COURSES OF INSTRUCTION

FIRST-YEAR SEMINARS genesis in France and its development as an Each fall every first-year student partici- international movement) and magic realism (as developed mainly in Latin America in the last pates in a First-Year Seminar, offered by a few decades). Students reflect on various images faculty member in his or her field of from these diverse sources and media (painting, expertise. The seminar topics offered each literature, cinema) while analyzing their power to reveal multiple levels of experience. Along with a year vary, as do the faculty members number of written assignments, the course teaching these courses. Examples of First- requires a multimedia computer project. Year Seminar courses include the follow- (Paiewonsky-Conde) ing: Typical readings: Freud, Dreams in Folklore, The Themes of the Three Caskets, Belief In Chance and Superstition; Jung, The Soul and Death, Dream 010 Bicultural America Biculturalism looms Symbolism in Relation to Alchemy; Buchowski, The large in America. Given the enormous Controversy Concerning The Rationality of Magic; immigration of people from all corners of the Apuleius, The Story of Psyche and Love; tales from world and the recent strengthening of ethnic Ovid’s Metamorphoses and Boccaccio’s identities, many Americans now live bicultural Decameron; Breton, Manifestoes of Surrealism; lives. At the same time, mono-cultural paintings by Ernst, Magritte, Picasso, Dali, Miro; individuals are forced to rethink their own poetry by Eluard, Aragon, Desnos, Lorca, concepts of American society, as they live, work, Neruda; stories by Bombal, Borges, Cortazar, and and marry with bicultural partners. In this course, novels by Rulfo and Fuentes students explore the personal experience of biculturalism through several in-depth cases from 018 Genocide and the Modern Age The 20th biography and literature. Social scientific analysis century can aptly be described as the “Age of also helps students to understand all that it Genocide”—a century in which mass murder means to live “facing two ways.” (Dillon) and mass death marked the convergence of Typical readings: J. Kogawa, Obasan; N.S. modern organization, modern technology and Momaday, House Made of Dawn; W.E.B. DuBois, human propensities for violence and indifference Souls of Black Folk; some short stories by Puerto to violence. Students in this course examine the Rican-Americans; and selected brief history of genocide and its impact on culture, anthropological texts politics and religion. (Salter) Typical readings: Wiesel, Night; Hirsch, 017 Multiple Reality: The Unconscious in Genocide and the Politics of Memory; Camus, The Myth, Literature, and Art Death, dreams, desire Plague; Gourevitch, Stories from Rwanda; Homer, and the workings of chance: in this course students The Iliad; Dobkowski, Genocide and the Modern explore the use of the aesthetic image to delve Age; Chang, The Rape of Nanking; Balakian, Sad into these dimensions of reality usually out of Days of Light; and films and other media reach to our waking consciousness. Against a theoretical background that draws from 025 Odyssey and Enlightenment “Odyssey” is anthropological, psychoanalytic, linguistic and often defined as a long voyage, usually marked aesthetic sources, the journey begins with tales by changes in fortune or, in a figurative sense, it from antiquity, passes through the imagistic can be an intellectual or spiritual wandering. thinking of pre-scientific Renaissance physics and This first-year seminar is a voyage, or odyssey. cosmology, and arrives at two main artistic Students begin by reflecting on their own movements of the 20th century: surrealism (its experiences, trips, journeys and learning to date,

69 FIRST-YEAR SEMINARS and further consider these topics through fiction. Writing projects include critical essays, a viewing and discussing the film The Wizard of “create your own episode” exercise, and an Oz. Students then read, analyze, and discuss analytical final paper. (Rainville) works as seemingly diverse as an ancient Greek Typical readings: J.K. Rowling’s Harry Potter epic (Homer’s Odyssey); a medieval chivalric series published to date: Harry Potter and the romance (Sir Gawain and the Green Knight); an Sorcerer’s Stone; Harry Potter and the Chamber of end-of-the-nineteenth century novella set Secrets; Harry Potter and the Prisoner of Azkaban; primarily in Central Africa (Joseph Conrad’s Harry Potter and the Goblet of Fire; Harry Potter Heart of Darkness); a supposed children’s book set and the Order of the Phoenix; Harry Potter and the in an invented world and time (J.R.R. Tolkien’s Half Blood Prince; Elizabeth Heilman’s Harry The Hobbit); and a product of the 1950s and ’60s Potter’s World American Beat Movement (Jack Kerouac’s On the Road). These are complemented with films 038 Class and Gender Through the Lens of such as Apocalypse Now, Willow, and Thelma and Mozart’s Da Ponte Operas As a genre, 18th- Louise, as well as with Christopher Vogler’s text century Italian opera buffa depended for its The Hero’s Journey: Mythic Structure for Writers. dramatic effect on a reversal of the customary The ultimate goal is to consider how our expectations of class and gender stereotypes held personal odyssey, which is not yet over, leads us by members of the middle-class. Nowhere is this toward enlightenment, awareness of others, self- reversal clearer and more effectively used than in discovery, and freedom. (Rainville) the three comic operas composed by Mozart for Vienna in the 1780s on texts supplied by the 028 The Ghost in the Machine This course librettist Lorenzo da Ponte. Thus, study of these explores, through Western culture, the question of delightful works provides insight into attitudes what it means to be human. Since Copernicus in the about what was considered proper behavior for Renaissance recognized that the earth circles the sun men and women among the three separate classes and isn’t the center of the universe; since Darwin of Viennese society (landed aristocracy, recognized that Homo sapiens is just one evolving professional middle class, and menial domestic species among many; since Freud showed that we are servants). Many of those attitudes and not just who we seem to ourselves, the status and expectations still may be found embedded in nature of the human has been contested and re- current European and American societies. This envisioned. Is “the human” an essential concept or a seminar uses the scenarios and the verbal and constructed one? Is what makes us human a matter of musical texts as a basis for considering issues of mind or consciousness? Does the human lie in our class and gender, then and now. This seminar capacity for language or dance or tool-using? Does it requires basic reading skills in music notation. lie in behavior or individuality or social order? To Taking Music 110 Introduction to Music Theory explore this fundamental question, students examine concurrently would cover the necessary notation the boundaries of the human: where the human before scores are used in class discussion. (Myers) meets the inhuman, where it meets the more than Typical readings: scores and librettos for human, where it meets the natural and where it Mozart’s Marriage of Figaro, Thus do they All, and meets the mechanistic. Each of these boundaries is Don Giovanni; Beaumarchais, The Barber of Seville still turbulently being pushed and tested today. and The Marriage of Figaro, Steptoe, Mozart’s Da (Weiss, Crenner) Ponte Operas; Rousseau, The Social Contract; Typical readings: Levi, Survival in Auschwitz; excerpts on 18th-century class and gender Palahniuk, Fight Club; Asimov, The Final Question; Spielberg, AI; Faulkner, The Bear; 039 Feminism, Funk, Culture and Politics in Rymer, Genie: an Abused Child’s Flight from the Seventies This course takes as its starting Silence; Shakespeare, The Tempest; Dostoevsky, point the thesis that much of what we think of as The Grand Inquisitor characteristic of contemporary America, from technology to terrorism, finds its root in the 036 Aboard the Hogwarts Express Students decade of the 1970s. Drawing on contextual enter Harry Potter’s magical world, and readings by a range of historians, students accompany him through his first six years at examine writing and cultural objects of the era to Hogwarts School of Witchcraft and Wizardry. consider the validity of this thesis. Texts include Readings and discussions of the primary texts and novels, essays, political speeches, photographs, critical scholarship address themes that emerge music, visual art and film. (Conroy-Goldman) from these works: good and evil; gender roles; life Typical readings: Schulman, The Seventies: The in the academy; family; civic leadership; magic Great Shift in American Culture, Society, and Politics; and technology; and the traditional hero pattern. Frum, How We Got Here: the 70s; Brownmiller, Students especially examine the poetics of fiction Memoir of a Revolution; Levin, The Stepford Wives; targeted toward young people, and the politics of Didion, The White Album; movies, albums writing, editing, publishing, and marketing such

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042 Mirrored Histories: Racism in the U.S. and 045 Reflecting Science Science does not exist South Africa This course examines the parallel in a vacuum; it is central to our culture and our structures of segregation in the U.S. and society. This seminar explores the role science apartheid in South Africa. The basic premise is plays in our world, and gives a new perspective that through the lens of another culture we can on its impact and significance. Students first come to examine our own culture and history. examine how scientists view themselves and The causes and effects of segregation and their work, through memoirs and popular apartheid on race relations are the central focus. accounts. Then students look at the intersection How race affects gender, class, and social spaces of science and the arts, considering how writers is explored throughout the readings. Taught from and painters incorporate scientific ideas in their the perspectives of professors from South Africa work. Finally, students consider the public role and the United States, the course provides of science, examining its relevance to political unique insights into the histories of these two and moral questions associated with terrorism countries. (McCorkle, Pinto, Joseph) and nuclear power. (Spector) Typical readings and other materials: Archival Typical readings: J. Watson, The Double films and recordings of the speeches of Nelson Helix; M. Frayn, Copenhagen; A. Lightman, Mandela and Martin Luther King Jr.; films such as Einstein’s Dreams; J. McPhee, The Curve of Journey to Peace (Desmond Tutu and John Hope Binding Energy; S. McGrayne, Nobel Prize Women Franklin); Down Second Avenue (Ezekiel in Science; A. Einstein, Ideas and Opinions Mphaphele); The Slave Book (Rayda Jacobs); The (selections); L. Shlain, Art and Physics Bluest Eye (Toni Morrison); Time of the Butcher (selections); R. Preston, The Bioweaponeers Bird (Alex LaGuma); Ready For Revolution (Stokely Carmichael); Parting the Waters: America 046 Taking Flight In this course, students explore in the King Years 1954-1963 (Taylor Branch); A the science, invention, history, and art of human History of Inequality in South Africa: 1652-2002 flight. They see first-hand some of the inventions (Sampie Terreblanche); Mother to Mother and contributions of famous aviators in history, (Sindiwe Magona); selections from bell hooks, and learn much about flight from local experts Gwendolyn Brooks, and James Baldwin and enthusiasts. Students build their own flying contraptions—from simple paper creations that 044 The Human Faces of Mathematics What is float freely through the air, to realistic model mathematics? Is it discovered or invented? What aircraft that fly under complete control. Students does it mean to understand mathematics? Why read and write about flying, and about building have women been discouraged from things that fly. Students help each other do all of mathematics? In what ways is mathematics like this, and show others the excitement of taking poetry or art? Why is mathematics so useful in flight. (Orr) science? What do mathematicians actually do? Students pursue answers to these questions and 047 Art+Ideas+East+West This course examines others by reading biographies of mathematicians how difference is expressed in art. Students examine and their ideas. Students employ multiple formal techniques of representing the real world, the disciplines including cognitive science, effect of social class on artistic practice, the psychology, philosophy, history, and contributions of both men and women to artistic mathematics. Some of these inquiries generate production, and representations of the “other” in insights into the teaching and learning of both European and Asian art. Students gain mathematics. The goal is a deeper and broader experience in analyzing and writing about fine arts understanding of mathematics as an integral part in the context of the multiplicity of world cultures. of human culture and contemporary society. (Tinkler, Blanchard) (Kehle) Typical readings: Sylvan Barnet, A Short Guide Typical readings: Hoffman, The Man Who to Writing about Art; Burton Watson, ed., Columbia Loved Only Numbers: The Story of Paul Erdos and Book of Chinese Poetry; Guy Davenport, tr., 7 the Search for Mathematical Truth; Wilson, Four Greeks, Anthology of Greek Lyric Poetry Colors Suffice: How the Map Problem was Solved; Trimble, Writing with Style: Conversations on the 051 The Only Constant is Change Few would Art of Writing; articles and chapters from such debate the assertion that change is an integral texts and journals as Lakoff and Nune, Where part of living. Yet many people resist and even Mathematics Comes From: How the Embodied Mind fear change and some lack the skills to manage Brings Mathematics Into Being; Murray, Women transitions effectively. The most reliable Becoming Mathematicians: Creating a Professional transitions in life are often those we have the Identity in Post-World War II America; films and most difficulty accepting and adapting to (e.g., TV: A Beautiful Mind, Good Will Hunting, aging). If we were more aware of mortality and Numbers (CBS), and Nova (various, PBS) impermanence would it impact the way we live? What constitutes healthy adaptation? The

71 FIRST-YEAR SEMINARS concepts of transition, identity, well-being, and questions: Who am I? and Why am I here? (Arens) coping are examined across time, cultures, and Typical readings: Fry, The Emergence of Life disciplines. These topics are timely for first-year on Earth: A Historical and Scientific Overview; students given that the initial semester of college Hawking, A Brief History of Time; Von Franz, is marked by multiple transitions in core areas of Creation Myths; Sproul, Primal Myths: Creation life (e.g., residence, relationships, level of Myths Around the World scholarship). Students engage in critical examination of these topics and considerable self- 056 Bird Obsession: Beauty of the Beast Birds reflection, and have the opportunity to develop a have captured the hearts and minds of people for repertoire of skills to assist them in navigating the centuries. Early texts from Chinese, Greek and tasks that mark the transition from high school to other cultures discuss birds in the context of college. (Wilson) religion, the humanities, and science. Backyard Typical readings: DiMarco, Moving Through bird feeding and bird watching are among the Life’s Transitions with Power and Purpose; His top hobbies. Conservationists advocate spending Holiness the Dalai Lama, The Art of Happiness; millions of dollars on saving and protecting birds Snyder, Coping: The Psychology of What Works; Keyes from extinction. Why are we so obsessed with and Haidt, Flourishing; Albom, Tuesdays with Morrie, birds? Is it their amazing ability to fly, their selected readings (e.g., Heraclitus, Plato, Seligman, almost implausible migrations, their vibrant Meyers, Deiner, Csiksentmihalyi, Fredrickson, colors, their curious personalities? In some Pennebaker, Yalom, Kierkegaard) religions, birds have been invoked as symbols of peace, power, trickery, gluttony, and intelligence. 052 Weimar Culture For many of us, a reference Do the lives of birds really embody these to Weimar Germany summons up images from the anthropomorphic characteristics? Do birds provide musical “Cabaret”—risque jazz clubs, outré fashions, an avenue to connect us with our environments, and “divine decadence.” The truth, of course, is the patterns of nature, and environmental issues? much more complicated but no less fascinating. In this course, students examine the lives of Students examine the plays, literature, films, and birds, the people who are obsessed with birds, visual arts on Germany during the years 1919-1913, and their interactions from a variety of both for how they reveal the tensions of that era, and perspectives. They examine birds as models for how they continue to engage and challenge us today. conservation and science, as religious symbols, Students look at the works of expressionists, dadaists, and as subjects of art and literature. Finally, the Bauhaus, and proponents of the New students have an opportunity to connect with Objectivity, among others. (Gross) the environment of the Finger Lakes region by Typical readings: plays: Kurt Weill and learning about and observing our local birds. Bertolt Brecht, The Rise and Fall of the City of (Deutschlander) Mahogany; Odon van Horvath, Sladele and A Typical readings: Kaufmann, Kingbird Sexual Congress; Georg Kaiser, The Gas Trilogy; Highway: The Story of a Natural Obsession That fiction: Herman Hesse, Steppenwolf; Irmgard Got a Little Out of Hand; Souder, Under a Wild Keun, The Artificial Silk Girl; Thomas Mann, Sky: John James Audubon and the Making of The Mario and The Magician; films: Fritz Lang, M; Birds of America; Cokinos, Hope Is the Thing with G.W. Pabst, Diary of a Lost Girl; Beckmann Feathers: A Personal Chronicle of Vanished Birds; Reinhardt Spiele, Art and Architecture; Frank Gallagher, The Grail Bird: Hot on the Trail of the Whitford, Bauhaus, and visual material by Ivory-billed Woodpecker; Weidensaul, Living on the Hannah Hoch and Kurt Schwitters Wind: Across the Hemisphere with Migratory Birds; Savage, Crows: Encounters with the Wise Guys; 055 Origins Two questions have occupied humans Feher-Elston, Ravensong: A Natural and Fabulous in all cultures: Who am I? Where did I come from? History of Ravens and Crows; Gibson, The Bedside In answering these, humans have taken on a third Book of Birds: An Avian Miscellany powerful question: Why am I here? Since the dawn of human history, societies have answered these 057 Facets of Islam Islam is important. Not all questions through origin stories. In our modern era, Moslems are religious or political extremists, yet the our origin stories are flavored by science. In this most immediately threatening challenges to seminar, students examine creation stories from a Western modernity are emerging from radical variety of cultures both ancient and modern. The Moslem groups. Furthermore, Moslem countries course includes two of our most profound scientific control most of the fuel on which our current origin stories: The Big Bang and the origin of life lifestyle is based. For these reasons alone, on Earth. Students look for common themes across Americans need to understand the Moslem world the breadth of time and culture and look for the far better than we presently do. But the defensive fundamental elements of what humans are seeking dictum to “know your enemy” is only the most when they ask Where did I come from? In the shallow reason for studying Islam, which is the process, students delve into the more basic fastest growing religion in the world today. Why is

72 FIRST-YEAR SEMINARS that? Students explore with critical but open minds prevention and harm reduction are explored and the appeal of this religious tradition and way of life. evaluated for effectiveness. (Craig) “Facets of Islam” first constructs a basic but Typical readings: Braun, Stephen, Buzz, The coherent narrative of Islam in history. Then Science and Lore of Alcohol and Caffeine; Venturelli, students sample the splendors of Islamic civilization Peter J. (ed.), Drug Use in America: Social, Cultural, in architecture, science, gardens, and poetry. and Political Perspectives; U.S. Department of Students confront honestly some problematic and Health and Human Services, Alcohol and Health: troubling issues which divide the Moslem Special Report to Congress; selected research articles worldview from our own. Finally, students remind conducted on the HWS campus themselves of the diversity of the Moslem world today in music, food, and festival. (McNally) 061 Native Heritage: “Walk in Balance on the Typical readings: Robinson, Cambridge Earth Mother” Native history and philosophy Illustrated History of the Islam World; Viorst, In the pivots on an understanding of and reverence for Shadow of the Prophet; Von Grunebaum, nature: “Walk in Balance on the Earth Mother” Mohammedan Festivals; Schaffer, Southernization; is Chippewa medicine man and seer Sun Bear’s Said, Orientalism (excerpts); Huntington, Clash of summary of the Native message to all people. Civilizations (excerpts); Allah, The Holy Koran; This course examines that history from New Mazrui, The Resurgence of Islam and the Decline of France to the present, focusing on the often- Communism; Ibn Battuta, Travels; Al Ghazali, On troubled relationship between the European and the Duties of Brotherhood; Rumi, Poems; Mandel, How the Indian, selecting several historical to Recognize Islamic Art personages (e.g. Pocahontas, Tecumseh) to further question what lessons can be learned and 058 Tales of the Village Idiot: Russian and applied in the examination of that conflict. American Folklore In this course, students Students also encounter and critique Native survey the wealth of Russian folk tales, epic literature and art. (Hess) songs, legends, riddles, and other elements of the Typical readings: Sherman Alexie, The Lone oral tradition, as well as the later literature these Ranger and Tonto Fist Fight in Heaven; Paula genres inspired. Students examine characters Gunn Allen, Pocahontas: Medicine Woman, Spy, such as the Firebird, Baba-Yaga the witch, Entrepreneur, Diplomat; James Fenimore Cooper, Koshchei the Deathless, and Ilya Muromets, and The Last of the Mohicans; Ian Frazier, On the Rez; read many types of folktales, including magical, Joy Harjo, A Map to the Next World; Maurice animal, and “idiot” tales. Materials include art Kenny, Black Robe; Karl Kroeber, Ishi in Two and music arising from the Russian folk tradition. Worlds: the Biography of the Last Wild Indian in Students also consider the role of folklore in America; Christopher Vecsey, The Paths of contemporary American life, and the ways in Kateri’s Kin; Robert W. Venables, American which some genres continue to produce new Indian History: Five Centuries of Conflict and examples of folklore. (Galloway) Coexistence Typical readings: all types of folklore: tales, epic songs, legends, riddles, tongue twisters, 062 The Politics of Disaster Are natural charms, and chants; and Russian literature directly disasters still possible in today’s extensively influenced by the folklore tradition: Pushkin, mediated cyborg environment? To what extent Rusalka, Ruslan and Liudmila; Gogol, Vii, Christmas are contemporary disasters the result of human Eve; Tolstoy, Three Hermits, How Much Land Does forces rather than “forces of nature”? This course a Man Need?; Turgenev, Bezhin Meadow addresses the political and social dimensions of the 2005 hurricanes Katrina and Rita. Students 060 Alcohol in College: What is Truth? What probe such relevant issues as poverty/inequality, is Myth? Alcohol abuse continues to be a federalism, disaster preparedness policy, the serious problem on college and university efficacy of relief and relocation efforts, campuses across the nation. Students examine environmental change, urban planning and the this problem from both natural scientific and social consequences of neoliberal restructuring. social scientific perspectives. Readings include The course concludes with critical assessment of public health and social science research various proposals for rebuilding New Orleans literature on the scope of alcohol use in college and the Gulf Coast and speculation on how they and the theories proposed to explain that use. might affect the course of American political The natural science literature is used to explore development. (Johnson) the pharmacologic effects of alcohol on the Typical readings: U.S. Government, 2005 brain, related health risks, and the relationship of Complete Guide to the Hurricane Katrina Disaster blood alcohol concentration to risk and harm. (CD-ROM); Urban Land Institute, A Strategy for Students participate in ongoing research on the Rebuilding New Orleans; John Brown Childs, ed., scope and consequences of alcohol use on this Hurricane Katrina: Response and Responsibilities; campus. Finally, educational models for abuse Tom Piazza, Why New Orleans Matters; Craig E.

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Colten, An Unnatural Metropolis; Michael Eric Typical readings: P. Guralnick, Last Train to Dyson, Come Hell or High Water: Hurricane Memphis; R. Shelton, No Direction Home; C. Katrina and the Color of Disaster; Alfredo Saad- Brightman, The Grateful Dead’s American Filho and Deborah Johnston, eds., Neoliberalism: Adventure; Sandford, Springsteen Pointblank; C.R. A Critical Reader (selected essays) Cross, Heavier than Heaven; M. Kimmel, ed., Men’s Lives; R. Adams and D. Savran, eds., The 063 God or Nothing: Literature, Culture, and Masculinity Studies Reader; various recordings Revolution in 1860s Russia This course peers into one of the most fertile breeding grounds of 102 Thinking and Creating This is a course about European revolution and social change: 1860s intelligence, creativity, and all the students in the Russia. Students discuss nihilism, women’s rights, class—how they think and create. While and Russian spirituality by reading novels participants study the history of intelligence testing including Turgenev’s Fathers and Sons, in Stephen Jay Gould’s Mismeasure of Man, the Bell Chernyshevsky’s What is to Be Done? and Curve debate, the theory of multiple intelligences Dostoevsky’s Crime and Punishment. Students by Howard Gardner, and many scholars’ theories of examine literary aspects of these novels as well as creativity, the course explores each student’s their historical, political and cultural contexts. thinking patterns, problem-solving styles, and Throughout the semester, students consider the capacity for creativity. Focus is placed on thinking powerful role of art in society, a vigorously and creating as facets of learning through the arts in debated topic in Russia for more than two education. The last six weeks of the semester centuries. (Welsh) comprise a service-learning component in the Geneva Middle School, where Colleges students 065 Philosophy Through Literature, Drama facilitate learning in the classroom. Integrated arts and Film How do we gain knowledge? Is truth experiences are directed toward the development of relative to the individual? What makes me me? non-conformist thinking and acceptance of self and Am I free to make my own choices? How should others, toward a less-violent culture governed by I live? Is the natural world the whole of reality? compassion and reasoned responses in place of These and other perennial philosophical judgment and impulsivity. (Davenport) questions about knowledge, meaning, reality, Typical readings: S. King, On Writing; M. persons, morality, and society are central themes Csikszentmihaly, Creativity; S.J. Gould, The in literature, drama, and film. Short Mismeasure of Man; S. Fraser, The Bell Curve philosophical readings provide contexts for Wars, O. Sacks, The Man Who Mistook His Wife discussions of ways of knowing, the distinction for a Hat; H. Gardner, Frames of Mind between appearance and reality, problems of human freedom and responsibility, the nature of 104 Lost in Translation: Memory in Exile In the persons and machines, the problem of context of globalization, a web of transnational understanding evil, and the possibility of moral communities has emerged in the world. These truth. (Oberbrunner) new migrations have transformed national Typical readings: Huxley, Brave New World; literatures. In this seminar students focus on the Kafka, Metamorphosis; Stoppard, Jumpers; work of writers from the Diaspora—writers who Anouilh, Antigone; Tolstoy, The Death of Ivan live outside their countries and in the memory of Ilyitch; films: The Wachowski Brothers, The Matrix; their native languages, religions and cultures, Kurosawa, Rashomon; Kubrick, 2001, A Space while forging new identities abroad. Through the Odyssey; Kazan, On the Waterfront; Jonze, Being works of African and Caribbean writers, students John Malkovich; Allen, Crimes and Misdemeanors; ask questions about notions of authenticity and short readings from philosophers including Plato, alienation. What strategies do these writers devise Descartes, Berkeley, Hume, Mill, Kant, Sartre to relocate themselves in new imaginary or physical spaces? How do they capture the 072 Rock Music and American Masculinities pressures, the challenges and the experiences Elvis, Dylan, Jerry Garcia, Bruce Springsteen, Kurt shaping their migrant communities? In what ways Cobain. They were central figures in the history of do they negotiate their pluralistic identities while American rock music from 1950s rock and roll to they live in states of displacement, wandering, 1990s grunge. But what kind of men were they? This remembrance, and are confronted by prejudice? seminar offers an interdisciplinary look at the life, These are among the issues discussed. From a times, and music of these hegemonic men of rock historical perspective, students also learn about and their non-hegemonic counterparts through the the ideological and literary relationships of black lens of men’s studies; i.e., through the history and American intellectuals with African and theory of American masculinities. Through their Caribbean authors writing from their exilic study of the soundtrack of late 20th century situations in Paris. The main objective of the America, students develop an appreciation for the seminar is to understand how patterns of memory, role of gender, race, class, sexuality and region in exile and identity affect and operate in the shaping men’s identity and experience. (Capraro) fictional works of these writers. (Dahouda)

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Typical readings: Edwidge Danticat, ed., The techniques, with a full-day yoga “intensive” Butterfly’s Way: Voices from the Haitian Dyaspora directed by a senior national teacher at the close in the United States; Shay Youngblood, Black Girl of the semester. All students are welcome, both in Paris; Edward W. Said, Reflections on Exile and those with and without prior experience of yoga. Other Essays; Amin Maalouf, In the Name of (Bennett) Identity: Violence and the Need to Belong; Stephen Typical readings: selections from Alistair Castles and Mark J. Miller, The Age of Migration; Shearer, The Yoga Sutras of Patanjali; Brian Dana Manthia Diawara, We Won’t Budge: An African Akers, The Hatha Yoga Pradipika of Svatmarama; Exile in the World Alistair Shearer and Peter Russell, The Upanishads; Van Buitenen, The Bhagavad-Gita; Desikachar, The 107 The Culture of Respect Every community of Heart of Yoga; Feuerstein, The Essential Yoga; Yeshe, human beings, every society around the world, is Introduction to Tantra; Bhante Henepola faced with the challenge of creating a culture where Gunaratana, Mindfulness in Plain English; Calais- all individuals are respected independently of their Germain, The Anatomy of Movement; Kapil and differences. This course studies both the differences Elson, The Anatomy Coloring Book (selected and the common bonds that connect human beings exercises); Cranz, The Chair; Svoboda, Prakruti. Your to one another. Issues of gender, race, class, religion, Ayurvedic Constitution; Kadetsky, First There is a and sexuality, among others, are studied historically Mountain: A Yoga Romance; Paramahansa and from multicultural perspectives. By studying the Yogananda, Autobiography of A Yogi; Herman Hesse, dynamics of oppression that result from unequal Siddhartha; Judith Lasater, Living Your Yoga; Stephen access to power, money, information and education, Cope, Yoga and the Quest for the True Self and by listening to experiences and stories of hope, students develop tools to create a society in which all 118 Creating: Myth, Mystery, and Mind This voices are heard. A theoretical framework for a course critically examines various perspectives on deeper understanding of the dynamics of human the nature of creative activity in the arts, sciences, oppression is provided. Yet, this course goes beyond and everyday life. Students read a wide range of theory to practice. In this light, the class is team- both descriptive and theoretical literature taught by faculty and students. This course also (psychological, philosophical, historical, and explores cultural differences regarding the use of sociological) while trying to articulate their own alcohol: how various cultures view alcohol and how ideas on concepts such as creativity, creating, such differences impact behavior from an genius, intelligence, invention, and problem- multicultural perspective. (Albro/Diana) solving. The course also considers the relationship Typical readings: Andersen and Hill Collins, between creative activity and gender, class and Race, Class and Gender: An Anthology; Acosta- culture. The emphasis throughout is upon Belen and Sjostrom, The Hispanic Experience in analyzing concepts of the creative in terms of the United States: Contemporary Issues and actual creative experience. The course places a Perspectives; Shapiro, No Pity; Adams, et al., premium on student participation: in addition to Readings for Diversity and Social Justice; Takaki, writing weekly responses to course readings, pairs of Strangers from a Different Shore; Tilly, Stories, students work with the instructor in planning and Identities and Social Change directing class discussions each week. (Collins)

113 Yoga Journeys Yoga has many faces and has 119 Under the Spell This seminar explores the traveled many paths. It is a movement science aesthetic appreciation of the natural that strengthens and disciplines the body. It is a environment as the source of inspiration for philosophical system grounded in the classic some of the world’s greatest literature, poetry, Vedic texts of India. It is what scholar Georg mythology and dance forms. After listening to Feuerstein refers to as a “psychospiritual the “call of the wild” in primitive as well as technology” of self-realization based in a very technological societies like our own, students particular understanding of the nature of human come to understand how intensely the human consciousness. And in America today, it is a imagination has followed the course of the stars really big business. This seminar explores all and the rush of leaves, rivers and birds in carving these aspects of yoga, from its roots in the pre- out its religions, its habitations and its emotional history of the people of India to today’s yoga dispositions. (Flynn) industry. Students read classic Indian texts; study Typical readings: Lucretius, The Nature of the anatomy and physiology of yoga practice from Things; Ovid, Metamorphoses; Malouf, An the perspective of “western” medicine and Imaginary Life; Ackerman, A Natural History of “eastern” ayurvedic medicine; trace the the Senses; Whitman, Song of Myself; Gaard, development of “old” and “new”. One class Ecofeminism and Wilderness; film From the Heart meeting each week is taught as a yoga class, of the World: The Elder Brothers’ Warning introducing students to the classical system of asana practice (postures) and to relaxation

