender and Social Organization find particularly interesting. The extraordinary A unified analysis of gender and kinship is cultural diversity of this region that extends considered essential to an understanding of from the Himalayas to Sri Lanka and from social organization. This course starts from the Pakistan to Bhutan will be explored in order to premise that cultural conceptions of gender are better understand the differences and com- not “natural” categories. It will compare and monalities that divide and unite its peoples. contrast how such conceptions influence the (Perspectives on the Non-Western World) construction of identity in non-Western and Owens Western societies. (Cultural Diversity) Kerner 301. Seminar in Anthropological Theory Provides a survey of the past 100 years of 401. Senior Seminar anthropological theory, with a particular focus A semester of directed research in which on the work of American, British, and French students explore topics of their own choice theorists. Evolutionary, functionalist, histori- through empirical study. Students meet cal particularist, culture and personality, regularly in a seminar setting which provides a structuralist, symbolic/interpretive, ecological framework in which to discuss the many stages materialist, Marxist/world systems, feminist, of the research process and offer collaborative praxis, and deconstructionist schools of support for fellow students pursuing their thought receive major attention. Readings individual projects. Students will be expected include primary theoretical texts, classic and to produce a completed thesis in February. contemporary ethnographies, and biographical (Writing Intensive) materials on a number of influential anthro- Albro, Kerner, Owens pologists. Required of all anthropology majors; open to other students as well. 500. Individual Research Albro, Kerner, Owens Open to majors at the invitation of the department. 56 ART

Art A minor in art history consists of Art 101 Professors Murray, Director of art gallery; and 102 or Art 201 and 202 and three addi- Howard, chair; and Cunard tional courses, at least one of which must be Associate Professor Fieo at the 300 level. The minor is designed to Assistant Professors Evans, Lane, Levy, provide a cohesive chronological survey of art Sanford, and Stone history, augmented by in-depth study of three areas in which the student has a particular For current information about course descriptions, interest. scheduling, new courses and departmental staff, please refer to the college catalog available on-line A minor in studio art consists of five at www.wheatoncollege.edu/Catalog or the most studio courses, at least one of which must be recent edition of the Schedule of Courses published at the 300 level. This means that the student by the Registrar’s Office. begins with Art 116 and Art 111 or Art 112, The Art Department offers two areas of the latter two chosen on the basis of which concentration within the major, one with upper-level course sequence the student plans emphasis on the history of art, the other with to pursue. Students contemplating a studio emphasis on the making of art. A comprehen- minor should take careful note of the prereq- sive offering in Asian art may be combined uisites for 200- and 300-level courses. Art with the Asian Studies major. For the major history majors may minor in studio art by the College requires at least three courses at taking four additional studio courses above the 300 level or above. and beyond the two required for the major The art history concentration consists of (for a total of six). Art studio majors may at least 12 semester courses including: (1) Art minor in art history by taking three additional 101, 102, or their equivalents; (2) two semes- art history courses (for a total of six). ter courses chosen from Studio Art 111, 112, Please note that students may not take 116, and 240; (3) Art 401 (seminar); and (4) courses for the major or the minor on a pass/ seven additional courses. Concentrators must fail basis. take at least one semester course from each of the following five groups: (1) 273 or 274; (2) History of Art 223, 231, 352 or 353; (3) 260, 270, 275, or Lectures are often supplemented by visits to 276; (4) 314, 317, 318, or 360; (5) 103, 104, museums, collections, and architecturally 221, 223, 224, 225, 255 or 256 and at least significant buildings in neighboring cities. In two semester courses from the following addition, the Watson Gallery organizes and group: (6) 232, 241, 251, 253, 332, or 336. brings many exhibitions to the campus. Students may elect up to 16 credits in art. It is Whenever possible original works of art from urged that students take a course in European the Wheaton College collection are used in history prior to 1800. class, and Wheaton’s extensive art library is Students who plan to do graduate work in an integral part of the art program. Students art history are strongly advised to develop a may also work with the gallery director reading knowledge of German and French. installing exhibitions and in caring for the Italian may sometimes be substituted. permanent collection. The studio concentration consists of at 101. Western Visual Culture I: Prehistory to least 13 semester courses including Art 101 Renaissance and 102; three semesters chosen from Studio A chronological survey of architecture, Art 111, 112, and 116; one semester of 402 sculpture and painting from prehistory (independent study in studio art); one addi- through the proto-Renaissance of the 14th tional semester course in art history; and six century. Emphasis on historical/cultural additional semester courses in studio art from context and stylistic analysis of works of art. the following areas (with a possible emphasis The course is team taught, with faculty in the student’s major interest): drawing, lecturing in their areas of specialization. Two painting, printmaking, sculpture, and photog- short papers based on original works at the raphy. Studio concentrators are urged to take Museum of Fine Arts, Boston. Three hours Art Since 1945 (318). lecture and one hour discussion section per For permission to enter the studio con- week. Open to all classes; no prior background centration, students may submit a portfolio of necessary. (Arts and Humanities) their work to the department during the Department second semester of sophomore year. ART 57

102. Western Visual Culture II: Renaissance philosophy, etc. and their interrelationships. to Modernism Requirements include keeping a journal and A continuation of Art 101, covering architec- completing a research paper of 15–20 pages. ture, sculpture and painting in Western art Department from the early Renaissance to the present. 201., 202. Western Visual Culture I & II: Emphasis on historical/cultural context and Prehistory to Modernism (Enhanced) stylistic analysis of works of art. The course is A year long course that provides an in-depth team taught, with faculty lecturing in their examination of the development of the art areas of specialization. Three hours lecture object from prehistoric to modern times; this and one hour discussion period per week. Art course is designed for students seeking greater majors and art history minors must take both 101 academic challenge in the field of art history and 102. (It is strongly recommended that than is available in the standard introductory students elect 101 and 102 in consecutive 101 course. Students will approach the semesters) Open to all classes. (Arts and Humani- material on several levels: through lecture ties) classes held jointly with Art 101/102; through Department an eighty-minute, weekly discussion section 103. Survey of the History of Asian Art I based on a seminar model and including An introduction to the art of India, Southeast student-led discussions and seminal readings Asia, Central Asia, and the Far East. Presenta- in the field, and, most importantly, through a tion of the basic characteristics and salient spring trip to New York City led by both features of the earliest civilizations and faculty and students and intended to empha- cultures of India, China, and Japan. Subse- size the significance of the study of original quently the emphasis will be on Buddhism works of art and architecture. Because of the and its art (architecture, sculpture, painting); advanced nature of this course, an additional its rise and early development in India; and half credit is offered to students enrolled each its spread, flourishing, and distinctive semester, for a total of one additional credit manifestations in a wide variety of cultural for the year. Open to all classes. Students may and ideological contexts. (Arts and Humanities register for 201 before the semester begins or may and Perspectives on the Non-Western World) register for 101 and then switch to 201 after Sanford attending the first week of classes. Limit 12 (Arts and Humanities) 104. Survey of the History of Asian Art II Lane 1) Hindu art of India and Cambodia: major deities and their manifestations as repre- 221. Arts of India sented in the arts; the Hindu temple, its The development of Indian art from the Indus metaphysics and distinctive varieties. Empha- Valley civilization to the present, studied sis on meaning or content, context/s, and against the background of India’s cultural form, as well as interrelationships between history and religious faiths. Art and architec- these. 2) Painter and painting in China, Five ture of the Indian subcontinent and Sri Lanka, dynasties/Northern Sung through Ch’ing Buddhist, Hindu, Jain, and Islamic. (Arts and dynasties. Topics include: the theory and Humanities and Perspectives on the Non-Western practice of painting, landscape painting, World) Ch’an Buddhist painting, and painting of the Sanford eccentrics and individualists. 3) Art of Japan, 223. Islamic Art primarily the Medieval and subsequent The development of Islamic art throughout periods (Kamakura through Tokugawa). 4) the Near East, Persia, Iran, North Africa and Later Indian painting: The Mughal and Spain. Special attention to architectural Rajput outlooks and approaches. (Arts and monuments and painting. Prerequisite: Art 101, Humanities and Perspectives on the Non- 102, 103 or equivalent. (Arts and Humanities Western World) and Perspectives on the Non-Western World) Sanford Department 115. Tuscan Art and Culture (1250–1580) 224. Arts of China A January course in Florence and other cities This course surveys the development of the of Tuscany, designed to examine the main major artistic traditions of China from aspects of art, architecture, history, literature, historical, cultural and religious perspectives. 58 ART

Topics include the development of Chinese analysis of the realistic and mystical currents in culture, the response of this culture to the northern culture and painting from Jan van advent of Buddhism, and Chinese paintings. Eyck to Hieronymous Bosch; a study of the (Arts and Humanities and Perspectives on the spread of the Flemish style to Germany and Non-Western World) France, and the impact of humanism (Dürer, Sanford Grunewald, Breughel). Prerequisite: Art 101 (or equivalent) or by permission of the instructor. 225. Arts of Japan Lane Beginning with the earliest cultures, this course surveys the major artistic traditions of 251. Art and Architecture in Italy and Spain Japan from a variety of perspectives. Topics 1600–1700 include the joint impact of Buddhism and The first half of the course concentrates on Chinese/Korean culture on Japan, the role of Italian Baroque painting, sculpture and archi- patronage and of cultural values on the tecture, stressing the innovations of development of architecture, sculpture, and Caravaggio and Carracci, and later 17th cen- painting, and Japan’s artistic response to tury developments. The sculpture of Bernini influences from the West. Aesthetic percep- and the architecture of Borromini are consid- tions and predilections of the Japanese and ered in detail. The second half of the course is how they are reflected and embodied in the dedicated to the painting and architecture of visual arts. (Arts and Humanities and Perspectives Spain including the paintings of Velazquez and on the Non-Western World) Ribera and the Churriqueresque architecture. Sanford Prerequisite: Art 102 (or equivalent) or by permis- sion of the instructor. 231. Italian Medieval Art and Culture Evans Italian medieval art is very different from that of the rest of Europe because it clings to a 253. Art and Architecture in Northern Europe 1600–1700 classicism inherited from its Roman past, augmented by frequent borrowings from Architecture, painting and sculpture in Byzantium. The course concentrates on the Flanders, Holland, France, England and art of Italy from the time Constantine made Germany as indigenous developments and as Rome a “Christian” capital until the time of reflections of the Italian Baroque. Prerequisite: Giotto, with particular attention to the Art 102 (or equivalent) or by permission of the ecclesiastical and social structures peculiar to instructor. Italy that shaped its art in a distinct way. Evans Prerequisite: Art 101 (or equivalent) or permission 255. Pre-Columbian Art and Architecture of the instructor. (Writing Intensive) An historical and cultural examination of the Lane architecture, sculpture, and allied arts of the 232. Art and Architecture of the 14th and 15th ancient Andes and Mesoamerica. Spanning the Centuries in Italy first millennium BC to the time of the Spanish A study of the visual arts during the early Conquest, this course considers the role of the Italian Renaissance (c. 1250–1504) against the arts in the establishment and maintenance of backdrop of developing humanism. The indi- pre-Columbian political/religious authority. vidual contributions of artists such as Giotto, (Arts and Humanities and Perspectives on the Masaccio, Brunelleschi, Donatello, Angelico, Non-Western World) Alberti, Mantegna, Piero della Francesca, Evans Bellini, Botticelli, Leonardo, and Michelangelo 256. Native North American Arts and Culture studied in their historical ambiente and within An introduction to the art, architecture, and the context of what constitutes the Renais- allied arts of native North American peoples. sance. Prerequisite: Art 102 (or equivalent) or by Students will consider cultural periods from permission of the instructor. the prehistoric to the present, and regions Levy from the Eastern Woodlands to the Pacific 241. Northern Renaissance Painting Northwest, with special emphasis placed upon 1400–1550 artistic production following European The effects of secular patronage on late Gothic contact. Required museological study involv- painting in France and Flanders (Pucelle, the ing local collections. (Arts and Humanities or Limbourg brothers), followed by a thorough Cultural Diversity) Evans ART 59

260. American Art and Architecture: Colonial 275. Neo-Classicism, Romanticism, Realism to 1865 A survey of European painting and sculpture An examination of the visual arts in North from the eve of the French Revolution to the America from the 17th century to the era of mid-19th century. Emphasis on concurrent the Civil War, considering their role in the developments in France, England and Ger- formation of national identity. In addition to many, with Italy and Spain also considered. class readings and lectures, students will study Works of art examined in terms of style, original works and extant structures in Boston, content, and theory, and in relation to the Providence and Newport. Prerequisite: Art social and political context. Prerequisite: Art History 102 or by permission of the instructor. 102 (or equivalent) or permission of the instructor. (Arts and Humanities) Murray Evans 276. Impressionism and Post-Impressionism 270. Prints and People An examination of Impressionist and Post- The development of woodcut, engraving, Impressionist painting in France. Works of art etching, lithography, etc., from the 15th considered in terms of style, theory, content century to the present. Special attention to the and social context (e.g., the transformation of work of Dürer, Rembrandt, Daumier, Whis- Paris in the Second Empire). Emphasis on tler, and Cassatt. Religious, social, and/or painting, although sculpture and the decora- political aspects of their work also considered. tive arts are included as time permits. Prerequi- Print collections in the Watson Gallery and site: Art 102 (or equivalent) or permission of the the Museum of Fine Arts, Boston, will be instructor. highlighted. Prerequisite: 102 (or equivalent) or Murray by permission of the instructor. (Arts and Hu- 314. Modern Architecture manities and Writing Intensive) Lane A study of architectural evolution in the West from the French Revolution to the present, in 273. Greek Art and Architecture light of technological, political, and social An examination of the art and architecture of developments. Particular attention focused on the Greek world within its historical context, avant-garde movements of the late nineteenth beginning with a consideration of the Aegean and twentieth centuries. Prerequisite: 200-level Bronze Age cultures (Minoan, Mycenaean, art history course or by permission of the instructor Cycladic). Consideration of the formation of a to juniors and seniors. (Writing Intensive) fully Greek artistic vocabulary in the Archaic Evans period, its fulfillment in the Classical period, 317. Cubism, Expressionism and Surrealism and its culmination during the Hellenistic period. Special use made of objects in the A study of major developments in art during th Boston Museum of Fine Arts and the Wheaton the first half of the 20 century: Cubism and Collection. Prerequisite: Art 101 (or equivalent) related styles in France (e.g.. Picasso, Braque, or permission of the instructor. (Arts and Hu- Sonia and Robert Delannay); Expressionism manities) in Germany (e.g.. Kirchner, Marc, Kandinsky, Levy Münter, Kollwitz); the international Dada and Surrealist movements (e.g.. Duchamp, Miro, 274. Roman Art and Architecture Dali). Works of art considered in terms of After a brief consideration of Etruscan art, the style, content, theory, and in relation to their course concentrates on Roman art and social and political context. Prerequisite: 200- architecture with particular emphasis on the level course or permission of the instructor. cultural role played by visual art in Roman Murray society. Etruscan and Roman holdings at the 318. Art Since 1945 Rhode Island School of Design Museum, Boston Museum of Fine Arts and the An introduction to art, art theory and criti- th Wheaton Collection are spotlighted. Prerequi- cism in the second half of the 20 century. site: Art 101 (or equivalent) or permission of the Emphasis on Abstract Expressionism, Pop art, instructor. (Arts and Humanities). Color-field painting, Minimal, Conceptual, Lane Environmental and Performance art. Class time devoted to issues and developments through the mid 1980s. Exhibitions in Boston, Providence and Wheaton’s gallery provide 60 ART

exposure to more recent work and an oppor- Prerequisite: Art 101 (or equivalent) or permis- tunity to engage in art criticism. Prerequisite: sion of the instructor. (Writing Intensive) 200-level art history course or permission of the Lane instructor. (Writing Intensive) 360. American Art and Architecture: Murray 1865–1945 332. Art and Architecture of the 16th Century Between the Civil War and World War II, in Italy American art and architecture demonstrated An exploration of the “Golden Age” of the an unprecedented sense of confidence. High Renaissance in Rome and Florence as Examining the roles of empire-building, led by Leonardo, Raphael, Michelangelo and commerce, and the rise of urban culture, this Bramante, and the experimental attitudes course will chart the development of Ameri- prevalent after 1520 with the developments of can art from the American Renaissance to the Mannerism. Special emphasis on patronage, triumph of the mid-century New York the changing role of the artist and the turbu- School. Prerequisite: 200-level course in art lent social/political history of the century. history or permission of the instructor. The North and Venice and the art of Titian, Department Tintoretto, Veronese, Correggio and Palladio 399. Selected Topics are also considered and contrasted with central Italy both in theory and practice. An opportunity to do independent work in a Prerequisite: Art 102 (or equivalent) or permis- particular area not included in the regular sion of the instructor. courses. Intended for advanced students. Levy Department 401. Seminar 336. Venetian Art and Architecture A survey of two centuries of Venetian Renais- The study of particular periods, special topics, sance painting, sculpture and architecture. or individual artists. A list for the following The course will consider the arts of the exotic year is announced each spring. Subjects are city of Venice, historically linked to the East, chosen to meet the needs and interests of the and the surrounding environs of the Veneto, particular group of art majors. Open to senior from its conservative roots in the early 15th art majors and other qualified students. century through the opulent late Cinquecento. Department It will stress the uniqueness of Venetian art, 500. Individual Research history and culture. Prerequisite: Art 102 (or Offered to selected majors at the invitation of the equivalent) or permission of the instructor. department. Levy 352. Early Medieval Art and Culture Short Course The transformation of late antique art and 015. Tuscan Art and Culture (1250-1580) architecture to suit the needs of Christian See course 115 for description. cultures in the Greek east and Latin west, from the early paintings in catacombs to the Studio Art year 1000. Prerequisite: Art 101 (or equivalent) The Foundation Program: or permission of the instructor. (Writing Intensive) 111. Two-Dimensional Design Lane As an introduction to visual language, this 353. Castles, Cathedrals and Monasteries course will focus on the integration of art The art of the western medieval world from elements and principles as a foundation for the eleventh to the thirteenth centuries. visual understanding and creative expression. Special attention paid to the Romanesque No previous experience required. Enrollment monastic pilgrimage sites, their architecture limited to 18 students. (Arts and Humanities) and decorations, to the castles of northern Fieo Europe, their construction and design, and to 112. Three-Dimensional Design the great cathedrals of Gothic France, their architecture, sculpture and stained glass. An introduction to sculptural concepts for Social, political and economic factors involved beginners. Emphasis on learning to see three- in the production of this art are stressed. dimensionally by working in a variety of ART 61 media. No previous experience required. 250. Graphic Design I Enrollment limited to 18 students. (Arts and The concept of design as communication will Humanities) be explored as students develop an understand- Cunard ing of traditional and modern typography and 116. Drawing I design layout. Prerequisites: 111, and 116, or permission of instructor. Enrollment limited to 18 An introductory course which will explore students. basic drawing techniques through various Fieo media and motifs. A strong emphasis will be placed on working from perception and 310. Sculpture II learning to see. No previous experience required. An exploration of sculptural concepts through Enrollment limited to 20 students. (Arts and some advanced techniques. Prerequisites: Art Humanities) 112 or 210, or permission of the instructor. Department Enrollment limited to 15 students. Cunard Upper Level Courses 315. Intaglio Printmaking 205. Drawing II This course introduces the various platemak- Continued exploration of drawing principles ing techniques and the printing process used and techniques; emphasis on personal visual to create an intaglio print. Emphasis is placed statements. Prerequisite: Art 116. Enrollment on experimentation and the development of limited to 18 students. personal imagery. Prerequisites: Art 111, or Cunard, Stone 116, and permission of the instructor. Enrollment 210. Sculpture I limited to 15 students. A course exploring sculptural concepts based Fieo on the observation of the human form 320. Painting II through modeling and construction. Emphasis A continuation of Painting I, more emphasis on various techniques. Prerequisites: Art 112 or will be placed on developing an individual permission of the instructor. Enrollment limited to response to subject matter. Painting technique, 15 students. color mixing and compositional development Cunard within a series will be explored. Prerequisites: 215. Relief Printmaking Art 111 or 116 and 220. Enrollment limited to 15 An introduction to relief printing; students students. will create both black and white and color Stone prints in woodcut, linocut and contemporary 325. Lithography relief techniques. Prerequisites: Art 111 or 116, This course will explore the fundamental and permission of the instructor. Enrollment drawing techniques and printing process of limited to 15 students. stone lithography while emphasizing the Fieo development of personal imagery. Prerequi- 220. Painting I sites: Art 111 or 116, and permission of the An introduction to oil painting, focusing on instructor. Enrollment limited to 12 students. the basic problems of color and form. Projects Fieo will include still-life, the figure and nonobjec- 330. Intermediate Photography tive composition. Prerequisites: Art 111 or 116. This course allows students to explore and Enrollment limited to 15 students. develop visual perception and a personal point Stone of view. Basic techniques will be reviewed and 240. Beginning Photography refined, and more sophisticated techniques The fundamentals of photography including introduced. Admission to the course is based the use of the camera, composition, light and on portfolio examination and/or interview subject; developing, printing and enlarging with the instructor. Prerequisites: Art 240 or processes also studied and performed by the permission of instructor. Enrollment limited to 15 student. Prerequisite: 111, 112 , or 116 . students. Enrollment limited to 15 students. Howard Howard 62 ART

350. Graphic Design II Majors should achieve a broad familiarity This course continues to focus on design as with Asian cultures, and a specialized knowl- communication with further exploration of edge of at least one of the following areas: the relationship between typography and Middle East (including both Islamic and image using traditional design techniques. Judaic cultures), South Asia, and East Asia Prerequisites: 111, 116, and 250. Enrollment (China, Japan, and Korea). Under certain limited to 18 students. circumstances students may substitute relevant Fieo courses not included in the list below. There is no language requirement for the 399. Selected Topics major, but students interested in acquiring an An opportunity to do independent work at an Asian language should consult the coordinator advanced level. Students must preregister with about the various opportunities available. their independent advisor after submitting a Majors considering graduate school should written statement of intent for faculty ap- begin study of an Asian language as early as proval. Student will not be accepted after possible. Students are also urged to take preregistration. advantage of Junior Year Abroad (JYA) Department opportunities available in Asia. The Program 402. Senior Projects Coordinator offers guidance on such opportu- Independent Study in the students’ area of nities. major interest. Work from this course will The following minor concentrations are constitute the senior exhibition in the Watson also available: East Asia (which may include Gallery. Southeast Asia) and Middle East (which may Department include India-Pakistan). Courses in Asian languages may not be counted towards the 500. Individual Studio Asian studies minor. Offered to selected students at the invitation of the Anthropology department. 295. Peoples and Cultures of South Asia Department Art Museum of Fine Arts Seminar Program 103. Survey of the History of Asian Art I The MFA Seminar Program offers students 104. Survey of the History of Asian Art II from Wheaton and other area colleges and 221. Arts of India universities the opportunity to participate in 223. Islamic Art art history seminars that are taught by cura- 224. Arts of China tors and conservators at the Museum of Fine 225. Arts of Japan Arts in Boston. One or two seminars are offered each semester. Economics 232. Economic Development 304. International Economics Asian Studies History Professor Chandra 141. Culture and Values in Historical Associate Professors Brumberg-Kraus, Kim, Perspective: China and Korea Timm, and Wilson 142. Culture and Values in Historical Assistant Professors Allen, Owens, coordinator; Perspective: Japan and India and Sanford 221. History of the Middle East 226. Women in East Asia: Past and Present For current information about course descriptions, scheduling, new courses and departmental staff, 265. Traditional Chinese Civilization please refer to the college catalog available on-line 267. Traditional Japanese Civilization at www.wheatoncollege.edu/Catalog or the most 365. Modern China recent edition of the Schedule of Courses published 367. Modern Japan by the Registrar’s Office. Music The major in Asian studies consists of ten 123. World Music: Eurasia courses, including History 141 or 142 (or an acceptable alternative) and an advanced Political Science seminar. With the advice and approval of the 209. Chinese Foreign Policy coordinator, students are expected to develop 223. Contemporary Chinese Politics a coherent and well-balanced program. BIOLOGY 63

263. The Politics of the Middle East Chemistry 401. Seminar: International/Comparative 153. or 173. Chemical Principles Politics 253. Organic Chemistry I 254. Organic Chemistry II Religion 301. Analytical Chemistry 102. Introduction to the Study of World 352. Physical Chemistry Religions 109. Introduction to the Hebrew Bible Mathematics 212. Sacred Texts of Asia 104. Calculus II 230. Mysticism and Spirituality Physics 316. Islam: Faith and Practice 170. Introductory Physics I 325. Hinduism: Thought and Action 171. Introductory Physics II 326. Buddhism: Thought and Action In order to evaluate the proficiency of senior Sociology majors, students are required to write an essay 280. Asians and America: Ethnic Boundaries or prepare an oral report on a topic designed and Identities to demonstrate their ability to integrate 330. Money, Sex and Power in Global biochemical concepts. The topic selected by Perspective the biochemistry advisors will be distributed at the beginning of the second semester. Biochemistry Professors Brennessel and Pastra-Landis Biology For current information about course descriptions, Professors Brennessel, Dyer, Kricher, and scheduling, new courses and departmental staff, Tong please refer to the college catalog available on-line Associate Professor Shumway, Chair at www.wheatoncollege.edu/Catalog or the most Assistant Professor Morris recent edition of the Schedule of Courses published by the Registrar’s Office. Visiting Assistant Professor (2001–2002) Oliver A student interested in understanding the Instructors Fahey and Morris molecular basis of living systems may major in For current information about course descriptions, biochemistry, offered jointly by the biology scheduling, new courses and departmental staff, and chemistry departments. A background in please refer to the college catalog available on-line the physical sciences necessary to understand at www.wheatoncollege.edu/Catalog or the most life at the molecular level is required, and the recent edition of the Schedule of Courses published by the Registrar’s Office. opportunity to study living organisms as functioning systems is provided. The major shall consist of the following Requirements for biology major courses or their equivalents: Requirements for the Biology Major for students in the Classes of 2002, 2003: Biology Biology 111 112. Cells and Genes (Bio 101 may substi- (Note: biology majors often take tute for this requirement with permis- this course and Chemistry 153 concurrently. sion from Biochemistry advisors) Biology 101 is not recommended for Biology 211. Genetics majors but may be used toward the major with 221. Microbiology and Immunology* permission of the Biology Department.) or a 305. Biochemistry score of 4 or 5 on the A.P. Biology Exam or a score of 5, 6, or 7 on the I.B. higher level and one of the following: Biology Exam. 307. Cell Evolution Four 200-level biology courses 316. Molecular Biology and Biotechnology (at least three of 324. Neurobiology which have laboratory). Note: each major 347. Endocrinology program will generally include courses in both plant and animal biology. * Biology 307, 316, 324 or 347 when taken as a third Three 300-level biology courses (at least two 300-level course may be substituted for this requirement. of which have laboratory). Note: Most 300- level courses have prerequisites. Plan ahead accordingly. 64 BIOLOGY

Chemistry 202 or Chemistry 253 and 254 course in each of the three following areas: (Chemistry 153 and 154 are prerequisites) Cells & Molecules, Organisms, Systems. Four related courses from biology, chemistry, Cells & Molecules mathematics or physics. 211. Genetics 221. Microbiology and Immunology Requirements for the Biology Major for the Class 254. Developmental Biology of 2004 (incoming in fall 2000): 305. Biochemistry Biology 111. Evolution and Ecology (formerly 307. Cell Evolution Concepts in Biology) 316. Molecular Biology and Biotechnology Four 200 level biology courses (at least three of 324. Neurobiology which must have a laboratory). These courses 347. Endocrinology will draw from each of the biology Areas Organisms described below. 205. Nutrition Three 300 level biology courses (at least two of 226. Comparative Animal Behavior which must have a laboratory). These courses 244. Introductory Physiology will draw from each of the biology Areas 252. Parasitology and Symbiosis described below. 255. Chordate Anatomy and Evolution Chemistry 153. Chemical Principles 262. Plant Biology Chemistry 154. Inorganic Reactions 331. Advanced Marine Biology 348. Advanced Physiology Four related courses from biology, chemistry, 398. Ornithology mathematics, or physics. Systems The 200- and 300-level biology courses must 201. Environmental Science. include a minimum of one course from each 215. Ecology of the following Biology areas: Cells & 218. Tropical Ecology Molecules, Organisms, Systems. 231. Marine Biology 303. Evolution Requirements for the Biology Major effective with 364. Freshwater and Marine Botany the Class of 2005 (incoming in fall 2001): If you have any questions about the new require- Biology 111. Evolution and Ecology ments and how they apply to you, please contact the Biology 112. Cells and Genes department chair. (Biology 111 and 112 can be taken in any order.) Biology Departmental Honors will be awarded Four 200 level courses, at least three of which on the basis of a B+ or better average in the must have a laboratory. major, an overall average of B or better, and a Three 300 level biology courses, at least two of grade of B+ or better on the Individual which must have a laboratory. Research Project. Chemistry 153. Chemical Principles Students intending to continue their study of Chemistry 154. Inorganic Reactions biology in graduate school are strongly encour- aged to take organic chemistry. Graduate and Three related courses from biology, chemistry, mathematics, or physics. pre-health programs usually require students to have an exposure to organic chemistry, The 200- and 300-level biology courses must calculus, and physics. include a minimum of one course from each of the following biology areas: Cells & The Health Professions Molecules, Organisms, Systems Students planning a career in medicine, dentistry, veterinary or other health profes- Area Requirements for the biology major for the sions should consult a health professions classes of 2004 and beyond: advisor (either S. Pastra-Landis or B. Biologists study living systems at different Brennessel) early in the first year, in order to levels of organization. To ensure students are plan a suitable program. Medical schools exposed to all levels of biological organiza- require a minimum of two semesters of tion, effective with the class of 2004, students biology, two semesters of physics, two semes- in the biology major must take at least one ters of mathematics, four semesters of chemis- BIOLOGY 65 try, and two semesters of English). The performance, anaerobic capacity and the MCATs include material from anatomy, relationships between exercise and nutrition, microbiology, physiology, and genetics. weight control, strength and endurance Therefore, those 200-level courses are training, sex and age differences, health recommended. states, drugs and performance aids. Intended for non-science majors. Spring 2003 (Natural Courses for the Biology Major Taken at Other Schools or in Field Programs Science) Tong It is essential that students get permission from the Biology Department before taking 111. Evolution and Ecology courses to be counted toward the major in Introduces organisms and their interactions summer programs, field research programs, with each other and with their environments, and JYA programs. with a strong emphasis on evolution. Three Minor in Biology hours lecture, three hours laboratory per week. Bio 111, required for majors in the A minor in biology consists of five courses at biological sciences, may be taken either least one of which is at the 300 level. Only one before or after Bio 112. Enrollment preference course in the minor may overlap with the will be given to freshmen and sophomores major courses. Minor concentrations are also planning to major in Biology or planning a pre- available in molecular biology, plant biology, medical concentration. Fall (Laboratory Science) and population biology. Dyer 2001, Kricher 2002 Related Majors 112. Cells and Genes Students interested in the biological sci- Introduces the cell as the basic unit of life, ences may consider declaring a major in genes as the basic unit of inheritance, and biochemistry, environmental science, or discusses the cellular and molecular processes and principles shared by living organisms. psychobiology and should meet with the Three hours lecture, three hours laboratory designated program coordinators to discuss per week. Bio 112, required for majors in the the program of interest. biological sciences, may be taken either before or after Bio 111. Enrollment preference 101. An Introduction to Biology will be given to freshmen and sophomores This course is taught using an issues-oriented planning to major in Biology or planning a approach and includes topics of current premedical concentration. Spring (Laboratory interest to today’s society, such as; the Human Science) Genome project, genetic testing, genetically R. Morris modified foods, the population explosion, 198. Evolution and Adaptation nutrition, cancer, and biodiversity. This course encourages critical thinking and The goal of this course is to provide students questioning, and teaches you tools that will an intellectual understanding of the prin- enable you to evaluate scientific arguments ciples of evolution, an appreciation of the and make appropriate decisions affecting your historical processes leading to the develop- life and society. This is an introductory ment of the theory, and a sense of the laboratory based course in biology for non- scientific debate and controversy regarding majors. Three hours lecture and three hours the operation of evolutionary processes. The of laboratory per week. Enrollment preference course will cover the history of evolutionary will be given to seniors and continuing education thought from Aristotle to the present, and students, followed by juniors, sophomores and emphasis will be placed on the cultural and freshmen in that order. Spring (Laboratory philosophical atmosphere in Europe at the Science) time Darwin was writing and publishing The Fahey, Department Origin of Species. Three hours lecture per week. Offered Fall 2001 only. 107. The Biology of Exercise Oliver Responses and adaptations of the human body 198. Ponds to Particles to exercise with emphasis on metabolism, skeletal muscles and the cardiovascular- See INT 198. respiratory system. Topics include aerobic 66 BIOLOGY

201. Environmental Science also included. Three hours lecture per week. An overview of current environmental Prerequisite: Biology 101, 111, or equivalent. Fall concerns and the scientific theory needed to 2001 (Natural Science) address them. Population growth, community Kricher ecology, biodiversity, endangered species 221. Microbiology and Immunology management, ground water quality, and The biology of microorganisms concentrating introduced species. This class is not intended on bacteria and viruses, and including a section to be a substitute for a course in ecology and dealing with the fundamental concepts of students planning to pursue careers in ecology immunology. The laboratory focuses on the or environmental science are advised to take techniques used to culture and identify Bio 215 or Bio 218 in addition to this class. microorganisms. Three hours lecture, three Three hours lecture per week. Prerequisites: hours laboratory per week. Prerequisite: Biology Biology 101 or 111. Spring 2003 (Natural 101, 111, 112, or equivalent. Spring (Laboratory Science) Science) Shumway Brennessel 205. Nutrition 226. Comparative Animal Behavior The course focuses on nutrients, their An introduction to the use of evolutionary digestion and metabolism. The application of theory as an organizing framework of under- the fundamentals of nutrition to daily life, standing human and non-human animal health issues such as dieting, exercise, weight behavior, through a comparison of representa- control, eating disorders, heart disease, tive behavior patterns in a variety of animal cancer, safety of food additives and genetically species. The focus in these comparisons will modified foods. Three hours lecture per include analysis of both the mechanisms and week. Students will design and implement an functions of behaviors. independent study project. Prerequisite: Bio There is a three-hour optional lab. If 101,112 or equivalent. Fall 2003 (Natural demand requires it, lab assignments will be Science) determined using a lottery system. Prerequisite: Brennessel Biology 111 or 101 and an introductory psychology 211. Genetics course or permission of the instructor. Spring The nature of genes, gene function and gene (Natural Science/Laboratory Science) regulation. The transmission of inherited Morgan characteristics and the behavior of genes in 227. Drugs and Behavior populations. Laboratory includes the collec- See Psychology 227. tion and analysis of data from Drosophila crosses. Three hours lecture, three hours 231. Marine Biology laboratory per week. Prerequisite: Biology 101, An introduction to the biology of marine 112, or equivalent. Spring (Laboratory Science) organisms from an ecological perspective. Dyer Species interactions, distribution patterns, and 215. Ecology adaptations to the marine environment for the rocky intertidal, soft bottom, subtidal, deep A survey of the basic principles of ecology. sea, estuarine, and coral reef habitats. Labora- Emphasis is placed on terrestrial ecosystems tories and field trips will provide a survey of of New England, as well as a survey of all marine algae and invertebrates. Three hours biomes of North America. Laboratory lecture, three hours laboratory per week. emphasizes field work. Three hours lecture, Prerequisites: Biology 101, 111, or equivalent. three hours laboratory per week. Prerequisite: Spring 2002 (Laboratory Science) Biology 101, 111, or equivalent. Fall (Laboratory Shumway Science) Kricher 244. Introductory Physiology 218. Tropical Ecology The function of various animal organ systems, especially the ways in which they interact to A survey of ecosystems of Central and South maintain homeostasis of the individual. Most America. Emphasis is placed on the tropical examples are from mammalian systems. Three rainforest but other ecosystems, including hours lecture, three hours laboratory per week. savanna, cloud forest, mangrove and coral A service learning component is also included. reef, and high altitude Andean ecosystems are BIOLOGY 67

Prerequisite: Biology 101, 112, or equivalent. Fall well as a critical examination of the process of (Laboratory Science) natural selection. Readings and class discus- Tong sions focus on contemporary topics about the evolutionary process. Three hours lecture. 252. Parasitology and Symbiosis Prerequisite: Biology 101, 111, or equivalent. Parasitology as a world health problem with Spring discussions on economic, political and medical Oliver aspects of parasite control. Descriptive parasitology and symbiosis. Genetic and 305. Biochemistry physiological interactions between associated The chemistry and metabolism of biological organisms. Three hours lecture. Prerequisite: molecules. The laboratory will introduce the Biology 101, 111, or equivalent. Fall 2002 student to concepts and techniques of isolation (Natural Science ) and characterization of biomolecules, enzyme Dyer kinetics and genetic engineering. Three hours lecture, four hours laboratory per week. 254. Developmental Biology Prerequisites: Biology 101, 112 or equivalent, and Cellular and molecular mechanisms of animal Chemistry 253 and 254. Fall (Writing Intensive) embryogenesis with an emphasis on experi- Brennessel mental method and on comparisons of patterns of development. Topics include 307. Cell Evolution fertilization, mitosis and the cell cycle, pattern Structures and functions of subcellular compo- and axis formation, neurodevelopment, organo- nents of prokaryotes and eukaryotes. Evolution genesis, and animal cloning. The laboratory of prokaryotic and eukaryotic cells. Aspects of will include observations of both fixed and cell differentiation, multi-cellularity and cell- living embryos. Three hours lecture, three cell communication. Laboratory includes hours laboratory per week. Prerequisite: Biology methods for histological preparations and an 101, 112, or equivalent. Fall (not offered 2001) independent project. Three hours lecture, (Laboratory Science) three hours laboratory per week. Prerequisite: R. Morris Biology 211 or by permission of instructor. Fall (Writing Intensive). 255. Chordate Anatomy and Evolution Dyer A survey of the phylum Chordata—its origins, evolutionary history, anatomy, adaptations, 316. Molecular Biology and Biotechnology and diversity. Laboratory will focus on The molecular basis for biological processes. comparative anatomy and dissections of Synthesis, structure, function and regulation of vertebrates. Three hours lecture, three hours nucleic acids and proteins. Examination of laboratory per week. Prerequisite: Biology 101, genome dynamics and control of gene expres- 111, or equivalent. Spring (Laboratory Science) sion. Topics in biotechnology such as genetic Oliver engineering, gene therapy, genetic screening. Student participation will include journal 262. Plant Biology article summaries and presentations, as well as An introduction to the biology of plants a major presentation of a special topic. Three including mosses, club mosses, ferns, horse- hours lecture and discussion per week. Prereq- tails, cycads, conifers, and flowering plants. uisites: Biology 101, 112, or equivalent, Chemistry Morphology, ecology, and evolution will be 202. Biology 211, 221 and 305 are strongly addressed for each group. Laboratories will recommended. Spring 2003 include examination of live specimens from all Brennessel major plant taxa, student devised experiments, and field trips. Three hours lecture, three 323. Behavioral Neuroscience hours laboratory per week. Prerequisite: Biology See Psychology 323 101, 111, or equivalent. Fall (Laboratory Science 324. Neurobiology and Writing Intensive) Organization and function of nervous systems Shumway emphasizing cellular and molecular mecha- 303. Evolution nisms. Topics include cell biology of neurons, A detailed examination of the process of neuron growth, motor proteins and the biological evolution. Includes in-depth cytoskeleton, physiology of excitable mem- discussion of Darwin’s The Origin of Species, as branes, and biological circuits. Laboratory 68 BIOLOGY

emphasizes experimental methods and collecting trips to local lakes, estuaries, salt includes tissue culture and microscopy. Three marsh, and beaches as well as culture and hours lecture, three hours laboratory per microscopic examination of algae. Three week. Prerequisite: Biology 244 or permission of hours lecture and discussion, three hours the instructor. Spring 2002 laboratory per week. One of the following: R. Morris BIO 201, BIO 215, BIO 218, BIO 231, BIO 262 331. Advanced Marine Biology (preferred), or permission of the instructor. Spring 2003 A detailed analysis of marine environments Shumway and of the adaptations of animals to marine habitats. Topics include physical oceanogra- 398. Ornithology. phy, life in flowing fluids, and physiological The study of the origin, anatomy, physiology, adaptations to the marine environments. classification, behavior, and ecology of birds. Lecture, laboratory, and mandatory field trips Much emphasis on field work. Three hours are tightly integrated and culminate in lecture, three hours laboratory per week. completion of an individually chosen, collabo- Prerequisite: one 200-level course, which can be rative research project. Three hours lecture, taken concurrently. Spring 2002 three hours laboratory per week. Prerequisite: Kricher Biology 231 or permission of the instructor. Spring 398. Laboratory in Animal Communication and 2003 Cognition R. Morris See Psychology 348. 347. Endocrinology 399. Selected Topics The mechanisms by which various hormones Discussion and research on special aspects of produce their actions. Emphasis on hormone biology such as animal or plant physiology, receptors, the binding of hormones to animal development, ecology, microbiology receptors and the subsequent effector induced and genetics; content varies with the interest responses. Topics include production, release, of students and instructors. Offered at the distribution and metabolism of hormones. discretion of the department. Prerequisites: Aspects of endocrine pathophysiology and Permission of the instructor and previous course evolutionary aspects of endocrinology will be work in the field. discussed. A library research paper using Department primary literature and an oral presentation of the paper is also included. Three hours 499. Independent Research (one semester) lecture and discussion per week. Prerequisite: One semester independent research super- Biology 244 and Chemistry 153. Spring 2002 vised by a member of the Biology Depart- Tong ment. Approval of the department is required. 348. Advanced Physiology 500. Individual Research (two or more semes- ters) Two semesters are required for depart- In-depth study of physiology and biophysics mental honors. of the cardiovascular-respiratory system at organismal, cellular and subcellular levels. Two to four semester courses. Members of the Discussion topics include pathophysiological department supervise the individual research conditions, physical stress, environmental of a limited number of advanced students with effects. Laboratory includes techniques and a B+ average in the major and a B average instrumentation in animal and human physi- overall. Preliminary consultation with advisors ological experimentation. Three hours in the area of the students special interest, and lecture, three hours laboratory per week. the approval of the department are required. Prerequisite: Biology 244. Spring 2002 Only students who are candidates for depart- Tong mental honors may register for this course. 364. Freshwater and Marine Botany Course Offerings through Taxonomy, ecology, evolution, and econom- Affiliated Institutions. ics of cyanobacteria, algae, and plants inhabit- ing freshwater and marine ecosystems. Lake, Additional information may be obtained at the estuary, rocky intertidal, open ocean, kelp Academic Advising Office and the department bed, seagrass, salt marsh, and mangrove web pages. ecosystems will be studied. Labs will include CHEMISTRY 69

Marine Ecology offered through Williams ary-level teaching. The use of modern instru- College—Mystic Seaport Maritime Studies ments and computers for data acquisition as Program (200 level). well as data analysis is an integral part of Oceanography offered through Williams laboratory work. Supervised individual College - Mystic Seaport Maritime Studies research is encouraged. Combined majors Program (200 level. May be used as a related with other departments such as biology, course for the biology major). physics, political science, or art can be ar- Aquatic Ecosystems offered through Marine ranged. The curriculum offered for those Biological Laboratory Semester in Environ- planning to major in chemistry is certified by mental Science (300 level). the American Chemical Society. Certification requires the courses needed for the major plus Terrestrial Ecosystems offered through Marine 361, 362 and one of the following: 305, or 500 Biological Laboratory Semester in Environ- with laboratory work. mental Science (300 level). Mathematical Modeling of Ecosystems offered The Major in Chemistry through Marine Biological Laboratory Semes- 1. Chemistry 153 or 173, 154 or 174, 253, ter in Environmental Science (300 level). 254, 301, 352, 361, 384, 400 Microbial Methods in Ecology Ecosystems 2. Physics 170 and 171 and Mathematics 104. offered through Marine Biological Laboratory An additional course in mathematics is Semester in Environmental Science (300 recommended for students contemplating level). graduate studies. Introduction to Marine Mammals offered through the Marine Studies Consortium (200 The Minor in Chemistry level). Any five chemistry courses including one at Biology of Fishes offered through the Marine the 300 level. The latter cannot be Biochemis- Studies Consortium (300 level). try 305, and only two courses can be at the Cetacean Biology and Conservation offered 100 level. through the Marine Studies Consortium (200 103. The Chemistry Around Us level). Fundamental chemical principles and chemi- cal aspects of air and water pollution as well as Chemistry energy production and resources. For the non-science major who desires an introduc- Professors Ellison and Pastra-Landis, Chair tion to chemistry with applications to environ- Assistant Professors Benoit, Kalberg and mental problems. Three hours lecture and Muller three hours laboratory per week. No prior Laboratory Assistants Cammett, Kukla, and knowledge of chemistry required. (Laboratory Stewart Science) For current information about course descriptions, Kalberg scheduling, new courses and departmental staff, please refer to the college catalog available on-line 104. The Chemistry of Life at www.wheatoncollege.edu/Catalog or the most Fundamental principles of organic chemistry recent edition of the Schedule of Courses published leading up to a discussion of biologically by the Registrar’s Office. relevant molecules. Topics covered include The curriculum of the Chemistry Department amino acids, proteins, lipids, carbohydrates, includes introductory courses both for and pharmaceuticals along with some discus- students who have studied chemistry previ- sion of the biological effects of each. Three ously and for those who are beginning the hours lecture and three hours laboratory per subject. These courses aim for a broad week. Some prior exposure to Chemistry is understanding of scientific theories and recommended. (Laboratory Science) methods as well as an appreciation of the Kalberg interplay between science, the environment 153. Chemical Principles and society. They emphasize both theory and experimentation and prepare students for Basic concepts: atomic structure, periodic further study in graduate and medical schools, relationships, thermochemistry, gas laws, academic or industrial research, and second- chemical bonding, properties of liquids and solutions, equilibrium, reaction rates. De- 70 CHEMISTRY

signed for science majors. Three hours lecture mechanisms, methods of synthesis, and and three hours laboratory per week. Prerequi- spectroscopy. The chemistry of alkanes, site: chemistry in secondary school or Chemistry alkenes, alkyl halides and free radicals. In the 103. (Laboratory Science) laboratory, fundamental techniques for the Benoit isolation, purification, and characterization of organic compounds. Three hours lecture and 154. Inorganic Reactions four hours laboratory per week. Prerequisites: Precipitation reactions, acids-bases, coordina- Chemistry 153 or 173 and 154 or 174. tion chemistry, oxidation-reduction, electro- Pastra-Landis, Cammett chemistry, qualitative analysis, and nuclear chemistry. Three hours lecture and three 254. Organic Chemistry II hours laboratory per week. Prerequisite: A continuation of Chemistry 253. The Chemistry 153 or 173, or by permission. Chemis- chemistry of aromatic, carbonyl, and acyl try 103, Chemistry 153 or 173, and 154 or 174 compounds. In the laboratory, organic are required for students who plan to apply to reactions and synthesis projects, including medical, dental, or veterinary school. (Laboratory isolation and mass, infrared, uv, and nmr Science) spectroscopy. Three hours lecture and four Benoit hours laboratory per week. Prerequisite: Chemistry 254. 173. Chemical Principles (Enhanced) Pastra-Landis, Cammett Basic concepts: atomic structure, chemical reactions, thermochemistry, gas laws, quantum 301. Analytical Chemistry theory, periodic relationships, chemical Chemical equilibrium and its application to bonding and structure. Designed to give well- the analysis of inorganic substances, including prepared students interested in the sciences an neutralization, redox, complexometric titra- enhanced experience with additional labora- tions and optical methods. Three hours lec- tory, problem solving, and writing opportuni- ture and four hours laboratory per week. ties. One and one-half credits. Three hours Prerequisite: Chemistry 154 or 174. lecture and three hours laboratory per week Muller, Kukla plus additional laboratory and problem solving 303. Current Problems in Environmental sessions. Prerequisite: chemistry in secondary Chemistry school and permission of the instructor. (Laboratory Application of chemical principles to envi- Science) ronmental problems for which chemical Ellison studies are available, such as global warming, 174. Inorganic Reactions (Enhanced) the formation of photochemical oxidants and Properties of liquids and solutions, precipita- effects of halocarbons in the atmosphere. tion reactions, acids and bases, equilibrium, Some attention to biological effects and the reaction rates, coordination chemistry, problems of identification, classification, oxidation-reduction, electrochemistry, and regulation of toxic chemicals. Three hours nuclear chemistry. Designed to give well- lecture per week. Prerequisites: Chemistry 153 prepared students interested in the sciences an or 173 and 154 or 174. enhanced experience with additional labora- Benoit tory, problem solving, and writing opportuni- 305. Biochemistry ties. One and one-half credits. Three hours The chemistry and metabolism of biological lecture and three hours laboratory per week molecules. The laboratory is designed to plus additional laboratory and problem solving introduce a student to the techniques used in sessions. Prerequisite: Chemistry 153 or 173 and working with biological molecules. Three permission of the instructor. (Laboratory Science) hours lecture and four hours laboratory per Ellison week. Prerequisites: Biology 101 or 111, and 198. Ponds to Particles Chemistry 202. (Writing Intensive) See INT 198. Brennessel 253. Organic Chemistry I 352. Physical Chemistry The chemistry of carbon compounds includ- Thermodynamics as a basis for consideration ing structure and bonding, acid-base proper- of the properties of matter, electrolytic and ties, and stereochemistry. Theory of reaction nonelectrolytic solutions, electrochemistry, CLASSICS 71 kinetics and mechanisms, quantum mechan- 500. Individual Research ics. Three hours lecture and four hours labo- Research under the direction of individual ratory per week throughout the year for two department members for two semester course course credits. Prerequisites: Chemistry 153 or credits. A thesis is required of each student. 173, Physics 170 and 171, and Mathematics Open to junior and senior majors by permission. 104. By permission, one or more of these courses Department may be taken concurrently. (Writing Intensive) Ellison, Kukla 361. Advanced Inorganic Chemistry Classics Principles of bonding, structure and reactions Professor Relihan, Chair in inorganic chemistry, with emphasis on Assistant Professor Evans transition metal complexes. This includes Visiting Instructor Mulligan correlation of structure and reactivity, sym- For current information about course descriptions, metry and group theory, organometallics, scheduling, new courses and departmental staff, and catalysis. Three hours lecture and four please refer to the college catalog available on-line hours laboratory per week. Prerequisites: at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published Chemistry 154 or 174 and 352. The latter may by the Registrar’s Office. be taken concurrently. Kalberg The Classics Department offers courses in the languages, literatures, and cultures of 362. Advanced Organic Chemistry Greek and Roman antiquity. The major Structure and reactivity of organic com- programs in classics (nine courses, with at pounds including reaction mechanisms and least three at the 300 level or above) allow synthetic methods. Discussion of primary students to concentrate in either of the journal reports of recent synthetic accom- languages individually (Greek, Latin), in the plishments. A common theme throughout two languages combined (classics), or in the course is carbon-carbon bond forming literature and culture (classical civilization). reactions. Three hours lecture and four hours Concentrators in the languages shall plan laboratory per week. Prerequisites: Chemistry with their advisor a selection of complemen- 202, 203 and 352. Chemistry 352 may be taken tary classical civilization courses (Art History concurrently. 273 and 274, Philosophy 203, and Religion Kalberg 110 and 210 count as classics); concentrators 384. Instrumental Analysis in classical civilization are required to take three semester courses in either Greek or Theory and application of optical and elec- Latin. All concentrators are encouraged to trochemical instrumentation to the solution complete a senior thesis; they are also of chemical problems. Experiments incorpo- encouraged to participate in foreign study rate the use of many standard laboratory and archaeological programs, and substitu- instruments including gas, high performance tions for some of the above requirements liquid, and ion chromatographs, nuclear may be allowed for those who undertake magnetic resonance and atomic absorption them. spectrometers, gas chromatograph/mass The Classics and Religion departments spectrometer, polarograph, and miscella- have drawn up guidelines for an interdepart- neous electrochemical instruments. Three mental major in ancient studies. In addition, hours lecture and four hours laboratory per the Classics Department will work with week. Prerequisites: Chemistry 301 and 352. students to provide individualized programs The latter may be taken concurrently. when necessary or appropriate: in other Benoit, Kukla interdisciplinary studies; in special prepara- 400. Seminar tion for graduate work in classics or classical Selected topics from contemporary chemis- archaeology; in special preparation for the try. (Writing Intensive) teaching of Greek or Latin at the secondary Pastra-Landis level. Minors are available in each of the separate concentrations: Greek, Latin, classics, and classical civilization. 72 CLASSICS

Classical Civilization (Readings in and miraculous revival, of identity lost and English) found. From Homer’s Odyssey through 120. Greek and Latin Roots of English Daphnis and Chloe and The Ethiopian Tale to Vocabulary utopian and picaresque literature, Petronius’ Satyricon, and the historical fantasy The An overview of the historical relation of Greek Romance of Alexander the Great. (256—Arts and and Latin to English, and a thorough study of Humanities; 356—Writing Intensive) the Greek and Latin elements in English Department vocabulary. Lectures, exercises, and readings will lead students to expand both their spoken 258/358. Tales of Troy and their recognition vocabularies. (Arts and A thorough investigation of the stories Humanities) concerning the destruction of Troy and the Department end of the age of heroes, through epic (Iliad, 130. Egypt in the Greco-Roman World Odyssey, Aeneid), drama (Helen, Trojan Women), late Classical and medieval tales, and modern A study of the influence of ancient Egyptian retellings and adaptations. (258—Arts and culture in the Greco-Roman world. Lectures Humanities; 358—Writing Intensive) and discussions will examine the historical, Department economic, literary, artistic, and religious ties between Egypt and Greece from the Bronze Topics in Classical Civilization Age to late antiquity and the early Christian The following courses are offered at both the era. (Arts and Humanities) 200 and the 300 level. All 300-level courses Department are Writing Intensive; students at the 300 135. Myth and Folklore level will do extra reading, writing, and Mythology and mythography of the Greeks research, in projects directed by the instructor. and Romans, focusing on Ovid’s Metamorpho- Prerequisite for the 300 level: one course in ses. Comparison with myths of the ancient Classical Civilization, sophomore standing, or Near East and other cultures: Egyptian, consent of instructor. Norse, Native American, etc. Discussion of 205/305. The Fall of the Roman Republic what myths are and what they reveal about the The history of Rome from 133 BC to 69 AD: societies from which they come. Spring 2002 the problems of empire, the fall of the Roman (Arts and Humanities) Republic, “band-aid” solutions, Civil Wars Evans and, finally, Augustus and the infamous Julio- Topics in Classical Literature Claudians. Emphasis on political, intellectual and social changes. Spring 2002 (205—Western The following courses are offered at both the History; 305—Writing Intensive) 200 and the 300 level. All 300-level courses Relihan are Writing Intensive; students at the 300 level will do extra reading, writing, and 223/323. Fifth Century Athens research, in projects directed by the instruc- The explosion of political and intellectual tor. Prerequisite for the 300-level: one course in energy in Athens in the fifth century and its Classical Civilization, sophomore standing, or repercussions. Discussions will include the consent of instructor. evolution of the Athenian Empire, the interre- 254/354. Comedy and Tragedy lationships of politics, religion and the arts, and the dissolution of power after the Greek and Roman drama (text, theater, Peloponnesian War. (223—Western History; performance, interpretation) in its diverse 323—Writing Intensive) forms: from Greek mythical rituals to Roman Department revenge tragedies, from the obscenity of Greek Old Comedy to the Roman comedy of 262/362. The Ancient Landscape: From manners. (254—Arts and Humanities; 354— Mythology to Ecology Writing Intensive) The land outside the walls of the city: how it Department was used and abused, praised and feared, 256/356. The Ancient Romance personified in myth and religion. Topics will include agriculture and ancient farming Stories of lovers destined to be separated and manuals, deforestation, the cult of streams and reunited, of pirates and thieves, false death fountains, the divinities of the wild, the CLASSICS 73

Eleusinian mysteries, and the literature that 211. Herodotus idealizes the country life. (262—Arts and The ethnography of the ancient world. Selec- Humanities; 362—Writing Intensive) tions from the Histories. Department 213. Plato 266/366. Women in the Classical World On the death of Socrates. Selections from The lives of the women of antiquity and their Apology, Crito, Phaedo. status (their bodies, their minds, their familial 215. Lysias and Xenophon and social roles) as understood (and misunder- stood) by Greek and Roman medicine, law, The court and the army. Selected private religion, mythology, art and politics. The his- speeches; selections from Anabasis. Fall 2001 torical range of readings and discussions will Evans include the later Roman Empire and early 222. Homer, Iliad Christianity in the West. Fall 2001 (266—Arts Achilles and Hector at the walls of Troy. and Humanities; 366—Writing Intensive) Selections from the Iliad. Spring 2002 Evans Relihan 268/368. Paganism in the Greco-Roman World 224. Homer, Odyssey An introduction to the varieties of religious The wanderings of Odysseus. Selections from experience in the Greco-Roman world from the Odyssey, Books 9–12. the fifth century BC to the fourth century AD: cult practices, sacrifice, festivals, the so-called 226. Attic Drama mystery cults, the roles of women, eastern and The tragic hero. Selections from Sophocles western traditions in urban rituals, the influ- and Euripides. ence of Jews and Christians on later pagan civic life. (268—Arts and Humanities; 368— Advanced Greek Courses Writing Intensive) The following courses concentrate exclusively Department on the improvement of Greek language skills. Students in these courses read the Greek texts Greek Courses covered in the intermediate Greek courses 101. Elementary Greek with which they meet and other, related texts; additional work in Greek composition is A two-semester course that covers the essen- expected in 351 and 352, more rapid reading tial grammar of Classical Greek and intro- in 381 and 382. The courses do not form duces students to the reading of simple Attic sequences, and each course may be repeated prose. Resources in the audio lab and the as the authors and topics change, but Greek computer lab will assist students in proper and Classics majors are strongly urged to take pronunciation, and in drill and review. (For- 351 and 352 in sequence. Prerequisite: two eign Language) Greek courses at the 200 level, or one 200-level Evans course and consent of instructor. Intermediate Greek Courses 351. Advanced Greek The following 200-level courses are open to Meets with Intermediate Greek. Greek prose students who have taken Greek 101; students reading and prose composition. who have previously studied Greek must take 352. Advanced Greek the Department’s placement test. These Meets with Intermediate Greek. Greek verse courses do not form sequences, but it is reading and prose composition. strongly recommended that a course in prose (211, 213, 215) be taken before a course in 381. Intensive Reading in Prose verse (222, 224, 226). These are literature Meets with Intermediate Greek and Greek courses, and fulfill both the Foreign Language 351. and the Arts and Humanities General Educa- 382. Intensive Reading in Verse tion requirements; readings in the original are supplemented by literary/philosophical discus- Meets with Intermediate Greek and Greek sions and readings in English; a research paper 352. is required. (Arts and Humanities and Foreign Language) 74 CLASSICS