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147 Africa: Myths and Realities Africa is the pseudo-scientific information on nutrition and continent Americans probably understand the information based upon valid scientific research. least. As a result, there are many myths and Where possible, they match Web sites making misconceptions about the people and the nutrition-related claims with in-depth readings. countries of this vast continent. This course A major goal is the assessment of opposing examines the reality of Africa from many viewpoints using both scientific standards and viewpoints: its geography, environment, personal beliefs and values. In the process, demographics, and history; its social, economic, students practice the skills of information and political structures; and its art, music, and retrieval, reading, writing, critical thinking, literature. Students also examine contemporary explanation, and persuasion. (Kerlan) issues in South Africa, Nigeria, Senegal, Rwanda Typical readings: Forsythe, Nutrition and You and elsewhere. Among the course’s varied with Readings; Nestle and Dixon, Taking Sides: experiences are guest lectures, films, and Clashing Views on Controversial Issues in Food and readings. (Frishman, McCorkle) Nutrition; FoodWise Dietary Analysis Software Typical readings: Gordon and Gordon (eds.), Understanding Contemporary Africa; Khapoya, The 166 Truth and Reconciliation In this course African Experience, works by Achebe, Emecheta, students consider two examples of societies that Fanon, and Mandela have attempted to deal with a history of racial oppression: South Africa, and the American 151 Marx in Beijing Marxism came to China South, with a focus on Mississippi during the civil after the Russian Revolution of 1917 and rights years. By 1990, the system of apartheid had became ideologies of the Republican era (1912- begun to crumble in South Africa. With the 1949) and the official Chinese ideology of election of Nelson Mandela and the framing of a communist China (1949-present). Over the past new constitution, the South African government 80 years, Marxism has radically altered Chinese created a Truth and Reconciliation Commission to society and significantly influenced several try to deal with the outrages of the past and generations of the Chinese intellectuals. Why attempt an effort at national unity. The work of could Marxism defeat Sun Yat-sen’s Three the Commission both borrowed from and inspired Principles of the People in the Republican era? other Truth Commissions around the world. How could Marxism dominate Confucianism American historian George Fredrickson has under the Mao regime? Why has Marxism faced researched a comparative history of racial serious challenges in the post-Mao era? How do discrimination in South Africa and America in his the leaders of the Beijing government interpret book Black Liberation. That provides a general Marxism in order to retain their power? This framework for this examination of the two course addresses these questions by examining societies. Students consider the civil rights the relationship between Marxism and the movement in America, and the government’s changes of China’s past, present, and the future. effort to end legal discrimination in this country. This course aims to increase students’ awareness They discuss suggestions that have been made to of the key role of Marxism in reconstructing create similar programs of reconciliation and modern China and why debate over reparations in America. (George) the removal of Marxism remains current and Typical readings: Dorfman, Death and the acrimonious. (Zhou) Maiden; Moody, Coming of Age in Mississippi; Typical readings: Chan, Adrian, Chinese Fredrickson, Black Liberation; Marsh, God’s Long Marxism; Baron, Dean and Donna Sammons Summer; Tutu, No Future Without Forgiveness; Carpenter, Mao, Marx and the Market: Adventures Huie, Three Lives for Mississippi; James and Van in Russia and China; Misra, Kalpana, From Post- De Vijver, After the TRC; Orr, From Biko to Maoism to Post-Marxism: The Erosion of Official Basson Ideology in Deng’s China; Singer, Peter, Marx: A Very Short Introduction; Su, Shaozhi, Marxism and 188 Anatomy of Voice This course begins with the Reform in China anatomy of the larynx, which makes the human voice unique with regard to the variations it can 153 Nutrition: Issues and Controversies impart to audible tone. It moves to metaphor by Nutrition is a rapidly growing field with many asking what “voice” is in speaking and writing and important and controversial issues: How are diet how an individual signals his or her own persona, and disease related? What are the links between invents characters, or gives shape to ideas and nutrition and weight control? What impact can intellectual perspectives. In this way it considers nutrition have on sports performance? Print and several kinds of “voicing” as it communicates electronic media are filled with information on authorial identity, literary persona, gender these and other nutrition-related questions, but distinction, political bias, cultural value, or historical how can one assess this information? In this era. These modes of language-marking emerge in the course students attempt to differentiate between study of selected texts from a wide range of times

76 BIDISCIPLINARY COURSES and traditions, as students apply to them Roland 211 Labor: Domestic and Global Labor is Barthes’ notion of “writing aloud,” or the capacity of fundamental to the human condition, and it is the language text to represent the “pulsional also the class name of those who work. Exploring incidents” of the voice of author, character, gender the challenges facing the working class today, and difference, academic discipline, the spirit of a time, situating them in the history of the labor or the wisdom of an age. (Cummings) movement here and abroad, are the objectives of Typical readings: Strunk and White, Elements this course. Debating political strategies of the of Style; Plato, Phaedrus; Montaigne, Essays; labor movement, different interpretations of how selected sonnets, Renaissance to modern; Watson, the economy works, and of how racism and sexism The Double Helix; Sayre, Rosalind Franklin and have divided both the workplace and labor DNA; Sartre, The Words; Snyder, Turtle Island movement are central to those objectives, as is gaining an understanding of world labor migration past and present. (Johnson/Gunn) BIDISCIPLINARY COURSES Typical readings: Nelson Lichtenstein, State of the 120 Russia and the Environment The Soviet Union; Barbara Ehrenreich and Arlie Russell Union left a devastating legacy of environmental Hochschild, Global Woman; Isabel Hilton et al., The misuse that Russia still grapples with today. Factory (Granta 89, Spring 2005); David Brody, Labor Students consider whether the Soviet model of Embattled; Frederick Winslow Taylor, The Principles of environmental change is distinctive by looking Scientific Management; Mike Davis, Prisoners of the at the roles played by geography, history, Russian American Dream; Dyer-Witherford, Nick,Cyber-Marx: culture, and the Soviet economic and political Cycles and Circuits of Struggles in High-Tech Capitalism system. They also consider how the attempted transition to a market-based democratic system 229 Two Cities: NY and Toronto This course has affected the Russian approach to provides an in-depth examination of these two environmental issues. Students look at such cities, the most powerful in their respective cases as the Chernobyl disaster, the countries. Each city is examined historically with desertification of the Aral Sea, the destruction of special consideration given to sociological and the Caspian caviar trade and the threat to Lake economic issues. The basic idea is to see the city as Baikal. (J. McKinney/Galloway, Fall) a living organism by using the case study method. By using films, literature, and most importantly, a 200 Introductory Dialogues in Critical Social required five-day field trip to each city, students Studies We use social and cultural theory in our come to understand the city as a human everyday lives but rarely very consciously. This construction rather than as an abstract concept. course investigates ways in which hegemonic Prerequisite: one of the following: BIDS 228, one “common sense(s)” are constructed and changed, of the core courses in urban studies, ANTH 247 both in society and the academy, and the Urban Anthropology, ECON 213 Urban Economics, purposes they serve. The aim is to heighten HIST 264 Modern European City, or permission of awareness of personal, practical, and policy one instructor. (Spates/McGuire, Spring) implications of social theory, and develop critical responses to it. (Staff, offered alternate years) 232 Diversity and Adaptation This course examines the role of diversity and adaptation in the natural 210 The Curious Cook: the Science and Art of sphere and in the human sphere by examining cases Cooking and Eating While cooking is an art, it such as the Galapagos Islands and Darwin’s reaction is also a science. Every kitchen is a laboratory, to them; adaptation of pre-Columbian cultures such and each dish is the result of a series of scientific as the Incas to their environment; and present-day experiments. To achieve great art in the kitchen, indigenous adaptation to encroaching modernity. (S. the cook must combine the fundamentals of food McKinney/Bowyer; offered alternate years) chemistry with a fluency in the scientific Typical readings: Darwin, Voyage of the Beagle; method. Students in this course learn to cook, Weiner, The Beak of the Finch; Metraux, The appreciate, and describe great food as artists and History of the Incas; Kane, Savages scientists. Excellence in reading, writing, and oral communication is emphasized. Prerequisites: 235 The Third World Experience This course is Permission of instructor; students must not have designed to expose students to the cultures, taken a college-level science course. (Forbes/ histories, economies, societies and politics of Bowyer, Fall, offered alternate years) peoples living in Asia, Africa, and Latin America Typical readings: Barham, The Science of Food; as well as minority groups in the United States. McGee, On Food and Cooking; Hervé, This, Students are asked to examine, evaluate and Molecular Gastronomy: Exploring the Science of Flavor appreciate the Third World experience in relation to their own society and history. They are also asked to recognize the impact of Third World people and nations on American and global society. (Frishman/Tareke, Spring)

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245 Men and Masculinity This course offers a power and how do they understand themselves and reinterpretation of men’s lives from the perspectives their civic role? Has the development of of history and sociology, informed by pro-feminist professional authorities in the modern world men’s studies. Students assert that masculinity is dispersed elite power in a democratic direction, as problematic—for men and for women—but also, some scholars argue, or has it expanded the scope of subject to change, since it is socially constructed administrative and moral elites by extending and historically variable. Students focus on men’s “governmentality”? What is the significance of lives in American society from the late 19th- elites for social stratification, economic century to the present, and explore the varieties of development, and race, ethnicity, and gender? How masculinities in the diversity of race, class, do elites affect family and marriage patterns, social ethnicity and sexuality. This course allows men and manners, philanthropy, education, and social women to come to a deeper understanding of men mobility? How are changing understandings of as men, and to re-think the male experience. rank, class, wealth and equality reflected in the The course syllabus includes small-group cultural realm, especially in the ‘self-help’ discussions, guest lecturers, and films. Course literature? (Hood/Moodie, offered every three years) requirements typically include three bidisciplinary Typical readings: Mills, The Power Elite; essays: a biography exploring the problematics of Cannadine, The Decline and Fall of the British masculinity; an analytic of men in groups; and Aristocracy; Davidoff and Hall, Family Fortunes; speculation on solutions and social change. (Harris/ Jacob, Capital Elites; Moodie, The Rise of Capraro, Spring) Afrikanerdom; Bradford, A Taste of Freedom; Typical readings: Pollack, Real Boys; Filene, Lemann, The Big Test Him/Her/Self; Johnson, The Gender Knot; Digby, Men Doing Feminism; Gonzales, Muy Macho; 280 Women’s Narratives of Wealth and Power Monette, Becoming a Man; Kimmel, Men This course examines two aspects of women and Confront Pornography; Coltrane, Family Man the economy. One is the role of women in the economic order and the other is the role women 262 Architecture, Morality and Society John have played in offering alternative ways to Ruskin, among the most influential writers and understand the relationship between the economy theorists of the 19th century (and curiously and the formation of social, political and individual overlooked today), argued that the one art form that consciousness. Major economic theories have everyone had to encounter was architecture. We live consistently not included gender as a category for in buildings, we work in them, we are influenced by economic analysis. This course begins with the them wherever we are; hence, their importance in assumption that women have nevertheless each of our lives in social life can hardly be developed ways of conceptualizing the economy overemphasized. Using Ruskin’s writings as the and its effects on the major institutions affecting central axis, this course examines his central role in women. These alternative visions have been the development of art criticism, architecture theory expressed traditionally in women’s novels and by and early modern art. In addition, it explores the non-traditional women economists. The course relations between architecture and society by approaches the question of women’s economic roles examining some of his sociological theories. Along from the perspective of institutional economics, the way, students study Gothic architecture, William literary criticism, feminist criticism, and rhetorical Morris and his influcence on the Arts and Crafts analysis. No prior knowledge of economic theory is Movement, the Bauhaus, and such modern figures as required to enroll. The course is a cognate course Frank Lloyd Wright. (Spates/Mathews) for the economics major and is crosslisted with the following program majors: Media and Society, 265 Comparative Elites This course examines the Public Policy, and Women’s Studies. (Waller/ history and behavior of elites in the British cultural Robertson, offered alternate years) world, with an emphasis on the United States, Typical readings: Edith Wharton, Age of Great Britain, and South Africa. As social groups Innocence, House of Mirth; Thorstein Veblen, that exist in almost every human society, elites Theory of the Leisure Class; Charlotte Perkins make political and economic decisions and often Gilman, Yellow Wallpaper, Women and shape cultural tastes, giving them an authority that Economics; Maxine Hong Kingston, Women is disproportionate to their numbers. This course Warriors; Marilyn Waring, If Women Counted; makes a comparative analysis of the similarities and Joyce Carol Oates, Shopping differences of elites in three nations that represent variations on the British model. Drawing on the 295 Alcohol Use and Abuse: Causes and insights of history, sociology, anthropology, Consequences Alcohol is the most widely used and literature, and other disciplines, students explore abused drug in contemporary American society. elites’ power, structure, and self-identity. They ask While attractions, pleasures and possible benefits of questions such as: What is an “elite”? Who belongs, alcohol consumption may be debated, there is little who doesn’t, and why? How do elites vary over argument about the debilitating effect and enormous time and from place to place? How do they exercise costs of heavy drinking and alcoholism on the health

78 BIDISCIPLINARY COURSES of individuals, families, and society in general. This increased risk or increased resilience. Students course brings together natural science and social focus on children’s experience of living in science contributions to the interdisciplinary study poverty but extrapolate their understandings to of this phenomenon by incorporating a variety of other policy areas of concern as well. academic perspectives including biology, chemistry, Prerequisites: PSY 100; PSY 203 or EDUC 202; social psychology, epidemiology, and sociology, and one education course or participation in the by making extensive use of multimedia resources. education program. (DeMeis, Spring, offered Students explore the effect of family, genetics, peers, alternate years). ethnicity, and gender on drinking behavior along Typical readings: Edin & Lein, Making Ends with the chemical properties and physiological Meet; The Future of Children; Kozol, Savage effects of alcohol on the human body. Social Inequalities; Ohanian, One Size Fits Few; reserve patterns of drinking in various societal contexts also journal articles are examined. Educational programs are developed to share 316 The Anglo Saxons This course provides an the course outcomes with the larger community. interdiscplinary approach to the civilization and BIDS 295 can be applied for course credit in social life of the Anglo Saxon and Celtic realms sociology and public policy majors and minors and from the end of Roman Britain to the Norman is part of the American Commitments Program of Conquest—a formative period for later British the Association of American Colleges and self-conception and an exemplary instance of Universities. It has been recognized nationally as a blending between Germanic, Celtic, and model for courses about substance use and abuse. Mediterranean civilizations. Students work from (Perkins/Craig, offered alternate years) the perspectives of written and visual evidence— Typical readings: Jung, Under the Influence: literature, sermons, histories, buildings, Alcohol and Human Behavior; Fingarette, Heavy manuscripts, and monuments. These materials Drinking; Knapp, A Love Story; Venturelli, Drug Use demonstrate that what has been called a “Dark in America: Social, Cultural, and Political Perspectives; Age” was not so dark after all. The course and selections from the research literature benefits students studying English, comparative literature, art history, and European studies. 298 The Ballets Russes: Modernism and the (Erussard/Tinkler, Fall, offered occasionally) Arts In the history of 20th-century music and dance, no one company has had so profound and 365 Dramatic Worlds of South Asia From street so far-reaching influence as The Ballets Russes. art to street performances, from classical drama to This course attempts to explore the artistic Hindu temple festivals, from Buddhist sand achievements of The Ballets Russes by studying mandalas to family rituals, from local pilgrimages to the choreography, composition, and design of Islamic communal rites, from storytellers to some of its major productions: L’Apres Midi d’un dancers; there are many opportunities for the Faun, Petrushka, Firebird, Le Sacre du Printemps, student of South Asian cultures and traditions to and Les Noces. It investigates the languages of study the ways in which people create, express and music, dance, and the visual art as separate but even transform their relation to the spaces they connected expressions of cultural aesthetics inhabit. Rituals and expressive traditions are through their similarities and their differences. central modes through which people affirm their Questions raised include What is the role and sense of what to value, how to belong, how to rule, nature of the artist within his or her society– and how to affirm a sense of social and mirror of conscience or outcast rebel? What is cosmological order. In this course, students explore the importance or function of art itself–a force dramatic representations in public and sacred for social change or an illustration of established spaces and attempt to decipher their possible values? What does modernism mean in music, meanings. They are pushed to think about the dance and the visual arts? (Myers/Williams, Fall) contexts and conditions which impute these performances, cultural practices, and religious 307 Children in Contexts in a Changing traditions with political meaning in South Asia. Society That the American family has changed (Mohan and Bloss, Spring, offered alternate years) significantly in the last three decades is Typical readings: Kirin Narayan, Storytellers, undisputed; what is less clear are the Saints and Scoundrels; Sarachchandra, The Folk implications of these changes for American Drama of Ceylon; Haberman, Journey Through the children and by extension for America’s schools. Twelve Forests; von Grunebaum, Muhammadan In this course students examine the impact of Festivals; Mines and Lamb, Everyday Life in South poverty on children in two key contexts: their Asia; Raheja and Gold, Listen to the Heron’s families and their schools. Discussions focus on Words; Scott, Domination and the Arts of Resistance; 1) determining how poverty places children at Goffman, Presentation of Self in Everyday Life; developmental and educational risk, and 2) Bharucha, The Politics of Cultural Practice: Thinking identifying the processes that may lead to through Theatre in an Age of Globalization

79 AESTHETICS

AESTHETICS ART COURSES Studio Courses Program Faculty ART 105 Color and Composition ART 114 Introduction to Sculpture Carol Oberbrunner, Philosophy, ART 115 Three Dimensional Design Coordinator ART 125 Introduction to Drawing James Crenner, English and Comparative ART 203 Representational Painting Literature ART 204 Abstract Painting Donna Davenport, Dance ART 209 Watercolor Mark Jones, Art ART 215 Sculpture (Modeling) ART 225 Life Drawing ART 227 Advanced Drawing The aesthetics program seeks to help ART 239 Digital Imaging students gain insight into the nature and ART 234 Photography importance of artistic expression, the role ART 245 Photoscreenprinting of criticism in the arts, and the place of ART 246 Intaglio Printing the arts in society. These are particularly ART 248 Woodcut Printing significant issues in the current social ART 301 Photography Workshop climate in which the arts increasingly ART 305 Painting Workshop ART 315 Sculpture Workshop have been asked to justify themselves, as ART 345 Printmaking Workshop government funding for the arts and for public education in the arts has dwindled. Theory Courses The program offers an interdisciplinary ART 100 Issues in Art minor consisting of five courses. To be ART 110 Visual Culture credited to the minor, a course must be ART 201 African-American Art ART 210 Woman as Image Maker completed with a grade of C- or better. ART 211 Feminism in the Arts ART 250 20th-Century European Art: Reality REQUIREMENTS FOR THE MINOR Remade interdisciplinary, 5 courses ART 282 American Art of the 20th-Century Either AEP 335 The Arts and Human ART 330 Modernism in Art and Literature Development or PHIL 230 Aesthetics. In ART 333 Contemporary Art addition, from the following list of six ART 440 The Art Museum artistic disciplines (art, creative writing, CREATIVE WRITING COURSES film, dance, music, and theatre), the Studio Courses student must choose two artistic disci- ENG 260 Creative Writing plines and take two courses in each one. ENG 305 Poetry Workshop The two courses in each artistic disci- ENG 309 Fiction Workshop pline must involve both studio and ENG 310 Creative Non-Fiction Workshop theory work, according to one of the following combinations: a) one studio Theory Courses ENG 202 Modern Short Story course and one theory course; b) two ENG 210 Modernist American Poetry combined studio-theory courses; c) one ENG 223 Environmental Literature combined studio-theory course and either ENG 239 Popular Fiction one studio course or one theory course. ENG 246 Globalism and Literature The following list specifies the courses ENG 264 Post World War II American Poetry within each of the six artistic disciplines ENG 281 Literature of Sexual Minorities ENG 291 Introduction to African-American that are studio courses, theory courses, Literature I and combined studio-theory courses. ENG 292 Introduction to African-American Literature II ENG 300 Literary Theory Since Plato

80 AESTHETICS

ENG 302 Post-Structuralist Literary Theory THEATRE COURSES ENG 304 Feminist Literary Theory Studio Courses ENG 312 Psychoanlysis and Literature ENG 178 Acting I ENG 318 Body, Memory, and Representation ENG 275 Acting II ENG 327 The Lyric ENG 386 Shakespearean Performance ENG 342 Readings in Multi-Ethnic Women’s Literature Theory Courses ENG 343 Initiation Literature ENG 278 Introduction to Dramatic Literature ENG 354 Forms of Memoir ENG 357 Theories of Theatre ENG 381 Sexuality and American Literature ENG 380 Modern Drama ENG 388 Writing on the Body EDUC 301 Drama in a Developmental Context WRRH 322 Adolescent Literature MUS 210 American Musical Theatre

DANCE COURSES Combined Studio-Theory Courses Studio Courses ENG 307 Playwriting Workshop DAN 140 Dance Ensemble DAN 250 Dance Improvisation FILM DAT Any full-credit dance technique Studio Courses course or two half-credit technique ENG 178 Acting I courses. Consecutive study is not ENG 275 Acting II required. ENG 308 Screenwriting I MDSC 305 Film Editing Theory Courses DAN 210 Dance History I Theory Courses DAN 212 Dance History II ART 212 Women Make Movies DAN 325 Movement Analysis: Laban Studies ENG 176 Film Analysis I DAN 432 Teaching Methods ENG 229 Television Histories, Television Narratives Combined Studio-Theory Courses ENG 230 Film Analysis II DAN 105 Introduction to Dance: Theory and ENG 233 The Art of the Screenplay Practice ENG 237 Screenplay to Screen DAN 200 Dance Composition I ENG 287 Film Histories I DAN 215 Movement for Athletes: Analysis and ENG 288 Film Histories II Performance ENG 289 Film Histories III DAN 300 Dance Composition II ENG 368 Film and Ideology ENG 370 Hollywood on Hollywood MUSIC COURSES ENG 375 Science Fiction Film Studio Courses ENG 376 New Waves MUS 900 Any two private instruction or MDSC 303 Social Documentary ensemble courses (900 series) will count as one studio course. Consecutive study not required.

Theory Courses MUS 110 Introduction to Music Theory MUS 401 Form and Analysis

Combined Studio-Theory Courses MUS 120 Tonal Theory and Aural Skills I MUS 121 Tonal Theory and Aural Skills II MUS 231 Tonal and Chromatic Theory MUS 232 Advanced Chromatic Theory and Counterpoint MUS 450 Composition I: Small Forms MUS 450 Composition II: Large Forms

81 AFRICANA STUDIES

AFRICANA STUDIES comparative or cross-cultural (C). An independent study may substitute for the Coordinating Committee seminar if such a course is not offered. Marilyn Jiménez, Africana Studies, Coordinator REQUIREMENTS FOR THE MINOR IN AFRICAN Biman Basu, English STUDIES Elena Ciletti, Art interdisciplinary, 5 courses Kanate Dahouda, French and An introductory course and four courses Francophone Studies from the African concentration list. At Richard G. Dillon, Anthropology least three different perspectives (histori- Kevin Dunn, Political Science cal, contemporary, artistic/literary, Alan Frishman, Economics anthropological, and comparative or Catherine Gallouët, French and cross-cultural) must be represented within Francophone Studies these four courses. One perspective must Jack Harris, Sociology be historical, the other two should be Cedric Johnson, Political Science chosen in consultation with an adviser in George Joseph, French and Francophone the program. Studies DeWayne Lucas, Political Science REQUIREMENT FOR THE MINOR IN AFRICAN- Dunbar Moodie, Sociology AMERICAN STUDIES Thelma Pinto, Africana Studies interdisciplinary, 5 courses Gebru Tareke, History An introductory course and four courses from the African-American concentration The Africana studies program enhances list. At least three different perspectives the educational development of students (historical, contemporary, artistic/literary, by offering courses that reflect the anthropological, and comparative or experience of Africa, African-Americans, cross-cultural) must be represented within and the African diaspora. these four courses. One perspective must The program offers an interdisciplinary be historical, the other two should be major in Africana studies and interdiscipli- chosen in consultation with an adviser in nary minors in African studies, Africana the program. studies, and African-American studies. All courses to be counted toward a REQUIREMENTS FOR THE MINOR IN major or minor must be completed with a AFRICANA STUDIES grade of C- or higher. interdisciplinary, 5 courses An introductory course and four courses REQUIREMENTS FOR THE MAJOR from either the African or African- interdisciplinary, 10 courses American concentration lists. At least One 100-level introductory course or BIDS three different perspectives (historical, 235 The Third World Experience, eight contemporary, artistic/literary, anthropo- courses in one of three concentrations logical, and comparative or cross- cultural) (African, African-American, Africana) must be represented within these four and a 400-level seminar course. Within courses. One perspective must be histori- the eight courses of the concentration, cal, the other two should be chosen in there must be at least one course exploring consultation with an adviser in the each of the following perspectives: program. Students are encouraged to take historical (H), contemporary (CP), artistic/ as many comparative or cross-cultural literary (AL), anthropological (A), and courses as their program permits.

82 AFRICANA STUDIES

CROSSLISTED COURSES POL 333 Civil Rights (C) Introductory Courses POL 348 Racism and Hatreds (CP) ALST 150 Foundations of Africana Studies REL 238 Liberating Theology (C) BIDS 235 Third World Experience REL 239 Rastaman and Christ (C) FSEM 147 Africa: Myths and Reality SOC 221 Sociology of Minorities (C) WRRH 251 Black Talk/White Talk (C) African Concentration ALST 201 South Africa: An Orientation COURSE DESCRIPTIONS ALST 214 Senegal: An Orientation (AL) 150 Foundations of Africana Studies This ALST 216 African Literature II: National course provides the foundations and context for Literatures of Africa (AL) Africana Studies from an historical and ALST 240 Third World Women’s Texts (CP) contemporary perspective. It defines the geographical parameters which include the study ALST 309 Black Cinema (AL, C) of Africans on the Continent and in the diaspora ANTH 290 Pharaohs, Fellahin, and Fantasy (A) (Europe, the Americas and the Caribbean). It ANTH 296 African Cultures (A) also clarifies concepts and correct false ANTH 352 Builders and Seekers (A) perceptions of Africa and Africans, with a focus FRE 352 Advanced Francophone Topics: on inclusiveness and diversity of both the Maghreb Literature (AL) traditional and the modern. This course is multi- HIST 283 South Africa in Transition (H) disciplinary cross-cultural, taught from an HIST 284 Africa: From Colonialism to African-centered perspective sensitive to race, Neocolonialism (H) gender, and class. Faculty members from the departments of anthropology, economics, HIST 285 The Middle East: Roots of Conflict French, history, political science and sociology (H) participate as guest lecturers. (Pinto) HIST 364 Seminar: African History HIST 461 Seminar: War and Peace in the 200 Ghettoscapes More than ever, the ghetto Middle East has come to dominate the American imagina- SOC 222 Social Change (C) tion. Mainstream media has portrayed the inner city as a place of fear and to be feared. In African-American Concentration reaction to this view, many African-American ALST 200 Ghettoscapes (AL, C) and Latino writers and filmmakers have forged powerful images of community and effort. This ALST 225 African-American Culture (AL) course focuses on films and literary texts that ALST 309 Black Cinema (AL, C) take up the imagery of the ghetto and its role in ALST 460 Invisible Man and its Contexts (AL) modern American society. In addition, students ART 201 African-American Art (AL) consider the role of the inner city as the crucible EDUC 337 Education and Racial Diversity in the for hip-hop culture, including its international U.S. (C) manifestations. (Jiménez, offered alternate years) ENG 290 African American Autobiography (AL) Typical readings: Wright, How Bigger Was ENG 291 Introduction to African-American Born; Petry, The Street; Naylor, The Women of Literature I (AL) Brewster Place; Brown, Manchild in the Promised Land; Thomas, Down These Mean Streets; ENG 292 Introduction to African-American Rodríguez, The Boy Without a Flag: Tales of the Literature II (AL) South Bronx. Films include Hanging in with the ENG 318 Body, Memory, and Representation Homeboys; Boyz ’n the Hood; Menace II Society; (AL) Mi Vida Loca; Crossover Dreams ENG 342 Readings in Multi-Ethnic Women’s Literature (AL) 201 South Africa: An Orientation This course FRNE 218 Island Voices: Caribbean Literature in provides an inter-disciplinary introduction to the French (AL) people, land and culture of South Africa. It is a HIST 227 African-American History I (H) requirement for students planning to go on the South Africa program. It is taught from an HIST 228 African-American History II: The African-centered and feminist perspective Modern Era (H) inclusive of the variety and diversity of peoples HIST 306 Civil War and Reconstruction: and cultures. It includes the historical, socio- 1845-1877 (H) political, literary and cultural aspects. The cultural POL 215 Minority Group Politics (C) component includes music and the arts. Issues of POL 270 African-American Political Thought health and safety are central to the course. (Pinto, (C) Fall, offered alternate years)

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202 Women’s Narratives in Post-Apartheid Typical readings: DuBois, The Souls of Black South Africa This course makes students aware of Folk; Toomer, Cane; Hurston, Their Eyes Were the importance of people in any culture having a Watching God; Morrison, Song of Solomon voice in the events that influence their lives and examines the contributions of South African 226 Screen Latinos In this course, students learn women to their history and culture. In the post- to identify Latino stereotypes in the media apartheid period (since 1994) women’s narratives, (primarily film and television), trace the history autobiographies, novels, stories and plays have of such stereotypes and show how these emerged as a rich source of information about the stereotypes have been repackaged for contempo- hidden and silenced majority. These narratives rary audiences. More important, students navigate between history and literature examine how Latinos have used media, including reconfiguring women’s roles in South African New Media, to counteract the stereotypes and history and culture. The literary texts can in this fashion images that spring from their specific way contribute to the restoration of women’s places identities as Puerto Ricans, Mexicans, Domini- and rewriting their history and contributions. No cans, Cubans, etc., and yet acknowledge their prerequisites. (Pinto, Fall, offered alternate years) shared culture as “Latinos.” To this end, students Typical readings: Meer, Women’s Speak; encounter a variety of “media objects,” including Karodia, Daughters of the Twilight; Mhlope, Have literature, film, television, murals, new media You Seen Sandile; Ramphele, Steering by the Stars; (Web installations) and performance art (groups Wicomb, David’s Story such as Culture Clash). (Jimenez, Fall 2006)

240 Third World Women’s Texts This course 214 Sénégal: An Orientation This course analyzes issues of special importance to Third provides an introduction to the people, land, World women through literary texts. The focus is and culture of Sénégal for students planning to on the “politics of the body,” and includes go on the Sénégal program. It includes an discussion of such issues as reproduction, fertility introduction to Sénégalese history, religion, and infertility, self-image and racial identity, and economics, manners and customs, arts and crafts, aging. (Pinto, Jiménez, offered alternate years) food, sports, geography, wildlife, and vegetation. Typical readings: Rifaat, Distant View of a Students touch on issues of health and safe Minaret; El Saadawi, Woman at Point Zero; traveling. There is extensive viewing of slides Emecheta, The Bride Price; Edgell, Beka Lamb and videotapes. (Joseph, offered alternate years) 309 Black Cinema This course examines films 216 African Literature II: National Literatures by African, African American, and other African of Africa This course is a continuation of diaspora directors. It focuses on the attempt by African Literature I and focuses on a single different filmmakers to wrest an African/diasporic national literature from Africa and the ways in identity and aesthetic from a medium that has which writers and bards work in the context of been defined predominantly by American and the postcolonial national society identity. European models. Students analyze the implicit (Joseph) and explicit attempts to formulate a black Typical readings: poetry of L.S. Senghor; aesthetic within film, as well as the general Ousmane Sembene, Harmattan; Aminata Sow phenomenon of the representation of blacks in Fall, La Grève des Bàttus; A. Sadji, Maïmouna; film. Directors considered include Haile Gerima, Birago Diop, Contes D’Amadou Coumba; Ousmane Sembene, Souleymane Cisse, Charles Boubacar Boris Diop, Grand Dakar Usine Burnett, Camille Billops, Isaac Julien, Sara Maldoror, Julie Dash, Spike Lee and others. 225 African-American Culture This course (Jiménez, offered alternate years) attempts to identify and analyze distinctive elements of African-American culture. It focuses 310 Black Images/White Myths This course is on literature, dance, and film, but also refers to designed to provide basic analytical tools for the music and visual arts. While it follows the study of racial and ethnic images in films, development of African-American culture television, and other texts. The focus is on chronologically, it often returns to key African-American and Latino images in experiences and sees them in light of new mainstream media as inflected through issues of experiences or different contexts. (Jiménez, race/ethnicity, gender, and class. (Jiménez, offered offered alternate years) alternate years) Typical readings: essays by Stuart Hall, Paul Gilroy, bell hooks, and others, plus various films

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460 Invisible Man and Its Contexts This course AMERICAN STUDIES is a seminar focusing on a close reading and analysis of Ralph Ellison’s Invisible Man. Ellison’s novel is a pivotal work in the study of Program Faculty African-American culture because it draws upon Eric Patterson, English and Comparative many aspects of the African-American Literature, Coordinator experience–history, music, politics, etc., and poses fundamental questions about identity and Lee Quinby, English, Coordinator the nature of American democracy. It also has Betty Bayer, Women’s Studies the distinction of coining one of the enduring Kanate Dahouda, French and tropes of racial discourse—invisibility. Prerequi- site: ALST 225, HIST 227, HIST 228, or Francophone Studies equivalent. (Jiménez) Iva Deutchman, Political Science Typical readings: Ellison, Invisible Man and Christopher Gunn, Economics Shadow and Act; Sundgust, Cultural Contexts to Jack Harris, Sociology Ellison’s Invisible Man Clifton Hood, History 461 Experience of Race In this seminar students Marilyn Jiménez, Africana Studies explore all aspects of race as part of the human Cedric Johnson, Political Science experience in an attempt to understand why DeWayne Lucas, Political Science racial categories are so pervasive and enduring in Western thought. How did racial categories Elisabeth Lyon, English arise? Was there a time when Western societies Richard Mason, Sociology did not think in terns of race? Or is race a Craig Rimmerman, Political Science “natural” way of fixing differences? What is the difference between racialized thinking and Daniel Singal, History racism? Has racism ended, as some social thinkers contend? Will we ever stop categorizing people The American studies program interprets in terms of race? In addition, students examine American culture from an interdiscipli- the differences in how race is experienced in the United Sates, Latin America and the English- nary point of view that combines critical speaking Caribbean. (Jiménez, Pinto) social science and humanities approaches. Typical readings: Goldberg, Racist Culture; The program provides a basis for graduate Fanon, Black Skins/White Masks; Ellison, Invisible Man; Lamming, In the Castle of My Skin study in a variety of fields, as well as an excellent background for law, journalism, Students are encouraged to study an African and other professional careers. language through the SILP program (Arabic, American studies offers an interdisci- Swahili or Xhosa) and to go on a program abroad in Africa (Sénégal or South Africa). plinary major and minor. To count toward the major or minor, all courses must be passed with a grade of C- or better.

REQUIREMENTS FOR THE MAJOR interdisciplinary, 12 courses AMST 100, 101, and 201; two courses from the American studies introductory group; six courses from the American studies advanced group chosen to balance between the humanities and social sciences, five of which must focus on a student-defined topic; and AMST 465.

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REQUIREMENTS FOR THE MINOR FRE 242 Introduction to Quebec Studies interdisciplinary, 6 courses FRNE 218 Culture and Identity in French AMST 100 or 101, an introductory course Caribbean Literature and Society HIST 204 History of American Society from a field relevant to American Studies HIST 208 Women in American History and four courses from the introductory or HIST 215 American Urban History advanced groups, three of which center on a HIST 227 African-American History I major issue or theme. These should include HIST 228 African-American History II: The courses from two different divisions. Modern Era HIST 246 American Environmental History HIST 300 American Colonial History AMERICAN STUDIES COURSES HIST 304 The Early National Republic: Introductory Courses 1789-1840 ANTH 110 Introduction to Cultural Anthropology HIST 306 Civil War and Reconstruction: ECON 120 Contemporary Issues 1845-1877 ECON 122 Economics of Caring HIST 310 Rise of Industrial America HIST 105 Introduction to the American HIST 311 20th-Century America: 1917-1941 Experience HIST 312 The U.S. Since 1939 POL 110 Introduction to American Politics HIST 314 Aquarian Age: The United States in REL 108 Religion and Alienation the 1960s REL 109 Imagining American Religion(s) HIST 336 History of American Thought to 1865 SOC 100 Introduction to Sociology HIST 337 History of American Thought Since 1865 Advanced Courses HIST 340 Faulkner and Southern Historical AMST 302 Culture of Empire Consciousness AMST 310 History of Sexual Minorities in HIST 352 Who Wants to be a Millionaire? America Elites in America ANTH 220 Sex Roles: A Cross-Cultural MUS 207 Music and American Culture Perspective MUS 210 American Musical Theatre ANTH 230 Beyond Monogamy POL 219 Sexual Minority Movements and ART 201 African-American Art Public Policy ART 282 American Art of the 20th-Century POL 222 Political Parties ART 340 American Architecture to 1900 POL 225 American Presidency ECON 212 Environmental Economics POL 229 State and Local Government ECON 213 Urban Economics POL 236 Urban Politics and Public Policy ECON 232 U.S. Economy: A Critical Analysis POL 238 Sex and Power ECON 236 Introduction to Radical Political POL 270 African-American Political Thought Economy POL 290 American Foreign Policy ECON 305 Political Economy POL 320 Mass Media EDUC 337 Education and Racial Diversity in the POL 332 American Constitutional Law U.S. POL 333 Civil Rights EDUC 343 Special Populations in Texts POL 334 Civil Liberties ENG 176 Film Analysis REL 272 The Sociology of the American Jew ENG 207 American Literature to Melville REL 278 Jewish Life and Thought in Modern ENG 208 American Literature from Crane Times ENG 210 Modernist American Poetry SOC 221 Sociology of Minorities ENG 216 Literature of the Gilded Age SOC 223 Social Stratification ENG 230 Film Analysis SOC 224 Social Deviance ENG 264 Post World War II American Poetry SOC 225 Sociology of the Family ENG 287 Film Histories I SOC 226 Sociology of Sex and Gender ENG 288 Film Histories II SOC 244 Religion in American Society ENG 289 Film Histories III SOC 249 Technology and Society ENG 291 Introduction to African-American SOC 251 Sociology of the City Literature I SOC 258 Social Problems ENG 375 Science Fiction Film SOC 259 Social Movements

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SOC 261 Sociology of Education 254 American Masculinities: Cultural SOC 271 Sociology of Environmental Issues Construction and Gay Men Taught from a SOC 290 Sociology of Community perspective affirming the rights of sexual WMST 323 Research in Social Psychology minorities: course discusses the lives of gay men today, the various constructions of masculinity by WMST 357 Self in American Culture gay men, their resistance to homophobic constructions of them, and the “gender COURSE DESCRIPTIONS insubordination” of some gay men who contest 100 History and Form of American Culture aspects of dominant constructions of This course discusses the origins and develop- masculinity. Examines the experience of gay men ment of the dominant cultural institutions of the in school, sports, work, military service, religion, United States, particularly the evolution and politics; their representation in the media; the impact of the mass media and advertising and the HIV crisis; and differences based on region/race/ way in which mass culture perpetuates systems of ethnicity. The course uses analytical texts, domination based on class, race, and gender. fiction, memoir, film, visiting speakers. (Patterson, Fall, offered annually) (Patterson, Spring) Typical readings: Domhoff, Who Rules America Now?; Ewen, Captains of Consciousness; 302 The Culture of Empire This course traces Dyer, Advertising as Communication; Zinn, A the history of racist attitudes in the United States People’s History of the U.S.; Barnouw, Tube of and their impact on Native Americans, African Plenty; a variety of interpretive articles, as well as Americans, and the people of the Philippines, primary sources Japan, and Vietnam. This course requires active participation in classroom discussions and a 101 America: I, Eye, Aye This course focuses on substantial research paper. (Patterson, offered American first-person narratives in order to alternate years) examine the ways in which a variety of American Typical readings: Berkhofer, The White Man’s writers have advanced their moral and political Indian; Jordan, The White Man’s Burden; Dower, views by conjoining conventions of autobiogra- War Without Mercy; Drinnon, Facing West; phy, natural history, and social critique. It Thompson, Sentimental Imperialism includes an analysis of the politics of self- and national-identity through close textual readings. 310 The History of Sexual Minorities in (Quinby, offered annually) America This course traces the historical Typical readings: Jefferson, Declaration of development of lesbian and gay communities in Independence; essays by Emerson, Thoreau, the United States, with particular emphasis on Whitman, and Fuller; Narrative of the Life of changing concepts and definitions of lesbian and Frederick Douglass; Jordan, On Call gay identity, the growth of lesbian and gay social institutions, the development of political 201 Methods of American Studies as Used in organizations devoted to the protection of the the Study of American Attitudes Toward civil rights of lesbian and gay Americans, the Nature This course provides a continuation of problem of homophobia, and the political the issues and ideas raised in AMST 100 and activism generated by the AIDS crisis. The course 101. It examines several ways in which theories requires active participation in classroom of culture have been used to look at American discussions and a substantial research paper. attitudes toward the natural world and thus serves (Patterson, offered alternate years) to introduce the student of American culture to Typical readings: Miller, Out of the Past; Katz, methods of cultural analysis. It also provides a Gay American History; Pharr, Homophobia; chronological overview of the evolution of Human Rights Watch, Hatred in the Hallways American views of the natural world, touching on attitudes toward Native Americans, natural 465 Senior Seminar: Issues in American resources, gender and nature, human uses of Studies (Offered annually) animals, development of agribusiness, etc. (Patterson, offered annually) Typical readings: Smith, Virgin Land; Marx, The Machine in the Garden; Nash, Wilderness and the American Mind; Merchant, The Death of Nature; Jefferson, Notes on Virginia; Crevecoeur, Letters of an American Farmer

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ANTHROPOLOGY AND SOCIOLOGY student’s primary subfield of specialization (cultural anthropology, archaeology, H. Wesley Perkins, Ph.D.; Professor, linguistics, or physical anthropology). Department Chair One 200- or 300-level sociology course Sheila Bennett, Ph.D.; Professor can substitute for an anthropology Judith-Maria Buechler, Ph.D.; Professor elective course. Emerita Richard G. Dillon, Ph.D.; Professor REQUIREMENTS FOR THE ANTHROPOLOGY Jack Dash Harris, Ph.D.; Professor MINOR Brenda Maiale, M.A.; Instructor disciplinary, 5 courses Richard Mason, Ph.D.; Associate ANTH 110 and four additional courses in Professor anthropology, of which at least three must Dia Mohan, Ph.D.; Assistant Professor be at the 200 level or above, and one Renee Monson, Ph.D.; Assistant Professor must be at the 300 level or above. T. Dunbar Moodie, Ph.D.; Professor Ilene Nicholas, Ph.D.; Associate Professor REQUIREMENTS FOR THE SOCIOLOGY MAJOR James L. Spates, Ph.D.; Professor (B.A.) Lung-Chang Young, Ph.D.; Professor disciplinary, 10 courses Emeritus SOC 100; SOC 211; SOC 212; SOC 300; SOC 464 or SOC 465; and five additional Anthropology and sociology are closely sociology courses, at least one which must related social science disciplines. They study be at the 300 level. One 200-level or the ways in which people live together higher anthropology course can substitute under various social and cultural conditions. for a 200-level sociology elective course. By exploring the multifaceted dimensions of human societies, they seek to understand human behavior, social interactions, and REQUIREMENTS FOR THE SOCIOLOGY MINOR institutional structures in all their diversity. disciplinary, 6 courses The anthropology and sociology SOC 100; either SOC 211, SOC 212 or 300; department offers disciplinary majors in and four additional sociology courses. anthropology, sociology, and anthropology sociology; the department offers minors in REQUIREMENTS FOR THE ANTHROPOLOGY anthropology and in sociology. All courses SOCIOLOGY MAJOR (B.A.) to be credited toward any major or minor disciplinary, 10 courses in the department must be passed with a ANTH 110; SOC 100; a combination of grade of C- or better. three courses from department core offerings (ANTH 273, ANTH 306, SOC REQUIREMENTS FOR THE ANTHROPOLOGY 211, SOC 212, and SOC 300) that MAJOR (B.A.) includes both anthropology and sociology disciplinary, 10 courses as well as both theory and methods; a ANTH 273, ANTH 306, and a seminar seminar in either anthropology or (either a 400-level seminar or a 200- or sociology; two electives in anthropology; 300-level seminar with an advanced and two electives in sociology. component); an anthropology course focused on a geographic area; and six additional anthropology electives. Within the six electives, one must be at the 300 level, and at least two must be outside the

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ANTHROPOLOGY COURSE DESCRIPTIONS policy issues regarding multiculturalism and 102 Archaeological Myth and Reality: World diversity in the North American context. (Staff, Prehistory This course seeks to replace myths of offered alternate years) “killer apes” and “ancient astronauts” with archaeological reality. A broad survey of 206 Early Cities This course deals with the archaeological knowledge of both New and Old manner in which humankind first came to live in World prehistory provides a framework for cities. Early urbanism is viewed within the analysis of major transitions in cultural evolution context of the general origins of complex society and of selected archaeological puzzles, such as the in both the Old and New Worlds. Explanatory enigmatic markings of the Peruvian desert near models, such as those emphasizing population Nazca. This course is designed for non majors who pressure and trade as causal mechanisms for the want a general understanding of what “happened” growth of cities, are reviewed. This course in prehistory. The course is also suitable for provides the student with a knowledge of early prospective majors who need an overview of the urban forms in different parts of the world, as archaeological record against which to set more well as familiarity with the methods used by specialized courses in archaeology. No prerequi- archaeologists to study such phenomena. ANTH sites. (Nicholas, offered annually) 102 is helpful background but is not required. (Nicholas, offered alternate years) 110 Introduction to Cultural Anthropology This course explores the anthropological understanding 208 Archaeology of Japan and China This of human society through ethnographic case studies course surveys the archaeology of East Asia from of particular societies. In the holistic approach of the Paleolithic through the era of classical anthropology, the interrelations of kinship, civilizations. Special attention is given to the economics, politics, and religion are stressed. growth and development of cities in this region, Special emphasis is also placed on anthropological but other aspects of the record are not neglected. theories of human behavior and the wide range of Students study the “underground army” of the creative solutions to the problem of social living first emperor of China, the monumental devised by various cultures of the world. (Dillon, mounded tombs of early Japan, the extraordinary Staff, offered each semester) pottery of the Jomon culture, and more. Students discuss the overall trajectories of China and 115 Language and Culture This course Japan in a social evolutionary perspective. introduces students to the study of language as a (Nicholas, offered every two to three years) natural phenomenon and as a human creation. Different approaches to the analysis and study of 209 Women and Men in Prehistory Until language as a social and symbolic system are recently, much of world prehistory has been presented. Topics include the Sapir Whorf written as if only men were participants in the hypothesis (the idea that language determines evolution of culture. Women for the most part how and what we think), the relationship have been invisible to archaeology. In the last between language and gender, how social forces decade, however, archaeologists have begun to alter the shape of language, and what language focus explicitly on the issue of gender in tells us about the structure of the human mind. prehistory. This course examines some of the (Staff, offered occasionally) older male-centric models, as well as some of the innovative (and controversial) new work, 205 Race, Class, and Ethnicity This course endeavoring to build a picture of the past in explores race, class, and ethnicity by focusing on which both men and women are seen to be new immigrant groups in the United States and actors. Cases are chosen from a mix of archaeo- Europe. It addresses the broad social, cultural, logical periods and settings but currently include economic, and political forces outside and within the controversy over the gender of the occupant communities that affect the lives and identities of of Tomb 7 at Monte Alban, Oaxaca, Mexico. new female and male, legal and illegal migrants. (Nicholas, offered every two to three years) The impact of racism is crucial in shaping the way in which migrants live, their transcultural 210 Prehistoric Ecology Karl Butzer has said connections, and their concepts of themselves and that when we study human ecology, we look at others. Students analyze the relations between the “dynamic interface between environment, groups such as white and African Americans with technology, and society.” This course takes an Latin Americans, Asians, and Eastern Europeans ecological perspective to the prehistory of in the U.S., and Europeans with each other and humankind, finding that many events in the past non Europeans in Europe. This is explored in the can be understood more clearly when ecological contexts of work places, schools, residences, analyses are undertaken. Much of the course shopping areas, and festive and crisis events. The centers on the radical shift in human relationship comparisons shed new light on theoretical and to the environment that took place when

89 ANTHROPOLOGY AND SOCIOLOGY hunting and gathering was replaced by institutions. Students also examine how the forces domestication of plants and animals. Ecologi- of social and economic change and colonial and cally oriented research on the trajectories of the post-colonial government policies have impacted great ancient civilizations is also studied. diverse kinship systems around the world, as well (Nicholas, offered alternate years) as how various African, Asian, Caribbean, and Native American peoples have tried to cope with 220 Sex Roles: A Cross Cultural Perspective imposed changes and the challenging conditions This approach to the study of sex roles is cross that they face. No prerequisites. Anthropology cultural and multidisciplinary, oriented toward an 110 is helpful but not required. (Dillon, offered understanding of the behavior of women and men alternate years) in various societies including the United States. The course addresses such questions as: What are 247 Urban Anthropology Urban anthropology the biological bases of femaleness and maleness? treats the research problems and strategies of Are there correlations between physical anthropologists in a wide variety of urban environments and the status of women and men? situations. The course corrects some popular How do individuals learn their sex roles? Do some myths and misconceptions about crowding, size, social structures, religious ideologies, rituals, and poverty, and class. It also treats issues such as values support or perpetuate inequality between rural/urban migration and interethnic relations. the sexes? And, have sex roles changed with An analysis of crucial social, economic, and modernization, urbanization, and industrializa- political relationships in Third World and tion? (Staff, offered alternate years) Western contexts is provided. (Staff, offered alternate years) 227 Intercultural Communication To what extent is communication between members of 271 Jobs, Power, and Capital: The Anthropol- different cultures really possible? This course uses ogy of Work This course is concerned with the an anthropological approach and examples from theory and policy associated with the concept of many cultures and ethnic groups to address this work in traditional, transitional, industrial, and question. It explores the systematic blindness post industrial societies. Special attention is that all too often produces conflicts between given to the changing role of family, kin, and members of different cultures, ethnic groups, and gender in labor, and the impact of industrializa- races, and considers the role of values and tion and the new international division of labor relativism in intercultural relations. The course on the work experience, the workplace, and the welcomes foreign students, those planning study labor process. Open to students in anthropology, abroad, and students experiencing the challenges sociology, urban studies, women’s studies, of “re-entry” to American culture. No prerequi- economics, Africana studies, and Latin sites. ANTH 110 is helpful but not required. American studies. Prerequisite: ANTH 110 or by (Dillon, offered annually) permission of instructor. (Buechler, offered every three years) 228 Physical Anthropology Physical anthropol- Note: Students may obtain anthropology ogy studies humans as biological organisms seminar credit by enrolling in this course as (members of the Primate Order). This course ANTH 471 Seminar: Jobs, Power, and Capital. provides an overview of the three major divisions of physical anthropology: anatomical 273 Ethnographic Research and Methods This and behavioral characteristics of living non- course considers the practice, problems, and human primates; the fossil evidence for human analysis of field and library research in social and evolution, including discussion of the origins of cultural anthropology. It examines the theoretical culture as a major adaptive characteristic of background and social and political role of humankind; and examination of human ethnographers, and gains an understanding of the variability today, including a discussion of race. basic skills and qualitative methods of inquiry, (Nicholas, offered alternate years) including participant observation, interviewing, photography, life history, ethnohistory, and 230 Beyond Monogamy: The Family and network and structural analysis. Students conduct Kinship in Cross Cultural Perspective This research projects locally. Prerequisite: ANTH 110. course explores the intriguing question of whether (Staff, Spring, offered alternate years) it is possible, functional, and normal for people to Note: Majors should plan to take this alternate live outside the structures of monogamous year only course at the earliest opportunity in order marriage and the nuclear family that have been so to complete their programs. idealized recently in the West. Through in-depth case studies of several very different cultures, 280 Environment and Culture: Cultural Ecology students seek a greater understanding of how and The subject of ecological studies in cultural why some peoples have managed to organize their anthropology is the study of the interaction lives without emphasizing these two key between human populations and their environ-

90 ANTHROPOLOGY AND SOCIOLOGY ments. These populations—hunters, gatherers, industrialization, international politics, and farmers, herders, and city dwellers—are examined rapid social change. (Staff, offered alternate years) in diverse habitats or settings: tropical forests, flooded rice plains, highland pastures, deserts, and 298 Modern Japan Japan is a remarkable society. cities. Attention is focused on ecological concepts The only non-Western nation to repel coloniza- and human adaptations and implications of these tion and industrialize independently, Japan now for present dilemmas in our own troubled has the second largest economy in the world. This environments. What lessons are there to be learned course looks at contemporary Japanese society from about resource management from “primitive” the perspective of cultural anthropology. In people? (Staff, offered alternate years) addition to considering anthropologists’ overall interpretations of Japanese culture, personality, and 285 Primate Behavior Because primates are ways of thinking, it explores Japanese society humankind’s closest relatives, the study of through ethnographies or in depth case studies of primate behavior holds a special fascination for changing Japanese families, schools, businesses, us. This course uses films and readings to religious groups, villages, cities, and towns. No examine the various behaviors of representative prerequisites. (Dillon, offered alternate years) prosimians, New World monkeys, Old World monkeys, and apes. It looks primarily at studies 306 History of Anthropological Theory This of natural primate behavior in the wild but also course explores the range of anthropological reviews some examples of lab research. The focus theory by reviewing works identified with is on locomotion, subsistence, social behavior, different theoretical perspectives: 19th century and intelligence within an evolutionary evolutionism, Boasian empiricism, British social framework. The course concludes by considering anthropology, structural idealism, cultural the light which study of non human primates ecology, neo-evolutionism, practice theory, and might shed on the evolutionary origins of our post modernism. The emphasis is on developing own species. (Nicholas, offered alternate years) the student’s own ability to evaluate and use theory. Prerequisites: Several anthropology 290 Pharaohs, Fellahin, Fantasy Pharaohs, courses or permission of instructor. This is ideally Fellahin, Fantasy: Ancient Egypt fires the a junior year course for majors and students from imagination. This course examines Egypt of the related fields. (Dillon, offered alternate years) Pharaohs: their forebears and their descendants Note: Students should plan to take this to the present day. Just as the Nile links Africa, alternate year only course at the earliest Egypt, and the Mediterranean, a stream of opportunity in order to complete their major or culture links the Egyptian past to the present, minor programs. and as a great river meanders, carves new banks but still flows from source to sea, so too, Egyptian 326 Pattern and Process in Ancient culture has changed through conquest and Mesoamerican Urbanism This course surveys innovation but remains, at some level, recogniz- the broad outline of Mesoamerican archaeology, able. Students explore gender and economic with a special focus on cities viewed in their relations, how we know what we know, and how ecological and cultural contexts. Cities studied to recognize occult or romantic fantasy. ANTH include Monte Alban, Teotihuacan, Tikal, Tula, 102 or 206 are recommended but not required. Chichen Itza, Mayapan, Tenochtitlan, and (Nicholas, offered every 2-3 years) others. The course familiarizes students with various descriptive and theoretical models of 296 African Cultures This course considers ancient urbanism and discusses the relationship African societies and cultures from both the between these theoretical models and the data insider’s and the outsider’s points of view. from Mesoamerica (as well as the relationship Anthropological works and short stories by between theory and research design). No Africans are used in an attempt to understand prerequisites, but ANTH 102 or ANTH 206 the African cultural experience. The course provide helpful background. (Nicholas, offered explores the various world views and adaptations alternate years) represented by traditional African cultures as well as the transformations that these cultures 342/442 Comparing Ancient World Systems have undergone during the colonial and This course focuses on how ancient cultures independent eras. No prerequisites. (Dillon, came into contact with one another to create offered alternate years) larger systemic networks of information exchange, trade, political interaction, and 297 Peoples and Cultures of Latin America warfare. The study is grounded in “comparative This course examines the development of diverse world-systems theory,” which modifies populations of Latin America from colonial Wallerstein’s vision of a modern world-system times to the present, dealing especially with the and extends the concept to significantly earlier effects of population growth, urbanization, time periods. Students explore continuity and

91 ANTHROPOLOGY AND SOCIOLOGY transformation in general world-system dynamics expected to keep a reflective journal and to in antiquity, paying particular attention to produce a paper that relates their experience to effects on urbanism and warfare. The course is more general issues in anthropology. The length grounded in the study of archaeological/ and scope of the paper shall be determined in historical cases (for example, ancient consultation with the internship faculty adviser. Mesopotamia), and is discussion based; student Internship adviser permission is required to take research presentations are an integral part of the this course, and prior departmental approval is course. (Nicholas) required for any students who wish to repeat ANTH 499. Permission of the instructor. 352 Builders and Seekers Is egalitarian social life really possible? What factors encourage such Anthropology Courses Taught Occasionally a lifestyle or work against it, and what are the 260 Medical Anthropology different ways of engineering “equality” within a 293 The Near East, Past and Present community? In this course, examples of African and Australian hunting and gathering societies 320 Ethnoarchaeology are used to explore these issues and to investi- 370/470 Life Histories gate how traditional egalitarian groups have been affected by the contemporary world system. SOCIOLOGY COURSE DESCRIPTIONS Modern communes and utopias also are 100 Introduction to Sociology An introduction considered. Open to both anthropology students to the fundamental concepts of sociology, this and others with relevant background and course focuses on such central issues as the social interest. (Dillon, offered alternate years) nature of personality; the effects of social class, Note: Students may obtain anthropology race, and gender on social life; the interactional seminar credit by enrolling in this course as basis of society; and the place of beliefs and ANTH 452 Seminar: Builders and Seekers. values in social structure and social action. A fundamental concern is to analyze the reciprocal 362 Evolution and Culture Evolutionary nature of social existence—to understand how models seek to understand the processes society influences us and how we, in turn, underlying changing successions of living construct it. Typically, the course applies the organisms or cultural systems. This course sociological perspective to an analysis of examines the relevance of evolutionary American society and other social systems. approaches to the understanding of culture. It (Bennett, Harris, Mohan, Monson, Moodie, begins by examining the degree to which Perkins, Spates, offered every semester) biological analogues are or are not appropriate in Note: All upper level sociology courses building models of cultural evolution, consider- require SOC 100 as a prerequisite. ing such topics as Darwinian gradualism, Lamarckianism, and punctuated equilibria. The 201 Sociology of International Development approaches of the 19th century unilineal What is development? Who is the developed evolutionists in anthropology are then person? Participants study the creation of contrasted with the multilineal theories of the postcolonial nations and the emergence of 20th century. The course concludes with student academic study and institutional governance in presentations of research projects on either the the field of international development. Rather history of evolutionary concepts in anthropology than assume that development and globalization or on modern applications thereof. Prerequisites: are inevitable, students examine the social Students are recommended to complete several formation of development and explore what anthropology courses before taking this seminar. historical ideologies, inequalities, processes and Students with a strong interest in the topic and relations produce contemporary experiences of the backgrounds in related fields are encouraged to development and globalization. Students consider seek permission of the instructor. (Nicholas, policy-makers’ vision of development projects and offered every three years) explore their assumptions, promises, outcomes and Note: Students may obtain anthropology expertise, as well as people’s everyday experiences seminar credit by enrolling in this course as of the violence of development. This course is ANTH 462 Seminar: Evolution and Culture. aimed at “de-centering” the presumption that development and progress are benevolent 450 Independent Study Permission of the European ideals that define the making of the instructor. modern world. Prerequisite: SOC 100. (Mohan, offered occasionally) 495 Honors Permission of the instructor. Typical readings: Ferguson, The Anti-Politics Machine; McMichael, Development and Social 499 Internship in Anthropology A minimum of Change, Kapadia The Violence of Development, 150 hours of work or practice under the supervision Mosse, Cultivating Development of an anthropology faculty adviser. Students are

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211 Research Methods This course is an cases center on relations in the United States. introduction to the basic issues and fundamental Prerequisite: SOC 100. (Staff, offered occasionally) trends of social research. The logic of inquiry, research design, sampling, validity, reliability of 222 Social Change and the Individual We live indicators in social data, and logistical and ethical different lives than our parents and grandparents problems in the collection and analysis of data form lived, as do contemporary Turkish women, the central problems for consideration. Techniques Andean peasants, Chinese entrepreneurs, and of data collection, such as, participant observation, African farmers. What drives change in the ways content analysis, experimental design, unobtrusive individuals live their lives, work, believe, measures, and survey research are discussed. The behave—technology, political or economic course is intended to prepare students for original transformations, religious beliefs, wars and famine, research efforts and also to help them become more natural forces, “globalization”? This course takes a sophisticated consumers of the literature of the macro-sociological approach to the study of social sciences today. Prerequisite: SOC 100. significant changes in human societies from the (Monson, offered annually) perspective of the individual’s life experience. Major theories of social change are reviewed in 212 Data Analysis This course provides an the context of the emergence of capitalism and introduction to the organization and analysis of post-industrial social, political, and economic data in the process of social research. Presenta- systems. Prerequisite: SOC 100. (Bennett, tion of data in tabular and graphic forms, the use Moodie, offered alternate years) of elementary descriptive and inferential statistics, and the use of bivariate and multivari- 223 Inequalities This course is designed to ate analytic procedures in the analysis of data are examine various theories of social stratification examined. This course includes a laboratory including Marxist theory, Weber’s three- experience in the use of computing software to dimensional approach, and the functional display data and test hypotheses. The course is viewpoint. After a review of varied forms of ultimately intended to prepare students for stratification in human societies, the discussion original research efforts and to help them centers on the issues of inequality in American become more sophisticated consumers of the society and the collective effort to resolve the literature of the social sciences today. Prerequi- conflict between value, ideal, and social practice. site: SOC 100. (Perkins, offered annually) Readings include a number of recently published paperbacks. Prerequisite: SOC 100. (Staff, offered 220 Social Psychology In this seminar course, occasionally) major theoretical perspectives and classic empirical studies in social psychology are 224 Social Deviance This course explores the introduced. The emphasis is on exposure to a social etiology of deviant behavior, the functions of variety of viewpoints in the literature. Theoretical deviance, and societal reactions to deviance. An orientations, such as learning theory, exchange interdisciplinary approach is taken to the theory, role theory, symbolic interaction, internalization of norms, guilt, shame, punishment, attribution theory, and cognitive balance models and conformity as they relate to deviance. Various are surveyed during the term. Furthermore, studies theoretical approaches are examined. Social in substantive areas, such as social norms and deviance is considered as a regular aspect of behavioral conformity, attitude change, societies, and this course is directed toward a interpersonal attraction, group dynamics, conflict normative theory of culture, addressed to the and cooperation, and leadership are examined in problems of order, conflict, and change. Prerequi- light of these major perspectives. The course gives site: SOC 100. (Harris, offered alternate years) attention to the congruencies and disparities among psychological and sociological perspectives 225 Sociology of Family What is “the family?” within the interdisciplinary field of social Are two-parent, single-parent, or extended psychology. Prerequisite: SOC 100. (Perkins, families more common historically and cross- offered alternate years) culturally? What social forces contribute to the rise in divorce? How have cultural norms 221 Race and Ethnic Relations In this course, concerning motherhood and fatherhood changed students analyze minority group relations including over time? The family is analyzed as a social inter-group and intra-group dynamics, sources of institution embedded in particular historical prejudice and discrimination, social processes of contexts and which reflects broad economic conflict, segregation, assimilation, and accommoda- change, cultural shifts, and political movements, tion. Minority-majority relations are viewed as a including industrialization, de-industrialization, source of conflict and change, and the problems of and feminism. Particular attention is paid to a multi-group society are analyzed. Emphasis is ways in which various axes of social inequality placed on racial, ethnic and sexual minorities, and (gender, class, race, and sexuality) shape how