Latin Courses 228. Epic 101. Elementary Latin Selections from Vergil, Aeneid, and Ovid, Metamorphoses. A two-semester course that covers the essential grammar of Classical Latin and introduces Advanced Latin Courses students to the reading of simple Latin prose. Resources in the audio lab and the computer The following courses concentrate exclusively lab will assist students in proper pronuncia- on the improvement of Latin language skills. tion, and in drill and review. (Foreign Language) Students in these courses read the Latin texts Relihan covered in the intermediate Latin courses with which they meet and other, related texts; Intermediate Latin Courses additional work in Latin composition is ex- pected in 351 and 352, more rapid reading in The following 200-level courses are open to 381 and 382. The courses do not form se- students who have taken Latin 101; students quences, and each course may be repeated as who have previously studied Latin must take the authors and topics change, but Latin and the Department’s placement test. These Classics majors are strongly urged to take 351 courses do not form sequences, but it is and 352 in sequence. Prerequisite: two Latin strongly recommended that a course in prose courses at the 200 level, or one 200-level course (211, 213, 215, 217) be taken before a course and consent of instructor. in verse (222, 224, 226, 228). These are litera- ture courses, and fulfill both the Foreign Lan- 351. Advanced Latin guage and the Arts and Humanities General Meets with Intermediate Latin. Latin prose Education requirements; readings in the origi- reading and prose composition. nal are supplemented by literary/philosophical 352. Advanced Latin discussions and readings in English; a research paper is required. (Arts and Humanities and Meets with Intermediate Latin. Latin verse Foreign Language) reading and prose composition. 211. Livy 381. Intensive Reading in Prose The legendary history of Rome. Selections Meets with Intermediate Latin and Latin 351. from the Histories, Books 1-5. 382. Intensive Reading in Verse 213. Cicero Meets with Intermediate Latin and Latin Cicero’s consulship and the conspiracy of Catiline. Selections from the letters and ora- tions. Fall 2001 Computer Science Relihan Associate Professor LeBlanc, Coordinator Assistant Professor Gousie 215. Caesar and Sallust Visiting Instructor Kim Late Republican history: the Romans in Gaul and Africa. Selections from The Gallic Wars For current information about course descriptions, scheduling, new courses and departmental staff, and The Jugurthine War. please refer to the college catalog available on-line 217. Petronius and Seneca at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published Silver Age satire. Selections from Satyricon and by the Registrar’s Office. Apocolocyntosis. Computer science at Wheaton falls into three 222. Comedy categories: (1) a major, (2) a minor or (3) an Selections from Plautus and Terence. interdisciplinary major (see Mathematics and Spring 2002 Computer Science). A complete look at our Relihan computer science faculty, students and 224. Didactic Poetry program can be found on our web page at: http://cs.wheatoncollege.edu Selections from Lucretius, De Rerum Natura, Studies in computer science provide and Vergil, Georgics. students with the necessary background and 226. Lyric skills to design and write software for Selections from Horace and Catullus. tomorrow’s computing tools. The major prepares students for graduate programs in COMPUTER SCIENCE 75 computer science and/or careers in the Computer Science 375. Theory of Computa- software industry. The minor addresses the tion changing needs of a liberally educated person Mathematics 101. Calculus I in a technological society. Areas of focus Mathematics 211. Discrete Mathematics woven throughout the curriculum include the Mathematics 104. Calculus II or another mathematical foundations of computing, math course above 200 object-oriented programming and the ethical Two additional Computer Science (or implications of computing. Mathematics with permission) electives both Facilities at the 300-level. Wheaton provides an impressive array of Minor in Computer Science computing equipment and online work The minor in computer science requires environments for students in computer completion of six courses: five required science courses. In addition to fully networked courses (one at the 300 level) and one sup- dorm rooms, campus classrooms and labs, a porting course. computer science lab features twenty dual WinNT and Linux servers. Most classes are Required Courses taught in a networked “smart” classroom. A Computer Science 115. Structured Program- general-purpose lab provides access to 50 ming networked computers, scanning devices, and Computer Science 116. Data Structures multimedia workstations. Students use a Computer Science 215. Algorithms number of development environments for C/ or C++, Java, Perl, and Lisp as they gain expo- Computer Science 220. Computer Organiza- sure to multiple operating systems including tion Linux, MacOS and WinNT. Mathematics 101. Calculus I or Major in Computer Science Mathematics 211. Discrete Mathematics The major in computer science consists of a One 300-level Computer Science course. minimum of 11 courses: six core computer Supporting Course (only one is needed) science courses, three mathematics courses Computer Science 106. Universal Machine and two electives with at least four courses at Physics 110. Electronic Circuits the 300-level. For those students who place Physics 170. Physics I out of the introductory course(s), the addi- tional course(s) needed to meet the minimum Computer Science Courses requirement will be determined in consulta- tion with the department. Courses used to 106. The Universal Machine fulfill the major requirements may not be Computers are the most flexible tool humans taken on a pass/fail basis. To major in com- have invented. Users see the computer doing puter science, the department strongly a specific task: word processing, data analysis, recommends that students achieve at least a image processing. Computer scientists see the C+ average in the first two computer science computer as having nearly unlimited poten- courses and that the first two math courses be tial, capable of taking any shape imaginable. completed by the second year. The focus of this course is the analysis of Core Courses (Required) problems which could not be approached without computer tools. Topics include mod- Computer Science 115. Structured Program- eling, financial analysis with spreadsheets, and ming programming in JavaScript. Labs include Computer Science 116. Data Structures experience with running a web server. Three Computer Science 215. Algorithms hours of lecture and a one-hour laboratory Computer Science 220. Computer Organiza- per week. Typically offered every semester. (Math- tion ematics/Logic) (select two of the next three) Department Computer Science 335. Programming Lan- 115. Structured Programming guages Computer Science 345. Operating Systems Problem-solving techniques and algorithm development with emphasis on program 76 COMPUTER SCIENCE

design, introductory numerical methods and related to subroutine calls are discussed in object-oriented programming from the client detail. The computer organization portion of perspective. This course is intended for those the course discusses gates, storage circuits, seeking a thorough and rigorous exposure to arithmetic and logic circuits, the arithmetic/ programming; an ideal course for those con- logic unit, fetch/execute cycles and data sidering graduate school in any field. Topics paths. Microcoding is discussed in detail. covered include C++ syntax, coding, debug- Prerequisite: Computer Science 116. Fall 2001 ging, testing and good documentation style. Gousie Concepts include arithmetic and logical operations, simple input and output, func- In addition to Independent Studies (399), we tions and the introductory data structures of offer at least a total of four 300-level com- arrays, records and classes. Three hours of puter science and mathematics courses per lecture and a two-hour laboratory per week. year (See Mathematics for 300-level math Fall only (Mathematics/Logic) course descriptions). Gousie, LeBlanc 335. Principles of Programming Languages 116. Data Structures A theoretical study of the principles which An introduction to the theoretical and practi- govern the design and implementation of cal aspects of data structures. Emphasis is on contemporary programming languages. This abstract data types and the use of the C++ includes language syntax (lexical properties, class mechanism to support their implemen- BNF notation, and parsing); language repre- tations. Examples include stacks, queues, sentations (data structures, control structures, linked lists, binary search trees, and general runtime environments and formal semantic trees and their applications. Pointers and models); and language styles (procedural, recursion are used in some implementations. functional, logical and object-oriented). Three hours of lecture and a two-hour labo- Laboratory work includes exposure to a ratory per week. Prerequisite: Computer Science number of contemporary programming 115 or permission of the instructor. Spring only languages, with at least one procedural (Pas- (Mathematics/Logic) cal, C, Modula2, Ada), one functional (ML, Gousie, LeBlanc Scheme, LISP), one logic (PROLOG) and one object-oriented (C++, Java, SmallTalk). Pre- 215. Algorithms requisite: Computer Science 116. Fall 2002 An introduction to the mathematical founda- Gousie tions, design, implementation and computa- 345. Operating Systems tional analysis of fundamental algorithms. Problems include heuristic searching, sorting, Operating systems are the software core of several graph theory problems, string match- computers. This most fundamental of all ing and the theoretical expression of their system programs controls all the computer’s orders of growth. Out-of-class assignments resources and provides the base upon which and in-class labs emphasize the balance be- all application programs can be written. The tween theoretical hypotheses and experimen- course introduces the theoretical structure of tal verification. C/C++, Java, Perl and Maple current computer operating systems, includ- are all applied to various solutions. Three ing batch systems, multiprogramming sys- hours of lecture and a two-hour laboratory tems, multiprocessor systems, input-output per week. Prerequisite: Computer Science 116. systems, interrupt handling, language proces- Spring 2002, Fall 2002 sors, file management systems and LeBlanc concurrency. Practical experience is gained by writing module simulations and altering 220. Computer Organization and Assembly actual operating system software. Prerequisite: Language Computer Science 215. A detailed look at how computers are built Gousie, LeBlanc and how they function. The assembly and machine language portion of the course con- 355. Artificial Intelligence siders the binary instructions of a traditional The principles and techniques of program- machine language and the associated mne- ming computational agents or “softbots” to monics used by assembly language program- exhibit behavior considered intelligent when mers. Addressing modes and stack behavior performed by humans is the focus of this DEVELOPMENT STUDIES 77 course. State-space and heuristic search tech- 500. Individual Research niques, logic, constraint satisfaction and neu- Research under the direction of individual ral network approaches are applied to computer science faculty for two semester problems such as game playing, planning and course credits. A thesis is required of each the understanding of natural language. Prereq- student. Open to junior and senior majors who uisite: Computer Science 116. are candidates for departmental honors and by LeBlanc permission. 365. Computer Graphics A look at many of the mathematical tools, data Development Studies structures, algorithms, and hardware associ- ated with the creation of imagery on the com- Minor puter. The course covers aspects such as scan Professor Weil (Economics), Coordinator conversion, color, 2-D and 3-D geometric Associate Professor Kerner (Anthropology) transformations, projections, viewing, and Professor Boroviak (Political Science) visible surface determination. Major program- For current information about course descriptions, ming projects put theory into practice, using scheduling, new courses and departmental staff, OpenGL or other graphics interfaces. Prereq- please refer to the college catalog available on-line uisites: Calculus I and Algorithms; Linear Algebra at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published strongly recommended. Spring 2003 by the Registrar’s Office. Gousie The development studies minor is made up 375. Theory of Computation of courses from several different disciplines, This course is a theoretical look at various all of which share a focus on the process of aspects of computation. Topics include change and development of Third World regular languages, context-free grammars, nations. The minor includes courses that finite automata, pushdown automata, and focus on the concerns of specific regions, and non-determinism. The course explores areas courses on the process of development in such as Turing machines, the halting prob- general. lem, and computability versus undecidability. The minor consists of five courses from The topics are shown to have applications to the list below. The courses must come from compiler design. Prerequisites: Discrete Math or at least two departments (anthropology and Calculus I or some indication of mathematical sociology are considered separate depart- maturity. Fall 2001 ments), and must include at least one course Gousie at the 300 level or above. They must also 398. Advanced Topics in Computer Science include at least one of the core courses Topics not regularly covered in other courses. (marked C) and at least one area course Content is not fixed but varies to suit current (marked A). needs. Previous offerings include advanced Anthropology computer graphics, Web-design and e- 210. Feast or Famine: The Ecology and business applications, formal language theory, Politics of Food Java and security and advanced object- 225. African Cultures in Transition (A) oriented programming. Prerequisite: permission 235. People and Cultures of Latin America of the instructor. (A) 399. Independent Study 240. Anthropology of the City 245. Indigenous Movements of Latin A research project in computer science under America (A) the direction of an approved advisor. An 250. Power and Leadership individual or small group works on the 255. Women in Africa conception, design and implementation of a 260. Women and Development significant computer science project. Interdis- 285. Stability and Change In the South ciplinary projects are strongly encouraged. A Pacific (A) written report and oral presentation open to 333. Economic Anthropology interested faculty, staff and students are required at the completion of the project. Economics Prerequisite: permission of the instructor. 232. Economic Development (C) 78 DEVELOPMENT STUDIES

History They will participate in the required exhibi- 219. Modern Latin America, 1826–present (A) tion of their work at Wheaton at the end of 226. Women in East Asia: Past and Present their fifth year. 365. Modern China (A) In addition to elective studio work in any 367. Modern Japan (A) of the media offered at the Museum School, Political Science students will be expected to take two courses 203. African Politics (A) in Visual and Critical Studies (Art History) at 223. Contemporary Chinese Politics (A) the school in their fifth year. 233. Politics of Latin America (A) M.A. in Mass Communication and Communica- 263. Politics of the Middle East (A) tion Studies with Emerson College 323. Comparative Political Development (C) Professor John Grady, Coordinator

(C) indicates a core course Mass communication fields include television (A) indicates an area course and radio broadcasting and film production while communication studies includes adver- Dual-Degree Programs tising, political communication and public relations. Wheaton students who qualify for Students interested in any of the following the program begin by taking two graduate programs should consult the coordinator of courses at Emerson in the summer after their the appropriate program as soon as possible junior year and may be admitted to the for more detailed information. All of the program at that time or, at the beginning of programs are highly competitive and admis- their senior year. Wheaton students then take sions are made by the graduate degree- two courses during the summer after their granting institutions. Wheaton graduation and two full semesters at B.F.A. in Studio Art through the School of the Emerson in the year following their gradua- Museum of Fine Arts (Boston) tion from Wheaton. Associate Professor Tim Cunard, Coordinator For admission to the program Wheaton students must have a cumulative Wheaton This program awards the Bachelor of Fine G.P.A. of at least 2.70 at the time of applica- Arts degree (and the Wheaton A.B.) after a tion. In the summer after their sophomore fifth year of full-time study in residence at the year students are urged to complete an Museum School. internship in communications which may be Students should apply to the Museum arranged with the Filene Center. School Admissions Office through the Wheaton coordinator in their junior year. M.B.A. with the Graduate School of Management They will be expected to submit a portfolio of at the University of Rochester their work at that time; admissions is selective Professor John Walgreen, Coordinator and contingent on approval by both schools. Students should be aware that the Rochester Interested students are urged to consult the program is highly competitive and admission Wheaton coordinator early in their Wheaton decisions are made by the Graduate School of careers, and no later than the fourth semester. Management only after a student has com- Other options for Wheaton students to study pleted five semesters at Wheaton. at the Museum School are also available. Students accepted into the program will Requirements while in attendance at Wheaton normally complete the equivalent of at least 1. Since admission is not automatic, students two three-credit courses at the Museum should choose a major and make normal School before beginning the fifth year in progress toward completing it. Any liberal arts residence there, and may do so either by cross- major is acceptable. registering during the regular academic year An elementary knowledge of calculus is or by enrolling in the school’s summer required. Economics and statistics courses are program. Credit for this work may be trans- recommended. ferred to Wheaton and applied to the 2. The University of Rochester requires Wheaton A.B. degree. The school offers day outstanding scholarship for the first five and evening courses throughout the year. In semesters and recommends taking the Gradu- addition, students will complete a studio major ate Management Admission Test (GMAT) by at Wheaton, including the senior seminar. January of the junior year. DUAL DEGREE PROGRAMS 79

3. The five-year program leads to the simul- engineering may also be arranged at other taneous award of the Bachelor of Arts degree institutions on an individual basis. from Wheaton and the degree of Master of The Program with the Thayer School of Business Administration from the University Engineering at Dartmouth College requires a of Rochester. student to spend the first two years at Wheaton, the junior year at Dartmouth as M.B.A. with the Graduate School of Manage- part of the Twelve College Exchange Pro- ment at Clark University gram, studying engineering and other appli- Professor John Walgreen, Coordinator cable courses, and the senior year at Wheaton Wheaton students may apply in their junior to complete the A.B. degree. The student year to the Graduate School of Management then returns to Thayer in the fifth year to at Clark University in Worcester. Students complete the Bachelor of Engineering degree. accepted for the program must complete the Entrance requirements vary between the following courses at Wheaton: institutions and with individual fields of study, and interested students must work closely Prerequisites: with the coordinator throughout their years at Mathematics 101. Calculus I Wheaton in order to insure their eligibility Mathematics 104. Calculus II for admission into the programs. No particu- Background Courses: lar academic program is prescribed, but a Economics 110. Financial Accounting student’s three-year program should include Mathematics 141. Introductory Statistics at least two courses in English (including Economics 285. Microeconomic Analysis writing courses), six courses in the humanities Economics 286. Macroeconomic Analysis and social sciences, four to six courses in Economics 330. Applied Econometrics mathematics, two to six courses in physics, Business Admn. 204. Managerial Accounting and one course in computer programming. (Stonehill College) Courses in biology, chemistry or economics Core Courses: are also expected for some programs. Psychology 309. Industrial and Organiza- Acceptance into a dual-degree program is tional Psychology dependent upon the strength of the student’s (Stonehill College) three-year academic record at Wheaton, the Economics 213. Money and Banking degree to which the student has completed Economics 309. Labor Economics or appropriate course requirements for the Sociology 215. Working: Society and proposed field of study and perceived abilities the Meanings of Work and promise for the successful completion of Economics 255. Corporate Finance such a program. Wheaton students must complete three years in residence at Wheaton. As Wheaton seniors admitted to the program, students attend four MBA core or back- M.A. program with the Andover-Newton ground courses at Clark which Wheaton Theological School counts as partially fulfilling the undergradu- Assistant Professor Barbara Darling-Smith, ate Wheaton A.B. Wheaton students then Coordinator complete the M.B.A. program at Clark as The dual-degree program with Andover- full-time Clark students in their fifth aca- Newton Theological School prepares stu- demic year. dents for careers in religion. It permits the B.S. in Engineering, Engineering Sciences, and completion of requirements for the Bachelor Science Management of Arts degree from Wheaton and the degree Associate Professor John Collins, Coordinator of Master of Arts in Religion from Andover- Newton in five years. The degrees are Agreements with Worcester Polytechnic awarded simultaneously. Students ordinarily Institute and George Washington University attend Wheaton for seven semesters and allow students completing three years at spend three semesters at Andover-Newton. Wheaton and two or more additional years at Areas of concentration for the program are: these institutions to earn a Bachelor of Arts Bible degree from Wheaton and a Bachelor’s World Religions degree in one of a variety of engineering Philosophy of Religion fields. Programs in aeronautical-aerospace Religion and Society 80 DUAL DEGREE PROGRAMS

Religion and the Arts Economics History of Christian Thought Professors Gildea, Chair; Miller; Walgreen; It is possible for students to complete teacher and Weil certification requirements in secondary education Associate Professor Wyss in the field of religion during the semesters spent Assistant Professor Freeman at Andover-Newton Theological School, or to Instructor Williams earn advanced standing toward the degree of Instructors (part-time) Buck; Shelley Master of Divinity. Students should consult the coordinator early For current information about course descriptions, scheduling, new courses and departmental staff, in the second semester of their sophomore year. please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most Dual-degree program with the New England College recent edition of the Schedule of Courses published of Optometry by the Registrar’s Office. Professor Barbara Brennessel, Coordinator The Economics Department offers a variety of courses that encompass study of economic This program will permit prepared and moti- theories, history, institutions and quantitative vated Wheaton students with the professional techniques. Courses cover both domestic and goal of a Doctor of Optometry degree to com- international aspects of economics. They plete the Wheaton Bachelor of Arts degree and include principles and methods of economic the New England College Doctorate in seven research and analysis of issues that apply both years. The Wheaton student who gains accep- to the private and public sectors of an tance to this program will apply to the New economy. Course work at Wheaton may be England College of Optometry during their augmented by participation in the Washing- junior year. If they have demonstrated superior ton, D.C. Economic Policy Seminar, a one- achievement in both the Wheaton curriculum semester academic program and internship and the optometry standardized tests, they may during the junior year administered by begin studies at the New England College of American University. Optometry in the fourth year, after completing The economics major consists of at least three years of Wheaton’s liberal arts curriculum, 10 semester courses. These include Econom- normally as a biology major. The fourth year, at ics 101, 102, 141, 285, 286, 402, and four the New England College of Optometry, will other economics courses, as least two of provide the credits needed for the student to earn which must be at the 300 level. Cross-listed the Wheaton A.B. at the same time as he or she 300-level courses may receive economics begins doctoral study. credit but cannot be used to fulfill the 300- This program is designed for the academi- level course requirements. Economics courses cally outstanding student who has a strong and used to fulfill major requirements may not be realistic motivation toward the optometric taken pass/fail either at Wheaton or else- profession. Successful applicants will be superior where. An overall average of C in all econom- high school students, especially in math and ics courses is necessary for completion of the science, with acceptable SAT scores. Applicants major. will be interviewed by representatives of both Independent study and honors work are Wheaton College and the New England College encouraged. Majors who are considering of Optometry; it is expected that most candidates graduate work in economics are strongly for this program will identify themselves at the encouraged to take an extensive number of time of their admission to Wheaton or within the mathematics courses. See the department first semester. chair to determine the most appropriate ones. Computer Science 106 or 115 is also recom- mended to those considering graduate work in economics. Double majors and interdepartmental majors in art, development studies, English, history, mathematics, philosophy, political science, psychology, Russian studies, sociol- ogy and Hispanic studies have been devel- oped. Students with particular interests can ECONOMICS 81 design an interdepartmental major with the 101. Introduction to Macroeconomics approval of the departments involved, the 102. Introduction to Microeconomics Dean of Academic Advising and the Provost. 232. Economic Development The following minor concentrations are 246. Comparative Economic Systems offered in economics: The American 304. International Economics economy, the international economy, eco- 333. Economic Anthropology nomic theory. Economic Theory The American Economy The minor in “economic theory” provides The minor concentration in “the American students with a study of the analytical meth- economy” provides students with a focus on ods used by economists. The introductory the institutions, issues and policies of the courses give a basic development of the meth- American economy. The introductory eco- odologies which economists use to address the nomics courses give an overview of economic subject matter of their discipline. Their intro- analysis and its application to the U.S. duction is pursued in greater depth through economy. The upper level courses in the the intermediate analysis courses, Foundations minor develop in greater depth the study of of Political Economy and Mathematical Eco- specific areas of the American economy. nomics. The History of Economic Thought Five of the following courses (or their examines the historical development of con- equivalents), including Economics 101 and temporary economic theory. 102 and at least one 300-level course that is Five of the following courses (or their not cross listed. equivalents), including Economics 101 and 101. Introduction to Macroeconomics 102 and at least one 300-level course. 102. Introduction to Microeconomics 101. Introduction to Macroeconomics 213. Money and Banking 102. Introduction to Microeconomics 222. Economics of Race and Racism 285. Microeconomic Analysis 241. Women in US Economy 286. Macroeconomic Analysis 252. Urban Economics 288. Foundations of Political Economy 255. Corporate Finance 311. History of Economic Thought 260. Economics of Regulation 336. Mathematical Economics 303. Public Finance 101. Introduction to Macroeconomics 309. Labor Economics and Industrial Relations Macroeconomics covers the economic func- 361. Industrial Organization and Public tioning and problems of society. Major topics Policy include national income and growth, unem- ployment, inflation and stabilization policies, The International Economy federal revenues, expenditures and the deficit, The minor concentration in “the international and money and banking. (Social Science) economy” provides students with a focus on Gildea, Miller, Walgreen, Williams international economic issues. The introduc- 102. Introduction to Microeconomics tory economics courses give students a general Microeconomics explains economic behavior perspective from which they can begin to of decision makers in the economy— consum- analyze economic problems, while the remain- ers, business firms, resource owners and gov- ing courses take up specific concerns. These ernments. Major topics include pricing and range from problems faced by Third World the operation of markets for goods and ser- countries in their struggle for development, to vices and for resources, the behavior of firms the international trade and balance of pay- and industries in different market settings, ments concerns of industrialized capitalist income distribution and public policy. (Social countries, to the transitions of the formerly Science) centrally-planned economies. Freeman, Gildea, Walgreen, Wyss Five of the following courses (or their equivalents), including Economics 101 and 110. Principles of Financial Accounting 102 and at least one 300-level course that is The principles of accounting used by eco- not cross listed. nomic organizations, including the prepara- tion and interpretation of financial statements. (This course may not be counted in the 10 82 ECONOMICS

semester courses required for the major in force participation, occupational distribution economics.) and wages, the gender division of labor in Buck household production (housework and child 141. Introductory Statistics rearing), and related policy issues. Prerequi- sites: Economics 101 or 102, or instructor’s per- Strongly recommended for social science mission. (Cultural Diversity) students. Introduction to basic statistical Wyss concepts and methods used in the natural and social sciences. Topics include probability, 246. Comparative Economic Systems sampling, parameter estimation, confidence What is happening to the economies of East- intervals, and hypothesis testing. Examples ern Europe and the former Soviet Union? from anthropology, biology, economics, Why did they leave central planning behind, political science, psychology, and sociology and why is it so difficult to move to the mar- will illustrate use of t-tests, chi-square tests, ket? Are they headed toward U.S.-style capi- and linear regression. (Mathematics/Logic) talism, Swedish, or Japanese types of Gildea, Goldbloom-Bloch economies? Study these and similar issues 213. Money and Banking through case studies and theory. Prerequisite: Economics 101 or 102. (Writing Intensive) The nature of money and credit in a modern Weil economy. The operations of banks, the Fed- eral Reserve System and financial markets. 252. Urban Economics The impact of the money supply on prices, The identification, description and analysis of income and employment. United States problems that are basically urban in nature. monetary policy and its relationship to other Topics include the urbanization process, forms of stabilization policy. Current domes- urban poverty, transport, housing, urban tic and international monetary problems. renewal, the problems of metropolitan gov- Prerequisite: Economics 101. ernment, the design of urban environments Walgreen and city planning. Prerequisite: Economics 101 222. Economics of Race and Racism or 102. (Cultural Diversity) Williams Explores the interaction of race and racism with economic dynamics in society. The 255. Corporate Finance focus is on the United States although many The economics of corporate finance. Topics topics covered are applicable to other coun- include capital budgeting, financial structure tries. Topics include theories of racism, and the cost of capital, sources and forms of housing issues, education, employment long- and short-term financing, the opera- discrimination, business formation, and tions of the capital market, corporate taxes economic history. Prerequisites: Economics 101 and the control of corporations. Prerequisite: or 102, or instructor’s permission. (Cultural Economics 101 and 102 . Diversity) Gildea Williams 260. Economics of Regulation 232. Economic Development Analysis of government regulation and its Studies economic problems of less developed impact on society. Three major areas are countries and policies to promote develop- covered: economic regulation, social regula- ment. Topics include theories of develop- tion and anti-trust policy. Topics include ment and underdevelopment, the role of the environmental regulation, merger policy, agricultural and international sectors, specific business pricing and marketing practices, problems of unemployment, income distribu- regulation of public utilities, health and tion and malnutrition. Prerequisites: Economics safety regulation, and deregulation. Prerequi- 101 or 102. site: Economics 102. (Writing Intensive) Wyss Walgreen 241. Women in US Economy 285. Microeconomic Analysis Theories and empirical analysis of women’s The theory of the economic behavior of the work in the United States. Topics include the individual household, firm and market. Top- influence of feminist thought on economics, a ics include the allocation of consumer in- multicultural history of women’s work, labor come, cost and production functions, the ECONOMICS 83 determination of price and output under per- ployment, wage rates, (education and training, fect and imperfect competition, the pricing labor market discrimination, issues, tech- and optimal allocation of resources, and wel- niques and outcomes of collective bargaining), fare economics. Prerequisite: Economics 102. and public policies affecting workers and labor Offered in Fall only. unions. Neoclassical, Institutionalist and Walgreen radical theoretical frameworks are considered. 286. Macroeconomic Analysis Prerequisite: Economics 102. Freeman Economic aggregates and their theoretical relationships. Topics include national income 311. History of Economic Thought analysis, economic fluctuations, stabilization The development of economic thought from policies, inflation, unemployment, theory of the mercantilist period to the present with aggregate demand and supply, and economic primary emphasis on the classical economists, growth. General equilibrium, Neoclassical, Marx, the Marginalists and Keynes. Topics Monetarist, Keynesian and New Classical, investigated are the relationship between Post Keynesian theoretical frameworks are economic theory and its historical milieu, the considered. Prerequisite: Economics 101. Offered role of paradigms in the development of in spring only. economic ideas, and the historical antecedents Miller to current schools of economic thought. 288. Foundations of Political Economy Prerequisites: Economics 101 and 102. (Writing Intensive) A radical view of the dynamics of a capitalist Miller economy and of the dimensions of the current economic crises in the United States. Topics 330. Applied Econometrics include the elements of Marxist theory (e.g., Applications of regression analysis, a versatile historical materialism, alienation, labor theory statistical tool frequently used in empirical of value) and problems of modern capitalism economic studies as well as in other social and (e.g., imperialism, sexism, racism). Economics natural sciences. The primary emphasis will 101 or 102 recommended. (Cultural Diversity and be on developing a sound understanding of Writing Intensive) the ordinary least squares method, thus Wyss enabling students to read, understand and 303. Public Finance evaluate studies using this technique. Students will use the computer to run their own Analysis of the revenue and expenditure poli- regressions. Prerequisites: Economics 101 and cies of the public sector in light of the alloca- 141 or Mathematics 341. tion, distribution, and stabilization functions Freeman of government. Topics include the proper role of government, industrial policy, the manage- 333. Economic Anthropology ment of externalities, the budget deficit, public See Anthropology 333. expenditures, and the nature and incidence of 336. Mathematical Economics the U.S. tax system. Prerequisites: Economics 101 and Economics 102. (Writing Intensive) Introduction to the application of mathemati- Miller cal tools and techniques to economic analysis. Topics include comparative static analysis, 304. International Economics optimization, input-output analysis and linear The economic aspects of a nation’s interna- programming. Prerequisites: Economics 102 and tional relations. Topics include the theory of Mathematics 101 or its equivalent, or permission comparative advantage, the causes and conse- of the instructor. quences of imbalances in the balance of pay- Gildea ments and exchange rate changes, and the 361. Industrial Organization and Public Policy evolution of the international monetary sys- tem. Prerequisites: Economics 101 and 102 . The role of the large business corporation in Freeman the United States economy. The competitive structure of American industry and problems 309. Labor Economics and Industrial Relations of monopolistic behavior and performance. Economics of labor markets, labor unions and Policies to promote better market perfor- collective bargaining. Topics include labor mance. Prerequisite: Economics 102. force participation, employment and unem- Walgreen 84 ECONOMICS

399. Selected Topics involve field study and training in area A course for advanced students, the content of schools. Students considering teaching in which is determined according to the interests independent schools or charter schools may of the students and the instructor. This course not need to be certified, although certification is offered at the discretion of the department. is sometimes required by employers. Prerequisite: Permission of the instructor and the Current information about the performance of chair of the department. Wheaton graduates on the Massachusetts Educator Department Certification Tests is available online at http:// 402. Seminar: Topics in Law and Economics www.wheatoncollege.edu/Admin/Communications/ Economic analysis of legal rules and institu- FinalReportTeacherTesting01.pdf or by contacting tions. Topics include the common law the Wheaton College Registrar's Office at doctrines of property, contracts, and torts. 508-286-8247. Crime and the legal process. (Writing Inten- sive) Requirements for Certification Walgreen Described below are the specific requirements for teacher certification in early childhood, 402. Seminar: Current Economic Issues elementary, and secondary school education, A discussion of problems and controversies as well as departmental requirements for the facing today’s policy makers, and an economic general minor. All students seeking certifica- analysis of the costs and benefits associated tion must take and pass the Communication with various policy solutions. Topics chosen and Literacy sections of the Massachusetts for discussion will depend upon class interest, Educator Certification Tests BEFORE entry recent research and current events. (Writing into senior year courses. During the senior Intensive) year they are expected to take the appropriate Gildea subject matter test or tests. All students seeking certification in either program are also expected to undertake at least one Education January, spring, or summer internship in an Professor Maher, Chair and Coordinator of educational setting during (or after) their Secondary Program sophomore or junior year. This internship Assistant Professors Bartolini and Griffin, should be at least 40 hours in duration and Coordinators of Elementary and Early Childhood should be undertaken through the auspices of Programs the Filene Center’s Learning Outside the For current information about course descriptions, Classroom program. A record of this intern- scheduling, new courses and departmental staff, ship will go on the student’s Work and Public please refer to the college catalog available on-line Service Record at the Filene Center; a copy at www.wheatoncollege.edu/Catalog or the most will go in his or her Education Department recent edition of the Schedule of Courses published by the Registrar’s Office. file. Finally, students must have achieved a B– GCPA, at least a B– in the curriculum courses, The offerings of the Education Department and obtained permission from the Depart- serve those interested in the liberal study of ment, in order to gain admission to the education as well as those preparing for a student-teaching practicum. career in teaching. While no major is offered, courses in education include opportunities for I. Early Childhood Education (Pre-K-2) teaching and for meeting certification re- To qualify for certification, a student must quirements for public school teachers at the complete the major concentration and a early childhood (Pre-K-2) elementary (1-6), minor program in early childhood education, and high school (9-12) levels in Massachusetts. take appropriate course work in the interdisci- Students who are planning to seek certifi- plinary field of early childhood education, and cation by minoring in education and student pass the appropriate Massachusetts Educator teaching in their senior year should consult Certification Tests. with the appropriate coordinator during the second semester of their freshman year or the Major Requirements for Early Childhood Education first semester of their sophomore year. All education courses required for certification A Wheaton student will complete a major concentration (usually equivalent to at least 36 EDUCATION 85 semester hours of credit) in a liberal arts Specifically, students are also required to take subject matter field relevant to early child- Mathematics 133, Concepts of Mathematics, hood education. Please consult the depart- to fulfill their mathematics requirement, mental coordinators to determine appropriate unless a waiver is granted by the Math subjects for the major. department. Minor Requirements in Early Childhood II. Elementary Education (Grades 1-6) Education To qualify for certification, a student must A student must complete the pre-practicum complete the major concentration and a and the practicum. The pre-practicum minor program in elementary education, and consists of courses and experiences specifically take appropriate course work in the interdisci- designed to meet the certification standards. plinary field of elementary education. He or The practicum involves full-time student she must also pass the appropriate section of teaching and practice in the role of a class- the Massachusetts Educator Certification room teacher at cooperating schools. The Tests. following pre-practicum courses are required: Education 250, 260, 251, 371 and 390; all of Major Requirements for Elementary Education these must be completed before the two A Wheaton student will complete a major practicum courses, Education 396 and 039. concentration (usually equivalent to at least 36 Also required are Mathematics 133 or Math semester hours of credit) in a liberal arts 101, Psychology 203, and one of the follow- subject matter field relevant to elementary ing: first aid, lifesaving, or CPR training. Field education. Please consult the departmental work training: A student must complete a coordinators to determine appropriate minimum of 15-20 hours of classroom subjects for the major. observation, tutoring and teacher assisting in Minor Requirements in Elementary Education at least three of the pre-practicum courses. Practicum Requirements: During the senior A student must complete the pre-practicum year, a student will complete a semester-long, and the practicum. The pre-practicum two and one half-credit student teaching consists of courses and experiences specifically practicum plus a half-credit seminar in designed to meet the certification standards. teaching methods. While student teaching, The practicum involves full-time student Wheaton students will be at the cooperating teaching and practice in the role of a class- schools for the entire school day and will room teacher at cooperating schools. The follow the public school calendar. They may following pre-practicum courses are required: take only one additional Wheaton credit Education 250, 260, 251, 381 and 390; all of during the semester, and this must be fulfilled these must be completed before the two after the regular school hours. A student must practicum courses, Education 396 and 039. notify the department chair of any incomplete Also required are Mathematics 133 or Math grade from the previous semester. An incom- 101, Psychology 203, and one of the follow- plete may disqualify the student from admis- ing: first aid, lifesaving, or CPR training. Field sion to the practicum. 150 hours of practicum work training: A student must complete a must be at the Pre-K level and 150 hours at minimum of 15-20 hours of classroom the 1-2 level. One setting must include observation, tutoring and teacher assisting in children with special needs. at least three of the pre-practicum courses. Practicum Requirements: During the senior Other Course Requirements in the Field of Early year, a student will complete a semester-long, Childhood Education two and one half-credit student teaching A student must also take nine semester courses practicum plus a half-credit seminar in equivalent to 36 semester hours of credit in teaching methods. While student teaching, the following areas: psychological foundations, Wheaton students will be at the cooperating literature, the sciences, mathematics, and the school for the entire school day and will social sciences. These requirements are follow the public school calendar. They may normally met by careful selection of liberal take only one additional Wheaton credit arts courses that fulfill Wheaton’s general during the semester, and this must be fulfilled distribution requirements. Consult the after the regular school hours. A student must Departmental Coordinators for a list of notify the department chair of any incomplete courses that are especially recommended. grade from the previous semester. An incom- 86 EDUCATION

plete may disqualify the student from admis- They must also take a course in Special sion to the practicum. Education, Education 251. Other Course Requirements in the Field of Field Work Training: A student must Elementary Education complete a minimum of 15-20 hours of classroom observation, tutoring and teacher A student must also take nine semester courses assisting in at least three of the pre-practicum equivalent to 36 semester hours of credit in courses. the following areas: psychological foundations, Practicum Requirements: During the senior literature, the sciences, mathematics, and the year, a student will complete a semester-long, social sciences. These requirements are two and one half credit student teaching normally met by careful selection of liberal practicum plus a half-credit seminar in arts courses that fulfill Wheaton’s general teaching methods. While student teaching, distribution requirements. Consult the Educa- the Wheaton student will be at the cooperat- tion Department chair for a list of courses that ing school for the entire school day and follow are especially recommended. Specifically, the public school calendar. The student may students are also required to take Mathematics take only one additional Wheaton credit 133, Concepts of Mathematics, to fulfill their during this semester, and this (full-credit or mathematics requirement, unless a waiver is half-credit) course must meet after the close of granted by the Math department. school. Students must notify the department III. Secondary Education (Grades 9-12) chair of any incomplete grade from the previous semester, and this may prevent Students may prepare for Massachusetts admission to the practicum. teacher certification in a secondary school in one of the following major concentrations: Admission to the Program English, history, mathematics, biology, and modern foreign languages. To qualify, a Criteria for Admission to Minor Programs student must complete appropriate courses in With the completion of Education 250 or the major and fulfill the course requirements Education 260, the student may apply to leading to a minor in secondary education. He enroll in the Education Department’s minor or she must also pass the appropriate sections concentration. This process involves three of the Massachusetts Educator Certification steps: first, the student meets with the appro- Tests. priate Education Department coordinator for planning and assessment; second, the Minor Major and Minor Requirements in Secondary Education Concentration Form must be approved by the coordinator, the chair of the Education Massachusetts certification standards require Department and the student’s major advisor; demonstration of subject matter competence and third, the student submits the form to the as well as teaching competence during the College Registrar. student teaching practicum. Each participating academic department has therefore developed Criteria for Retention and Admission to the a specific set of course requirements and other Practicum and for Certification experiences in the major that fulfill the subject All students seeking certification must take matter standards. Before students undertake a and pass the Communication and Literacy secondary education program, they must sections of the Massachusetts Educator consult with their major advisor and the Certification Tests BEFORE entry into all secondary education program coordinator. At senior year courses. Admission to the that time, the student and department advisor practicum is by permission of Department. will plan a major program that will meet the Normally, to gain admission to the practicum, subject matter requirements of the Massachu- students must maintain a B- average in their setts certification standards, as well as the major and in minor courses in education. minor program to fulfill the student’s minor They must demonstrate satisfactory comple- concentration requirements in secondary tion of the field work experiences and show school education. promise of fulfilling the Massachusetts A student must take the following pre- Certification Standards. In addition, those practicum courses: Education 250, 260, 270 students in the secondary program majoring and 391; all of these must be completed before in modern foreign languages must pass the the practicum courses, Education 396 and 039. subject matter portion of the Massachusetts EDUCATION 87

Educator Certification Test before entry into classroom will be examined. Field observation the practicum. Completion of the Practicum is required (9 hours). (Open only to sophomores, does not guarantee certification. To achieve juniors, and seniors who are education minors) Massachusetts certification, students must Werner demonstrate basic competency in the Massa- 270. Issues of Adolescent Development chusetts Department of Education Standards and pass all relevant sections of the Massachu- Multiple perspectives on the physical, cogni- setts Educator Certification Tests. Students tive and psychosocial transitions related to then apply to the state to be certified. adolescent development. Specific topics include current versions of developmental General Minor in Education theory; the adolescent peer culture; sexualities Upon application, a student may be admitted and sex education; multicultural issues in to a general minor in education. Normally adolescence; and new male/female roles. Field this does not include preparation to teach, but experience is required. (20 hours) Prerequisite: rather provides an opportunity for concen- Psychology 203 or permission of the instructor. trated study of a specific issue in education. Open to sophomores, juniors and seniors. Enroll- Five courses are required, and these need not ment limited to 20 students. (Writing Intensive) all be within the department so long as they Maher are appropriately related to the subject of 299. Selected Topics study. Permission of the department chair is A course for interested students on aspects of required. the American educational system, the content and topics of which are determined according Foundations of Education to the interests of the students and instructor. 250. Schooling in America This course is offered at the discretion of the A survey of the American school, emphasizing department. historical and sociological perspectives. Case Department materials and readings will focus on the history, goals and structure of American Curriculum and Methods schools, as well as current issues such as the 371. Early Childhood Curriculum school reform movement and recent innova- This course is designed to develop an under- tions such as multicultural education. Open only standing of teaching and learning in the early to sophomores, juniors and seniors. (Social Science) childhood classroom (Pre-K through 3). Maher Planning, instruction and evaluation phases of 260. Teaching and Learning teaching will be examined with a focus on the This course is designed to provide students curriculum areas of math, science, health, art with a detailed picture of classrooms: the and movement. Curriculum frameworks, curriculum, approaches to teaching, roles and integrated curriculum methods and develop- responsibilities of teachers, and human mentally appropriate practices will be an interactions and relationships in the class- integral part of the course. A minimum of 20 room. A primary goal of the course is to hours field work is required, scheduled as a bridge theory (learning and developmental) lab. A series of workshops in health, expressive and classroom practices. Some field work is arts and the integrated curriculum will be held required. (Open only to sophomores, juniors and throughout the course. Prerequisites: Psychology seniors.) 203; Education 250 and 260. Bartolini, Griffin Bartolini 381. Elementary Curriculum Perspectives On the Learner This course is designed to develop a 251. Special Education, Pre-K-12 conceptualization of teaching and the role of This course surveys the history of special the teacher in elementary education (grades education in the U.S. including national and 1 – 6). The planning, instruction and evalua- state special education laws and procedures tion phases of teaching will be examined with a for identifying and servicing children with focus on the curriculum areas of math, science special needs. Current special education and social studies. A minimum of 20 hours models and strategies for working with field work is required, scheduled as a lab. A children with special needs in the regular series of workshops in the expressive arts, 88 EDUCATION

health, and the integrated curriculum Education 396, Student Teaching Practicum. completes the course. Prerequisites: Psychology (One-half credit) 203, Education 250 or 260, and Education 371 Bartolini/Griffin or 381. 039(02). Seminar in Teaching Methods: Bartolini Elementary Education 390. Teaching of Reading and the A series of one and one half-hour seminars Language Arts which focuses on effective teaching strategies An introduction to reading, writing and and classroom management techniques. The related language activities in elementary seminar must be taken concurrently with education with emphasis on the development Education 396, Student Teaching Practicum. of an understanding of the reading process. (One-half credit) The appropriateness of current curricula, Bartolini/Griffin methods and materials will be considered in 039(03). Seminar in Teaching Methods: light of philosophical and practical objectives. Secondary Education A minimum of 20 hours of fieldwork, sched- A series of one and one half-hour seminars uled as a lab. Prerequisites: Psychology 203, which focuses on effective teaching strategies Education 250 or 260, and Education 371 or and curriculum choices. The seminar must 381. be taken concurrently with Education 396, Griffin Student Teaching Practicum. (One-half 391. Secondary School Curriculum credit) A study of the secondary school curriculum Maher (grades 9-12) with emphasis on approaches to teaching at the secondary level and the Peer Counseling and Tutoring methods and practices used. Discipline- 020. Developmental Issues for College specific training in teaching methods will be Students provided. Field experience: a minimum of 20 An introduction to student development hours of classroom observation and participa- theories, this course is one component of the tion in area secondary schools. Open only to Residence Hall Staff selection process. Areas seniors who plan to student teach. Prerequi- addressed will include leadership styles, sites: Education 250, 251, 260, 270. values clarification and interpersonal skills. Maher (One-half credit) Staff The Practicum in Teaching 022. Intellectual and Social Development in 396. Student Teaching Practicum in the the College Years Public School College transitions highlight intellectual and A full-time, full-semester student teaching social development in late adolescence. experience in which students assume increas- Change may promote instability or higher ing professional responsibility for teaching in functioning. Outcomes may be mediated by a a local public school. Concurrent enrollment range of support. This course, for Precep- in Education 039 is required. By permission of tors, explores college student development/ the instructor. coping and the efficacy of transitional Section 1 Early Childhood: Bartolini, Griffin support systems. By permission of the instruc- and Werner (two and one-half tor. (One-half credit) credits) McGillin Section 2 Elementary: Bartolini, Griffin and Werner (two and one-half credits) 025. Introduction to Tutoring Writing Section 3 Secondary: Maher (two and one- An introduction to the theory, methods, and half credits) practice of tutoring in the writing of essays 039(01). Seminar in Teaching Methods: Early and other college assignments. As peer Childhood tutors, students will provide assistance to other students through individual tutoring A series of one and one half-hour seminars and perhaps workshops. By permission of the which focuses on effective teaching strategies instructor. (Writing Intensive) (One-half credit) and classroom management techniques. The Dearing seminar must be taken concurrently with ENGLISH 89

030. Head Residents’ Seminar texts with texts that have not been considered Designed for Head Residents, this course will literary, and a variety of literary approaches. help students develop the skills required for The English Department participates in leadership and program planning roles in the American studies, the dramatic literature residence halls. Specific issues such as ho- and theatre, and women’s studies majors. In mophobia, prejudice and racism will be cooperation with the Education Department, addressed. Open to students selected in the it also helps to train and oversee a network of preceding spring as Head Residents, and to student tutors who are available to help other juniors and seniors by permission of the Wheaton students with their writing. instructor. Prerequisite: Education 020 (One-half Majors who plan their junior year away credit) should take at least three courses toward their Staff major (beyond English 101) before leaving. 049. Teaching Assistants’ Seminar Majors contemplating graduate study in This course is designed for upper-level literature should usually take English 376 and students who are teaching assistants in large 377 and should plan to take at least 13 English introductory courses. Through weekly courses. readings and discussions the teaching assis- Major in English tants for each course explore and apply different teaching strategies, discuss issues that The major in English consists of 10 or more arise when working with students, and reflect courses in English beyond the 100 level. upon various aspects of the college teaching These requirements include: experience. Open to already selected teaching English 290, a section of 401, two other assistants only. (One-half credit) courses at the 300 level or above, and two Maher courses that focus on literature written before 1800. The 300- and 400-level courses must be taken at Wheaton. Engineering Major in English with a Concentration (See Dual-Degree Programs) The English major with a concentration requires 11 courses. Students fulfill the same English requirements as for the basic English major and also choose a five-course concentration, Professors Clark; Coale; and Standing, for a total of 11 courses in the major. It is Writer-in-Residence and Director of Creative normally desirable that one of the five courses Writing in the concentration be at the 300 level or Associate Professors Buck and Krebs, Chair above. One of the five courses can, with the Assistant Professors Bryant, Conway, Drout, approval of the department, be taken in a and Stenger department other than English. In general, if a Instructors Stafford; and Dearing, Writing student wants to count a course that is not Coordinator and Coordinator of the English as a specifically listed for a concentration in the Second Language and Basic Writing Programs catalog, he or she needs to petition the Visiting Assistant Professors Carlson, department for approval. Similarly, a student Craghead, Frankel and Najmi who wants to create a concentration that is not Lecturer Brooks listed below needs to petition the department. Visiting Instructors Arnold, Iafrate, Students who want to major in English with a Lavin-Peter particular concentration should normally For current information about course descriptions, apply by the end of the junior year. scheduling, new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most Major in English with a Concentration recent edition of the Schedule of Courses published in Creative Writing by the Registrar’s Office. With permission of the department, a student interested in creative writing may enroll in a The English curriculum is designed to program that emphasizes writing and litera- balance old and new literature, writers from ture equally. Students wishing admission to the traditional canon with writers who have the creative writing concentration should been traditionally marginalized, traditional submit a portfolio of work to the department 90 ENGLISH

early in the first semester of the junior year. The concentration in drama. Detailed guidelines are available from the The five courses can include such courses as department. Students hoping to apply for 241, Modern Drama; 246, Modern Irish admission to the concentration are strongly Literature; 273, Early Modern English advised to discuss their course plans with the Theater; 274, Restoration Theater; 228, director of the creative writing program, Playwriting; 298, Medieval Drama; 309, 310, preferably by the end of their first year or Shakespeare. during the first semester of sophomore year. The concentration in medieval/Renaissance The English major with a concentration in literature. creative writing consists of 11 or more courses beyond the 100 level and includes: The five courses can include such courses as At least six courses in literature, including 207, Medieval Literature; 208, Anglo-Saxon; 290, one literature course at the 300 level, and 273, Early Modern English Theater; 298, a 401 Senior Seminar. At least one course Medieval Drama; 306, Chaucer; 309, 310, must be in literature from before 1800, and at Shakespeare; 313, Renaissance Poetry. least one course must be in contemporary The concentration in popular culture. literature. The five courses can include such courses as At least five writing courses above the 100 243, Science Fiction; 272, Romancing the level , normally including three courses at the Novel; 248, Introduction to Film Studies; 200 level and two courses at the 300 level or 249, Hollywood Genres; 286, Children’s above. The concentration must include at least Literature; 348, Sexual Politics of Film Noir; one 200-300 level sequence (e.g., Poetry 376, Literary & Cultural Theory. Writing/Advanced Poetry Writing or Fiction Writing/Advanced Fiction Writing). Students The concentration in poetry. who successfully complete an advanced The five courses can include such courses as writing course may be invited to undertake a 208, 283, Anglo-Saxon Literature; Poetry 499 independent study in writing or a 500- Writing: Form and Craft; 383, Advanced level honors project, with the permission of Poetry Workshop; 232, Romantic Reveries the department. and Revolutionary Visions; 240, Gender, Genre, and Poetry; 260, American Voices in Other Concentrations in the Lyric Combat; 275, Victorian Poetry; 305, English Major Chaucer; 313, Renaissance Poetry; 326, 18th The following are examples of other potential Century Poetry: Epic, Satire, and Wit, 1660- concentrations within the English major. A 1798; 341, Public Poetry, Private Poetry. student wishing to create a concentration not Major in Dramatic Literature and listed below, or wishing to include courses not Theatre listed below in a concentration that is listed, needs to petition the department for approval. The major in dramatic literature and theatre is administered jointly by the Theatre and The concentration in U.S. multiethnic literature. English departments. It includes a minimum The five courses can include such courses as of eleven courses, four from the offerings of 247, Black Women Writers; 255, Cultural the English Department, seven from the Diversity in American Literature, Civil War to Theatre Department, some of which bring the 1940s; 256, Cultural Diversity in American together the work taken in the two depart- Fiction Since 1950; 257, Race and Racism in ments. U.S. Cinema; 298, Asian-American Literature; Two tracks are available in the major: a 345; Toni Morrison; 398, James Baldwin; 347, concentration in acting/directing or in Contemporary African-American Fiction. technical theatre/design. The major must The concentration in colonial and postcolonial include three courses at or above the 300- literature. level. The five courses can include such courses as The courses from the English Depart- 235, Empire, Race, and the Victorians; 244, ment include: Caribbean Literature; 245, African Literature; At least one course in Shakespeare (English 246, Modern Irish Literature; 298, Indian 309 or 310) Literature. In development; see department Three courses from among the following: chair. English 241. Modern Drama ENGLISH 91

English 246. Modern Irish Literature Minor in English (papers to be done on dramatic The English minor is in literature and consists literature) of at least five courses, one of which must be English 258. Introduction to Film Studies at the 300 level or above and one of which is English 273. Early Modern English Theatre English 290, Approaches to Literature, or the English 274. Restoration Theatre and equivalent. It should have some kind of Beyond planned coherence, focusing, for instance, on A second semester of Shakespeare a genre or a period rather than being a mere With permission from appropriate profes- random sampling. sors, dramatic literature courses from other departments may be used to satisfy this Writing Courses for First-Year Students requirement (e.g., Classics 254, or 354, and Sophomores Comedy and Tragedy; Music 292, Broadway 101. Writing Bound). Required of all first-year students except those The seven courses from the Theatre who have passed the Advanced Placement Department include: examination with a 4 or 5, or have passed the Theatre 103. Introduction to Theatre Wheaton exemption examination, or have Theatre 275. The History of Western taken a college writing course that does not Theatre fulfill the high school graduation requirement. Theatre 371. Ensemble Experiments The focus for the writing and reading varies Three courses in one of the following areas from section to section, permitting a student of specialization: to follow special interests and avoid duplica- Acting/Directing tion of work done in secondary school. Some Theatre 101. Beginning Acting sections emphasize personal writing; others Theatre 202. Beginning Directing provide practice in critical writing. The topic Theatre 211. Intermediate Acting for each of the sections will be announced Theatre 311. Intermediate Directing before the date of course selections and sent to Theatre 351. Advanced Acting all entering students during the summer. Theatre 399. Acting or Directing Practicum Recent topics have been: The Press, Women’s Technical/Design Literature, Experience, Creative Writing, Theatre 203. Introduction to Scene Design Popular Culture, Gothic Fiction, Women and Theatre 204. Introduction to Costume Men in Sports, the Environment, Contempo- Design rary Fiction, Madness and Literature, and Theatre 205. Stagecraft Autobiography. Theatre 302. Introduction to Lighting All sections stress writing. At least one Design short paper each week or a longer paper Theatre 399. Design Practicum biweekly is required. There is ample opportu- nity for conferences; students with specific The seventh course in the theatre department problems will be urged to seek additional help must be selected as follows: through the free student tutoring program Acting/Directing majors must take one sponsored by the English and Education course from Technical/Design. departments. Students may receive graduation Technical/Design majors must take one credit for two of these sections. Students with course from Acting/Directing. advanced placement (AP) credit in English from Students may take one semester away at the secondary school should normally plan to take a National Theatre Institute through Con- 200-level course. Registration in 101 sections is necticut College, at La Mama through completed in the summer before entering Wheaton. Trinity College, or at comparable institu- Sections limited to 16 students each. tions. They are encouraged to elect courses Department in other literatures that include some drama. If interested in technical theatre, they are Special Writing Courses for encouraged to take appropriate courses in art First-Year Students and Sophomores and art history. 010. Basic Writing Instruction and practice in writing for students who need to achieve a satisfactory level of 92 ENGLISH

proficiency in written academic English. problems of translation, students will under- Students will attend weekly classes and meet take individual projects in translation of individually with the course instructor and a poetry and fiction of their choice. Open to writing tutor to identify and pursue solutions sophomores, juniors and seniors with reading to specific writing problems. One-half credit competency in one or more languages in addition to per semester. May be elected in either or both English. Previous experience in creative writing is semesters. Enrollment limited to 12 students. desirable, but not required. Enrollment limited to Dearing 20. Offered in alternate years. 106. English as a Second Language Standing This year-long course (for two credits) 283. Poetry Writing: Form and Craft provides a thorough introduction to the An introduction to poetry writing and poetics. principles of academic writing. Frequent Student writing, as well as issues of craft and writing practice, reading of diverse material technique, will be discussed in class and in written in English, and discussion of Ameri- individual conferences. Some experience in can culture will give students assurance in writing poetry is preferred, but not essential. using the language in other courses. Open to Open to first-year students, sophomores, juniors freshmen and sophomores for whom English is a and seniors with permission of the instructor. second or foreign language and who have not Enrollment limited to 20. (Arts and Humanities) passed another English course at Wheaton. Standing Placement is determined in consultation with the 284. Fiction Writing: Form and Craft instructor. Enrollment is limited to 12 students. Successful completion of both semesters fulfills the This course is designed to give students first-year writing requirement and the foreign practical knowledge of the basics of craft. language requirement for non-native speakers. Workshop participants will study and practice (Two credits) the techniques of story writing through Dearing guided exercises and readings in the contem- porary short story. Open to sophomores, juniors Other Writing Courses and seniors with permission of the instructor. Enrollment limited to 20. (Arts and Humanities) 280. Professional and Technical Writing Bryant An advanced course in practical writing, with 285. Literary Journalism emphasis on writing as problem solving and on conciseness and clarity. Each student will Combines practice in expository journalistic write a progress report, a proposal, a job writing with basic reporting skills and discus- application letter and resume, frequent short sion of the cultural work of journalism. The assignments. Open to juniors and seniors, and to focus in the class will be on depth rather than sophomores by permission. Enrollment limited to timeliness, on re-writing and revision rather 20 students. than writing quickly. The class will be Department conducted as a workshop, although some analytic writing on press powers, duties and 281. Creative Nonfiction. ethics will be required. Students should expect This course is designed to give students to publish some of their work in an appropri- practice in crafting the nonfiction story. As ate forum. Reporting will be done on campus such, workshop participants will use the or outside the college. Open to sophomores, techniques of fiction writing to tell their real juniors and seniors. Enrollment limited to 20. life stories. Class discussions will be based on This course will alternate with English 287. (Arts the students’ manuscripts and readings in and Humanities) creative nonfiction. Open to sophomores, Department juniors and seniors with permission of the 287. Writing for Performance instructor. Enrollment limited to 20. (Arts and Humanities) This course is designed to acquaint students Bryant with the study and practice of performance art. As such, workshop participants will 282. Literary Translation examine and craft performance poetry and An introduction to the theory and practice of dramatic sketches through guided exercises literary translation. In addition to reading and readings in the performing arts. Special translations and discussing the pleasures and attention will be given to the significance of ENGLISH 93 memorizing one’s work and presenting it to a English Literature and Languages, public audience. Open to first-year students, 200–500 Courses sophomores, juniors and seniors with permission of First-year students who have received ad- the instructor. Enrollment limited to 20. Offered vanced placement credit or who have passed a in alternate years. (Arts and Humanities or freshman-sophomore writing course in the Cultural Diversity) first semester are eligible to elect any course at Bryant the 200 level except 247, 270, 290. Other first- 288. Dramatic Writing: Form and Craft year students who are interested in English This class is primarily a writing workshop, and feel that their work in school has been with a special focus on dramatic structure. We especially strong may ask instructors in 200- will explore the playwriting and screenwriting level courses to admit them. Their cases will process, the psychology of human perception be strengthened if they can describe their work and different approaches to structuring a work in English during the last two years of school for the stage. Emphasis will be on creating and provide grades, sample papers and test new work and stimulating your imagination scores. through weekly writing exercises, experiencing, 201. Introduction to Literature reading and discussing contemporary plays. A This course aims to train students in reading current writing sample will be required for and writing critically about literature. It will admission to the class. Enrollment limited to 20. introduce a variety of genres as well as a range Department of tools for close reading of written texts and 383. Advanced Poetry Workshop will make connections between formal analysis Intensive practice in the writing of poetry. of texts and larger cultural issues. (For ex- Exercises and independent work, using as- ample, the study of voice in poetry enables us signed readings as models, will be discussed in to see the different techniques employed by workshop sessions and individual conferences. African-American and British abolitionist Open to students who have taken English 283 poets and the cultural reasons for those (Poetry Writing: Form and Craft), or the equiva- differences.) This course is not a prerequisite lent, upon approval of a writing sample presented for 200-level English classes. Especially appro- to the instructor. Enrollment limited to 20. priate for freshmen and sophomores and recom- Standing mended for students who intend to become teachers of English. (Arts and Humanities) 384. Advanced Fiction Workshop Krebs This course allows students to study and 207. Medieval Literature: Beowulf and Others practice various aspects of fiction writing through workshops and readings in the long The class will examine medieval literature from the Anglo-Saxon period to the end of the story, the novella and the novel. Class discus- th sions will be based on the students’ manu- 15 century. All texts will be in translation or scripts and selected published works. modernized. We will read Beowulf, Sir Gawain Significant written output and revision are and the Green Knight, and Dante’s Inferno as expected of workshop participants. Open to well as various shorter texts from the Old and students who have taken English 284 (Fiction Middle English periods. Open to sophomores, Writing: Form and Craft), or the equivalent, juniors and seniors, and freshmen who have passed upon approval of a writing sample presented to the 101 or received AP credit. This class alternates instructor. Enrollment limited to 20. with English 208. (Arts and Humanities). Bryant Drout 208. Anglo-Saxon Literature 499. Independent Writing As part of the creative writing concentration, Students in this class will learn Anglo-Saxon, after successful completion of a least one the earliest form of English. We will mix the advanced writing workshop, students may be study of language with the study of literature, invited to undertake a semester of indepen- and by the end of the semester students will be dent writing under the guidance of and with able to translate Anglo-Saxon poetry. Readings permission of the instructor. will include famous and beloved poems such as Bryant, Standing Beowulf, The Dream of the Rood, The Wanderer and The Seafarer as well as prose texts and less well-known poems. The course uses King 94 ENGLISH