93 ANTHROPOLOGY AND SOCIOLOGY family life is experienced at the individual level, how, when, and why women in Third World and how various family forms are evaluated, countries have organized around certain issues penalized, and/or supported at the societal level. (e.g., national liberation vs. violence against Prerequisite: SOC 100. (Bennett, Monson, women) and the forms of their political offered annually) mobilizations, such as revolutions, cooperatives, etc. The secondary aim of the course is to analyze 226 Sociology of Sex and Gender What is the the continuities and discontinuities in women’s connection between biological sex and our mobilizations and feminism in the Third World identities as men and women? How is the variation and the First World. Prerequisites: SOC 100, as over time and across cultures in gendered behavior well as an introductory sociology or women’s explained? What are the sources and consequences studies course or permission of instructor. of differences between women and men? How are (Mohan, offered occasionally) these differences linked to inequalities of race and class as well as gender? This course provides an 240 Gender and Development What is the introduction to sociological perspectives on gender relationship between how we think about relations as a social structure. Several theoretical “gender” and how we think about “develop- frameworks for understanding the sources and ment,” “tradition,” and “modernity”? Many years persistence of gender differences and inequality are of feminist intervention in social processes have considered, including liberal feminism, radical provided important insights into this question. feminism, multicultural feminism, and men’s We now know that patriarchy is not limited to feminism. Students examine a range of social underdeveloped areas of the world. Women are institutions and ideological constructs shaping the not the only ones who are affected by it, nor is its social structure of gender, such as family, effects limited to the home. Patriarchy is not a employment, sexuality, reproduction, and beauty. static tradition but an evolving concept and Prerequisite: SOC 100. (Monson, offered annually) reality. This course pushes students to see the dialectical relationship between visions of 228 Social Conflict This course starts with the progress and the future and the making of gender assumption that movements for social change arise relations. Students study how gender relations through social conflicts and give rise to further were formed as a product of the powerful 20th conflicts. However, not all conflicts lead to century ideas, policies, and practices of collective action. The course examines the development. They juxtapose women’s place in complexity of overlapping race and gender identities the development project in relation to (aca- and conflicts in two countries—the United States demic, activist, and daily) feminist interventions and South Africa—in an effort to specify both the and their distinctive understandings of social historical conditions under which conflict leads to transformation, progress, and justice. Prerequi- effective collective action and those conditions site: SOC 100. (Mohan, Spring, offered alternate under which it fails to do so. Prerequisite: SOC 100. years) (Moodie, offered alternate years) 242 The Sociology of Business and Manage- 230 The Sociology of Everyday Life Through ment This course provides an “applied” talking to one another and doing things sociological analysis of the major trends shaping together, both at work and at play, we unthink- business in the United States and worldwide. ingly weave the fabric of our social worlds. At a Students explore the nature of business organiza- deeper level, however, common norms and tion and management, at the micro level in its everyday practices may conceal more or less institutional forms and the business and hidden struggles around race, class, gender, or management environment, at the macro level as it other differences in power and identity. This operates within economic and cultural systems, course examines everyday life in typical and within global contexts. The issues of American settings such as schools, families, demographic effects, ethical concerns, technologi- workplaces, and public spaces in order to cal innovation, the role of producers and understand the social forces that constitute both consumers, and the changing role of government normal life and struggles against conventional are considered. Prerequisite: SOC 100. (Harris, norms. Prerequisite: SOC 100. (Moodie, offered offered alternate years) annually) 244 Religion in American Society This course 233 Women and Political Mobilization in the focuses upon religion in American society from Third World The primary aim of this course is the post World War II era to the present, using to understand the role of class, gender, race, and sociological theory and empirical research to form ethnicity in shaping women’s political the basic analytical perspective. A survey of the mobilizations in selected Third World countries major religious traditions is provided along with and women of color in the U.S. Students study an introduction to contemporary cults, sects, and

94 ANTHROPOLOGY AND SOCIOLOGY new religious movements. Topics such as civil analyzing extensive interview data collected in four religion, processes of secularization and revival, world cities: San Francisco (USA), Toronto social and demographic influences on belief and (Canada), Cairo (Egypt), and Kandy (Sri Lanka). practice, organizational structures, church and The objective, in the end, is to develop a viable state relations, and political activism of religious general theory of the city, its reason for being, its groups are examined. Discussion concerning the purpose in human affairs. Prerequisite: SOC 100. theological, ethical, and political implications of (Spates, offered alternate years) sociological claims about religion is also encouraged. Prerequisite: SOC 100. (Perkins, 256 Power and Powerlessness This course develops offered alternate years) an analysis of power and subordination within civil society: whether or not such power is institutional- 245 Sociology of Work The study of capitalist ized in state structures, whether it confirms state and pre-capitalist forms of human labor, and the institutions or contradicts them. The distribution of changes in social organization that accompany power in society tends to be taken for granted by changes in the mode of production are covered in political scientists, politicians, and state officials, this class. Students consider non-wage as well as even activists. This course is to develop a theory of wage labor in contemporary industrial America. power in civil society and to understand how it Prerequisite: SOC 100. (Mason, Moodie, offered relates to state rule. Of particular interest are the occasionally) imperatives of government and what happens to social movements when they achieve state power. 249 Technology and Society This course is Examples are drawn from fragile new democracies in designed to explore the impact that technologies Eastern Europe, Latin America, and South Africa, as have on human beings and their societies. It well as the United States. Prerequisite: SOC 100. examines the history of technological develop- (Moodie, offered alternate years) ment, and particularly the industrial revolution and the current cybernetic revolution. A broad 258 Social Problems The focus of this course is the range of topics are covered, including such issues examination of fundamental social problems as family relations, work patterns, energy and the confronting contemporary American society. How environment, domestic and international social social problems have emerged or have been stratification, and social organization. The course perpetuated in recent years, and how social problems also concentrates on the empirical effects that are defined and perceived by particular social groups such inventions as moveable type, compasses, are important issues for this course, as is the analysis steam engines, automobiles, washers and dryers, of possible solutions to these problems. Poverty, telephones, radio, television, rockets, transform- racism, care of the aged, alcohol and substance abuse, ers, and computers (to name several) have had the AIDS epidemic, pornography, juvenile on human beings. Prerequisite: SOC 100. delinquency, prostitution, family violence, abortion, (Mason, offered alternate years) children’s rights, church and state conflicts, gun control, and capital punishment are some examples 251 Sociology of the City More than 80 percent of topics for this course. Prerequisite: SOC 100. of Americans and 50 percent of the world’s (Mason, offered annually) peoples now live in urban areas. Such figures show that the city has become one of the most 259 New Social Futures Why do people imagine important and powerful social phenomena of new futures and try to change society? How do we modern times. As a result, it is imperative that know change when we see it? What counts as we understand the city’s influence on our lives. change? Is change necessarily violent? Can status This course provides a basic introduction to quo be violent? How do people come together to urban life and culture by examining the bring change? How do we understand the development of the city in Western history. relationship between being a good citizen and Classic and modern theories are examined in an fighting for new social futures? These are the key attempt to grasp what the city is and what it questions student explore through an examination could be. Prerequisite: SOC 100. (Spates, offered of concepts such as development, globalization, alternate years) value, profit, war, peace and liberation. Students examine autobiography and history, documentary 253 World Cities Everywhere, in numbers films and sociological analysis, of people and unheard of before, people are flocking to the groups that have imagined new social futures and world’s cities, in many cases, regardless of the fact risked life and money to realize their vision for a that when they arrive there, they find living better world. (Mohan, offered alternate years) conditions awful or even worse. Why? What do Typical readings: Horton, The Long Haul, people want from cities? This course attempts to Mamdani, Good Muslim, Bad Muslim, Barndt, provide an answer to these questions, first, by Tangled Routes. Prerequisite: SOC 100. considering some of the most important theoretical material on the nature of cities and, second, by

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260 Sociology of Human Nature Does human light of this analysis, the course considers the nature exist? Given the incredible variation in prospects for on-going democracy in 21st century human societies around the world, are there any South Africa. (Moodie, offered occasionally) characteristics that can be said to be universal attributes of our species? If so, what are these 290 Sociology of Community This course first characteristics and how do they “determine” our examines the use of the concept of community as social existence? Over the centuries, claims have it has been applied to kinship groups, neighbor- been made for various traits being built in parts of hoods, and rural and urban settlements. It seeks to human nature, among them aggression, territorial- sharpen analytic and conceptual abilities and then ity, sociability, and nurturance. In this course, focuses investigation on historical and contempo- selected materials from biology, physical rary utopian and intentional communities. anthropology, psychology, sociobiology, and Students take several field trips, meet with guest sociology are considered in an attempt to answer lecturers, and participate in a group project toward the above questions and provide evidence for or creating community. Prerequisite: SOC 100. against a general theory of human nature. (Harris, offered annually) Prerequisite: SOC 100. (Spates, offered every three years) 291 Society in India In this course students explore the present complexity of Indian society: class, caste, 261 Sociology of Education This course is an and gender relations in the particular form they take examination of the interplay between the formal in India. They do this through the study of the ideal and informal personal aspects of education ideology and practice of key social relations and and other social processes. Topics of discussion imaginaries that characterize India: such as include the potential of critical experience as development, nationalism, caste, patriarchy, and contrasted to institutional certification; the communalism. Paying preliminary attention to pre- assessment of personal career choices; educational colonial and colonial India, students focus primarily experience as a life long aspect of the legitimation on postcolonial India to understand the social and stratification processes; friendships and formation of its public and political culture. The task voluntary association as resources for the in this course is to understand multiple histories and resolution of stress; and education as a selective representations of what it means to be an Indian recruitment and promotion process involved with citizen in the present. No prerequisites. (Mohan, evolving social trends. Participants are expected offered alternate years) to work from a critical, introspective sociological Typical readings: B. Metcalf and T. Metcalf, A perspective. Prerequisite: SOC 100. (Mason, Concise History of India; Das, Handbook of Indian offered annually) Sociology; Rajagopal, Politics After Television

271 Sociology of Environmental Issues This 299 The Sociology of Vietnam: Conflict, course examines the development and future Colonialism, and Catharsis This course implications of environmental issues from a explores the social world of Vietnam. Students sociological perspective. Topics of discussion study Vietnamese history, culture, and social include: technological fix and social value relations. Through this study of their institutions definitions of environmental issues; how (religion, economy, politics), arts, and artifacts, occupational and residence patterns are involved students find themselves immersed in the life of with the perception of and response to Vietnam, and are likely to achieve a fuller environmental issues; urban policies as aspects of appreciation of the modes and meanings of what environmental issues (e.g., zoning, public it means to be Vietnamese, as well as what it transport, etc.); stress involved with current life means to be American. The course examines the styles and occupations; and the personal, group, many forces that impinge on Vietnamese social and social responses to resolve environmental life, and explores how the Vietnamese are problems. Topics of interest to students are seeking to reconcile and resolve the contradic- discussed as they develop during the course. tions of socialist and capitalist theory and Prerequisite: SOC 100. (Mason, offered annually) practice, as they seek to improve the lives of their people and position themselves as a 279 South African Apartheid: Before and significant Southeast Asian political and After This course is designed to introduce economic force. Prerequisites: SOC 100 or an students to the policy of apartheid, its origins introductory course in anthropology, political and its effects on contemporary South African science, history, Asian studies, or religious society. Apartheid sought to impose rigid racial studies. (Harris, offered alternate years) and geographical segregation in South Africa while claiming that its aim was to protect 300 Classical Sociological Theory The founders cultural differences. The course examines of sociology were deeply concerned about apartheid’s origins, its social and economic problems that continue to be of vital importance organization and its ideological justification. In for contemporary sociological inquiry. Questions

96 ANTHROPOLOGY AND SOCIOLOGY such as the nature of society and its relationship student-led discussions to explore the production to individuals, the relation between sociological and reception of these cultural artifacts and cultural theory and social practice, whether sociology is a practices of “high” culture and “popular” culture as a science and, if not, what it is, and so on, are all way of asking the central question of what counts as absolutely central to the sociological enterprise, art or culture. Students combine analysis of cultural and yet often become lost. This course returns to practices—films, music, art—with the study of the the classics in an effort to uncover the questions production and reception of meaning in the social sociologists need constantly to ask themselves if world (cultural sociology). Prerequisite: SOC 100. they wish to reflect cogently upon their role in (Mohan, offered alternate years) the contemporary world. Required of all Typical readings: Hebdige, Subculture; sociology majors. Prerequisite: SOC 100. (Harris, Simmel, The Philosophy of Money; Rajagopal, Moodie, Spates, offered annually) Politics After Television; Lyn Spillman Reader, Cultural Sociology 301 Modern Sociological Theory This course examines the nature of theory and the problems of 340 Sex and the State: Feminist Social Theory theory construction. The course surveys current This course examines American and European theories representative of major intellectual feminist modes of theorizing about sexual orientations. These varieties of contemporary difference and gender relations. It analyzes the sociological theory are analyzed and the problems existential and philosophical assumptions encountered within each explored. Theoretical underlying feminist thought, the significance of orientations examined include social behaviorism, the female experience, and the specificity of the structural functionalism, conflict theory, symbolic feminist standpoint. It evaluates the adequacy of interactionism, and the psychoanalytic. Prerequi- feminist theories to explain such phenomena as site: SOC 100. (Mason, offered alternate years) the constitution of the female subject, power, the reproduction of gender inequality, and difference 310 Generations This course explores issues of between women of various cultural and racial grandparent/parent/child relations, youth and groups. Prerequisite: SOC 100. (Monson, aging, and the value patterns of different Mohan, offered alternate years) generations in contemporary American society. These issues are examined both in terms of 370 Theories of Religion: Religion, Power, and developmental stages of the life course and the Social Transformation In both Max Weber and distinct experiences of historical age cohorts. A Michel Foucault’s conceptions of modernity, major focus of the course is on relationships among power tends to be entrenched through reasoned succeeding generations and, in particular, on what discourse in which the self is formed through continuities and discontinuities exist between age subtle and pervasive disciplines to which even groups. In this context the political and moral resistance is obliged to conform. Religion thus orientations and parental philosophies of various becomes increasingly irrelevant in the modern generations are explored. The course is conducted world. This course considers an alternative model as an advanced level seminar. Prerequisite: SOC of power which leaves much greater room for 100. (Perkins, offered occasionally) consideration of religious (and other) beliefs and solidarities—the theory of Antonio Gramsci. It 325 Moral Sociology and Good Society Is it examines the social significance of religion in four possible for sociology, as a science, to offer evaluative different countries and regions in the contempo- statements about social life, to say that some ways of rary world where the power of specifically organizing society are beneficial to human life and Christian belief and organization has manifested that other ways are harmful? Or must sociology, as itself with forceful effect, namely, Poland, Latin Max Weber suggested, forever restrict itself to America, South Africa, and the American civil descriptions of society, leaving all judgment to one’s rights movement. Prerequisite: SOC 100. role as a “private citizen?” Using sociological analysis (Moodie, offered alternate years) of the dilemmas currently being faced by American society as the starting point, this course explores 375 Social Policy This course focuses on U.S. these questions in detail and, in so doing, considers income support policies designed to address poverty the possibility for developing a scientifically due to old age, unemployment, and single parent- grounded theory of “the good society.” Prerequisite: hood, using case studies of other Western welfare SOC 100. (Spates, offered alternate years) states for comparative purposes. The course traces the historical development and restructuring of the U.S. 331 Sociology of Art and Culture Most people welfare state, from the “poor laws” in the colonial era, have had some interaction with cultural artifacts (a through the New Deal of the 1930s, the War on painting or a CD), or engaged in cultural practices Poverty in the 1960s and 1970s, and the “end of (singing, writing a poem, or playing a musical welfare as we know it” at the turn of the 21st century. instrument). This course uses the seminar format and Central questions considered include how families,

97 ARCHITECTURAL STUDIES labor markets, and states intersect, and whether ARCHITECTURAL STUDIES welfare states’ policies ameliorate or reinforce inequalities of gender, race, and class. Prerequisite: SOC 100. (Monson, offered alternate years) Program Faculty A.E. Ted Aub, Art, Coordinator 450 Independent Study Permission of the Michael Bogin, Art instructor required. (Offered annually) Elena Ciletti, Art 465 Senior Seminar (Staff, offered annually) Jo Anna Isaak, Art Frederic Hauser, Architectural Studies 495 Honors Permission of instructor required. Clifton Hood, History (Offered annually) Marilyn Jiménez, Modern Languages 499 Internship in Sociology A minimum of 150 Stanley Mathews, Art hours of work or practice under the supervision of Emily Smith, Architectural Studies a sociology faculty adviser. Students are expected James Spates, Sociology to keep a reflective journal and to produce a paper that relates their experience to more John Vaughn, Mathematics and general issues in sociology. The length and scope Computer Science of the paper shall be determined in consultation with the internship faculty adviser. Internship Architectural studies offers a adviser permission is required to take this course, and prior departmental approval is required for multidisciplinary, holistic approach to any students who wish to repeat SOC 499. design education that embraces a liberal Permission of instructor. arts philosophy, based on the belief that a roundly educated individual makes the Sociology Courses Taught Occasionally 231 Sociology of Art and Culture best architect. Students may, with their 241 Sociology of Sport adviser, tailor the major to suit their 243 Religion, State, and Society in individual interests. This is a B.A. Modern Britain program. While an undergraduate 248 Medical Sociology professional degree (B. Arch.) is not 250 Population Crisis in the Third World offered, many of students continue on to 257 Political Sociology complete a professional degree (M. Arch.) 262 Criminology 263 Juvenile Delinquency at the graduate level. 298 Sociology of Mass Communications Students are encouraged to pursue 312 Advanced Quantitative Methods study abroad opportunities during their 330 Symbolic Interaction junior or senior years. Courses offered on 350 Sociology of Knowledge these programs can supplement or be 380 Totalitarian Society substituted for program requirements. The Note: A number of regularly offered bidisciplinary Colleges’ programs have offered opportu- courses and interdisciplinary program courses carry nities for study in New York, Los Angeles, credit for the sociology major. Examples include BIDS Rome, and Bath, England. The primary 229 Two Cities: New York and Toronto, BIDS outside affiliation offers a study opportu- 245 Men and Masculinity, BIDS 295 Alcohol Use and Abuse, BIDS 365 Dramatic Worlds of South nity in Copenhagen through the Den- Asia, ASN 102 Ottoman World, and ASN 213 mark International Study program. Other Tibet Incarnate: Contemporary Tibet. Students are programs available through leading encouraged to see the Bidisciplinary and Program offerings and to check with department faculty about universities offer study sites for architec- such offerings. ture in New York/Paris, and Florence. Also available is a cooperative (3+4) joint degree program with Washington University in St. Louis, through which

98 ARCHITECTURAL STUDIES students can earn both a B.A. and an M. CROSSLISTED COURSES Arch. degree in a total of seven years (see Art History Electives page 31). ART 208 Greek Art and Architecture Architectural Studies offers an ART 232 Rococo Art and Architecture ART 235 Art and Architecture of Baroque Rome interdisciplinary major; there is no minor ART 249 Islamic Art and Architecture in architectural studies. Architectural ART 252 Japanese Art and Culture studies students should take Art 115 Three ART 253 Buddhist Art and Architecture Dimensional Design, Art 125 Introduction to ART 302 Arts of the Landscape and the Garden Drawing, ART 110 Visual Culture—taught in China and Japan by Prof. Stan Mathews only, and HIST ART 340 Architecture to 1900 102 The Making of the Modern World or ART 341 Modernism in Crisis ART 401 Seminar: Art Historiography – the HIST 103 Revolutionary Europe (alt: History of Art History EUST 102 European Studies II: Early ART 402 Design After Modernism Modern to Post Modern Europe) in their first year. They should complete the seven Urban Studies Electives required preliminary courses (see below) ANTH 247 Urban Anthropology by their second year. Architectural studies ANTH 326 Pattern and Process in Ancient courses (ARCH 200–400) should be Mesoamerica Urbanism BIDS 229 Two Cities: New York and Toronto taken in years two through four. Note HIST 215 American Urban History only three architectural studies courses HIST 264 Modern European City (ARCH prefix) are required to complete SOC 251 Sociology of the City the major, but four to five are recom- SOC 253 World Cities mended. Other courses not in the elective groups defined below may be substituted Social Science Electives ANTH 206 Early Cities with the approval of the adviser or ANTH 247 Urban Anthropology program coordinator. ANTH 326 Pattern and Process in Ancient Mesoamerica Urbanism REQUIREMENTS FOR THE MAJOR ECON 213 Urban Economics interdisciplinary, 13 courses ECON 344 Economic Development and Planning Seven preliminary courses to be com- POL 236 Urban Politics pleted by the end of the second year; POL 244 Urban Politics and Public Policy SOC 249 Technology and Society ART 115 Three Dimensional Design, ART SOC 251 Sociology of the City 110 Visual Culture, ART 125 Introduction SOC 253 World Cities to Drawing, HIST 102 American Urban SOC 271 Sociology of Environmental Issues History or HIST 103 Revolutionary Europe SOC 290 Sociology of Community (alternate: EUST 102 European Studies II), MATH 130 Calculus I or MATH 131 Other Electives ALST 200 Ghettoscapes Calculus II, PHYS 140 Principles of CLAS 202 Athens in the Age of Pericles Physics, and one urban studies elective. CLAS 251 The Romans: Republic to Empire ARCH 200, ARCH 301 or 302, ARCH GEO 190 Environmental Geoscience 311 or 312, and three additional architec- HIST 256 Technology and Society in Europe tural studies or elective courses selected in PHIL 120 Critical Thinking and Argumentative consultation with an adviser in the Writing program. One of the 13 courses, either the PHIL 220 Semiotics PHIL 230 Aesthetics urban studies elective or one of the three additional electives, must be in the social sciences division.

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COURSE DESCRIPTIONS 311 History of Modern Architecture Modern 200 Design Studio I: Basic Architectural architecture evolved less than a century ago in Principles Through a series of theoretical and response to changing social and technological applied problems used in this course, students conditions. This course seeks to convey the explore the nature of the design process expressing underlying causes, social milieu, technological architectural ideas through words, drawing, model innovations, and individual geniuses that helped making, and construction of simple structures. bring about the revolution and subsequent Individual and group problems may address the evolution of modernism. Through informative essential relationship of architecture to topics such lectures, explorative projects, and interactive as construction, environment, structure, historical discussions, the class examines the personalities, precedent, perception, psychology, and theory. the rhetoric, and the seminal works of the Prerequisites: ART 115 and ART 125. (Hauser, modern era. (Mathews, Fall) Fall; Staff, Spring) Typical readings: Curtis, Modern Architecture Typical readings: Friedman, Creation of since 1900; Conrads, ed., Programs and Manifestos Space, Vol. 1: Architectonics; Ching, Architecture: on 20th-Century Architecture; Le Corbusier, Form, Space and Order; Rasmussen, Experiencing Towards a New Architecture Architecture; Bloomer and Moore, Body, Memory, and Architecture; Ching, Architectural 312 Theories of Modern Architecture and Graphics; Vale, Green Architecture Urbanism This course investigates the role that ideas can play in the making and interpretation 301 Design Studio II: Architecture and the of the built environment. Lectures, readings, Immediate Environment Through a series of discussions, and hands-on projects combine to theoretical and applied problems used in this cover a broad range of topics from basic course, students explore the complexities of definitions of terms and concepts to an overview integrating architectonic relationships of form and of the significant theoretical positions that have space with the realities of program needs, been used to lend authority to form making. construction systems, materials, structure and Emphasis is placed on buildings and ideas that environmental factors. Individual and group are crucial to the important theoretical debates problems address built form and its immediate of the 20th century. The course specifically aims surroundings. Emphasis is on deepening intuitive to present the material in a manner that aids and logical understanding of architectural forms, students in clarifying their own values and systems, influences, and expressive potential. intentions. (Mathews, Spring) Prerequisite: ARCH 200. (Hauser, offered annually) Typical readings: selections from Vitruvius, Typical readings: Friedman, Creation of Space, Laugier, Bachelard, Norberg-Shulz, Heidegger, Vol 2: Dynamics; Norberg-Schulz, Intentions in Moneo, Ruskin, Burke, Wright, Semper, Rowe, Architecture; Lyndon and Moore, Chambers for a Banham Memory Palace; Ching, Building Construction Illustrated; Elliot, Technics and Architecture 400 Geneva Studio: Architecture in the Urban Realm The City of Geneva serves as an 302 Design Studio III: Architecture and the interactive studio environment in which Wider Environment Through a series of students practice urban spatial design—the art of theoretical and applied problems in this course, giving form to the public realm through the students explore the integration of architecture shape of streets, squares, blocks, and parks, and with the larger formal, social, political, articulating their human uses. “Urbanism” is economic, movement, and environmental issues encouraged as an essential attitude in urban of urban and regional planning. Individual and design that favors a spatially connected public group problems emphasize the development of realm over the “master planning” of mere objects both intuitive and logical understanding of in the urban landscape. Students combine the architectural forms, systems, influences, and three-dimensional aspects of site specific expressive potential within the larger context of proposals with a coherent and well-formulated human design on the land. The City of Geneva attitude toward land use and programming. and its environs may serve as a locus for class Prerequisites: ARCH 200, plus ARCH 301 or projects. Prerequisite: ARCH 200. (Hauser, ARCH 302, or permission of the instructor. offered annually) (Hauser, Spring, offered annually) Typical readings: Lynch, Site Planning; McHarg, Design with Nature; Bacon, Design of 450 Independent Study Cities; Trancik, Finding Lost Space; Scully, American Architecture and Urbanism; Katz, The 495 Honors New Urbanism; Newton, Design on the Land; Ching, Building Construction Illustrated; Lyndon and Moore, Chambers for a Memory Palace

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ART Asia, the African diaspora, and the Islamic world. Advanced courses focus Nicholas H. Ruth, M.F.A., Associate more intensively on specific disciplinary Professor, Department Chair and interdisciplinary issues: the life of a A.E. Ted Aub, M.F.A.; Professor major artist, the history of an important Lara C.W. Blanchard, Ph.D.; Henry Luce movement, gender in art, texts and Assistant Professor images, ecology and contemporary art, Michael Bogin, M.F.A.; Professor and even exhibit planning and design. Elena Ciletti, Ph.D.; Associate Professor In studio art, students take a rigorous Jo Anna Isaak, Ph.D.: Professor set of foundations courses at the 100 Mark Jones, M.F.A.; Associate Professor level, and quickly move on to highly Stanley Mathews, M.Arch., Ph.D.; focused courses in painting, drawing, Associate Professor printmaking, sculpture, photography, and Michael Tinkler, Ph.D.; Assistant Professor digital imaging. These are designed to Kathryn Vaughn, M.A.; Assistant Professor, help each student to explore a broad Director of Visual Resource Library range of concepts, methods, and materials Phillia Changhi Yi, M.F.A.; Professor while developing individual ideas and a personal voice. The Department of Art offers two In both art history and studio art, independent but strongly integrated areas students have the opportunity to finish of study: studio art and art history. Each their undergraduate careers with a highly area offers a major and minor. The rewarding honors program. The honors department provides students with the program in art consists of a year-long opportunity to delve deeply into visual course of study which is developed and culture. Broadly speaking, students study pursued in close collaboration with a the role of art and architecture in shaping, faculty mentor. embodying, and interpreting cultures from the dawn of human history to the present. REQUIREMENTS FOR THE ART HISTORY More specifically, students study the MAJOR (B.A.) creative means of discovery and self- disciplinary, 12 courses expression, and have the opportunity to Two courses from ART 101, ART 102, explore perceptual and conceptual ART 103, or ART 110; one course in problem solving. Students also learn ancient or medieval art, one course in research methods within an interdiscipli- Asian art, one course in Renaissance or nary approach to understanding historical Baroque art, one course in American or context. modern art, a seminar (which may be Students are encouraged to take ART 440), three additional art history advantage of opportunities to study art courses or film courses from other and art history on semester abroad departments, and two studio art courses. programs, to do internships in the field, and to do independent work at an REQUIREMENTS FOR THE ART HISTORY advanced level. Both areas of study are MINOR designed to prepare students for continued disciplinary, 6 courses education at the graduate school level. ART 101, ART 102, ART 103, or ART In art history, students choose from an 110; one 100-level studio art course; and array of courses covering all periods of the four additional art history courses. art and architecture of America, Europe,

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REQUIREMENTS FOR THE STUDIO ART ART 249 Islamic Art and Architecture MAJOR (B.A.) ART 250 20th-Century European Art: Reality Remade disciplinary, 12 courses ART 252 Japanese Art and Culture ART 105; ART 114 or ART 115; ART ART 253 Buddhist Art and Architecture 125; either ART 225 or ART 227; two of ART 256 Art of Russian Revolution the following courses representing two ART 270 Art and Architecture of the First areas of concentration: ART 203, ART Christian Millennium 204, ART 209, ART 215, ART 234, ART 282 American Art of the 20th-Century ART 239, ART 245, ART 246, or ART ART 300 Michelangelo, Caravaggio and Bernini (taught in Rome) 248; two advanced workshops: ART 301, ART 302 Arts of the Landscape and the Garden ART 305, ART 315, or ART 345; one in China and Japan additional studio art course; and three art ART 303 Roman Art and Politics history courses. ART 306 Telling Tales: Narrative in Asian Art ART 333 Contemporary Art REQUIREMENTS FOR THE STUDIO ART ART 340 American Architecture to 1900 ART 389 Rococo to Revolution MINOR ART 401 Senior Seminar: Art Historiography-- disciplinary, 6 courses the History of Art History ART 105; ART 125; two 200- or ART 402 Senior Seminar: Design After 300-level studio art courses from one area Modernism of concentration (painting/drawing, ART 403 Senior Seminar: Gender and Painting sculpture, printmaking/drawing, or in China photography); one art history course; and ART 440 The Art Museum ART 451 Senior Seminar: Art and Ecology one additional studio or art history course. ART 467 Senior Seminar: Artemisia Gentileschi COURSE CONCENTRATIONS ART 472 Senior Seminar: The Enigma of Art History Caravaggio ARCH 311 History of Modern Architecture ART 480 Senior Seminar: Art of the Pilgrimage ARCH 312 Theories of Modern Architecture and Roads Urbanism ART 100 Issues in Art Studio Art ART 101 Ancient to Medieval Art ART 105 Color and Composition ART 102 Renaissance to Modern Art ART 114 Introduction to Sculpture ART 103 East Asian Art Survey ART 115 Three Dimensional Design ART 110 Visual Culture ART 125 Introduction to Drawing ART 116 World Architecture ART 203 Representational Painting ART 201 African-American Art ART 204 Abstract Painting ART 208 Greek Art and Architecture ART 209 Watercolor ART 210 Woman as Image and Image-Maker ART 215 Sculpture (Modeling) ART 211 Feminism in the Arts ART 225 Life Drawing ART 212 Women Make Movies ART 227 Advanced Drawing ART 216 Medieval Monuments ART 234 Photography ART 220 Arts of China ART 239 Digital Imaging ART 221 Early Italian Renaissance Painting ART 245 Photoscreenprinting ART 222 Women in Renaissance Art and Life ART 246 Intaglio Printing ART 223 The Poetry of Color: Painting in ART 248 Woodcut Printing Venice (1470-1600) ART 301 Photography Workshop ART 226 Northern Renaissance Art ART 305 Painting Workshop ART 229 Women and Art in the Middle Ages ART 315 Sculpture Workshop ART 230 The Age of Michelangelo ART 345 Printmaking Workshop ART 232 Rococo Art and Architecture ART 235 Art and Architecture of Baroque Rome ART 240 European Painting in the 19th Century

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COURSE DESCRIPTIONS 100 Issues in Art This course takes a broad view 110 Visual Culture This course is an introduc- of the visual arts, discussing them not in isolation tion to the history and concepts of art, architec- but in the context of the contemporary thought ture and visual culture. This course is offered in and culture of which they form a part. The course several sections by different art history professors focuses on the social, political, and economic with different areas of specialization, ranging issues raised by the art of our time. Issues discussed from modern and contemporary, to Renaissance, include: race, gender, class, censorship, patronage, medieval, non-Western or architectural. Course ecology, activism, etc. Students look at a selection texts vary depending on the professor teaching of works from the field of fine art—that is, the the particular section. practices of painting, sculpture, drawing, Typical readings: Leland Roth, Understanding photography, installation, performance, video and Architecture; Gardner, Art Through the Ages; John other mixed media as a basis for a discussion of the Berger, Ways of Seeing issues raised by contemporary art. Open to first- year students only. (Isaak) 114 Introduction to Sculpture A broad introduc- Typical readings: Storr, Art 21; Barrett, tion to sculptural processes and principles. Understanding the Contemporary; Isaak, Looking Traditional and experimental approaches to Forward, Looking Black creative artistic expression in a variety of media are investigated including carving, clay modeling, 101 Introduction to Art: Ancient and Medieval casting and construction. Materials may include This course offers a chronological study of plaster, wood, clay, metal, and mixed media. The principal monuments and developments in history of modern sculpture is incorporated into the paintings, sculpture, and architectures from course through readings and discussion, as well as prehistoric to medieval times in Europe, the slide and video presentations. Required for studio Mediterranean, and the Islamic world. (Tinkler, art majors: either ART 114 or ART 115. (Aub, offered annually) offered annually)

102 Introduction to Western Art: Renaissance 115 Three-Dimensional Design An introduc- through Modern This course is a chronological tion to three-dimensional concepts, methods, study of principal monuments and developments and materials with an emphasis on design. in painting, sculpture, and architecture from Project assignments involve investigations of Renaissance Italy to contemporary America. organization, structure, and creative problem (Ciletti, Tinkler, offered annually) solving. Materials generally used in the course Typical readings: Gardner, Art Through the include cardboard, wood, metals, fabric, and Ages; Spencer, Readings in Art History plexiglas. Required for studio art majors: either ART 114 or ART 115. ART 115 is a required 103 East Asian Art Survey This course presents course for architectural studies majors. (Aub, a chronological study, beginning in the Staff, offered each semester) Neolithic period and continuing through the nineteenth century, of the arts and architecture 116 World Architecture A survey of key of China, Japan, and (to a lesser extent) Korea, architectural monuments of the ancient to with some comparisons to the arts of India, modern world. This course is organized central Asia, and Europe. Students examine chronologically and thematically around principal monuments and developments in a representative buildings—religious, domestic, variety of media, including painting, sculpture, civic, courtly—from ancient Greek and Roman ceramics, prints, garden design, and architecture. to contemporary American. Individual buildings There are no prerequisites, and no previous are analyzed in terms of their structural, stylistic, exposure to the arts of East Asia is necessary. functional, and social meanings, and as cultural (Blanchard, Spring, offered annually) exemplars. (Mathews, offered annually) Typical readings: Norwich, Great Architecture 105 Color and Composition A perceptual of the World; Harris, Illustrated Dictionary of approach to problems of color interaction and Historic Architecture compositional dynamics, students work through a carefully structured series of problems designed 125 Introduction to Drawing A basic course in to reveal empirically the nature of color visual organization and visual expression, students interaction and relatedness and the fundamentals focus on the relational use of the visual elements to of good visual composition. Projects range from create compositional coherence, clear spatial narrowly focused color problems to ambitious, dynamics, and visually articulate expression. expressive compositional inventions. Required Students experiment with a range of drawing for studio art major and minors. (Bogin, Ruth, materials and subject matter. Required for studio art offered each semester) majors and minors. (Aub, Bogin, Yi, Ruth, offered each semester)

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201 African-American Art This course offers an 210 Woman as Image and Image-Maker An exploration of the contributions of Black artists investigation of women artists from the 16th to to American art, from the transplanting of 19th centuries, with a brief nod to the 20th African artisan traditions in the early 19th century, this course is concerned with the social century to the fight for academic acceptance after and art historical settings, with placing both the the Civil War, from the evolution of a Black situations and styles of women painters too long aesthetic in the 1920s to the molding of ignored. At the same time, it takes up some of modernism into an expressive vehicle for the the major female themes in Western art— civil rights and Black pride movement of recent Madonna, Venus, heroine, femme-fatale—and decades. Special attention paid to the Harlem places them in context. Special attention is Renaissance. Artists include Edmondia Lewis, given to Artemisia Gentileschi. This course may Henry Tanner, Aaron Douglas, Jacob Lawrence, count toward a women’s studies major. Faith Ringgold. (Ciletti, offered alternate years) Prerequisite: one course in either women’s Typical readings: Bearden and Henderson, A studies or art history, or permission of the History of African American Artists; Patton, instructor. (Ciletti, offered alternate years) African-American Art Typical readings: Broude and Garrard, Feminism and Art History; Chadwick, Women, 203 Representational Painting A sequel to ART Art, and Society 105, this course focuses on the problems of painting from a source, including still life, figure, and 211 Feminism in the Arts The impact of women landscape. Students works to reconcile the insistent artists on the contemporary art movement has presence of objects with the need to create pictorial resulted in a powerful and innovative reworking lights, space and compositional and expressive of traditional approaches to the theory and coherence. Prerequisite ART 105 (Bogin, Ruth, history of art. This course offers an interdiscipli- offered alternate years) nary study of women’s position and potential in Typical readings: Matisse, Notes of a Painter; the signifying practice and looks at the work of Goodman, selection from Languages of Art the individual artist within the wider social, physical, and political world. (Isaak, offered 204 Abstract Painting A sequel to ART 105, alternate years) this course focuses on the generation of an Typical readings: Broude and Garrard, abstract pictorial vocabulary and on the Feminism and Art History, The Power of Feminist investigation of a range of compositional and Art; Parker and Pollock, Old Mistresses; Isaak, expressive possibilities for the pictorial use of Feminism and Contemporary Art: The Revolution- that vocabulary. Prerequisite: ART 105. (Bogin, ary Power of Women’s Laughter; Witzling, Voicing offered alternate years) Today’s Visions Typical reading: Hoffman, Search for the Real 212 Women Make Movies The mass media play 208 Greek Art and Architecture This course a critical role in our society. They provide a surveys the art of the Greeks and Romans from context in which ideas and information shape our the historical origins to the middle imperial visions of ourselves. Historically, women and period (ca. A.D. 200). Students examine the national minorities have had little input or Greek pursuit of naturalism and their turn to influence in film and television. In this course, emotion in art. Students contrast Greek use of students learn that the past two decades have seen ideal human form with the Roman interest in the a new growth in media production by women. depiction of individuals. In architecture, students Increasingly, numbers of women in independent study the classic expressions of Greco-Roman media have generated new subject matter and architecture in their stylistic unity and variety, approaches to the exploration of cinematic form. especially in the way the buildings serve different Open to seniors only. (Isaak, Spring) functions with a limited language of building Typical readings: Erens, Issues in Feminist parts. Prerequisite: previous art history or classics Film Criticism; Humm, Feminism and Film; Carson course or permission of instructor. (Tinkler, Fall, et al, Multiple Voices in Feminist Film offered alternate years) 215 Sculpture Modeling An investigation of 209 Watercolor An exploration of the funda- sculptural tradition and personal expression mentals of painting with translucent color media. through figure and head studies observed from Western and Eastern traditions, as well as more life. Projects are modeled in clay and cast into experimental approaches, are investigated. Use of plaster. This course takes an interdisciplinary Gouache (opaque watercolor) may also be approach that melds science with sociology and explored. Subject matter involves still life, figure, art as we seek understanding of the human form and landscape with excursions to rural and urban ranging from the physical embodiment to settings. (Yi, offered alternate years) cultural perceptions. In addition to a vigorous investigation of anatomy through lectures,

104 ART readings, and drawing, students will also explore by considering the interrelationships between art historical context, the politics of body image, images of women in Renaissance painting, social and the psychology of portraiture. Prerequisite: realities of women’s actual lives, the phenomenon ART 114 or ART 115. (Aub, offered annually) of successful women artists, church dogma about women, and the period’s literature by, for, and 216 Medieval Monuments This course is a about women. It focuses primarily, but not survey of selected monuments in medieval exclusively, on Italy in the 15th and 16th architecture, sculpture, painting, and treasury centuries. Prerequisite: one course in either art arts. The semester is divided into the Ro- history or women’s studies or permission of the manesque period and the Gothic period. After instructor. (Ciletti, offered alternate years) lectures on the historical cultural background Typical readings: Brucker, Giovanni and and material, students examine a specific Lusanna; King, Women of the Renaissance; Eva/ monument though slides and texts in order to Ave—Women in Renaissance Prints, and others understand the monument. One presentation in the Romanesque half and one in the Gothic half 223 The Poetry of Color: Painting in Venice are required, as well as an end of the semester 1470-1600 This course explores the development project. This project may be a group or of the sensuous styles of Venetian painting, from individual project with the instructor’s its first flowering in the late 15th century through permission. Prerequisites: previous art history its Golden Age in the 16th, in the work of such course or permission of the instructor. (Tinkler, artists as Bellini, Titian, Veronese, and Tintoretto. offered occasionally) It considers the impact on the arts of a variety of phenomena: the invention of oil paint, the rise 220 Arts of China This course takes an and fall of Venice’s economic and political interdisciplinary approach to the arts of China fortunes, its gender arrangements, the unique from the Neolithic period through the 20th social organization of the city, and its organs of century. Students consider examples of different patronage. (Ciletti, offered alternate years) media (including painting, calligraphy, Typical readings: Humfrey, Painting in woodblock prints, bronze vessels, lacquer ware, Renaissance Venice; Goffen, Titian’s Nudes sculpture, ceramics, architecture, and garden design) in the context of Chinese literature, 225 Life Drawing A study of the formal politics, philosophies, and religions, with dynamics and the expressive potential of figure attention to dialogues with other cultures. drawing. Students explore a variety of wet and Broader topics include notions of artists’ places dry media. Prerequisite: a 100-level studio art within specific social groups, intellectual theories course or permission of instructor. (Aub, Bogin, of the arts, and questions of patronage. When Ruth, offered annually) appropriate, students read and analyze Chinese primary sources in translation. Prerequisites: 226 Northern Renaissance Art This course is a previous art history or Asian studies course. study of art in Northern Europe from the 14th to (Blanchard, Fall, offered alternate years.) 16th centuries. The primary concern is the emergence of a distinctively Northern pictorial 221 Early Italian Renaissance Painting This tradition, as seen in Franco-Flemish manuscript course is an exploration of the extraordinary illuminations and Flemish and German paintings flowering of the arts in 14th- and 15th-century and prints. The course traces the contribution of Florence. Artists include Giotto, Masaccio, Fra such 15th-century artists as Campin, van Eyck, Angelico, Botticelli, and Leonardo. The course and Bosch in transforming the character of late considers the development of individual styles, the medieval art, and the role of Dürer, Holbein, and functions of art, the culture of humanism, and the Bruegel in creating a humanistic, Renaissance style dynamics of patronage. (Ciletti, offered occasionally) during the 16th century. (Offered occasionally) Typical readings: Baxandall, Painting and Typical readings: Snyder, Northern Renais- Experience in 15th-Century Italy; Vasari, Lives of sance Art; Panofsky, Early Netherlandish Painting; the Artists; Hartt, History of Italian Renaissance Huizinga, The Waning of the Middle Ages Art; Bondanella, Renaissance Reader 227 Advanced Drawing A continued study of 222 Women in Renaissance Art and Life It was visual dynamics and visual expression. The focus once assumed that men and women enjoyed in this course is on the development of perfect equality in the Renaissance and that the individual drawing projects. A variety of subject beautiful representations of Venus and the Virgin matter and concepts are used, as well as a variety Mary in Renaissance art signaled the esteem in of drawing materials. Prerequisite: ART 125 or which women were held. Recent research suggests ART 225, or permission of the instructor. otherwise, finding instead increasing subordina- (Bogin, offered annually) tion of women. This course explores this question

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229 Women and Art in the Middle Ages This 234 Photography An introduction to the course ranges broadly in chronology and methods, materials, and history of black and approach to consider women and art in the white photography. Lectures involve camera middle ages in three ways: woman as art maker, usage, lighting, darkroom technique, and woman as art buyer, and woman as art subject. pictorial composition. Weekly lectures on the Students study the changes in the relationships, history of photography from 1839 to the present which are active throughout the middle ages. To attempt to illuminate the profound influence the understand medieval society the course uses two medium has had on the ways in which we histories—a modern secondary history of the perceive reality. The course involves the use of period, and a collection of primary sources. both traditional film and digital technology for Prerequisite: previous art history or women’s image capture and output. Students may use studies course or permission of the instructor. 35mm film cameras or a digital SLR-type (Tinkler, offered occasionally) camera. Prerequisite: ART 125 or 105 or permission of the instructor. (Jones, offered each 230 The Age of Michelangelo This course is semester) dedicated to the art of the High Renaissance and Mannerism in Florence, Rome, and a few North 235 Art and Architecture of Baroque Rome An Italian cities. Students explore the evolution of investigation of the grandiose developments in the two styles in the work of painters and Italian art in the 17th century, in the work of sculptors, such as Raphael, Pontormo, Correggio, Caravaggio, Gentileschi, Bernini, Borromini, Cellini, and Anguissola, with special emphasis on and other artists in Rome, this course explores Michelangelo. Attention is also given to the new such topics as papal patronage, the Counter- ideologies of art as Art and to the cult of genius, Reformation, and the need for art as religious as well as the propagandistic aesthetics of the propaganda and illusionism. (Ciletti, offered court of Cosimo I de’ Medici in Florence. (Staff, every three years) offered every three years) Typical readings: Hibbard, Bernini; Blunt, Typical readings: Freedberg, Painting of High Borromini; Wittkower, Art and Architecture in Renaissance in Florence and Rome; Sherman, Italy, 1600-1750 Mannerism; Vasari, Lives of the Artists; Cellini, Autobiography 239 Digital Imaging An investigation into the use of computers for the making of fine art. 232 Rococo Art and Architecture This course Students in this course learn how to explore the traces the evolution of Rococo style from Parisian organization of visual form using the software salons to Bavarian churches, looking to its Adobe Photoshop. Projects and assignments help rejection of the grandeur of Louis XIV, its students build on their knowledge of the use of freedom, and its expression of both aristocratic visual elements, reconsider photography in the hedonism and peasant faith. Attention is paid to age of digital manipulation, and explore the the French Royal Academy, the rise of art combination of image and text. Students use criticism in Paris, and the intersection of perceptual and conceptual approaches to image aesthetic and social values. (Ciletti, offered making, and also learn basic bookmaking and alternate years) web design techniques as methods of presenting Typical readings: Levey, Painting and Sculpture their work. Prerequisite: ART 105 or 125; 234 in France; Millon, Baroque and Rococo Architec- also recommended. (Ruth, offered annually) ture; Rand, Intimate Encounters 240 European Painting in the 19th Century 233 Renaissance Architecture This is a survey of This course traces transformations of the Renaissance architecture in Italy from 1250 to practice, function, and social and political 1550, covering work by known architects as well meanings of the art of painting throughout the as generic building types. Although the 19th century in France. Moving from David’s presentation is chronological, its focus is images of revolution and empire, to the thematic in terms of both culture and aesthetics. Impressionists’ renderings of the world of Themes include architecture’s relationship to bourgeois pleasures, to Cézanne’s redefinition of sculpture and painting; city planning and the the nature of pictorial form, it considers such problem of walled cities; the city as a stage for issues as the role of the academy, the changing festivals, processions and the theater; changing notion of the artist, the function of theory and ecclesiastical demands for architecture; private art criticism, and the relationship between commissions and palaces; the political meaning painting and the new art of photography. (Isaak, of architecture; contemporary theories; the offered alternate years) practice and business of architecture as seen Typical readings: Nochlin, Realism; through Michelangelo vs. accounts books, etc. Friedlander, David to Delacroix; Clark, The (Bennett) Painting of Modern Life

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245 Photo Silkscreen Printing An introduction Topics include Shinto architecture, Buddhist art to the basic technology of photoscreenprinting, (including Pure Land and Zen), narrative picture which can use both photographic and drawn scrolls, traditional and western-style paintings, images. Equal attention is given to issues of color shoin architecture, gardens, tea ceremony and composition. Prerequisite: ART 105 or ART ceramics and ukiyo-e prints (“pictures of the 125. (Yi, offered alternate years) floating world”). Students read primary sources in translation, including Shinto myths, Buddhist 246 Intaglio Printing An exploration of the basic texts, and selections from literature. Prerequisite: techniques of intaglio printing, including previous art history or Asian studies course. drypoint, etching, and aquatint. Equal attention (Blanchard, Spring, offered alternate years) is given to composition and the effective use of visual form. Prerequisite: ART 125. (Yi, Bogin, 253 Buddhist Art & Architecture This course offered alternate years) examines the arts and architecture associated with Buddhism from its beginnings in India to its 248 Woodcut Printing An introduction to the dissemination to Southeast Asia and along the fundamental processes of woodcut printmaking. Silk Road to East Asia. The organization of the Traditional and experimental techniques are material is primarily chronological, tracing investigated. Formal dynamics and visual significant developments in Buddhist practice in expression are the most important emphases of each region, with an emphasis on major this course. Prerequisite: ART 125. (Yi, offered monuments of architecture, painting, and alternate years) sculpture. When appropriate, students read Buddhist texts in translation. Prerequisite: 249 Islamic Art & Architecture Students previous art history or Asian studies course. examine Islamic art and architecture from its (Blanchard, Fall, offered alternate years) beginnings in classical Mediterranean media and forms to the expression of autonomous stylistic 256 Art of the Russian Revolution One of the developments and the impact of colonialism and most exciting movements in 20th-century art, post colonialism. They consider the myth that Russian art of the Revolution, radically Islam prohibits imagery and examine the use of reassessed the role of the artist and of his/her the abstract decorative technique often dismissed work in society and has had reverberations in in western criticism as the “arabesque.” The Western art which continue today. This course western colonialist response to the Islamic world, begins with the Russian futurists and traces the the subsequent Islamic response to western art manner in which new formal vocabularies and styles, and the contemporary search for an new attitudes towards materials were harnessed authentic Islamic style in art and architecture after the 1917 Revolution by artists like Popova, conclude the course. (Tinkler, Spring, offered Goncharova, Rosanova, Tatlin, Rodchenko, alternate years) Malevich, etc., to develop a full and multidi- mensional philosophy for the design of 250 20th-Century European Art: Reality functional objects for the new socialist society. Remade Beginning with the naturalist tendencies (Isaak, offered alternate years) of the Impressionists in the 1860s and 1870s, this Typical readings: Lodder, Russian course follows the progression of art toward Constructivism; Milner, Vladimir Tatlin and the constantly new methods of expression: expres- Russian Avant-Garde; Gray,The Russian sionism, cubism, constructivism, surrealism, Experiment in Art Dadaism, etc. The purpose is to come to an understanding of the change that occurred in the 259 Chinese Painting, Tang to Yuan Dynasties practice and theory of art during the first half of This course explores painting practice from the this century. The intention is to explore the beginnings of China’s “Golden Age” in 618 foundations of modern art when art no longer through the end of Mongol conquest and rule in mirrored reality, but took to analyzing its role in 1368. Painting is regarded as one of the premier the construction of reality. (Isaak, offered alternate art forms in the earliest Chinese histories of art, years) second only to calligraphy. Material is presented Typical readings: Bowness, Modern European chronologically, but broader topics include Art; Arnason, Modern Art popular subject matter in early painting, including figural topics and landscapes; early 252 Japanese Art & Culture This course takes theories on painting and the development of art an interdisciplinary approach to the arts and criticism; notions of artist’s places within specific culture of Japan from the Neolithic period social classes; questions of patronage and through the twentieth century. Students consider collecting; and relationships between painting, examples of visual media in the context of calligraphy and poetry. (Blanchard, Spring, Japanese literature, history, society, and religions. offered alternate years)

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270 Art and Architecture of the 1st Christian photography using digital technology. Demonstra- Millenium This course covers the beginnings of tions in the use of medium and large format Christian art and architecture in the cities of cameras are presented. Prerequisite: ART 234. Rome and Constantinople and follows the (Jones, offered alternate years) diffusion of forms into the fringes of the Mediterranean world. The course is organized 302 Arts of the Landscape and the Garden in chronologically around the adaptation of China and Japan In China and Japan, the classical forms for new purposes and the natural landscape becomes a primary theme of invention of new forms for the new religion. Of artistic expression, and the cultivated garden is primary concern for architecture is the perceived as a related entity. This course interaction between use and design, typified by examines East Asian traditions of landscape the development of liturgy. Special attention is painting, pictorial representations of gardens, paid to the importance of the icon, its role in and the historic gardens (often understood as society, the subsequent politically-driven microcosmic landscapes) of Suzhou and Kyoto. destruction of holy images during iconoclasm, Students explore how these diverse works of art and the final restoration of the cult of the image. play upon the dichotomy between nature and Prerequisite: previous art history course or artifice and consider their social, political and permission of the instructor. (Tinkler, offered religious implications. Students read landscape alternate years) and garden texts from both cultures in transla- Typical readings: Thomas Matthews, tion, as well as selections from the secondary Byzantium: From Antiquity to Renaissance; Roger literature dealing with these themes. (Blanchard, Collins, Early Medieval Europe 300-1000 (2nd Fall, offered alternate years) Ed.); Richard Krautheimer, Early Christian and Byzantine Architecture; Michael White, The Social 303 Roman Imperial Art and Politics In this Origin of Christian Architecture course students consider the use Roman politicians made of art and architecture to shape 282 From the Ash Can to the Campbell Soup public understanding of Roman imperial Can—American Art of the 20th Century This ideologies—to make Romans of the whole course is a study of American art from the turn of Mediterranean world. The course concentrates the century to its ascendancy as the center of on three periods—the time of Augustus, the international art. (Isaak, offered alternate years) adoptive Antonine dynasty, and the Late Typical readings: Homes, Stieglitz and the Empire—and three art types—the imperial American Avant-Garde; Rose, American Art Since portrait (including the portraits of imperial 1900; Rose, Readings in American Art Since 1900; family members), commemorative monuments Guilbaut, How the New York School Stole the Idea (triumphal arches, columns and temples), and of Modern Art the Roman colony cities throughout the Empire. Prerequisite: permission of instructor. (Tinkler, 300 Michelangelo, Caravaggio & Bernini This offered alternate years) course studies the work of Michelangelo, Caravaggio and Bernini, the dominant masters of 305 Painting Workshop For advanced students, the Roman Renaissance and Baroque periods on the focus of this workshop is on the generation site in Rome. Painting, sculpture and architec- and development of individual painting ideas. ture are considered. Students look to the nature Emphasis is on the creation of a process of of the works, the patrons and commissions which painting that draws on a multitude of sources, brought them into being, and the stylistic inspirations, influences, and ideas and the way interrelationships among the three artists. Side that work emerges from this matrix of pictorial trips to Florence and other cities supplement the possibilities. Prerequisite: ART 203, ART 204 or Roman works. (Ciletti, offered occasionally) permission of the instructor. (Bogin, Ruth, Typical readings: Partridge’s The Art of offered annually) Renaissance Rome, Hibbard’s Michelangelo and Bernini, Langdon’s Caravaggio, Montagu’s Roman 306 Telling Tales: Narrative in Asian Art The Baroque Sculpture: The Industry of Art, Hsia’s The relationship between text and image assumes World of Catholic Renewal primary significance in the arts of Asia. Of especial import is the use of visual narrative, or 301 Photography Workshop The course attempts the art of storytelling. This course traces the role to refine the student’s use of photography as a of narrative in the architecture, sculptures, and means of visual expression. Weekly and biweekly paintings of India, central Asia, China, and Japan. photo projects involve both aesthetic and The course is designed as a series of case studies, technical concerns. The use of alternative films, through which students examine the special visual papers, and printing techniques is discussed. The formats developed in Asia to facilitate the telling second half of the course concentrates on color of tales and the specific religious, political, and

108 ART cultural contexts in which narrative is deployed. site: ART 102. (Staff, offered alternate years) Prerequisite: permission of the instructor. Typical readings: Pierson, American Buildings (Blanchard, Spring, offered occasionally) and Their Architects; Fitch, American Building: The Historical Forces That Shaped It; McAlester, A 315 Sculpture Workshop An open studio for a Field Guide to American Houses small, independent group, this course includes individual problems and criticism as well as group 345 Printmaking Workshop This workshop is for discussions. All media and processes may be students who have taken either ART 245, ART investigated, including modeling, carving, 246, or ART 248. It is designed to enable students welding, and plaster or bronze casting. Prerequi- to do more advanced work in a chosen area of site: ART 215. (Aub, offered annually) printmaking as well as explore new related areas of printmaking. (Yi, offered alternate years) 330 Modernism in Art and Literature Modern- ism—in its preoccupation with form and the 389 Rococo to Revolution: Painting in France breaking of the laws of aesthetic perception— 1760-1800 This course explores the tumultuous established for the first time a genuine connec- transformations in French art in the decades leading tion between the visual and verbal arts, making up to the upheavals of 1789 and during the any approach to it by necessity interdisciplinary. revolutionary period. Stylistically, this means the This study includes those philosophic, social, and overthrow of the rococo style (designated scientific developments which inform the aristocratic and feminine) by the reputedly aesthetic product of the period. The primary bourgeois, masculine idiom of neoclassicism. It interest is in cubism, futurism, Dadaism, considers the collisions of shifting ideologies of art, surrealism, suprematism, constructivism, politics, class, and gender and their consequences productivism, imagism, and vorticism. Prerequi- for painters such as Fragonard, Greuze, site: at least one course in modern art or modern Vigee-Lebrun, and J.L. David. Attention is given to literature. (Isaak, offered occasionally) the theoretical programs and gender restrictions of Typical readings: prose and poetry by Pound, the Royal Academy, to philosophers/critics, such as Eliot, Stein, Joyce, Stevens, Lewis, Crane, Rousseau and Diderot, to evolving taste at Cummings, and Williams; some works in Versailles, and to visual propaganda during the translation by Brecht, Ball, Tzara, and Marinetti; French Revolution. Prerequisite: ART 102 or works by Picasso, Braques, Malevich, Boccioni, permission of the instructor. (Ciletti, offered Stella, Carra, Mondrian, Magritte, Duchamp, and occasionally) others Typical readings: Levey, Rococo to Revolution; Leith, The Idea of Art As Propaganda in France, 333 Contemporary Art This course focuses on 1750-1800; Brookner, David; Vigee-Lebrun, the art of the 1960s to the present day. The Memoirs; Keener, 18th-Century Women and the course includes movements such as Conceptual Arts; Crow, Painters and Public Life in Art, Minimalism, Pop Art, Color Field Painting, 18th-Century Paris New Image Painting, Neo-Expressionism, and Post-Modernism. The approach is topical and 401 Seminar: Art Historiography – the History thematic, drawing upon works of art in various of Art History In this course students study the media including: video, film, performance, history of art history, from its beginnings in earthworks, site-specific sculpture, installation, artists’ biographies to postmodernism and the etc. Individual works of art are discussed in the New Art History, by reading a variety of art context of the theoretical writing informing their historical works. Each student chooses a production. (Isaak, offered occasionally) particular artist, architect, or stylistic movement Typical readings: Michael Archer, Art Since and follows the traces of art historians through 1960; Barrett, Criticizing Art; Fineburg, Art Since time as they agree and disagree on what is to be 1940 said about art. (Tinkler, offered occasionally)

340 American Architecture to 1900 A survey of 402 Seminar: Design After Modernism This American architecture from its Colonial course examines critical theories of art, architec- beginnings until the late 19th century, this ture, and design since the 1950s. Students explore course studies the major historical styles of this the relation of structuralist and post-structuralist period—Georgian, Federal, Greek Revival, theories to architecture. In addition, students Queen Anne, etc.—by investigating key examine how these ideas and issues resonate architectural monuments in their social and within the whole of modern society, including functional contexts. Of equal concern is the such fields as art, music, literature, film politics, expression of these styles in the design of economics, science, and philosophy. (Mathews, everyday houses and public buildings. Local field Spring, offered occasionally) trips are an integral part of the course. Prerequi- Typical readings: Ferdinand de Saussure,

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Course in General Linguistics; Terry Eagleton, 467 Seminar: Artemisia Gentileschi Artemisia Literary Theory: an introduction; Roland Barthes, Gentileschi was one of the most striking painters Mythologies; Martin Heidegger, The Question of the Italian Baroque style. Her powerful art Concerning Technology and Other Essays; Derrida, and unconventional life were controversial, Jacques, Structure, Sign and Play in the Discourse since both violated prevailing late Renaissance of the Human Sciences expectations about women and their capacities. This examination of Gentileschi addresses such 403 Seminar: Gender and Painting in China How issues as the unfolding of her style and its roots are the feminine and masculine represented in art? in the work of Caravaggio, the situations of This course considers the role of gender in Chinese women artists in the 17th century, the painting, focusing on the Song and Yuan dynasties iconography of female heroism she pioneered, (spanning the 10th to 14th centuries). Topics and Gentileschi’s influence upon her contempo- include the setting of figure paintings in gendered raries. Prerequisite: permission of instructor. space, the coding of landscapes and bird-and-flower (Ciletti, offered occasionally) paintings as masculine or feminine, and ways Typical reading: Garrard, Gentileschi images of women (an often marginalized genre of Chinese art) help to construct ideas of both 472 Seminar: The Enigma of Caravaggio femininity and masculinity. Throughout, students However considered, this greatest of Italian examine the differing roles of men and women as painters since the Renaissance is a puzzle. His patrons, collectors, and painters. Prerequisite: brief life was violent, rebellious, haunted, yet his permission of the instructor. (Blanchard, Fall, art reached heights (and depths) of religious offered occasionally) truth shared only, perhaps, by Rembrandt. His dark, menacing paintings created a revolution in 440 The Art Museum: Its History, Philosophy our understanding of light. His humble, and Practice This course provides an overview of proletarian style was constructed on rigorous, the origin and history of the art museum, its classical principles. The painter of dirty peasants various philosophies, and its contemporary was championed by cultivated prelates and operation. Current issues and controversies princes. And so it goes. This seminar is surrounding the museum are discussed. Field trips dedicated to the luxury of studying Caravaggio’s to local museums are an integral part of the elusive art slowly, in as much depth as possible. course. The course culminates in the class Prerequisite: permission of the instructor. selection, planning, and installation of a small (Ciletti, offered occasionally) didactic art exhibition in the Houghton House Typical readings: Langdon, Caravaggio; gallery. Enrollment is limited to upperclass art Puglisi, Caravaggio majors. Note: Since some field trips require an extended class meeting, students should not 480 Seminar: Art of the Pilgrimage Roads This enroll in any class scheduled for the preceding seminar explores the art and architecture class period. Prerequisite: permission of the surrounding one of the most important medieval instructor. (Staff, offered alternate years) journeys: the pilgrimage. Theories of pilgrimage are discussed. as well as the physical journey 450 Independent Study which medieval pilgrims took to Santiago de Compostela, Rome and Jerusalem. The bulk of 451 Senior Seminar: Art and Ecology Ecology the course focuses on the reliquary arts, and the arts is an interdisciplinary and architecture, and sculpture which the pilgrim cross-cultural study of art and nature. In this experienced on his/her journey to these sacred course students investigate the work of artists and places. (Tinkler, offered occasionally) writers who have dedicated themselves to creating Typical readings: William Melczer, The problem-solving works that address specific Pilgrim’s Guide to Santiago de Compostela; environmental situations, whose work is part of a Thomas F. Coffey, The Miracle of St. James: recuperative project for ecologically degraded Translations from the L.S.J.; Aubrey Stewart, environments, or whose works have broadened Theodorich Guide to the Holy Land public concern for environmental issues. Students explore a wide variety of discourses about the 495 Honors personal and public dimensions of environmental issues. The course is to be taken in the junior or senior year of the major. Permission of the instructor required. (Isaak, offered alternate years)