Alfred, an experimental computerized learn- tion of colonies, and the scientific writings ing assistant. Open to sophomores, juniors and that helped to shape definitions of race. We seniors, and freshmen who have passed 101 or will read poetry, nonfiction prose, novels, received AP credit. And recommended for students travel literature, and plays. Open to sophomores, who intend to become teachers of English. This juniors and seniors, and to freshmen who have class alternates with English 207. (Arts and passed 101 or received AP credit. Offered in Humanities) alternate years. (Arts and Humanities) Drout Krebs 224. Eighteenth-Century Literature and 236. Sex, Work, and the Victorians Culture Male and female Victorians were obsessed A general survey of 18th century poetry, prose, with “the Woman Question” in employment, drama and culture, covering such standard education, and other public and private areas. authors as Rochester, Dryden, Pope, as well as Upper-, middle-, and working-class Victorians women authors (Lady Mary Wortley wondered about the effects that both industri- Montague, Anne Finch, Aphra Behn and alization and the abolition of slavery in British others). The course includes Restoration colonies would have on traditional relations plays, satire, essays and diaries (Pepys’ and among social classes and races. This course Defoe’s accounts of England in times of will examine Victorian literature that explores disaster). Additionally, the survey will include ideas about women’s role and sexuality as well some historically accurate modern movies, as literature that focuses on new kinds of work bringing life and culture of the 18th century and the concerns about class that arose from into the visual realm. Open to sophomores, the changes of industrialism. We will read juniors, seniors, and freshman who have passed poetry, nonfiction prose, novels, travel 101 or received AP credit. Offered in alternate literature, and plays. Open to sophomores, juniors years. (Arts and Humanities) and seniors, and to freshmen who have passed 101 Stafford or received AP credit. Offered in alternate years. 232. Romantic Reveries and Revolutionary (Arts and Humanities) Visions Krebs What has the British Romantic legacy of 240. Gender, Genre, and Poetry writers like Wordsworth and Keats, Coleridge Poets are male. Muses are female. But what and Shelley left us? How did they grapple happens when the conventions get reversed? with their revolutionary ideals as well as their This course introduces you to the study of own historical circumstances? We will poetry by focusing on how gender gets associ- critically and culturally examine their poetic ated with types of poetry and what individual exploration of the mind in all its psychological poets do to subvert or refuse those associations. complexities, the political dimensions of their You will read poems from different periods lyric assertions, and the images that still seem and cultures with a particular emphasis on the to affect our contemporary culture. Open to relationship between works that have come to sophomores, juniors and seniors, and to freshmen exemplify a particular genre, such as Homer’s who have passed 101 or received AP credit. (Arts epic poem The Illiad, or sonnets by and Humanities) Shakespeare, and later works that revise those Coale models. Open to all students. Alternates with 235. Empire, Race, and the Victorians English 341. (Arts and Humanities) Buck By the end of the 19th century, Britain had the most powerful colonial empire in the world. 241. Modern Drama That empire was acquired during a key time Realistic theatre, psychological drama, the in the formation of European and American political theatre of Bertold Brecht, the theatre ideas about race, and we have inherited many of the absurd, and ways that recent theatre has of the Victorians’ assumptions about race, used these forms to explore contemporary ethnicity, and relations between Western experience of women, African-Americans, Europe, Africa, Asia, and America. This gays and lesbians. Open to sophomores, juniors course explores literature about the British and seniors, and to freshmen who have passed 101 empire, the political, social, and sometimes or received AP credit. (Arts and Humanities) even sexual issues that underlay the acquisi- Najmi ENGLISH 95

243. Science Fiction years. (Arts and Humanities and Perspectives on This course is an examination of recent the Non-Western World) science fiction (mostly written after 1970) Standing and the ways in which the genre fits into and 246. Modern Irish Literature shapes the wider culture. In some years the A study of the role of literary culture in the course will be linked to Math Thought, and formation of modern Ireland since the late students will be required to take both courses 19th century. We will examine the response of in order to take either one. In those years the Irish writers to English stereotypes of the course will focus on the ways that mathemat- Irish and their attempt to create new images ics and science fiction interact to describe the of Ireland and Irishness. Topics will include contemporary world and shape the future. the bitter debates over the viability of the When not linked to Math Thought, the Irish language in modern literature, the use of course will examine the ways that science Irish mythology, the place of women in fiction creates worlds and offers salvation, national culture, and debates about the and how gender, power and race are devel- censorship of homosexuality. We will read oped in a science fiction context. Open to all drama, poetry, and fiction by familiar figures students. Offered in alternate years. (Arts and such as Wilde, Yeats, Lady Gregory, Joyce Humanities; when the two courses are linked, the and Friel, and less familiar figures such as pair fulfills both Arts and Humanities and Kate O’Brien and Mary Dorcey. Open to Mathematics/Logic requirements). sophomores, juniors and seniors, and to freshmen Drout who have passed 101 or received AP credit. 244. Contemporary Caribbean Literature in Alternates with English 244. (Arts and Humani- English ties) An introduction to the work of Anglophone Buck Caribbean writers who grapple with the 247. African-American Women Writers Since issues of colonialism, class, race, ethnicity, 1945 [formerly Black Women Writers] and gender in a context of often conflicting A study of major works by African-American allegiances to Europe, North America, women novelists, poets, and playwrights. Africa, and Asia. The main emphasis will be Attention will be given to the ways in which on fiction and poetry published since the these writers provide diverse and viable 1950s, but we will also read some earlier 20th- images of Black womanhood in the context of century literature to better understand the Afro-American literature. Authors may priorities and concerns of later writers. As we include Maya Angelou, Gwendolyn Brooks, read, we will find some common concerns Toni Cade, Rita Dove, Nikki Giovanni, Gayl reappearing, such as anti-imperialism and Jones, Adrienne Kennedy, Audre Lorde, nationalism, migrancy and homeland, and Terry McMillan, Paule Marshall, Toni the relationship of literature to oral traditions Morrison, Sonia Sanchez, Ntozake Shange, and Caribbean music such as calypso, reggae and Alice Walker. The course will begin with and dub. Authors usually include Derek a discussion of Zora Neale Hurston’s Their Walcott, Kamau Brathwaite, Louise Bennett, Eyes Were Watching God. Open to sophomores, Grace Nichols, Olive Senior, V.S. Naipaul, juniors and seniors only. Offered alternate years. The Mighty Sparrow, and Jean Binta Breeze. (Arts and Humanities or Cultural Diversity) Open to all students. Alternates with English 246. Bryant (Arts and Humanities or Cultural Diversity) Buck 249. Hollywood Genres 245. African Literature What makes a Western a Western, a musical a musical?␣ For Hollywood, genre has An introduction to sub-Saharan African historically served as a form of product literature, orature, and film in English and differentiation organized around specific English translation. Authors usually include narrative codes and conventions. Genres Chinua Achebe, Ama Ata Aidoo, J.M. reveal much about how Hollywood interacts Coetzee, Tsitsi Dangarembga, Buchi with and responds to shifts in audience tastes Emecheta, Bessie Head, Ngugi wa Thiong’o, and cultural values.␣ The course will intro- Wole Soyinka, and Amos Tutuola, among duce students to a variety of Hollywood others. Open to sophomores, juniors and seniors. genres and theories of generic formation in Enrollment limited to 30. Offered in alternate 96 ENGLISH

order to increase our understanding of the 256. Cultural Diversity in U.S. Fiction since commercial, artistic and ideological function 1945 of genres. Required weekly film viewing. Open Writers since the post-World-War-II period to sophomores, juniors and seniors and to freshmen from a variety of traditions in U.S. culture: who have passed 101 or received AP Credit. (Arts including Native American, African Ameri- and Humanities) can, Chicano/a, Asian American, feminist, Stenger and queer writers. Potential readings include: 253. Cosmic Struggle to Civil War: American Chester Himes, Ann Petry, Frank Chin, Jack Literature to 1860 Kerouac, James Welch, Leslie Feinberg, and A critical and cultural exploration of works Sandra Cisneros. Open to sophomores, juniors and ideologies from Navajo and Hopi tales of and seniors. (Arts and Humanities or Cultural origins to Puritan pathologies and predestined Diversity) patterns, from enlightened progress to slave Department narratives and romantic reveries. Writers 257. Race and Racism in U.S. Cinema would include Wheatley, Edwards, U.S. cinema has always struggled with both Bradstreet, Franklin, Hawthorne, Stowe, race and racism. This course examines the Douglass, Poe and others. We will examine long, complex history of representations (and literature as historical and cultural document erasures) of racial difference in U.S. film.␣ as well as individual testimony and demonic Although most mainstream films and public vision. Open to sophomores, juniors and seniors, discussions frame race as a black-and-white and to freshmen who have passed 101 or received issue, this course understands racial forma- AP credit. (Arts and Humanities) tions in the U.S. to be more multiple.␣ We Clark, Coale will watch films from a wide historical range 254. American Authors from the Civil War to that speak to and problematize the experi- the Thirties ences of Chicanos, African-Americans, Asian- A critical survey including Twain, James, Americans, Native-Americans and Chopin, Wharton, Hurston, Hemingway, Anglo-Americans (yes, white‚ is a race, too) in Faulkner and others. The course will explore the U.S.␣ Required weekly film viewing. Open cultural and social issues against the backdrop to sophomores, juniors and seniors. (Arts and of certain American themes, styles, and Humanities or Cultural Diversity) visions and the shock of recognition as a Stenger result of World War I. Open to sophomores, 258. Introduction to Film Studies juniors and seniors, and to freshmen who have Film studies provides an interdisciplinary passed 101 or received AP credit. This course approach to understanding how film interacts alternates with English 255. Students interested with our broader culture.␣ The course in the period should plan to take 254 or 255 but explores how film language, narrative, genres, not both. (Arts and Humanities) stars, audience reception, film exhibition, and Coale synergies with other media determine how 255. Cultural Diversity in American Literature: and which films are produced and consumed from the Civil War to the 1940’s in the US.␣ We will view films from the 1940s A critical survey of race, class, ethnic, and through the 1990s to examine how films gender issues in works by African American, mediate, reinforce and resist dominant social Asian American, Native American, and Anglo values, paying special attention to how American writers such as Chesnutt, Dunbar, Hollywood film has represented gender, DuBois, Hughes, McKay, Eastman, Eaton sexuality, race and class.␣ Required weekly (Sui-Sin Far), Standing Bear, James, film viewing. Open to sophomores, juniors and Wharton, Chopin, Hemingway, and seniors, and to freshmen who have passed 101 or Faulkner. Open to sophomores, juniors and received AP Credit. (Arts and Humanities) seniors, and to freshmen who have passed 101 or Stenger received AP credit. This course alternates with 260. American Voices in Lyric Combat English 254. Students interested in the period Who can claim to be an “American” voice? should plan to take 254 or 255 but not both. (Arts And how? Langston Hughes or Walt and Humanities or Cultural Diversity) Whitman? Emily Dickinson or Elizabeth Department Bishiop? Hart Crane or Sylvia Plath? T. S. ENGLISH 97

Eliot or Marianne Moore? This course will Restoration anti-moralist backlash, the explore American poetry from several vantage theater’s relationship to the mid-18th-century points, including race, gender, class, historical rise of the novel, the late century move circumstance, cultural imperative, linguistic toward sensibility and, possibly, the changes patterns and the whole uncertain idea of an to English theater that arrive with the 19th “American” voice. Open to sophomores, juniors century. Open to sophomores, juniors, seniors, and seniors, and to freshmen who have passed 101 and freshmen who have passed 101 or received AP or received AP credit. (Arts and Humanities) credit. (Arts and Humanities) Coale Stafford, Conway 271. Jane Austen to Sherlock Holmes 276. Victorian Poetry The 19th century had many different Victorian culture valued poetry: children storytelling modes, from the satirical ro- recited it in the parlor, soldiers sang it en mances of Jane Austen to the psychological route to battle, and the Queen kept Tennyson realism of George Eliot to the ghost stories of on her bedside table (his poetry, that is). This Dickens and the detective tales of Arthur course brings you a range of Victorian poetry Conan Doyle. This course provides an and highlights some of the recurrent themes overview of the many kinds of narrative loved of the period (such as imperialism and gender by 19th-century Britons and helps students roles) as well as issues of form (with special develop skills in close reading as well as attention to the dramatic monologue, comic historical and cultural analysis. Open to poetry, and narrative poetry). Open to sopho- sophomores, juniors and seniors, and to freshmen mores, juniors, seniors, and freshmen who have who have passed 101 or received AP credit. passed 101 or received AP credit. Offered in Offered in alternate years. (Arts and Humanities) alternate years. (Arts and Humanities) Krebs Krebs 272. Romancing the Novel 286. Children’s Literature A course addressing both high-culture and An in-depth historical survey of British and pop-culture romances, from Jane Austen to U.S. children’s literature focused on appreci- Harlequin. Works may include Pride and ating the texts as literature but also addressing Prejudice, Jane Eyre, Daisy Miller, The Making their responsiveness to children’s needs and of a Marchioness, Lady Chatterley’s Lover, Lolita, interests and other cultural contexts. Read- Oranges Are Not the Only Fruit, The English ings include Alice’s Adventures in Wonderland, Patient, a Harlequin romance, and criticism of Little Women, The Secret Garden, The Tale of romance fiction. Open to sophomores, juniors Peter Rabbit, Charlotte’s Web, Where the Wild and seniors, and to freshmen who have passed 101 Things Are and much more. Open to sopho- or received AP credit. Offered in alternate years. mores, juniors and seniors, and to freshmen who (Arts and Humanities) have passed 101 or received AP credit. (Arts and Clark, Lavin-Peter Humanities) Clark 273. Early Modern English Theatre Shakespeare’s rivals—Marlowe, Kyd, Dekker, 290. Approaches to Literature Webster, Beaumont and Fletcher—are among This course introduces current debates in the the playwrights studied in this exploration of field of English studies. It tackles a variety of English drama’s richest decades: 1590-1640. ways of approaching literary and cultural Open to sophomores, juniors and seniors, and to texts, from the Freudian to the feminist to the freshmen who have passed 101 or received AP postcolonialist. What difference does knowl- credit. (Arts and Humanities) edge about the historical period or cultural Conway context in which a text was written make to the way we read it? Does knowing the author 274. Restoration Theater & Beyond of a text change our reading of it? Does our From Aphra Behn’s The Rover to Beggar’s own class, race, or gender affect our reading? Opera to Sheridan’s School for Scandal, this We will read theory about language and course covers shifting modes of humor, wit, representation, race in literature, and the and sophistication portrayed on the English economics of literary and cultural production. stage, while taking into account the social, We also will test these ideas on literature and cultural, and political elements driving change other kinds of texts such as advertisements, in the English state. The course covers the 98 ENGLISH

film, and other visual media. Required of majors. In this extensive exploration, the course will Open to sophomores, juniors and seniors, but cover social and historical contexts as well as majors are urged to take it in the sophomore year. the intricacies and conventions of the emerg- Not open to freshmen. Prerequisite: One course in ing novel. Open to juniors and seniors. Offered in English literature. (Arts and Humanities) alternate years. Buck, Conway, Krebs Stafford 306. Chaucer 326. Eighteenth-Century Poetry: Epic, Satire, and Wit, 1660–1798 A study of the Canterbury Tales and other th Chaucerian verse in the original Middle The full scope of 18 century poets, including English. We will discuss the ways that Rochester, Pope, Swift, Goldsmith, Dryden, Chaucer portrays the social and cultural Finch, Montagu, and others illustrate the struggles of the 14th century as we marvel at centrality of poetry as a dominant form of the poet’s skill with verse and laugh at his social, political, and interpersonal expression th dirty stories. Students do not need previous in the 18 century. Poetry as satire, epic, experience with Medieval literature or Middle mock-epic, a forum for women’s rights, a English to be successful in the course. Open to vehicle for discussion of personal and political juniors and seniors, others with permission. liberty held pride of place in literary expres- Offered in alternate years. sion from Milton’s Paradise Lost to Drout Wordsworth’s Lyrical Ballad. Open to juniors and seniors. Offered in alternate years. 309, 310. Shakespeare and Early Modern Stafford Culture Each semester focuses upon select 327. Eighteenth-Century Women’s Literature Shakespearean comedies, tragedies, histories Aphra Behn’s The Rover, Wollstonecraft’s and romances as well as various other texts Vindication of the Rights of Woman (published in from early modern English culture. Different 1792), Mary Astell’s A Serious Proposal to the critical approaches are tried and contemporary Ladies, Lady Mary Wortley Montague’s productions are used to explore the plays’ venomous broadsides in Nonsense all demon- enduring cultural power. Either 309 or 310 is strate the resurrection and restoration to offered each year. Open to juniors and seniors. literary prominence of the rich body of works Conway crafted, published, and even staged by women in the 18th century. After more than 150 years 313. Renaissance Poetry of neglect, the independent, daring, and Readings in shorter poems from the sixteenth sometimes shocking works of women are and seventeenth centuries. Selected sonnets of rapidly becoming part of the standard land- Wyatt, Sidney, Spenser, Shakespeare, and scape of the 18th century. This class examines Mary Wroth; works by Mary Disney, Amelia some of the works used to restore 18th century Lanyer, Ann Finch, and Anne Bradstreet and women’s writing to the level of equality it selections from Donne, Herbert, Milton and shared with men’s writing during that time. Marvell. Close reading and writing from Open to juniors and seniors. Offered in alternate various critical and theoretical perspectives. years. Open to juniors and seniors, and to others by Stafford permission. Offered in alternate years. Conway 341. Public Poetry, Private Poetry Is rap poetry? Do poetry slams encourage 325. The 18th-Century Novel “bad” poets? We will look at questions like Aphra Behn’s famous novella Oroonoko, these in order to examine two competing ideas Fielding’s irrepressible Tom Jones, about poetry’s role in the contemporary world. Richardson’s domestic dilemma, Pamela, the Is poetry the last refuge of the individual in a elegant Princess of Cleves, and the not so world dominated by corporations, as poet elegant Moll Flanders all mark the rise of the Robert Pinsky argues? Or can poetry be the th novel in the 18 century to its modern effective vehicle for public culture, as when position of dominance in literary conscious- Maya Angelou read her poetry at Clinton’s ness. The early elements of novelistic form, presidential inauguration? Poets will usually the rise and fall of epistolarity, and the include established writers like Sylvia Plath, vehicles for social commentary all reveal the Robert Lowell, Adrienne Rich, Rita Dove, Joy 18th century to modern eyes in exquisite detail. ENGLISH 99

Harjo, and Yusef Komunyakka, and newer 348. Sexual Politics of Film Noir names like the gay, Cuban-American poet, Film noir refers to a group of films made Rafael Campo and slammers such as Willie primarily in the decade or so after World War Perdomo and Tracie Smith. Open to juniors and II and which frequently addressed, in the seniors, and to others by permission. Alternates with narrative terms of the thriller, crises surround- 240. ing gender, sexuality and race in American Buck culture.␣ The course will investigate through a 343. Fiction of the Modern feminist framework how the sexual politics of postwar film noirs and of more recent neo- Fiction responding to the radical changes in noirs‚ engage and diagnose these crises.␣ The the late 19th and early 20th centuries— course will have strong applications for industrialization, urbanization, colonization, students interested in film studies, gender mass culture, the women’s movement, and the studies, American studies and cultural studies.␣ influence of Marx and Freud. We will study Required weekly film viewing. Open to juniors writers who searched for new ways to repre- and seniors, and to others by permission. Interested sent and explore experiences that the tradi- students should make an effort to take English 242 tional novel did not or could not express. or 258 prior to taking this course. Offered in Readings by writers such as D.H. Lawrence, alternate years. E.M. Forster, James Joyce, Virginia Woolf, Stenger William Faulkner, and writers representing the Harlem Renaissance. Open to juniors and seniors, 357. Cinema and the City and to others by permission. This course alternates From its beginning, cinema has been fasci- with English 344. nated with the city as a site of social cohesion, Buck capital flows, and intense ideological conflicts. 344. Woolf and Joyce and Others From Hollywood to Bollywood to Hong Kong, from Soviet socialist realism to German In different ways, James Joyce and Virginia expressionism, Italian neo-realism and the Woolf revolutionized the forms of the novel to French New Wave, virtually all major film focus on the inner world of the mind as well as movements have a special relationship to the outer “reality.” But they also focused on metropole. In this course, we will adopt an psychological as well as social experiences that interdisciplinary approach to understanding had been traditionally marginalized. They the relationship between film production and brought into focus—and into question— consumption, urban space, architecture, and ”realistic” forms of storytelling that had been cultural geography.␣ Required weekly film rendered invisible. They challenged conven- viewing. Open to juniors and seniors, and to tional ideas of literature, politics, and gender. others by permission. Interested students should And they stretched the limits of thought, make an effort to take English 242 or 258 prior to feeling, and expression through dazzling taking this course. experimentation and comedy. The first half of Stenger the semester will focus on James Joyce’s Ulysses, the second half on works by Virginia Woolf. 376. Literary and Cultural Theory Open to juniors and seniors, and to others by This course enables students to explore in permission. This course alternates with English 343. greater depth some of the ideas introduced in Buck English 290, Approaches to Literature. Topics 347. Contemporary African-American Fiction will change from year to year but will include focuses on theories of language, post-colonial A study of the African-American novel from theory, cultural studies theory, and the works 1945 to the present. Emphasis will be placed of such thinkers as Jacques Derrida, Michel on the significance of Afro-American myths, Foucault, and Mikhail Bahktin. Open to juniors legends, and rituals in the black American and seniors. Prerequisites: Two courses in English novel. Authors will include Ralph Ellison, literature or permission of the instructor. This James Baldwin, Gayl Jones, Alice Walker, course alternates with 377. Toni Cade Bambara, Toni Morrison, Ernest Gaines, Charles Johnson, and John Edgar Krebs Wideman. Open to juniors and seniors who have 377. Feminist Criticism taken English 247 or 290. This course alternates Do women read or write differently? Has with English 247. their work been marginalized? What differ- Bryant 100 ENGLISH

ence do race, class, and sexual orientation as both an introduction to linguistics and an make? We will explore U.S., British, and examination and critique of linguistic methods French approaches to feminist criticism; also in light of literary theory. Areas to be dis- psychoanalytic, Marxist, African-American, cussed include phonology, philology, lan- queer, postcolonial, and cultural-studies guage change, Saussurean linguistics, approaches. Open to juniors and seniors. Prereq- deconstruction, speech-act theory and uisite: two courses in literature and/or women’s conversational analysis. We will also investi- studies. This course alternates with English 376. gate the literary critical approach known as (Cultural Diversity and Writing Intensive) stylistics. Recommended for students intend- Clark ing to pursue graduate study in English. Open to juniors and seniors who have taken English Other Special Courses 290, or by permission of instructor. 401. Seminars Drout Seminars study individual authors or special Word and Image (200-level) topics. A list for the following year is an- This course focuses on the sister arts of nounced each spring. Students will be asked to creative writing and visual art. Through express preferences among the subjects examinations of writers’ responses to visual offered. Each group meets weekly. There are phenomena (including painting, sculpture, certain sections especially suited to writing photography, artists’ books, and other media) and literature majors and to American Studies and artists’ responses to language, students majors. Open to junior and senior majors, and to will have the opportunity to write about and non majors if space is available. (Writing Inten- to create multi-media pieces, and to collabo- sive) rate with others, both inside and outside the Department class. While this course is designed primarily 500. Individual Research and Writing for creative writing students, artists, musi- cians, dancers, and filmmakers are also Open to senior majors by invitation of the depart- encouraged to enroll. Open to first-year students, ment; other interested students should consult with sophomores, juniors and seniors with permission of the chair of the department. the instructor. Enrollment limited to 20. Department Standing Future offerings James Baldwin and the African-American Tradition (300-level) Medieval Drama (200-level) A study of the first drama in English, the James Baldwin’s major novels, essays, and Corpus Christi cycle plays of the 14th and 15th plays will be read against the background of centuries, as well as other medieval English important writers in the African-American plays, including Everyman, the Croxton Play of tradition. We will discuss these works as well the Sacrament, and the Wakefield Second as African-American literary theory and Shepherd’s Play. The entire class will engage in criticism, queer theory and lesbian and gay the collaborative project of designing all scholarship. Students will lead parts of the aspects of one or more medieval plays for class discussion on the readings, choose areas performance (scripts, sets, directing, costumes, of special interest, and write a research paper. etc.). The class culminates with the presenta- Open to juniors and seniors who have had English tion of this material to professors from the 256, or some knowledge of African-American Theatre Department. Texts are in Middle history and/or queer theory, or permission of English, but no previous experience with instructor. Offered in alternate years. Medieval literature or Middle English is Department required. Open to sophomores, juniors and seniors, and freshmen who have passed 101 or who have AP credit. Drout Language and Theory (300-level) How does language work? How does an understanding of its workings allow us to understand literature? This course will serve ENVIRONMENTAL SCIENCE 101

Environmental Science Biology 331. Advanced Marine Professor Ellison (Chemistry) and Associate Biology Professor Shumway (Biology), Coordinators Biology 364. Freshwater and Marine Botany For current information about course descriptions, Biology/Chemistry 305. Biochemistry scheduling, new courses and departmental staff, please refer to the college catalog available on-line Chemistry 254. Organic Chemistry II at www.wheatoncollege.edu/Catalog or the most Chemistry 301. Analytical Chemistry recent edition of the Schedule of Courses published Physics 298. Remote Sensing and by the Registrar’s Office. Geographic Analysis The environmental science major provides Marine Ecology offered through Williams students with the necessary background in College—Mystic Seaport Maritime Studies biology, chemistry, and mathematics that is Program (200 level).* required to understand natural processes and Oceanography offered through Williams to apply the methodology of scientific re- College—Mystic Seaport Maritime Studies search to environmental problems. The Program (200 level).* program is designed to prepare students to Aquatic Ecosystems offered through Marine work in the environmental field and/or pursue Biological Laboratory Semester in Environ- further study in graduate or professional mental Science (300 level).* programs in environmental science. Terrestrial Ecosystems offered through Marine Requirements for the Environmental Biological Laboratory Semester in Environ- Science Major mental Science (300 level).* Mathematical Modeling Core courses of Ecosystems offered Biology 111. Evolution and Ecol- through Marine Biological Laboratory ogy Semester in Environmental Science (300 Biology 112. Cells and Genes level).* Biology 201. Environmental Microbial Methods in Ecology Ecosystems offered Science through Marine Biological Laboratory Biology 215. Ecology Semester in Environmental Science (300 Chemistry 153 or 173. Chemical Principles level).* Chemistry 154 or 174. Inorganic Reactions Introduction to Marine Mammals offered through Chemistry 253. Organic Chemistry I the Marine Studies Consortium (200 level).* Chemistry 303. Current Problems in Biology of Fishes offered through the Marine Environmental Studies Consortium (300 level).* Chemistry Cetacean Biology and Conservation offered Mathematics 104. Calculus II or Math- through the Marine Studies Consortium (200 ematics 151. Acceler- level).* ated Statistics Physics 160. Geology In addition, participation in an internship or independent research project is required. Electives: This experience gives the student an Four courses from the following list, including opportunity to engage in independent work at least two courses at the 300 level, one of with an environmental focus. Normally the which must be from the biology listing: Biology 211. Genetics internship will not be given college credit, Biology 218. Tropical Ecology while research with a faculty member may Biology 221. Microbiology and provide credit. Immunology * Additional information may be obtained about Biology/Psychology 226. Comparative Animal course offerings through affiliated institutions Behavior (Williams-Mystic, MBL, and Marine Studies Biology 231. Marine Biology Consortium) at the Academic Advising Office and Biology 252. Parasitology and the department web pages. Symbiosis Biology 262. Plant Biology Biology 303. Evolution 102 ENVIRONMENTAL STUDIES

Environmental Studies Natural Sciences Biology 201. Environmental Science Minor Biology 215. Ecology of North Professor Shumway, Coordinator America For current information about course descriptions, Biology 218. Ecology of Tropical scheduling, new courses and departmental staff, America please refer to the college catalog available on-line Biology 221. Microbiology and at www.wheatoncollege.edu/Catalog or the most Immunology recent edition of the Schedule of Courses published by the Registrar’s Office. Biology/Psych. 226. Comparative Animal Behavior The minor in environmental studies is Biology 231. Marine Biology designed to help students appreciate the Biology 252. Parasitology and Symbio- diversity and complexity of current environ- sis mental issues. Solving environmental prob- Biology 2xx. Introduction to Marine lems requires an interdisciplinary approach Mammals* and frequently involves collaboration of Biology 2xx. Cetacean Biology and individuals with expertise in the natural Conservation* sciences, social sciences, and humanities. Biology 303. Evolution Therefore, students are encouraged to view Biology 331. Advanced Marine Biology the environment from different perspectives, Biology 364. Freshwater and Marine to integrate the knowledge they acquire with Botany their in-depth knowledge in their major, and Biology 398. Ornithology to gain practical experience through an Chemistry 103. Chemistry and Our internship with an environmental focus. Environment The minor in environmental studies Chemistry 303. Current Problems in consists of five courses selected from the Environmental Chemistry group listed below. At least two courses must Physics 160. Geology be selected from the humanities and social sciences and at least two from natural sci- * offered through the Marine Studies Consortium ences. At least one course must be at the 300 level or above. In addition, each student is Family Studies Minor required to complete an internship related to the environment. Internships must be approved Professor Yllö (Sociology) and Associate Profes- by the faculty coordinator. sor Price (Psychology), Coordinators Humanities and Social Science For current information about course descriptions, scheduling, new courses and departmental staff, Anthropology 101. Human Evolution please refer to the college catalog available on-line Anthropology 210. Feast or Famine: The at www.wheatoncollege.edu/Catalog or the most Ecology and Politics of recent edition of the Schedule of Courses published Food by the Registrar’s Office. Classics 262, 362. The Ancient Landscape: The minor in family studies is designed for from Mythology to students who wish to study individuals within a Ecology family context and the family as an institution in Economics 260. Economics of Regula- a matrix of other social institutions. As an tion institution with many functions, the family is Interdepartmental 2xx. Coastal Zone Manage- subject to cultural variation and historical ment* change through processes of adaptation and Interdepartmental 210. Water Resources transformation. The minor in family studies at Planning and Manage- Wheaton is based primarily in human develop- ment* ment and family sociology, but it also provides Philosophy 111. Ethics (second semester a broad-based liberal arts perspective on the only) family which is viewed from a wide range of Political Science 321. Public Administration disciplines. Students are encouraged to and Public Policy develop internships related to child and family Religion 242. Religion and Ecology services in the community, and to do research Sociology 315. Society, Technology and and internships at Wheaton’s Elisabeth Amen the Environment Nursery School. FRENCH 103

The minor consists of five courses: and political action is the common theme which unites all sections. As students develop Required their own positions in the topics of their 1. Sociology 235 Families in Transition seminars, they learn how knowledge and 2. One of the following: understanding depend on the clash and Anthropology 350. Gender & Social Organiza- synthesis of multiple points of view. They can tion also expect to develop a range of academic Economics 241. Women in the U.S. skills, including critical reading and thinking, Economy writing and oral presentation, library research Psychology 308. Developmental Competen- and the use of electronic technology for their cies of Children Living In learning. Poverty Section topics and descriptions vary from Sociology 311. Violence Against Women year to year and are published in The First- Electives Year Seminar Brochure, which is mailed to Anthropology 255. Women in Africa new students in June. Recent sections have Classics 266. Women in the Classical covered topics in the arts, ecology, interna- World tional relations, social and public policy, English 286. Children’s Literature personal development, the sciences, and Pol. Sci. 022. Family Law history. Students typically are placed in a FYS Psychology 203. Developmental Psychology section by late June before registering for Psychology 235. Human Sexuality other first-semester courses. The instructor Psychology 306. Infancy Across Cultures of their First-Year Seminar section is nor- Psychology 342. Laboratory in Child and mally their faculty advisor for the first year. Family Assessment Open only to first-year students in the fall Psychology 375. Systems and Change semester; sections limited to 16 –18 students. Religion 142. Religion and Sexuality (Fulfills the First-Year Seminar requirement.)

Film (See English) French Studies Professor Gallagher, Chair Associate Professors Anderson and Walsh First-Year Seminar: Great Assistant Professor Danehy Controversies For current information about course descriptions, Associate Provost Brooks, Coordinator scheduling, new courses and departmental staff, please refer to the college catalog available on-line For current information about course descriptions, at www.wheatoncollege.edu/Catalog or the most scheduling, new courses and departmental staff, recent edition of the Schedule of Courses published please refer to the college catalog available on-line by the Registrar’s Office. at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published The department offers courses in French by the Registrar’s Office. culture, literature and language, conducted in The first-year seminar is designed for and French except where otherwise specified. In required of new students at the beginning of language courses, classroom practice in their college studies. It offers students the speaking is supplemented by work in the opportunity to learn in small classes through language laboratory. reading and regular discussion, writing and Applicants for admission who have taken critical engagement with controversial ideas. an Advanced Placement course in French Sections are taught by faculty representing language or literature and who score 4 or 5 every part of the college’s liberal arts curricu- on the Advanced Placement Examination lum. administered by the Educational Testing Each section focuses on a topic from Service may receive up to two Wheaton current events or history or within one of the degree credits for this advanced work, upon traditional areas of academic study which has successful completion of a major-level French generated controversy among the scholars, course at the college. Before enrolling in a policy makers and others who have grappled first French course at Wheaton, all students with it. The role of controversy in shaping who have previously studied French must take human understanding and motivating social the placement test given by the department. 104 FRENCH

The French Studies major consists of ten or 102. Beginning French more courses, at least two of which must be Develops the ability to understand and speak taken the senior year. Specific requirements authentic French in a meaningful context. The are: French in Action videodisks and cassettes 1. French 235 and French 236 and French introduce students to language, customs, 245 culture, and everyday life in France. Four 2. at least one of the following cultural studies classes per week, plus work in the language lab courses: or media center. Open only to students with no French 317, 320, 346 previous study of French, and to those with very 3. at least one course in each of the following limited prior study upon completion of the French periods: placement test. (Foreign Language) a. Middle Ages or Renaissance (French 301 Department or 302) 211. Intermediate French b. Seventeenth or 18th century (French 327 or 329) Using the Capretz audio-visual method, c. Nineteenth or 20th century (French 331, students review essentials of French grammar 338, 347, 349, 356 or 357) and vocabulary while being introduced to a 4. at least two other courses above French 245 variety of situations from everyday life in (may include those listed above) (By prior France. Emphasis on idiomatic oral produc- arrangement with the chair of the French tion and comprehension first, on reading and department, students may substitute writing second. Consists of four classes per History 322 or Art History 276 or Art week, plus work in the language lab or media History 353 for one of these electives. ) center. Prerequisite: French 102, placement test, 5. a French 300-level course designed “senior or permission of instructor. (Foreign Language) concentration course.” Department Majors are encouraged to select courses in 221. Reading and Conversation areas such as European history, philosophy, Designed to enhance the student’s ability to religion, or history of art, which will read, write and speak French through close strengthen their awareness of the French study and discussion of selected readings— cultural background. Work in other national fiction, plays, poetry, essays and articles, as literatures, including English, is strongly well as films, newscasts, and multimedia encouraged. programs in French. Frequent short papers A number of the major requirements may and/or oral presentations. In the first semester, be met during a junior year spent at a the course will emphasize reading; in the French-speaking university in study programs second, the emphasis will be on oral communi- approved by the department. Application to cation. Prerequisite: French 211, placement test, such programs is made during the first or permission of instructor. (Foreign Language) semester of the sophomore year. Note that Gallagher, Walsh the college requires that at least one-half of 295. Advanced French Grammar the courses in the major be taken at Wheaton. Students with a good mastery of the French An intensive review of essential grammar for language who are majoring in other fields can advanced French studies, with emphasis on pursue these fields during a junior year abroad structural exercises, writing, and oral presenta- with the approval of their major department. tions. The course is appropriate for those who The French minor consists of five French need to master the more difficult grammar and courses, including at least two at the 300 level. idioms of the language before continuing in the advanced cycle of literature and culture Language and Culture Courses courses. Prerequisite: French 221, placement test, Students who have studied French before are or permission of instructor. (Foreign Language) placed in these courses according to their Walsh performance on the Wheaton placement test. 296. Writing and Speaking in French Enrollment in each section is limited to 20 Recommended as an introduction to the students. (French 102, 211, and 221 are year- 300-level curriculum in French. Stresses clear, long courses.) precise, and idiomatic expression in both writing and speech through exposés, debates, FRENCH 105 discussions, and a series of short papers. Work Advanced Culture and Literature Courses on grammar and pronunciation as needed. Before enrolling in a 300-level course, students Prerequisite: same as French 295. (Foreign should have completed at least two of the three Language) required courses at the 200 level (French 235, Anderson 236, and 245). Prerequisites may be waived by the instructor for students with special prepa- Introductory Culture and Literature ration. Courses 301. Medieval French Literature Intended for students who have studied th French for three or four years in secondary Representative works of the 12 through the th school, whose placement scores indicate 15 centuries in modern French translation: La comparable preparation, or who have com- Vie de Saint Alexis, La Chanson de Roland, Tristan pleted French 211 (with permission of the et Iseut, Chrétien de Troyes’ Yvain and Lancelot, instructor) or French 221. Aucassin et Nicolette, Les Lais of Marie de France, Le Mystère d’Adam, and the poetry of 235. Introduction to Modern French Literature François Villon. Reading and discussion of novels, plays, poems Gallagher and essays by major French authors of the 302. Renaissance Literature and Society nineteenth and twentieth centuries. Poetry of Baudelaire, Apollinaire and Eluard, among Not for a thousand years had there been such th others; and works by authors such as Gide, an upheaval in Western Europe as in the 16 Camus, and Duras. (Arts and Humanities and century, marked by the end of Rome’s hege- Foreign Language) mony and the consequent fragmentation of Danehy Christendom, and, paradoxically, by a con- comitant rediscovery of the pagan cultures of 236. Introduction to Early French Literature ancient Greece and Rome. We will consider Reading and discussion of novels, plays, and these and other aspects of the period as we poems by major French authors from the read and discuss the Heptaméron of Marguerite Middle Ages to the 19th century. We will read, de Navarre; Rabelais’ serio-comical epic discuss, and write about Tristan et Iseut, poems Gargantua; and selected essays by Montaigne, by Ronsard, Racine’s Phèdre, Diderot’s La the inventor of the genre; as well as the poetic Religieuse, and Flaubert’s Madame Bovary. (Arts badinage of Marot, works of the Lyonnais and Humanities and Foreign Language) poets Maurice Scève and Louise Labé; du Gallagher Bellay’s Les Regrets; and representative works 245. Introduction to French Culture from the prince of poets, Pierre de Ronsard. Gallagher What does it mean to be French today? What factors contribute to French national identity 317. Intellectual and Cultural History of France and how has that identity changed due to Before 1789 ethnic and social changes in recent years? A selective study of the pre-Revolutionary France takes pride in its millennial history and history, thought, art and literature of France. cultural heritage; studying its political, Emphasis on the events, ideas and works of the aesthetic and social movements from the past which modern Frenchmen and women Middle Ages to the present offers an indis- know as part of their cultural heritage. pensable background for students wishing to Department visit the country or continue in French 320. From François I to François Mitterand: studies. In this course we look at critical A Cultural History of Politics and Architecture turning points of French history with a view to Focusing on great works of art and architec- understanding today’s France, including social ture, from the Châteaux of the Loire Valley, policies as they affect work, race relations, the Fontainebleau and Versailles to the great family, and gender issues. (Arts and Humanities works of Napoléon, Haussmann and François and Foreign Language) Mitterand, we examine the construction of Walsh French national identity while investigating the personal and political motives that have driven French heads of state to build a cultural empire with universal aspirations. Danehy 106 FRENCH

327. Moralists and Misanthropes, Sociability works by novelists and poets such as Constant, and Individualism in Literature of the Ancient Balzac, Flaubert, Zola, Baudelaire and Régime Rimbaud. th th Examines texts from mid-17 to mid-18 Department century France that influenced public opinion and shaped modern moral and social ideas. 246 and 346. New Wave and Newer: French Cinema since the 1950s Special attention is paid to the notions of sociability, honnêteté, the birth of individual- What is implied by the expression “the seventh ism, and to related questions of language and art”? How have French directors both resisted reciprocity. Readings include essays, plays and appropriated the Hollywood formula? How and novels by authors like La Rochefoucauld, have they challenged social, political, and sexual La Bruyère, Molière, Marivaux, Voltaire, norms? Discussion of films by Truffaut, Varda, Diderot, Graffigny and Rousseau. Claire Denis, Godard, Bunuel, Tavernier, and Walsh others. Lectures in English; readings, written work, and discussions in English (246) or in 329. Love and Libertinage in the Early French (346). (246. Arts and Humanities) French Novel Walsh From the late 17th century onward, French novels depict the waywardness of heart and 347. Literature, the Arts, and Society from the Belle Epoque to Vichy mind in stories of love and seduction. As they test the realms of nature and reason, they Emphasis on representative shorter works in bear witness to the dramatic social and prose, theatre, and poetry. Readings may ideological changes which occurred over the include Giraudoux, Valéry, Proust, Apollinaire, course of the 18th century before the Revolu- Colette, Sartre and the surrealists. Consider- tion, changes reflected in sometimes disturb- ation of issues such as the decline of the ing power strategies between the sexes. realistic novel, the relationship between Readings include works by Mme de literary and pictorial arts, and the communal Lafayette, Abbé Prévost, Crébillion fils, Mme loss of innocence after the first world war. Riccoboni, Diderot, Laclos, and Sade. Anderson Walsh 349. “Les Trente Glorieuses” 331. Other Voices, Other Stories: Great The 1945-1975 period was marked by both Works of Lesser-Known Authors from France and material prosperity and cultural ferment. Is the Francophone World there a relationship between these two worlds? This course studies novels and short stories Particular focus on France in the 1950’s. Likely by contemporary women writers whose readings: existentialism (Sartre, Camus), stories defy traditional literary forms and postwar poetry (Prévert, Ponge), feminine introduce new modes of expression, whether voices (Beauvoir, Sarraute, Duras, Rochefort), as narrative experiments, figures of discourse essays in cultural criticism (Barthes), and the or alternative texts—the body, for example, as nouveau roman (Robbe-Grillet). metaphor or “text.” We explore how these Anderson writers respond to marginalization, subjuga- 356. Le Théâtre et la Société Française tion or oppression through literature, and Through the study of plays by major French how their stories operate on a political level. playwrights of the 17th, 18th, and 20th Authors may include Marguerite Duras, centuries, we will attempt to define how Dorothy Letessier, Anne Hébert, Annie mentalities and the political and social environ- Ernaux, Assia Djébar, Calixthe Beyala, ment of these periods helped shape theatrical Mariama B‚ and Maryse Condé. masterpieces by Corneille, Racine, Molière, Walsh Marivaux, and Giraudoux. 338. Literature and Society in Post- Danehy Revolutionary France 357. French Theatre in the 20th Century How did writers reflect and react to changes in French society, and how did literary forms Varied forms and innovations in the French evolve in the years following the tumultuous theatre since the turn of the century, including events of the French Revolution and the rise farces by Feydeau, pre-surrealist and surrealist and fall of Napoléon? Study and discussion of inventions by Jarry, Apollinaire, plays by Cocteau, Claudel, Giraudoux, Sartre and GERMAN 107

Camus, and some “absurd” theatre creations German of Beckett, Ionesco, Vian, Arrabal. Professor Relihan, Coordinator (German and Department Russian) 300-level Senior Concentration Course Assistant Professor Denton In consultation with the faculty of the Visiting Assistant Professor Lex department, each senior will designate a 300- Language Assistant Groenke level course as a “senior concentration For current information about course descriptions, course,” in which the senior major will scheduling, new courses and departmental staff, engage in course work beyond that under- please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most taken by other students. This advanced work recent edition of the Schedule of Courses published will include additional oral reports, longer or by the Registrar’s Office. more frequent writing assignments and the development of a substantial annotated The department offers courses in German bibliography. Required of majors in the language, literature, film, and culture, both in senior year. German and English. Students may choose to Department major in German or in German studies. Up to two Wheaton graduation credits Courses Given in English (awarded after completing a German course at Wheaton) may be earned by those students 241. Masterpieces of French Literature who matriculate with a score of 4 of 5 on the Reading and discussion of significant works German Advanced Placement Examination from the twelfth through the twentieth administered by the ETS. centuries in English translation, including We encourage students to spend time Tristan and Iseut, The Princess of Clèves, Phèdre, abroad in summers and during their junior The Nun, Old Goriot, Madame Bovary, Thérèse semesters. Recently, students have studied in Desqueyroux, and The Voyeur. Credit may not the very successful IES programs at Freiburg, be applied to a major in French. (Arts and München, Vienna, and Berlin. IES also Humanities and Writing Intensive) sponsors internship programs that satisfy the Gallagher second transcript requirement at Wheaton. 242. French for Reading Knowledge We advise students to start planning for junior Intended for students who wish to acquire in year abroad early during their sophomore year a short time a good reading knowledge of and to make such study abroad an important French; the focus of the course will be on this part of their Wheaton career. one skill only. Toward the end of the semes- Major in German ter, supplementary readings from specific areas of students’ interest —the humanities, The major in German consists of nine courses social sciences and natural sciences—will be beyond the level of German 201 and includes read as time permits. A course for those going four courses at the 300 level and the Senior on to graduate study or for anyone wanting Seminar (401). We encourage students to access to the mass of untranslated material— consider double majors with other programs journalistic, general or highly specialized— such as International Studies. available only in French. Intended for those Minor in German with little or no previous study of French. Does not satisfy the language requirement. The German minor makes a perfect comple- Gallagher ment and gives an international component to many other majors. It consists of five courses, 246. New Wave and Newer: French Cinema one at the 300 level. since the 1950s (See course description above.) Major in German Studies We have designed this major to encourage students to pursue interdisciplinary studies in a number of fields that relate directly to Ger- man and do not require proficiency in the German language: among others, history, art history, music, philosophy, and psychology. 108 GERMAN

Students construct their own program, Prerequisite: German 202 or departmental which consists of 10 courses, five in the placement. (Foreign Language) German department and five in other Lex departments. Please consult with us concern- 242. Introduction to German Studies ing a list of approved courses in other departments. This course continues Advanced German, but with emphasis on German cultural Language Courses studies: an introduction to the studies of We encourage students either to begin or to literature, culture, and film. Prerequisite: continue their study of German at Wheaton. German 202 or departmental permission. Incoming students with a background in (Foreign Language) German take a placement test that places Lex them appropriately according to their level Courses in Literature and Culture of proficiency. These courses are conducted in German, and 101. Elementary German. all reading and writing is in German. All 200- This course develops the ability to under- level literature classes require German 242 or stand and speak German in a real-life departmental permission as a prerequisite. All context. Extensive use of video and tapes to 300-level classes require as a prerequisite a develop skills in listening, speaking, reading, previous course in German literature at the and writing. Special attention paid to cultural 200-level. We attempt to offer all of these aspects of language and to Germany after the courses within a two-year sequence. Wall. Three classes a week and an intensive 261. Introduction to Early German Literature session with our German language assistant. (Foreign Language) Readings from 1000 years of German culture Lex from the Nibelungenlied to Grimms’ Märchen. We take an interdisciplinary approach, 102. Elementary German comparing literature to German art, architec- A continuation of German 101 with empha- ture, philosophy, and music. (Arts and sis on speaking and listening skills through Humanities and Foreign Language) use of video—and we learn to read in Denton German. Prerequisite: German 101 or depart- 265. Letters and Journals mental placement. (Foreign Language) Denton A study of the history of letter-writing and the keeping of journals. Such writing is 201. Intermediate German literary, social, intimate. Each week we will A course that puts to practical use German explore the epistolary and diary world of a skills acquired at Wheaton or elsewhere. We different writer, a different epoch, a different will pay special attention to contemporary historical context. (Arts and Humanities and Germany. This course consists of three Foreign Language) hours of class a week and an intensive session Denton with our German language assistant. Prereq- 274. Film, Fairy-Tales, and German Culture uisite: German 102 or departmental placement. (Foreign Language) This course consists of a weekly film series— Lex expressionist film, new wave, the newest films from Germany—enhanced by a study of 202. Intermediate German Grimms’ Märchen and readings in 20th- A continuation of German 201. Prerequisite: century German literature. (Arts and Hu- German 201 or departmental placement. manities and Foreign Language) (Foreign Language) Denton Lex 303. Telling Fantastic Tales: Märchen und 240. Advanced German Novellen The emphasis of this course is on increasing From fairy tales to the fantastic novellas and your reading, speaking, and writing skills. love stories of the Romantic Era to modern Reading of literary and nonliterary texts; stories of The Wall and reunification, the viewing of videos and film; writing of short course focuses on the art of telling stories in compositions; and conversations in German. German: cultural context, purpose, and HISPANIC STUDIES 109 technique. Prerequisite: German 242, place- Hitler and the Holocaust, and 20th-century ment, or permission of instructor. fiction. (Arts and Humanities) Denton Denton 304. Literary Greatest Hits: Erbe und Canon. 298. Germany: History vs. Culture A survey of great works of German literature An interdisciplinary, team-taught course, cross- and the Germans who created them: canon- listed in German and history. The subject is building and German literary-cultural ideals 20th-century Germany, approached from two of greatness. Prerequisite: German 242, different perspectives: history and German placement, or permission of instructor. studies. Weekly examination of historical Denton sources and analyses using novels/arts/film, 365. Advanced Letters and Journals. looking for continuity and contradictions. Topics include: World War I, Weimar Culture, This course meets with German 265. It Hitler, the Holocaust, the Wall, Berlin, and provides intensive reading and research for unification. (Arts and Humanities and Western advanced students. History) Denton Baker (History) and Denton (German) 370. Goethe In this course, we explore the German icon Goethe—but from the perspective of Ameri- Greek (See Classics) cans. We concentrate on reading his poetry and two major works: Werther and Faust I. And one of our jobs will be to create a textual Hispanic Studies apparatus—word definitions, descriptions of Associate Professor Medina, Chair the plot, and snap-shot interpretations—that Assistant Professors Tierney-Tello, and Song we can pass on to Wheaton German students No; Visiting Assistant Professor Brucato, in the years to come. Monet-Viera; Instructor Houldsworth Denton For current information about course descriptions, 401. Senior Seminar scheduling, new courses and departmental staff, please refer to the college catalog available on-line Intensive research for majors meeting with at www.wheatoncollege.edu/Catalog or the most faculty on a weekly basis. This seminar is recent edition of the Schedule of Courses published coordinated with another 300-level literature by the Registrar’s Office. course. (Writing Intensive) The program of Hispanic Studies offers a broad Denton, Lex range of courses in the language, literature and Courses in English cultures of the Spanish-speaking world. The department complements its curricu- These courses are conducted in English; all lum through Wheaton’s interdisciplinary reading and writing is in English. There are Programa de Estudios Hispánicos en la no prerequisites, and no knowledge of Universidad de Córdoba (PRESHCO), in Spain, German or Germany is expected. which offers courses in various aspects of 273. Film, Fairy-Tales, and German Culture Hispano-Muslim art and civilization, Spanish This course consists of a weekly film series— art, economics, history, geography, language, expressionist film, new wave, the newest films literature and music. PRESHCO is sponsored by from Germany—enhanced by a study of a Consortium of Oberlin College, Smith Grimms’ Fairy-Tales and readings in 20th- College, Trinity College, Wellesley College, century German literature. (Arts and Hu- Wheaton College, and the College of Wooster. manities) Language Courses in Spanish Denton Language courses at the elementary and 275. Beyond Good and Evil in Film and intermediate levels in Spanish are offered on an Literature intensive basis and are taught with an eclectic, Good and evil in German literature and film, functional five-skills approach. This integrated and the possibility of thinking “beyond moral- approach simultaneously develops all the ity” (Nietzsche). Themes and topics addressed fundamental skills: speaking, comprehension, will include Mephistopheles, the Virgin Mary, reading, writing and cultural awareness. In 110 HISPANIC STUDIES

language courses, classroom practice in women’s studies or a second language. speaking is supplemented by work in the The major consists of nine courses language laboratory. distributed as follows: Our language courses offer students an 1. One required course in Hispanic civiliza- opportunity to acquire communication skills tion and culture: while developing an awareness and apprecia- Hispanic Studies 260 (The Hispanic World: tion of Hispanic culture. These courses are Spain) or designed for students in any field or major Hispanic Studies 280 (The Hispanic World: that benefits from the ability to communicate Introduction to Latin American Culture) in Spanish and knowledge of Hispanic 2. Two required survey courses in Hispanic culture and civilization. literature: Applicants for admission who intend to Hispanic Studies 305 (Literary Currents in continue the study of Spanish at Wheaton are Spain I: From the Middle Ages to the end strongly advised to take the Spanish Achieve- of the Golden Age) ment Test of the College Entrance Examina- Hispanic Studies 306 (Literary Currents in tion Board. Applicants who have taken an Spain II: 18th, 19th and 20th Centuries) or Advanced Placement course in Spanish Hispanic Studies 315 (Spanish American language or literature and who score 4 or 5 Literature I: Colonialism to Modernism) on the Advanced Placement Examination Hispanic Studies 316 (Spanish American administered by the Educational Testing Literature II: Contemporary Literature) Service may receive up to two Wheaton 3. One senior seminar (Hispanic Studies 400) degree credits for this advanced work, upon that allows students to integrate the successful completion of a 300-level course in diverse perspectives gained in courses and Hispanic Studies at the College. Before readings. (Usually taken in the Spring of enrolling in a first Spanish course at the senior year.) Wheaton all students who have studied 4. Five more elective courses at the 200 (220 Spanish must take the placement exam given or above beginning with the class of 2001) by the department. and 300 levels. The Major in Hispanic Studies The Minor in Hispanic Studies Requirements are intentionally broad and Any combination of five courses above 200, flexible to accommodate the diverse interests including at least one at the 300 level or of students, while being sufficiently focused equivalent. to assure development of appropriate knowl- edge and skills. Study Abroad Students interested in this program PRESHCO Programa de Estudios Hispánicos en should discuss their plans with the depart- la Universidad de Córdoba (Spain). ment as early as possible in order to design an The opportunity to study abroad is an individualized program of studies depending integral part of the program of Hispanic upon their personal preferences and career `studies at Wheaton College. Majors, minors aspirations. and other serious students of Hispanic Majors and minors in Hispanic Studies studies are expected to spend their junior usually go on to further studies or employ- year or a semester abroad, either with ment in a wide variety of areas. These include PRESHCO in Spain, or another approved graduate studies, teaching, law, government, program in Latin America or Spain. publishing and editing, interpreting, person- PRESHCO is housed in the University’s nel work and a multitude of positions in Facultad de Filosofia y Letras, where courses international relations, business and banking. are taught in Spanish by professors of the The department encourages students to University of Córdoba and other foreign develop a second major or minor in such scholars. This interdisciplinary program has areas as American studies, anthropology, art, been in operation since 1981 and has three computer science, economics, education, basic objectives: English, history, international relations, 1. To encourage the personal and intellectual Latin American studies, legal studies, man- growth that comes from living and study- agement, music, philosophy, political science, psychology, religion, sociology, theatre, HISPANIC STUDIES 111

ing in a foreign country; class meetings per week plus work in the 2. To increase the student’s command of the language laboratory and media center. Spanish language; Prerequisite: Hispanic Studies 102, 106, place- 3. To foster knowledge and appreciation of ment exam or consent of the department. (Foreign Spanish culture through studies in the Language) humanities, social sciences and fine arts as Department they pertain to Spain. Advanced Intermediate Level Applicants must have completed Hispanic studies 200 or the equivalent prior to partici- 200. Readings in Contemporary Hispanic pation in the program and may receive as Literature many as four course credits per semester. All Reading and discussion in Spanish of a courses may be counted toward a major or number of Spanish and Spanish American minor in Hispanic studies. Students interested texts (drama, novel, short stories and poetry). in PRESHCO or other programs in Latin Non-literary texts such as films and music will America or Spain should consult with also be included. The course is designed: 1) to PRESHCO coordinator (Medina) and the improve students’ ability to communicate Director of International Programs orally and to express themselves in written (Gaylord). Spanish; 2) to broaden their understanding of the Hispanic world; 3) to introduce them to Language Courses—Elementary Level contemporary Hispanic writers. Four class 101., 102. Basic Spanish meetings per week plus work in the language A year-long course conducted by intensive laboratory and media center. Prerequisite: oral method for students with no preparation Hispanic Studies 150, placement exam or consent in the language. Its goal is to provide more of the department. (Arts and Humanities and than a basic knowledge of Spanish while Foreign Language) developing the fundamental skills: under- Department standing, speaking, reading, writing and Advanced Level cultural awareness. Four class meetings per week plus work in the language laboratory 220. Advanced Oral and Written Communica- and media center. Open only to students who tion I: Conversation have not studied Spanish. (Foreign Language) Designed to improve students’ ability to speak Department Spanish at an advanced level, the course 105., 106. Review of Basic Spanish provides intensive practice in conversational skills through reading and discussion of Intensive one-year review of the basic struc- current works that reveal socio-cultural ture of Spanish for students with some aspects of the Hispanic world. Using political previous knowledge of the language but who and social ballads, popular verse, idioms, are not ready for intermediate work. Intensive articles, short stories, plays and films, students oral method. Comprehensive grammar will discuss contemporary topics with the goal review, with activities designed to improve of ensuring good communication skills. the fundamental skills: listening, speaking, Attention will also be placed upon developing reading, writing and cultural awareness. Four students’ knowledge of syntax and writing class meetings per week plus work in the ability. Four class meetings per week plus language laboratory and media center. (Foreign work in the language laboratory and media Language) center. Prerequisite: Hispanic Studies 200, Department placement exam or consent of the department. Intermediate Level (Foreign Language) Department 150. Intermediate Spanish 240. Advanced Oral and Written Communica- This intensive one-semester course provides tion II: Composition further development and practice of all This course is designed to improve student’s language skills. Comprehensive grammar writing skills in Spanish, with emphasis on the review, with activities designed to enhance the practice of various types of writings: formal fundamental skills: listening, speaking, letters, diary, poetry, essays, short stories and reading, writing and cultural awareness. Four analysis of literary texts and social and politi- 112 HISPANIC STUDIES

cal issues in the Hispanic world. Attention is ent and divergent voices make up Latin also given to improving conversational skills. American identity and culture. Prerequisite: Three class meetings per week plus work in Hispanic Studies 240 or consent of the department. the language laboratory and media center. (Arts and Humanities and Foreign Language) Prerequisite: Hispanic Studies 220, placement Medina, Tierney-Tello exam or consent of the department. (Foreign Language and Writing Intensive) Literature Survey Courses Department 305. Literary Currents in Spain I: From the 260. The Hispanic World: Introduction to Middle Ages to the End of the Golden Age Spain’s Social and Cultural History A study of literary movements and genres in A study of the major trends and development Spanish literature from the medieval period to in the evolution of Spanish society and the end of the Golden Age through the culture, from its origins to the present, from reading and discussion of representative historical, political, social, artistic and works. Prerequisite: Hispanic Studies 240 or intellectual perspectives. Prerequisite: Hispanic consent of the department. Studies 240 or consent of the department. (Arts Department and Humanities and Foreign Language) 306. Literary Currents in Spain: 18th, 19th and Medina 20th Centuries 270. Studies in Latin American Culture: Cuba A study of literary movements and genres in and the Pursuit of Freedom Spanish literature from the 18th century to the An advanced course that provides an intro- present through the reading and discussion of duction to Cuban culture, while maintaining representative works. Prerequisite: Hispanic and improving Spanish language skills. The Studies 240 or consent of the department. course is designed to give students an Medina overview of the evolution of Cuban culture 315. Spanish American Literature I: Colonial- and society from colonial times to the ism to Modernism present, with emphasis on the 19th and 20th A study of Spanish-American literature from centuries. Readings include novels, short the colonial period to 1910 through the stories, plays, poetry essays and historical reading and discussion of representative sources. Some of the authors that will be works. Prerequisite: Hispanic Studies 240 or considered are José María Heredia, Gertru- consent of the department. dis Gómez de Avellaneda, José Martí, Tierney-Tello Nicolás Guillén, Lydia Cabrera, Alejo Carpentier, Fidel Castro, Guillermo Cabrera 316. Spanish American Literature II: Contemporary Literature Infante, Lourdes Casal, Nancy Morejón and Dolores Prida. Prerequisite: Hispanic Studies A study of Spanish-American literature from 240 or consent of the department. (Arts and modernism to the present through the reading Humanities and Foreign Language) and discussion of representative work. Prereq- Medina uisite Hispanic Studies 240 or consent of the department. 280. The Hispanic World: Introduction to Medina, Tierney-Tello Latin American Culture An advanced course which provides an Studies in Literature introduction to Spanish-speaking Latin (Course content varies from one year to another) American culture while maintaining and Prerequisites for the following courses are 305 improving Spanish language skills. The and 306, or 315 and 316, or consent of the course is designed to give students an department. overview of the diverse cultures of the 320. Studies in Spanish Literature of the region, moving historically from the first Middle Ages and the Golden Age encounters of colonial times to the various 330. Studies in Spanish Literature of the communities which make up present day Eighteenth and Nineteenth Centuries Latino culture. While the temptation in such 340. Studies in Spanish Literature of the 20th a course is to attempt to obscure differences Century in order to present a coherent narrative, our 350. Studies in Spanish-American Literature: focus will rather be on the way many differ- Fiction HISPANIC STUDIES 113