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ARTS AND EDUCATION ence of artistic expression. This program is not intended to prepare students to Program Faculty teach in the arts; it is designed for Patrick Collins, Education, Coordinator students who wish to deepen their Donna Davenport, Dance, Coordinator understanding of both art and education, A.E. Ted Aub, Art while critically exploring the relationship Joseph M. Berta, Music between these two kinds of human Michael Bogin, Art experience. Elena Ciletti, Art The arts and education program offers Robert Cowles, Music an interdisciplinary major and minor. Jim Crenner, English Nicholas V. D’Angelo, Music REQUIREMENTS FOR THE MAJOR (B.A.) David Dannenfelser, English/Theatre interdisciplinary, 12 courses Cheryl Forbes, Writing and Rhetoric AEP 335; two courses from among DAN Robert Gross, English/Theatre 325 Movement Analysis: Laban Studies, Grant Holly, English EDUC 301 Drama in a Development Jo Anna Isaak, Art Context, PHIL 230 Aesthetics, or an Marilyn Jiménez, Africana/Latino Studies equivalent theory-based arts course; one Mark Jones, Art course from among EDUC 202 Human Elisabeth Lyon, English Growth and Development, PSY 203 Stanley Mathews, Art Introduction to Child Psychology and Patricia Myers, Music Human Development, PSY 205 Adolescent Nicholas H. Ruth, Art Psychology; at least four studio electives, Lilian Sherman, Education three of which must be in one artistic Deborah Tall, English discipline (art, creative writing, dance, Michael Tinkler, Art music, or theater); two additional David Weiss, English education courses from one of the Cadence Whittier, Dance program core or elective groups; and two Cynthia J. Williams, Dance additional courses on art, culture, and Phillia Changhi Yi, Art society. Only three 100-level courses may count toward the major. All courses must Note: Several faculty in other departments and be completed with a grade of C- or better. interdisciplinary programs offer courses that address the arts, culture, and society. Collins and REQUIREMENTS FOR THE MINOR Davenport act as advisers for the major and minor. interdisciplinary, 6 courses AEP 335; one course from among DAN The arts and education program provides 325 Movement Analysis: Laban Studies, students with an opportunity to examine EDUC 301 Drama in a Development the role of the arts in fostering personal Context, PHIL 230 Aesthetics, or an and cultural development. The objective equivalent theory-based arts course; one of the program is to enable students to course from among EDUC 202 Human form and articulate their own critical Growth and Development, PSY 203 perspectives based upon an understanding Introduction to Child Psychology and of four fundamental aspects of arts Human Development, PSY 205 Adolescent education: 1) the nature of human Psychology, three studio electives in one development, 2) the nature of art and discipline (art, creative writing, dance, artistic expression, 3) the theory and music, or theater). practice of education, and 4) the experi-

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CORE COURSES MUS 203 History of Western Art Music: AEP 335 Arts and Human Development Baroque and Classical DAN 325 Movement Analysis: Laban Studies MUS 204 History of Western Art Music: EDUC 301 Drama in a Developmental Context Romantic and Modern PHIL 230 Aesthetics MUS 206 Opera as Drama Two semesters of any 900-level course STUDIO ELECTIVES (SAMPLE) Art Education Electives ART 105 Color and Composition EDUC 200 Philosophy of Education ART 114 Introduction to Sculpture EDUC 201 History of Education ART 115 Three Dimensional Design EDUC 203 Children with Disabilities ART 125 Introduction to Drawing EDUC 220 Storytelling and the Oral Tradition ART 203 Representational Painting EDUC 320 Children’s Literature ART 204 Abstract Painting EDUC 332 Disability, Family, and Society ART 209 Watercolor EDUC 333 Literacy ART 215 Sculpture (Modeling) EDUC 337 Education and Racial Diversity in the ART 225 Life Drawing U.S. ART 227 Advanced Drawing EDUC 338 Inclusive Schooling ART 234 Photography EDUC 350 Constructivism and Teaching ART 239 Digital Imaging ART 245 Photo Silkscreen Printing Art, Culture and Society Electives Courses chosen from the following departments ART 246 Intaglio Printing with permission of the Program Coordinator: ART 248 Woodcut Printing Africana studies, art history, dance, English, ART 301 Photography Workshop European studies, Latin American studies, media ART 305 Painting Workshop and society, music, philosophy, theatre, women’s ART 315 Sculpture Workshop studies, and writing and rhetoric. ART 345 Printmaking Workshop COURSE DESCRIPTION Dance 335 The Arts and Human Development The DAN 105 Introduction to Dance: Theory and primary purpose of this course is to explore the Practice ways in which the arts serve human development. DAN 140 Dance Ensemble Students examine the relationship between the DAN 200 Dance Composition I arts and various dimensions of development such DAN 215 Movement for Athletes: Analysis and as cognitive, cultural, and emotional growth. This course is interdisciplinary in nature and addresses Performance some of the following questions: What is art? Do DAN 250 Dance Improvisation different forms of art serve different functions? DAN 300 Dance Composition II What do the arts teach children that other Any full-credit dance technique course traditional subjects do not teach? What is the role of creativity in art? Students are encouraged to English explore connections between the arts and ENG 178 Acting I education while also reflecting upon the ENG 260 Creative Writing significance of the arts in their own lives. ENG 275 Acting II (Collins/Davenport, Fall, offered annually) ENG 305 Poetry Workshop ENG 307 Playwriting Workshop ENG 308 Screenwriting I ENG 309 Fiction Workshop ENG 310 Creative Non-Fiction Workshop

Music MUS 120 Tonal Theory and Aural Skills I MUS 121 Tonal Theory and Aural Skills II MUS 202 History of Western Art Music: Medieval and Renaissance

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ASIAN LANGUAGES AND CULTURES REQUIREMENTS FOR THE MAJOR (B.A.) interdisciplinary, 12 courses Sheila Bennett, West Asia and the At least two years of one Asian language Middle East, Tibet, Co-Chair (normally four courses). Students may be Lowell W. Bloss, Asian Religions, Co-Chair exempted from this requirement by James-Henry Holland, Japanese Language passing a proficiency test permitting them and Culture to enter the third year or above of an Chi-chiang Huang, Chinese Language Asian language. Students who take and History advantage of this exemption still must Tenzin Yingyen, Tibetan Buddhism and complete at least 12 courses in Asian Culture studies for the major. The departmental Jinghao Zhou, Chinese Language and introductory course: ASN 101 The Contemporary Culture Intellectual and Religious Foundations of Asian Civilizations; at least two social Participating Faculty science courses on Asia; at least two Lara C.W. Blanchard, Art History humanities courses on Asia; at least two Richard G. Dillon, Anthropology courses on Asia at the 300 or 400 level. Marie-France Etienne, French and Francophone Studies REQUIREMENTS FOR THE MINOR Jack D. Harris, Sociology interdisciplinary, 7 courses Hyo-Dong Lee, Religious Studies At least one year of an Asian language Feisal Khan, Economics (normally two courses). Students may be Helen McCabe, Education exempted from this requirement by Susanne McNally, History passing a proficiency test permitting them Dia Mohan, Sociology to enter the second year or above of an Lisa Oshikawa, History Asian language. Students who take Patricia A. Myers, Music advantage of this exemption still must Ilene Nicholas, Anthropology complete at least seven courses in Asian David Ost, Political Science studies for the minor. The departmental Richard Salter, Religious Studies introductory course: ASN 101 The James L. Spates, Sociology Intellectual and Religious Foundations of Jonathan H. Wolff, Associate Provost Asian Civilization; at least one social science course on Asia; at least one Working closely with other academic humanities course on Asia; at least one departments at Hobart and William course on Asia at the 300 or 400 level. Smith, the Department of Asian Lan- guages and Cultures offers a wide variety CROSSLISTED COURSES of courses that are designed to acquaint Social Sciences its majors and minors with the history, ANTH 206 Early Cities institutions, religions, cultures, and ANTH 227 Intercultural Communication ANTH 230 Beyond Monogamy: The Family in languages of Asia and to provide a firm Cross-Cultural Perspective foundation for further study. Majors and ANTH 298 Modern Japan minors in the department are strongly ANTH 342/442 Ancient World Systems encouraged to participate in the Colleges’ ECON 233 Comparative Economic Systems off-campus programs in Japan, Korea, EDUC 302 State, Society, and Disability in Taiwan, China, Vietnam, and India. All China courses designated ASN are taught in POL 246 Politics of East Asia POL 257 Russia and China Unraveled English.

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SOC 240 Gender and Development JPN 301 Advanced Japanese I SOC 253 World Cities JPN 302 Advanced Japanese II SOC 291 Society in India JPN 450 Independent Study SOC 299 Sociology of Vietnam COURSE DESCRIPTIONS Humanities 101 Intellectual and Religious Foundations of ART 103 East Asian Art Survey Asian Civilizations This course introduces ART 220 Arts of China students to the major religions and social ART 249 Islamic Art and Architecture philosophies of pre-modern Asia. These include ART 252 Japanese Art and Culture Hinduism, Buddhism, Confucianism, Taoism, and Shintô. The course emphasizes the reading of ART 253 Buddhist Art and Architecture original texts in translation. (Bloss/Oshikawa, Fall) ART 259 Chinese Painting, Tang to Yuan Dynasties 209 The Golden Age of Chinese Culture ART 302 Arts of the Landscape and Garden in Although China is known for its long history, it is China and Japan best known for its golden age during the Tang and ART 306 Telling Tales: Narrative in Asian Art Song dynasties (618-1279). These two dynasties BIDS 365 The Dramatic Worlds of South Asia witnessed a rapid growth in thought, government FRNE 213 Vietnamese Literature in Translation structures, literature, art and many aspects of HIST 285 The Middle East: Roots of Conflict culture. The people of this period, from emperor/ empress and aristocratic elite to storytellers and HIST 291 Late Imperial China courtesans, contributed to the formation of an HIST 292 Japan Before 1868 urban culture that was the richest in the world. HIST 297 The History of Modern Japan While Europe was still in its dark age, China’s HIST 390 The Modern Transformations of China golden age established the foundations of much of and Japan Asian culture. This course explores Tang and HIST 394 Russia and Central Asia Song contributions to the Chinese cultural HIST 396 History and the Fate of Socialism: heritage. (Huang, offered annually) Russia and China HIST 461 War and Peace in the Middle East 210 Buddhism and Taoism through Chinese Literature Buddhism and Taoism have long HIST 492 Seminar in Chinese History been two important constituent elements of HIST 493 Seminar in Japanese History Chinese culture. Their influences on Chinese MUS 216 Music of Asia elite culture, social ethics, and popular values REL 210 Hinduism have inspired the use of such phrases as “The REL 211 Buddhism Age of Neo-Taoism” and “The Buddhist Age” to REL 217 Gurus, Saints, Priests, and Prophets characterize some periods of Chinese history. REL 219 Introduction to the Islamic Tradition Though many Chinese intellectuals were REL 226 Religion and Nature suspicious of and even hostile towards these two REL 236 Gender and Islam religions and sometimes labeled them as “heterodox,” they could not deny the fact that REL 242 Islamic Mysticism the two teachings had become an integral part of REL 243 Theology of World Religions Chinese elite and popular culture. This course is REL 318 Postcolonial Theologies an introduction to the major ideas of Chinese REL 410 Sacred Space Buddhism and Taoism as they were represented and interpreted in various texts and narratives. DEPARTMENTAL LANGUAGE COURSES (Huang, offered annually) For course descriptions, see Chinese and Japanese 212 Women in Contemporary Chinese Culture CHIN 101 Beginning Chinese I Are Chinese women still submissive, powerless, CHIN 102 Beginning Chinese II and silent as commonly perceived? What roles CHIN 201 Intermediate Chinese I are Chinese women playing in the present-day CHIN 202 Intermediate Chinese II China and international societies? These are CHIN 301 Advanced Chinese I among the oft-asked questions this course CHIN 302 Advanced Chinese II attempts to answer. By contextualizing Chinese CHIN 450 Independent Study women in pre-modern China, nationalist China, JPN 101 Beginning Japanese I and communist China, this course attempts to JPN 102 Beginning Japanese II show their different characteristics in different periods. Special attention, however, is given to JPN 201 Intermediate Japanese I women in social and cultural settings in JPN 202 Intermediate Japanese II contemporary China. A variety of works,

114 ASIAN LANGUAGES AND CULTURES including history, fiction, and films are used to historical legacy of East Asian countries, acquaint students with dramatic changes, contemporary Eastern Asian cultures, and basic multifaceted images, gender problems of Chinese values from the perspective of sex and gender, women in the post-Mao era. (Zhou, offered and to explore a variety of cultural contexts and alternate years) social venues, including marriage, the family, the relations between husband and wife, generation 213 Tibet Incarnate: Understanding Contem- gaps, private life and public life, and tradition porary Tibet How are we to think of Tibet and its changes. The course focuses on China today? As the hapless victim of Chinese and views it as one of the great sources of aggression; a poster child for human rights? Or as Eastern Asian civilization, especially Japan, a people with a long and complex history of Korea, and Vietnam. Particular attention is paid political and cultural associations, east and west; to the representation of male and female in a people with its own imperial past? This course contemporary Asian cultures. Films are used to explores the context of today’s “Tibetan supplement the readings. (Staff, offered Question” in Tibet’s history, culture, and occasionally) geographic position on the frontiers of trade and empires across millennia. This course is 225 Tibetan Buddhism This course is an conducted in seminar format and participants are introduction to Tibetan belief and practice. responsible for researching and presenting What is life from a Buddhist perspective? What sources materials. Prerequisite: ASN 101 or ASN did the Buddha teach? What is the law of karma? 225 or permission of the instructor. (Bennett, These and many other questions are addressed. offered annually) The course looks at Tibetan Buddhist practice from the Four Noble Truths to the highest Yoga 214 The Ottoman World At its peak, Ottoman tantra with special emphasis on the practice of domains encompassed what we know today as love, kindness, and compassion. A monk’s life in the Balkans, Greece, Turkey, and the “Middle the monastery is also studied. Prerequisite: Any East”—the successor states to the great empire of religious studies course or permission of the Byzantium in the west and the Arab conquests in instructor. (Yignyen, offered annually) the east. And of the great cities of the world, Istanbul sat at its heart. This course examines the 226 Hinduism (same as REL 210) This course nature of empire in the Ottoman experience, the traces the major Indian religious tradition from its emergence of nationalism and capitalist roots in the Indus Valley civilization and the economies, and the legacy of Ottoman rule today Vedic era, through the speculations of the through the achievements—and failures—of Upanishadic seers and the meditative techniques Ottoman society, culture, and statecraft, and the of the yogis, to the development of devotional microcosm of Ottoman society that was, and is, cults to Siva, Durga, and Vishnu. It ends with an Istanbul. (Bennett, offered annually) exploration of the effect of Hinduism on such figures as Gandhi, Sri Aurobindo, and Tagore in 217 Gurus, Saints, Priests, and Prophets: the imperial and contemporary periods. Sacred Types of Religious Authority (same as REL texts, novels, autobiographies, village studies, and 217) Using information from many Asian Hindu art and architecture provide major sources cultures, this course compares types of religious of this study. Audiovisual aids—slides and films— leadership. Focusing on founders, prophets, are used extensively. (Bloss, offered annually) shamans, gurus, mystics, and priests, the course Typical readings: Zaehner, The Bhagavad explores how these Asian specialists in the sacred Gita; Narayan, The Ramayana; Zimmer, Myths relate to the ultimate and how their authority is and Symbols in Indian Art and Civilization; viewed by the members of their traditions. Do Forster, A Passage to India; Eck, Darsan; Roy, these leaders mediate or intercede with the Bengali Women sacred, pronounce or interpret, advise or perform rites? What types of religious experiences do they 227 Buddhism (same as REL 211) Buddhism’s have and what techniques do they use to exhibit rise and development in India, and its spread their authority? (Bloss, offered alternate years) into Southeast Asia, Tibet, China, Korea, Viet Typical readings: Spence, God’s Chinese Son; Nam, and Japan are traced. In each of these Herrigel, Zen in the Art of Archery; Fingarette, regions the indigenous traditions, such as Bon in Confucius, The Secular as Sacred; Hawley, Saints Tibet, or Confucianism and Taoism in China, or and Virtues; Kendall, Shamans, Housewives Shinto in Japan, are considered, and the question is asked as to how Buddhism adopted 220 Male and Female in East Asian Societies and/or influenced elements of its new surround- Gender, sex roles, and domestic relations are ings. This interaction of the core of Buddhist among the basic building blocks of culture and ideas and practices and other cultures creates society. This course is designed to examine the such movements as Zen (Ch’an) and Vajrayana

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(Tibetan Tantrism). Audiovisual materials and visual representations that record or celebrate include the films Requiem for a Faith and The courtesan culture to examine the demimonde of Smile. (Bloss, offered annually) the elite Chinese “singing girl” or the Japanese Typical readings: Rahula, What the Buddha geisha across the centuries, with some attention to Taught; Lhalungpa, The Life of Milarepa; Suzuki, Western conceptions or misconceptions of their Zen Mind, Beginner’s Mind; Trungpa, Meditation roles and relationships. (Blanchard, Fall, offered in Action; Kaltenmark, Lao Tzu and Taoism; occasionally) Confucius, Analects; Hesse, Siddhartha; Kasulis, Zen Action, Zen Person 312 Literary and Historical Memory in China: Text, Contexts, and Historical Facts For 231 Tibetan Mandala Painting The purpose of centuries many educated Chinese have read this course is to introduce students to the traditional literary works with greater interest than wonders of Tibetan culture. This is accomplished they have read historical works. Their apprecia- through the study of traditional Tibetan tion for the “memory” in these literary works Buddhist painting and mandala construction. helped popularize a variety of novels, short stories, The world of Tibetan Buddhist art is introduced poetry, and plays, as well as immortalize some through the emersion in historic background and historical personages and fictional characters. In current utilization. Students learn the accurate its idealizing or stigmatizing men and women in methods for drawing the geometric outlines of history, literary work also historicizes its stories the mandala. Each student completes a painted and is commonly accepted as a valuable historical version of the Chenrezig mandala (which is most text. This course compares the often disparate often used in Tibetan Buddhist meditation memory of China’s past in literary and historical practice). This includes the formation of the texts, focusing substantially on their representa- accurate symbols of the five Buddha families. tion of the image of cultural heroes and heroines, Students becomes familiarized with these and of gender and class inequities, as well as of moral other emblems and learn their meanings. Using and ethical values. (Huang, offered occasionally) colored sand, students learn how to make a sand painting with authentic Tibetan metal funnels 342 Chinese Cinema: Gender, Politics, and and wooden scrapers. Finally, students partici- Social Change in Contemporary China This pate in the joy of a group class project of sand course is designed to examine the development mandala painting and dismantling ceremony. of Chinese cinema. It introduces the fifth and (Yignyen, offered annually) sixth generation of Chinese filmmakers, as well as recent Chinese films produced in Mainland 236 Society, Culture, and the State in China, Taiwan, Hong Kong, and the United Contemporary China This course addresses the States. It is hoped to help students develop their momentous social and cultural changes that have ability to analyze visual images from both occurred in China in recent years. In exploring Chinese and multicultural perspectives. Through this subject, Chinese culture is systematically the lens of Chinese films used in this course, examined from different aspects, including but students are expected to better understand issues not limited to Chinese cultural roots, economy, such as gender, family, tradition, custom, and ideology, politics, religion, and education. Some politics in China today. In the meantime, they of China’s hottest issues, with which Western are expected to become familiar with some new societies have been concerned in recent years, trend of cultural and social movement in China are discussed, such as the reform movement, the and overseas Chinese communities. (Zhou, Tiananmen Square Incident of 1989, human offered annually) rights, the anti-Falun Gong campaign, peasants’ protest, HIV, China’s ascension, China-U.S- 393 The Pacific Century A seminar course Taiwan relations, and China’s future. Films are designed for, and limited to, students returning used to supplement the readings. (Zhou, offered to campus from study abroad programs in Asia, alternate years) this course explores the extraordinary economic, social, political, and cultural changes that have 304 Courtesan Culture in China and Japan occurred in that region over the past 150 years. Look up the word “courtesan” in a dictionary, say Students enrolled in the course conduct Merriam-Webster’s 10th edition, and one finds extensive research on a topic related to modern the following definition: “a prostitute with a Asia, make several oral presentations on that courtly, wealthy, or upper-class clientele.” research, and complete a substantial term paper. Historically, however, the courtesans of China or Prerequisite: A term abroad in Asia. (Staff, Japan have been women whose appeal lay offered annually) primarily in their surpassing musical and literary cultivation, not their sexual services. This multidisciplinary course uses the textual sources

116 ATHLETICS, PHYSICAL EDUCATION, AND RECREATION

410 Sacred Space (same as REL 410) The ATHLETICS, PHYSICAL EDUCATION, course takes a comparative approach in order to explore the meaning, function, and structure of AND RECREATION space for religious persons. Topics include: the “wanderings” of the Australian aborigines; habitation modes of American Indians; the HOBART COLLEGE Peyote pilgrimage of the Huichol Indians of Michael J. Hanna, B.A.; Associate Mexico; the Hindu Temple; the Buddhist Stupa; Professor, Director of Athletics and the individual as cosmos in yoga and Michael Alton, M.S..; Head Crew Coach Chinese alchemical texts. The student is asked to keep a journal reflecting his or her reactions to Aaron Backhaus, Assistant Football Coach the readings and reflections on space as Greg Beier, Assistant Athletic Trainer experienced in our culture. Prerequisite: One Ronald D. Chase, B.S.; Assistant Lacrosse 200-level course in history of religions Coach (210-219), or permission of instructor. (Bloss, offered alternate years) Michael C. Cragg, B.S.; Head Football Typical readings: Turner, Ritual Process; Coach Bachelard, The Poetics of Space; Chatwin, Kevin DeWall, B.S.; Assistant Football Songlines; Snodgrass, The Symbolism of the Stupa; Griaule, Conversations with Ogotemmeli; Campbell, Coach The Hero with a Thousand Faces; Eliade, Australian Laura Dillaman, M.S.; Assistant Athletic Religions; Mookerjee, The Tantric Way Trainer Ron Fleury, M.S.; Head Cross Country Coach Randy Grenier, Assistant Football Coach Shawn Griffin, B.S.; Head Soccer Coach Michael Hoepp, B.S.; Assistant Crew Coach Scott Iklé, M.S.; Head Sailing Coach T.W. Johnson, Assistant Lacrosse Coach Matt Kerwick, B.A.; Head Lacrosse Coach Rich Lenhart, Assistant Tennis Coach John Manley, Assistant Football Coach Izzi Metz, B.A.; Head Basketball Coach Terry Muffley, Assistant Football Coach Dennis Pysnack, Assistant Basketball Coach Bill Quinn, B.S.; Head Golf Coach F. Douglas Reeland, B.S.; Coordinator of Sports Medicine Phil Roy, Assistant Hockey Coach Bill Ryan, Equipment Manager Brian Sheehan, Assistant Football Coach Jeff Sullivan, Assistant Sailing Coach Mark Taylor, B.S.; Head Hockey Coach and Assistant Golf Coach Robert Toner, Equipment Manager Carl Wenzel, Assistant Basketball Coach Carol Weymuller, B.A.; Head Squash and Tennis Coach Scott Yoder, B.A.; Assistant Football Coach

117 ATHLETICS, PHYSICAL EDUCATION, AND RECREATION

WILLIAM SMITH COLLEGE education (PEC) may count toward one Deborah Steward, M.E.; Director of academic course credit only. Students may Athletics apply a minimum of two physical Sandra Chu, M.S.; Head Crew Coach education courses toward fulfillment of Lindsay Drury, B.S.; Head Basketball one academic course or take the PEW 150 Coach Wellness course for one full credit. See one Nason “Chip” Fishback; Instructor, Head of the department chairs for further Squash and Tennis Coach information. Patricia P. Genovese, M.S.; Instructor, Head Lacrosse Coach, Assistant RECREATIONAL CLINICS Director of Athletics PER-informal instruction: May be taught Russ Hess, M.S.; Director, Sport and for part of a semester only (length will be Recreation Center determined by the instructor). No credit Scott Iklé, M.S.; Head Sailing Coach is given for these courses. Kelly Kisner, M.S.; Instructor, Head Swimming and Diving Coach RECREATION AND INTRAMURAL SPORTS Sally Scatton, M.S.; Instructor, Head An extensive recreation and intramural Field Hockey Coach sports program is offered. Participation is Jeff Pulli, B.S.; Head Golf Coach voluntary and a wide variety of activities is Jack Warner, M.S.; Cross Country Coach available. Aliceann Wilber, M.A.; Instructor, Head The intramural program provides such Soccer Coach, Coordinator of the activities as tennis, touch football, basketball, Outdoor Recreation Adventure volleyball, softball, racquetball, and a host of (ORAP) Program other team and individual sports for those who wish to take part in competition. Classes and other activities are taught by The recreation program encourages members of both departments and are individual and small-group activities on a open to Hobart and William Smith more informal basis. It serves to enhance students, faculty, and staff. individual participation in these activities and to provide a variety of structured sports PHYSICAL EDUCATION club opportunities, instructional clinic The physical education program includes presentations, and open-facility time blocks a variety of offerings. Some classes are for throughout the year. Individuals are course credit while others are categorized encouraged to request assistance in establish- as recreational in nature with no course ing special interest programs. credit given. All courses and clinics are The club sports program has two major coeducational unless otherwise noted. areas of emphasis—recreational and Some clinics are taught for part of the instructional, and the more structured semester only. inter-club competition. Courses are listed under the following The key to the club sports program is that categories: it is a student-initiated activity and the Formal instruction (PEC, 1/2 credit): emphasis is placed on participation. As such, aquatics, lifetime services, individual and individual clubs determine the range and dual activities. effectiveness of each program. The follow- Informal instruction, clinics (PER no ing is a list of current sports clubs: credit). Aikido (coed) Wellness (PEW, one credit) Aerobics (coed) Formal instruction in physical Badminton (coed)

118 ATHLETICS, PHYSICAL EDUCATION, AND RECREATION

Crew (men/women) (coed) Typical readings: Red Cross textbooks and Cycling (coed) manuals Lacrosse (men) 921 Swimming I In this course, novice and Karate-Tatsu-Do (coed) beginning swimmers are given adjustment Running (women) techniques and instruction in basic strokes. The class is divided into non-swimmers and those Sailing (men/women) who desire stroke improvement and endurance Scuba (coed) development. (Fall, offered annually) Seneca Flyers Frisbee (coed) Skeet and Trap (coed) 922 Swimming II In this course, strokes are perfected, and diving is introduced. (Spring, Ski racing (coed) offered annually) Outing (coed) Rugby (men/women) 930 Scuba Diving This course includes all techniques of the sport. Certification is given for Squash (women) satisfactory completion. Fee. (Offered each semester) Volleyball (coed) Weightlifting (men) Lifetime Services, Individual, and Dual Activities INTERCOLLEGIATE 901 Martial Arts This course introduces Hobart athletes compete in 11 intercolle- students to Bujinkan Budo Taijutsu. Students learn basic body conditioning, formal greetings, giate sports: basketball, crew, cross basic fighting postures; taihenjutsu or basic country, football, golf, ice hockey, falling, rolling, leaping and evasion skills, and lacrosse, sailing, soccer, squash and tennis. basic punches and kicks. Students are introduced to fundamental ways of moving upon which our Interested students should contact the art and most other martial arts are based. respective coach or the office at Bristol Gymnasium. 940 Theories and Practices of Weight Training William Smith fields 11 intercollegiate In this course, students are instructed and supervised in the proper techniques of sports: basketball, crew, cross country, field weightlifting and use of Eagle and free weights. hockey, golf, lacrosse, sailing, soccer, squash, Individual programs can be designed to suit swimming and diving, and tennis. Interested specific needs. (Spring, offered annually) students should contact the respective coach 980 Athletic Training The objectives of this or the office at Winn-Seeley Gymnasium course are to acquaint and afford opportunity for prior to enrollment. concentrated study by means of participation, observation, discussion, instruction, and research in the latest techniques, practices, problems, and COURSE DESCRIPTIONS theories pertaining to athletic training. Aquatics (Reeland, Spring, offered annually) 915 Lifeguard Training This course is given for those desiring American Red Cross certification. 989 Essentials of Personal Training This course Swimming stroke improvement, conditioning, introduces and explores, to a limited degree, the practicing, and practical use of all phases of essential components associated the “personal in-the-water life-guarding and out-of-water training” profession. Some of the components prevention-supervision methods. Some first aid covered include exercise programming, facility and artificial respiration methods are included. management, medical screening, safety/liability Prerequisite: swimming test. Fee. (Spring, offered issues and marketing strategies. While theory/ annually) content is traditionally addressed in the classroom, Typical readings: Red Cross textbooks and the practical application of some of these manuals components extends into the fitness center and group exercise room. (Hess, Fall, offered annually) 916 Water Safety Instructor This course includes perfection and practice of all recognized 997 Responding to Emergencies This course swimming strokes and lifesaving techniques plus introduces the first link in the emergency some first aid and artificial respiration methods. medical system as it relates to disease and Prerequisite: PEC 915 Lifeguard Training. Fee. trauma. Comprehensive emergency medical (Spring, offered annually) procedures are explored. The course is approved

119 ATHLETICS, PHYSICAL EDUCATION, AND RECREATION and taught by the American Red Cross. 929 Field Hockey Clinic (Scatton, Spring, Instructor certification available. (Spring, offered offered annually) annually) 930 Paddling This course offers instruction in Wellness canoe and kayak paddling. 150 Introduction to Wellness This course introduces students to the wellness literature, most 935 Fitness Basic theories of physical fitness specifically that which defines the physiology of and conditioning are taught with instruction in a fitness, nutrition as it relates to human perfor- variety of fitness activities. mance, and the biological foundations of stress. From an experiential perspective, students are 945 Golf This course offers an introduction to asked to explore their own life choices within the the game of golf, including technique and parameters presented by the theory introduced. etiquette on the course. The course is intended to be an integrated process for the student, involving theory as well as 950 Squash I Clinic In this course, instruction assessment, intervention, and evaluation. (Spring, is provided in striking the ball, court position offered annually) and footwork, serving, and shots. Class discussion includes various aspects of competi- 152 Mind/Body/Performance tion and rules of the game. (Fall, offered annually) 450 Independent Study 952 Squash II Clinic In this course, advanced 999 Standard First Aid/Community CPR/Basic techniques and game strategy are taught. (Fall, Life Support This course offers four hours of offered annually) basic first aid, including rescue breathing; airway obstruction; CPR for infant, child, and adult 955 Cross-Country Skiing Clinic This is a populations; two-person CPR; and use of a mask. course in which basic cross-country skiing The course is approved and taught by American techniques are taught and perfected. Transporta- Red Cross instructors. Certification available. tion is furnished to practice slopes. (Wilber, Fall, (Offered each semester) offered annually)

Recreational Clinics 961 Tennis I Clinic This course emphasizes the 914 Racquetball Clinic In this course, students development of good form in forehand, learn the fundamentals of racquetball. (Spring, backhand, serve, volley, and lob. (Offered each offered annually) semester)