360. Studies in Spanish-American Litera- History ture: Drama and Poetry 1400. History of Spain: An Overview of Spanish 370. Studies on Hispanic Women Writers Civilization 399. Independent Study A study of the major trends and development 400. Seminar in Hispanic Studies. Intensive in the evolution of Spanish society and culture study of a selected author, genre, from its origins to the present. literary movement or theme. Each student is required to present a major 1401. History of Spain: Andalusia before the paper as a culmination of the semester’s Romans work. The culture of southern Spain prior to the Roman invasion. Special attention given to the Special Courses importance of Iberian culture for subsequent 318. Spanish Practicum Internship Andalusian life. In collaboration with the Filene Center for 1401. History of Spain: Andalusia during the Work and Learning, majors and minors in Roman Period Hispanic studies are placed in agencies in A study of the social realities of Andalusia Massachusetts or Rhode Island that need during its configuration as one of the Roman Spanish-speaking volunteers. Students will be provinces (Baetica). The analysis of the society able to increase their fluency in Spanish of this period (second century B.C. to third through personal and continued contacts with century A.D.) will be based on literary, the language and, at the same time, assist the archaeological, epigraphic, and juridical Hispanic community in programs related to documents. foster care, refugees, hospitalized children and 1402. History of Spain: The Middle Ages adolescents, battered women and their Spain to 1492, with emphasis on the simulta- children, legal advocacy, rape crisis, AIDS, substance abuse, runaways, family emergency neous existence of Jewish, Arabic, and Chris- shelter, in after-school programs, etc. Class tian civilization, and the Christian Reconquest discussion will focus on the histories and of the Iberian Peninsula. cultures of Latinos in the U.S., and other issues 1402. History of Spain: Moslem Andalusia pertaining to this community. Only open to Cultural and social history of Al-Andalus juniors and seniors. Prerequisite: Hispanic during the Islamic period (711-1492) Studies 240 and interviews with the Department 1403. History of Spain: 1492 – 1700 chair and the Director of the Filene Center. Medina, Tierney-Tello Social and political history of Spain during its two centuries as a major world power. The Course in Translation Spanish Empire in Europe and America, evolution of Spanish society, rise and fall of 235. Contemporary Latin American Fiction in Translation the Hapsburg dynasty. Readings in translation of significant works by 1403. History of Spain: The Colonization of modern authors from Latin America. America The creation and administration of Spain’s Courses Offered by PRESHCO every year empire in the New World. Viewed from cultural, social, economic, and ethical perspec- Language tives. 1300a. Advanced Grammar and Composition 1404. History of Spain: The 18th and 19th The objective of this course is to increase Centuries proficiency in the Spanish Language through A study of Spain’s political history from 1700 corrective phonetic and exercises in syntax, to 1900. Emphasis on the reform movements stylistics, and vocabulary building. Required of that have shaped the Spanish nation. all students. 1405. History of Spain: The 20th Century 1302. Translation Spain since 1900. The Primo de Rivera Theory and practice of translation between dictatorship; fall of the monarchy; Second English and Spanish. Recommended for Republic; Civil War; Franco Regime; restora- students who have a strong foundation in both tion of the Bourbons; transition to a modern languages. democratic state. 114 HISPANIC STUDIES

1405. History of Spain: Spain and the century. Special attention to Arabic influences European Economic Community (1976 – 1992) in Spanish music. Spain’s contemporary history since the death 1435. Fine Arts: Special Topic of Franco in 1975. The course will concen- trate on the major events of the nation’s Course content varies from one semester to transition to democracy, on the social another. changes that have taken place, and on the adaptation of Spain’s economy to member- History ship in the European Community. Professors Bloom; Chandra, Chair; and Crosby 1407. History of Spain: Special Topic Associate Professor Course content varies from one semester to Assistant Professors Baker, Bezís-Selfa, and another. Tomasek Geography Instructor Dolita Cathcart 1411. The Geography of Spain For current information about course descriptions, scheduling, new courses and departmental staff, Physical and social geography of Spain, with please refer to the college catalog available on-line emphasis on Andalusia. at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published Literature by the Registrar’s Office. 1421. Spanish Literature: The Golden Age The History Department offers a variety of A survey of the major literary works of courses grouped in three categories: general Spain’s 16th and 17th centuries. interest courses, national histories and 1422. Spanish Literature: The Modern Period advanced courses. The major program in history requires a Major works and authors of the 19th and minimum of 10 courses. These include: 20th centuries. 1. Five courses in an area of concentration— 1423. Literary Criticism America, Asia, or Europe—or in a period of A study of current trends in literary criticism concentration, such as the 20th century. and their application to Spanish literature. (Period concentrations must include Recommended for students with some previous courses drawn from all three areas.) At study of literature. least two of these five courses must be at 1425. Spanish Literature: Special Topic the 300 level or above. 2. Concentrators in an area must also take Course content varies from one semester to three courses outside the area of concen- another. tration, one of which must be in each of Fine Arts the other two areas. One of these courses 1431. Spanish Art History may be in Latin American history, pro- vided that the other two courses are in the A survey of the major accomplishments of th two areas outside of the area of concentra- Spanish painting since the 17 century. tion. Concentrators in a period must take 1432. Moslem Art three courses in periods outside the one A study of the most important monuments chosen for concentration. in Spain from the Islamic period: the great 3. The Junior Colloquium (History 302). Mosque of Córdoba, the palatial city of Required of all majors in the first semester Medinat al-Zahra, the Almohade buildings of the junior year, except those on LOA, and the Alcázar of Sevilla, and the Alhambra JYA or 12-College Exchange, who must of Granada. Study of the influence of take it in the senior year. Moslem art and other Spanish styles, 4. Seminar (History 401). particularly on Mudéjar art. Slides, visits to No more than three 100-level courses shall be sites. counted toward the major. 1433. The Music of Spain Occasionally, by permission of the department chair, students may substitute as A panoramic view of Spanish music, from an elective a course offered by another the Mozarabic chants and Medieval cantigas department. to the nationalistic tendency of the 20th HISTORY 115

Guidelines have been established for 141. Culture and Values in Historical interdepartmental major programs combining Perspective: China and Korea history with art, economics, political science, This course will be an examination of the philosophy, or religion. The department also culture and values of China and Korea. The participates in a number of other interdepart- role of Confucian, Taoist, Legalist, Buddhist, mental or combined major programs includ- Communist and democratic ideologies in ing American studies, Asian studies, German shaping the individual, family, community, studies, international relations, Russian aesthetics, commerce, and government and studies, and women’s studies. law will be the principal topics of discussion. The history minor consists of at least five Principally for freshmen and sophomores. (Per- courses. Four courses must be in either a spectives on the Non-Western World) single area or a single period of concentration. Chandra One course must be outside the area or period 142. Culture and Values in Historical of concentration. At least one of the four Perspective: Japan and India courses of concentration must be at the 300 The role of Confucian, Taoist, Legalist, level or above. No more than two 100-level Buddhist and Shintoist ideologies and West- courses may count for the minor. ern world views in shaping Japanese concepts History courses are also included in the of the individual, family, community, aesthet- following special minor programs: African- ics, commerce, and government and law will American and African studies; development be the principal topics of discussion in the studies; family studies; Latin American first half of the semester. The role of Hindu, studies; and management. Buddhist, Jain, Islamic, Sikh, and Western Explorations in History—Courses of world-views in shaping similar concepts and General Interest institutions in India will be the focus of the second half. Principally for Freshmen and 100. Ancient Western History Sophomores. (Perspectives on the Non-Western A survey of all pre-Christian western societies World) and cultures, including neolithic, Celtic, Chandra Egyptian, Greek and Roman, up to the advent 143. Africans on Africa: A Survey of Christianity and the collapse of the Roman empire in the west. Topics covered will Africa’s development paralleled European include women, family, religious beliefs, and development up to the eve of European the development of the arts and ideas. (West- colonization of the continent. Whereas the ern History) African slave trade robbed the region of Quinn millions of her people, a distinctly African holocaust, the slave trade and its eventual 101. The Development of Modern Europe from demise in the early 19th century also set the the Medieval Era to 1789 stage for European colonization. This course A study of the foundations of modern Europe. is a broad survey of the history of the African Among the topics examined are the develop- continent prior to colonization, during ment of modern states, the emergence of a colonization, and through the post-colonial capitalist economy, the Renaissance, the period to the present. Its perspective will be Reformation, overseas expansion, the scien- uniquely African. We will focus on the tific revolution and the Enlightenment. interruption of African development and the (Western History) strategies of resistance and accommodation Baker, Crosby adopted by various groups through an exami- 102. The Development of Modern Europe nation of selected texts, literature and film. Since 1789 (Perspectives on the Non-Western World) Europe from the French Revolution to the Cathcart present. Topics include: the development of 207. Medieval Europe industrialism, nationalism, romanticism, A survey of the history and culture of Europe, imperialism, democracy, socialism, commu- 300-1300. The institutions of feudalism, nism and fascism; the impact of two world monarchy and the church will be examined; wars; totalitarianism; and Europe’s post- the development of monasticism and Chris- World War II renaissance. (Western History) tian philosophy. Throughout the basic Baker 116 HISTORY

narrative of events the course will focus on experiences in national historical sequences the medieval outlook as expressed in philoso- and comparative contexts. Open to all classes. phy, art, literature and music. (Western (Perspectives on the Non-Western World) History) Chandra Quinn 240. German History: 1848-Present 213. The History of the Civil Rights A survey of German history from the failed Movement revolutions of 1848 to national reunification This course will examine, through readings in the 1990s. Topics include: the unification and films, those events which led up to and of Germany under Bismarck, Germany and included the civil rights movement in the World War I, the Weimar period, the rise of United States, as well as those mass move- National Socialism, the Holocaust and World ments it inspired throughout the 1960s and War II, division, and the problems of a newly the 1970s. We will explore the hopes and reunited Germany. (Western History) dreams, actions and strategies, of the pro- Baker gressive members of this movement which 275. Psychology and History began decades before sit-ins galvanized student activism. This course will center on Examination of the uses of psychology in an the historical context which helped to shape attempt to understand the past. Readings will the political and social reality of the times. include works on such diverse personalities as We will examine how the basic tenets of this Luther, Theodore Roosevelt, Gandhi, Hitler movement continue to influence us today. and Richard Nixon. Some attention also given (Cultural Diversity) to psychological interpretations of family and Cathcart group history and of social movements. Crosby 215. History of Russia 285. History of Science to the Scientific A survey of the growth and development of Revolution. Russia from its medieval foundations to the Current dominance of “science” as a symbol recent breakup of the Soviet Union. Topics of progress and prosperity has its roots in the include: the rise of Muscovy, the Romanov cultural traditions of medieval Christian dynasty, Russia and Europe, reform and Europe and its selective appropriation of a revolution in the 19th century, the Russian Greek heritage. This course addresses the Revolution, Leninism and Stalinism, and the historical context, structure and development demise of the U.S.S.R. and its aftermath. of science; and explores science as a cultural Baker and sociological phenomenon while tracing 221. History of the Middle East changes in the perception of nature and A survey of Middle Eastern history from the human knowledge over time. (Western History) rise of Islam to the present, with a focus on Quinn factors contributing to the conflicts of today. 298. Germany: History vs. Culture Topics include Islamic civilization, the An interdisciplinary team-taught course, Ottoman Empire, the impact of the West, cross-listed in German and history. The Arab and Iranian nationalism, the creation of subject is 20th-century Germany, approached Israel, the Iranian revolution, the Intifada from two different methodologies: history and and current developments in the region. German studies. Weekly examinations of (Perspectives on the Non-Western World) historical sources and analyses using novels/ Baker films/art , looking for continuity and contra- 226. Women in East Asia: Past and Present dictions. Topics include: World War I, The traditional and changing roles of Weimar Culture, Hitler, Holocaust, the Wall, Chinese, Korean, and Japanese women will Berlin, unification. (Arts and Humanities and be examined with the help of primary and Western History) secondary readings and inter-disciplinary Baker (History) and Denton (German) approaches. Women’s self-images and men’s attitudes toward them will be given equal attention. The attempt will be to understand East Asian women’s personal and social HISTORY 117

National Histories 206. Modern America: 1945 to the Present 201. American Colonial History to 1776 Despite America’s preeminent position in the world since 1945, the anxieties of the cold war Covers colonial North America’s past. Topics and the nuclear age pervaded postwar life. include: indigenous societies before contact, Issues such as civil rights, McCarthyism, European reconnaissance and colonization, Vietnam, the counter-culture, Watergate, rise of indentured servitude and slavery, social economic fluctuations, and political cynicism and cultural exchange between Native Ameri- all raised particular concerns. This course will cans, Africans, and Europeans, and the social, trace American history in these years—politi- political, cultural, and economic development cal, social and cultural. (Western History) of British North America in the 18th century. Bloom (Cultural Diversity or Western History) Bezís-Selfa 208. Native American History 202. America: The New Nation (1776-1836) Examines histories of indigenous peoples of the U.S. Topics include: settlement, pre-contact Considers the process by which Americans culture, interaction with European colonizers, created a new nation and forged a national impact of U.S. territorial expansion, assimilation identity from the period of the Revolution and reservation life, termination, and recent through the Jacksonian era. Topics include: efforts for cultural revival and economic and the course of American political growth; the political self-determination. (Cultural Diversity) experiences of Native Americans, African Bezís-Selfa Americans and women in the new republic; the beginnings of northern industry; and the 209. African American History to 1877 flourishing of reform movements. (Western Examines the early history of people of African History) descent in North American, placing the Tomasek experiences of African Americans at the center. 203. America: The Nation Divided (1836-1876) Includes a survey of African history before European incursions and attention to enslave- Explores the development of divergent ment, culture, women’s experiences, commu- patterns of life in three distinct regions of the nity and family life among both free and United States—the West, North and South— enslaved Blacks, and the role of African in order to comprehend the emergence of Americans in the American Revolution, the sectionalism, the violent struggle of the Civil Civil War, and Reconstruction. (Cultural War and the readjustments of the Reconstruc- Diversity or Western History) tion years. (Western History) Cathcart Tomasek 210. African American History: 204. Industry and Empire: The United States, 1877 to the Present 1876-1914 This course follows the freed slaves and other Examines how industrialization in the late 19th African Americans from the end of Reconstruc- century transformed work, home life, class tion through the institution of segregation, the dynamics, ethnic diversity, gender relations, migrations north, life in urban America, the race relations, politics, and foreign policy. civil rights movement after World War II, and Such changes redefined what it meant to be the contemporary realities of race in the American and led to the creation of the United States. Particular interest will be paid to modern nation. (Western History) cultural history, family life, gender roles, and Bezís-Selfa identity. (Cultural Diversity or Western History) 205. America Between the Wars: 1914-1945 Cathcart The two world wars bracket a period of 211. History of England to 1688 extremes in American history — the roaring Examination of the political, economic and twenties and the depression of the thirties. This cultural development of England from earliest course will follow the political and social history times. Topics include: early Celtic and Roman of these years, with special attention to the lives societies, the impact of William the Conqueror, of individual Americans, the artistic creations and medieval aristocratic rivalries. Special of the period and the diplomatic questions attention given to the Tudors and Stuarts. which begin and end the era. (Western History) (Western History) Bloom Crosby 118 HISTORY

212. History of England from 1688 to the Latinos to those of other racial/ethnic/immi- Present grant groups in the U.S. (Cultural Diversity) Development of broad political, economic and Bezís-Selfa th cultural themes. 18 -century aristocratic 230. U.S. Women to 1869 society, the impact of industrialization, and Surveys the history of women in the United the growth of Empire and England’s contem- States from the colonial period to 1869. porary adjustments to an altered world Examines both the process through which a position are specific topics that will be exam- distinctly European-American, middle-class ined. (Western History) concept of “womanhood” came to dominate Crosby the culture of the new nation and the strategies 215. History of Russia through which women of diverse races, classes, A survey of the growth and development of and ethnicities struggled against that culture. Russia from its medieval foundations to the (Cultural Diversity or Western History) recent breakup of the Soviet Union. Topics Tomasek include: political, social, religious, and eco- 231. U.S. Women since 1869 nomic developments; the conflict of eastern Surveys the history of women in the United and western traditions; Russia’s emergence as States from 1869 to the present. Explores the a European power; 19th century revolutionary achievements of middle-class European- and reform movements; the creation of the American reformers and discusses the signifi- Soviet Union, and its flawed drive for mod- cance of differences of race, class, culture, and ernization and domination in global politics. sexual orientation among women in the United Baker States. (Cultural Diversity or Western History) 218. Latin America to 1826 Tomasek Examines Latin America’s past from human 265. Traditional Chinese Civilization settlement to national independence. Topics Introduction to the civilization of China to include histories of indigenous peoples prior 1839. The political, social and cultural institu- to arrival of Iberians; Iberian conquest and tions, ideologies and values of China prior to colonization of Mesoamerica, South America, the Opium War. The focus of inquiry will be and Caribbean basin; cultural, commercial, on understanding both the strengths and and biological exchange between Europeans, weaknesses of traditional Chinese body-politic. Africans, and indigenous Americans; rise of (Perspectives on the Non-Western World) African slavery; economic, political, and social Chandra development, and revolutions for national independence. (Perspective on the Non-Western 267. Traditional Japanese Civilization World) Introduction to the civilization of Japan prior Bezís-Selfa to 1853. The political, social, cultural and 219. Modern Latin America, 1826 to the economic structures, ideologies and values of present Japan prior to the “opening” of the country by America’s Commodore Perry. The focus of Covers history of Latin America during inquiry will be on understanding both the national era. Topics will include: nation- strengths and weaknesses of traditional building, economic development, abolition of Japanese body-politic. (Perspectives on the Non- slavery, role of U.S. in Latin America, national Western World) revolutions, and politics, economics, and Chandra culture during Cold War and thereafter. Focus on histories of four nations: Argentina, Advanced Courses Brazil, Cuba, and Mexico. (Perspective on the Non-Western World) 050. Senior Colloquium in American Studies Bezís-Selfa Through readings and discussion the course will 220. Latinos in the United States, 1500 to the seek to bring together the various disciplines present and methodologies pertinent to the American Studies major. Required of, and limited to, senior Covers history of Latinos in the U.S. from American Studies majors. (One-half credit) Columbus’ arrival to present. Focus on how Bloom Latinos have shaped and been shaped by life in the U.S. and on comparing experiences of HISTORY 119

302. The Junior Colloquium Danton, Robespierre and others. Concludes This course serves as an introduction to the with a study of Napoleon as revolutionary, study of history. It examines the ways in which soldier and statesman. Open to sophomores, historians have viewed the past over the juniors and seniors. (Writing Intensive) centuries. Readings are from several areas of Crosby history, including America, Asia, and ancient, 324. Topics in 19th-Century medieval, and modern Europe. Special atten- European History tion will be given to the newer historical An examination, through class work and an approaches to the past: these include women’s independent reading project, of several topics history, black history, psychology and history, of particular import both to the contemporary and social history. Required for all history world and to 19th-century Europe. Topics may majors. Normally taken in the fall semester of the include: the impact of industrialism, urban junior year. (Writing Intensive) development, imperialism, international Crosby, Quinn relations, Darwinism, the status of women, 313. Issues in the History of Women in Europe liberalism and socialism, revolution, or others. A thematic approach to issues within the broad Open to juniors and seniors, sophomores with perspective of women’s experiences in Europe instructor’s permission only. (Writing Intensive) from pre-history to the present. Topics will Baker include matriarchal, goddess worshipping 328. Europe Since World War II cultures; women within patriarchy; women and A detailed examination of Europe’s diminished Christianity; the education of women; devel- role in the world after 1945: postwar recon- opment of women’s political and legal rights; struction, justice for victims of Nazism, the debates concerning reproductive freedom. Cold War, decolonization, postwar culture in Open to juniors and seniors, sophomores by East and West, youth protest movements, the permission of the instructor. impact of neoconservatism, the fall of Com- Quinn munism, and the rising threat of right-wing 314. Renaissance, Reformation and Revolu- violence. Open to juniors and seniors; sophomores tion: Europe 1350-1650 with instructor’s permission only. The dissolution of the medieval synthesis and Baker the rise of humanism; developments in culture 331. Social and Intellectual History of the and thought in Italy and on the Continent; United States to the Civil War religious Reformation. Includes an examina- The evolution of American society from the tion of the impact of intellectual changes on colonial period to the Civil War and how popular classes and issues of gender. Open to various Americans attempted to describe, juniors and seniors, sophomores by permission of the explain, or alter the world in which they lived. instructor. Readings will come from primary sources, Quinn such as Franklin, Paine, Douglass, Emerson, 315. Authority and Society: Europe 1660-1715 and Thoreau, as well as works of contempo- The creation of centralized dynastic monar- rary social history. Open to juniors and seniors. chies in 17th-century Europe, and the trans- (Writing Intensive) mission of monarchical power throughout Bloom society. Family life and social conditions 332. Social and Intellectual History of the within a growing authoritarian framework is United States Since 1876 given special attention. France at the time of The response of American intellectuals, analysts Louis XIV and Stuart England provide most and writers to the changes accompanying the examples. Open to sophomore, juniors and seniors. growth of modern American society — from (Writing Intensive) the industrial revolution to the present day. Crosby Readings will include William James, Emma 322. Ideas and Actions: European Enlighten- Goldman, Henry Adams, Jane Addams, and ment and the French Revolution Richard Wright, as well as contemporary Investigation of the intellectual climate and analysts of modern American life. Open to political conditions preceding the French juniors and seniors. (Writing Intensive) revolution. The revolution itself is examined in Bloom some detail, including the roles played by 120 HISTORY

338. U.S. Labor History focus will be on political change, but attention Explores history of work and working Ameri- will also be directed to intellectual, social and cans from colonial era to present. Examines economic questions. Open to sophomores, juniors how race, technology, politics, gender, and seniors. (Perspectives on the Non-Western organizational innovations, and global World) economic changes have shaped workers’ Chandra consciousness and their experience of work. 370. European Radical Movements Bezís-Selfa A thematic examination of political move- 339. Slavery in the Americas ments, social groups, and cultural trends Explores and compares experiences of en- through which Europeans searched for new slaved Africans in the Americas from 1500 to understandings of the world, before and after 1888. Examines African slave trade, creation the devastation of World War I. Focusing on and transfer of plantation slavery within the relatively benign movements such as pacifism, Atlantic world, politics and cultural change health and new religions as well as the more within slave societies, abolition, and historical infamous ideologies of racism, fascism, and legacies of slavery for Americans. (Cultural Stalinism. Open to juniors and seniors; sopho- Diversity) mores with instructor’s permission only. Bezís-Selfa, Cathcart Baker 340. U.S. Women and Work 099, 299, 399. Selected Topics: Independent What is women’s work, and who does it? Work Have the answers to these questions changed Offered from time to time to allow students over time? This course examines the persis- to study a particular topic not included in tence of a gender division of labor that has regular courses, or to engage in Field Work differentiated women’s work from that of programs for credit in conjunction with the men; that division’s organization over time, Filene Center for Work and Learning. place, and occupation; and its variation by Department race, class, and region. Open to juniors and 401. Seminars seniors. Designed to allow intensive investigation of a Tomasek limited period or topic in history; subjects to 341. History of Sexuality be offered are reviewed annually. A minimum Examines the history of thinking about the of three courses are offered each year, the nature and meaning of sexuality, with particu- titles to be announced each spring. Open to lar attention to the religious, medical, psychi- seniors, with preference given to those majoring in atric, and sexological discourses in the United history and American Studies. (Writing intensive) States and Europe; popular responses to these Department discourses; and the changing boundaries 500. Individual Research between “normality” and “deviance.” Open to Offered to selected majors at the invitation of juniors and seniors. the department with a view toward developing Tomasek a program leading to consideration for 365. Modern China departmental honors. Students interested in A close look at China’s political, social, and being considered for such a program should cultural development from 1842 to the present. contact the Department Chair at any time Focus will be on both the foreign and domes- during the junior year, or at the beginning of tic factors in China’s transition from its the fall semester in the senior year. imperial past to a modern nation-state. Open Department to sophomores, juniors and seniors (Perspectives on the Non-Western World) Chandra 367. Modern Japan A detailed look at the multi-faceted transfor- mation of Japan since the Meiji Restoration of 1868. Japan’s ambitions, achievements and problems will be closely examined. The major INTERNATIONAL RELATIONS 121

Interdepartmental International Relations Professors Boroviak (Political Science) and For current information about course descriptions, scheduling, new courses and departmental staff, Weil (Economics), Coordinators please refer to the college catalog available on-line For current information about course descriptions, at www.wheatoncollege.edu/Catalog or the most scheduling, new courses and departmental staff, recent edition of the Schedule of Courses published please refer to the college catalog available on-line by the Registrar’s Office. at www.wheatoncollege.edu/Catalog or the most From time to time interdepartmental courses recent edition of the Schedule of Courses published by the Registrar’s Office. are offered by faculty members in more than one department. See class schedule. The major in international relations consists There are minor concentrations in of 10 courses, plus competency at the inter- Africana studies (see Kerner, Anthropology mediate level in a modern foreign language. Department); computer science (see LeBlanc, The major includes five core courses, at least Mathematics and Computer Science Depart- four courses in one geographical area concen- ment); legal studies (see Goodman, Political tration and at least one applied topics course. Science Department); management (see Each major’s program should be carefully Walgreen, Economics Department); and constructed with the coordinators. Students urban studies (see Grady, Sociology Depart- who plan to do graduate work in interna- ment). tional relations should develop substantial INT 198. Ponds to Particles proficiency in a foreign language. Students are also encouraged to develop the research Want to know how science connects to the and analytical skills appropriate for the major real world? This interdisciplanary course is either taking a research methods course in totally hands-on, problem-based science, political science or history or an analysis with authentic applications. You’ll work as course in economics. Students are encouraged part of a team in service to a local township, to take Math 141 (Statistics) for their math to solve some real problems for that commu- requirement. nity. Using “just-in-time” teaching, your Students wishing to participate in various instructors will serve you as coaches and exchange programs, junior year abroad, or partners in your problem-solving endeavors. other relevant programs should consult with The course includes many field trips, ranging the program coordinators at an early date to from short on-campus explorations to day- ensure that they can complete all require- long expeditions on Boston Harbor, the Cape ments. International relations majors are and Quabbin Reservoir. encouraged to participate in relevant intern- The first semester will focus on water ship and/or fieldwork experiences, both in the problems on Cape Cod; the second semester U.S. and abroad. will focus on energy problems. Students are encouraged to take both semesters (the Outline of Courses for the experiences you have in the second semester International Relations Major will build on those you have in the first), but enrolling for only one semester is acceptable. 1. Core Courses Early Childhood/Elementary Education Required of all students Political Science 109 minors are strongly advised to take this International Politics, Political Science 229 course both semesters as the way in which to U.S. Foreign Policy, Economics 304 Interna- meet their science requirements. tional Economics (note that Economics 101 Fahey, Morgan and 102 are prerequisites), Political Science 309 International Law or Political Science 339 Theories of International Relations, IR 402 Senior Seminar. 2. Foreign Language Competence at the intermediate level in a modern foreign language. (For languages taught at Wheaton the equivalent would be passing French 211, German 202, Italian 202, Russian 211 or Hispanic Studies 150.) 122 INTERNATIONAL RELATIONS

3. Area Concentrations Political Science 263. The Politics of the Each major must choose four courses in one of Middle East the following areas, including courses from at Religion 316. Islam: Faith and Practice least two departments, at least one of which 4. Applied Topics Courses must be in political science. (With permission, At least one of the following courses must be students may substitute an appropriate course part of the major: other than those listed. Anthropology 210. Feast or Famine: The Europe And Russia Ecology and Politics of History 102. The Development of Food Modern Europe Since Anthropology 240. Anthropology of the City 1789 Anthropology 250. Power and Leadership History 240. German History, 1848- Economics 232. Economic Development Present Economics 246.* Comparative Economic History 328. Europe Since World Systems War II Political Science 309.** International Law and Political Science 215. Contemporary European Organization Governments and Politics Political Science 323. Comparative Political Political Science 249. Soviet/Russian Foreign Development Policy Political Science 335. Politics of Divided Political Science 255. Russian Politics Societies Political Science 265. Politics and Society in Political Science 339.** Theories of International Eastern Europe Relations Political Science 325. European Integration Evaluated Field Work Experience (Overseas Economics 246.* Comparative Economic internship program or relevant Washington, Systems U.N. or other domestic experience.) Asia * Economics 246 may not be used as both an area Anthropology 285. Stability and Change in course and an applied course. South Pacific ** Political Science 309 and Political Science 339 may Anthropology 295. Peoples and Cultures of not be used as both core courses and applied South Asia courses. Each may count for either a core course or History 141. Cultures and Values in an applied course. Historical Perspective: The minor in international relations requires China and Korea the completion of Economics 304, Political History 142. Cultures and Values in Science 109, 229, 309, and one course from Historical Perspective: the Applied Topics Courses of the major Japan and India program. History 365. Modern China History 367. Modern Japan Political Science 209. Chinese Foreign Policy Italian Studies Political Science 223. Contemporary Chinese Associate Professor Gabriele Politics Instructor Fichera Religion 212. Sacred Texts of Asia For current information about course descriptions, Middle East/Africa/Latin America scheduling, new courses and departmental staff, Anthropology 225. African Cultures in please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most Transition recent edition of the Schedule of Courses published Anthropolicy 235. Peoples an Cultures of by the Registrar’s Office. Latin America History 219. Modern Latin American The program of Italian studies offers courses 1826 to Present in the arts, language, literature and civilization History 221. History of the Middle of Italy. East Language Courses in Italian Political Science 203. African Politics Political Science 233. The Politics of Latin Language courses at the elementary and America intermediate levels in Italian are offered on an intensive basis and are taught with an eclectic, ITALIAN STUDIES 123 functional five-skills approach. This integrated and plan as early as possible in order to design approach develops simultaneously all the an individualized program of studies depend- fundamental skills: speaking, comprehension, ing upon their personal preferences and career reading, writing and cultural awareness. aspirations. Our language courses offer students an opportunity to acquire communication skills Language Courses—Elementary level while developing an awareness and apprecia- 101., 102. Basic Italian tion of Italian culture and civilization. These A year-long course conducted by intensive courses are designed for students in any field oral method for student with no preparation or major that benefits from the ability to in the language. Its goal is to provide more communicate in Italian and knowledge of than a basic knowledge of Italian by develop- Italian culture and civilization. ing the fundamental skills: understanding, Before enrolling in a first Italian course at speaking, reading, writing and cultural Wheaton, all students who have studied Italian awareness. Four class meetings per week plus must take the placement exam given by the work in the language laboratory and media department. center. Open only to students who have not studied The Minor in Italian Studies Italian. (Foreign Language) Department Requirements: 1. Language Competence at the Advanced 150. Intermediate Italian Intermediate Level (Italian Studies 200: This intensive one-semester course provides Readings in Contemporary Italian Literature). further development and practice of all lan- 2. Five courses from the following: guage skills. Comprehensive grammar review, Itas. 200. Readings in Contemporary Italian with activities designed to enhance listening, Literature speaking, reading, writing and cultural Itas. 220. Advanced Oral and Written Com- awareness. Four class meetings per week plus munication: Conversation and work in the language laboratory and media Composition center. Prerequisite: Italian 102, placement exam Itas. 235. Contemporary Italian Women or consent of the department. (Foreign Language) Writers in Translation Department Itas. 260. Italian Civilization Advanced Intermediate Level Itas. 305. Studies in Italian Literature I Itas. 306. Studies in Italian Literature II 200. Readings in Contemporary Art 115. Tuscan Art and Culture (1250-1580) Italian Literature Art 231. Italian Medieval Art and Culture Reading and discussion in Italian of Italian Art 232. Art and Architecture of the Four- texts (drama, novel, short stories, poetry). teenth and Fifteenth Centuries in Non-literary texts such as films and music Italy included. Designed to improve the students’ Art 274. Roman Art and Architecture ability to communicate orally and to express Art 332. Art and Architecture of the 16th themselves in written Italian; to broaden their Century in Italy understanding of the Italian world; to intro- Art 336. Venetian Art and Architecture duce them to contemporary Italian writers. Art 401. (When it concerns Italian topics) Three class meetings per week plus work in Other combinations are also possible, if the language laboratory and media center. students take advantage of special courses that Prerequisites: Italian 150, placement exam or deal directly with Italy and/or Italians in America consent of the department. (Arts and Humanities offered by other departments. Such courses and Foreign Language) will vary from year to year. Department Students may major in Italian studies by 220. Advanced Oral and Written Communica- taking nine courses from the above list. We tion: Composition and Conversation also encourage majors to spend their junior This course is designed to improve the year abroad with the ECCO or Brown programs student’s speaking and writing skills in Italian in Bologna, or another approved program. at an advanced level, and will develop fluid Students interested in this program should conversational and writing skills through consult Tommasina Gabriele or the Department, intensive practice. Three class meetings per 124 ITALIAN STUDIES

week plus work in the language laboratory and Latin (See Classics) media center. Prerequisite: Italian 200, place- ment exam or consent of the department. (Foreign Language) Latin American and Gabriele Latino/a Studies Civilization Course Assistant Professor Bezís-Selfa (History), Coordinator 260. Italian Civilization Associate Professors Medina (Hispanic A study of the major trends and development in Studies), Tierney-Tello (Hispanic Studies), and the evolution of Italian society and culture, Treviño (Sociology) from its origins to the present, from a historical, Assistant Professors Brucato (Hispanic Stud- political, social, artistic and intellectual perspec- ies), Song No (Hispanic Studies), Albro (An- tive. Prerequisite: 200 or consent of the department. thropology), and Allen (Music) (Arts and Humanities and Foreign Language) For current information about course descriptions, Gabriele scheduling, new courses and departmental staff, please refer to the college catalog available on-line Literature Survey Courses at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published 305. Studies in Italian Literature I by the Registrar’s Office. A study of literary movements and genres in Italian literature from the medieval period to The Minor in Latin American and Latino/a the end of the 16th century through the reading Studies and discussion of representative works. Prereq- The minor in Latin American and Latino/a uisite: Italian 200 or consent of the department. studies will develop an integrated understand- Gabriele ing of the cultures and histories of Latin 306. Studies in Italian Literature II America and of latinos/as in the United A study of literary movements and genres in States. The minor offers opportunities to Italian literature from the 17th century to the explore the arts, economies, indigenous and present through reading and discussion of African cultures, literatures, and the political representative works. Prerequisite: Italian 200 and social dynamics of most of the Western or consent of the department. hemisphere. The Latin American and Latino/ Gabriele a Studies program is part of a wider, interdis- ciplinary effort at Wheaton to develop an 399. Selected Readings appreciation and broader understanding of Course in Translation the diversity and dynamism of cultures in Latin America, the U.S. and the world. 235. Italian Women Writers in Translation The minor consists of five courses. They A study of the dramatic shifts in social, are selected from at least three of the five political and economic roles of Italian women disciplines listed below. Competence in in the 20th century, beginning with Aleramo’s Spanish or Portuguese at the advanced (220) famous autobiographical novel, A Woman level is also required. Those interested should (1906). Includes the complex treatment of consult the coordinator and/or participating women under Fascism; representations of faculty to design their program. women as wives and mothers; women in the work force; women’s political victories Requirements: (suffrage and divorce); personal and social 1. Language: Competence at the advanced struggles for sexual self-determination; the level of Portuguese or Spanish. (For place of Italian women writers in the canon. Spanish the equivalent would be passing Amongst the readings: Sibilla Aleramo, Maria Hispanic Studies 220: Advanced Oral and Messina, Dacia Maraini, Alba De Céspedes. Written Communication I.) Lectures, discussions, readings, films and 2. Five courses from at least three disciplines. papers in English. Italian majors and minors may select to do readings and papers in Italian. (Arts and Humanities and Writing Intensive) Gabriele LITERATURE IN TRANSLATION 125

Area studies: fields, including sociology and psychology, Anthropology may be included or substituted with the 235. People and Cultures of Latin America approval of one of the coordinators. 245. Indigenous Movements in Latin Philosophy America Required (at least two): Art Philosophy 255. Feminism, Philosophy & the 255. Pre-Columbian Art and Architecture Law Philosophy 260. How Judges Reason Hispanic Studies Philosophy 265. Philosophy of Law 270. Studies in Latin American Culture: Philosophy 321. Contemporary Social & Cuba and the Pursuit of Freedom Political Philosophy 280. The Hispanic World: Introduction to Latin American Culture Political Science 315. Spanish American Literature I: Colo- Required (at least two): nialism to Modernism Political Science 291. Judicial Politics 316. Spanish American Literature II: Political Science 309. International Law and Contemporary Literature Organization 318. Spanish Practicum Internship Political Science 341. Constitutional Law I 350. Studies in Spanish American Literature Political Science 351. Constitutional Law II Watch for other special courses offered occasionally Political Science 022, on women writers from Latin America and other 023, 024, 025. Legal Issues in Public Policy topics. History Literature in Translation 218. Latin America to 1826 (See departmental listings for course description) 219. Modern Latin America, 1826 to the Present For current information about course descriptions, 220. Latinos in the United States, 1500 to scheduling, new courses and departmental staff, please refer to the college catalog available on-line the Present at www.wheatoncollege.edu/Catalog or the most 339. Slavery in the Americas recent edition of the Schedule of Courses published by the Registrar’s Office. Music 220. Music in Latin American Culture Classics Political Science 130. Egypt in the Greco-Roman World 233. The Politics of Latin America 135. Myth and Folklore 254/354. Comedy and Tragedy Sociology 256/356. The Ancient Romance 285. Latino Community 258/358. Tales of Troy 262/362. The Ancient Landscape: from Legal Studies Minor Mythology to Ecology 266/366. Women in the Classical World Professor Goodman and Assistant Professor 268/368. Paganism in the Greco-Roman Mathis, Coordinators World For current information about course descriptions, scheduling, new courses and departmental staff, French please refer to the college catalog available on-line 241. Masterpieces of French Literature at www.wheatoncollege.edu/Catalog or the most 246. New Wave and Newer: French Cinema recent edition of the Schedule of Courses published since the 1950’s by the Registrar’s Office. German The legal studies minor defines an area of 273. Film, Fairy-Tales, and German Culture study within the liberal arts. It includes 275. Beyond Good and Evil in Film and courses that examine legal institutions from a Literature humanistic or social science perspective. 298. Germany: History vs. Culture Students are required to take a minimum of five semester courses in the minor. Although it Religion is possible to take only courses in philosophy 109. Introduction to the Hebrew Bible and political science, courses from related 110. Literature of the New Testament 208. Religion in Modern Literature 126 LITERATURE IN TRANSLATION

Russian 2. English 101. Russian Folklore English 280. Professional and 200. Russia: Icons to Revolution Technical Writing 201. Russia from Revolution to the Present 3. History 203. Russian Drama History 338. U.S. Labor History 281. Russian Arts and Culture 282. Modern Russian Film 4. Mathematics (one course) 284. Women in Russian Culture Mathematics 211. Discrete Mathematics 305. Topics in Russian Literature Mathematics 221 Linear Algebra 5. Political Science Management Minor Political Science 321. Public Administration and Public Policy Professor Walgreen, Coordinator 6. Sociology For current information about course descriptions, Sociology 215. Working: Society and scheduling, new courses and departmental staff, the Meanings of Work please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most 7. Theatre recent edition of the Schedule of Courses published Theatre 102 Public Speaking by the Registrar’s Office. The courses included in this minor are ones that would be particularly useful for a student Mathematics intending to earn an MBA, or to seek an Professor Leibowitz entry-level position in business. However, the Associate Professor Goldbloom-Bloch, minor does not encourage students to develop Chair business skills in any narrow sense. Rather, Assistant Professors Ratliff and Sklensky drawing on the breadth and depth of the Visiting Assistant Professor Brevik courses offered in the liberal arts tradition, the minor seeks to foster an understanding of For current information about course descriptions, scheduling, new courses and departmental staff, business’ role in society, and to reinforce a please refer to the college catalog available on-line high level of literacy in the basic areas of at www.wheatoncollege.edu/Catalog or the most quantitative and communication skills. recent edition of the Schedule of Courses published The minor in management requires by the Registrar’s Office. satisfactory completion of six courses. The Mathematics and Computer Science The following three core courses are Department has a lot to offer an interested required: student. We are committed to combining 1. Mathematics /Computer Science (one our knowledge with cutting edge technolo- course) gies to initiate our majors into the lush and Mathematics 101 varied realms of mathematics. You will leave Calculus I, Mathematics 104 Wheaton with the fundamentals, heightened Calculus II, or Mathematics 203 powers of analysis and logic and a firm grasp Calculus III or Computer Science 106 or 115 on the first stage of your career. A bachelor’s degree in mathematics is a key which 2. Quantitative Methods (one course) unlocks hundreds of different doors, ranging Mathematics 141. Introductory Statistics from law school to systems analysis to a 3. Microeconomic Theory career in business to graduate study in Economics 285. Microeconomic Analysis mathematics. The mathematics major consists of a minimum The student must also satisfactorily complete of 10 courses. Normally, the courses will be: three courses from the following list, at least 101. Calculus I one of which must be outside the Economics 104. Calculus II Department, and at least one of which must be 211. Discrete Mathematics at the 300 level. 221. Linear Algebra 1. Economics 236. Multivariable Calculus Any economics course other than 101 or 102 301. Real Analysis not included in the core requirements. 321. Abstract Algebra Three additional courses at the 300 level MATHEMATICS 127

The department recommends that the first provide a gateway to the careful study of five courses be completed by the end of the infinite series. The deep structure of an second year. Courses beyond Math 104 used infinitely-differentiable function and the to fulfill the major requirements may not be beauty of snowflake fractals are two math- taken on a pass/fail basis. To major in math- ematical notions that can be understood ematics, students need at least a C+ average through infinite series. Four hours per week, for their Calculus I and Calculus II grades. including computer labs. Prerequisite: Math- For those students who place out of Calculus, ematics 101 or equivalent. (Mathematics/Logic) the additional course(s) needed to meet the Department minimum requirement will be determined in 120. Mathematical Thought consultation with the department. Recommended for humanities students. The mathematics minor requires five courses: Relying on nothing more than the willingness 101. Calculus I to concentrate and the desire to sharpen one’s 104. Calculus II wit, this course is a window into the universe One of Linear Algebra or Multivariable of ideas which comprise higher mathematics. Calculus Topics covered—at the instructor’s discre- One course at the 200 or 300 level course tion—may include chaos, fractals, infinity, One additional course at the 300 level knot theory, probability, social choice and 100. Pre-Calculus decision making, patterns, cryptography, graph theory, geometry and topology of This course is intended for students who need higher dimensional objects, scheduling a refresher of math skills before taking procedures and the Prisoner’s Dilemma. May Calculus. Topics covered include properties not be counted towards the mathematics major. of the rational and irrational numbers; (Mathematics/Logic) algebraic, exponential and logarithmic Department functions; composition of functions; and, trigonometry. This course does not satisfy the 133. Concepts of Mathematics Mathematics/Logic General Education require- Required of elementary education minors. ment, nor may it be counted towards the require- Mathematical topics which appear in everyday ments for the mathematics major. Fall only. life with emphasis on problem solving and Department logical reasoning. Topics include ratios and 101. Calculus I proportion, alternate bases, number theory, geometry, statistics and game theory. May not Calculus is the elegant language developed to be counted towards the mathematics major. Fall model changes in nature and to formally only (Mathematics/Logic) discuss notions of the infinite and the infini- Leibowitz tesimal. The universe is perceived and understood by observing changes and the 141. Introductory Statistics derivative is the premier intellectual tool for Strongly recommended for social science grasping and precisely describing change. students. This course aims to answer several Carbon-dating archeological finds, analyzing profound questions: Given the impossibility the explosive growth rates of small popula- of collecting complete data, how do we accu- tions, optimizing the size and shape of rately answer questions about a large popula- packing containers, and maximizing profits tion of people, industrial products or are among the important ideas discussed in mechanical devices? How do we test interest- Calculus I. Four hours per week, including ing hypotheses which apply to a large group? computer labs. Prerequisite: Three years of On each space flight, the Challenger had a secondary school mathematics, including trigonom- one in 15 chance of a failure of a critical etry, or Mathematics 100. (Mathematics/Logic) part—how do we understand a statement such Department as this? The notions of confidence intervals, 104. Calculus II hypothesis testing and probability provide a framework for answering these and other Taking the Fundamental Theorem of Calcu- questions. May not be counted towards the math- lus as a starting point, Calculus II explores the ematics major. (Mathematics/Logic) solution of definite integrals by both analytic Department and computational methods. These ideas 128 MATHEMATICS

151. Accelerated Statistics We offer at least four 300-level math courses per Strongly recommended for science and gradu- year. ate school-bound social science students. This 301. Real Analysis course covers all the interesting questions and tools of Statistics (Math 141), plus a deeper Many useful functions are closely approxi- look at probability, regression and tests of mated by infinite sums of well-chosen trigono- significance. In addition, the important metric functions: these sums are called Fourier ANOVA test, and other advanced topics, will series. At the instructor’s discretion, either be covered. May not be counted towards the Fourier series or the topology of n-dimen- mathematics major. (Mathematics/Logic) sional metric spaces is the organizing principle Goldbloom-Bloch, Department for this in-depth study of the substructure of calculus. Prerequisite: Mathematics 104 and 211. Discrete Mathematics Mathematics 211. Combining the iron rules of logic with an Goldbloom-Bloch, Ratliff artist’s sensitivity is part of the aesthetics of a 312. Differential Equations mathematical proof. Discrete mathematics is the first course which asks students to create Since the time of Newton, some physical their own rigorous proofs of mathematical processes of the universe have been accurately truths. Relations and functions on sets, modeled by differential equations. Recent Boolean algebra, combinatorics, graph theory advances in mathematics and the invention of and algorithms are the raw items used to computers have allowed the extension of these develop this skill. Prerequisite: Mathematics 101 ideas to complex and chaotic systems. This or Computer Science 115. Spring only (Math- course uses qualitative, analytic and numeric ematics/Logic and Writing Intensive) approaches to understand the long-term Leibowitz behavior of the mathematical models given by differential equations. Prerequisite: Mathematics 221. Linear Algebra 104. Recommended: Mathematics 221. Many important geometric transformations of Goldbloom-Bloch n-dimensional Euclidean space can be formu- 321. Abstract Algebra lated within the algebraic framework of vectors and systems of linear equations. Astonishingly, There are several axioms which are intrinsic to the same techniques can also be applied to the rational, the real and the complex num- understanding the structure of solutions of bers. Taking these abstracted axioms as a systems of differential equations. Linear trans- starting point has led to an understanding of formations represented by matrices, determi- the mathematics behind symmetries of nants, eigenvalues and eigenvectors are the wallpaper patterns, universal product codes, fundamental tools to grasp these deep con- symmetries of crystals and a whole class of cepts. Prerequisite: Mathematics 101. Fall only. unbreakable secret codes. Prerequisite: Math- Leibowitz, Sklensky ematics 211. Recommended: Mathematics 221. Ratliff, Sklensky 236. Multivariable Calculus 331. Geometry A continuation of the rich field of ideas touched upon in Calculus II. Topics include The characterization of different geometries the extension of the ideas of the derivative, the by means of the relations that hold in them, integral and optimization to functions which the axioms that define them and the transfor- depend on several variables. Furthermore, mations that leave them invariant. Euclidean alternative coordinate systems for space and and non-Euclidean geometries, projective some applications of all of these ideas to geometry, affine geometry, inversive geom- energy and force fields are discussed. Several etry. Prerequisite: Mathematics 221. beautiful theorems relating an enclosed space Ratliff to the energy flux through its boundary form 341. Theory of Probability the crown of the course. Prerequisite: Math- Fundamentals of the theory of probability; ematics 104. (Mathematics/Logic) discrete and continuous random variables and Goldbloom-Bloch, Ratliff their distributions; introduction to statistical inference. Prerequisite: Mathematics 104. Department MATHEMATICS & COMPUTER SCIENCE 129

351. Number Theory Mathematics and Divisibility properties of the integers, prime Computer Science and composite numbers, modular arithmetic, Associate Professor Goldbloom-Bloch, Chair congruence equations, Diophantine equa- Associate Professor LeBlanc tions, the distribution of primes, and discus- Assistant Professors Gousie and Ratliff sion of some famous unsolved problems. Prerequisite: Mathematics 211. For current information about course descriptions, Leibowitz scheduling, new courses and departmental staff, please refer to the college catalog available on-line 361. Complex Analysis at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published Complex numbers were invented—or discov- by the Registrar’s Office. ered—to find solutions to algebraic equations such as x2 + 1 = 0. Extending calculus to com- This interdisciplinary major brings together plex numbers continues to bring forth beau- aspects of mathematics and computer science tiful ideas such as the Mandelbrot set and that reinforce each other well. The major powerful applications to quantum mechanics. provides sound undergraduate preparation This course will take primarily the geometric for a world of work that increasingly involves perspective in understanding the surprising computer use. The major also provides theorems in complex analysis. Prerequisite: excellent preparation for graduate study in Mathematics 104. computer science or applied mathematics, as Goldbloom-Bloch well as quantitatively-oriented programs in management or public policy. 371. Numerical Analysis The major consists of a minimum of 13 A study of the numerical solution of algebraic courses, at least four at the 300 level or and analytical problems, with particular above. Courses beyond the 100 level used to emphasis on methods involving the use of fulfill the major requirements may not be digital computers; construction of algorithms taken on a pass/fail basis. and computer programs for solving equations (See Computer Science for those course and systems of equations. Prerequisites: descriptions) Mathematics 104 and Computer Science 115. Department Required courses: Mathematics 101. Calculus I 381. Combinatorics Mathematics 104. Calculus II A study of graph theory and general counting Mathematics 211. Discrete Mathematics methods such as combinations, permutations, Mathematics 221. Linear Algebra generating functions, recurrence relations, Mathematics 236. Multivariable Calculus principle of inclusion-exclusion. Prerequisite: Computer Science 115. Structured Program- Mathematics 211. ming Leibowitz Computer Science 116. Data Structures 398. Advanced Topics in Mathematics Computer Science 215. Algorithms Computer Science 220. Computer Organiza- Topology, dynamical systems, mathematical tion and Assembly modeling, graph theory, game/voting theory, Language history of math, differential geometry, etc. at the instructor’s discretion. In addition, four electives at the 300-level, Department either three Math and one Computer Science or two Math and two Computer Science. 399. Independent Study Department 401. Seminar Department 130 MATHEMATICS & ECONOMICS

Mathematics and Music Economics Professors Escot and Russell Professor and Director of Performance Sears, For current information about course descriptions, scheduling, new courses and departmental staff, Chair please refer to the college catalog available on-line Professor of Music in Performance Der at www.wheatoncollege.edu/Catalog or the most Hohannesian recent edition of the Schedule of Courses published Associate Professor Urban by the Registrar’s Office. Assistant Professor and Director of World The interdepartmental major in mathematics Music Ensembles Allen and economics provides an opportunity for Assistant Professor and Choral Director students interested in both economic and Harbold mathematical analysis to use certain math- Assistant Professor of Music in Performance ematical concepts and techniques in under- and Director of the Wind Symphony Raney standing and analyzing economic problems, Assistant Professor of Music in Performance processes and policies. A student with this Mouradjian combination of disciplines would be prepared Visiting Instructor of Music Searles for graduate study at institutions stressing Instructors of Music in Performance Bono, mathematical economics. Courses beyond Cashen, Clark, Daly, Falls, Irkaeva, Mathematics 104 and Economics 102 used to Kalogeras, and Work fulfill the major requirements may not be Instructor of Music in Performance and taken on a pass/fail basis. Director of the Jazz Band Britto The major consists of a minimum of 14 Instructor of Music in Performance and courses: seven economics courses and seven Director of the Chamber Orchestra Bono mathematics courses, at least five at the 300 For current information about course descriptions, level or above. scheduling, new courses and departmental staff, please refer to the college catalog available on-line Economics at www.wheatoncollege.edu/Catalog or the most 101. Introduction to Macroeconomics recent edition of the Schedule of Courses published 102. Introduction to Microeconomics by the Registrar’s Office. 285. Microeconomic Analysis The music department offers a variety of 286. Macroeconomic Analysis approaches to the study of music. Analysis, 330. Applied Econometrics composition and theory, listening, literature 336. Mathematical Economics and history, performance and criticism 402. Seminar provide in-depth learning for the major. In Mathematics addition, both majors and non-majors are 101. Calculus I given the opportunity to select from other 104. Calculus II traditional and interdisciplinary courses. 141. Introductory Statistics Instruction is available in bass viol, cello, 211. Discrete Mathematics or clarinet, flute, classic and jazz guitar, harpsi- 221. Linear Algebra chord, French horn, oboe, organ, piano, 236. Multivariable Calculus saxophone, trombone, trumpet, viola, violin and two other 300-level courses in Math- and voice. Students may take individual ematics. performance courses and faculty-directed ensemble performance courses for credit. The ensembles are the Chorale, Chamber Orchestra, Jazz Band, and Wind Symphony, and various World Music Ensembles. The major in music consists of 10.5 semester courses: Music 101, 102, 201, 202, 261, 302, 310, 311, 402, one year of credit performance study, and .5 credit [one year] of ensemble performance included in the requirements. No course taken pass/ fail can satisfy a major requirement. There are five minor concentrations in music, each involving five semester courses: MUSIC 131

(1) music history (Music 101, 102, 261, 310 ware packages—sequencers, notational and 311); (2) music theory and composition software, and ear-training software, among (Music 101, 102, 201, 307 and either 202 or others—serve as tools for developing musical 308); (3) American music (Music 101, 102, two and technical skills, evaluating the impact of courses from 220, 272, 273, and 292, and one emerging technologies, and facilitating course in American music at or above the 300 creative research projects. Enrollment limited level); (4) world music (Music 101, Anthropol- to equipment available. Prerequisites: famil- ogy 102, Music 123 or 124, one course from iarity with standard music notation, or Music 220, 272, 273, 282, and 292, and one permission of the instructor. Offered every course in world music at or above the 300 year, in the spring. level); (5) music performance (Music 101, 102, Harbold 201, another music course at or above the 200 107. The Physics of Music and Sound level, at least one year of a double credit For students of music and others. What sound performance course — two years are strongly is, how sounds combine, the distinctions recommended — and a half recital). (For a between musical and non-musical sound, the definition of “double credit” see Courses in characteristics of sounds produced by differ- Performance, below). Performance areas are ent instruments, sound recording and repro- designated on the transcript, e.g., “minor in duction, and human perception of sound. music performance (voice)”. Considerable lecture demonstration. Spring, Courses in History and Theory 2002 (Natural Science) Collins 100. Introduction to Music 123. World Music: Eurasia For students with little or no experience, learning to understand the elements, structure An ethnomusicological study of music and and emotional expressiveness of music through other expressive arts within human culture. attentive listening to performances from many Focus on classical, folk, religious, and popular cultures and historical periods. Considerable traditions of India, Japan, Indonesia, and the lecture demonstration. Offered every year, in the Middle East, as well as Celtic and Rom fall. (Arts and Humanities) (gypsy) traditions from Europe. Offered every Escot year, in the fall. (Arts and Humanities and Perspectives on the Non-Western World) 101. Music Theory I: Fundamentals Searles Music notation, scale forms, intervals, triads, 124. World Music: Africa and the Americas seventh chords, rhythmic structures. Includes individual computer-assisted instruction. May An ethnomusicological study of music and be exempted upon successful completion of a other expressive arts within human culture. test given individually during orientation and Focus on musical traditions and aesthetics of the first week of classes. Contact the instructor the African continent, Latin America and the to schedule this exemption test. Offered every Caribbean; and music in the United States, year, in the fall. (Arts and Humanities) including Native American, Anglo-American, Urban African-American and Hispanic traditions. Offered every year, in the spring. (Arts and 102. Music Theory II: Advanced Fundamentals Humanities and Perspectives on the Non-Western and Counterpoint World) Continuation of 101: review and strengthening Allen of fundamental concepts, sight-singing and 173. A New Revisionist Interpretation: Women dictation, species counterpoint. One 30- in Music minute lab per week in addition to regular class meetings. Prerequisite: Music 101 or Toward a recognition of women (scholars, permission of instructor. Offered every year, in composers and performers) in the history of the spring. (Arts and Humanities) European and American music. (Arts and MacPherson, Urban Humanities) Department 105. Music and Computers 201. Music Theory III: Tonal Harmony Introduction to the use of computers in composing, performing, recording, publishing, Four-part diatonic progressions and voice- and teaching music. A variety of music soft- leading, simple modulation, analysis of works 132 MUSIC

and excerpts from 18th- and 19th-century 252. The Classical Style: Haydn, Mozart, and Western repertoire. One half-hour lab per Beethoven week in addition to regular class meetings. The music of three composers who most Prerequisites: Music 101 and 102. Offered every strongly defined the Classical style in the year, in the fall. western European musical tradition. Musical Urban analysis, aesthetic issues, and study of the 202. Music Theory IV: Form and Analysis cultural context in which the music was created. Prerequisite: two courses in music, or Approaches to analyzing compositional permission of the instructor. Spring, 2002 forms, phrase structure, and more advanced Urban harmonic progressions in music of the 18th- and 19th-century Western repertoire. Prereq- 261. Thinking and Writing About Music uisites: Music 101, 102 and 201. Offered every Describing, interpreting and evaluating music year, in the spring. through different kinds of writing in varying Urban degrees of formality. Mostly discussion and 203. Ear and Memory Training sharing of writing. Required of music majors, but open to all students. Offered every year, in Practice in sight reading, aural recognition of the spring. (Writing Intensive) intervals, melodic and harmonic dictation. Russell Includes individual computer-assisted instruction. Prerequisite: Music 101. Fall, 2001 272. African-American Originals I: Spirituals, Escot Blues, and All That Jazz African-American music from early spirituals 220. Music in Latin American Culture to bebop, and the historical and social context Study of Latin American and Latino/a music in which the music was created. A balance of cultures and the syncretization of European, lecture, listening, and discussion. Considerable African, and indigenous influences in the use of film. Fall, 2001 (Arts and Humanities or U.S., Caribbean, Central and South America. Cultural Diversity) Topics covered include indigenous/native, Sears mestizo, and African-based musical forms; samba, salsa, merengue and other dance 273. African-American Originals II: Rhythm and musics; and the Nueva Cancion (“New Blues, Rock, and Contemporary Jazz Song”) movement. (Arts and Humanities) African-American music from rhythm and Allen blues to rock and roll, from Latin-influenced Cubop and Brasilian Bossa Nova to contem- 231. Mathematics and Music porary jazz. Study of the influence of African- Mathematical models in music through the based musical aesthetics and traditions on studies of basic statistics, set theory, golden music in the United States since 1945. A mean proportions and plane geometry. balance of lecture, listening, and discussion. Prerequisite: Music 101 Considerable use of film. Spring, 2002 (Arts Escot and Humanities or Cultural Diversity) 242. Choral Conducting Britto Focus on developing a repertoire of skills 282. Music and Worship in World Cultures. necessary for leading effective rehearsals and Study of music and dance in religious and intelligent performances. Emphasis on spiritual practice in Europe, Asia, Africa, and learning efficient conducting techniques that the Americas. We will explore the dialectics will work with singers and instrumentalists. between: sacred and secular, virtuosity and Rehearsal technique, score reading, perfor- devotion, and religious belief and sociopolitical mance-related music analysis, ear training, forces, in Islam, Judaism, Christianity, Hindu- the human voice, and vocal diction. Prerequi- ism, Buddhism, and indigenous African and sites: one course in music and a basic knowledge of Native American spirituality. Spring, 2003 reading music, or permission of the instructor. (Arts and Humanities) Fall, 2002 Allen Harbold 292. Broadway Bound: American Musical Theater A survey of American musical theater, focus- ing on three areas: the African-American MUSIC 133 experience (through shows such as The Green discussion. Prerequisite: 201, which may be Pastures, Cabin in the Sky, Show Boat, taken concurrently. Offered every year, in the fall. Carmen Jones, Porgy and Bess, and The Wiz); Russell our view of Asia (Madame Butterfly, South 311. Western Music II: Classical, Romantic, Pacific, and The King and I); and Romantic Modern treatments of American history (The Girl of the Golden West, 1776, and Oklahoma!). The study of representative compositions in Emphasis on film viewing and discussion. their historical settings. Lecture, listening, Spring, 2003 (Arts and Humanities or Cultural discussion, and some film viewing. Prerequi- Diversity) site: 201. Offered every year, in the spring. Sears Sears 332. Teaching Music in the United States 302. Twentieth-Century Music: Techniques and Vision Introduction to important philosophies in A survey of the music of the 20th century. music education, teaching styles, learning Prerequisite: three semesters of music theory. strategies and curriculum design. Includes Offered every year, in the spring. teaching practicum at the Elisabeth Amen Escot Nursery School. Prerequisite: Music101. Spring, 2003 if sufficient demand. (Writing 307. Composition Intensive) The development of technical facility in music Sears composition through individual study and 399. Selected Topics group discussion and analysis. Prerequisite: three semesters of music theory or permission of the May be offered from time to time to allow instructor. Spring, 2002 students to study a particular topic not Escot included or not emphasized in regular courses. 308. Analysis Department Discovering the interactions of time, space, 402. Senior Conference language, timbre, and form which structure compositions from both non-European and A course designed to culminate work done in European musics, from the Middle Ages to the the music major. Topics, format, and 20th Century. Analytical methods include instructor(s) will vary, but will include weekly literary (interpretive), historical, mathematical, seminars and the writing, presentation and physical, psychological, and comprehensive discussion of a substantive paper. Topic for (connecting all the above methods). Prerequi- Fall 2001: Performance Practice (Instructor: sites: three semesters of music theory or Allen). Required of music majors and open to permission of the instructor. Spring, 2002. other qualified students. Offered every year, in the Escot fall. Department 309. Music Nationalism and Identity 500. Individual Research This course examines the crucial role played by music in the construction of individual, Offered to selected majors at the invitation of community, and national identity in the 19th the department. Students interested in such a and 20th centuries. Through the lens of art, program, which is normally carried out by folk, and popular music traditions, we will candidates for departmental honors, should study music “revivals”; the role played by contact the department chair during the music in nationalist movements in Europe, the junior year, or at the very beginning of the fall Americas, and Asia; and the culture clashes semester of the senior year. that occur when musical systems encounter Department each other. Prerequisite: 123 or 124 and one Courses in Performance 200-level music course; or permission of instructor. Allen Courses in ensemble and individual perfor- mance are offered to enhance a student’s 310. Western Music I: Medieval, Renaissance, musical understanding, technical excellence Baroque and artistic expression at a particular level of The study of representative compositions in advancement. their historical settings. Lecture, listening, 134 MUSIC

Ensemble Performance Courses minute lessons each semester, or $450 for 12 Students may participate in any of five faculty- 45-minute lessons, or $600 for 12 60- directed ensembles with or without academic minutes lessons. This fee is non-refundable credit: Chorale, Chamber Orchestra, Jazz after the end of the registration period. Band, Wind Symphony, and World Music Specific requirements for all credit Ensemble. Criteria for credit are available performance courses may be obtained from from the director of the ensemble or the the instructor of the course or the Director Director of Performance. Ensemble participa- of Performance. Auditions for performance tion is also open on an audit or a pass/grade/ courses are held early in the first semester fail basis. If taken for credit, ensembles award and by appointment for the second semester. 1/4 credit per semester: however, two semes- Practice pianos, harpsichords and organ ters of participation are required, resulting in may be used without extra fee. Students must 1/2 credit for the year. Membership in some assume the cost of credit or non-credit ensembles is by audition (see descriptions lessons taken off campus. below), but there are no pre- or co-requisites. 010. Wheaton College Chorale A student may count a maximum total of two The Wheaton Chorale is open to all students ensemble credits (four years of participation) by audition. The chorale rehearses three toward the 32 credits required for graduation. hours weekly, performing 2-3 times each Individual Performance Courses semester. Repertoire consists of music from various traditions, including major works, Instrumental or voice lessons may be taken (a) standard Western-practice choral literature, with or (b) without academic credit. folk musics of the world, jazz, gospel, and (a) To qualify for performance study with more. academic credit, a student must pass an Harbold audition (see individual course description for 015. Wheaton Chamber Orchestra audition requirements), and enroll in Music 101 and 102 during the first year of study and The chamber orchestra is open to all in one semester course at or above the 200 Wheaton students who play orchestral string level during the second year of study. instruments. The orchestra rehearses weekly Usual credit: Credit for instrument or voice is and presents several concerts each year, both on and off campus. Repertoire includes given for two consecutive semesters of study th counting as one semester course for the year. music from the Renaissance through the 20 Each semester there are 12 private 60-minute century, and often involves collaboration lessons, or the equivalent; six hours of prepa- with other campus ensembles. ration are required weekly. Credit students Bono must pay a private lesson tuition fee of $450 020. Southeastern Massachusetts Wind per semester; however, there is no fee for Symphony declared music majors. Students may declare The wind symphony is open to all Wheaton majors as early as the second semester of their students who play woodwind, brass or first college year. percussion instruments. The ensemble Double credit: Students entering the 300 or 400 rehearses weekly and presents several levels may request academic credit equal to a concerts each year, both on and off campus. semester course per semester of lessons. This Repertoire includes standard wind ensemble program calls for 12 60-minute lessons per and concert band literature from the Renais- semester; 12 hours of weekly preparation are sance through the 20th century. required, as well as half of a public solo recital Raney for each year of enrollment in the program. 025. Wheaton Jazz Band Acceptance into this program is determined The jazz band is open by audition to Wheaton by special audition. Credit students must pay a brass and woodwind players, guitarists, bass private lesson tuition fee of $450 per semester; players, keyboardists, percussionists, drum- however, there is no fee for declared music mers, and vocalists. Other instruments may majors. be incorporated with permission of the (b) Instrumental or voice lessons without instructor. Repertoire covers a wide range of academic credit are offered at any level of styles, including swing, bebop, progressive, ability. A fee of $300 is charged for 12 30- MUSIC 135 and fusion jazz. The ensemble rehearses 132. Cello weekly, presenting several performances each Prerequisites: An audition at which the year. student must be prepared to play some major Britto scale in two octaves, and etude of the 030. World Music Ensemble. student’s choice, and a movement of a sonata or concerto, or piece of the difficulty of the The World Music Ensemble performs music Breval C Major Sonata; and Music 101 and from a variety of world traditions, including 102, which may be taken concurrently. Brasilian, Irish, and South Indian music. Irkaeva Open to all singers and instrumentalists regardless of background, the ensemble is 134. Classic Guitar both a workshop for learning repertoire and Prerequisites: An audition at which the for learning how music is taught in different student must be prepared to play any of the cultural settings. We rehearse weekly and give following studies: Numbers 2, 7, 12, 13, 15, a public performance at the end of the 17, 19 from 25 Studies, Opus 60 by Carcassi; semester. and a piece from either the Renaissance, Allen Baroque, Classical, or Modern period; and 050. Piano Lessons Music 101 and 102, which may be taken concurrently. For declared or prospective music majors Department needing to fulfill the performance require- ment (see major requirements above), and 140. Voice who do not have the background to qualify Prerequisites: An audition at which the for Music 150. Prerequisites: Music 101 and student must be prepared to sing two songs, 102, which may be taken concurrently. one in English and one in a foreign language; Department and Music 101 and 102, which may be taken 110. Flute concurrently. Mouradjian Prerequisites: An audition at which the student must be prepared to play a chromatic 150. Piano scale and a C major scale, preferably three Prerequisites: An audition at which the octaves, and a movement of a Handel sonata student should be prepared to play some or a piece of comparable difficulty; and Music major scales and two pieces of contrasting 101 and 102, which may be taken concurrently. styles, and Music 101 and 102, which may be Der Hohannesian taken concurrently. 130. Violin Sears, Urban, Work Prerequisites: An audition at which the 151. Organ student must be prepared to play some major Prerequisites: An audition at which the or minor scale in two octaves, an etude of the student should be prepared to play major and student’s choice and a movement of a sonata minor scales, and a three-part invention or a or concerto, or piece of the difficulty of the prelude and fugue by Bach at the piano, or Handel Sonatas; and Music 101 and 102, one of the Eight Little Preludes and Fugues which may be taken concurrently. attributed to Bach and a hymn at the organ; Falls and Music 101 and 102, which may be taken 131. Viola concurrently. Russell Prerequisites: An audition at which the student must be prepared to play some major 152. Harpsichord or minor scale in two octaves, an etude of the Prerequisites: An audition at which the student’s choice and a movement of a sonata student should be prepared to play some or concerto, or piece of the difficulty of the major and minor scales, and a three-part Telemann Concerto; and Music 101 and 102, invention or prelude and fugue by Bach at the which may be taken concurrently. piano or harpsichord; and Music 101 and 102, Kalogeras which may be taken concurrently. Russell 136 MUSIC

210. Flute or above, which may be taken concurrently. If Prerequisites: Music 110 or its equivalent, Music 250 is the first year of piano study at knowledge of all major and minor scales and a Wheaton, the student should elect Music 101 one-semester course in music at the 200 level and 102 in place of a 200-level course. or above, which may be taken concurrently. If Sears, Urban, Work Music 210 is the first year of flute study at 251. Organ Wheaton, the student should elect Music 101 Prerequisites: Music 151 or its equivalent, and and 102 in place of a 200-level course. a one-semester course in music at the 200 level Der Hohannesian or above, which may be taken concurrently. If 230. Violin Music 251 is the first year of organ study at Prerequisites: Music 130 or its equivalent, and Wheaton, the student should elect Music 101 a one-semester course in music at the 200 level and 102 in place of a 200-level course. or above, which may be taken concurrently. If Russell Music 230 is the first year of violin study at 252. Harpsichord Wheaton, the student should elect Music 101 Prerequisites: Music 152 or its equivalent, and and 102 in place of a 200-level course. a one-semester course in music at the 200 level Falls or above, which may be taken concurrently. If 231. Viola Music 252 is the first year of harpsichord study Prerequisites: Music 131 or its equivalent, and at Wheaton, the student should elect Music a one-semester course in music at the 200 level 101 and 102 in place of a 200-level course. or above, which may be taken concurrently, If Russell Music 231 is the first year of viola study at 310. Flute Wheaton, the student should elect Music 101 Prerequisites: Music 210 or its equivalent, a and 102 in place of a 200-level course. one-semester course in music at the 200 level Kalogeras or above, and permission of the instructor. 232. Cello Der Hohannesian Prerequisites: Music 132 or its equivalent, and 330. Violin a one-semester course in music at the 200 level Prerequisites: Music 230 or its equivalent, a or above, which may be taken concurrently. If one-semester course in music at the 200 level Music 232 is the first year of cello study at or above, and permission of the instructor. Wheaton, the student should elect Music 101 Falls and 102 in place of a 200-level course. Irkaeva 331. Viola 234. Classic Guitar Prerequisites: Music 231 or its equivalent, a one-semester course in music at the 200 level Prerequisites: Music 134 or its equivalent, and or above, and permission of the instructor. a one-semester course in music at the 200 level Kalogeras or above, which may be taken concurrently. If Music 234 is the first year of guitar study at 332. Cello Wheaton, the student should elect Music 101 Prerequisites: Music 232 or its equivalent, a and 102 in place of a 200-level course. one-semester course in music at the 200 level Department or above, and permission of the instructor. 240. Voice Irkaeva Prerequisites: Music 140 and a one-semester 334. Classic Guitar course in music at the 200 level or above, Prerequisite: Music 234 or its equivalent, a which may be taken concurrently. If Music one-semester course in music at the 200 level 240 is the first year of voice study at Wheaton, or above, and permission of the instructor. the student should elect Music 101 and 102 in Department place of a 200-level course. 340. Voice Mouradjian Prerequisites: Music 240 or its equivalent, a 250. Piano one-semester course in music at the 200 level Prerequisites: Music 150 or its equivalent, and or above, and permission of the instructor. a one-semester course in music at the 200 level Mouradjian PHILOSOPHY 137

350. Piano 452. Harpsichord Prerequisites: Music 250 or its equivalent, a Prerequisites: Music 352 or its equivalent and one-semester course in music at the 200 level permission of the instructor. or above, and permission of the instructor. Russell Sears, Urban, Work Other Instruments 351. Organ Qualified students may pursue credit or non- Prerequisites: Music 251 or its equivalent, a credit study of any instrument not listed above one-semester course in music at the 200 level with off-campus teachers approved by the or above, and permission of the instructor. department. However, this study, whether for Russell credit or not, is paid for by the students, who 352. Harpsichord must also provide their own transportation. Prerequisites: Music 252 or its equivalent, a one-semester course in music at the 200 level or above, and permission of the instructor. Philosophy Russell Associate Professor Kendrick 410. Flute Assistant Professors Mathis and Partridge Prerequisites: Music 310 or its equivalent and For current information about course descriptions, permission of the instructor. scheduling, new courses and departmental staff, please refer to the college catalog available on-line Der Hohannesian at www.wheatoncollege.edu/Catalog or the most 430. Violin recent edition of the Schedule of Courses published by the Registrar’s Office. Prerequisites: Music 330 or its equivalent and permission of the instructor. The Philosophy Department offers a broad Falls range of courses in traditional areas of philo- sophical inquiry. In addition, the department 431. Viola provides several courses of interest to students Prerequisites: Music 331 or its equivalent and with specific career goals, such as law, medi- permission of the instructor. cine, and business. Kalogeras The major consists of 10 semester courses. 432. Cello Of these, four are required for all majors: 125, Prerequisites: Music 332 or its equivalent and 203, 207, and 401. In addition, at least one permission of the instructor. course is required from each of two special Fiste areas: ethics/social philosophy and metaphys- ics/epistemology. Three or more courses must 434. Classic Guitar be at an advanced level (300 or above). Not Prerequisites: Music 334 or its equivalent and more than two courses at the 100 level, other permission of the instructor. than logic, may count toward the major. Department Students may be invited by the department to 440. Voice become honors candidates or to elect other independent work. Prerequisites: Music 340 or its equivalent and Required courses: 125, 203, 207, and 401 permission of the instructor. (in the senior year). Mouradjian Special areas: (1) Ethics and social philoso- 450. Piano phy: 255, 321. Prerequisites: Music 350 or its equivalent and (2) Metaphysics and epistemology: 208, 224, permission of the instructor. 325. Sears, Urban, Work Guidelines have been established for interdepartmental major programs combining 451. Organ philosophy with religion, political science, or Prerequisites: Music 351 or its equivalent and history. permission of the instructor. The minor consists of five philosophy Russell courses, including one at the 300 level and 401 (taken in the senior year). Only one course at the 100 level, other than logic, may count. The department also participates in the 138 PHILOSOPHY

minor programs in environmental studies, Hume and Kant. Attention to the ways in family studies, legal studies, public policy which these thinkers anticipate various issues studies, psychology, and women’s studies. in 20th-century thought. Offered in Semester I each year. Prerequisite: one course in philosophy. Introductory Courses (Arts and Humanities and Writing Intensive) 101. Introduction to Philosophy Kendrick An examination of fundamental problems of 208. American Philosophy philosophy. Topics will vary and may include America’s contribution to philosophical faith and reason, appearance and reality, the thought, from the classical pragmatists Charles relation of mind and body, the nature of Pierce, William James, and John Dewey, to human nature, nihilism and morality. This contemporary neo-pragmatists such as Quine, course does not assume previous study of Goodman, and Rorty. Intended for American philosophy or intent to specialize. Offered studies majors as well as philosophy majors. every semester. Open to freshmen and sophomores. Offered in alternate years. Open to sophomores, (Arts and Humanities) juniors and seniors Department Kendrick 111. Ethics 224. Minds and Machines An introduction to moral reasoning through Can a computer think? What is the nature of the study of ethical theories and their applica- thought? How does technology affect our tion to practical problems such as capital conception of ourselves? This introductory punishment, world hunger, animal rights, and course explores issues in the philosophy of the environment. Special attention to develop- mind and philosophy of technology. Offered in ing and defending one’s own moral positions. alternate years. Open to sophomores, juniors, and Readings from traditional and contemporary seniors. (Arts and Humanities) sources. Offered every semester. Open to freshmen Kendrick and sophomores. (Arts and Humanities) 225. Philosophy of Religion Department See Religion 225. 125. Logic 233. Philosophy and Literature An introduction to categorical, propositional, and predicate logic with particular emphasis An analysis of some important philosophical on methods of discovering and proving the themes developed in works of literature. validity of arguments. Designed to improve Themes will include evil and God’s goodness students’ ability to reason clearly and pre- (Dostoevsky, Wiesel), human freedom cisely. Analysis of logical equivalence, sound- (Fugard, Burgess), and feminist ethics (Woolf). ness, and the relation of truth to validity. Offered in alternate years. Open to sophomores, Offered Semester II every year. (Mathematics/ juniors, and seniors. (Arts and Humanities) Logic) Partridge Kendrick 255. Feminism, Philosophy and the Law An examination of issues in law and philosophy Intermediate Courses posed by feminist theory, including how 203. Ancient Philosophy society views women and their roles, and how An introduction to the thought of Plato and that view affects the legal and societal status of Aristotle: knowledge and truth, the nature of women. Offered in alternate years. (Writing reality, the good life and the good society. Intensive) Attention also to Socrates and the pre- Mathis Socratic philosophers. Prerequisite: one course in 260. How Judges Reason philosophy or permission of instructor. (Arts and A consideration of fundamental issues in the Humanities) conception and practice of law in the United Partridge States. Emphasis on the analysis of forms of 207. Modern Philosophy: Descartes to Kant legal reasoning, designed to provide students The foundations of theory of knowledge and with a basic understanding of the judicial metaphysics through the writings of process. Offered in alternate years. Prerequisite: Descartes, Leibniz, Spinoza, Locke, Berkeley, one course in philosophy or permission of instructor. Mathis PHYSICAL EDUCATION 139

265. Philosophy of Law Physical Education/ An examination of contemporary issues in Department of Athletics legal theory. Materials will be drawn from anthropology and sociology, as well as phi- Executive Director of Athletics Yowell losophy, to develop a framework for compara- Professor Grimm, Physical Education tive study of legal institutions across cultures. Synchronized Swimming Coach Adams Offered in alternate years. Prerequisite: one course Head Athletic Trainer Steele, and Assoc. in philosophy. Athletic Trainer McMorran Mathis Men’s Baseball Coach Podbelski Men’s Basketball Coach Walmsley 298. Nietzsche Women’s Basketball Coach Arron An examination of the development and Men’s/Women’s (indoor/outdoor) Track context of Nietzsche’s thought, the extent and Coach Souza character of his influence, and the most crucial Men’s Soccer Coach Cushing aspects of his philosophical work (especially Women’s Soccer Coach Reis the role and character of the Ubermann and Men’s/Women’s Tennis Coach Miller the concept of Eternal Recurrence). Readings Softball Coach, Senior Women’s Administra- will be drawn from all of Nietzsche’s writings. tor Loudenberg Mathis Swimming/Diving Coach & Aquatic Director Marlow Advanced Courses Women’s Field Hockey/Lacrosse Coach 321. Contemporary Social and Political Begley Philosophy Men’s Lacrosse Coach Jorgensen A critical examination of recent theories of a Women’s Volleyball Coach Rey just society, including the work of Nozick, Men’s/Women’s Cross Country Coach Carr Rawls, Habermas, Young, and Behabib. Sports Information Dietz Offered in alternate years. Prerequisite: one course For current information about course descriptions, in philosophy. scheduling, new courses and departmental staff, Mathis please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most 325. Metaphysics recent edition of the Schedule of Courses published by the Registrar’s Office. An investigation of philosophical problems involving space and time, causation, agency, The Department of Athletics offers students a identity and necessity, and the distinction wide choice of activities involving a “Chal- between mind and matter. Offered in alternate lenge by Choice” attitude toward the balance years. Prerequisite: two courses in philosophy. of a healthy mind and body. The program is Kendrick designed to provide the opportunity for 388. Tutorial instruction in new skills, competitive team experience, intramural play, involvement with The student will do all the work required for club sports and general recreation. any 200-level course not already taken, plus The graduation requirements for a additional independent work to be arranged in Wheaton degree includes satisfactory comple- advance with the instructor. Open to juniors and tion of 2.0 Physical Education credits. These seniors by permission of the instructor. Not limited credits are normally earned through instruc- to majors or honors candidates. tional courses worth one credit for a semester- Department long course or one-half credit for a six-week 401. Advanced Seminar in Philosophy course meeting twice a week. One Physical Topics will vary from year to year, according Education credit may be earned for a season to the interests of students and members of of participation in intercollegiate athletics, or the department. Offered in Semester II every a college sports club, as certified by the year. Required of majors and minors in their senior Department of Athletics. year, encouraged for junior majors and minors. Department Instructional Courses 500. Individual Research 002. Adventure Bound I Open to senior majors by invitation of the This course is designed to introduce students department. to the skills of outdoor education and leader- 140 PHYSICAL EDUCATION

ship. It is a “hands on” experience involving 085. Fitness for Life: Introduction to Running safety concerns, judgment factors and the This course is intended for those students who basic techniques of climbing using an 18- have an interest in running but have little or station ropes course. The main thrust of the no formal training. Areas to be covered will course is physical with some consideration of include: selection of running shoes and apparel; the philosophy, history and methodologies of the warm-up; running mechanics; the warm outdoor education. (One and one-half credit) down; workout design; how to recognize 003. Outdoor Adventure Leadership Training running injuries. Skill and technique development of planning, 086. Fitness: Weight Training developing, organizing and conducting a short This class focuses on stretching and muscular or long-term outdoor experiential project. strengthening through weight training Leadership training will include ropes course utilizing Nautilus Hammer Strength and free management, and the legal responsibilities of weights. Upper body, legs, and abdominals these experiences along with compass naviga- will be the focus of this class. (One-half credit) tion. Fundamentals of camping in all seasons, 089. Fitness: Cross Training equipment needs; logistics of planning a trip; hiking skills. (One credit and one-half credit) Students will learn the basic techniques of cardiovascular training and anerobic training 007. Fitness for Life through various methods. Stretching, long Wellness concepts for fitness are the main distance running, weight training, water topics of this course. Each section will have a resistance training, small sided games and bike different activity of concentration. Examples riding are a few of the activities in the course. of activity are: walking/running, swimming, 092. Fitness: Flexibility Development dance, hiking, biking. (One credit) Fitness development through dance patterns 036,056. Badminton 245. Beginning/Intermediate Baseball Skills Offered at beginning through high intermedi- ate skill levels, courses are designed to renew, Students will develop the fundamental skills of improve and introduce the skills and strategies fielding, throwing, hitting, base running and of the sport to beginners or experienced pitching. players. 252. Swimming for the Non-swimmer 070. Basketball Skills for Intramural Play/ Non-swimmers and shallow water only. Officiating Objective: to acquire skills for safety, comfort This course will include work in the following and confidence in deep water. Basic stroke areas: Individual offensive skills including ball technique taught. handling, passing, shooting, moving without 260-268. Swimming-Intermediate through the ball; individual defensive skills to include Advanced ball defense, off the ball defense and rebound- Emphasis on refinement of strokes, turns and ing; team offensive and defensive systems to diving. Development of endurance, work-outs transition; and game strategies. designed for each level of swimmer. 074. Fitness: Aerobics Step 274. Swimming for Fitness Students will learn the principles of aerobic Students will be taught the various ways swim fitness and each student will actively participate. strokes can be used for aerobic fitness. Interval 082. Aerobic Fitness Certification Training training and other principles will be taught. (T.A.B.—Tackling Abused Bodies) Active participation. This course is designed to train a select group 292. Aqua-Fit of students to become certified T.A.B. instruc- Rhythmic aerobic exercises to music. This tors. The program includes participation/ class is designed to help one stay trim and fit lecture-demonstration/evaluation of exercises in the water. (stretching, strengthening, aerobic) and of health awareness (injury prevention, nutrition 296. Synchronized Swimming and stress management). Students are ex- This course is designed for students to learn pected to teach one semester in the T.A.B. and develop basic synchronized swimming program to receive credit. (One credit) skills. Information on routine and figure competition will be taught; students will also PHYSICAL EDUCATION 141 have the opportunity to put their developed ment, and initial treatment of athletic injuries. skills together in a routine. Nose clips are American Red Cross First Aid Certification required and are available. will also be included as part of this course. 297. Tube Water Polo for all levels Upon completion, students may be presented with the opportunity to work in the Athletic Basic game skills for water polo using inner Treatment Center as a Student Athletic tubes. Must be a deep water swimmer. Trainer. (One credit) (Fall) Competitive play will be at the Beginning/ Low Intermediate level. 537. Athletic Training Techniques II 308. Tennis Skills I This course is designed to prepare Student Athletic Trainers for more involvement in the For the rank beginning tennis player through Athletic Treatment Center. Athletic Training the player who has limited experience with a Techniques I is a prerequisite for this course. NTRP Rating from 1.0-2.0. Emphasis will be Athletic topics covered include: prevention of placed on learning the basic skills. (forehand, specific injuries, evaluation of ankle, leg, foot, backhand, serve, volley). knee, shoulder, elbow and wrist injuries, 312. Tennis Skills II follow up care for athletic injuries and reha- To enroll in this course, players should be bilitation of specific injuries. More advanced able to sustain a rally of slow pace and possess tapings are taught. Students are expected to a NTRP Rating of 2.5-3.0. This course will become very involved as Student Athletic deal with the application and improvement of Trainers, working with specific intercollegiate basic skills. In addition, basic match play athletic teams and/or a performing group. strategies will be covered. Must be recommended (One credit) for this course by the P.E. staff. 538. Athletic Training Techniques III 324. Tennis Skills III This course is designed to challenge Student Players should possess a NTRP Rating of 3.5 Athletic Trainers to become more proficient or above (someone who has achieved stroke in their evaluation, treatment and rehabilita- dependability). Course content will include tion of athletic injuries. Athletic Training the introduction of advanced tennis skills (the Techniques I and II are prerequisites. Topics application of spin, approach shots, etc.) and covered include: catastrophic injuries, overuse strategies. Must be recommended for this course injuries, athletic nutrition and testing for by the P.E. staff. rehabilitation. Students will be required to work in the Athletic Treatment Center for at 371. Co-Ed Volleyball least five hours per week during this course. This course is designed to develop the (One credit) fundamental skills used in volleyball. Pass, Serve, Block, Spike in addition to offensive Intercollegiate Sports and defensive systems. In addition, students may earn physical 376. Hatha Yoga in the Iyengar Style education credits through participation in This course will present the basics of posi- intercollegiate teams: tioning, alignment, and action in the yoga Fall poses. Included will be: standing poses, simple Men’s/Women’s Cross-Country forward bends, simple twists, and basic Men’s/Women’s Soccer breathing techniques. Women’s Tennis 394. Life Guard Training Women’s Field Hockey American Red Cross course. Prerequisite: high Women’s Volleyball intermediate swimming skills or above. Eligibility Winter test and textbook required. (Two credits) Men’s/Women’s Basketball 536. Athletic Training Techniques I Men’s/Women’s Swimming/Diving Men’s/Women’s Indoor Track This course is designed to provide students Synchronized Swimming beginning knowledge in basic athletic training techniques. Both lecture and laboratory will Spring be utilized to increase understanding and Men’s/Women’s Lacrosse efficiency in prevention, recognition, assess- Men’s Tennis Women’s Softball 142 PHYSICAL EDUCATION

Men’s/Women’s Track & Field Physics and Astronomy Men’s Baseball Professor Barker Synchronized Swimming Associate Professors Chen, Chair; and Team practices average two hours per day plus J. Collins fifteen to twenty five contests. Wheaton Assistant Professor G. Collins competes in NCAA’s Division III and offers Department Assistant Agan preseason training in the fall and winter, and For current information about course descriptions, postseason opportunities based NCAA and scheduling, new courses and departmental staff, ECAC records of each and strength of schedule. please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most Intramurals recent edition of the Schedule of Courses published by the Registrar’s Office. Intramurals are scheduled throughout the year. Teams participate in activities such as Major in Physics swimming, basketball, volleyball, tennis, softball, football, soccer, ultimate Frisbee, and The major in physics consists of a minimum badminton. of 10 semester physics courses, including 225 and 350, chosen in consultation with members Outward Bound/N.O.L.S. of the department so as to form a coherent A Wheaton student who attends and success- program in support of the student’s interests fully completes a certified Outward Bound/ and goals. Two semesters of calculus are also N.O.L.S. Program course the summer before required, and continuation in mathematics entering Wheaton or during their Wheaton through differential equations is strongly enrollment, may apply for and receive Physical recommended and is needed for students who Education credit. The Department of Athlet- plan to attend graduate school in physics. ics must approve the program. Minor in Physics Sport Clubs The minor in physics consists of a minimum Students may earn Physical Education credit of five courses, including 225 and 350, chosen with Department of Athletics approval. All in consultation with members of the depart- sport clubs must adhere to the participation ment. guidelines established under faculty legislation Physics and Engineering March 1999. Students who are interested in using physics R.A.D. as a base to pursue an engineering career Rape Aggression Defense Systems is a com- should consider participating in the Wheaton prehensive self defense program for women dual-degree program. This program allows that combines risk reduction and awareness students completing three years at Wheaton exercises with hands-on self-defense training. and two or more additional years at another The program is designed to develop and institution to earn a bachelor of arts degree enhance the options of self defense so they from Wheaton and a Bachelor’s degree in may become viable considerations to the engineering. For more information, refer to woman who is attacked. The class is limited to 18 the Dual-Degree Programs section in this students per class and is offered to women only. catalog and consult with the program coordi- nator, Associate Professor of Physics John Collins. Major in Astronomy and Physics This interdisciplinary major, requiring at least 10 courses, provides an opportunity for students to pursue their interest in astronomy at a deeper level than is possible through the minor in astronomy, by taking courses in physics that provide additional perspective on the fundamental principles underlying astronomical research. This major is not recommended for students planning to do PHYSICS & ASTRONOMY 143 graduate work in astronomy; such students ments for life, interstellar travel and commu- should major in physics. nication, and the implications of contact. Required courses: (Natural Science) Barker Astronomy 130. The Universe Astronomy 140. The Solar System 130. The Universe Astronomy 202. Frontiers of Astronomy Properties of stars and how they are born and Astronomy 203. Observational Astronomy die; black holes, galaxies, quasars, and the Astronomy 302. Astrophysics origin and evolution of the universe. Weekly Physics 170 and/or 171. Introductory Physics I two-hour laboratories retrace the steps and/or Introductory Physics II involved in measuring the age and size of the Physics 225. Modern Physics universe, with enrichment laboratories in Physics 350. Experimental Physics astronomical photography and observing. and an additional 300-level course, or Physics (Laboratory Science) 399 (Selected Topics in physics or astronomy). Barker Minor in Astronomy 140. The Solar System The processes which shape the surfaces and The minor in astronomy consists of As- atmospheres of planets and satellites, and how tronomy 130, 140, 202, 203, and 302. the planets have evolved in different direc- Departmental Honors tions. Students will learn how planetary data are gathered and how to interpret those data, Departmental honors will be awarded to and will design a mission to address one of students who successfully complete the 500 the many remaining mysteries of the solar Senior Honors Thesis and have an average of systems. (Natural Science) B+ or better in the major and an average of B G. Collins, Barker or better overall. 160. Geology 107. The Physics of Music and Sound The origin, evolution, and behavior of the For students of music and others. What Earth, the processes that shape the Earth sound is, how sounds combine, the distinc- today, and investigation of the geologic tions between musical and non-musical record to see how these processes have sound, the characteristics of sounds produced operated in the past. Topics include earth- by different instruments, sound recording quakes, volcanoes, erosion, rocks and miner- and reproduction, and human perception of als, the interior of the Earth, Earth history, sound. Considerable lecture demonstration. and plate tectonics. Laboratories and field (Natural Science) trips to investigate local geology are included. J. Collins (Laboratory Science) 110. Electronic Circuits G. Collins A laboratory-oriented introduction to 170. Introductory Physics I modern electronics, which progresses from The principles of Newtonian mechanics as simple circuits using discrete solid-state applied to solids, liquids, and gases. Introduc- components to those using integrated circuits tion to heat and thermodynamics. Recom- common to computers and control devices. mended for students in science, mathematics, Students will gain insight into the way and engineering dual degree programs. No computers work and learn how to use previous work in physics is assumed. Three microcomputers to control simple devices. hours lecture, three hours laboratory per No previous work in physics or electronics is week. Prerequisite: Mathematics 101 (may be required. (Laboratory Science) taken concurrently), or by permission (Laboratory Chen Science) 120. Extraterrestrial Life J. Collins A scientific investigation into the possible 171. Introductory Physics II existence of life elsewhere in the universe. The fundamentals of electric and magnetic Topics include cosmic evolution, the nature phenomena including circuit theory. The and development of life on earth, solar theory of oscillations and waves. Introduction system exobiology, the astronomical require- to geometrical and physical optics. Recom- 144 PHYSICS & ASTRONOMY

mended for students in science, mathematics phenomena. Applications to microscopes, and engineering dual degree programs. Three telescopes, spectroscopy, lasers, fiber optics, hours lecture, three hours laboratory per holography, and a variety of modern optical week. Prerequisite: Physics 170, or by permission materials. The course includes a significant (Laboratory Science) amount of laboratory work outside of class. J. Collins Prerequisite: Phys. 170, or 171, or by permission. (Natural Science) 180., 181. Introductory Physics I and II (Enhanced) J. Collins An enhanced version of Physics 170 and 171, 298. Remote Sensing and Geographic offering students an opportunity to work at a Analysis faster pace and/or with more advanced materi- The theory, collection, and interpretation of als. Typically these courses award an addi- remotely sensed data from aircraft and tional half credit for the extra work and time satellites, with applications to geology, required of them. See description and prerequi- ecology, human land use, and pollution sites for Physics 170 and 171. (Laboratory monitoring. Geographic information system Science) (GIS) analysis will be used to relate ground- J. Collins based data to remotely sensed data. Students will be pursuing independent projects related 198. Ponds to Particles to the natural or social sciences. Prerequisite: See INT 198. at least one previous course in science is recom- 202. Frontiers of Astronomy mended. Students will write on topics of their own G. Collins choosing in modern astronomy, such as 302. Astrophysics neutron stars, black holes, quasars, active Electromagnetic radiation, properties of stars, galaxies, the redshift controversy, the big stellar structure and evolution, the origin of bang and the fate of the universe. Prerequisite: the elements, galactic structure and evolution, one previous course in astronomy. (Natural active galaxies, and cosmology. Prerequisite: Science and Writing Intensive) Astronomy 130, or by permission. Barker Barker 203. Observational Astronomy 310. Statistical and Thermal Physics A laboratory-oriented course covering The principles of the physics of systems astronomical coordinate systems, the motions having many particles. A statistical (micro- of celestial objects, celestial navigation, and scopic) approach to the thermodynamic astroarchaeology. Students will present their (macroscopic) properties of many-particle own planetarium programs using our portable systems, such as pressure, volume, tempera- planetarium and carry out independent ture, entropy, free energy, and heat capacity. research projects using our nine computerized Prerequisites: Physics 170, 171, 225, and telescopes and research-grade CCD cameras. minimum one year of calculus, or by permission. Prerequisite: one previous course in astronomy, or J. Collins by permission. (Laboratory Science) Barker 311. Classical Mechanics Advanced topics dealing with classical 225. Modern Physics mechanical systems. Small oscillations and Introduction to the special theory of relativ- waves. The calculus of variations, Fourier ity, atomic physics, nuclear physics, and analysis, and series solutions of differential elementary quantum theory. This course may equations are some of the mathematical be considered to be a third semester of methods developed and used. Prerequisite: introductory physics. Prerequisites: Physics 171, Physics 170 and one year of calculus, or by or by permission. permission. Chen Chen 226. Optics 314. Electric and Magnetic Fields Geometric and wave optics, including reflec- Classical electricity and magnetism, electro- tion, refraction, scattering, diffraction, magnetic fields and waves. Vector calculus interference, polarization, and nonlinear and much of potential theory will be devel- POLITICAL SCIENCE 145 oped and used throughout the course. senior majors who are candidates for depart- Prerequisites: Physics 171 and minimum one year mental honors (a B+ average in the major and of calculus, or by permission. a B average overall). (minimum of two credits) Chen Interested students should consult the Chair. Department 350. Experimental Physics Advanced laboratory. Students will perform a variety of experiments from the various Political Science branches of physics and astronomy chosen to Professors Boroviak, Goodman, Marshall, suit their individual needs and interests. and Vogler Prerequisite: Physics 170, 171, and 225, or by Associate Professors Dworetz and Wilson, permission. (Writing Intensive) Chair Chen Assistant Professor Huiskamp 370. Quantum Mechanics Adjunct Professors Malepe and Murphy The principles of quantum mechanics. Shelby Cullom Davis Professor of Russian Schroedinger’s equation and applications to Studies Powell some physical systems. Observables, opera- For current information about course descriptions, tors and expectation values. Operator algebra. scheduling, new courses and departmental staff, Angular momentum and spin. Approximation please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most methods. Prerequisite: Physics 225 and mini- recent edition of the Schedule of Courses published mum one year of calculus, or by permission. by the Registrar’s Office. Chen The Political Science Department offers a 398. Geophysics broad range of courses in the field of Ameri- Use of the principles of physics to understand can, international and comparative politics current geologic phenomena and the evolu- (encompassing non-Western and Western tion of the Earth and planets. Topics include systems) and political theory. To acquaint the structure and evolution of the interiors of students with important research techniques, the Earth and other planets, deformation of the department offers a course in modern solid material, seismology, heat generation social science research methods. Every and transport, dynamics of the ocean and student majoring in political science partici- atmosphere, hydrology, gravity anomalies, pates in a department seminar. Participation geomagnetism, and impact cratering. Prereq- in political campaigns, individual research uisites: Physics 170, 171, and minimum one year and other field projects is encouraged. The of calculus, or by permission. department sponsors a semester in Washing- G. Collins ton, D.C., under The American University 399. Selected Topics Washington Semester Program. The faculty also supports and maintains information on Independent study on topics in physics, appropriate junior year abroad studies in astronomy, or geology, not covered by the political science. regular course offerings. Content varies with The major in political science consists of the interest of students and instructors. 10 semester courses, including four “core” Requires permission of the instructor. courses and one course from each of the four Department area groupings. At least three of the ten 499. Independent Research courses must be at the 300 level or above. A research project in physics, astronomy, or Majors should complete Political Science 200 geology supervised by a faculty member of before their senior year, and they are encour- the department. Requires permission of the aged to take Math 141 (Statistics) for their instructor. math requirement. Any student may propose Department an individual major program for consider- ation by the department’s entire faculty. 500. Senior Honors Thesis The department welcomes individual Investigation of a problem in physics, as- research on the part of its majors. tronomy, or geology under the guidance of a 1. Core Courses: 101; 200; 207 or 217 or faculty member. Need to write a thesis and 227; 401 take an oral examination. Open to junior and 146 POLITICAL SCIENCE

2. International Relations: 109, 209, 229, 249, tools for such study in the future. Open to 309, 339 freshmen, sophomores and juniors. (Social 3. Comparative Western Societies: 115, 215, 255, Science) 265, 325, 335, 345 Huiskamp 4. Comparative Non-Western: 203, 223, 233, 263, 200. Modern Political Inquiry: An Introduction 323 to Research Methods 5. American: 201, 211, 231, 241, 291, 311, 321, An introduction to the guiding principles of 326, 331, 341, 351, 361, 371, 381 modern social science research, along with 6. Theory: 207, 217, 227, 357 instruction in the actual use of research techniques including surveys, statistical Guidelines have been established by the analysis of political data and data processing departments of economics, history, political by computers. (Social Science) science, and sociology and anthropology for Jordan-Zachary interdepartmental concentrations. The department offers a joint minor in urban 201. Contemporary Urban Politics studies with the Sociology and Anthropology Urban, suburban and metropolitan govern- Department. ment and policy problems. The course will It is possible for non-majors to have a focus on local political conflict in the context minor concentration in either American of the federal system in which both the politics or comparative politics/international national government and the states play relations. Each minor consists of a minimum important roles. Policy formulation, imple- of five courses in the appropriate area. The mentation, and evaluation, including commu- minor in American politics must include 101 nity development, housing, education, and and at least one course in American politics at welfare will be explored via field work. the 300 level. The minor in comparative/ Prerequisite: 101, 109, or 115. international politics must include 109 or 115 Jordan-Zachary and at least one course in international or 203. African Politics comparative politics at the 300 level. An introduction to African politics. The 101. The American Political System course will focus on major issues, including An introduction to American politics using a political change, institutions, processes, systems approach and covering aspects of economic development, female roles, political behavior along with institutional ethnicity, and foreign policy. Prerequisite: 109 description and analysis of public policy. Open or 115. (Perspectives on the Non-Western World) to freshmen, sophomores and juniors. (Cul- Huiskamp tural Diversity or Social Science) 207. Political Theory: Ancient Greece to Goodman the Renaissance 109. International Politics An introductory survey of political thought After a brief introduction to salient events in from Ancient Greece to the Renaissance. world politics since World War II, basic Topics include the origins of political philoso- concepts in the analysis of international phy in the writings of Plato and Aristotle; politics are considered. The course will early Christian and Reformation political analyze the various types of international thought; Machiavelli and the birth of modern actors (nations, international organizations, political theory. Readings are chosen to liberation movements, multinational corpora- illustrate the development of ideas about tions), their goals and how they seek to attain human nature, politics, citizenship, power, and them, and the determinants of international the state. Enrollment limited. (Social Science political behavior. Open to freshmen, sopho- and Writing Intensive) mores and juniors. (Social Science) Dworetz Boroviak, Wilson 209. Chinese Foreign Policy 115. Introduction to Comparative Politics An introduction to the study of Chinese The comparative study of the political process foreign policy. The course will focus on in Western and non-Western societies. No providing explanations for China’s foreign political system will be studied in depth policy behavior as well as inquiring into the though the course provides the concepts and major issues that have shaped the development POLITICAL SCIENCE 147 of the foreign policy of the People’s Republic 229. United States Foreign Policy of China. Prerequisite: 109, 115, or 223. An examination of the goals of American (Perspectives on the Non-Western World) foreign policy, and of the making and imple- Wilson menting of policy to attain those goals in the 215. Contemporary European Governments Cold War period. Prerequisite: 101 or 109. and Politics Boroviak A comparative study of contemporary Euro- 231. The American Presidency pean political systems. Special attention given Development and problems of presidential to the relationship of government structures leadership in an era of crises. Includes both an and the policy-making process. Prerequisite: historical analysis of the development of 101, 109, or 115. Presidential powers and the application of Boroviak those powers in contemporary American 217. Contemporary Political Ideology politics. Prerequisite: 101, 109, or 115. Vogler A study of competing belief systems of con- temporary world politics, including commu- 233. The Politics of Latin America nism, fascism, military authoritarianism, third An introduction to the dynamics of politics in world nationalism and capitalism/liberalism. Latin America. Themes include, political Ideologies will be considered both in terms of economy, military authoritarian intervention, their intellectual content and their practical transitions to Democracy, and social move- implications for societies. Prerequisite: 101, ments, and the U.S. role in the area. Countries 109, or 115, or permission of the instructor. used as examples include Brazil, Mexico, Dworetz Argentina, Columbia, El Salvador, and Chile. 223. Contemporary Chinese Politics Prerequisite: 109 or 115. (Perspectives on the Non-Western World) An introduction to the political institutions Huiskamp and processes of the People’s Republic of China. Covers the political experience of the 249. Russian Foreign Policy PRC since 1949 with a focus on the post-1978 A study of contemporary Russian foreign era. Prerequisite: 109 or 115. (Perspectives on policy behavior with an emphasis on Russia’s the Non-Western World and Writing Intensive) struggle to define a foreign policy strategy in a Wilson post-Communist world. Approximately one- 225. Italian Politics quarter of the course will be devoted to historical antecedents of the Soviet period. An examination of the dramatic changes in Prerequisite: 109, 115, or 255. contemporary Italian politics that mark the Wilson transition to the Second Republic.␣ Through a series of case studies and films, the course will 255. Russian Politics focus on topics such as political culture and The course will be directed to an examination the myth of a “backward” Italy, feminism and of the attempts since the dissolution of the the “youth question,” electoral reforms, Soviet Union to set a course for an emergent immigration, bureaucracy and corruption, the Russian state. Some time will also be spent on fight against the Mafia, federalism and local examining political processes in the other CIS government␣ reform, and Italy and the states. Prerequisite: 101, 109, or 115. European Union. Wilson Vogler 263. The Politics of the Middle East 227. Political Theory: Renaissance to An introduction course in contemporary the American Founding Middle East politics focusing on the internal A study of the development of modern dynamics of Middle East societies, the political political thought in the writings of Hobbes, relations among states in the region and the Locke, Rousseau, and the Federalists. The involvement of the super-powers in Middle course examines these theorists’ ideas about East affairs. Prerequisite: 109 or 115. (Perspec- freedom, authority, rights and revolution, and tives on the Non-Western World) considers their different perspectives on Department politics and society. Enrollment limited. (Social Science and Writing Intensive) Dworetz 148 POLITICAL SCIENCE

265. Politics and Society in Eastern Europe 321. Public Administration and Public Policy After a brief introduction of the history of An analysis of theories of administrative Central and Eastern Europe, the course will behavior and current policy problems. The last focus on the current situation in each of the half of the course is an administration “game” nations of the area. Attention will be directed based on the budget of the National Park to the political, economic and social develop- Service. Prerequisite: 101, 109, or 115. ments in these countries, as well as the Goodman progress they have made in shifting to 323. Comparative Political Development political democracy and a market economy. Prerequisite: 101, 109, 115 or permission of the A broadly comparative survey of the political instructor. economy of less developed countries, diversi- Powell ties and similarities across Asia, Africa, and Latin America. Prerequisite: 109 or 115. 291. Judicial Politics (Perspectives on the Non-Western World) Focuses on judicial politics in the United Huiskamp States as reflected in the criminal law process. 325. European Integration The course is organized in terms of points of discretion where political decisions are made: A study of various attempts to unify Western the police and arrest, treatment of the Europe, including the European Union and accused, bail, plea bargaining, conspiracy law, NATO; the implications of the establishment of contempt, sentencing and prisons. Prerequi- a common market in Western Europe in 1992; site: 101. and the impact of changes in Eastern Europe Vogler on European integration. Prerequisite: 109, 115, or 215. 298. Women in Politics Boroviak This course examines gender, race, and class 326. Political Psychology as categories of analysis for understanding the political experiences of individuals in U.S. See Psychology 326. society. In an attempt to elucidate the con- 331. Media and Politics ceptions and ideas which shape cultural and An intensive study of media in political sexual identities this course will consider all campaigns, using video archive materials and types of women. We will examine how with student projects on media in the 1994 feminist analysis and womanist analysis governorship and senate campaigns. Prerequi- reconceptualizes political science and politics. site: 101 or 115. Jordan-Zachary Goodman 309. International Law and Organization 335. Politics of Divided Societies A study of the role of international law and A study of the role of ethnic or cultural organizations in international relations. divisions in the politics of various societies. Attention given to the legal relations of states The course will look at how various societies through analysis of cases and documents. respond to the challenges posed by this Some emphasis given to the United Nations. conflict. Various theoretical approaches will be Prerequisite: 101 or 109. explored. Case studies include Canada, North- Boroviak ern Ireland, South Africa, Belgium, Cyprus, Sri 311. Congress and the Legislative Process Lanka and the U.S. Prerequisite 101, 109, 115, An analysis of who gets elected to the House or permission of instructor. of Representatives and the Senate, how they Department get elected and what they do once in office. 339. Theories of International Relations Topics covered include: elections, constituen- The course surveys theories of international cies, party organizations, committees, rules relations (e.g. realism, the causes of war, and norms, interest groups, executive liaison, functionalism, decision-making analysis) with policy outcomes and the impact of reforms. the underlying goal of providing students with Prerequisite: 101, 109, or 115. a framework—or frameworks—with which to Jordan-Zachary analyze and critique behavior in the interna- tional arena. Prerequisite 109, 115 or permission of the instructor. Wilson POLITICAL SCIENCE 149

341. Constitutional Law I: The Supreme Court Examined are the changing role of civil rights and the Constitution organizations and the related successes of A study of the politics of the U.S. Supreme varied strategies for political empowerment Court and the Constitution, with analyses and on this quest for freedom. debates on major Supreme Court decisions Jordan-Zachary on the powers of the president, Congress, and 381. Media, Technology, and Social Reality the courts, the proper role of national and state governments in a federal system, and the Reflections on the nature and implications of guarantee of a republican form of govern- technology in general and communications ment. Prerequisite: 101. (Writing Intensive) technology in particular. The relationship Vogler between the shaping or “informing” of social consciousness and the development of commu- 345. Understanding Russian Politics and nications media is explored. The course aims Society through the Prism of Film to demystify the forces and relations which An examination of political and social issues constitute social reality. (Social Science) in post-communist Russia, relying heavily on Dworetz films—primarily those produced in Russia 398. Comparative Social Movements (with English subtitles)—to understand the situation within the country. Topics include “Religious sentiment and popular social the transition to political democracy and a movements in the Americas.” A study of market economy, and social problems such as religious sentiment in the Western tradition alcohol abuse, drug abuse, HIV/AIDS, envi- and how different conceptions of divinity have ronmental degradation, the war in Chechnya, influenced contemporary social movements. and the situation of women. Prerequisite: 101, The course examines both defensive working- 109, 115 or permission of the instructor. (Writ- class movements (the Christian identity ing Intensive) movement; white supremacists; citizen Powell militias) and groups focused on popular empowerment (the civil rights movement; 351. Constitutional Law II: Civil Rights and liberation theology; participatory action- Civil Liberties research). A study of U.S. Supreme Court decisions, Huiskamp with analyses and debates on affirmative action, equal protection, abortion rights, 401. Seminars freedom of speech and religion, government (Enrollment limited to 15) searches and seizures, privacy, private prop- 401(1) American Politics (Writing Intensive) erty rights, capital punishment, the right to 401(2) International/Comparative Politics die, and related issues. Prerequisite: 101. (Writing Intensive) (Writing Intensive) Department Vogler 421. Government Field Work 357. Political Theory: Visions of Modernity Individually-designed and supervised field A study of the political thought of philoso- work in agencies of state and local govern- phers who established the political and ment or a political campaign in Boston, theoretical agendas for the modern world. Providence and surrounding communities. A Readings include some of the major works of semester of tutorial work (or its equivalent) Jean-Jacques Rousseau, G.W.F. Hegel, Karl with an instructor before and after the field Marx, and Frederick Engels. Topics include experience and a paper relating the scholarly equality, democracy, alienation, revolution, literature to the experience is required. and the relation between philosophy of Students who enroll in this course are expected history and political theory. Prerequisite: 207 to work a minimum of eight hours a week at or 227, or permission of the instructor. their internship. Additionally, at the conclu- Dworetz sion of the internship experience students 371. African American Politics must complete a Work and Public Service Assessment through the Filene Center. The relationship between African Americans Enrollment on an as-available basis. Do not and the American political system since sign up without written approval of the Chair, moving from protest to politics in their quest who must also approve the amount of credit. for freedom is the course’s central theme. Department 150 POLITICAL SCIENCE

Short Courses biological bases of behavior and experience. In doing so, they focus on the physical 020. Model United Nations structures, chemicals, and physical events Preparation for and participation in a na- involved in the production of behavior. tional model United Nations conference Students majoring in psychobiology will be (The Harvard National Model U.N.). The prepared for graduate training in any of the course may be taken for credit more than fields mentioned above, as well as for profes- once as long as different states are repre- sional training in medicine or veterinary sented. Conference costs, including room and medicine. They may find jobs in research board, are the responsibility of the student. laboratories, zoological parks, aquariums, Course begins on or about November 1. No industry, or education. add or drop after this date. Enrollment limited to Students majoring in psychobiology are 20 students. (One-half credit) encouraged to pursue independent research Wilson (Psychology/Biology 399 or 500) as a means 022, 023, 024, 025. Legal Issues in Public toward a total integration of the two funda- Policy mental disciplines. A mini-course on an important current legal The following courses are required for the major: issue. Topic rotates: a. The Law of Sexuality At least one semester of chemistry (Chemistry and Gender, b. Torts, c. Family Law, d. 103, 153, or 104) Criminal Law (One-half credit) Psychology 101. Introductory Psychology Goodman Biology 111 and Biology 112 029. January Internship in Washington, D.C. or An opportunity for students to work as Biology 101. An Introduction to Biology interns in the nation’s capital, and meet (by permission of the weekly for structured discussion. The Filene Psychobiology advisors) Center for Work and Learning provides Biology 211. Genetics support in developing intern positions. Biology 244. Introductory Physiology Students will be required, without exception, Biology 255. Chordate Anatomy and to work in Washington from January 3rd Evolution through January 24th. Enrollment limited to Mathematics 141. Introductory Statistics 12 students. (One-half credit) Psychology 203. Developmental Psychology Murphy or Biology 254. Developmental Biology Psychology 226. Comparative Animal Psychobiology Behavior Associate Professor Morgan (Psychology) At least two 300-level labs; suggested lab Assistant Professor Morris (Biology) courses include the following (but others will be accepted on a case by case basis with For current information about course descriptions, scheduling, new courses and departmental staff, permission of the advisors) please refer to the college catalog available on-line Psychology 323. Behavioral Neuroscience at www.wheatoncollege.edu/Catalog or the most Psychology 334. Community Psychology recent edition of the Schedule of Courses published Practicum by the Registrar’s Office. Psychology 335. Applied Behavior Analysis The interdepartmental major in psychobiol- Practicum ogy is intended to fill the needs of students Psychology 342. Lab in Child and Family seeking understanding of the biological bases Assessment of behavior. The field of psychobiology Psychology 343. Laboratory in Experimental includes all of the interface between psychol- Psychology ogy and biology. This includes neurobiology, Psychology 345. Laboratory in Developmen- psychoneuroimmunology, animal behavior, tal Psychology psychopharmacology, cognitive neuroscience, Psychology 348. Laboratory in Animal neuroendocrinology, health psychology, Communication and physiological psychology, and developmental Cognition psychobiology, to name a few. Psychobiolo- Psychology 365. Laboratory in Health gists examine the evolutionary, physical, and Psychology PSYCHOLOGY 151