919 Ice Skating This course enables students to 962 Tennis II Clinic This course emphasizes learn the basics of ice skating at the Geneva Ice correcting errors in fundamental strokes, Rink. Skate rental available. Fee. (Wilber, Fall, introducing smash, and understanding and offered annually) perfecting singles and doubles games tactics. (Offered each semester) 920 Total Body Conditioning Advanced theories of fitness and conditioning are taught in 972 Indoor Soccer Clinic This course is this course. coeducational and is held in the Sport and Recreation Center. (Wilber, offered each 921 Basic Sailing In this course, students are semester) instructed in basic sailing skills and the fundamentals of sailing theory. Classes are held at 989 Essentials of Personal Training This course the HWS dock off South Main Street. (Iklé, Fall, introduces and explores, to a limited degree, the offered annually) essential components associated with being a Typical readings: Colgate, Basic Sailing; U.S. personal trainer. Some of the components covered Sailing, Starting Right include exercise programming, facility manage- ment, medical screening, safety/liability issues, and 922 Sailing II Advanced sailing techniques and marketing strategies. While theory/content are theories are introduced. traditionally addressed in the classroom, the practical application of some of these components 928 Wally Ball In this course, students learn a extends into the fitness center and the group popular new game that combines volleyball skills exercise room. (Hess, Fall, offered annually) played off the walls in a squash court. (Scatton, Fall, offered annually)

120 BIOLOGY

BIOLOGY a B.A. and a B.S., and a disciplinary minor. Only courses completed with a Sigrid A. Carle, Ph.D.; Associate grade of C- or better, both departmental Professor, Department Chair and cognate, may count toward the major Mark E. Deutschlander, Ph.D.; Assistant or minor. Bidisciplinary courses do not Professor typically count toward a biology major. David C. Droney, Ph.D.; Professor Thomas J. Glover, Ph.D.; Professor REQUIREMENTS FOR THE MAJOR (B.A.) Kristy L. Kenyon, Ph.D.; Assistant disciplinary, 12 courses Professor Nine biology courses, seven of which must Elizabeth A. Newell, Ph.D.; Professor be taken at HWS. Biology courses must James M. Ryan, Ph.D.; Professor include a BIOL 160-level course, BIOL 212, BIOL 220, BIOL 236, BIOL 460, and The Biology department offers majors a at least two 300-level biology courses. solid foundation in modern biology and the BIOL 450 (independent study) may opportunity for advanced and independent substitute for one 300-level biology course. investigation within the framework of a Completion of BIOL 495 Honors may liberal arts curriculum. Because biology is a substitute for BIOL 460. Other required diverse discipline united by common courses are MATH 130, CHEM 240 plus principles, completion of certain core one other chemistry course. courses is required for all majors (see course lists below). The required core courses REQUIREMENTS FOR THE MAJOR (B.S.) include a BIOL 160-level course (Introduc- disciplinary, 16 courses tory Topics), BIOL 212 Biostatistics, BIOL All of the requirements for the B.A. 220 Genetics, BIOL 236 Evolution, and major, plus one additional course from BIOL 460 Senior Seminar. biology, and three more courses from Students are advised to begin a BIOL chemistry, computer science, geoscience, 160-level course in their first semester but mathematics, physics or psychology. this course may be completed in the second semester of the first year. BIOL 212 must REQUIREMENTS FOR THE MINOR be completed by the end of the sophomore disciplinary, 6 courses year and is required for entry into all 300- BIOL 160-level, BIOL 212, BIOL 220, BIOL level biology courses. [Note that a few 200- 236 and two additional biology courses. level biology courses also may have a BIOL 212 prerequisite, but generally 200-level COURSE DESCRIPTIONS courses are open to anyone who has 146 Biology for Elementary Science This course completed the BIOL 160-level course]. focuses on the biological concepts and principles that are to be taught in New York state BIOL 220 Genetics must be completed by elementary schools. Topics include reproduction, the end of the sophomore year and taken organisms and populations, genetics, evolution- before, or concurrently with, BIOL 236 ary processes, adaptation, behavior, ecology, and Evolution, which must be taken by the end the impact of humans on the natural environ- ment. The course provides students with a solid of the junior year. BIOL 460 Senior Seminar framework of understandings upon which they is intended as a capstone course, integrat- can build a science curriculum for their ing information presented in the first three elementary classroom. The course introduces scientific inquiry and discusses the nature of years, and is normally completed during science while students conduct both field and the senior year. laboratory research. (MaKinster, Fall, offered Biology offers two disciplinary majors, alternate years, does not count toward major)

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161 Exercise and Performance This course 164 A Biotech World: Origins and Implications of provides a detailed coverage of the physiological Recombinant DNA Technology With increasing responses to exercise, using both human and knowledge of DNA structure and function, scientists animal models. It also emphasizes the how the have acquired powerful tools for tinkering with the biological design of cardiovascular, muscular, and genetic makeup of living organisms. To date, our skeletal systems limit exercise capacity in different ability to manipulate DNA has had a significant situations. It covers the cellular and biochemical impact in areas such as agriculture, human health events associated with muscular contraction and and the environment. This course introduces the fatigue, as well as the role that genes play in basic scientific principles behind recombinant DNA determining performance. Topics include muscle technology and its potential applications. Students contractility, cardiovascular limitations, muscle also address the environmental, ethical, and social fatigue, nutritional control of exercise, hormonal issues that surround the use of this technology in our responses, and training effects. Prerequisites: changing world. Prerequisites: none. (Kenyon, offered none. (Ryan, offered annually) annually) Typical readings: McArdle et al., Essentials of Typical readings: Bougaize et al., Biotechnology: Exercise Physiology; and articles from Scientific Demystifying the Concepts; and selected readings American, The American Journal of Sports Medicine, and other journals 165 Tropical Biology While tropical forests account for only 7 percent of earth’s land surface, 162 Dangerous Diseases Black death, the Spanish they support at least half of all the world’s Flu, AIDS—Is the greatest threat to humanity likely species. Why are the tropics so much more to come from a new deadly disease that causes diverse than other regions of the world? How did worldwide havoc? This course explores the cell this incredible diversity evolve? What led to the biology, molecular biology and physiology behind seemingly bizarre appearances and behaviors we some of humanities’ most tenacious infectious observe in many tropical organisms? These are diseases such as SARS, Ebola, Hantaan virus, and just some of the questions students explore in HIV. Understanding the ecology and evolution of this course. Throughout the semester students infectious diseases allows assessment of the draw upon many important concepts in the fields possibility that a deadly infection could cause of ecology, evolution, genetics, botany, zoology, another deadly global outbreak. Finally, students and physiology. Prerequisites: none. (Newell, explore how scientists combat infectious diseases offered annually) and whether or not the human genome project and the ability to sequence the genomes of disease 166 Alien Invaders: Biology of Exotic Species The causing organisms offer a new mechanisms to fight introduction of exotic or non-native species into deadly diseases. Prerequisites: none. (Carle, offered environments poses a major risk to native species, annually) especially in the United States. For example, Typical readings: Chapters from Biological Wilcove et al. (1998) report that of the almost 2,000 Science by Scott Freeman, and selected articles species threatened with extinction in the U.S., 49 from Discover, The New York Times, and percent are in this predicament as a result of the Scientific American introduction of exotic species. This course explores the biology and ecology of invasive, exotic species in 163 Animal Minds: The nature and nurture of order to better understand how they are able to animal behavior The “mind” of an animal is known successfully invade, what affects they have on native to humans only by the behaviors we are able species, and what might be done to control these observe, and questions about animal behavior can species which pose such a significant threat to other be asked only by methods of scientific inquiry. species around the globe. As these are complex Behavior is not simply a matter of the “brain” that questions, students touch on a range of major produces it, rather an animal’s behavior, and the concepts important in the study of biology and brain itself, is the result of evolutionary forces and biological systems, including evolution, taxonomy, complex interactions among ecological, genetic, physiology, structural-functional relationships, and developmental, and physiological processes. This ecology. Prerequisites: none. (Staff, offered annually) course explores various biological perspectives that attempt to understand the forces that shape 212 Biostatistics This course is required for the individual and group behavior in animals. Topics major and is a prerequisite for all other 200-level may include communication, sexual behavior and biology courses. The treatments presented in this mating, predator-prey interactions, migration and class are applied in nature and require, as navigation, biological clocks, and animal background, only an elementary knowledge of intelligence. Prerequisites: none. (Deutschlander, algebra and the desire to learn. Subjects offered alternate years) discussed include probability as a mathematical Typical readings: Goodenough et al., system, various probability distributions and their Perspectives on Animal Behavior, Alcock, Animal parameters, combinatorics, parameter estimation, Behavior, primary papers on animal behavior confidence intervals, t-tests, various chi-square

122 BIOLOGY applications, one- and two-way analysis of function are discussed in relation to the environ- variance, correlation, and simple linear ment in which plants live. Studies of plant regression. The laboratory component of the anatomy, physiology, and ecology focus on course includes an introduction to statistical flowering plants. Throughout the course, human computing on Macintosh computers utilizing uses of plants and plant products are highlighted. statistical packages. Prerequisite: BIOL 160-level The laboratory provides hands-on experience with course, or permission of instructor. (Glover, the plant groups discussed in lecture and an Droney, offered each semester) opportunity to experimentally test many of the Typical readings: Glover and Mitchell, An concepts presented. With laboratory. Prerequisites: Introduction to Biostatistics BIOL 160-level course. (Newell, offered annually) Typical readings: Stern et al., Introductory 220 General Genetics This course serves as an Plant Biology; Pollan, The Botany of Desire introduction to both traditional transmission genetics and modern molecular genetics. The major 232 Cell Biology An introduction to the fundamen- topics considered are the structure of genetic tal principles that guide the functions of organelles material, its replication, its transmission, and its within the cell. Students analyze published expression. Special emphasis is placed on classical experimental data centered around current topics in principles of transmission genetics, and on the cell biology such as HIV and cancer. Laboratories central features of gene action, i.e., transcription include experiments using current cell biology and translation. The course, involving lectures and techniques. With laboratory. Prerequisites: BIOL laboratory experience with both animal and plant 160-level course. (Carle, offered annually) systems, is recommended for all biology majors. Typical readings: Alberts et al., Essential Cell With laboratory. Prerequisites: BIOL 160-level Biology; selected articles course. (Glover, Kenyon, offered each semester) Typical readings: Klug and Cummings, Concepts 233 General Physiology An introduction to the of Genetics; readings from the scientific literature major physiological processes of animals, from the level of cells and tissues to the whole organism. A 224 Functional Vertebrate Anatomy This course comparative examination of animals emphasizes introduces students to the vertebrate body plan basic physiological processes and demonstrate how and the comparative anatomy of the skeletal, animals with different selective pressures “solve muscular, circulatory, respiratory, and nervous problems” related to integrating the separate yet systems of various vertebrates. There is an coordinate organ systems of their bodies. Students enormous diversity in vertebrate structure, and the examine relationships between structure and emphasis is toward understanding how anatomical function, mechanisms of regulation, control and structures function. Attention is also given to the integration, metabolism, and adaptation to the evolution and development of these structures. environment. Laboratory exercises reinforce lecture With laboratory. Prerequisites: BIOL 160-level topics and emphasize an investigative approach to course. (Ryan, offered annually) the measurement of physiological processes. With Typical readings: Kardong, Vertebrates laboratory. Prerequisites: BIOL 160-level course, BIOL 212. (Deutschlander, offered annually) 225 Ecology This course is an introduction to Typical readings: Randall et al., Animal ecological theories as they apply to individuals, Physiology; articles from the scientific literature populations, communities, and ecosystems. Topics covered include physiological ecology, population 235 Molecular Biology This course is designed to dynamics, competition, predation, community provide a broad understanding of molecular structure, diversity, and the movement of biology while focusing on current research within materials and energy through ecosystems. The the field. Topics covered include eukaryotic laboratory is designed to provide experience with genome structure and organization, biotechnology, sampling techniques and an introduction to the and control of gene expression using examples methods of experimental ecology. With from both plant and animal systems. Laboratory laboratory. Prerequisites: BIOL160-level course, exercises emphasize current molecular biology BIOL 212. (Newell, offered annually) techniques focusing on one experimental system. Typical readings: Krohne, General Ecology, With laboratory. Prerequisites: BIOL 160-level and scientific journal articles course. (Kenyon, offered occasionally) Typical readings: Weaver, Molecular Biology; 228 The Biology of Plants The diversity of plants selected articles is enormous, ranging from microscopic phytoplank- ton to trees more than 300 feet tall. Using an 236 Evolution Evolution is often referred to as evolutionary approach, students study this great the great unifying principle of all the biological diversity and follow the development of plants from sciences. In this course, both micro-evolutionary the earliest photosynthetic single-celled organisms process and macro-evolutionary patterns are to complex flowering plants. Plant structure and discussed. Micro-evolution involves studying

123 BIOLOGY current evolutionary processes (such as natural combines a variety of other disciplines including selection, sexual selection, and genetic drift) population ecology and genetics, community and using techniques from population, quantitative, ecosystem ecology, and other non-biological and molecular genetics. Additional topics disciplines including economics, and resource and include levels of selection, adaptation, and land management. The course combines lecture ecological factors important for evolutionary and laboratory and a considerable amount of class change. Evolutionary processes also are central to time is dedicated to the discussion of current the understanding of past events and, therefore, literature in the field. Prerequisites: BIOL 212, topics such as biological diversity, speciation, BIOL 220. (Staff, offered alternate years) phylogeny, and extinction are also discussed. Typical readings: R. Primack, Essentials of With laboratory. Prerequisites: BIOL 212, BIOL Conservation Biology; readings from the scientific 220. (Droney, offered annually) literature Typical readings: Freeman and Herron, Evolutionary Analysis; selected articles 327 Behavioral Ecology The specific behaviors employed by organisms to solve the “problems” 238 Aquatic Biology Aquatic Biology provides a associated with survival and reproduction have working knowledge of the general biology and been shaped through time by evolutionary forces. ecology of aquatic systems and of the organisms Thus, to understand why individuals behave as that make up aquatic communities. Topics they do, we must understand the nature of the include the biota of streams and rivers, flood complex interactions between individual and the plains, wetlands, ponds, and lakes. Students use environment, including social interactions with field and laboratory techniques to study water other individuals of the same species, in the past quality issues, community composition, and and present. This evolutionary approach to ecological interactions among aquatic organisms. understanding behavior is the focus of the With laboratory. Prerequisites: BIOL 160-level discipline of behavioral ecology. Emphasis is course. (Staff, offered annually) placed on why organisms within populations of Typical readings: Dodds, Freshwater Ecology, species vary in behavior, in addition to the more and readings from scientific journals traditional approach of relating ecology and behavior across species. Topics may include social 301 Molecular Microbiology This course gives an behavior and mate choice, animal and plant overview of the cell biology, genetics, and signaling, foraging tactics, and the genetics of molecular biology of microorganisms. The first behavior. Prerequisites: BIOL 212, BIOL 220. part of the course concentrates on understanding (Droney, offered alternate years) the unique cellular and molecular biology of Typical readings: Krebs and Davies, bacteria. The second part of the course covers Introduction to Behavioral Ecology; readings from microbial diversity and how our understanding of the scientific literature microbial diversity and ecology have led to the use of microorganisms in biotechnology. For the 339 Physiological Ecology Physiological ecology is last section the course, students discuss host- the study of interactions between organisms and parasite relationships and immunology. Prerequi- their environment, with an emphasis on the sites: BIOL 212, BIOL 220. (Carle, offered physiological attributes of organisms that influence occasionally) their performance in a given environment. It is also Typical readings: Brock, Madigan, Martinko, concerned with the evolution of physiological, and Parker, Biology of Microorganisms; and anatomical, and biochemical characteristics of selected journal articles organisms, and examines the relationship of these characteristics to fitness. This course focuses on the 315 Advanced Topics in Biology An in-depth physiological ecology of plants and provides an study of topics of current research interest. introduction to current research questions and Examples of courses include Darwinian Medicine; methods. Prerequisite: BIOL 212, BIOL 220. Aquatic Ecology; Biochemistry for Biologists; (Newell, offered alternate years) Behavioral Neurobiology. Prerequisites: BIOL Typical readings: Larcher, Physiological Plant 212, BIOL 220. (Staff, offered annually) Ecology; and readings from current scientific literature 316 Conservation Biology Conservation Biology is a relatively new discipline in biology which 340 Neurobiology In this course students addresses the alarming loss of biological diversity examine concepts and experimental models in around the globe. The basic goals of the discipline cellular and systems neurobiology in order to are to understand the causes and consequences of gain a better understanding of how the nervous this loss while also developing practical system is integrated to produce simple and approaches to prevent extinction and preserve complex behaviors. After a consideration of how biodiversity on a global basis. The discipline individual neurons function, students examine

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(1) how parts of the nervous system are CHEMISTRY specialized to sense and perceive the environ- ment, (2) how commands are initiated and modified to produce smooth, well-controlled Walter J. Bowyer, Ph.D.; Professor, movements, (3) how more complex functions of Department Chair the nervous system (such as emotions, language, homeostasis, etc.) are produced by neural David W. Craig, Ph.D., Professor networks, and (4) how neural plasticity and Christine R. de Denus, Ph.D.; Associate learning allow nervous systems to be modified by Professor experience. Because neurobiology is an Wingfield V. Glassey, Ph.D.; Assistant inherently comparative field, students examine neural processes that demonstrate basic concepts Professor inherent to neurological systems both in Justin S. Miller, Ph.D.; Assistant Professor invertebrates and vertebrates (including Erin T. Pelkey, Ph.D.; Assistant Professor humans). Laboratories include some computer simulations of neuronal physiology and “wet lab” experiments designed to introduce students to The chemistry curriculum is designed for techniques for investigation of the neural basis of students with a wide variety of interests behavior. Prerequisites: BIOL 212, BIOL 220. and needs and is approved by the Commit- (Deutschlander, offered alternate years) Typical readings: Purves, Neurosciences; tee on Professional Training of the Carew, Behavioral Neurobiology; selected reviews American Chemical Society (ACS). The and readings from the scientific literature curriculum is designed such that students may take courses for personal interest, to 341 Developmental Biology This course examines animal development from gamete earn a degree that has prepared them for formation through organ development. Emphasis immediate employment as a chemist, or to is placed on current questions and research earn a degree that has prepared them for methods. Typical lecture topics include fertilization, axis formation, limb development, admission to a graduate/professional and cell-cell interactions. Laboratory exercises school. allow students to investigate normal develop- For students who are planning mental processes as well as factors that interfere graduate work in chemistry, chemical or disrupt them. Prerequisites: BIOL 212, BIOL 220. (Kenyon, offered alternate years) engineering, biochemistry, or for those Typical readings: Gilbert, S., Developmental pursuing a career as a practicing industrial Biology; current research articles chemist, the ACS-certified major in 450 Independent Study Attendance at all chemistry is highly recommended. biology seminars, generally held on alternate Students interested in this program should Friday afternoons, is required of all students plan their programs with the department conducting independent study. Prerequisite: chair as early as possible. permission of the instructor. Students who are planning to enter 460 Biology Seminar The biology seminar is medical or dental schools are advised to intended as a capstone experience that integrates take the following courses in chemistry: knowledge learned in previous biology courses. 110, 240, 241, 280, 448. Seminar topics are selected by the faculty and announced in advance in the registration The chemistry department currently handbook. Past topics have included Sex, offers majors in two disciplinary tracks, Evolution and Behavior; Genomics; Biology of chemistry and biochemistry, at the B.A. Cancer. Seminars are a detailed exploration of a current topic in biology. Prerequisite: open only and B. S. degree levels, and a minor in to senior biology majors, except with permission chemistry. In order to be credited toward of the instructor. (Offered each semester) the major, all departmental and cognate Typical readings: Current journal articles courses must be completed with a grade of from the scientific literature C- or better. Credit/no credit options 495 Honors Attendance at all biology seminars cannot be used for departmental or held throughout the semester is required of all cognate courses. students doing Honors. Prerequisite: permission of the instructor. The chemistry department places a

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strong emphasis on faculty-student research 131 Calculus II; PHYS 150 Introductory and encourages all students to work with a Physics I; and PHYS 160 Introductory professor. Opportunities to do so arise from Physics II. paid summer internships or independent research and honors projects. REQUIREMENTS FOR THE MINOR IN CHEMISTRY REQUIREMENTS FOR THE MAJOR IN disciplinary, 6 courses CHEMISTRY (B.A.) CHEM 110, 240, 241, 280, 320; one disciplinary, 13 courses additional chemistry course from the 300- CHEM 110, 240, 241, 280, 310, 320, 322; 400 levels, not to include CHEM 450, two additional 300- or 400-level chemis- 490, or 495. try courses not to include CHEM 450, 490, or 495; MATH 130 Calculus I; COURSE DESCRIPTIONS MATH 131 Calculus II; PHYS 150 110 Molecules That Matter This course presents Introductory Physics I and PHYS 160 a survey of chemical concepts in the context of understanding technology that impacts our lives. Introductory Physics II. Fundamental chemistry is illustrated by applications to air pollution (including global REQUIREMENTS FOR THE MAJOR IN warming and ozone depletion), water pollution, energy production, nutrition, and drug design. CHEMISTRY WITH A CONCENTRATION IN Laboratory exercises study water chemistry of BIOCHEMISTRY (B.A.) Seneca Lake, local acid rain, analysis of food, and disciplinary, 13 courses computer visualization of drug interactions in the CHEM 110, 240, 241, 280, 320, 448, 449, body. Field trips include cruises on The William Scandling research vessel. This course prepares plus one biology elective, plus one additional students for CHEM 240. No prerequisites. (Fall, biology or chemistry elective not to include offered annually) CHEM 450, 460, 490, or 495; MATH 130 240 Organic Chemistry I This course, normally Calculus I, MATH 131 Calculus II; PHYS taken following CHEM 110, is an introduction to 150 Introductory Physics I and PHYS 160 the study of organic molecules, and includes Introductory Physics II. structure, mechanism, reactions, synthesis, and practical methods for structure determination. The laboratory emphasizes learning modern REQUIREMENTS FOR THE MAJOR IN techniques and the identification of compounds CHEMISTRY (B.S.) using spectroscopic methods. Prerequisite: disciplinary, 16 courses CHEM 110 (Pelkey, Miller, Spring, offered annually) CHEM 110, 240, 241, 280, 310, 320, 322, 448, 436, 437, and 450; MATH 130 241 Organic Chemistry II This course is a Calculus I; MATH 131 Calculus II; PHYS continuation of CHEM 240 with an increased 150 Introductory Physics I; PHYS 160 emphasis on mechanism and synthetic strategies. The main focus of this course is carbonyl Introductory Physics II; and one additional chemistry, which is the foundation for a great course in the natural sciences. many biochemical processes including protein, DNA, RNA, and carbohydrate biosynthesis and metabolism. Other topics include conjugation, REQUIREMENTS FOR THE MAJOR IN aromaticity, and pericyclic reactions. The CHEMISTRY WITH A CONCENTRATION IN laboratory incorporates new synthetic techniques BIOCHEMISTRY (B.S.) and analytical instrumentation, and includes formal reports upon the structure determination disciplinary, 16 courses of unknown compounds. Prerequisite: CHEM CHEM 110, 240, 241, 280, 320,322, 448, 240. (Pelkey, Miller, Fall, offered annually) 449, and 450; plus one biology elective; plus two additional biology or chemistry 260 Environmental Chemistry This courses explores all aspects of the chemistry of the electives; MATH 130 Calculus I; MATH environment, but emphasizes human impact on the atmosphere. For example, the ozone hole,

126 CHEMISTRY acid rain, and global climate change will be systems at equilibrium and is concerned only studied in detail. Aerosols, colloids, and the with the initial and final state of a system. importance of surfaces will also be explored. Kinetics, on the other hand, deals with the time Pollution in water and soil, especially when dependence of the molecular system and how impacted by the chemistry of the atmosphere, is quickly or slowly the reaction proceeds. This introduced. Throughout the course, chemical course also provides a review of various processes are explained emphasizing kinetic and mathematic tools that are widely used in equilibrium models. Prerequisite: CHEM 110 and chemistry. Laboratory. Prerequisite: CHEM 280, 280. (Offered alternate years) MATH 131, and PHYS 160 or permission of instructor. (Glassey, Fall, offered annually) 280 Chemical Reactivity A close look at qualitative and quantitative aspects of chemical 322 Physical Chemistry II This course explores reactivity. Questions concerning whether a the realm of the electron, focusing on electron reaction will occur and at what rate are explored. behavior at its most fundamental level. The Does the reaction require heat or liberate heat? course focuses on understanding quantum To what extent will the reaction proceed? mechanics and how the interaction of radiation Laboratory exercises illustrate these quantitative and matter gives rise to the spectroscopic principles with various types of reactions. Three instruments so crucially important in modern lectures and one laboratory per week. Prerequi- chemistry. Subjects discussed include wave site: CHEM 240 or permission of instructor. mechanics, the harmonic oscillator and rigid CHEM 241 recommended. (Spring, offered rotator as models for vibration and rotation, annually) chemical bonding and structure, approximation methods that allow quantum mechanics to be 302 Forensic Science This course describes basic applied to large macromolecular systems, and scientific concepts and technologies that are used various types of emission and adsorption in solving crimes. Students are introduced to a spectroscopies. This course also reviews the number of techniques such as mass spectrometry, mathematical tools necessary for understanding gas chromatography, ultraviolet-visible physical systems at the atomic and molecular spectroscopy, Fourier transform infrared level. Laboratory. Prerequisite: CHEM 280, spectroscopy, X-ray diffraction, high performance MATH 131, and PHYS 160 or permission of liquid chromatography and .0 electrophoresis. instructor. (Glassey, Spring, offered annually) Descriptions of how these methods of analysis are used in many facets of forensic science such as 436 Advanced Inorganic Chemistry The drug analysis, toxicology, arson investigations, descriptive chemistry of a wide variety of inorganic hair, fiber, and paint analyses, and fingerprinting and organometallic compounds is unified with are summarized. Students also spend a few weeks structure, bonding, and reaction mechanism of this course putting theory into practice by concepts. Topics such as group theory, metal conducting hands-on experiments in the catalysis, ligand and molecular orbital theory, and laboratory. (de Denus, alternate years) bioinorganic chemistry are introduced. Laboratory work provides the opportunity to learn advanced 310 Quantitative Chemical Analysis The first techniques such as inert atmosphere synthesis, part of the course investigates aqueous and NMR, and electrochemistry. Prerequisite: CHEM nonaqueous solution equilibria including theory 320 or permission of instructor. (de Denus, offered and application of acid-base, complexation, annually) oxidation-reduction reactions, and potentiomet- ric methods of analysis. The second part of the 437 Instrumental Analysis Analysis is an course includes an introduction to absorption important part of any chemical investigation. spectroscopy, analytical separations, and the This course examines the theory and practice of application of statistics to the evaluation of typical modern instrumental methods of analysis analytical data. Laboratory work emphasizes with emphasis on electrochemical, spectroscopic, proper quantitative technique. Normally taken in and chromatographic techniques. Laboratory. the junior year. Prerequisite: CHEM 280 Prerequisites: CHEM 310 and 320. (Bowyer, Fall, (Bowyer, Spring, offered annually) offered annually)

320 Physical Chemistry I This course offers a 447 Advanced Organic Chemistry This course fundamental and comprehensive introduction to offers an advanced treatment of a selected group kinetics and thermodynamics. Thermodynamics of topics in organic chemistry which could is one of the most powerful tools of science as it include: asymmetric synthesis, synthetic is a systematic method for understanding the flow organometallic chemistry, combinatorial of energy and heat between macroscopic bodies. chemistry, solid-phase chemistry, heterocycles, Thermodynamics focuses on understanding carbohydrate chemistry, pericyclic reactions/

127 CHILD ADVOCACY frontier molecular orbitals, advanced spectros- CHILD ADVOCACY copy, and/or natural products total synthesis. The emphasis of the course is to further understanding of fundamental concepts in organic chemistry Coordinating Committee including mechanism, structure, and/or synthesis. Lilian Sherman, Education, Coordinator Prerequisite: CHEM 241 (Pelkey, Miller, offered occasionally) Cerri Banks, Education Debra DeMeis, Psychology 448 Biochemistry I The first part of this course Helen McCabe, Education involves the study of the structure, function, and Mary Beth Wilson, Psychology physical properties of biological macromolecules. These include proteins, carbohydrates, and lipids, with particular emphasis on the kinetics and The child advocacy minor engages mechanisms of enzyme catalysis. The second part students in the study of issues important of the course deals with carbohydrate metabolic pathways, principles of bioenergetics, electron to children, especially the problems transport, and oxidative phosphorylation. children face regarding physical and Laboratory. Prerequisites: CHEM 241 and CHEM emotional health, material support, social 320, or permission of the instructor. (Craig, Fall, relationships, and educational needs. It offered annually) explores three components of child 449 Biochemistry II A continuation of CHEM advocacy: 1) child development, 2) the 348, the first half of this course covers integrated family and other social contexts affecting intermediary metabolism of lipids, amino acids, children, and 3) social, educational and and nucleic acids. The second half deals with chemical mechanisms of DNA replication, legal strategies for advocacy on children’s transcription, and translation. Special topics such behalf. as muscle contraction, mechanisms of hormone The child advocacy minor meets the action, recombinant DNA, and neurochemistry are discussed. Laboratory. Prerequisite: CHEM interdisciplinary minor requirement. 448. (Craig, Spring, offered annually) REQUIREMENTS FOR THE MINOR 450 Independent Study (Offered each semester) interdisciplinary, 5 courses 490 Industrial Internship The internship offers The minor consists of five courses, from at students the opportunity to work on research and least two divisions, with no more than development in industrial settings in the Finger three courses from any one department. Lakes region. Students may elect to take one to three credits in a term. An effort is made to The five courses must include one match each student with an industry correspond- development core course, one family core ing to his/her interest. Student work is supervised course, and one advocacy core course. The both by a faculty member and by an industrial remaining two courses may be selected supervisor. Prerequisite: Permission of instructor. (Offered each semester) from other core course options or from the electives. The five courses selected for the 495 Honors (Offered each semester) minor must reflect a cohesive theme. Examples of possible themes are Children at Risk, Children in Poverty, or Urban Education. Three of the five courses must be unique to the minor.