Biology 305. Biochemistry Recommended for Graduate Training in Animal Biology 324. Neurobiology Behavior: Biology 331. Advanced Marine Biology Biology 215. Ecology Biology 344. Cellular Physiology Biology 218. Tropical Ecology Biology 348. Advanced Physiology Biology 305. Evolution Psychology 097. Concepts in Psychobiol- Psychology 211. Learning and Behavior ogy: Senior Seminar in Theory Psychobiology Psychology 212. Perception Two free electives Psychology 348. Laboratory in Animal Depending upon the career goals that a Communication and particular student may have for himself or Cognition herself, different electives may be appropri- Students interested in the health professions ate. Options among these or others are best are encouraged to consult one of the health decided upon in consultation with one of the career advisors in addition to their advisor in psychobiology advisors. The following is a psychobiology. list of some general recommendations: Recommended Menu for Free Electives: Biology 201. Environmental Science Psychology Biology 205. Nutrition Professors Baron, Murphy, Wulff, and Zuriff Biology 215. Ecology Associate Professors Morgan, Price, and Biology 218. Tropical Ecology Zucker, Chair Biology 221. Microbiology and Immu- Assistant Professors McCandies and Berg nology Adjunct Assistant Professor McGillin Biology 231. Marine Biology Director of the Nursery School Werner Biology 303. Evolution Teachers in the Nursery School Reuter and Biology 347. Endocrinology MacLeod Chemistry 202. Organic Chemistry For current information about course descriptions, Classics 120. Greek and Latin Roots in scheduling, new courses and departmental staff, English please refer to the college catalog available on-line Philosophy 215. Medical Ethics at www.wheatoncollege.edu/Catalog or the most Philosophy 216. Philosophical Issues in recent edition of the Schedule of Courses published by the Registrar’s Office. Mental Illness Philosophy 224. Minds and Machines The offerings of the Psychology Department Psychology 032. Advanced Topics in reflect the remarkable diversity of topics and Psychobiology approaches that constitute modern-day Psychology 211. Learning and Behavior psychology. Many students will want to begin Theory their exploration of psychology by taking Psychology 212. Perception 101, the introductory course. Others may Psychology 222. Cognition prefer to start with a course focused on a Psychology 227. Drugs and Behavior particular topic. Psychology 235. Human Sexuality The specific requirements for the major are as Psychology 265. Health Psychology follows: Recommended for Graduate Training in a. Introductory Psychology: 101 Neuroscience: Students may have this requirement Biology/Chemistry 305. Biochemistry waived by the department chair if they Biology 324. Neurobiology have taken two semesters of high school Chemistry 202. Organic Chemistry psychology. Physics 170, 171. Introductory Physics I and b. One course in statistics: Math 141 or 151 II c. One course in methodology: 202 Psychology 212. Perception Psychology 222. Cognition d. One of the following courses representing Psychology 227. Drugs and Behavior classical experimental disciplines: 211, 212, 221, 222, 227. e. One of the following laboratory courses: 323, 340, 342, 343, 345, 347, 348, 365 152 PSYCHOLOGY

f. Psychology 095, the Senior Seminar (one 211. Learning and Behavior Theory half credit) or Senior Thesis (two credits) A study of the scientific analysis of behavioral The remaining psychology courses taken to processes—classical and operant conditioning, fulfill the major must include at least one at extinction, stimulus control, and aversive the 300-level. control—as well as applications of this analysis Note: The courses that satisfy the major must to education and psychotherapy. Prerequisite: total at least 9.5 credits. 101 or at least sophomore standing (Social Science) Courses in the following subject areas Zuriff outside of psychology are also recommended: 212. Perception writing; philosophy, including logic and A study of nonstimulus determinants of ethics; other social sciences; computer science; perception (e.g., culture, personality, learning); biology and the physical sciences. field phenomena (organization, space percep- tion, the constancies); theories of perception The Minor in Psychology (e.g., Gestalt, transactionalism); and sensation Students minoring in psychology should take (psychophysics, signal detection, the senses, Psychology 101 and at least four other scaling). Prerequisite: 101 or at least sophomore psychology courses, at least one of which is at standing. (Social Science and Writing Intensive) the 300-level. A minimum of five credits is Zuriff required. 221. Experiencing: The Phenomenology of Psychology Laboratories and Everyday Life Field Placements An introduction to the phenomenological On-campus laboratory facilities include the approach in psychology and its application to Elisabeth Amen Laboratory Nursery School, our own experiences and to experiences that human and animal experimental labs, and a are strikingly different. Applies phenomeno- psychobiology lab that includes a vivarium. logical methods and interpretations to such Off-campus field work with either children or common activities as writing, imagining, and adults may be conducted in community- driving a car as well as to the less-accessible intervention agencies, mental hospitals, social experiential worlds of animals, children, and service agencies, and industrial organizations. autistic or paralyzed adults. Open to sophomores, juniors, and seniors. Offered in alternate years; 101. Introductory Psychology next offered Fall 2001. (Social Science and A survey of the basic principles and findings of Writing Intensive) psychology as a social and biological science Wulff and practice. (Social Science) 222. Cognition Department A survey of scientific studies of everyday 202. Introduction to Research Design thinking, with particular focus on memory, A survey of fundamental principles of research concept formation, language, problem solving, design, nonexperimental design issues, models reasoning, and decision making. An ecological of hypothesis testing, ethical issues, and approach is emphasized. Emphasis on reading principles of writing in psychology. Prerequi- primary sources and on performing replica- site: Math 141 or 151 and at least sophomore tions of published studies. Open to sophomores, standing . juniors, and seniors. (Social Science) Department Price 203. Developmental Psychology 226. Comparative Animal Behavior An introduction to concepts and methods for An introduction to evolutionary theory as an a scientific and ecologically sensitive approach organizing framework for comparing represen- to development, with a primary focus on the tative behavior patterns in humans and other multiple influences that create change and animal species. Includes analysis of both the continuity, universals and cultural specificity. mechanisms and the functions of behaviors. Development from conception to late child- There is a 3-hour optional lab. Prerequisites: hood is emphasized. Includes observation in Psychology 101 and either Biology 111 or 101, or the Amen Nursery School. Prerequisite: 101 or by permission of instructor. (Natural Science/ at least sophomore standing (Social Science) Laboratory Science) McCandies, Price Morgan PSYCHOLOGY 153

227. Drugs and Behavior 250. Psychoanalysis An introduction to the study of drug use, Introduction to psychoanalysis as a theory, abuse, and addiction, with a focus on therapy, and window into the unconscious; recreationally used drugs. Topics range from topics include dream interpretation, male and the neurochemical action of drugs to the female sexuality, neurosis, psychodynamics, consequences of their use for society. Prereq- and the nature of the unconscious. Open to uisites: Psychology 101 and Biology 101 or 111. juniors and seniors with at least one previous Offered in alternate years; next offered Spring course in psychology. (Social Science) 2002. Zuriff Morgan 251. Multicultural Issues in Psychology 232. Social Psychology Offers a balanced and informative introduc- An introduction to the systematic study of tion to African-, Asian-, Latino-, and Native human social behavior. Considers how American psychology. Students will examine people perceive and react to others and how scholarly work about a particular ethnic group they are affected by social situations. Topics that is written from the perspective of that include attitudes, prejudice, helping, aggres- group. Topics include models of ethnic sion, and interpersonal attraction. Open to identity development, cultural mistrust and sophomores, juniors, and seniors or by permission use of mental health services, sexual identity of instructor. (Social Science) and AIDS, bilingualism and cognitive func- Zucker tioning, and spirituality and family dynamics in psychotherapy. (Cultural Diversity) 235. Human Sexuality McCandies A comprehensive introduction to the biologi- cal, behavioral, psychological, and cultural 260. Psychology of Religion aspects of human sexuality. Considers the A descriptive and interpretive study of relation of sexual values and behavior; religious faith and tradition. Drawing on anatomy, arousal, and response; varieties of behavioral, psychoanalytic, Jungian, existen- sexual behavior; sexuality through the tial-phenomenological, and humanistic lifespan; sexual problems; and important viewpoints, this course considers the nature of social issues such as rape, incest, and pornog- religious experience; the meaning of religious raphy. Classroom exercises, films, and guest images, creeds and rituals; and the origins and presentations. (Social Science) significance of individual differences in Murphy religious faith. Open to sophomores, juniors, and seniors. Offered in alternate years; next offered 241. Personality—The Study of Lives Fall 2002. (Social Science and Writing Intensive) A study of the nature of human personality, Wulff including its structure, development, and ongoing dynamics. Employing a variety of 265. Health Psychology classic and modern theoretical perspectives A biopsychosocial model of health: how and research findings, addresses the funda- biological, psychological, and social processes mental question of how we are to understand and their interaction influence health. Topics ourselves and others in the diverse situations include mind-body interactions, health in which humans find themselves. Open to behavior and interventions, patient-doctor sophomores, juniors, and seniors. (Social Science) relationships, and chronic and advanced Wulff illnesses. Prerequisites: Psychology 101 or Biology 101. (Social Science) 247. Abnormal Psychology Berg A survey of the chief forms of psychological disorder and current modes of explanation 298. Psychological Anthropology and treatment. Issues include the definitions See Anthropology 270 of normality and abnormality and the goals 306. Infancy Across Cultures of intervention. Case studies focus the The nature and nurture of infants from the discussion. Open to sophomores, juniors, and perspectives of Western research, beliefs, and seniors. (Social Science) practices and of selected non-Western Murphy contemporary societies, especially the Navajo. Examines childbirth, newborn capacities, 154 PSYCHOLOGY

caretaker-infant relationships, early experi- seniors. This course must be taken both semesters ence, and changes during infancy, all in and is worth a total of two credits. (Writing cultural contexts. Prerequisite: Psychology 203 Intensive, one unit) or permission of instructor. Offered in alternate Murphy years. (Cultural Diversity and Writing Inten- 335. Applied Behavior Analysis Practicum sive) Price The application of learning theory to indi- vidual and organizational behavior change. 308. Developmental Competencies of Students spend either two half-days or one full Children Living in Poverty day per week in supervised field activity. An exploration of the effects of poverty on Ethical and philosophical implications of the development of children. Considers the behavior change considered. Prerequisite: economics and demographics of poverty, its Psychology 211 or permission of instructor. general human costs, and unemployment and (Writing Intensive) public policy. Prerequisite: Psychology 302 Baron (Cultural Diversity) 340. Laboratory in Social Research Methods McCandies The study of the important conceptual, 323. Behavioral Neuroscience practical, and ethical issues involved in doing An introduction to the physiology of behav- social psychological research. Students will ior, with a special focus on neurophysiology, conduct studies using experimental and neuroanatomy, and sensory physiology. Six correlational methods and learn to write an hours a week, lab/lecture combined. Prereq- APA-style paper. Topics have included uisites: Psychology 101, Biology 244. Offered in attitudes toward abortion, affirmative action, alternate years; next offered Spring 2003. and Wheaton’s honor code. Prerequisites: Morgan Psychology 202 and 232. (Writing Intensive) 324. Childhood Behavior Disorders Zucker A survey of behavioral disorders of childhood 342. Laboratory in Child and Family Assess- in both clinical and educational settings, with ment a review of various perspectives on etiology Covers fundamental principles involved in and treatment. Emphasis on evaluation of the assessing child and family behavior in various effectiveness of treatment. Prerequisite: contextual settings. Students learn practical Psychology 202, and 203 or 241, or permission of techniques in interviewing, conducting instructor. (Writing Intensive) classroom behavioral observations, and scoring Baron intelligence testing protocols. In addition to 326. Political Psychology conducting a study using experimental and correlational methods, students will learn to The study of psychological influences on write an APA-style research proposal. Prerequi- political thinking and behavior. Personality sites: Psychology 202 and Psychology 203. (Writing and politics, intergroup conflict, political Intensive) cognition, and genocide are some of the McCandies topics to be considered. Prerequisite: At least one course in Psychology and at least one course in 343. Laboratory in Experimental Psychology Political Science. The design, implementation, evaluation, and Zucker interpretation of experiments in learning (e.g., 334. Community Psychology Practicum operant conditioning, discrimination), percep- tion (e.g., sensation, recognition), and cognition Students intern in a community mental (e.g., memory, concept formation). Prerequi- health or human service agency for one day sites: Psychology 202 and 211, 212, or 222. or two half-days a week. They receive Zuriff supervision both at the agency and by the professor. The weekly class meeting inte- 345. Laboratory in Developmental Psychology grates the fieldwork experience with the Early childhood cognitive development will be theoretical literature. Placements may assessed in the Amen Laboratory Nursery address issues such as homelessness, family School through cross-sectional and longitudi- violence, adolescent pregnancy, AIDS, mental nal quantitative research methods. Students illness, and child care. Open to juniors and will design and implement the specific meth- PSYCHOLOGY 155 odologies, analyze the data using SPSS, and 375. Systems and Change interpret the results in written APA format. An exploration of the competing social and Ethical issues will be addressed. Prerequisites: organizational systems of influence that con- Psychology 202 and Psychology 203. (Writing tribute to systemic change in developing Intensive) individuals, with an emphasis on the role of Price families. Examples are drawn from the nor- 347. Laboratory in Assessing Personality mative and clinical literatures, and principles of systemic analysis are applied by students to A survey and critical analysis of the methods a series of case studies. Open to sophomores, that psychologists have developed to assess juniors, and seniors. (Writing Intensive) individual differences in human personality. McGillin Includes both standardized testing procedures and more idiographic, qualitative methods for 500. Senior Honors Thesis observing and describing individual differ- Open to majors with permission of an ences. Prerequisites: Psychology 202 and 221 or instructor. (Minimum of two credits) 241, or permission of the instructor. (Writing Intensive) Half-Credit Courses Wulff 032. Advanced Topics in Psychobiology 348. Laboratory in Animal Communication and A seminar on a specialized area of psychobi- Cognition ology to be announced each year. Students A comparative introduction to current will lead discussions and present oral reports theories and methodologies for investigation based on original sources in their chosen of the nature of communication in, and areas of interest within the general topic for cognitions and problem-solving abilities of, that year. Prerequisites: junior or senior status, nonhuman animals. Prerequisites: Psychology/ or permission of instructor. (One-half credit) Biology 226 and Math 141 or 151, or by permis- Morgan sion of instructor (Writing Intensive) 095. Psychology Senior Seminar Morgan Senior psychology majors will participate in 365. Lab in Health Psychology discussions of advanced topics based on The biopsychosocial research model will be original sources, enabling them to understand assessed through class projects and discussions their previous psychology courses from an of specific research studies. Class topics will analytical perspective that identifies major include research design, ethics, and issues assumptions in the field. Prerequisite: Senior specifically related to health research. Lab status as a psychology major (One-half credit) exercises will address a number of method- Department ological topics related to health and health 097. Concepts in Psychobiology: Senior promotion (e.g., physiological reactivity to Seminar in Psychobiology stress, assessment of health risks, designing A historical survey and discussion of the health interventions). Students will design and development and continuing significance of implement various methodologies, analyze the the concepts, techniques, and themes that data using SPSS, and interpret the results in comprise the field of psychobiology. Topics written APA format. Prerequisites: Psychology 202 include the mind/brain relationship, cognitive and Psychology 275 or permission of the instructor. neuroscience, ethology, localization of Berg function, and the neuron doctrine. Prerequi- 369. Clinical Psychology site: Senior status as a psychology or psychobiology An introduction to the field of clinical psy- major. (One-half credit) chology. Considers the basic tools of the Morgan clinician, including interviewing, observation, and assessment; the major theories of counsel- ing and psychotherapy; and professional and ethical issues. Case studies, demonstrations, and videotapes will be used. Prerequisites: Psychology 247 or 324, or permission of the instructor. Murphy 156 PUBLIC POLICY STUDIES

Public Policy Studies Religion Minor Professor Timm, Chair Professor Walgreen (Economics), Coordinator Associate Professor Brumberg-Kraus Assistant Professor Darling-Smith For current information about course descriptions, scheduling, new courses and departmental staff, For current information about course descriptions, please refer to the college catalog available on-line scheduling, new courses and departmental staff, at www.wheatoncollege.edu/Catalog or the most please refer to the college catalog available on-line recent edition of the Schedule of Courses published at www.wheatoncollege.edu/Catalog or the most by the Registrar’s Office. recent edition of the Schedule of Courses published by the Registrar’s Office. The minor in Public Policy Studies is an interdisciplinary program designed to intro- The religion major (nine semester courses) duce students to the analytical skills and includes Religion 102 (Introduction to the institutional perspective characteristic of Study of World Religions), Religion 401 careers in public service. Courses address the (Senior Seminar) and six courses selected from political context of policy making, alternative three of the following areas: disciplinary approaches to policy formation (1) scriptural studies (109, 110, 204, 209, 210, and implementation, and appreciation of 212, 310, 342); value conflicts in the policy process. In (2) western religious traditions (204, 222, 223, addition, students are encouraged to pursue 232, 282, 322, 342); substantive policy issues that draw on the (3) Asian and non-western religious traditions expertise of Wheaton faculty members in (212, 316, 325, 326, 357); such areas as environmental regulations, (4) contemporary and comparative religious criminal justice, technological development, thought (102, 162, 204, 208, 225, 230, labor-management relations, poverty and 232, 242, 260, 340). welfare, antitrust and regulation, and health Three courses will be taken from one of these care. areas; two courses from a second area; and one The minor consists of six courses, at least course from a third. At least three courses at one of which must be at the 300-level. or above the 300 level, including Religion 401 Economics 101 or 102 is required, as is one (Senior Seminar), are required of all majors. course in statistical or research methods Majors in religion and philosophy, and (chosen from the list below). Other courses religion and history, are offered jointly with may be selected by students in consultation the history and philosophy departments, with the Coordinators. No more than three respectively. The classics and religion depart- courses in any department may count toward ments have drawn up guidelines for an the minor. interdepartmental major in ancient studies. For the dual-degree programs with Andover- Methods courses Newton Theological School, see Assistant Mathematics 141. Introductory Statistics Professor Darling-Smith. Political Science 200. Modern Political Inquiry Minor concentrations are available in Sociology 302. Research Methods in comparative religion, Bible, world religions, Sociology and Judaic studies. For the minor in Judaic Studies, see Associate Professor Brumberg- Kraus. A minor consists of five courses approved by the department, one of which must be at or above the 300 level. 102. Introduction to the Study of World Religions A survey of the major world religions for the beginning student. Religions discussed will include basic religions (American Indian and African traditions), religions of India (Hindu- ism and Buddhism), China (Taoism and Confucianism), and those originating in the Middle East (Judaism, Christianity and Islam). Religion will be considered as a worldview RELIGION 157 expressed through doctrine, myth, ethical 204. Scripture in Judaism, Christianity and system, ritual, personal experience and Islam society. (Arts and Humanities and Perspectives This course focuses on the religious function on the Non-Western World) of sacred scriptures in the three Western Department religious traditions: Judaism, Christianity, and Islam. Attention will be paid to scripture 109. Introduction to the Hebrew Bible as myth of origins, the relative importance of An overview of the diverse, sometimes sacred story, prophecy, and law in the three conflicting religious perspectives represented traditions, authority, and the importance of in the Hebrew Scriptures concerned prima- interpretative traditions. We will also rily with the Biblical texts as the expressions investigate the ritual functions of scripture, of religious beliefs and ways of life. Examina- artistic representations, and contemporary tion of the historical contexts and literary efforts to interpret the relevance of textual forms and traditions of the texts, and the traditions. Prerequisites: One 100-level course. concrete social situations to which these texts (Arts and Humanities and Perspectives on the are religious responses. Focus on the Bible’s Non-Western World) treatment of general themes in the study of Brumberg-Kraus religion such as ideas of the holy, religious language and myth, ritual, monotheism and 208. Religion in Modern Literature Goddess worship, prophecy, theodicy, Modern fiction as a means of exploring salvation, gender, the religious value of the diverse views on the nature and meaning of secular, and interpretation. (Arts and Humani- human existence, and the search for faith. ties) The writings of such authors as Katherine Brumberg-Kraus Paterson, Hurston, Morrison, Unamuno, Roiphe, Rushdie, Naipaul, Waugh, Roth, 110. Literature of the New Testament Malamud, Wiesel, O’Connor are to be The literature of the New Testament, with considered. Prerequisite: one 100-level Religion special attention to the form and content of course or permission of the instructor. (Arts and the New Testament documents, their Humanities) relationship to one another and their witness Brumberg-Kraus to the character of early Christianity. (Arts and Humanities) 209. Hebrew Bible Studies Brumberg-Kraus An examination of the Hebrew scriptures with special attention to the Exile and the 142. Religion and Sexuality later Hebrew Biblical period. Special topics An investigation of how the Western reli- will be announced from year to year. Recom- gious traditions have shaped attitudes toward mended: Religion 109. Open to sophomores, sexuality and a study of religious views on juniors and seniors. (Arts and Humanities) sexual choices, life styles, and problems of Brumberg-Kraus today, including love, marriage, sex roles, homosexuality, celibacy, contraception, 210. Jesus and the Gospels abortion, and sexual and domestic violence. This course studies selected versions of the (Arts and Humanities) life of Jesus across many genres (scholarly, Darling-Smith fictional, cinematic, and devotional) and across many centuries (from canonical and 162. Perspectives on Death and Dying apocryphal Gospels, to medieval allegories, Study of the grief process, alternate denial to modern novels and films) in order to and obsession with death and dying in explore the ways generations of Christians at Western culture. Religious and philosophic different times and places have fitted the speculation about immortality, resurrection, story to their own needs and situation. reincarnation and the effects of death on Prerequisite: one 100-level Religion course or attitudes toward life. Ancient, contemporary permission of the instructor. and cross-cultural rituals of death. (Arts and Brumberg-Kraus Humanities) Darling-Smith 212. Sacred Texts of Asia A study of some of the major religious traditions which have emerged in South and 158 RELIGION

East Asia. Hinduism, Buddhism, Confucian- religious traditions, and feminist spirituali- ism, and Taoism will be explored by consid- ties. Prerequisite: one 100-level Religion course ering representative scriptural texts and or permission of the instructor. (Arts and subsequent commentary traditions as a way Humanities or Cultural Diversity) to uncover their respective answers to Darling-Smith fundamental questions about ultimate reality, 225. The Philosophy of Religion humanity and salvation. Prerequisite: one 100- A study of questions emerging from the level Religion course or permission of the instruc- philosophical analysis of religious thought. tor. (Arts and Humanities and Perspectives on Both religious and anti-religious thinkers will the Non-Western World and Writing Inten- be considered on fundamental issues: the sive)) existence of God, the status of revelation and Timm faith, the problems of conflicting truth claims 216. Early Christian Thought of different religions, immortality and human The history of the church from its begin- destiny. Special attention will be given to nings until the Reformation. The great contemporary challenges to traditional, personalities and movements: the spread of patriarchal theology. Prerequisite: one religion the church, the shaping of Christian theol- or philosophy course or permission of the instruc- ogy, the papacy, monasticism and the tor. (Arts and Humanities and Writing Inten- formation of the Christian West. Prerequisite: sive) one 100-level Religion course or permission of the Timm instructor. 230. Mysticism and Spirituality Department An examination of mysticism as well as other 217. Christian Thought: Reformation to forms of personal religious consciousness and Modern Times the way individuals have integrated religious Analysis of major figures and movements experience with their general understanding during the Reformation, Counter-Reforma- of existence. Attention will be given to tion, Enlightenment, Romantic Period and accounts of mysticism and spirituality found the present century. The rise of science; the in different cultures and historical periods. impact of secularism; Christian revitalization; Fundamental issues include: the character of and religious pluralism in Europe, America religious experience; the significance of and the Third World. Prerequisite: one 100- gender in spirituality; self-realization and level Religion course or permission of the instruc- self-transformation; the relationship of tor. interior experience and public life; altered Department states of consciousness. Prerequisite: one 100- 222. New Religious Movements level Religion course or permission of the instruc- tor. (Arts and Humanities and Perspectives on Non-traditional religious expression and its the Non-Western World and Writing Intensive) significance in the American religious scene. Timm Topics explored include the relationship of cult, sect and church, the authenticity of cult 232. Faith After the Holocaust religions, “new-age” religion, Eastern spiritu- The death of six million Jews at the hands of ality, destructive cults as religious exploita- the Nazis and their collaborators in World tion, cults and the family, brainwashing and War II represents a radical challenge to faith the ethics of deprogramming. Prerequisite: in Judaism, in Christianity and in Western one 100-level Religion course or permission of the humanism. The course begins with a histori- instructor. (Arts and Humanities) cal overview of the Holocaust, and then uses Department literature of Holocaust survivors, and the 223. Religion in Contemporary America philosophical and theological response of Jewish and Christian authors to articulate the An overview of the wealth of diversity in challenge of the Holocaust to faith. The religions practiced in the United States, course concludes with a discussion of the including a study of mainstream Protestant- implications of the Holocaust for Western ism, Judaism, and Roman Catholicism, as culture. Because the questions which this well as native American traditions, Evangeli- course explores are highly varied and defy calism, African-American religion, Eastern simple answers, a variety of disciplines, texts RELIGION 159 and media will be employed, including films opment of Muslim thought, Islamic mysti- and outside experts. (Arts and Humanities and cism and modernism. Course involves field Writing Intensive) trips to an Islamic Center and interviews with Brumberg-Kraus contemporary Muslims. Prerequisite: one 200- 242. Religion and Ecology level Religion course or permission of the instruc- tor. (Perspectives on the Non-Western World) An exploration of resources from various Brumberg-Kraus religions for developing a healthy respect for nature and the environment, as well as a 322. Judaism: Faith and Practice study of the religious roots of the current A study of the history, beliefs and practices of environmental crisis. Included are discussions Judaism through the ages until the present. of the relationships between feminist spiritu- Emphasis will be placed on an appreciation of ality and ecological sensitivity and between Judaism as a living faith and on its contribu- native American cultures/religions and tion to civilization. Attention will be given to ecological sensitivity. Prerequisite: one 100- the Jewish presence in contemporary inter- level course. (Arts and Humanities) religious dialogue. Course involves field trips Darling-Smith and interviews with contemporary Jews. Open 260. Psychology of Religion to juniors and seniors, and to sophomores by permission. See Psychology 260. Brumberg-Kraus 282. Music and Worship in World Cultures 323. Seminar in Jewish Thought See Music 282. This seminar is intended to deepen students’ 310. New Testament: Acts and Letters understanding of major trends of Jewish This course studies Pauline Christianity thought, and to practice the methods charac- through an examination of the Letters of teristic of the academic study of Judaism. Paul and Luke’s Acts of the Apostles. We will Students will analyze common readings in pay special attention to the social historical class discussion and pursue independent study context and structures of Pauline Christian- culminating in a major research paper in ity. We will discuss its ideals of community consultation with the instructor. (Writing and authority, its Christian self-definition in Intensive) regard to emerging Rabbinic Judaism, the Brumberg-Kraus significance of religious conversion for 325. Hinduism: Thought and Action Pauline Christianity, and the relationship of A thematic and conceptual inquiry into some early Christian literature and ethics to other of the most important religious and philo- Greco-Roman literary and cultural conven- sophical traditions within Hinduism. Major tions, e.g., Acts and ancient novels. Prerequi- consideration given to questions about the site: one 200-level Religion course or permission of nature of ultimate reality, suffering and the instructor. liberation, language and revelation, personal Brumberg-Kraus existence and death, eros and asceticism, 312. Religious Pluralism: Diversity in myth and ritual. Regular film and other Dialogue audiovisual presentations will provide insight An investigation into problems arising from into the contemporary Hindu world view. the recognition of religious pluralism. This Prerequisite: one 200-level Religion course or course will focus on the contemporary permission of the instructor. interest in inter-religious dialogue and will Timm consider attempts from a variety of perspec- 326. Buddhism: Thought and Action tives to make sense of the competing voices A thematic and conceptual inquiry into some in world religions. Prerequisite: one 200-level of the most important religious and philo- Religion course or permission of the instructor. sophical traditions within Buddhism. Atten- (Perspectives on the Non-Western World) tion given to the major schools of Buddhist Timm thought, as well as topical inquiries into issues 316. Islam: Faith and Practice regarding women in Buddhism, meditation Pagan Arabia, the life and teaching of practices, Buddhist art and architecture, and Muhammad, the spread of Islam, the devel- the influence of Buddhism on contemporary 160 RELIGION

western religious pluralism. The course Religion and Philosophy features close readings of Buddhists texts in and Religion and History translation and regular audiovisual presenta- tions. Prerequisite: one 200-level Religion course Students electing either joint major should consult or permission of the instructor. with the Chairs of the two departments concern- Timm ing the courses required. 340. Seminar on Religion in Anthropological Perspective See Anthropology 340. Russian and Russian 342. Liberation Theology Studies Theology is rational reflection upon the Shelby Cullom Davis Professor of Russian faith; liberation theology is reflection by Studies Powell (Russian and Political Science); people of faith who find themselves in Professors Relihan, Coordinator (German and situations of oppression. This course studies Russian); and Weil (Economics) Third World peoples, African-American Associate Professor Wilson (Political Science) women and men, and white women and their Assistant Professors Baker (History) and struggles to relate Christian and Jewish Rosset (Russian) teachings to liberation. Prerequisite: one 200- Visiting Assistant Professor Bobrova (Rus- level Religion course or permission of the instruc- sian) tor. (Cultural Diversity) For current information about course descriptions, Darling-Smith scheduling, new courses and departmental staff, 357. Indigenous Religions please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog or the most An exploration of the rituals, myths, and recent edition of the Schedule of Courses published symbols of indigenous religions and the by the Registrar’s Office. interconnection between these religious The program of Russian Studies offers a forms and native ways of life. Focuses on wide range of courses in the Russian lan- Native American religious traditions, but guage (from the elementary to the advanced indigenous religions in Africa, Australia, and level), Russian art and culture, literature, pre-Christian Europe will also be considered. history, economy, and politics. Prerequisite: one 200-level course. (Arts and The Department offers two majors, one Humanities or Cultural Diversity) in Russian Studies and one in Russian Darling-Smith language and literature. For further informa- 399. Independent Study tion, contact Professor Rosset, advisor for Advanced students, in consultation with the the major in Russian and Russian studies. appropriate instructor, may arrange to Below is a list of courses which may be taken pursue independent study on topics not for a major in Russian studies or Russian covered by the regular course offerings. language and literature, followed by the Requires permission of the instructor. specific requirements for either program of study, and course descriptions. 401. Seminar Selected topics will be chosen to integrate Russian Department and supplement the work done in the major. Russian language courses from 110 to 243. Each member of the seminar will write a Russian literature and culture courses, in paper and will present an oral report to English or Russian: majors and members of the Religion Depart- 101. Russian Folklore ment. Required of all senior majors; others with 200. Russia: Icons to Revolution. The 19th permission of the instructor. century Timm 201. Russia: From Revolution to the Present 500. Individual Research 203. Russian Drama Open to majors by invitation of the depart- 281. Russian Arts and Culture ment for work culminating in a Senior 282. Modern Russian Film honors thesis. 284. Women in Russian Culture 300. Advanced Russian 200 301. Advanced Russian 201 RUSSIAN 161

305. Topics in Russian Literature and literature. It consists of a minimum of 351. Selected Prose Writers (in Russian) nine semester courses, as follows: 352. Russian Poetry (in Russian) 1. Russian language and literature in Russian: 370. Russian for the Arts, Business and four semester courses, beginning at the Politics (in Russian) advanced language level: 240, 241, 242, 243, 351, 352, or 370. Students who choose Courses in other Departments this major will usually have had some prior Economics study of Russian, or they may opt for 246. Comparative Economic Systems summer study or a Junior (or semester) Year Abroad. History 215. History of Russia 2. One Senior Seminar: 402 3. Russian literature and culture courses in Political Science English : four courses, selected from the 249. Russian Foreign Policy following: 101, 200 or 300, 201 or 301, 255. Russian Politics 203, 281, 282, 284, and 305. 265. Politics and Society in Eastern Europe 345. Understanding Russian Politics The major requires a minimum of three through the Prism of Film courses at the 300-level or above. Substitu- 398. Advanced Internet Collaborative tions by permission of the Department Research Students who do outstanding work in either Russian major may become members of I. Russian Studies Major Alpha Epsilon, the Wheaton College Chapter of the National Slavic Honor Society, Dobro The Russian studies major is a broad-based, Slovo. interdisciplinary course of study. It is de- By passing a proficiency test administered signed to give students a basic knowledge of by the department in September and May Russia and the former Soviet Union through each year, a student may satisfy the first or the the study of art and culture, history, language first two years of the Russian language and and literature, as well as economic, social and place directly into the advanced level courses. political issues. It consists of a minimum of Students who have taken three years or more 10 semester courses, as follows: of Russian at the secondary school level are 1. Russian language: four semester courses, expected to place into course 210 (or the 240 selected from Russian 110, 111, 210, 211, series, with departmental permission). 240, 241, 242 and 243. Students who place Courses 351, 352 and 370 are designed for at the advanced level (240, etc.) are only Russian majors and are conducted in Russian, required to do two semesters. but are open to all qualified students with 2. Russian literature and culture: three semester permission of the department. Courses in courses, selected from Russian 101, 200 or culture, literature and civilization conducted in 300, 201 or 301, 203, 281, 282, 284, 305, English are open to all students without regard to 351, 352 and 370. foreign language proficiency. 3. Courses in other Departments: three semester Summer study in the U.S. or abroad is courses, selected from at least two different strongly recommended for all majors at the departments . Courses include: Econ 246, end of the sophomore or junior year. Study in Hist 215, and Poli 249, 255, 265, 345 and Russia on a Junior Year (or Semester) Abroad 398. Program is likewise highly recommended. The major requires a minimum of three Credit is normally given for such study. Early courses at the 300-level. These may be consultation with the Department is advised. selected from the culture courses, or from the All students in language courses are courses in other Departments. Substitutions required to attend class regularly and, as an by permission of the Department. integral part of their class preparation, to II. Russian Language and Literature work in the language laboratory for at least Major one hour per week. Students also have access to the laboratory for independent work. The Russian language and literature major is Minor concentrations are available in designed to provide students with a sound Russian language and Russian language and knowledge of the Russian language, culture literature. 162 RUSSIAN

The minor in Russian language consists of a Advanced language courses minimum of six semester courses, as follows: The following four advanced courses are not 1. Five semesters of the Russian language, sequential and may be taken in any order or typically 110, 111, 210, 211, 240 or 241 or combination: 242 or 243. 240. Advanced Russian I 2. One Russian language and literature course in Russian, selected from the following: Review of Russian grammar. Russian roots 351, 352 or 370. and word formation. Russian syntax and composition. Emphasis on vocabulary The minor in Russian language and literature building. Prerequisite: Russian 211 or equiva- consists of a minimum of five semester lent. (Foreign Language) courses, as follows: Department 1. Three semesters of the Russian language, typically 110, 111, 210. 241. Advanced Russian II 2. Two courses in Russian culture and litera- Review of Russian grammar. Russian style ture in English, selected from the following: and syntax, with emphasis on composition. 101, 200, 201, 203, 281, 282, 284 or 305 Prerequisite: Russian 211 or equivalent. (Foreign Language) Language Courses Department 110. Beginning Russian I 242. Advanced Conversation and Grammar The principal elements of the Russian Review I language, including reading, writing and Review of Russian grammar. Emphasis on speaking. Emphasis is placed on colloquial oral comprehension and verbal proficiency. language and the ability to converse in Prerequisite: Russian 211 or equivalent. (Foreign Russian. Class work is supplemented by one Language) hour per week in the language laboratory. Fall Department semester (Foreign Language) 243. Advanced Conversation and Grammar Rosset Review II 111. Beginning Russian II Review of Russian grammar. Emphasis on A continuation of Russian 110 with further verbal proficiency and Russian cultural/ emphasis on grammar and conversation. Class political vocabulary. Prerequisite: Russian 211 work is supplemented by one hour per week or equivalent. (Foreign Language) in the language laboratory. Prerequisite: Department Russian 110. Spring semester (Foreign Language) Rosset Literature and Culture Courses Given in Russian 210. Intermediate Russian I Written and spoken Russian. More funda- 351. Selected Prose Writers mentals of Russian grammar, with emphasis The study in Russian of selected prose works on oral practice, comprehension and compo- by some of the following writers of the 19th sition. Class work is supplemented by one and 20th Centuries: Pushkin, Lermontov, hour per week in the language laboratory. Pavlova, Gogol, Turgenev, Dostoevsky, Prerequisite: Russian 111 or equivalent. Fall Tolstoy, Teffi, Chekhov, Zamyatin, semester (Foreign Language) Zoshchenko, Bunin, Solzhenitsyn, Tokareva. Department Prerequisite: Russian 240 or above, or permission of Department. 211. Intermediate Russian II Department Continuation of Russian 210. Written and spoken Russian. More fundamentals of 352. Russian Poetry Russian grammar, with further emphasis on A survey in Russian of poets from the early oral practice, comprehension and composi- 19th century to the present. Emphasis both on tion. Class work is supplemented by one hour analysis and on reading/performance of per week in the language laboratory. Prerequi- poetic works. Prerequisite: Russian 240 or site: Russian 210 or equivalent. Spring semester above, or permission of Department (Foreign Language) Rosset Department RUSSIAN 163

370. Russian for the Arts, Business and 201. Russia: from Revolution to the Present Politics The study of Russian literature and culture in A study in Russian of the special terms, the 20th century, from the turmoil of the jargon and style used in specific professional Revolution through the terror of Stalin’s fields, including the art world and museums, Soviet Union to the momentous changes of international business and politics. Also the 1990’s. The focus will be on literature includes a brief survey of Russian computer and art, grappling with aesthetic concerns terminology. Prerequisite: Russian 240 or amid censorship, purges and rapid political above, or permission of Department. change. Readings might include: Akhmatova, Rosset Babel, Zamyatin, Nabokov, Gorky, Pasternak, 402. Seminar Solzhenitsyn, Bitov, Baranskaia, Tokareva, Petrushevskaia. Cultural materials cover the Integration of the student’s work in previous Avant-garde, Soviet theatre and ballet, courses through independent work chosen samizdat and other unofficial art, glasnost with the approval of the department. Taken and the new trends of the past few years. during the senior year. (Arts and Humanities) Department Department 500. Individual Research 203. Russian Drama Open to senior majors by invitation of the A survey of modern Russian theatre, includ- department. ing some opera and ballet. The course Courses Given in English includes a brief history of Russian theatre and its traditions in directing and set/costume Open to all students. No Russian language design. Readings include a variety of short to prerequisite. No knowledge of Russian full-length plays by such writers as Pushkin, required. Gogol, Ostrovsky, Chekhov, Kharms, 101. Russian Folklore Gippius, Erdman, Shvarts, Aitmatov, A general, interdisciplinary introduction to Petrushevskaia, and Nina Sadur. (Arts and Russian culture with special emphasis on Humanities) folklore, tracing its development from pre- Rosset Christian times to the present. The course 281. Russian Arts and Culture will center on the study of folk tales, epics Begins with a brief survey of Russian political and ballads; beliefs, traditions and supersti- history, then focuses on Russian and Soviet tions; the influence of folklore on the devel- art, including some non-Russian works from opment of Russian literature and art. (Arts and former republics of the Soviet period (Geor- Humanities and Perspectives on the Non-Western gia, Armenia, Latvia, Central Asia). Includes World) ballet and theatre, cinema, classical music as Department well as bard music and formerly underground 200. Russia: Icons to Revolution rock, some literature and poetry, and art from A broad survey course with primary emphasis the icons to the Avant-garde to unofficial and on the classics of the 19th century. The study official art. (Arts and Humanities and Perspec- of strong passions and clashing beliefs in 19th tives on the Non-Western World) century Russian literature and culture. Focus Rosset on love and social commentary in the works 282. Modern Russian Film of Pushkin, Lermontov, Gogol, Pavlova, The course will acquaint you with the culture Chekhov, Dostoevsky and Tolstoy. Cultural of modern Russia through its cinema. materials include icons and Russian wooden Lectures with discussion and analysis of a architecture, the myths of St. Petersburg and series of Russian films from Eisenstein to Moscow, Russia’s expansion into the current productions, emphasizing content Caucasus and Siberia, 19th century music, and and moral/political issues as well as artistic trends in 19th century painting. (Arts and technique. (Arts and Humanities and Perspec- Humanities) tives on the Non-Western World) Department Department 164 RUSSIAN

284. Women in Russian Culture ance and social control, inequality and social An historical survey of the cultural and change, and institutions and social organiza- political impact of women in Russia, with tion. Related courses may be chosen from emphasis on the 20th century. Works by and psychology, economics, political science and about women, including works by Russian history. Majors in anthropology should women in politics, literature and poetry, consult that section of the catalog for re- theatre, and painting. (Arts and Humanities) quirements and course listings. Rosset The department offers a minor in urban studies in conjunction with the Political 300., 301. Advanced Versions of 200 and 201 Science Department and encourages field Usually taken by majors. See 200 and 201 work and internships. above. The following courses are required to 305. Topics in Russian Literature fulfill the minor in sociology: Sociology 101, Topics will vary to meet student demand and and four additional courses of choice in soci- interest, and might include: The Russian ology one of which must be at the 300-level. Novel, The Silver Age, Soviet Classics, For course descriptions in anthropology see Russian Women Writers, etc. page 53. Department Introductory/Core Courses 101. Introduction to Sociology Sociology and An introduction to the study of social Anthropology relationships. Topics covered will include the Professors Grady, Yllö, and Kerner, Chair relationship of the individual to society; the Associate Professors Kim and Trevino nature of groups and institutions and their Assistant Professors Albro, Owens, and effect on individuals; inequalities of class, Harris race and gender; the structure of economic and political power; new forms of the family For current information about course descriptions, scheduling, new courses and departmental staff, and family life; the role of religion in please refer to the college catalog available on-line America today; social change and global at www.wheatoncollege.edu/Catalog or the most interdependence. (Cultural Diversity or Social recent edition of the Schedule of Courses published Science) by the Registrar’s Office. Grady, Harris, Kim, Trevino, Yllö The department provides students with an 104. Contemporary Social Problems understanding of human social behavior, This course is organized into three sections: social organization and cultures, and contem- First, the social action section deals with how porary social problems. The two disciplines social change can be realized through the examine the social forces that operate not implementation of political strategies and only within American society, but also in tactics in the creation and /or alleviation of Latin American, Caribbean, African, Middle problems of moral indignation. The theory Eastern, European and Asian societies. As a section provides six major sociological joint department we offer separate majors in perspectives for examining certain public sociology and anthropology, but at the same issues. Finally, the problems section takes an time encourage students to integrate these in-depth look at specific social problems such two related areas of knowledge. as pollution, poverty, and crime. (Social The major program in sociology consists Science) of 10 semester courses and must include Trevino Sociology 101, 301, 302, 402 or two semes- ters of Individual Research (500). Students 272. Let Me Count the Ways: Analyzing must take one anthropology course and they Social Trends may take two toward the major. Students are Have you ever wondered whether the expected to take Sociology 301 and 302 in population is growing too fast? How diverse their junior year and Sociology 402 in their are we ethnically? How many of us are poor? senior year. In addition, majors must fulfill a Is the American family falling apart? These distribution requirement by taking at least questions are debated all the time in the one course in each of the three areas: devi- media. But are they telling the whole story? SOCIOLOGY & ANTHROPOLOGY 165

This course will provide the key to analyzing better understand violent crime, juvenile descriptive statistics—including how they are delinquency, gangs, organized crime, white- constructed, displayed and disseminated—to collar crime, etc. We will also focus on the illuminate the stories that lie hidden behind alternative of restorative justice. (Social the headlines. (Mathematics/Logic or Social Science) Science ) Trevino Grady, Harris 221. Deviance and Social Control 301. Sociological Theory The primary objective of this course is to The primary objective of this course is to develop a sociological and critical analysis of provide a broad overview of the major various types of deviant behaviors and deviant sociological theorists and theories. Accord- statuses including criminality, delinquency, ingly, the student will become familiar with alcoholism, mental illness, physical defects the classical (pre-World War II) as well as and the like. Open to sociology majors and with the contemporary (post-WWII) theo- minors only or by permission of the instructor. retical paradigms in sociology. Students will Trevino cultivate their sociological imaginations as 231. Organized Crime they learn to apply the theories. Required of all Specific attention is being paid to organized majors in their junior year; open to others by crime’s origins, history, culture, organiza- permission of the instructor. tional structure, and goals. Various types of Kim, Trevino criminal organization will be considered: the 302. Research Methods in Sociology Cosa Nostra, the Yakuza, the crimes of busi- An introduction to the scientific method and ness corporations, international and domestic its application to sociological research. Topics terrorism, organized political crime, motor- include formulation of research problems, cycle gangs, and the like. Prerequisite: Sociol- sampling, measurement, data collection and ogy 211. analysis, and an introduction to the computer Trevino statistical package MINITAB. Emphasis is on 311. Violence Against Women research design. Prerequisites: two courses in This seminar explores the nature of violence sociology, required of majors in their junior year. against women, focusing on current research Open to urban studies minors and others by on woman battering, rape, child sexual abuse permission of the instructor. and pornography. Students will compare Yllö theoretical approaches and will critically 402. Senior Seminar examine empirical research. The impact of A semester of directed research in which race/ethnicity and class on the abuse experi- students receive individual attention while ence are considered. A major part of the carrying out an empirical study. The seminar seminar involves original research by stu- offers guidance and a framework for the many dents on an issue of their choice or an stages of the research process. Students will internship at the local program. The semes- be expected to produce a thesis and present it ter will culminate in a symposium on violence publicly in February. Required of all senior against women organized by seminar mem- majors. (Writing Intensive) bers. Permission of the instructor required. Grady, Harris, Kim, Trevino, Yllö Limited to 15 students. 500. Individual Research Yllö Open to majors at the invitation of the Inequality and Social Change department. 200. Social Movements Deviance and Social Control When and why do people organize for social 211. Criminology change? When and how do social movements succeed or fail? When and how do move- This course provides an historical account of ments become violent? How do societies the major schools of thought in the discipline change peacefully? The course focus will be of criminology. The individual actor, the to study collective action and social move- social environment, the law and the criminal ments, both local and global, including some justice system will be examined in order to of the following: national liberation move- 166 SOCIOLOGY & ANTHROPOLOGY

ments, social and political revolutions, themselves created by the pattern of minority strikes and protests, reactionary movements, group relations. (Cultural Diversity) and movements for peace and non-violence. Harris, Kim Some historical cases may include the civil 250. Black Community rights movement in the United States, peace What has happened to the Black community and liberation movements in Tibet, Ireland since World War II? This period has wit- and Israel-Palestine, democracy movements nessed the Supreme Court’s Brown Decision in Central and Latin America and Asia, and overturning the legal basis for segregation, the the global women’s rights and human rights civil rights movement, the Black power movements. (Cultural Diversity) movement, affirmative action and the Rain- Kim bow Coalition. The course will examine what 210. Inequality has happened to the cultural, social and What is the structure of social classes in a political institutions, especially the family, of modern industrial society? How do the the African-American community during this upper, middle and lower classes differ from period as well as investigating changing each other? Is it just a question of money or relations with other ethnic groups, especially is something else involved? Is there a white Americans. (Cultural Diversity) working class in our society and what role Harris does it play? What is the relationship 260. Gender Inequality between class and gender? This course looks How do we learn to be women and men? How at these and related questions, identifying are our cultural beliefs and social institutions those social processes that create and gendered? How do different sociological and maintain class differences as well as those feminist theories illuminate gender relations? that tend to erode these differences, and How can we better understand the perpetua- examining the ways in which social class tion of inequality by examining images of affects each of our lives. This course includes women in the media, sexism in language and a field experience. (Cultural Diversity or Social violence against women? How is sexism re- Science) lated to racism, class stratification and Kim heterosexism? (Cultural Diversity) 220. Aging in America Yllö Aging in the U.S. is examined in sociologi- 270. Immigration cal, historical, and cross-cultural context. There are currently massive and rapid move- Issues concerning family, work and retire- ments of people across national borders for ment, sexuality, elder abuse, and death and jobs, residence, political asylum, family dying are explored. The aging experience is integration, trade, business, and tourism. This analyzed in connection to gender, race and course explores multiple causes and conse- class inequalities. This is a service learning quences of immigration. Depending on the course involving field placement in local instructor, this course will focus on global elder organizations. (Cultural Diversity) migration (Kim) or immigration in the U.S. Yllö context (Harris). (Cultural Diversity) 230. Race and Ethnicity Harris, Kim Racial and ethnic minorities in the United 280. Asians and America: Ethnic Boundaries States and other countries, including the and Identities different ways in which minority-dominant From a multidisciplinary approach, the course group and minority-minority group relation- examines political and socioeconomic forces ships are created, structured and become that brought Asians to the United States. In crystallized in social institutions and patterns historical context, the course explores the of social action. A look at various explana- construction of “borders”—racial, ethnic, tions for the ways these relations work out in class, gender, sexual, and religious—that have different societies and between different defined, contained and excluded Asian/Pacific groups. Finally, the cultures and ideologies Americans, as well as “border crossings” by of the different groups, and the way these which Asian/Pacific Americans have resisted, cultures and ideologies help create and are negotiated and created their communities and identities. Topics will include Orientalism, SOCIOLOGY & ANTHROPOLOGY 167 colonialism, Japanese internment, social and racial/ethnic groups. How a social Chinatowns, the model minority myth, sweat- scientific analysis illuminates the nature of shops, citizenship, democracy, and racism. gender, dating, marriage, parenting, violence (Cultural Diversity) and divorce. We explore the changing nature Kim of the family as an institution as well as the 330. Money, Sex, and Power in Global transitions individual families undergo. Perspective Required of Family Studies Minors. Yllö In the late 20th century, the buying and selling women for the sex market has reached global 241. Women in US Economy dimensions. Women and girls are trafficked See Economics 241. from “third world” countries to the “first 255. Living In Cities: Urban Sociology world” countries through mail order catalogs, marriage brokers, tour agencies, and under- Cities are the most important form of ground networks; once trafficked, women end settlement in the modern world. They are up in porno centers and brothels in Europe, workshops of innovation in technology, U.S. and Japan. The seminar examines the culture and manners. Because the city is a sexploitation of especially Asian women in settlement and not an institution, the course relation to race, gender and class politics, and will encourage students to use methods and examines the development of the global sex concepts derived from several disciplines to trade in relation to militarization, war-making understand the city. The course explores the and capitalism. Concepts such as “female organization, growth and conflicts of a sexual slavery,” “trafficking in women,” gen- number of the world’s major cities. (Cultural der inequality, and sexual division of labor are Diversity) discussed. (Writing Intensive) Grady Kim 275. Media and Society The role and influence of the media in Institutions and Social Organization contemporary societies, with specific atten- 215. Working: Society and the Meanings of tion to questions regarding: the influence of Work the media over people’s lives in “mass What role does work play in people’s lives? society,” the political ideology inherent in Why is work organized the way that it is? mass media message, the organization of Should it or can it be changed? How does media industries and the media as means for work affect the way that people treat each subcultural expressions. other? Can work be controlled and managed? Harris This course will address these questions while 285. Latino Community investigating the social, political and cultural The course will examine the various Latino forms of work in the United States and Japan. populations in the United States: Mexican (Cultural Diversity) Americans, Cuban Americans, Puerto Ricans, Grady Dominicans, and the like. Issues that are 225. Health and Medicine unique to these populations will be consid- This course will examine medicine as an ered: culture (normative and esthetic), institution and explore the consequences of its bilingualism, the immigrant experience, organization for public policy. Should doctors family life, the church, education, and so on. control health care? Should medicine be (Cultural Diversity) socialized? Has medicine made us healthier? Trevino Does our system of health care devalue 315. Society, Technology and the Environ- women? The course will investigate these and ment other questions. Have our cities created a way of life that is Grady impossible to sustain? Is our technology out 235. Families in Transition of control? How should we relate to our Has the obituary for the American family environment? We will consider these and been written prematurely? How can we better other questions in an exploration of the understand contemporary families by study- impact that our social relations and techno- ing families cross-culturally and in diverse logical systems have had on the conditions of 168 SOCIOLOGY & ANTHROPOLOGY

human existence in contemporary society. weaknesses of the documentary and photo- (Writing Intensive) journalistic tradition and how is it connected Grady to the social sciences? This course will enable 322. Sociology of Law students to develop the analytic and practical skills necessary to produce a visual essay. The Examines the interrelations between law and focus of the course is on documenting the various aspects of society. Employs a com- town of Norton and each student will pro- parative and historical approach and ad- duce an independent project consisting of a dresses such questions as, how and why does digitally edited movie on some aspect of the law develop? Under what social conditions town’s history, life-styles, or culture. Student does a differentiated legal system emerge? access to a video camera is recommended. How do legal systems vary with different Prerequisite or concurrent: Arts 240 (Beginning forms of social institutions? (Social Science) Photography) or by permission of the instructor. Trevino Grady Specialized Methods 362. Fieldwork in Formal Organizations 141. Introductory Statistics This course is open to students who have internships during the semester. Students are See Mathematics 141. required to take field notes at their internship 262. Let Me Count the Ways: Analyzing sites. Drawing on organizational theory the Social Trends course requires students to see the broader Have you ever wondered whether the social forces at work in various types of population is growing too fast? How many of formal organization. May be taken in lieu of Soc us are poor? How ethnically diverse are we? 402. (Writing Intensive) Is the American family falling apart? These Trevino questions are debated all the time in the 392. Feminist Research media. But are they telling the whole story? This team-taught course will provide the key This seminar examines critiques of traditional to analyzing descriptive statistics—including social science and its methods, focusing on how they are constructed, displayed and the controversies that surround the scientific disseminated—to illuminate the stories that method, objectivity, politics and the purpose lie hidden behind the headlines. (Social Science of research. We will explore “feminist or Math and Logical Reasoning) methodology” and debate whether such a Harris, Grady thing even exists. The seminar also focuses on models of feminist research and looks at the 282. Visual Sociology connections between the personal, political, What do snapshots, home movies and and intellectual. Prerequisite: one social science advertising tell us about modern societies? methods course and one women’s studies course. What role should graphic design play in Yllö social research? What do we do when we go 399 Selected Topics to the movies (whether in Calcutta or Boston), and what do we see when we get Course content is determined according to there? These are a few of the questions that the interest of students and the instructor. social scientists ask as they produce or Grady, Harris, Kim, Trevino, Yllö interpret the images that the camera has made and which play an ever more important role in how we image and conduct our lives and communicate with others. Grady 292. Documentary: Sociological Movie Making How can social scientists use video to carry out social research and to communicate what they discover? What are the opportunities (and the pitfalls) that visual expression poses for the student? What are the strengths and THEATRE 169

Theatre 371. Ensemble Experiments Professor Bongas, Chair Three courses in one of the following areas Associate Professor Fox of specialization: Assistant Professor Mrozowski Acting/Directing Theatre Manager Mailhot 101. Beginning Acting Instructor Stein 202. Beginning Directing For current information about course descriptions, 211. Intermediate Acting scheduling, new courses and departmental staff, 311. Intermediate Directing please refer to the college catalog available on-line 351. Advanced Acting at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published 399. Acting or Directing Practicum by the Registrar’s Office. Technical/Design Students have the opportunity to combine a 203. Introduction to Scene Design liberal arts education with training in theatre 204. Introduction to Costume Design arts. 205. Stagecraft Watson Theatre, a proscenium house 302. Introduction to Lighting Design seating 375 people, and the Experimental 399. Design Practicum Theatre, a “black box” space seating approxi- The seventh course in the Theatre must be mately 100, offer the means to achieve any selected as follows: directorial concept or design. Acting/Directing majors must take one course from Technical/Design. Major in Theatre and Dramatic Literature Technical/Design majors must take one The major in theatre and dramatic literature course from Acting/Directing. is administered jointly by the Theatre and Students may take one semester away at the English departments. It includes a minimum National Theatre Institute through Con- of eleven courses, four from the offerings of necticut College, at the British American the English Department and seven from the Drama Academy in London through Sarah Theatre Department, some of which bring Lawrence College, at La Mama through together the work taken in the two depart- Trinity College, or at comparable institu- ments. tions. They are encouraged to elect courses Two tracks are available in the major: a in other literatures that include some drama. concentration in Acting/Directing or Techni- If interested in technical theatre, they are cal Theatre/Design. The major must include encouraged to take appropriate courses in art three courses at or above the 300-level. and art history. The four courses from the English Other interdepartmental majors are also Department include: possible; previous programs have involved At least one course in Shakespeare (English the departments of psychology, sociology, art 309 or 310) and classics. However, a student may design a Three courses from among the following: combination in consultation with an advisor 241. Modern Drama from any other department. 246. Modern Irish Literature Minor concentrations in Theatre consist 273. Early Modern English Theatre of at least five interrelated courses, at least 274. Restoration Theatre and Beyond one of which normally shall be at the 300- A second semester of Shakespeare level. Two tracks are available in the minor: Acting/Directing or Technical Theatre/ With permission from appropriate professors, Design. dramatic literature courses from other departments may be used to satisfy this Minor in Theatre requirement (i.e. Classics 254 and 354: 103. Introduction to Theatre Comedy and Tragedy, Music 292: Broadway 371. Ensemble Experiments Bound: American Musical Theatre, etc.) Three courses in one of the following areas The seven courses from the Theatre Depart- of specialization: ment include: Acting/Directing 103. Introduction to Theatre 101. Beginning Acting 275. The History of Western Theatre 202. Beginning Directing 170 THEATRE

211. Intermediate Acting 211. Intermediate Acting 311. Intermediate Directing Building a character: creation of simple reality 351. Advanced Acting through talking, listening and justification as 399. Acting or Directing Practicum applied to actual texts; character analysis and Technical Theatre/Design breakdown of action. Prerequisite: Theatre 101. Enrollment limited to 14 students. Auditions 203. Introduction to Scene Design required first day of class. 204. Introduction to Costume Design Department 205. Stagecraft 302. Introduction to Lighting Design 351. Advanced Acting 399. Design Practicum Focus on the proper use and all too frequent In an effort to gain a broad theatre experi- misuse of “style” in the theatre. The class ence, students are encouraged to participate encounters via readings, games, improvisa- in internships with professional theatre tions, and presentations the worlds of Greek schools and companies such as the Manhat- and Shakespearean tragedy and absurdist tan Theatre Club, American Repertory tragicomedy. Students must keep a weekly Theatre, Trinity Repertory Theatre and Yale journal and present at least three scenes. Repertory Theatre. Prerequisite: Theatre 101 and 211. Enrollment limited to 14 students. Acting Fox 101. Beginning Acting Directing Survey and study of different styles and techniques of acting. Beginning work on 202. Beginning Directing dialogue and text; exploration through Study of theories, practices and techniques of improvisation. Each student is required to play direction, with special emphasis on the prepare a minimum of two scenes and a function of the director as interpreter, orga- soliloquy. Enrollment limited to 20 students. nizer and teacher. Practical directing prob- (Arts and Humanities) lems in scene work drawn from contemporary Department and classical plays. Prerequisite: Theatre 101. 105. Movement and Dance for the Theatre Department The purpose of this course is to provide body 299. Selected Topics awareness for the actor through movement A course at the intermediate level determined and dance. Designed to improve the actor’s by the special interest of the instructor and physical competency, body awareness and student(s). Prerequisite: permission of the increase the ability to move in space. Classes department. consist of warm-up exercises, problem- Department solving techniques through various movement 311. Intermediate Directing forms, combinations and short routines. This course is designed to offer qualified Department students the opportunity for advanced work in 198. Ballet I directing, culminating in the direction of a This course is designed to introduce the basic complete play. Students will be responsible principles of ballet technique to the begin- for casting, rehearsal and overall artistic unity ning student. It will develop the skills of the performance. Prerequisite: Theatre 202 necessary to execute and perform classical or permission of the instructor. ballet. The student will gain body awareness Fox and learn to work correctly within the 371. Ensemble Experiments structure of the class. (One credit) Development of a major theatre project, in- Mrozowski cluding the writing or editing of a script, de- 198. Modern Jazz sign of sets, lights, costumes, directorial This course is designed to give the student a concepts and casting. Students will also experi- practical insight into modern jazz technique ence, absorb and assimilate principles of and various jazz styles. No prerequisite. acting. Prerequisites: Senior majors and minors Costume: leotard and tights are recommended. only. Mrozowski Department URBAN STUDIES 171

Theatrical Design 103. Introduction to Theatre 203. Introduction to Scene Design A survey of the theatre from the Greeks to the present, with an emphasis on the theatre Development of critical thinking through the as a performing art. Appreciation of the study of design development, scenic styles, theatre through brief study of theatre history, elements of design, and methods of visual selected play scripts, acting-directing theory presentation of scenic design. Design and practicum and scene/lighting design. projects range from script analysis to collage, (Arts and Humanities) color and 3D visual presentations. Students Department may be assigned to crew positions in depart- ment productions as a practical aspect of 275. The History of Western Theatre their training. Enrollment limited to 15 stu- Focus on the evolution of Western drama dents. (Arts and Humanities) from ancient to modern times. Diverse Stein theatrical styles, movements, and production 204. Introduction to Costume Design modes are examined via scripts, research projects, and videotapes. (Arts and Humanities) Development of critical thinking from a Department costume designer’s viewpoint. Emphasis will be given to script analysis, period research, 399. Selected Topics fabric, color theory with some sketching. Advanced level; content determined by special Enrollment limited to 15 students. interests of instructors and student(s). Ex- Stein amples of past course titles: Advanced Light- 205. Stagecraft ing, Advanced Costume Design, Advanced Directing Project, Costume Construction, The technical problems encountered in Playwriting. Prerequisite: permission of the mounting a major production. Backstage department. procedures, construction techniques, theatre Department safety, tool operation and maintenance, drafting, materials and supplies. Students will be assigned crew positions in department Urban Studies Minor productions as a practical aspect of their training. Enrollment limited to 15 students. Professor Grady (Sociology), Coordinator Mailhot For current information about course descriptions, scheduling, new courses and departmental staff, 302. Introduction to Lighting Design please refer to the college catalog available on-line An examination of the fundamental prin- at www.wheatoncollege.edu/Catalog or the most ciples of light. The development of original recent edition of the Schedule of Courses published by the Registrar’s Office. design projects from the perspective of a lighting designer. The skills of a lighting An interdepartmental minor in urban studies designer: script analysis, drafting, instrument is offered by the departments of Political and color selection. Prerequisite: Theatre 205 Science and Sociology and Anthropology. or permission of the instructor. Enrollment The requirements are as follows: limited to 15 students. Political Science 201. Contemporary Urban Mailhot Politics Other Courses Sociology 255. Living in Cities: Urban Sociology 102. Public Speaking Urban Studies 301 The structure and presentation of a speech, and 302. Field Work: Two courses with emphasis on organization, clarity and Political Science 200. Modern Political Inquiry: delivery. The object of the course is to An Introduction to improve both group and interpersonal Research Methods communication skills. Each student is or required to prepare four presentations. Sociology 302. Research Methods in Enrollment limited to 20 students. Sociology Bongas Political Science 321. Public Administration and Public Policy or 172 URBAN STUDIES

Economics 252. Urban Economics Requirements for the Major in Women’s 301., 302. Field Work in the Urban Studies: Community 1. Women’s Studies 201. Introduction to Individually-designed and supervised field Women’s Studies. work in agencies of state and local govern- 2. One of the following social science-based ment; community service organizations; and courses: programs and non-profit associations in Economics 241. Women in the U.S. Boston, Providence and surrounding com- Economy or munities. Seminars integrate field work with Sociology 260. Gender Inequality the academic program. To be taken as a 3. One of the following humanities-based double-credit course for one semester, or as a courses: single-credit course in each semester. Open to History 230. U.S. Women to 1869 or political science and sociology junior or senior History 231. U.S. Women since 1869 majors, urban studies minors and others by 4. Women’s Studies 312. Feminist Theory permission. Enrollment limited to 25 students. 5. A methodology course with either a social science or humanities focus: Sociology 392. Feminist Research (social science) or Women’s Studies English 377. Feminist Criticism (humanities) Professor Murphy (Psychology), Coordinator 6. Four electives, at least one of which must Assistant Professor Tomasek (History), be at the 300 level or above. Advisor 201. Introduction to Women’s Studies For current information about course descriptions, An introduction to topics and themes in scheduling, new courses and departmental staff, women’s experiences from a cross-cultural, please refer to the college catalog available on-line historical and interdisciplinary perspective. at www.wheatoncollege.edu/Catalog or the most recent edition of the Schedule of Courses published Topics include women’s historical roles in the by the Registrar’s Office. family, the work force and public and private spheres in different societies; the psychology Women’s studies is an interdisciplinary major of changing gender roles; images of women explicitly geared toward the study of women and how they are constructed; women’s and their gender roles. By encouraging perspectives in literature and in the sciences; students to examine the new scholarship on and the roots and prospects of the contempo- women in relation to traditional materials, rary women’s movement. Spring only (Cultural women’s studies involves a “re-vision” of Diversity) knowledge. The major in women’s studies Wyss and Women’s Studies Faculty provides students with a critical framework that allows them to examine women’s issues 312. Feminist Theory across the curriculum as well as in the world This advanced-level course is designed to at large. explore in depth many of the theoretical The major in women’s studies consists of frameworks and methodological issues that at least nine courses. Students are encouraged are touched upon in women’s studies and to pursue a concentration within the major; gender-balanced courses. The course focuses possible concentrations include: social on historical and contemporary writings from science, humanities, arts, or a particular social a range of perspectives, including liberal issue or theme. Women’s studies majors are feminism, radical feminism, socialist femi- urged to pursue internships, service learning nism and post-modernism. Special topics opportunities, and independent research that such as racism, lesbianism, and international will complement their course work in women’s issues are also examined. Enrollment women’s studies. limited to 30 students. Open to juniors and The minor in women’s studies consists of seniors, and to sophomores by permission. Fall only five or more courses: 201, Introduction to (Cultural Diversity) Women’s Studies, at least one 300 level Maher course and three electives only one of which can be taken at the 100 level. Students are encouraged to do an interdisciplinary inde- pendent study and related internships. WOMEN’S STUDIES 173

Women’s Studies Courses: 341. History of Sexuality Anthropology Italian 255. Women in Africa 235. Italian Women Writers in Translation 260. Women and Development 350. Gender and Social Organization Music 173. A New Revisionist Interpretation: Classics Women in Music 266. Women in the Classical World Philosophy Economics 255. Feminism, Philosophy and the Law 241. Women in the U.S. Economy Psychology English 235. Human Sexuality 240. Gender, Genre and Poetry 247. African American Women Writers Religion since 1945 142. Religion and Sexuality 272. Romancing the Novel Russian 327. Eighteenth Century Women’s 284. Women in Russian Culture Literature Sociology 348. Sexual Politics in Film Noir 260. Gender Inequality 377. Feminist Criticism 311. Violence Against Women French 330. Money, Sex, and Power in Global 331. Other Voices, Other Stories Perspective Hispanic Studies 392. Feminist Research 370. Studies on Hispanic Women Writers Women’s Studies History 201. Introduction to Women’s Studies 226. Women in East Asia: Past and 312. Feminist Theory Present In addition, many departments offer special 230. U.S. Women to 1869 courses and seminars with topics applicable 231. U.S. Women since 1869 to the major or minor. Please see the 313. Issues in the History of Women in Women’s Studies Advisor for permission to Europe count the course towards either the major or 340. U.S. Women and Work minor. 174 175 Selected Endowed and Other Named Funds

Lectureships estate of Jane E. Ruby, Professor of History Mary Bloor Loser Endowment Fund: Established Emerita, Provost, friend and honorary degree in 1987 by Thomas N. Loser and Ann T. recipient of Wheaton College. The lecture Bloor in honor of his wife (and Mrs. Bloor’s series brings prominent speakers to campus daughter), Mary Bloor Loser, Class of 1942, annually. and her father, Carl Bloor, to fund the Mary LaDonne Heaton Schulman Alumnae/i Lecture Bloor Loser Musical Series. Fund: Established in 1993 in memory of Annie E. Carter Memorial Lecture: Established in LaDonne Heaton Schulman ’57, Wheaton’s 1886 by the Wheaton Seminary Alumnae first Fulbright scholar, by alumnae/i, family Association in memory of Annie E. Carter, and friends. teacher at Wheaton Seminary from 1862 to Miriam Lee Tropp Memorial Lecture: Established 1881. in 1967 in memory of Miriam Lee Tropp, Annie Talbot Cole Memorial Lecture: Established Class of 1965, by her family and friends. in 1916 by a gift from Calista S. Mayhew in Wright-Shippee Memorial Fund for the Arts: memory of her niece, Annie Talbot Cole, Established in 1954 in memory of Elizabeth first wife of Wheaton President Samuel Wright Shippee, Class of 1937, by her family. Valentine Cole. Restricted to lectures in art and support of Deemer Forum on Ethics in the Professions: the Shippee Rental Collection. Established in 1997 by Mr. and Mrs. Ken- neth C. Deemer (Louise McKeon Deemer Prizes ’33) to encourage discussion and reflection on The following prizes are awarded at the close of ethics as an essential ingredient in the code of the academic year: professional conduct for a wide range of Holcombe M. Austin Prize in Philosophy: Estab- careers. lished in 1960 by Amanda Tevepaugh Annie Austin Emerson Lecture: Established in Macaulay and Sara Terry Graves, both Class 1898 by the New England Wheaton Semi- of 1960, in honor of Professor Austin, a nary Club in memory of Annie Austin member of the Philosophy Department from Emerson, Class of 1871, teacher at Wheaton 1941 to 1972. Seminary from 1872 to 1876. Banning-Ford Prize in Education: Established in Lucy Larcom Lecture: Established in 1896 by an 1980 by the Education Department in honor anonymous donor in memory of Lucy of Professor Evelyn Irene Banning, a member Larcom, teacher at Wheaton Seminary from of the Education Department from 1953 to 1854 to 1867. 1969, and Marjorie Hill Ford, lecturer in Amy Otis Lecture in Art: Established in 1931 by education and director of the Elisabeth Amen the Class of 1931 in honor of Professor Otis, Nursery School from 1956 to 1976. a member of the Art Department from 1914 Burlingame-Moles Prize in Spanish: Established in to 1932. 1965 by members of the Spanish Department Otis Social Justice Symposium and Award: in honor of Professor Frances Marie Formerly named the Otis Lectures in Reli- Burlingame, a member of the Spanish gion, this lectureship was broadened in scope Department from 1943 to 1961. Endowed in and renamed in 1990. Originally established 1973 and renamed to also honor Professor in 1958 through the generosity of Henry Lucinda Moles, a member of the Spanish Witte Otis, a longtime friend of the college Department from 1956 to 1973. and father of two Wheaton alumnae, in Miriam F. Carpenter Prize in Art: Established by memory of his wife, Marjorie Maxfield Otis students in 1944 in honor of Miss Carpenter, and later expanded to honor also the memory Dean of the College from 1929 to 1944. of his daughter, Marilla Claire Otis, Class of Paul F. Cressey Prize in Sociology: Established in 1950. 1965 by friends of Professor Cressey, a Mary F. Porter Lecture: Established in 1908 by a member of the Anthropology and Sociology bequest from the estate of Mary French Department from 1932 to 1964. Porter, Class of 1859. Ellalou Dimmock Vocal Performance Award: The Jane E. Ruby Lecture in the Humanities: Established in 1995 by colleagues, students Established in 1993 by a bequest from the and friends of Ellalou Dimmock, Professor of 176 SELECTED ENDOWED & OTHER NAMED FUNDS

Music in Performance from 1963 to 1995, and Lillian Hellman Prize: Established in 1977 by endowed in 1995 by a gift from Professor members of the faculty and administration in Dimmock. honor of Lillian Hellman, Doctor of Letters 1961. Lydia J. Dorman Prize in Religion: Established in History of Art Prize: Established in 1934 by Mrs. 1926 by Maud Dorman Brewer in memory of Genevieve Teachout Madden, Class of 1935. her mother, who attended Wheaton Seminary Jean Mulcahy Keefe Prize in Economics: Estab- from 1851 to 1852. lished in 1984 by Harry V. Keefe, Jr. in Helen Zoe Duncan Prize in Piano Performance: memory of his wife, Jean Mulcahy Keefe, Established in 1980 in honor of Professor Class of 1944, in honor of her 40th reunion. Duncan, a member of the Music Department Anne Louise Knowles ’55 Prize in English: Estab- from 1946 to 1980. lished in 1995 in memory of Anne Louise English Literature Prize: Established in 1984 by Knowles ’55 by friends, classmates and family. the English Department. Fred Kollett Prize in Mathematics and Computer Linda F. Epstein ’82 Award: Established in 1985 Science: Established in 1997 in memory of by Susan Rittenburg Epstein, Class of 1958, in Fred Kollett, Professor of Mathematics and honor of her daughter’s accomplishments. Computer Science from 1979 to 1997, by his Evans-Marshall Prize in Chemistry: Established in family, friends and colleagues. 1959 by chemistry alumnae of the classes of Hedda Korsch Prize in German: Established in 1929 through 1959 in honor of Professor 1956 by students, alumnae and faculty in Mildred W. Evans, a member of the Chemistry honor of Professor Korsch, a member of the Department from 1929 to 1962, and Professor German Department from 1936 to 1956. Maud A. Marshall, a member of the Chemis- Daniel Lewin Prize in Government: Established in try Department from 1934 to 1973. 1969 by students, faculty, relatives and friends Faculty Prize in Classics: Established in 1979 by in memory of Professor Lewin, a member of members of the Classics Department. the Government Department from 1963 to Faculty Prize in Psychology: Established in 1974 1966. by members of the Psychology Department. Littlefield-Mandell Prize in French: Established in Catherine Filene Prize in Economics: Established 1965 to honor Professor E. Dorothy Littlefield, in 1919 by Catherine Filene Shouse, Class of a member of the French Department from 1918. 1926 to 1967. Renamed in 1972 to honor also Maria Victoria DeLuca Forsythe Prize in Studio Art: Professor Lena L. Mandell, a member of the Established in 1984 by faculty, family and French Department from 1941 to 1973. friends in memory of Maria Victoria DeLuca Endowed in 1983 by Dr. and Mrs. Edward D. Forsythe, wife of Professor Sidney Forsythe. Miller (Leslie Coombs, Class of 1964). Debi Field McGrath ’70 Athletic Award: Estab- Prudence G. Lusky Memorial Prize in Russian: lished in 1983 by Debi Field McGrath, Class Established in 1974 by family and friends in of 1970 and given annually to the outstanding memory of Prudence G. Lusky, Class of 1976. female athlete in one of the competitive Clinton V. MacCoy Prize in Ecology: Established in programs sponsored by the Athletic Depart- 1957 by Barbara Young Bodden, Class of ment. This award recognizes extraordinary 1956, in honor of Professor MacCoy, a athletic ability as well as demonstrated member of the Biology Department from sportsmanship and contribution to her team, 1944 to 1970. the college and the world of sport. J. Arthur Martin Prize in Religion: Established in Claudia Friese Special Recognition Award: Estab- 1978 by students, alumnae and friends in lished in 1983 by Claudia Friese, Class honor of Professor Martin, a member of the of 1982, to recognize the less visible, behind Religion Department from 1947 to 1978. the scenes dedication to the athletic program Abbey McClosky ’92 Memorial Prize in International exhibited by many Wheaton students. Relations: Established in 1992 in loving Garabedian Prize in Music: Established in 1960 memory of Abbey McClosky, Class of ’92, by by Mr. and Mrs. Maurice L. Clemence her family and friends. (Gwendolyn Monroe, Class of 1934) in honor Margaret Mead Leadership Award in Anthropology: of Professor Carl Garabedian, organist and Established in 1978 by faculty and administra- director of the choir from 1936 to 1960. tion in honor of Margaret Mead, Doctor of Sally Gale Gilman Award: Established in 1987 Humane Letters 1978. through a bequest from the estate of Sally A. Howard Meneely Prize: Established in 1964 in Gale Gilman, Class of 1962. SELECTED ENDOWED & OTHER NAMED FUNDS 177 memory of Dr. Meneely, President of Shepardson in memory of her husband, Erwin Wheaton from 1944 to 1961. (Skip) Shepardson. Lucretia Coffin Mott Prize in Sociology: Estab- Sophomore Prize in Biology: Established in 1959 lished in 1986 by Dr. Thomas Osborne, a by Shirley Stilwell Gordon, Class of 1959, in member of the Wheaton Department of honor of Professor Jane L. Chidsey, member Sociology and Anthropology from 1964 to of the Biology Department from 1939 to 1973. 1986, with gifts from Dr. Osborne and from Helen Meyers Tate Memorial Prize for Original the Henderson Foundation. Lucretia Coffin Verse: Established in 1941 by members of the Mott, Dr. Osborne’s great-great-aunt, was a Class of 1922 in memory of Helen Meyers noted women’s rights advocate and a staunch Tate, Class of 1922. abolitionist in the mid-nineteenth century. Villars Prize in Science: The Villars Prize in Ney/Stineman ’92 Wheaton Foundation Award: Science was created in memory of Trudy Established in 1993 by John D. Hamilton, Villars, Professor of Psychobiology at P’61, the Gebbie Foundation, family and Wheaton College from 1980 until her friends in memory of Christa N. Stineman untimely death in 1990. and Allison Wells Ney, both Class of 1992. Madeleine Clark Wallace Prize in Mathematics: Nancy Norton Prize in History: Established in Established in 1935 by Madeleine Clark 1986 by the history department and endowed Wallace, class of 1934. Endowed in 1986 in 1993 by Stephany Roller Mendelsohn, through a bequest from her estate. Class of 1962, in honor of Professor Emerita Wheaton Scholar Prize: Established in 1987 by Nancy P. Norton, a member of the history former Wheaton Scholars. faculty from 1953-1986. Norton Singers Prize in Drama: Established in Professorships 1979 by the Norton Singers and given annually to the Theater Arts student who has Samuel Valentine Cole Professorship in English made outstanding contributions as an actor Literature: Established in 1966 by a bequest and/or director. from Helen Wieand Cole in memory of her Edward F. O’Dowd Prize for Excellence in Latin: husband, Wheaton President from 1897 to 1925. Established in 1985 by Margaret O’Dowd William Isaac Cole Professorship in Sociology: O’Connor, mother of Margaret M. Established in 1966 by a bequest from Helen O’Connor, Class of 1985, in memory of Wieand Cole in memory of her brother-in- Edward F. O’Dowd, graduate of Boston Latin law, Treasurer from 1913 to 1926, Professor and Harvard University, and in recognition of of Sociology from 1916 to 1925 and Trustee Boston Latin School’s 350th anniversary and from 1926 to 1935. Wheaton College’s 150th anniversary. Shelby Cullom Davis Visiting Professorship in Edna D. Parks Prize in Music Theory: Established Russian Studies: Established in 1993 with a gift in 1976 by music majors in honor of Profes- from the Shelby Cullom Davis Foundation. sor Parks, a member of the Music Depart- Hannah Goldberg Chair in Teaching Innovation: ment from 1957 to 1976. Endowed in 1983. Established in 1998 during the Campaign for H. M. Pastra-Landis Prize in Physics: Established Wheaton by college trustees, friends and in 1995 by family and friends in honor of the colleagues in honor of Hannah Goldberg, 70th birthday of Professor Emeritus Harry Provost and Academic Vice President of M. Pastra-Landis, a member of the Physics Wheaton from 1984 to 1998. Department from 1953 to 1992. Mary L. Heuser Chair in the Arts: Established in Phi Beta Kappa Prize: Established in 1955 by 1996 during the Campaign for Wheaton in the Wheaton Chapter. Awarded to freshmen. honor of Mary Heuser, Professor of Art, Helene Pruszynski Outstanding Leadership Award: Emerita, by Trustee Emerita Magdalena Established in 1980 by the Class of 1980 in Vanderlyn Quinby ’31 P’67 and her husband memory of classmate Helene Pruszynski. Robb, with major support from Trustee Emerita Evelyn Danzig Haas ’39 and her late Senior Athletic Award: Established in 1978 to husband Walter, Mr. and Mrs. Victor recognize a member of the graduating class Parachini, Jr. P’84 and Lesley Parachini ’84. who has made a significant contribution to Bojan Hamlin Jennings Endowed Chair in Natural the success of the Wheaton College Athletic Sciences: Program. Established in 1985 with gifts from The Mars Foundation and Mr. and Mrs. Shepardson Award for Outstanding Senior Dean’s Arnold R. Smith (Frances Vinton, Class of 1951) Intern: Established in 1990 by Nancy in honor of Professor Bojan Hamlin Jennings, Professor of Chemistry from 1943 to 1985. 178 SELECTED ENDOWED & OTHER NAMED FUNDS

Henrietta Jennings Faculty Chair for Outstanding Edith Baird Eglin ’57 Faculty Fund: Established in Teaching: Established in 1997 by Sandra Ohrn 1984 by Edith Baird Eglin, Class of 1957. Moose ’63, Janet Lindholm Lebovitz ’72, Faculty Research and Study Fund: Established by Pauline Simington Newcomer ’36 and other Dr. and Mrs. Paul E. Gray P’80 (Priscilla King alumnae/i and friends in honor of Professor of Gray ’55). Economics Henrietta Jennings Fischer Endowed Faculty Fund in Classics: Established Jane Oxford Keiter ’64 Professorship: Established in 1985 by Ariail Fischer Gores ’69. in 1994 by Mr. and Mrs. Robert Keiter (Jane Fisher-Symmes-Morsh Faculty Fund: Established in Oxford ’64) as an investment in education 1989 by Joseph E. Morsh, husband of Edith during the Campaign for Wheaton. Symmes Morsh ’20, and activated upon his A. Howard Meneely Professorship: Established in death in 1996. 1971 by Mr. and Mrs. Brackett H. Clark in Mary Tibbetts Freeman Faculty Fund: Established memory of A. Howard Meneely, President from 1944 to 1961. in 1984 by Margaret Joy Tibbetts ’41 in memory of her sister, Mary Tibbetts Freeman, William C. H. and Elsie D. Prentice Professorship: Class of 1938. Established in 1975 in honor of William C. H. Prentice, President from 1961 to 1975, and Susan Srodes French ’61 Faculty Fund: Established Mrs. Prentice, with gifts from trustees, in 1989 by the Class of 1961 for salaries for alumnae, faculty, staff and friends. history professors. Jane Ruby Professorship: Established in 1997 by Elizabeth Godfrey ’30 and Elizabeth Johnson Pingree Mr. and Mrs. John F. Mars (Adrienne Bevis ’30 Faculty Fund: Established by Margaret ’58) in memory of Jane E. Ruby, Professor of Mudge ’30. History from 1954 to 1978, to recognize Edward Neil and Charlotte Corlew Hartley ’30 Faculty outstanding teaching and research in the Fund: Established 1987 through a gift from the Humanities or Social Sciences. Trust of Charlotte Corlew Hartley ’30 in Dorothy Reed Williams ’43 Chair in Social Science: memory of Edward and Charlotte’s commit- Established in 1993 by Mr. and Mrs. L. Stanton ment to teaching and quality education. Williams (Dorothy Reed, Class of 1943) Henrietta Jennings Faculty Fund for Outstanding Teaching at Wheaton: Established in 1997 by Faculty Funds Sandra Ohrn Moose ’63 along with other gifts The following endowed funds have been established from alumnae and friends in memory of by alumnae, parents and friends to support the Henrietta C. Jennings, Professor of Economics work of the Wheaton faculty. from 1931 to 1965, whose demand for excel- lence challenged and inspired her students. Ruth Gordon Archer ’24 Physical Eduation Endowment Fund: Established in 1997 through the matured History Faculty Fund: Established in 1986 by Mr. life income gifts of Ruth Gordon Archer ’24 in and Mrs. Henry Hoyt, Jr. in honor of their memory of her aunt, Sara S. Thrasher. daughter, Heather Hoyt Neburka ’89. Charles and Mary Kaye P’83 Faculty Fund: Arnold Faculty Fund: Established in 1997 by Estab- Patricia Higgins Arnold ’66. lished in 1986 by the Kayes in honor of their daughter Gretchen Kaye ’83. Jane Simpson Bemis ’39 Faculty Fund: Established Jane Oxford Keiter ’64 Fund: Established by Mr. in 1988 by Jane Simpson Bemis, Class of 1939, and Mrs. Robert E. Keiter P’95 (Jane Oxford for support of faculty salaries, research and Keiter ’64). other academic pursuits. Dr. Ernest J. Knapton Fund for Faculty Salaries: Nancy Monick Budd ’59 and William Budd Endowed Established by the Class of 1938 in celebration Fund for Faculty Support: Established in 1999 in of its 50th reunion. honor of Nancy Monick Budd ’59 and Will- Vaino Kola Studio Art Fund: Established in 1995 iam Budd by alumnae/i and friends. by alumnae/i, parents and friends in honor of Helen E. Clark ’60 Faculty Fund: Established in Vaino Kola, Professor of Art from 1969 to 1974. 1986 by Helen E. Clark, Class of 1960. Library Salary Fund: Established by various Copeland Fund: Established in 1992 by a bequest Wheaton employees. from the estate of Marion H. Copeland ’24. Nina Solomon Magowan ’77 Faculty Fund: Established Ellalou Dimmock Vocal Performance Fund: Established in 1986 by Nina Solomon Magowan ’77 with in 1995 by colleagues, students and friends of her gift to the Sesquicentennial Campaign. Ellalou Dimmock, Professor of Music in Syliva F. Meadows Faculty Fund: Performance, from 1963 to 1995. Endowed in Established in 1987 1995 by a gift from Professor Dimmock. through a gift from the Trust of Sylvia F. SELECTED ENDOWED & OTHER NAMED FUNDS 179

Meadows and the Class of 1918. Income used to Endowed Scholarships support salaries of librarians with faculty status. E. Mildred Abbott ’31 Endowed Scholarship: Dorothy Newton ’21 Faculty Fund: Established in Established in 1999 through a bequest from 1989 by a gift from the Estate of Dorothy the estate of E. Mildred Abbott, Class of 1931. Newton ’21. Mary Dana Abbott ’02 Scholarship: Established in Vernon D. and Jean Hare Platt ’41 Fund: Estab- 1960 by Mary Dana Abbott, Class of 1902. lished in 1986 by Jean Hare Platt ’41 with her George I. Alden Scholarship: Established in 1984 gift to the Sesquicentennial Campaign to by a challenge grant from the Trustees of the support faculty and academic ventures in the George I. Alden Trust, with matching gifts Art Department. from alumnae, parents and friends. Warner G. and Mary H. Rice ’23 Faculty Fund: Gwendolyn Dodge Alden Scholarship: Established Established in 1973 with a gift annuity from in 1958 by Gwendolyn Dodge Alden, Class of Mary Wallace Rice ’23 and added to periodically 1926. with gifts to the Pooled Income Fund. The fund Alumnae Memorial Scholarship: Established in 1966 was activated in 1996 upon the death of Mr. Rice. by the Wheaton College Alumnae Association. Adele and William Rogers Faculty Fund: Estab- Margaret U.S. Athey ’97 Scholarship: Established in lished in 1995 by Dale Rogers Marshall, sixth 1997 in honor of Margaret Athey’s graduation president of Wheaton College, in honor of her from Wheaton College by her parents, Elizabeth parents, Adele and William Rogers. L. Athey ’68 and Frank W. Lloyd, and her Carolyn Heller Schwarz ’25 Faculty Fund: Established grandmother, Margaret Stoffregen Athey. by Mabel Tingley Woolley ’25 and increased Helen Knight Atwood Scholarship: Established in by gifts from the Frances K. Geballe Chari- 1974 in memory of Helen Knight Atwood, table Income Trust and Ruth Berry ’25. Class of 1922, by her children. Sesquicentennial Faculty Fund: During the The Phyllis Maynard Baldwin ’47 Endowed Trustee college’s 150th anniversary campaign, all gifts Scholarship: Established in 1999 by Linda restricted to faculty endowment (other than Baldwin, Class of 1973, in honor of her those establishing named funds) were credited mother, Phyllis Maynard Baldwin, Class of to this fund to support faculty salaries. 1947. Shaw Family Endowment Fund: Established by Lloyd G. and Mildred Balfour Scholarship: Estab- Sheila Shaw, professor of English at Wheaton, lished in 1983 by the Balfour Foundation in and her husband, Sidney Shaw. honor of Mr. and Mrs. Balfour, longtime Catherine Filene Shouse Fund in Economics: friends of the College. Established by gifts from the Lincoln and Eliot Fitch and Christine Price Bartlett ’46 Scholarship: Therese Filene Foundation, Inc., of Boston, Established in 1993 through a bequest from Massachusetts in honor of Catherine Filene the estate of Eliot Fitch Bartlett, late husband Shouse ’18. of Christine Price Bartlett, Class of 1946. Marcia Spencer Stansfield Endowed Fund for Faculty Anson M. and Jean Jones Beard ’65 Trustee Salaries: Established in 1994 through a bequest Scholarship: Established in 1997 by Jean Jones from the estate of Marcia Spencer Stansfield. Beard, Class of 1965, and Anson M. Beard, Jr., Anne Huber Tripp Endowment Fund: Established member of the Wheaton College Board of through a bequest from Alvine Clark Huber ’29 Trustees since 1971. to honor her daughter, Anne Huber Tripp ’56. Doris Taylor Bishop Memorial Scholarship: Estab- Adolph Weil Family Faculty Endowment Fund: lished in 1969 by family, alumnae and friends Established by Mr. and Mrs. Adolph Weil, Jr. in memory of Professor Bishop, a member of in honor of their daughter Jan Weil ’74. the Classics Department from 1955 to 1969. Marion Willi Whittemore ’57 Faculty Fund for Music: Marjorie McNamara Bland ’62 Scholarship: Estab- Established in 1987 by Mr. and Mrs. Fred B. lished in 1997 by Marjorie Bland ‘62. Whittemore (Marion Willi ’57). Abigail and Charles Boote Scholarship: Established in 1983 by Margo C. Boote, Class of 1942, in Current Use Faculty Funds memory of her parents. Current Use Faculty Funds are funded annually by Reed and Ernestine Bricker Scholarship: Estab- the donor. lished in 1972 by Mr. and Mrs. Reed Bricker Alice-Jane Davis Jenkins ’54 Current Use Faculty in honor of their daughter, Jean Bricker Fund: Established in 1998 by Alice-Jane Jenkins Trautman, Class of 1948. ’54. 180 SELECTED ENDOWED & OTHER NAMED FUNDS

Iris C. Brown ’27 Scholarship: Established in Class of 1921 Scholarship: Established in 1968 1988 through a bequest from the estate of Iris by the Class of 1921. C. Brown, Class of 1927. Class of 1924 Scholarship: Established in 1928 Nancy Monick Budd ’59 and William B. Budd by the Class of 1924. Scholarship: Established by Mr. and Mrs. Class of 1934 Endowment Fund: Established in Budd, parents of Mary Budd Logan ’83 and 1984 by the Class of 1934 on the occasion of parents-in-law of Nancy Niekrash Budd ’86 its 50th Reunion. for the benefit of deserving students of Class of 1936 Scholarship: Established in 1986 Wheaton College. by the Class of 1936 on the occasion of its Caroline Hodges Cady Scholarship: Established in 50th Reunion. 1965 through a bequest from the estate of Class of 1937 Scholarship: Established in 1986 Caroline Cady Hewey, Class of 1895, in by members of the Class of 1937 in anticipa- memory of her mother, Caroline Hodges tion of their 50th reunion. Cady, Class of 1873. Class of 1944 Memorial Scholarship: Established Antoinette Frances Carpenter Fund: Established in in 1984 by members of the Class of 1944 on 1977 through a bequest from the estate of the occasion of their 40th Reunion and in Caroline T. Bartlett in honor of Antoinette memory of deceased classmates. Frances Carpenter, Class of 1855. Class of 1945 Scholarship: Established in 1955 Frances Reed Carpenter ’30 Scholarship: Estab- by the Class of 1945. lished in 1986 by Frances Reed Carpenter, Class of 1950 Scholarship: Class of 1930, through a bequest from the Established in 1950 estate of her husband, Henry D. Carpenter. by parents of members of the Class of 1950. Class of 1951 Scholarship: Carrow-Phillips-McElyea Fund: Established in Established in 1951 1985 by Carol Phillips McElyea, Class of by parents of members of the Class of 1951. 1970, in honor of the women who have made Class of 1952 Scholarship: Established in 1952 significant contributions to her life. by parents of members of the Class of 1952. Annie E. Carter Scholarship: Established in 1912 Class of 1953 Scholarship: Established in 1953 by the Trustees of Wheaton College in by parents of members of the Class of 1953. memory of Annie E. Carter, a teacher at Class of 1954 Scholarship: Established in 1954 Wheaton Seminary from 1862 to 1881. by parents of members of the Class of 1954. Margaret K. Chapin ’28 Scholarship: Established Class of 1955 Scholarship: Established in 1955 in 1993 through a bequest from the estate of by parents of members of the Class of 1955. Margaret K. Chapin, Class of 1928. Class of 1956 Scholarship: Established in 1956 The Centennial Scholars’ Endowment: Established by parents of members of the Class of 1956. in 1984 by Natalie Johnson Fry, Janet Smock Class of 1957 Scholarship: Established in 1957 Roberts, both of the Class of 1939, classmates by parents of members of the Class of 1957. and friends. Class of 1964 Memorial Scholarship: Established Chidsey-Marshall Scholarship: Established in in 1985 by members of the Class of 1964 on 1972 by alumnae and friends in honor of the occasion of their 20th Reunion and in Professor Maud A. Marshall, a member of the memory of deceased classmates. Chemistry Department from 1934 to 1973, Class of 1966 Memorial Scholarship: Established and Professor Jane L. Chidsey, a member of in 1985 by members of the Class of 1966 on the Biology Department from 1939 to 1973. the occasion of their 20th Reunion and in The Putnam and Elizabeth Friend Cilley ’29 memory of deceased classmates. Scholarship Fund: Established in 1989 by Mr. Dorothy Lindeman Classen ’43 Endowed Scholar- and Mrs. Putnam Cilley (Elizabeth Friend ship: Established in 1997 through a bequest Cilley, Class of 1929). from Dorothy Lindeman Classen ’43. Sarah Warner Clark Scholarship: Established in Carolyn M. Clewes & Leota C. Colpitts Scholarship: 1938 through a bequest from the estate of Established in 1998 by the estate of Carolyn Sarah Warner Clark, Class of 1857. M. Clewes, Professor of History at Wheaton Class of 1868 Scholarship: Established in 1940 from 1941 to 1980. It also honors the memory through a bequest from the estate of Isabella of Leota C. Colpitts, Dean of Students at M. Wardwell, Class of 1868. Wheaton from 1949 to 1968. Class of 1916 Reunion Scholarship: Established in Eleanor Whitney Collier ’35 Scholarship: Estab- 1966 by the Class of 1916. lished in 1980 by Mr. and Mrs. Abram T. Collier (Eleanor Whitney, Class of 1935), parents of Debora Collier Zug, Class of 1963. SELECTED ENDOWED & OTHER NAMED FUNDS 181

Allyson Joy Connor ’96 Memorial Scholarship: Natalie Evelyn Emery ’77 Scholarship: Established Established in 1997 in memory of Allyson Joy in 1988 by Nathan and Ruth E. Emery in Connor ’96 by her family and friends. memory of their daughter, Natalie Evelyn Continuing Education Endowed Scholarship: Emery, Class of 1977. Established in 1995 on the occasion of the Ida Josephine Everett Scholarship: Established in tenth anniversary reunion of CE students, by 1928 by the Class of 1915 in honor of Ida Jean Plapis Campbell, CE, in memory of her Josephine Everett, Dean of the College from mother Phyllis Jean Cosgrove Plapis, to help 1912 to 1921. future students entering or returning to Charles K. Fassett Music Scholarship: Established college to benefit from a Wheaton education. in 1995 by Althea Krause Leyon ’57, Laura Mildred Libby Cook ’31 Scholarship Fund: Estab- Fassett Russell ’86 and friends in honor of lished in 1999 through a bequest from the Laura’s father, Charles K. Fassett, Professor estate of Mildred Libby Cook, Class of 1931. of Music at Wheaton from 1963 to 1995. Channing and Nancy Cox Scholarship: Established Josephine Wilding Freeman ’44 Endowed Fund: in 1971 through a bequest from the estate of Established in 1993 by Josephine Wilding Nancy Cox, Class of 1939, in memory of her Freeman ’44 on the occasion of her 70th birthday. father, Governor of Massachusetts from 1921 to Katherine Langsdorf Friedlich Scholarship: Established 1934 and Wheaton Trustee from 1926 to in 1970 by Mr. and Mrs. Robert S. Weil 1956. (Virginia Loeb, Class of 1942), in memory of Emma F. Cunliff Scholarship: Established in 1929 Katherine L. Friedlich, Class of 1942. through a bequest from the estate of Emma Marion B. Gebbie Scholarship: Established in F. Cunliff, Class of 1868. 1965 by the Gebbie Foundation in memory of Curtis Dahl Endowed Scholarship Fund: Estab- Marion B. Gebbie, Class of 1901. lished in 1999 by friends and former students General Scholarship Endowment: Established in of Professor of Music, Emeritus Curtis Dahl. 1960 to include the gifts of various donors. Charles A. Dana Scholarship: Established in 1978 Lillian and Anthony Gigante Scholarship: Estab- with a challenge grant from the Charles A. lished in 1996 by Dr. Linda Gigante ’72 in honor Dana Foundation, and with matching gifts of her parents, Lillian and Anthony Gigante. from alumnae, parents and friends. Emma W. Gleason Scholarship: Established in Marion P. Dana Scholarship: Established in 1982 1961 through a bequest from the estate of by Marion P. Dana, Class of 1907. Emma W. Gleason, “a friend of Wheaton”. Mabel W. Daniels Scholarship: Established in Kathryn Bilgore Gold ’69 Scholarship Fund: 1973 through a bequest from the estate of Established in 1991 through a gift from the Mabel Wheeler Daniels, a former member of Estate of Kathryn Bilgore Gold, Class of 1969, the Visiting Committee on Music. to provide scholarships for students who Eleanor Broderick Daunis ’38 and Elisabeth Daunis demonstrate academic excellence and need. Slocum ’68 Scholarship: Established in 1998 by Carolyn Ricker Goodrich ’27 Scholarship: Estab- Eleanor Daunis ’38 in honor of her daughter, lished in 1993 through a bequest from the Elisabeth Daunis Slocum ’68, on her 30th estate of Carolyn Ricker Goodrich, Class of reunion, and to mark her own 60th reunion. 1927. Phyllis Hussey Davidson ’22, Scholarship: Established Barbara Bean Gorman ’28 Scholarship for Students in 1973 through a bequest from the estate of from the State of Maine: Established in 1983 by Phyllis Hussey Davidson, Class of 1922. Leon A. Gorman and his brothers John and Hannah Valentine Durfee Scholarship: Established James on behalf of their mother, Barbara in 1983 by Sarah D. Test, in memory of her Bean Gorman, Class of 1928. great grandmother, Hannah Valentine Priscilla King Gray ’55 Scholarship Fund: Estab- Durfee, Class of 1842. lished in 1984 by Dr. and Mrs. Paul E. Gray Lucky Dallo Eisner ’53 Scholarship: Established (Priscilla King, Class of 1955), parents of Amy in 1976 by Mr. and Mrs. Edgar R. Eisner Gray Sluyter, Class of 1980. (Lucky Dallo, Class of 1953). Endowed as a Ellin Wynne Hales ’52 Scholarship: Established in full scholarship in 1985. 1966 by Mr. and Mrs. Burton W. Hales, Jr. Daniel F. Elliott Scholarship: Established in 1999 (Ellin Wynne, Class of 1952). in memory of Daniel F. Elliott, the grandfa- Irene L. Hamilton ’23 Scholarship: Established in ther of Sharon Lauricella, Class of 1994, and 1939 by Mr. and Mrs. Joseph S. Hamilton in Dan Lauricella, Class of 1998, by his family. memory of their daughter, Irene Hamilton, Class of 1923. 182 SELECTED ENDOWED & OTHER NAMED FUNDS

Jack Hart Scholarship: Established in 1961 by Norman M. and Edith C. Hussey Scholarship: family and friends in memory of Jack Hart, Established in 1995 by Dorothy Hussey Bonsall father of Ina June Hart, Class of 1962. ’48 in memory of her parents, and funded Ruth Hathaway ’36 Scholarship: Established in through a bequest from the estate of Norman 1981 through a bequest from the estate of M. Hussey. Ruth Hathaway, Class of 1936. Lillia Babbitt Hyde Scholarship: Established in 1960 William Randolph Hearst Scholarship Fund: by the Lillia Babbitt Hyde Foundation. Established in 1994 by the Hearst Foundation. International Relations Scholarship: Established in Beatrice Parker Hemingway ’10 Scholarship: 1959 by the Board of the International Rela- Established in 1935 through a bequest from tions Club. the estate of Beatrice Parker Hemingway, Florence O. Jensen ’34 Scholarship: Established in Class of 1910. 1992 through a bequest from the estate of Patricia “Peaches” Henning ’56 Scholarship: Florence O. Jensen, Class of 1934. Established in 1997 by Patricia “Peaches” Harry V. Keefe, Jr. Boston Latin Scholarship: Estab- Henning ’56 and Dr. Katherine M. Kendall lished in 1997 by Harry V. Keefe, Jr., husband in memory of Dr. Carl Garabedian, Professor of the late Jean Mulcahy Keefe ’44 and Trustee of Mathematics and Choir Director/Organist of the College. at Wheaton from 1936-1960. Katherine M. Kendall Endowed Scholarship Fund: Hildegarde Marburg Hennington ’37 Scholarship: Established in 1999 by Patricia “Peaches” Established in 1999 by Hildegarde Marburg Henning ’56 and Dr. Katherine M. Kendall. Hennington, Class of 1937. Annie M. Kilham Scholarship: Established in 1932 Allen A. & Sheila Lewis Henry ’64 Scholarship: through a bequest from the estate of Annie M. Established in 1998 by Allen A. and Sheila Kilham, Class of 1870 and Trustee from 1897 Lewis Henry ’64. to 1933. Fannie Park Hodges Scholarship: Established in Martin Luther King, Jr., Scholarship: Established in 1987 by Henry Park Hodges in honor of his 1968 by faculty, staff and students as the Martin mother, Fannie Park Hodges, a member of Luther King, Jr. Scholarship. Endowed in 1984 the Wheaton Female Seminary, Class of in honor of Judy F. Rosenblith, a member of the 1888. Psychology Department from 1965 to 1984. James D. and Millicent C. Hogan P’77, P’87 Family Mary B. Lane ’28 Scholarship: Established in 1978 Endowed Scholarship: Established in 2000 by by Richard B. Lane, father of Lisa Lane, Class James D. and Millicent C. Hogan in honor of of 1981, in memory of his mother, Mary B. their daughters, Millicent Hogan-Whitely, Hayward Lane, Class of 1928. Class of 1977, and Cynthia Hogan, Class of Amelia Lauricella Scholarship: Established in 1994 by 1987. Peter Lauricella, father of Sharon ’94 and Daniel Judge Nancy Ann Holman Washington State ’98, Anna Lauricella and Thomas Lauricella, in Scholarship: Established in 1997 in honor of memory of Amelia Lauricella, Peter’s grand- Trustee Nancy Ann Holman ’56 by her friends mother and Thomas and Anna’s sister. and colleagues in the state of Washington. Evelyn Freeman Lawson ’28 Scholarship: Estab- Helen D. Hood Scholarship: Established in 1959 lished in 1985 by Evelyn Freeman Lawson, through a bequest from the estate of Helen Class of 1928. Davis Hood, mother of Gilbert H. Hood, Jr., George Sargent Leubuscher ’25 Scholarship: Estab- Trustee from 1956 to 1985, and Emily Hood lished in 1985 by George Sargent Leubuscher, Norris, Class of 1920, and grandmother of Class of 1925, on the occasion of her 60th Emily C. Hood, Class of 1953. reunion. Holmes Mercier Scholarship: Established in 1993 June Rockwell Levy Scholarship: Established in by Betty Holmes Reiley in memory of her 1967 by the June Rockwell Levy Foundation. sister Ruth Holmes Mercier ’31 and in honor Carrol Tenebaum Lippman ’63 Memorial Scholarship: of her sister Esther Holmes ’36 and her niece Established in 1995 by friends of Carol Marie Mercier ’69. Tenebaum Lippman, Class of 1963, to cel- Harriet Eleanor Hughes ’18 Scholarship: Established ebrate her life and her devotion to Wheaton. in 1951 through a bequest from the estate of Livengood Family Scholarship: Established in 1983 by Mrs. Lois Peirce-Hughes in memory of her Mr. and Mrs. Herbert Owen Livengood daughter, Harriet Eleanor Hughes, Class of (Katheryn Elaine Poss, Class of 1935), parents 1918 and Trustee of the College from 1935 of Margaret Lucile Livengood, Class of 1969. to 1949. Helen Loud ’21 Scholarship: Established in 1998 by the estate of Helen L. Loud ’21. SELECTED ENDOWED & OTHER NAMED FUNDS 183

Harold S. Lupton Scholarship: Established in 1973 Metcalf Scholarship: Established ca. 1876 by the by Gladys A. Lupton in recognition of her Wheaton Seminary Alumnae Association in husband’s many years of service to Wheaton honor of Caroline C. Metcalf, principal of the as a member of the Buildings and Grounds Seminary from 1850 to 1876. Department. Benjamin S. and Estelle D. Moss Scholarship: Mary Clute Lyon ’44 Endowed Scholarship: Estab- Established in 1951 by family and friends of lished in 1996 with a gift from Mary Clute Mr. and Mrs. Moss, grandparents of Peggy Lyon, Class of 1944. Moss Crystal Michelman, Class of 1954, on the Genevieve Teachout Madden ’35 Scholarship: occasion of their 50th wedding anniversary. Established in 1987 in memory of Genevieve Mary Elizabeth Robinson Murphy Scholarship: Teachout Madden, Class of 1935 by her Established in 1995 by Debra K. Glidden, Class of husband John C. Madden, her son John, Jr., 1968, to honor the memory of her grand- and her daughter Margaret Madden Huff, mother, Mary Elizabeth Robinson Murphy, Class of 1969. and to celebrate their shared love of music. Georgia Marin ’18 Endowment Fund: Established Marcia Silver Nalebuff ’54 Scholarship: Established in 1990 by Georgia H. Marin, Class of 1918, in 1996 with a gift from Marcia Silver this fund provides scholarship aid to deserving Nalebuff, Class of 1954. students with preference to students from a Janet Haines Newcomb Humanities Scholarship: foreign country expecting to return to their Established in 1996 by Richard W. Newcomb native country. in honor of his wife Janet, Class of 1941, on Maxine and Frances Poel Mason Scholarship: the occasion of her 55th reunion. Established in 1984 in memory of Frances Diana Horton Nicosia Scholarship: Established in Poel Mason by her daughter, Trudy L. 1983 by Mr. and Mrs. Mario Nicosia (Diana Mason, Class of 1963, and friends. In 1994, Horton, Class of 1974). the scholarship was renamed in memory of Nike Scholarship: Established in 1953 by the Maxine Mason, Trudy’s sister. College yearbook staff. Frank and Gertrude Mason Scholarship: Estab- Virginia Wakeman Noyes ’25 Scholarship: Established lished in 1983 by Helen Mason Bancroft, in 1985 through a gift annuity agreement by Class of 1935, in memory of her parents. Herman M. Noyes in memory of his wife, Mary Law McClintock Scholarship: Established in Virginia Wakeman Noyes, Class of 1925. 1956 by the McClintock Alumnae Association Activated in 1993 upon Mr. Noyes’ death. in memory of Miss McClintock, Principal of Ohrn Family Scholarship: Established in 1983 by the McClintock School in Boston. Sandra Ohrn Moose, Class of 1963 and Trustee Nancy Fifield McConnell ’68 Government Scholar- from 1981 to 1991, in honor of her parents. ship: Established in 1998 by Mr. and Mrs. O’Keefe Family Scholarship: Established in 1996 Richard Newcomb (Janet Haines Newcomb by Sandra Thrasher O’Keefe, Class of 1976, ’41) in honor of their daughter, Nancy Fifield and Kenneth O’Keefe. McConnell ’68, on her 30th reunion. Frederick Harlan Page and Grace Wallace Page Walter O. McIntire Scholarship: Established in Scholarship: Established in 1952 through a 1941 by friends of Professor Mclntire, a bequest from the estate of Frederick Harlan member of the Philosophy Department from Page, Trustee from 1916 to 1952. 1914 to 1941. Ruth Tompkins Papageorge ’32 and George Priscilla Wastcoat McKenney ’34 Memorial Papageorge Endowed Scholarship: Established in Scholarship: Established in 1977 by family and 1998 through the matured life income gifts of friends in memory of Priscilla Wastcoat Ruth Tompkins Papageorge ’32. McKenney, Class of 1934. Thomas Anthony Pappas Family Endowed Scholar- Elizabeth Hurd McMurray ’28 Scholarship: Estab- ship in the Liberal Arts: Established in 1997 by lished in 1985 by Elizabeth Hurd McMurray, the Thomas Anthony Pappas Charitable Class of 1928. Foundation. Charles E. Merrill Trust Scholarship: Established in J. Edgar Park Scholarship: Established in 1944 by 1975 through a grant from the Charles E. alumnae and friends in honor of Dr. Park, Merrill Trust. President from 1926 to 1944. Estelle Merrill Scholarship: Established in 1911 Elizabeth Chase Perkins ’22 Scholarship: Estab- by members of the New England Wheaton lished in 1975 through a bequest from the Club in memory of Estelle Hatch Merrill, estate of Elizabeth Chase Perkins, Class of Class of 1877, founder and first president of 1922. the Club, and Wheaton Trustee in 1896. 184 SELECTED ENDOWED & OTHER NAMED FUNDS

Dorothy Gifford Perry ’20 Scholarship: Established name on the occasion of their 50th wedding in 1948 by Donald P. Perry in memory of his anniversary. wife, Dorothy Gifford Perry, Class of 1920. Audrey MacLeod Schneiderman ’48 Scholarship Leslie H. Pfeiffer Scholarship: Established in 1985 Fund: Established in 1984 by Audrey MacLeod by Mrs. Ruth Pfeiffer in memory of her Schneiderman, Class of 1948. husband. Mrs. Pfeiffer’s nieces, Judy Klie Schuman-Zwecker Scholarship: Established in Fryett ’67 and Susan Schaller ’76, are 1983 by Mady Schuman, Class of 1972, in Wheaton alumnae. honor of her parents and in memory of her Joyce Glore Phillips ’51 Memorial Scholarship: grandparents. Established in 1985 in memory of Joyce Glore Lila Bacon Segal ’46 Scholarship: Established in Phillips, Class of 1951, by her husband 1965 by Lila Bacon Segal, Class of 1946. Charles E. Philips and family, members of the Ariadne Shilaeff Scholarship of the Arronson Class of 1951 and friends. Foundation: Established in 1986 by the Piper Scholarship Fund: Established in 1984 by Arronson Foundation at the request of Amy Helen Wann Piper, Class of 1939, in memory Kohn Damen, Class of 1974, in honor of of her husband, Howard Piper. Professor Emerita Ariadne Shilaeff, a member Dorothy Prior ’26 Scholarship: Established in 1926 of the Russian Department from 1971 to 1985. by Perley A. Prior in honor of his daughter, Walter Cleveland Shipley Scholarship: Established Dorothy Prior, Class of 1926. in 1966 by family and friends in memory of Helene Pruszynski ’80 Scholarship: Established in Professor Shipley, a member of the Psychol- 1980 in memory of Helene Pruszynski, Class ogy Department from 1941 to 1966. of 1980. Endowed in 1983 by alumnae, family Margaret Dunn Smith ’73 Endowed Trustee and friends. Scholarship: Established in 1999 by Margaret Muriel Reynolds ’24 Memorial Scholarship: Estab- Dunn Smith ’73. lished in 1982 in memory of Muriel Reynolds, Nellie S. Smith Scholarship: Established in 1967 Trustee from 1950 to 1971, with gifts to the by Nellie S. Smith, aunt of Irma Condon Sesquicentennial Campaign designated for Burdon, Class of 1931. scholarship endowment. Donna Ingemie Sorenson ’66 Chemistry Scholarship: Linda S. Robbins ’87 Endowed Scholarship: Estab- Established in 1996 in honor of Donna lished in 1999 in memory of Linda S. Robbins Ingemie Sorenson, Class of 1966. ’87 by her family. Angela Spence-Shaw Trust: Established in 1999 Alice Padleford Roberts ’21 Memorial Scholarship in memory of Angela Spence-Shaw by alum- Fund: Established in 1994 through a bequest nae/i and friends. from the estate of Alice Paddleford Roberts, Tanya Louise Starzenski Memorial Scholarship: Class of 1921. Established in 1995 in memory of Tanya Lee Roberts Roberts ’37 Scholarship: Established Louise Starzenski by her parents, Bruce and in 1986 by Lee Roberts Roberts, Class of Louise (Nichols) Starzenski,Class of 1946. 1937, in honor of her 50th reunion. Marjorie Sumner and Margaret Whelpey Scholarship: Clara and Lester E. Rosenburg Scholarship: Estab- Established in 1994 by Marjorie Sumner, lished in 1969 by Mr. and Mrs. Rosenburg in Class of 1942. honor of their daughter, Carol Rosenburg Surdna Foundation Scholarship: Established in 1974 Freedman, Class of 1956. by the Surdna Foundation of New York City. Helen M. Sampson ’32 Endowed Scholarship: Nancy Adams Taylor ’53 Scholarship: Established Established in 1999 through the matured life in 1959 by Nancy Adams Taylor, Class of income plans of Helen M. Sampson, Class of 1953. 1932. Tenth Anniversary Scholarship: Established in 1986 Irene Sausser Scholarship: Established in 1983 by by the Wheaton College Alumnae Association Mr. and Mrs. William R. Anixter (Nancy in honor of President Alice F. Emerson’s 10th Sausser, Class of 1950) in memory of Mrs. anniversary as President of the College. Anixter’s mother. Claire Hyman Steinert Thorn ’29 Scholarship Fund: Savitt-First Scholarship: Established in 1985 by Established in 1990 through a gift from the Mr. and Mrs. Robert C. First (Deborah Savitt, Estate of Claire Hyman Steinert Thorn, Class Class of 1963) and her parents Mr. and Mrs. of 1929, and increased by gifts from several William Savitt. friends and members of her family, to provide Dolores Maddocks Sayles ’28 Scholarship: Estab- scholarships to deserving students at Wheaton. lished in 1983 by Madison Sayles in his wife’s SELECTED ENDOWED & OTHER NAMED FUNDS 185

Hiram Greenwood Tucker Scholarship: Established Wheaton News Scholarship: Established in 1938 in 1928 by the Wheaton College Alumnae by the staff of the College newspaper. Association in memory of Professor Tucker, a Wheaton Rhodes Endowed Scholarship: Established member of the Music Department from 1879 in 1998 by Molly Rhodes Glendinning ’42. to 1922. Edith M. White Scholarship: Established in 1936 Trudy Villars Memorial Scholarship: Established in by friends in memory of Miss White, Dean of 1990 by family and friends in memory of Freshmen from 1929 to 1935. Professor Villars, a member of both the Joan Bloomberg Whitehill ’67 Scholarship Fund: Psychology and Biology Departments from Established in 1984 by Joan Bloomberg 1980 to 1990. Whitehill, Class of 1967. Lovis Sawyer Nichols ’25 and Sukey Nichols Wagner Whittemore Trustee Scholarship Fund: Established ’56 Scholarship: Established in 1993 with a in 1997 in honor of Marion Whittemore, Class Pooled Income Fund gift by Barrett C. of 1957, on the occasion of her 40th reunion. Nichols in memory of his wife Lovis Sawyer Nichols ’25 and in honor of his daughter Marion Dix Whitten Scholarship: Established in Sukey Nichols Wagner ’56, and activated in 1983 by family members and Nancy Hemenway 1994 by Trustee Sukey Nichols Wagner ’56. Whitten Barton, Class of 1941, in honor of her mother. Arline J. Walton ’33 Scholarship: Established in J. Annette Blake Williams Scholarship: 1984 by a bequest from the estate of Arline J. Established Walton, Class of 1933. in 1929 by Fred H. Williams in memory of his wife J. Annette Blake Williams, Class of 1872. Annie E. Wardwell Scholarship: Established in 1940 through a bequest from the estate of Woodman-Ryan-Hall Scholarship: Established in Isabella M. Wardwell, Class of 1868, in 1950 by Mr. and Mrs. C. W. Ryan (Hazel memory of her sister, Annie E. Wardwell, Woodman, Class of 1911), parents of Brenda Class of 1861. Ryan Hall, Class of 1949. Isabella M. Wardwell Fund: Established in 1940 Annual Fund Scholarships by a bequest from the estate of Isabella M. Wardwell, Class of 1868. Annual Fund, or Current Year, Scholarships are Jeannette Kittredge Watson ’02 Scholarship: funded annually by the donor through a gift to the Established in 1967 by the IBM Corporation Annual Fund. The following were established as a in memory of Jeannette Kittredge Watson, commitment to student support during the Cam- Class of 1902. paign for Wheaton. Virginia L. Weil ’42 Scholarship Fund: Established Teresa Daloian Alexander ’79 Scholarship: Estab- in 1979 by Robert S. Weil, Wheaton Trustee lished in 1995 by Teresa Daloian Alexander ’79. from 1968 to 1992, in honor of his wife, Nancy Monick Budd ’59 and William B. Budd Virginia Loeb Weil, Class of 1942 . Scholarship Fund: Established in 1995 by Nancy Katharine Wellington ’28 Scholarship: Established Monick Budd ’59 and William B. Budd, in 1992 through a bequest from the estate of member of the Wheaton College Board of Katharine Wellington, Class of 1928. Trustees. Kathleen Welsh ’75 Memorial Scholarship: Estab- Susan Howard Campbell ’62 Current Use Scholar- lished in 1977 by family and friends in ship: Established in 1998 by Susan Howard memory of Kathleen Welsh, Class of 1975. Campbell ’62. Eliza Baylies Wheaton Scholarship: Established in Class of 1977 Current Use Scholarship: Established 1984 by members of the Class of 1926 in in 1996 by members of the Class of 1977 in honor of Eliza Baylies Wheaton, and pre- honor of their 20th reunion. sented to the College on the occasion of their Eleanor Coonley Annual Fund Scholarship: Estab- 60th reunion. lished in 1999 by Patricia H. Arnold ’66, Wheaton Associates Scholarship: Established in member of the Wheaton College Board of 1983 by the Wheaton Associates. Trustees, in honor of Eleanor Coonley. Wheaton College Alumnae Scholarship: Estab- Lucky Dallo Eisner ’53 Scholarship Fund: Estab- lished in 1959 by the Wheaton College lished in 1995 by Lucky Dallo Eisner ’53 and Alumnae Association. Edgar R. Eisner, member of the Wheaton Wheaton College Program Scholarship: Estab- College Board of Trustees. lished in 1966 through gifts to the Wheaton Katharine Brockway Grenholm ’57 Scholarship: College Program, a capital fund raising Established in 1996 by Jane Rowe Mraz ’57 program in the 1960s. and David M. Mraz, in memory of friend and classmate Kate Brockway Grenholm ’57. 186 SELECTED ENDOWED & OTHER NAMED FUNDS

Virginia Olivier Howard ’48 Scholarship: Established experiences; and strengthen their academic, in 1995 by Virginia Olivier Howard ’48. personal, and professional futures. Jane Hooton Ince ’60 Scholarship: Established in Patricia W. Eberhart ’68 Art Travel Endowment: 1995 by Jane Hooton Ince ’60. Established in 1998 in memory of Patricia W. Kernan Family Annual Fund Scholarship: Estab- Eberhart ’68 by her family and friends. lished in 1999 by Mary Kernan Rutherfurd ’68. Income from this fund will be used to provide grants to deserving students wishing to pursue Agnes M. Lindsey Current Use Scholarship: Estab- the study of art history and/or studio art lished in 1958 and supported by the Agnes M. abroad. Lindsay Trust of Massachusetts. Julia R. Lange Fellowship: Established in 1974 in Helen Condon Powell Annual Fund Scholarship: memory of Julia R. Lange through a bequest Established in 1999 by Helen Condon Powell ’65. from the estate of her daughter, Mathilde M. Rosemary Pye ’68 Scholarship: Established in Lange, a member of the Biology and Zoology 1995 by Rosemary Pye ’68. Departments from 1921 to 1949. Provides Dorothy Davis Rudick ’43 Annual Fund Scholarship: several grants annually to Wheaton graduates Established 1999 by Dorothy Davis Rudick ’43. for advanced study in the field of medicine or Audrey MacLeod Schneiderman ’48 Scholarship: the biological sciences, with medicine receiv- Established in 1996 by Audrey MacLeod ing the first priority. Schneiderman ’48. Woodlake Fellowship Program: Established in Margaret Dunn Smith ’73 Annual Fund Scholarship: 1993 by Marta J. Drury P’96 to be awarded to Established in 1999 by Margaret Dunn Smith ’73. financially aided women of color studying at Smith Girls of 1962 Scholarship: Established in 1996 Wheaton College. Fellowship recipients are by Dellie Smith Woodring ’62, Barbara Smith awarded stipends for educationally meaningful Lamarche ’62, and Lydia Smith Kaeyer ’62. internships, helping them fully explore their Dorothy Silverstein Stevens ’40 Scholarship: academic and professional aspirations. Established in 1996 by Dorothy Silverstein Joseph M. and Susan Stampler Paresky ’68 Stevens ’40 and David Stevens. Fellowships: Established in 1986 by Joseph M. Jeanne M. Taddonio ’85 Current Year Scholarship: Paresky and Susan Stampler Paresky, Class of Established in 1998 by Jeanne M. Taddonio ’85. 1968. Fellowships are for graduate study in a degree granting program to the senior man Barbara Zeigler Annual Fund Scholarship: Estab- and woman who have excelled academically, lished in 1999 by Janet Carr Bayley ’45, in have made a significant contribution to the honor of Barbara Zeigler, former Director of campus community and have demonstrated Admissions at Wheaton. exceptional personal growth during four years at Wheaton. Awards for Study Elsewhere Phi Beta Kappa Grace Shepard Scholarship: January/Summer School Scholarships: The college Established in memory of Grace Shepard, a offers scholarships to Wheaton undergradu- member of the English Department from ates for study at approved summer school or 1913 to 1940, by her sister, Edith May January term programs. Further information Shepard. Provides a stipend for graduate and application forms for the scholarships study, with preference given to a member of listed below are available from the Advising the senior class majoring in classical studies. Center. Deadlines for submission are Novem- Phi Beta Kappa Graduate Scholarship: Established ber 16 for the January term; April 15 for all in 1934 and given annually by the Kappa others. Chapter of Massachusetts to either a member Alumnae/i Association Scholarships for Graduate of the senior class or a graduate entering the Study: Funds are raised annually by Wheaton first or second year of graduate study. Gener- alumnae/i clubs in various parts of the country ally awarded for graduate work leading to the for two scholarships, normally awarded to Ph.D. degree as opposed to more strictly members of the graduating class in support of professional degrees. graduate or professional study in any field. Jane E. Ruby Fellowship: Established in 1978 by Davis Fellowship Program: Established in 1994 by alumnae and friends in honor of Professor the Shelby Cullom Davis Foundation to Ruby, a member of the History Department provide intensive globally focused internships, from 1954 to 1976, and Provost from 1976 to both domestic and international, for Wheaton 1978. Provides support to a graduating senior students. These internships enhance the or Wheaton graduate to begin, continue or students’ courses of study; provide opportuni- resume professional or other advanced ties to utilize and expand on their academic training. SELECTED ENDOWED & OTHER NAMED FUNDS 187

Helen and Irma Wieand Fellowship: Established in Barbara Shalita Samuelson ’64 Work and Learning 1961 by Professor Helen Wieand Cole, a Endowment: Established in 1997 by Barbara S. member of the Classics Department from Samuelson ’64 to support internships. 1911 to 1915 and from 1918 to 1925, Trustee Sukey Nichols Wagner ’56 Endowed Fund for the from 1936 to 1965 and second wife of Filene Center: Established in 1998 by Trustee President Samuel Valentine Cole. Provides Sukey Nichols Wagner ’56 and her husband one to three scholarships each year to Rodney Wagner. Wheaton graduates for further education in Katherine Conroy Whalen ’70 Endowed Fund for the humanities. the Filene Center for Work and Learning: Estab- lished in 2001 by Katherine Conroy Whalen Filene Center Endowed Funds ’70 to support student internships arranged Blakely F. Bundy ’66 Back to the Future Fund: through the Filene Center for Work and Established in 1997 by Mr. and Mrs. Harvey Learning. H. Bundy III (Blakely Fetridge Bundy ’66) to ensure that seniors at Wheaton have in- Current Use Filene Center Funds creased opportunities to focus on issues of Current Use funds are funded annually by the balancing work and family as they prepare for donor. their lives post-graduation. Nancy Van Metre ’60 Wheaton Fellows Fund: Suzanne Fogelson Golden ’67 Filene Center Fund: Established in 1997 by Nancy Nichols Van Established in 1998 by Suzanne Fogelson Metre ’60 to support the work of the Center. Golden ’67, to support out-of-classroom experiences. Student Loan Funds Patricia Dunn Grey ’80 Endowed Fund for the Filene Center for Work and Learning: Established in Alice Friend Ireland ’34 Loan Fund: Established 1999 by Patricia Dunn Grey, Class of 1980, in 1998 by Alice Friend Ireland ’34. and her husband, Richard Grey. Diane L. Troderman ’63 Student Loan Fund: Mars Fellows Endowed Fund: Established in 2000 Established in 1996 by Diane Leshefsky by Mr. and Mars. John F. Mars (Adrienne Troderman ’63. Bevis Mars, Class of 1958). Sonya Dozoretz Rhodes ’64 Work and Learning Endowment: Established in 2000 by Sonya Dozoretz Rhodes, Class of 1964, by her husband, Robert Rhodes. 188 189 Trustees, Faculty, Officers and Staff

Board of Trustees Susan Stampler Paresky ’68, A.B., M.B.A. Boston, Massachusetts Patricia A. King, ’63, A.B., J.D., LL.D., Chair Washington, D.C. Hope Hamilton Pettegrew ’61, A.B. Hancock, New Hampshire Adrienne Bevis Mars ’58, A.B., LL.D., Vice Chair James V. Sidell, B.A., M.A. McLean, Virginia Cambridge, Massachusetts Roderick G. Wallick, B.A., M.B.A., Treasurer H. C. Bowen Smith, B.A., M.B.A. Plainville, Massachusetts New York, New York Susan M. Colson, B.A., Secretary Victoria T. Spang ’73, A.B. South Easton, Massachusetts San Francisco, California Patricia Higgins Arnold ’66, A.B. Diana Davis Spencer ’60, A.B. Mattapoisett, Massachusetts Wellesley, Massachusetts Lawrence S. Bacow, S.B., J.D., Ph.D Kerin E. Stackpole ’84, B.A. J.D., ex officio Newton, Massachusetts Shelburne, Vermont Anson M. Beard, Jr., B.A., LL.D. Louis N. Vinios, B.A. Greenwich, Connecticut Milton, Massachusetts Carol Samuels-Botts ’74, B.A., M.D. Sukey Nichols Wagner ’56, A.B., M.A. Silver Spring, Maryland Norfolk, Connecticut Richard Chait, M.A. Ph.D. Virginia A. Weil, ’65, A.B., M.B.A. Cambridge, Massachusetts Washington, D.C. Karen Strauss Cook ’74, A.B., M.B.A. Dellie Smith Woodring ’62, A.B. New York, New York Tiburon, California Deborah Haigh Dluhy ’62, A.B., Ph.D. Trustees Emeriti Belmont, Massachusetts Mary Ellen Avery ’48 A.B., M.D., A.M., Haegan Forrest ’94 A.B. Sc.D., D.Sc. Wilmington, Massachusetts Wellesley, Massachusetts Debra Kent Glidden ’68, B.A., M.B.A. Maurice L. Clemence A.B., M.B.A., LL.D. Atlanta, Georgia Wellesley, Massachusetts Winston R. Hindle, Jr., B.S., M.S., LL.D. Abram T. Collier A.B., LL.B., L.H.D., Litt.D., Concord, Massachusetts LL.D., D.B.A. Thomas J. Hollister, B.A., M.B.A. Jaffrey, New Hampshire Wellesley, Massachusetts Edgar R. Eisner, B.A., M.A. Emily C. Hood ’53, A.B. New York, New York Boston, Massachusetts Paul E. Gray S.B., S.M., Sc.D., D.B.A., Ph.D., Denise Jefferson ’65, B.A., M.A., D.F.A. L.H.D. New York, New York Cambridge, Massachusetts James B. Karman, B.A. Evelyn Danzig Haas ’39 A.B., LL.D. Sudbury, Massachusetts San Francisco, California Robert E. Keiter, A.B., M.B.A. Nancy Ann Holman ’56, A.B., LL.B., J.D., LL.D. Mount Kisco, N.Y. Seattle, Washington Dale Rogers Marshall, B.A., M.A., Ph.D. Harry V. Keefe, Jr., B.A., LL.D. ex officio New York, New York Norton, Massachusetts Anne J. Neilson ’49, A.B. Lizabeth A. Newman, B.A. Winchester, Massachusetts New York, New York 190 TRUSTEES

Magdalena Vanderlyn Quinby ’31 A.B., L.H.D. Rosalind Ladd, Ph.D. Lakeville, Connecticut Professor of Philosophy, Emerita Lesley R. Stahl ’63, A.B., LL.D. Asta Helena Lepinis, Ph.D. New York, New York Professor of German, Emerita Ruth Ann Stewart ’63, A.B., M.S. Janet Taylor Letts, Ph.D. New York, New York Professor of French, Emerita Robert S. Weil, B.A., M.B.A. Elma Dorothy Littlefield, A.M. Montgomery, Alabama Professor of French, Emerita Hilda Bolster Mason, A.B. Professors and Administrators Emeriti Associate Professor of Physical Education, Emerita Holcombe McCulloch Austin, A.M., L.H.D. Elizabeth Stoffregen May, Ph.D., LL.D. Professor of Philosophy, Emeritus Professor of Economics, Dean of the College, John David Bishop, Ph.D. Emerita Professor of Classics, Emeritus Thomas Julian McCormick, Ph.D. Edwin Briggs, A.B., A.M., Ph.D. Professor of Art, Emeritus Professor of English, Emeritus Nancy Paine Norton, Ph.D. Lucile Elizabeth Bush, Ph.D. Professor of History, Emerita Wright-Shippee Professor of Art, Emerita Roberta J.M. Olson, Ph.D. Rosalie Brown Ciummei, M.Ed. Professor of Art, Emerita Professor of Physical Education, Emerita Ann Frances O’Neill, Ph.D. Barbara Ann Clinger, Ph.D. Professor of Mathematics, Emerita Professor of Mathematics, Emerita Harry Moore Pastra-Landis, M.S. Curtis Dahl, Ph.D. Professor of Physics, Emeritus S.V. Cole Professor of English, Emeritus Jean Pearce Helen Zoe Duncan, M. Mus. Associate College Librarian, Emerita Associate Professor of Music, Emerita Richard Pearce, Ph.D. Alice F. Emerson, Ph.D., LL.D. Professor of English, Emeritus President Emerita Myrna Schmidt Pearson, Ph.D. Charles Knight Fassett, A.M. Professor of Chemistry, Emerita Professor of Music, Emeritus Judy Francis Rosenblith, Ph.D. Marjorie Hill Ford, Ed.M. Professor of Psychology, Emerita Lecturer in Education and Director of the Nursery Roberto Ruiz, Maestro en Filosofia School, Emerita Professor of Spanish, Emeritus Sidney Alexander Forsythe, Ph.D. Sheila Shaw, Ph.D. Professor of Sociology, Emeritus Professor of English, Emerita Hannah F. Goldberg, Ph.D. Ariadne Shilaeff, Ph.D. Provost and Academic Vice President, Professor of Professor of Russian, Emerita History, Emerita Frances Ann Shirley, Ph.D. Paul Helmreich, Ph.D. Professor of English, Emerita Professor of History, Emeritus; College Historian Paul Joseph Sprosty, Ph.D. Bojan Jennings, Ph.D. Professor of Psychology, Emeritus Professor of Chemistry, Emerita Thora Haysey Stukas, A.B. Norman Woodason Johnson, Ph.D. Registrar, Emerita Professor of Mathematics, Emeritus Robert Sundling Taylor, A.B. Hilda Kahne, Ph.D. Professor of English, Emeritus Professor of Economics, Emerita Kathleen Marilyn Vogt, Ph.D. Vaino Kola, M.F.A. Professor of English, Emerita Professor of Art, Emeritus FACULTY 191

Dorothea Schmidt Wender, Ph.D. Pamela J. Bongas, Professor of Theater Professor of Classics, Emerita B.S., University of Oklahoma Mary H. Whelan M.A., Bowling Green State University Associate Librarian and Director of Technical Ph.D., University of Missouri, Columbia Services, Emerita Darlene Leona Boroviak, Professor of Political Jeanne Theis Whitaker, Ph.D. Science Professor of French, Emerita A.B., Beloit College Ph.D., Washington University, St. Louis Philip Reece Wilson, Ph.D. Associate Professor of Physics, Emeritus Barbara Brennessel, Professor of Biology B.S., Fordham University Officers of Administration Ph.D., Cornell University Medical School Richard M. Chalfen, Cole Visiting Professor of Dale Rogers Marshall, President, Professor of Sociology Political Science B.A., The College, University of Pennsylvania B.A., Cornell University M.A., Annenberg School of Communication, M.A., University of California, Berkeley University of Pennsylvania Ph.D., University of California, Los Angeles Ph.D., Graduate School of Arts & Sciences, Sue A. Alexander, Dean of Students University of Pennsylvania B.A., Antioch College Vipan Chandra, Professor of History Gail Berson, Vice President for Enrollment and A.B., A.M., Agra University, India Marketing; Dean of Admission and Student Aid A.M., Ph.D., Harvard University A.B., Bowdoin College Beverly Lyon Clark, A. Howard Meneely M.A., Emerson College Professor of English Eric J. Snoek, Vice President for College A.B., Swarthmore College Advancement Ph.D., Brown University B.A., University of Massachusetts Samuel Chase Coale V, Professor of English Roderick G. Wallick, Vice President for Finance A.B., Trinity College and Operations, Chief Financial Officer A.M., Ph.D., Brown University B.A., Dartmouth College Travis Lee Crosby, Jane Ruby Professor of History M.B.A., Boston College A.B., University of Texas, Austin Susanne Woods, Provost, Professor of English Ph.D., Johns Hopkins University B.A., M.A., University of California, Los Tim Cunard, Professor of Art Angeles B.F.A., Ohio University M.A. (Hon.), Brown University M.F.A., Ohio State University Ph.D., Columbia University Marilyn Halter, Cole Visiting Professor of Faculty Sociology A.B., Brandeis University Professors Ed.M., Harvard Graduate School of Education Timothy Barker, Bojan Hamlin Jennings Ph.D., Boston University Graduate School Professor of Natural Sciences, Professor of As- Seta Der Hohannesian, Professor of Music in tronomy, Director of Science Programs, Associate Performance, part-time Provost B.A., Smith College A.B., Swarthmore College Ph.D., University of California, Santa Cruz Betsey D. Dyer, Professor of Biology A.B., Wheaton Grace Baron, Professor of Psychology, Faculty M.A., Ph.D., Boston University Fellow in Service-Learning B.A., Barat College Herbert Richard Ellison, Professor of Chemistry M.A., Ph.D., Boston College A.B., Clark University Ph.D., Brown University Alexander Bloom, Professor of History A.B., University of California, Santa Cruz Pozzi Escot, Professor of Music A.M., Ph.D., Boston College B.S., M.S., Juilliard School of Music 192 FACULTY

Edward J. Gallagher, Professor of French Jeremiah Lawrence Murphy, Adjunct Professor A.B., La Salle University of Political Science, part-time A.M., Ph.D., Brown University A.B., University of Notre Dame John A. Gildea, Professor of Economics A.M., Ph.D., University of Indiana A.B., Wake Forest University Loeb Fellow, Harvard University M.A., Ph.D., Duke University Ann Murray, Mary Heuser Chair in the Arts, Jay Selwyn Goodman, Professor of Political Science Professor of Art, Director of Watson Gallery A.B., Beloit College A.B., Dickinson College A.M., Stanford University A.M., Ph.D., Brown University Ph.D., Brown University Styliani C. Pastra-Landis, Professor of Chemistry J.D., Suffolk University Law School A.B., Wheaton College John Marshall Grady, Goldberg Professor of A.M., Ph.D., Harvard University Sociology David Powell, Shelby Cullom Davis Professor of A.B., Boston College Russian Studies, part-time A.M., Yale University B.A., Amherst College Ph.D., Brandeis University M.A., Ph.D., Yale University Deanna Kay Grimm, Professor of Physical Joel Relihan, Professor of Classics Education B.A., University of Illinois, Champaign- B.S., Pennsylvania State University Urbana Ed.M., Boston University M.A., Ph.D., University of Wisconsin, Andrew Keith Howard, Professor of Art Madison B.S. University of Rhode Island, Kingston Carlton Thrasher Russell, Professor of Music, M.Ed. Bridgewater State College part-time; College Organist M.F.A., Southeastern Massachusetts University B.A., Amherst College Sheila Kennedy, Adjunct Professor of Political M.A., Episcopal Divinity School Science, part-time M.F.A., Ph.D., Princeton University A.B., Wheaton College Elizabeth Ann Sears, Professor of Music; M.A., Harvard University Director of Performance Program Donna Kerner, Professor of Anthropology B.M., New England Conservatory of Music B.A., Kirkland College M.M., Arizona State University M.A., New York University Ph.D., Catholic University of America M. Phil., Ph.D., CUNY Sue Standing, Professor of English, Writer in John Charles Kricher, Professor of Biology Residence A.B., Temple University B.A., Oberlin College Ph.D., Rutgers University M.A., Boston University Rochelle Leibowitz, Professor of Mathematics Jeffrey Timm, Professor of Religion A.B., Queens College B.A., Washington College M.S., Ph.D., Rutgers University M.A., Ph.D., Temple University Frances Maher, Jane Oxford Keiter ’64 Professor Edmund Yut-Man Tong, William C. H. and of Education Elsie D. Prentice Professor of Biology A.B., Radcliffe College B.A., Concordia College M.A., Harvard University School of Education M.S., Ph.D., University of Wisconsin, Madison Ed.D., Boston University School of Education David James Vogler, Professor of Political John A. Miller, Dorothy Reed Williams ’43 Chair Science in Social Science, Professor of Economics A.B., University of Florida A.B., Washington and Jefferson College Ph.D., University of North Carolina A.M., Ph.D., University of Pittsburgh John Arthur Walgreen, Professor of Economics Bianca Cody Murphy, Professor of Psychology A.B., A.M., Ph.D., Boston College B.A., Marymount Manhattan College Gordon Weil, Professor of Economics, Associate M.Ed., Northeastern University Provost Ed.D., Boston University B.A., Tulane University M.P.A., Harvard University M.A., Ph.D., Tufts University FACULTY 193

Susanne Woods, Provost, Professor of English William L. Goldbloom-Bloch, Associate B.A., M.A., University of California, Los Professor of Mathematics Angeles B.A., Reed College M.A. (Hon.), Brown University Ph.D., University of California, Berkeley Ph.D., Columbia University Nancy Kendrick, Associate Professor of Philoso- David Mark Wulff, Professor of Psychology phy A.B., Wittenberg University B.A., M.A., University of South Florida A.M., Ph.D., University of Michigan, Ann Ph.D., University of Illinois, Champaign- Arbor Urbana Kersti Yllö, Professor of Sociology Hyun Sook Kim, Associate Professor of Sociology B.A., Denison University B.S., University of Wisconsin, Madison M.A., Ph.D., University of New Hampshire M.A., Ph.D., New School for Social Research Gerald Eugene Zuriff, Professor of Psychology Linda Kollett, Visiting Associate Professor of A.B., Columbia College Biology, part-time Ph.D., Harvard University B.A., Cedar Crest College M.S., Ph.D., Northwestern University Associate Professors Paula Krebs, Associate Professor of English Kirk Anderson, Associate Professor of French B.A., LaSalle University B.A., St. Olaf College Ph.D., Indiana University M.A., Ph.D., Princeton University Mark LeBlanc, Associate Professor of Computer Jonathan D.Brumberg-Kraus, Associate Professor Science of Religion B.A., University of Maine B.A., Harvard College, M.S., University of New Hampshire M.A., Ph.D., Vanderbilt University Ph.D., College of Engineering and Physical Claire E. Buck, Associate Professor of English Sciences, University of New Hampshire B.A., Ph.D., University of Kent at Canterbury Tessa Leroux, Visiting Associate Professor of Xuesheng Chen, Associate Professor of Physics Sociology, part-time B.S., University of Science and Technology of B.A., Rand Afrikaans University China M.A., University of South Africa M.S., Ph.D., Boston College Ph.D., Rand Afrikaans University John M. Collins, Associate Professor of Physics Héctor Medina, Associate Professor of Hispanic B.A., College of the Holy Cross Studies M.S., Ph.D., Boston College B.A., Lehman College (City University of New York) Steven Michael Dworetz, Associate Professor of M.A., Ph.D., Brown University Political Science, part-time B.A., New York College, CUNY Kathleen Morgan, Associate Professor of M.A., M.Phil., Ph.D., Rutgers University Psychobiology B.A., Canisius College Claudia R. Fieo, Associate Professor of Art M.A., Ph.D., University of California, Davis B.F.A., Carnegie-Mellon University, College of Fine Arts Derek Price, Associate Professor of Psychology M.A., Rosary College, Graduate School of Art, B.A., University of California at Santa Florence, Italy Barbara M.F.A., Il Bisonte International School of M.A., Ph.D., University of Denver Advanced Printmaking through Rosary Candice Taylor Quinn, Associate Professor of College, Florence, Italy History David Fox, Associate Professor of Acting/Directing A.A., Cape Cod Community College B.S., Northeastern University A.B., Wheaton College M.F.A., Brandeis University M.A., Ph.D., Cornell University Tommasina Gabriele, Associate Professor of Scott Shumway, Associate Professor of Biology Italian Studies B.A. Tufts University B.A., Bryn Mawr College Ph.D., Brown University M.A., Ph.D., Rutgers University 194 FACULTY

Mary-Beth Tierney-Tello, Associate Professor of John Bezís-Selfa, Assistant Professor of History Hispanic Studies B.A., University of California at Berkeley B.A., Wellesley College Ph.D. University of Pennsylvania A.M., Ph.D., Brown University Anna Bobrov, Visiting Assistant Professor of A. Javier Treviño, Associate Professor of Sociology Russian, part-time B.A., University of North Texas M.A., Russian State University for the Hu- M.A., Northern Arizona University manities Ph.D., Boston College John Brevik, Visiting Assistant Professor of Guy Urban, Associate Professor of Music Mathematics B.M., M.M., New England Conservatory of B.A., Michigan State University Music M.S., University of Washington Jonathan D. Walsh, Associate Professor of French Ph.D., University of California, Berkeley B.A., M.A., University of Connecticut Candice Brown, Visiting Assistant Professor of Ph.D., University of California, Santa Barbara Theater Jeanne Wilson, Associate Professor of Political B.A., New Mexico State University Science M.F.A., University of Pittsburgh A.B., University of Michigan, Ann Arbor Maria J. Brucato, Visiting Assistant Professor of M.A., Ph.D., Indiana University Hispanic Studies Brenda Wyss, Associate Professor of Economics B.A., M.A., University of Rhode Island B.A., University of Missouri, Columbia Ph.D., Brown University Ph.D., University of Massachusetts, Amherst Deyonne Bryant, Samuel Valentine Cole Gail S. Zucker, Associate Professor of Psychology Assistant Professor of English B.A., University of Southern California B.S., M.Ed., University of Southwestern M.A., Ph.D., University of California, Los Lousiana Angeles M.A., Ph.D,. University of Houston Stephanie Burlington, Visiting Assistant Assistant Professors Professor of Theater, part-time Elizabeth Albro, Visiting Assistant Professor of A.B., Wheaton College Psychology M.A., Trinity Rep Conservatory/Rhode Island B.A., M.A., Ph.D., The University of Chicago College Robert Albro, Assistant Professor of Anthropology Barbara Carlson, Visiting Assistant Professor of B.A., M.A., Ph.D., University of Chicago English, part-time B.A., University of Rhode Island Matthew Allen, Assistant Professor of Music, MFA, Vermont College Director of World Music Ensemble B.A., Haverford College Bernard Carpenter, Assistant Professor of M.A., Ph.D., Wesleyan University History, part-time B.A., M.A., University of Arizona Anni P. Baker, Assistant Professor of History Ph.D., Boston College B.A., University of Maryland M.A., Ph.D., Boston College Geoffrey Collins, Assistant Professor of Geology B.A., Carleton College Vicki Bartolini, Assistant Professor of Education Sc.M., Ph.D., Brown University B.S., Marshall University, M.A., Rhode Island College, Katherine M. Conway, Assistant Professor of Ph.D., Boston College English B.A., Regis College Janina Benoit, Assistant Professor of Chemistry M.A., Ph.D., University of Massachusetts, B.A., Connecticut College Amherst M.S., University of Connecticut Ph.D., University of Maryland, College Park S. Elaine Craghead, Visiting Assistant Professor of English Michael Berg, Assistant Professor of Psychology B.A., College of William and Mary B.S., Tufts University M.A., George Mason University M.S., Ph.D., University of Massachusetts, Ph.. D., University of Rhode Island Amherst FACULTY 195

Cecile Danehy, Assistant Professor of French Tim Harbold, Assistant Professor of Music, part- D.E.U.G., Universite de Dijon – France time, Choral Director M.A., Ph.D., University of Virginia B.A., Williams College Barbara Darling-Smith, Assistant Professor of M.M., New England Conservatory Religion Michelle Harris, Assistant Professor of Sociology B.A., Spring Arbor College B.A., M.A., University of South Florida M.A., Ph.D., Boston University Ph.D., University of Michigan Eric H. Denton, Assistant Professor of German Gerard Huiskamp, Assistant Professor of Political B.A., Duke University Science M.A., M. Phil., Ph.D., Yale University B.A., Marquette University Michael D.C. Drout, Assistant Professor of Ph.D., University of North Carolina, Chapel English Hill B.A., Carnegie Mellon University Donna Jeffrey, Assistant Professor of Music in M.A., Stanford University, University of Performance, part-time Missouri, Columbia B.S.Mus., Rhode Island College Ph.D., Loyola University Julia Jordan-Zachery, Assistant Professor of Sara Eddy, Visiting Assistant Professor of English, Political Science part-time B.A., Brooklyn College B.A., Connecticut College M.A., Ph.D., University of Connecticut M.A., Ph.D., Tufts University Christopher Kalberg, Assistant Professor of Nancy A. Evans, Assistant Professor of Classics Chemistry B.A., Smith College B.S., Loras College Ph.D., Brown University Ph.D., Duke University R. Tripp Evans, Assistant Professor of Art Helen Kaplan, Visiting Assistant Professor of Art B.A., University of Virginia BFA, Tyler School of Art M.A., M. Phil., Ph.D., Yale University MFA, Indiana University David S. Frankel, Visiting Assistant Professor of Evelyn Lane, Assistant Professor of Art English, part-time B.A., Wellesley College B.A., Haverford College M.A., Tufts University M.A., Brooklyn College/CUNY, Brooklyn Ph.D., Brown University Ph.D., Binghamton University/SUNY, Allison M. Levy, Assistant Professor of Art Binghamton B.A., Newcomb College, Tulane University James Freeman, Assistant Professor of Economics M.A., Ph.D., Bryn Mawr College B.A., Wabash College Egila Lex, Visiting Assistant Professor of German M.A., University of North Carolina, Greens- B.A., Luzerner Toechtergymnasium boro M.A., Ph.D., University of Zurich Ph.D., Florida State University Stephen Mathis, Assistant Professor of Philosophy Raymond Frost, Visiting Assistant Professor of B.A., Washington and Lee University Mathematics, part-time M.A., Duke University B.A., California State University, Sacramento Ph.D., University of Kansas M.A., Ph.D., University of Connecticut Terry Thompson McCandies, Assistant Michael Gousie, Assistant Professor of Computer Professor of Psychology Science B.A., M.A., Ph.D., University of North B.A., Providence College Carolina, Greensboro M.S., University of New Hampshire Ph.D., Rensselaer Polytechnic Institute Molly Monet-Viera, Visiting Assistant Professor of Hispanic Studies Mary Lee Griffin, Assistant Professor of Education B.A., Princeton University B.S. ed. Wheelock College M.A., M. Phil., Ph.D., Yale University M. ed. Rhode Island College Ph.D., University of Rhode Island/Rhode Robert Morris, Assistant Professor of Biology Island College B.A., Lafayette College Ph.D., Harvard University 196 FACULTY

Joanne Mouradjian, Assistant Professor of Music David T. Sanford, Assistant Professor of Art, in Performance, part-time part-time B.S., Rhode Island College B.A., Wayne State University M.M., Boston University M.A., University of Hawaii Cheryl Mrozowski, Assistant Professor of Ph.D., University of California, Los Angeles Theater, Director of Dance Company Walter Shaw, Visiting Assistant Professor of B.A., Salve Regina College Hispanic Studies M.A., American University B.A., Berea College Laura Muller, Assistant Professor of Chemistry M.A., University of Georgia A.B., Bard College Ph.D., University of North Carolina, Chapel Ph.D., University of Texas at Austin Hill Stephen Nadel, Visiting Assistant Professor of Janice Sklensky, Assistant Professor of Math- Music in Performance, part-time ematics, part-time B.M., M.M., The Juilliard School A.B., University of California at Berkeley M.S., Ph.D., Northwestern University Samina Najmi, Visiting Assistant Professor of English, part-time Josh Stenger, Assistant Professorr of English B.A., M.A. University of Karachi B.A., University of California, Los Angeles M.A., Ph.D., Tufts University M.A., Ph.D., Syracuse University Ellen Nelson, Visiting Assistant Professor of Patty Stone, Assistant Professor of Art Education, part-time B.F.A., University of New Mexico B.A., Maryville University M.F.A., Yale University, School of Art M.A., Boston College Kathryn Tomasek, Assistant Professor of History MAT, Manhattanville College B.A., Rice University Ph.D., Boston College M.A., Ph.D., University of Wisconsin, Song I. No, Assistant Professor of Hispanic Madison Studies B.A., University of California, Davis Instructors/Lecturers Ph.D., University of California, Berkeley Mary-Kim Arnold, Visiting Instructor of Steven Oliver, Visiting Assistant Professor of English, part-time Biology B.A., M..A., Brown University B.A., University of Montana Joseph Bono, Instructor of Music in Perfor- Ph.D., Boston University mance, part-time Bruce Owens, Assistant Professor of Anthropology Acting Orchestra Conductor B.A., McGill University B.M., New England Conservatory of Music M.A., M.Phil., Ph.D., Columbia University M. Ed., Bridgewater State College John Partridge, Assistant Professor of Philosophy Rick Britto, Visiting Instructor of Music in B.A., The College of William and Mary Performance, part-time, Director of Jazz Band M.A., Ph.D., Johns Hopkins University B.M., Berklee College of Music Earl Raney, Assistant Professor of Music in Mary Ann Buck, Instructor of Economics, part- Performance, part-time, Conductor of the Wind time Symphony B.S., M.B.A., C.A.G.S., Bryant College B.M., Boston University School for the Arts Jeffrey Cashen, Instructor of Music in Perfor- mance, part-time Thomas C. Ratliff, Assistant Professor of Mathematics and Computer Science Dolita D. Cathcart, Instructor of History B.A., Rhodes College A.B., Harvard-Radcliffe Colleges M.S., Ph.D., Northwestern University M.A., University of Massachusetts, Boston Françoise Rosset, Assistant Professor of Russian Eileen Coleman, Visiting Instructor of Hispanic B.A., Bryn Mawr College Studies, part-time M.A., Ph.D., Yale University B.A., University of St. Thomas M.A., Universidad de Complutense, Madrid, Sarah Ruhl, Visiting Assistant Professor of Spain English, part-time B.A., M.F.A., Brown University FACULTY 197

Rachel Daly, Instructor of Music in Performance, Elisabeth Lavin-Peter, Visiting Instructor of part-time English, part-time B.M. Manhattan School of Music B.A., Connecticut College M. A., Columbia University, Teachers M.A., Tufts University College Bret Mulligan, Visiting Instructor of Classics, Susan Dearing, Coordinator of English as a part-time Second Language and Basic Writing Programs B.A., Wesleyan University A.B., Brown University Margaret Robinson, Visiting Instructor of M.A., Lesley College French, part-time John Devine, Visiting Instructor of Theater, B.A., State University of New York, Oswego part-time, Debate Coach M.A., University of Massachusetts, Amherst Deborah Fahey, Instructor of Biology Julie Searles, Visiting Instructor of Music, part- B.A., M.S., Bridgewater State College time Sheila Falls, Visiting Instructor of Music in B.A., M.A., Wesleyan University Performance, part-time Pamela Stafford, Instructor of English B.M., New England Conservatory B.A., M.A., University of California, Berkeley Eduardo Fichera, Visiting Instructor of Italian Barbara Stephens, Visiting Instructor of English, Studies part-time M.S., University of Urbino B.S., M.A., University of Texas, Austin Ph.D., Rutgers University M.F.A., Vermont College at Norwich Univer- sity John Gomes, Visiting Instructor of Music in Performance, part-time, Visiting Assistant Jane Stein, Visiting Instructor of Theater/Design Conductor of the Chamber Orchestra M.F.A., Webster University Conservatory of Theatre Arts Frank Guridy, Visiting Scholar-In-Residence, History Russell Williams, Instructor of Economics B.A., Syracuse University B.A., Amherst College M.A., University of Illinois, Chicago Assistants Chip Halt, Instructor of Music in Performance, part-time Lori Agan, Science Center Coordinator, Depart- San Francisco Conservatory of Music ment Assistant in Physics/Astronomy A.B., Wheaton College Bernadette Houldsworth, Visiting Instructor of Hispanic Studies Susan Barrett, Laboratory Instructor in Biology, B.S., Salford University part-time, Department Assistant M.A.T., Rhode Island College B.A., Suffolk University Jayne Iafrate, Visiting Instructor of English, part- Betsy Cronin, Program Coordinator for Arts in time the Arts, Music and Theatre departments and B.A., California State University, Long Beach Watson Gallery Zarina Irkaeva, Instructor of Music in Perfor- Rosemary Kukla, Laboratory Instructor in mance, part-time Chemistry B.M., M.M., St. Petersburg Conservatory, A.B., Hunter College, CUNY Russia M.Ed., Boston University Ph.D., Rutgers University Kathleen Kalogeras, Instructor of Music in Performance, part-time William Alan MacPherson, Staff Accompanist B.M., Baldwin-Wallace College B.A., Brown University M.M., Boston University M.A., Ph.D., Harvard University John B. Kim, Visiting Instructor of Computer Jeffrey Mailhot, Theatre Manager/Technical Science Director B.A., University of California, San Diego B.A., University of Massachusetts, Amherst M.S., University of Massachusetts, Amherst Shari Morris, Laboratory Instructor in Biology, part-time B.S., Pennsylvania State University M.S., Northeastern University 198 FACULTY

Ann Phelps, Department Assistant and Animal Kathleen Ebert-Zawasky, Director of Academic Caretaker Computing B.S., M.A., Ph.D., University of California B.A., Mount Saint Mary College Margaret Reuter, Teacher in the Nursery School M.S., University of North Dakota B.S. Central Connecticut State College Ed.D., Boston University M.A. University of Connecticut Lynda S. Marcoccia, Executive Assistant to the Christin Ronolder, Curator Slides/Photographs Provost and Secretary to the Faculty B.A., State University of New York, Victoria McGillin, Dean of Advising Brockport B.S., M.S., Pennsylvania State University M.A., University of Massachusetts, Amherst Ph.D., Michigan State University Deborah Stewart, Laboratory Instructor in Jennifer Sanborn, Assistant to the Provost for Chemistry, Department Assistant Extended Learning B.A., Goucher College B.A., Hope College Margaret M. Werner, Director of the Elisabeth M.S., Syracuse University Amen Nursery School Patricia Brown Santilli, Registrar & Dean for B.S. Ohio University Academic Systems M.A. Bridgewater State College B.A., Emmanuel College Ed.S. University of Colorado A.M., Boston College Kathryn M. Work, Choral Accompanist Alex E. Vasquez, Associate Dean for Academic B.A., Earlham College and Campus Life Jane Young, Greenhouse Caretaker B.S., M.S., University at Albany, State University of New York Administrative Offices Gordon Weil, Professor of Economics, Associate Provost Office of the President B.A., Tulane University Dale Rogers Marshall, President; Professor M.A., Ph.D., Tufts University of Political Science Academic Computing B.A., Cornell University Kathleen Ebert-Zawasky, Director M.A., University of California, Berkeley B.A., Mount Saint Mary College Ph.D., University of California, Los Angeles M.S., University of North Dakota Susan M. Colson, Executive Assistant to the Ed.D., Boston University President; Secretary to the Board of Trustees Kenneth Davignon, Instructional Technology A.B. Wheaton College Coordinator, Senior Academic Affairs B.F.A. Rhode Island School of Design Susanne Woods, Provost and Professor of Shaoping Moss, Academic Webmaster English B.A., Nanjing University, China B.A., M.A., University of California, M.A., Hunan Teachers University, China Los Angeles M.L.S., Simmons, College M.A. (Hon.), Brown University Jenni Lund, Faculty Liaison Ph.D., Columbia University B.A., Wellesley College Timothy Barker, Bojan Hamlin Jennings M.Ed. Harvard Graduate School of Education Professor of Natural Sciences, Professor of Diane DeMelo, Instructional Technology Coordi- Astronomy, Director of Science Programs, nator Associate Provost B.S. Bridgewater State College A.B., Swarthmore College M.A. University of Massachusetts, Boston Ph.D. University of California, Santa Cruz Jared A. Rose, Kollett Intern for Faculty Support Thomas R. Brooks, Associate Provost, Lecturer B.A. Wheaton College in English B.A., Dartmouth College Robert F. Muttart, Director of Media Services Ph.D., Indiana University and Language Lab A.B. Trinity College M.Div., S.T.M., Union Theological Seminary M.Ed., Columbia University ADMINISTRATION 199

Jeanne Farrell, Assistant to the Manager or the Susan Cornaccia, Systems Librarian Language Lab and AV Services B.S., Boston University B.S., Springfield College M.L.I.S., University of Rhode Island Filene Center for Work and Learning Ethel Fraga, Reference Librarian, part-time Daniel Golden, Director A.B., Stonehill College B.A., Queens College, City University of M.Ed., Bridgewater State College New York M.L.S., University of Rhode Island M.A., Ph.D., Indiana University Margaret F. Gardner, Associate College Librarian Grace Baron, Faculty Fellow in Service-Learning; and Coordinator of Reference and Instructional Professor of Psychology Services B.A., Barat College A.B., Brown University M.A., Ph,D., Boston College M.L.S., University of Rhode Island Ed Canton, Associate Director/ Work and Marcia E. Grimes, Reference Librarian for Learning: International and Technology Programs Interlibrary Loan B.A., University of Pennsylvania B.A., Alma College M.Ed., Boston University M.A., James Madison University Sheila Dvorin, Associate Director/Internships and M.L.S., University of Michigan, Ann Arbor Experiential Learning Programs Hilary Ann Murray, Acquisitions Librarian, A.B., University of Rochester part-time M.A., Hunter College, CUNY B.A., Northeastern University Kay Kimball Gruder, Associate Director for M.S., Simmons College Reflective Learning Initiatives Zephorene Stickney, Archivist; Special Collections B.A., Bennington College Curator M.Ed., Lesley College A.B., Mount Holyoke College Elizabeth Hallowell, Associate Director/Alumnae Student Affairs and Gertrude Adams Programs A.B., Ed.M., Harvard University Sue A. Alexander, Dean of Students B.A., Antioch College Barbara Lynn Gaylord, Director of International Programs Jack Kuszaj, Associate Dean of Students A.B., Elmira College B.S., Springfield College M.A., New York University M.Ed., University of Massachusetts, Amherst Madeleine Clark Wallace Library Alex E. Vasquez, Associate Dean for Academic Terry Metz, College Librarian and Associate Vice and Campus Life President for Information Services B.S., M.S. University at Albany, State Univer- B.A., Gustavus Adolphus College sity of New York M.L.S., University of Minnesota Student Life Judith Aaron, Reference Librarian, part-time Kathy Jonas, Director of Student Life A.B., Goucher College B.A., Hamilton College M.S., Simmons College M. Ed., Northeastern University Gloria Barker, Acquisitions/Serials Librarian, Nancy Just, Associate Director of part-time Student Life for Housing B.A., University of California, Santa Cruz B.S., University of Vermont M.S., Simmons College M.Ed., University of Vermont Betty Lynn Brown, Catalog Librarian Andrea Holden, Asstistant Director of Student B.A., SUNY, Binghamton Life M.A., M.L.S., University of Wisconsin, B.S., Worcester State College Madison M.A., Webster University Jean S. Callaghan, Systems/Serials Librarian Tasha Downing, Program Coordinator B.A., Windham College B.S., University of Florida M.L.I.S., University of Rhode Island M.Ed., University of Massachusetts, Boston 200 ADMINISTRATION

Liam Guilfoil, Area Coordinator Phoebe duPont, Assistant Field Hockey/ B.A., St. Bonaventure University Women’s Lacrosse Coach, Equipment Manager M.A., St. Bonaventure University B.A., Dennison University Doreen Long, Area Coordinator Deanna Kay Grimm, Professor of Physical B.A., Valparaiso University Education M.E., Northeastern University B.S., Pennsylvania State University Health Ed.M., Boston University Mary Olsen, R.N., Director of Wheaton Student Bradley Jorgensen, Men’s Lacrosse Coach Health Services B.S., Springfield College Counseling Gina Loudenburg, Women’s Volleyball/Softball Martha Lamb, Psychologist Coach; Primary Women’s Administrator B.A., Queens College B.A., University of Northern Colorado Ed.M., Boston University M.A., University of Northern Colorado Donna Goodwill, College Counselor Bella Marlow, Swimming/Diving Coach/ B.A., Providence College Aquatic Director M.S.W., Boston University B.A., Smith College M.S., University of Massachusetts, Amherst Peter Guthrie, College Counselor B.A., University of Durham, England Eric Podbelski, Head Baseball Coach M.A., University of Minnesota B.S., Brandeis University M.S.W., Simmons College Luis Reis, Women’s Soccer Coach Robin Woods, College Counselor B.S., California State University A.B., Smith College A.S., Massasoit Community College M.S.W., University of Connecticut Liz Rey, Head Volleyball Coach, Director of M.Div., Yale Divinity School Fitness Center, PE Instructor Athletics B.A., University of Pacific John Chadwick Yowell, Executive Director of Paul Souza, Men’s and Women’s Indoor and Athletics Outdoor Track Coach B.S., Utah State University B.S., Penn State M.S.T., Portland State University M.S., Eastern Nazarine Lynn Miller, Director of Athletics; Tennis Coach Gregory Steele, Athletic Trainer B.S., Plymouth State College B.S., Central Washington University M.S., Pennsylvania State University M.A., San Jose State University Cheryl Aaron, Women’s Basketball Coach Jennifer Watt-McMorran, Assistant Athletic B.A., College of the Holy Cross Trainer M.S., University of Rhode Island B.S., Ithaca College Mary Kay Adams, Synchro. Swim Coach M.A., San Jose State University B.A., Ohio State Admission and Student Financial Services Rebecca Begley, Head Field Hockey/Women’s Gail Berson, Vice President for Enrollment and Lacrosse Coach Marketing; Dean of Admission and Student Aid B.A., Dickinson College A.B., Bowdoin College Randi Carine, Athletics Facilities Manager/ M.A., Emerson College Assistant Softball Coach Robin E. Randall, Associate Dean of Student B.A., Wheaton College Financial Services Richard Curry, Assistant Men’s and Women’s B.S., Ithaca College Indoor/Outdoor Track and Field Coach M.B.A., Simmons College B.A., Florida International University Susan Jenks Beard ’90, Director of Financial Matthew Cushing, Men’s Soccer Coach Aid Programs B.S., University of Massachusetts A.B., Wheaton College Scott Dietz, Sports Information Director B.A., Westminster College ADMINISTRATION 201

Valerie A. Brown ’91, Associate Director of Finance and Operations Admission Roderick G. Wallick, Vice President for Finance A.B., Wheaton College and Operations, Chief Financial Officer M.A., Teachers College, Columbia University B.A., Dartmouth College Linda P. Carlson, Admission Systems Manager M.B.A., Boston College Matthew Cushing, Assistant Director of Admission; Ralph R. Avery, Director of Public Safety Head Men’s Soccer Coach B.S., University of Connecticut B.S., University of Massachusetts A.S., M.S., Northeastern University Michael Geller ’96, Associate Director of Admission David T. Caldwell, Director of Institutional A.B. Wheaton College Research and Planning B.A., University of Rochester William Hoshaw, Assistant Director of Admission; Head Diving Coach Jeanne M. Finlayson, Assistant Vice President B.A. Brown University for Budgets and Accounting Services B.S. Northeastern University Amy I. Issa ’98, Assistant Director of Admission A.B. Wheaton College Robert F. Campbell, Director of Physical Plant Amy E. Markham, Director of Admission Barbara Martin Lema, Director of Human B.A., Hartwick College Resources M.A., Boston College B.A., University of Rhode Island Elizabeth A. Mohan, Student Financial Services Thomas McAuley, Director of Information Counselor Technologies and Services B.S., M.A., Illinois State University William C. McMurray, Director, Western Regional Admission Office John M. Sullivan, Director of Business Services B.A., Bates College B.S., M.S., M.B.A., Northeastern University M. Ed., University of Vermont Office for College Advancement Janet M. Nason, Student Financial Services Counselor Eric J. Snoek, Vice President for College Advancement Claudette C. Newport, Student Employment B.A., University of Massachusetts Coordinator A.A.S., SUNY, Rochester Millie Andrews, Development Researcher, A.S.B.A., Bryant College Advancement Systems Judy S. Purdy, Associate Director of Admission/ Mary M. Casey, Director of Development International Student Advisor B.A., Mount Holyoke College B.A., University of Massachusetts M.Ed., Harvard University M.A., Columbia University Heather Corbett, Associate Director of Charlene A. Reynolds, Student Accounts Manager Alumnae/i Relations and Annual Giving B.S. Bryant College A.B., Wheaton College Betsy Scola, Associate Director of Financial Aid Desne Crossley, Director of Corporate and B.A., SUNY, Albany Foundation Relations B.A., University of California, Santa Cruz Lynne M. Stack, ’81, Senior Associate Director of Admission Barbara Dill, Associate Director of Publications A.B., Wheaton College Anna Fitzgerald, Associate Director, Communi- Naemmah Tan, Assistant Director of Admission cations B.A. Union College A.B., Wheaton College Donna M. White, Information Systems Tracy A. Frederickson, Associate Director, Coordinator Advancement Systems B.A., Clark University Michael Graca, Director of Communications B.A., C.W. Post College 202 FACULTY, ADMINISTRATION

Sharon M. Howard, Director of Alumnae/i Elizabeth Mitchell, Major Gift Officer Relations and Annual Giving A.B., Smith College A.B., Wheaton College M.Div., Harvard University Jayne Iafrate, College Editor Anne Moser, Major Gifts Officer B.A, California State University B.S., Trinity College Monica Key, Director of Events and Conferences M.S., Northeastern University B.A., Simmons College Lora Sharpe, Assistant Director of Corporate M.A., Simmons College and Foundation Relations Sheila Kiernan, Director of Major Gifts A.B., Syracuse University B.A., Wellesley College M.S., Boston University Jocelyn King, Reunion Gifts Officer Heather Sullivan, Assistant Director for New B.A., College of the Holy Cross Media B.A., Kenyon College Mary Lavin, Associate Director of Alumnae/i Relations and Annual Giving Bernice Wilner, Assistant Director of Events B.A., John Carroll University and Conferences M.S. Case Western Reserve University B.S., Northeastern University Nancy J. Leanues, Associate Director of Alice Tobin Zaff, Director of Principal Gifts Development for Planned Gifts B.A., Skidmore College 203 Alumnae/i Association

he Wheaton Alumnae/i Association Reunion; and raise financial contributions T provides strong and continuous to the College through the Annual Fund. volunteer and financial support of the The Black Alumnae/i Network brings College, while promoting connections together Wheaton’s alumnae/i of color among alumnae/i and furthering the and serves as a resource for current education and interests of women and students, while the Lesbian and Gay men. Alumnae/i Group also serves as a network Organized in 1870, today the Associa- for alumnae/i and current students. tion represents more than 15,000 Wheaton Paralleling the College’s planning alumnae/i in every state and in nearly 60 Vision 2005 and beyond led by President countries around the world. The Associa- Dale Rogers Marshall, the Association is tion is governed by a Board of Directors reaching out to the alumnae/i for their comprised of 18 members. Three students thoughts and ideas about how best to are elected to the Alumnae/i Board, each shape and promote a strong, dynamic and for a one year term. The President of the active alumnae/i community that will Alumnae/i Association serves as a member support Wheaton into the next century. of the Wheaton Board of Trustees, along with five alumnae/i trustees elected by the Wheaton College Alumnae/i alumnae/i. Membership in the Association Board of Directors is conferred upon those who attended Wheaton College for one or more years. Executive Committee Alumnae/i offer a variety of opportuni- President ties to current students. Alumnae/i serve as Kerin Stackpole ’84 career internship sponsors and act as 301 Locust Hill mentors to students during and after their Shelburne, VT 05482 undergraduate experience. The Filene (2000-2003) Center for Work and Learning invites Vice President alumnae/i back to campus to share their Christine Koh ’95 work and family experiences with students. 102 Clergy Street East, #2 As students search for jobs, they can tap Kingston, Ontario K7L 3J4 into the valuable career network of Canada Wheaton alumnae/i, many of whom are (1999-2002) located in the Boston area. Secretary/Treasurer Students also have the opportunity to Hope Gallagher Ogletree ’75 connect with alumnae/i at the Association’s 399 North Benson Road Fairfield, CT 06430 Annual Leadership Conference in the fall, (2001-2004) Commencement Reunion Weekend in the spring and at student and alumnae/i events Alumnae/i Trustees throughout the year. Carol Samuels-Botts ’74 The Alumnae/i Association supports 13728 Ivywood Lane the College in other important ways. Silver Spring, MD 20904 Volunteers recruit prospective students (2001-2006) through the Alumnae/i Parent Admission Haegan Forrest ’94 Committees; organize regional events 2 Englewood Drive across the country that bring Wheaton Wilmington, MA 01887 alumnae/i together; connect classmates (1999-2004) with each other at Commencement 204 ALUMNAE/I ASSOCIATION

Debra Glidden ’68 National A.P.A.C. Chair LGBTA Steering 4665 Powers Ferry Road, NW Michele Napier Whitmore ’92 Committee Chair Atlanta, GA 30327 35 Dyke Farm Road Jessica Bruce ’87 (1998-2003) South Portland, ME 04106 72 Windsor Place, Apt. Victoria T. Spang ’73 (1998-2002) 16B 3450 Pierce St., Apt. 303 National Reunion Chair Brooklyn, NY San Francisco, CA 94123 Mary Hillyer ’78 (2000-2003) (1997-2002) P.O. Box 1563 Director-at-Large Hampton, NH 03843 Shirley Freedley Green ’53 Designated Directors (2001-2004) 24 Jannas Lane National Annual Fund Chair National Regional Chair Madison, CT 06443 Jane Rowe Mraz ’57 Maria Titterington Damp ’89 (1999-2002) 155 Manor Drive 6033 No. Sheridan Road, Apt. Three students are elected Mill Valley, CA 94941 16B in the spring to serve for (2000-2003) Chicago, IL 60660 one year. Nominating Chair (2000-2003) Ex Officio Roberta Ronzio Morrissey ’76 Student/Alumnae/i Sharon M. Howard ’87 105 Ferndale Drive Activities Chair Director of Alumnae/i Easton, CT 06612 Stephanie Burlington ’97 Relations and Annual (2001-2004) 19 Hillcrest Drive Giving North Kingstown, RI 02852 Wheaton College (2001-2004) Norton, MA 02766 205 Index

Academic Advising 20 Continuing Education 40 Academic Affairs 198 Correspondence 208 Academic Computing Center 23 Costs 46-47 Academic Probation 33 Course Completion Requirements 34-36 Academic Regulations & Requirements 29-36 Course Registration Procedures 35 Academic Resources 13-24 Courses of Instruction 51-173 Academic Support Services 20 Credit, Alternative Sources of 34 Academic Standards 32-34 Cultural Diversity 5, 31 Academic Standing 21, 33 Curriculum 13 Accreditation 208 Advanced Placement 34 Dance 27, 170 Adams Professional Development Program 23 Dean of Students 191, 199 Administration 191 Dean’s List 34 Administrative Offices 198-202 Deferred Admission 39 Admission 37-40, 200 Degree Credit Requirements 29-30 Advisors 20 Departmental Honors 32 Africana Studies 51 Development Studies 77 Alumnae/i Association 203 Disabled Students 40 Alumnae/i Board of Directors 203 Dormitories 26 Alumnae/i Parent Admission Committee 203 Drama (see Theatre) American College Testing Program (ACT) 37 Dual Degree Programs 18, 78 American Studies 52 Anthropology 52 Early Decision 38 Applications for Admission 37-40 Early Action 38 Applications for Student Aid 43 Economics 80 Architecture 19 Education 84 Art 56 Elective Courses 13 Asian Studies 62 Elisabeth W. Amen Nursery School 23 Astronomy 142 Engineering 18, 79, 89 Athletics 27-28, 139, 200 English 89 Attendance at classes 35 Environmental Sciences 101 Auditing Courses 33 Environmental Studies Minor 102 Awards for Graduate and Summer Work 187 Exchange Programs 16 Experiential Learning 30 Bachelor of Arts 29-30 Balfour Scholars 38 Faculty 13, 191 Biochemistry 63 FAFSA (Free Application for Federal Student Biology 63 Aid) 43 Books and supplies, costs of 46 Family Studies 102 Boston University, study abroad 16 Fees and Expenses 46-47 Brown University, cross-registration 13, 18 Federal Aid Programs 41-42 Budget Payment Plan 47 Field Work 14, 22 Business Administration 18, 78 Filene Center for Work and Learning 15, 22-23, 199 Calendar, academic 2 Finance and Operations 201 Campus activities 26-28 Financial Aid 41-49 Career development 22-23 First Year Seminar 30, 103 Career Exploration Internships 22 Foreign Language Requirement 31 Chemistry 69 French 103 Classical Civilization 72 Freshmen 37-38 Classics 71 College Board 37 General Deposit 46, 47 Communications 18, 78 General Education Curriculum 13, 30-31 Computer Science 74 General expenses 46-47 College Advancement 201 German 107 206 INDEX

Good Standing 33 Officers 191 Grading System 32 Optometry 18, 80 Graduate School Preparation 19 Orientation 25 Graduate Scholarship Programs 21 Grants 41-42 Pass/Fail Option 32-33 Greek 73, 109 Payments 47 Phi Beta Kappa 34 Health Insurance 46 Philosophy 137 Health Care 28 Philosophy and Religion 160 Health Professions 18 Physical Education 139 Health Service Fees 46 Physics and Astronomy 142 Hispanic Studies 109 Political Science 145 History 114 Preceptor Program 20 History and Religion 160 Premedical Students 18 History, Wheaton 7-11 Pre-professional Preparation 18-19 Honor Code 25, 35 President 10, 191 Honors 34 President, Office of 198 PROFILE Application 43 Independent Major 14 Prizes 175 Independent Study 14 Professorships 177 Individual Research 14 Provost and Academic Vice President 191, 198 Interdepartmental Courses 121 Psychobiology 150 Interdepartmental Concentrations 32 Psychology 151 International Relations 121 Public and Community Service 5, 22, 30 International Students 39 Public Policy Studies 156 Internships 22 Italian 122 Readmission 40 Israel, Field Study Internship 16 Refunds 48 Registrar 21 Journalism 19 Registration Procedures 34 Judaic Studies 156 Religion 18, 79, 156 Junior Year Abroad 16, 45 Religion and History 160 Religion and Philosophy 160 Latin 74, 124 Requirements for Completing Courses 36 Latin American Studies 124 Reservation Deposit 46 Latin Honors 34 Residence Halls 26 Law 19 Residential Life 26 Lectureships 175 Russian 160 Legal Studies 125 Library 21 Schedule of Payments 47 Literature in Translation 125 Scholarships 38, 42-43, 175 Loans 45 Scholastic Aptitude Test (SAT) 37 Sociology and Anthropology 164 Madeleine Clark Wallace Library 21, 199 Spain, Study in 15 Majors 13-14, 31-32 Spanish 109 Management 19, 79 Special Fees and Expenses 46 Management Minor 126 Special Academic Programs 14 Mathematics 126 Special Students 40 Mathematics and Computer Science 129 State Aid Programs 42 Mathematics and Economics 130 Student Activities Fee 46 Mid-Semester Evaluations 33 Student Affairs 199 Minors 32 Student Aid 41-49 Music 130 Student Employment 42 Student Government Association 26 National Theater Institute 17 Student Life 25-28 New Student Experience 25 Studio Art 60 Non-discriminatory Policy 208 Study Abroad 15-16 Nonresident students 46 Summer School Scholarships 187 Nursery School 23 INDEX 207

Teaching careers 18, 19 Visiting Students 40 Test of English as a Foreign Language (TOEFL) 39 Washington Semester Program 17 Theatre 169 Wheaton Fellows Program 22 Transfer Credit Policy 34 Wheaton Foundation Grants 5, 21 Transfer Students 39-40 Wheaton Scholar Program 14 Trustees 189 Williams College/Mystic Seaport Tuition 46 Program 17 Tutoring Programs 20 Withdrawal 33 Twelve College Exchange 17 Women’s Studies 172 Work and Public Service Record 22, 30 Urban Studies 171 Writing Requirement 31 208 Where to Write

t will accelerate replies if letters are Statement of Nondiscrimination I directed not only to Wheaton College, Wheaton College is committed to the Norton, MA 02766, but to the particular principles of Equal Opportunity as defined office concerned. under federal and state law, and does not Admission information, application forms, discriminate unlawfully on the bases of catalogs — Director of Admission race, color, creed, disability, national/ Application for student aid and campus ethnic origin, age, religion, sex, sexual work — Associate Dean of Student orientation, or disabled veteran/Vietnam Financial Services era veteran status in its admission policy, programs, or activities, educational policies, Curriculum, educational policy, faculty — scholarship and loan programs, athletic and Provost and Academic Vice President other college-administered programs or Recommendations for graduate study; employment practices and programs. Junior Year Abroad, Dual Degree, The following person has been Wheaton Scholar, and Continuing designated to handle inquiries regarding Education programs — Dean for Aca- the nondiscrimination policies: demic Advising Affirmative Action Officer Residence halls and student activities — Wheaton College Director of Student Life Human Resources Norton, Massachusetts 02766 Health-related issues — Director of Student (508) 285-8200 Health Services Career planning and placement for Statement of Accreditation students and alumnae/i — Director of the Wheaton College is accredited by the New Filene Center for Work and Learning England Association of Schools and Requests for transcripts — Registrar Colleges, Inc., a non-governmental, nationally recognized organization whose Institutional financial and business affiliated institutions include elementary matters—Vice President for Finance and schools through collegiate institutions Operations offering post-graduate instruction. Payment of student accounts — Student Accreditation of an institution by the New Accounts Manager England Association indicates that it meets Gifts and bequests, public information — or exceeds criteria for the assessment of Vice President for College Advancement institutional quality periodically applied through a peer group review process. An Alumnae/i relations — Director of Alumnae/i accredited school or college is one which Relations and Annual Giving has available the necessary resources to Information Accuracy achieve its stated purposes through appropriate educational programs, is The information in this catalog was substantially doing so, and gives reasonable accurate at the time of publication. The evidence that it will continue to do so in college reserves the right to make changes the foreseeable future. Institutional from time to time affecting its curriculum, integrity is also addressed through fees or other matters as educational and accreditation. financial considerations require.