CORE COURSES Development EDUC 202 Human Growth and Development EDUC 203 Children with Disabilities PSY 203 Introduction to Child Psychology and Human Development PSY 205 Adolescent Psychology

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Family CHINESE ANTH 230 Beyond Monogamy EDUC 270 Social Class, Consumption, and Education Program Faculty EDUC 332 Disability, Family, and Society Chi-chiang Huang, Chinese Language SOC 225 Sociology of the Family and Culture, Coordinator SOC 310 Generations Jinghao Zhou, Chinese Language and Culture Advocacy with Community Component ALST 200 Ghettoscapes The Chinese program offers a variety of BIDS 307 Children in Contexts ECON 122 Economics of Caring courses in language, literature, history, ECON 248 Poverty and Welfare religion, and culture. Faculty are trained EDUC 333 Literacy language teachers and scholars who have SOC 290 Sociology of Community specialized in one of the major fields of Chinese studies. The program teaches Other service-learning courses may count toward the advocacy core with permission of the child advocacy modern Mandarin Chinese spoken in minor adviser. The Boston and Geneva Collabora- China, Taiwan, and other Chinese tive Internships may count toward the advocacy core communities. Classical Chinese is taught with permission of the child advocacy minor adviser. as independent study on demand. Individually designed course equivalents may count toward the advocacy core with permission of the child The Chinese program is a member of advocacy minor adviser. the Council for International Education Exchange (CIEE) Chinese Language Electives Consortium. Students who have finished EDUC 222 Understanding Autism CHIN 202 in good standing can be EDUC 302 Disability in China EDUC 370 Multiculturalism recommended to participate in the CIEE EDUC 338 Inclusive Schooling program in Beijing, Nanjing, or Taipei. EDUC 460 Baccalaureate Seminar: Moral and The Chinese program can also arrange for Ethical Issues in Education qualified students to study at the Manda- HIST 208 Women in American History rin Training Center or other language PEHR 215 Teaching for Change institutes in Taiwan. Qualified heritage PHIL 130 Moral Dilemmas: Limiting Liberty learners may enroll in Overseas Chinese PHIL 150 Issues: Justice and Equality POL 236 Urban Politics and Public Policy Youth Tour, a summer Chinese language POL 333 Civil Rights camp in Taipei, Taiwan. POL 364 Social Policy and Community The Chinese program does not offer a Activism separate major or minor in Chinese at this POL 375 Feminist Legal Theory point, but all courses in the Chinese SOC 258 Social Problems program are crosslisted with the Asian PSY 370 Topics in Developmental Psychology WRRH 302 Op-Ed: Writing Political and Cultural languages and cultures department and Commentary may count toward requirements for the major or minor in Asian Language and Other liberal arts courses may count as electives with Culture. See the Asian Languages and permission of the child advocacy minor adviser. One Cultures section of this Catalogue for Independent Study course with appropriate departmental prefix may count as an elective course related information. with permission of the child advocacy minor adviser. CROSSLISTED COURSES FSEM 068 Collected Violence and Traumatic Memory in East Asia FSEM 151 Marx in Beijing ASN 209 The Golden Age of Chinese Culture

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ASN 210 Buddhism and Taoism through in class and after class, acquiring a higher level Chinese Literature of language proficiency in all four skills. They ASN 212 Women in Contemporary Chinese are expected to do Chinese word-processing and Culture electronic communication with ease. The principal text is Integrated Chinese, Level 1-2, ASN 220 Male and Female in East Asian Traditional Character Edition, which is used along Society and Culture with online learning programs and a CD ASN 236 Society and Culture in China accompanying the text. Instruction consists of ASN 312 Literary and Historical Memory in three class contact hours and a one-hour lab China session per week. Prerequisite: CHIN 102 or the ASN 342 Chinese Cinema: Gender, Politics, equivalent. (Huang, Fall, offered annually) and Social Change in Contemporary China 202 Intermediate Chinese II This course continues CHIN 201 and is conducted primarily in Chinese. An additional 450-500 characters COURSE DESCRIPTIONS and phrases are introduced. Students interact 101 Beginning Chinese I An introduction to and communicate in Chinese in class and after modern Mandarin Chinese, the course teaches class. Supplementary readings are used in four skills, i.e., listening, speaking, reading, and addition to the principal text, Integrated Chinese, writing. Students acquire solid training and Level 1-2, Traditional Character Edition. knowledge in pronunciation, writing, grammar, Instruction consists of three class contact hours usage of words, and other fundamentals of general and a one-hour lab session per week. Prerequi- communication skills. The principal text is site: CHIN 201 or the equivalent. (Huang, Integrated Chinese, Part 1-1, Traditional Character Spring, offered annually) Edition, which introduces Pinyin Romanization System. Online learning programs and a CD 301 Advanced Chinese I This course continues accompanying the text are used to help students CHIN 202 and is conducted exclusively in learn to read, write, and use approximately 250 Chinese. An additional 500-550 characters and traditional characters, their simplified variants, as phrases are introduced. Students interact and well as common polysyllabic compounds. They communicate in Chinese in class and after class. also acquire skills in Chinese word-processing and Supplemenatry readings are used in addition to are able to use Chinese character input system to the principal text, Integrated Chinese, Level 2, type characters and sentences. Instruction consists Traditional Character edition. Prerequisite: CHIN of three class contact hours and a one-hour lab 202 or the equivalent. (Staff, Fall, offered session per week. (Zhou, Fall, offered annually) occasionally)

102 Beginning Chinese II A continuation of 302 Advanced Chinese II This course continues CHIN 101, this course introduces an additional CHIN 301 and is conducted exclusively in 300 traditional characters, new sentence patterns, Chinese. Approximately 600-700 characters and and new grammatical rules. Students learn to phrases are added to the vocabulary repository make effective use of their language skills, each individual student has built up. Students acquiring ability to conduct simple but interact and communicate in Chinese in class meaningful dialogues, write simple notes, and and after class. Supplementary readings are used read authentic materials such as signs and in addition to the principal text, Integrated newspaper headlines. They enhance their skills Chinese, Level 2, Traditional Character edition. in Chinese word-processing and electronic Prerequisite: CHIN 301 or the equivalent. (Staff, communication. The principal text is Integrated Spring, offered occasionally) Chinese, Level 1-1, Traditional Character Edition, which is used along with online learning 450 Independent Study Special arrangement is programs and a CD accompanying the text. made for individual students to study a specific Instruction consists of three class contact hours subject related to traditional or modern Chinese and a one-hour lab session per week. Prerequisite: literature and culture. (Staff, offered annually) CHIN 101 or the equivalent. (Zhou, Spring, offered annually)

201 Intermediate Chinese I This course continues CHIN 102, but approximately 60 percent of instruction is conducted in Chinese. Students learn an additional 400 characters on top of the 550 characters they learned at the beginning level. They speak and write frequently

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CLASSICS are interested in antiquity but not primarily interested in the ancient Michael Armstrong, Ph.D.; Associate languages themselves. Professor, Department Chair All courses toward any of the majors Leah Himmelhoch, Ph.D.; Assistant or minors offered by Classics must be Professor completed with a grade of C- or higher.

Offerings in the Department of Classics REQUIREMENTS FOR THE CLASSICS MAJOR explore all aspects of the languages and (B.A.) cultures of ancient Greece and Rome, the disciplinary, 12 courses context of their interaction with the rest of Four courses in Greek and four in Latin, the Mediterranean world, and their including at least one 300-level course in subsequent influence on our own day. The each language. Four additional classics study of the classics, therefore, reveals courses or courses approved by the depart- important aspects of ancient cultures, ment. No more than two 100-level language raising new and fresh questions and courses may count towards the major. insights both about antiquity and about the world in which we live. The department’s REQUIREMENTS FOR THE CLASSICS MINOR faculty is also committed to understanding, disciplinary, 5 courses both historically and theoretically, issues of Three Greek and two Latin courses or gender, class and race. two Greek and three Latin. No more than Courses in the Department of Classics three 100-level language courses may invite students to discover the literatures count towards the minor. and cultures of ancient Greece and Rome. Courses in Greek and Latin focus on REQUIREMENTS FOR THE CLASSICAL important texts in the original languages; STUDIES MINOR these courses aim to develop a facility in disciplinary, 5 courses reading Greek and Latin and to sharpen Two courses in either Latin or Greek skills in literary criticism. Courses in language; three courses, including two classical civilization use materials courses from one of the classical studies exclusively in English translation and groups and one course from a second group require no prerequisites; they offer or one from each of three different groups. students from the entire Colleges’ community an opportunity to study REQUIREMENTS FOR THE CLASSICAL classical literature and institutions in STUDIES MINOR conjunction with a major, minor, or interdisciplinary, 5 courses interdisciplinary work in the humanities. Same as for the disciplinary minor, but The department offers disciplinary selection of courses must include at least majors and minors in classics, Latin and one course from the classical studies group Greek. The department also coordinates in a division outside of the humanities. both a disciplinary and interdisciplinary minor in classical studies. The classical REQUIREMENTS FOR THE GREEK MAJOR studies minor approaches the study of (B.A.) ancient Greek and Roman civilization disciplinary, 12 courses from various directions, with various Seven courses in Greek language, at least modes of inquiry. It is a less linguistically four of which are at the 200 level and one oriented alternative offered to those who of which is at the 300 level; five addi-

131 CLASSICS tional courses selected from classics or Art other courses with appropriate content ART 101 Ancient and Medieval Art approved by the adviser. ART 116 World Architecture CLASSICAL CIVILIZATION COURSE REQUIREMENTS FOR THE GREEK MINOR DESCRIPTIONS disciplinary, 5 courses Courses requiring no knowledge of Greek or Latin, Five courses in the Greek language, at with no prerequisites, and suitable for first- through least three of which are at the 200 level or fourth-year students. above. 108 Greek Tragedy This course is a reading in English translation of selected plays of Aeschylus, REQUIREMENTS FOR THE LATIN MAJOR Sophocles, and Euripides—the earliest examples (B.A.) of one of the most pervasive genres of Western literature. Each play is considered both in its own disciplinary, 12 courses right and in relation to larger issues, such as the Seven courses in the Latin language, at tragic treatment of myth, relevance to contempo- least four of which must be at the 200 rary Athenian problems, and the understanding level and one at the 300 level, and five of the world that these plays might be said to imply. Through attention to matters of additional courses from classics or other production, an attempt is made to imagine the courses with appropriate content ap- effect of the plays in performance in the proved by the adviser. Athenian theatre. The course considers, in addition, possible definitions of tragedy, with the aid both of other writers’ views and of experi- REQUIREMENTS FOR THE LATIN MINOR ences of the texts themselves. (Offered every four disciplinary, 5 courses years) Five courses in Latin language, of which 112 Classical Myths In this course, students at least three must be at the 200 level or study ancient creation myths, the mythology of above. the Olympian gods, and Greek heroic and epic saga. Particular attention is paid to ancient authors’ exploration of universal human themes CLASSICAL STUDIES COURSES and conflicts, mythology as an embodiment and History and Anthropology criticism of ancient religious beliefs and ANTH 102 World Prehistory practices, and the treatment of mythological ANTH 206 Early Cities themes in the ancient and modern visual arts. ANTH 210 Prehistoric Ecology (Offered every four years) CLAS 202 Athens in the Age of Pericles Typical readings: Hesiod, Theogony; CLAS 230 Gender in Antiquity Aeschylus, Sophocles, Euripides, selected plays; CLAS 251 The Romans: Republic to Empire Apollonius, The Voyage of the Argo; Ovid, Metamorphoses. All readings are in English CLAS 275 Special Topics: Greek and Roman translation. Archaeology 125 Greek and Roman Religion This course is Literature an introduction to Greek and Roman religious CLAS 108 Greek Tragedy thought and practice: the pre-Greek “goddess CLAS 112 Classical Myths worship” of Minoan Crete, the Greek Olympians CLAS 213 Ancient Comedy and the “mystery religions,” the impersonal CLAS 228 Classical and African Epic agricultural deities of the early Romans, the WRRH 312 Power and Persuasion Greek and Roman philosophical schools, Christianity’s conquest of the Empire and the Empire’s regimentation of Christianity. Religion and Philosophy Attention is paid to the practice of animal CLAS 125 Greek and Roman Religion sacrifice, the Greek and Roman religious PHIL 370 Ancient Philosophy festivals, the contrast between public and private REL 254 The Question of God/Goddess cult, the tolerance of religious diversity under REL 258 The Qu’ran and the Bible paganism vs. the intolerance of monotheism, and pagan ideas of personal salvation. The course’s approach is historical. (Offered every four years)

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Typical readings: Homer, Iliad; R. Garland, 251 The Romans: Republic to Empire This Religion and the Greeks; K. Dowden, Religion and course surveys the “Roman Revolution,” from the Romans; Epicurus, Letter to Herodotus, Letter to 140 B.C. to A.D. 70: the destruction of the Menoeceus; Marcus Aurelius, Meditations Republic by Julius Caesar and Augustus’ founding (selections); Epictetus, Discourses (selections); of the Empire. Students trace the political Gospel of Mark; Gospel of Thomas; Philo, Embassy evolution of Rome through these two centuries to Gaius (selections); Eusebius, Ecclesiastical and read several central works by ancient authors History (selections); Paul, Galatians, I Timothy of this period. The course also considers the “everyday life” of the Romans—the conditions of 202 Athens in the Age of Pericles The great the rich, poor, and slave, the changing status of age of Athenian democracy, so fertile in its women, and religious and philosophical pluralism influence on our own culture, is the focus of this within the Empire. The course thus aims to be an course, with particular attention paid to the introduction to Roman history and culture social and political history, the intellectual life, during its central era. (Offered every four years) the art, and the literature of the period. Issues Typical readings: Scullard, From the Gracchi to such as imperialism and the exclusion of certain Nero; Tingay, These Were the Romans; Vergil, categories of people from full participation in the Aeneid; Cicero, Fifth Verrine, Pro Caelio, Second democracy are emphasized. The course traces Philippic; Sallust, Catiline; Plutarch, T. Gracchus, Periclean Athens’ antecedents in the archaic Sulla, Julius Caesar, Cicero, Mark Anthony; period and its end under the effects of the Suetonius, Julius Caesar, Augustus, Nero; Seneca, Peloponnesian War. (Offered every four years) Letters From a Stoic, Thyestes; Lucretius, On the Typical readings: Plutarch, Pericles, Alcibiades; Nature of Things (selections); Catullus, Ovid Aeschylus, Sophocles, Euripides, Aristophanes: (selected “love” poems) selected plays; Herodotus, Histories (selections); Thucydides, The Peloponnesian War; Lysias, 450 Independent Study (By arrangement) selected orations 495 Honors (By arrangement) 228 Classical Epic This course includes epics from ancient Mesopotamia, Greece, Rome, and Classics Courses Offered Occasionally Africa, all of which arose at critical moments in 175 Special Topics the development of their respective civilizations. 209 Alexander the Great Through a detailed study of these texts students examine the genre of epic poetry—its form and 213 Ancient Comedy style, assumptions, values, and attitudes—along 221 Rise of the Polis with the relation of each poem to the culture 275 Special Topics which produced it, and an eye toward similarities 283 Aristotle and differences. Epic poetry was, for each of these 290 Classical Law and Morality civilizations, one of the most significant bearers of its intellectual and cultural history. (Offered GREEK COURSE DESCRIPTIONS every four years) Typical readings (all in English): Gilgamesh, 101 Beginning Greek I “There is one criterion, and Iliad, Odyssey, Aeneid one only, by which a course for the learners of a language no longer spoken should be judged: the 230 Gender in Antiquity Ancient Greek and efficiency and speed with which it brings them to Roman literature were powerful forces in shaping the stage of reading texts in the original language attitudes toward and expectations for men and with precision, understanding, and enjoyment.” women that have continued into the 20th This statement by Sir Kenneth Dover characterizes century. Through readings (in English transla- the approach to learning Greek pursued in the tion) of Greek and Roman literature from what beginning sequence (GRE 101, GRE 102). The aim were very patriarchal societies, students explore of this sequence is to provide students with the the attitudes of these ancient peoples toward issues vocabulary and grammatical skills necessary to read of sex and gender. Students examine from both ancient Greek authors as quickly as possible. This traditional and feminist perspectives material language study also offers an interesting and written by both men and women from different effective approach to the culture and thought of the classes and cultures, with a view to assessing how Greeks. No prerequisites. (Fall, offered annually) ancient attitudes towards sex and gender have informed our own. (Offered every four years) 102 Beginning Greek II A continuation of GRE Typical readings: selections from Sappho, Homer, 101, this course continues and completes the Herodotus, Sophocles, Euripides, Aristophanes, presentation of basic Greek grammar and Plato, Aristotle, Livy, Catullus, Ovid; Winkler, vocabulary and increases students’ facility in Constraints of Desire; Keuls, The Reign of the Phallus reading Greek. Prerequisite: GRE 101 or the equivalent. (Spring, offered annually)

133 CLASSICS

205 The Greek New Testament In this course, appreciating the play’s broader concerns and students read one of the canonical gospels in the Euripides’ dramatic artistry. Prerequisite: GRE original Greek and the other three in English 102 or the equivalent. (Offered every three years) translation. Class work emphasizes the grammatical differences between koine Greek 265 Aristophanes In this course, one of the and Classical Greek. The course considers the comedies of Aristophanes, such as Lysistrata or numerous non-canonical gospels and investi- Clouds, is read closely in Greek. In addition to gates the formation of the New Testament discussing its universal human themes, the course canon. Students examine textual variants in the explores its relevance to its Athenian historical biblical manuscripts and discuss the principles period and discusses the particular nature of that lead textual critics to prefer one reading Aristophanic comedy. Prerequisite: GRE 102 or over another. The theory that Matthew and equivalent. (Offered occasionally) Luke are based on Mark and a hypothetical document “Q” is critically investigated. The 301 Advanced Readings in Greek Literature course also introduces students to modern This course is offered to students who have approaches to New Testament study: form, mastered the fundamentals of Greek and are now redaction, rhetorical, and postmodern criticisms. able to read substantial amounts appreciatively. Prerequisite: GRE 102 or the equivalent. Readings are chosen according to the interests (Offered every three years) and needs of the students. Prerequisites: two semesters of 200-level Greek or permission of the 213 Plato In this course, a Platonic dialogue instructor. (Fall, offered annually) such as the Symposium, the Apology, or the Crito Typical readings: prose—Plato, Xenophon, is read in Greek, with attention directed to the Herodotus, Thucydides, Lysias, Demosthenes; character and philosophy of Socrates as they are poetry—Sophocles, Euripides, Aristophanes represented by Plato. It includes a review of Greek grammar. Prerequisite: GRE 102 or the 302 Advanced Readings in Greek Literature equivalent. (Offered every three years) This course is parallel to GRE 301.(Spring, offered annually) 223 Homer This course is a reading in Greek and discussion of some of either Homer’s Iliad or 400 Senior Seminar This seminar is designed to Odyssey, with the entire poem read in English. provide an integrative capstone experience for Some attention is given to the cultural and Greek, Latin, and classics majors. Team-taught historical setting and to the nature of Homeric by members of the department, the structure and language, but the course aims at an appreciation, content of the course varies to meet the through readings in the original, of the Iliad or individual needs and desires of the senior majors. Odyssey as a poetic masterpiece. Prerequisite: Possible content may include: intensive reading GRE 102 or the equivalent. (Offered every three of Latin/Greek authors, Latin/Greek composi- years) tion, surveys of Latin/Greek literature, introduc- tion to research tools for graduate study, 234 Herodotus In this course, selections from developing bibliographies, and designing Herodotus’ Histories are read in Greek, with materials in preparation for teaching. (Spring, much of the rest read in English. It aims to offered occasionally) develop students’ facility in Greek, acquainting them further with the Greek world through the 450 Independent Study Histories, and introducing them to the mind and thought of Herodotus, whom Cicero called “the 495 Honors father of history.” Prerequisite: GRE 102 or the equivalent. (Offered every three years) LATIN COURSE DESCRIPTIONS 101 Beginning Latin I This course is an 263 Sophocles This course includes a careful introduction to the fundamentals of Latin reading in Greek of one of the plays of grammar, accompanied by some practice in Sophocles, such as Oedipus the King or Antigone, reading the language. The aim is to equip with close attention to the language of tragedy, students to read the major Roman authors. No as well as to plot construction, dramatic prerequisite. (Fall, offered annually) technique, and the issues raised by the mythic story. Prerequisite: GRE 102 or the equivalent. 102 Beginning Latin II This course continues (Offered every three years) and completes the study of basic grammar and introduces representative samples of Latin prose 264 Euripides In this course, a complete tragedy (e.g., Cicero, Caesar) and poetry (e.g., Catullus, of Euripides, such as Alcestis, Bacchae, Ovid). By consolidating their knowledge of Hippolytus, or Medea, is studied in Greek, with grammar and building their vocabulary, students close attention to language and style as a way of

134 CLASSICS are able to read Latin with increased ease and 262 Latin Erotic Poetry In this course, selections pleasure and to deepen their understanding of from Catullus, Propertius, Sulpicia, Tibullus, and ancient Roman culture. Prerequisite: LAT 101 or Ovid help to survey the language, themes, and the equivalent. (Spring, offered annually) structures of Augustan elegiac poetry. Consider- able attention is paid to the Roman authors’ views 223 Medieval Latin At the end of the Roman of women and of the relations between the sexes. Empire, as “classical” Latin grew more formal and Prerequisite: LAT 102 or the equivalent. (Offered artificial, “vulgar” Latin—the language of the every three years) “common people” and the parent of the Romance languages—emerged as a sophisticated 264 Petronius or Seneca In this course, literary instrument. Throughout the Middle selections from the Satyricon, read in Latin, Ages, an enormous literature was produced in highlight Petronius’ wit, his depiction of this living Latin: works sacred and profane, contemporary society, and the Satyricon as an serious and flippant. In this course, students read example of ancient prose narrative. Alternatively, selections, in the original Latin, from works in selections from Seneca's Moral Epistles portray theology, history, biography, fiction, and poetry. the Stoic philosopher's ethical concerns in a Attention is given to the differences between time of tyranny, and one of his blood-and- Medieval and “classical” Latin, but the course thunder tragedies illustrates the spirit of the age emphasizes the creativity of the medieval authors of Nero, in which evil becomes a fine art. as artists in a living language. Prerequisite: LAT Prerequisite: LAT 102 or the equivalent. (Offered 102 or the equivalent. (Offered every three years) every three years) Typical readings: selections from Jerome, Vulgate Bible; Jacobus de Voragine, Golden 301 Advanced Readings in Latin Literature Legend; Bonaventura, Life of St. Francis; Geoffrey This course is offered to students who have of Monmouth, History of the Britons; Bede, mastered the fundamentals of Latin and are now Ecclesiastical History; Einhard, Life of able to read substantial amounts appreciatively. Charlemagne; Abelard and Eloise, Correspon- Readings are chosen according to the interests dence; Hrothsvita, Dramas; Poetry—Carmina and needs of the students. Possibilities include: Burana; Fortunatus; Alcuin; Thomas of Celano, prose—Cicero, Seneca, Tacitus, Livy; poetry— Dies Irae; Thomas Aquinas Horace, Juvenal, Lucretius, Ovid, Propertius, Vergil. Prerequisites: Two terms of 200-level 238 Latin Epic (Vergil or Ovid) This course is a Latin or permission of the instructor. (Fall, careful reading in Latin of some of the Aeneid or offered annually) the Metamorphoses, with the entire poem read in English, to enable students to appreciate the 302 Advanced Readings in Latin Literature poetry and Vergil’s or Ovid’s presentation of This course is parallel to LAT 301. (Spring, Augustan Rome against the background of its offered annually) historical and literary heritage. Prerequisite: LAT 102 or the equivalent. (Offered every three years) 400 Senior Seminar This seminar is designed to provide an integrative capstone experience for 248 The Writings of Cicero or Pliny This Greek, Latin, and classics majors. Team-taught course includes readings in the original Latin of by members of the department, the structure and works by eyewitnesses to the profound changes content of the course varies to meet the that Rome experienced during the late republic individual needs and desires of the senior majors. and early empire. It gives considerable attention Possible content includes: intensive reading of to the literary intentions of the author and to the Latin/Greek authors, Latin/Greek composition, light those intentions throw on contemporary surveys of Latin/Greek literature, introduction to political feelings and postures. Prerequisite: LAT research tools for graduate study, developing 102 or equivalent. (Offered every three years) bibliographies, designing materials in preparation for teaching. (Spring, offered occasionally) 255 Latin Historians: Tacitus or Livy This course includes readings from Tacitus’ Annales or 450 Independent Study (By arrangement) Livy’s Ab Urbe Condita, examining the authors’ prose styles and the historical contexts in which 495 Honors (By arrangement) they wrote. Students explore the authors’ use of historiography as ostensible support or covert attack on political regimes. Attention is given to the ancient view that history must be aestheti- cally pleasing and ethically useful and to ancient historians’ lapses in objectivity and accuracy. Prerequisite: LAT 102 or the equivalent. (Offered every three years)

135 COGNITION, LOGIC, AND LANGUAGE

COGNITION, LOGIC, AND MATH 135 First Steps Into Advanced Mathematics LANGUAGE MATH 320 Seminar for Mathematics Teachers MATH 380 Mathematical Logic Program Faculty PSY 100 Introduction to Psychology David Eck, Mathematics and Computer PSY 230 Biopsychology Science, Coordinator PSY 231 Cognitive Psychology Eugen Baer, Philosophy PSY 299 Sensation and Perception PSY 310 Research in Perception and Sensory Scott Brophy, Philosophy Processes Carol Critchlow, Mathematics and PSY 311 Research in Behavioral Neuroscience Computer Science PSY 331 Research in Cognition Paul Kehle, Education PSY 375 Topics in Cognitive Psychology Michelle Rizzella, Psychology Social Sciences ANTH 115 Language and Culture Cognition refers to the process of ANTH 227 Intercultural Communication thinking. It is a major topic in psychology, ANTH 285 Primate Behavior but it is closely allied with several other SOC 261 Sociology of Education fields including the physiology of the brain, the acquisition and use of natural Humanities languages, the structure of the formal EDUC 202 Human Growth and Development languages used in mathematical logic and EDUC 222 Teaching, Learning, Schools, and Mathematics computer science, and the philosophy of EDUC 304 Representations, Inferences, and knowledge and mind. The program in Meanings cognition, logic, and language allows a EDUC 334 Science and Cognition student to pursue the multiple aspects of ENG 260 Creative Writing this highly interdisciplinary subject. MUS 120 Tonal Theory and Aural Skills I The cognition, logic, and language MUS 121 Tonal Theory and Aural Skills II program offers an interdisciplinary minor. PHIL 120 Critical Thinking and Argumentative Writing PHIL 220 Semiotics REQUIREMENTS FOR THE MINOR PHIL 240 Symbolic Logic interdisciplinary, 6 courses PHIL 242 Experiencing and Knowing Six courses chosen from the following PHIL 260 Mind and Language lists; no more than three of the six courses PHIL 380 Experience and Consciousness may be in any single division (natural PHIL 390 Analytic Philosophy sciences, social sciences, and humanities); at least three of the six courses must be at the 200 level or above. One course in any modern or ancient language may be counted toward the minor. Other relevant courses not listed may be acceptable, with the permission of the coordinator.

CROSSLISTED COURSES Natural Sciences BIOL 340 Neurobiology CPSC 124 Introduction to Programming CPSC 229 Foundations of Computation CPSC 453 Artificial Intelligence MATH 110 Discovering in Math

136 COMPARATIVE LITERATURE

COMPARATIVE LITERATURE the prerequisite of ENG 101 Literary Consciousness, and an upper-level course Program Faculty comparable to a seminar in comparative Grant Holly, English and Comparative literature. This course is selected in Literature, Coordinator consultation with the student’s adviser William Atwell, History during the second year. Eugen Baer, Philosophy The comparative literature program Betty Bayer, Psychology offers a disciplinary and an interdiscipli- Marie-France Etienne, French and nary major and minor. Students interested Francophone Studies in majoring in comparative literature Catherine Gallouët, French and should meet with an adviser in the Francophone Studies program to plan out a program of study Robert Gross, English and Comparative which addresses their particular interests. Literature The courses listed below serve as examples Marilyn Jiménez, Africana Studies of the types of courses that might be George Joseph, French and Francophone included in such a program. Studies Patricia Myers, Music REQUIREMENTS FOR THE DISCIPLINARY Daniel O’Connell, English and MAJOR (B.A.) Comparative Literature disciplinary, 12 courses Edgar Paiewonsky-Conde, Spanish and ENG 101, a course designated as a Hispanic Studies comparative literature seminar, and ten David Weiss, English and Comparative courses in literature or an allied field that Literature form a cohesive program and include one course in critical theory. The courses Students in comparative literature pursue selected must provide a coherent and a broad literary education that is informed in-depth exploration of the field. The by critical theory and knowledge of number of non-literary courses must be comparative methodologies. The study of approved by the adviser and coordinator. comparative literature is flexible and Students majoring in comparative interdisciplinary. It may involve art, literature must also demonstrate profi- music, politics, philosophy, history, ciency in an ancient or modern language, anthropology and other fields. The typically by taking two language courses program also engages the student with at at the 200-level or above (these may be in least one culture and language other than different languages). English. The program rests on three principles: REQUIREMENTS FOR THE DISCIPLINARY foreign language training, individual MINOR curricular planning, and comparative disciplinary, 7 courses methodology. All students in the program ENG 101, a course designated as a must demonstrate foreign language comparative literature seminar, and five competence, normally defined as passing courses in literature or an allied field that two courses at the literature level in that form a coherent and in-depth exploration language. (In special cases, the compara- of the field. Students minoring in tive literature committee may arrange for comparative literature must also demon- the fulfillment of this requirement by strate proficiency in an ancient or modern examination.) The student must satisfy language, typically by taking two language

137 COMPARATIVE LITERATURE courses at the 200-level or above (those CROSSLISTED COURSES may be in different languages). Critical Theory Courses ENG 302 Post-Structuralist Literary Theory REQUIREMENTS FOR THE ENG 304 Feminist Literary Theory INTERDISCIPLINARY MAJOR (B.A.) Elective Courses interdisciplinary, 12 courses CLAS 230 Gender in Antiquity ENG 101, a course designated as a ENG 236 Post-Apocalyptic Literature comparative literature seminar, and ten ENG 312 Psychoanalysis and Literature courses in literature or an allied field that ENG 356 Nabokov, Borges, Calvino form a cohesive program and include one ENG 360 20th-Century Central European Fiction course in critical theory. The courses ENG 372 20th-Century Latin American selected must include work in at least two Literature different departments and include LTAM 308 Latin American/Latino Cinema materials and approaches other than MUS 206 Opera As Drama literary. The number of non-literary PSY 247 Psychology of Women courses must be approved by the adviser REL 254 The Question of God/Goddess and coordinator. Students majoring in REL 256 Tales of Love, Tales of Horror REL 257 What’s Love Got to Do With It? comparative literature must also demon- strate proficiency in an ancient or modern language, typically by taking two language courses at the 200-level or above COMPUTER SCIENCE (these may be in different languages). The program and course descriptions for Computer Science can be found in the REQUIREMENTS FOR THE section for Mathematics and Computer INTERDISCIPLINARY MINOR Science (p.221) interdisciplinary, 7 courses ENG 101, a course designated as a comparative literature seminar, and five courses in literature or an allied field from at least two different departments which include materials and approaches other than literary. Students minoring in comparative literature must also demon- strate proficiency in an ancient or modern language, typically by taking two language courses at the 200-level or above (these may be in different languages).

138 CRITICAL SOCIAL STUDIES

CRITICAL SOCIAL STUDIES personal, practical, and policy implica- tions of such critical activity, that is, to Program Faculty consider what might be done for public Christopher Gunn, Economics, policy and for social action, and its sought Coordinator and unsought personal consequences. T. Dunbar Moodie, Sociology, The critical social studies program offers Coordinator an interdisciplinary major and minor. Eugen Baer, Philosophy Betty Bayer, Women’s Studies REQUIREMENTS FOR THE MAJOR (B.A.) Jodi Dean, Political Science interdisciplinary, 11 courses Jo Anna Isaak, Art BIDS 200, four intermediate and six Marilyn Jiménez, Africana Studies advanced-level courses from the critical Cedric Johnson, Political Science social studies electives chosen in consul- Richard Mason, Sociology tation with the adviser to form a coherent Dia Mohan, Sociology program. Of the 10 elective courses, no Renee Monson, Sociology more than four may be in one department Daniel O’Connell, English and no more than seven in one division. David Ost, Political Science Paul Passavant, Political Science REQUIREMENTS FOR THE MINOR Linda Robertson, Rhetoric interdisciplinary, 6 courses William Waller, Economics BIDS 200, two intermediate level and three advanced level electives chosen in The critical social studies program is consultation with the adviser to form a about theory, emphasizing social and coherent program. No more than three cultural theories and their interrelation- courses may be from any one department ships. Though we hold differing interpre- or division. tations of what theory is, we share an understanding of its rootedness in the CROSSLISTED COURSES lived practice of everyday lives. This Intermediate Electives program involves us in a common project ALST 200 Ghettoscapes of studying, criticizing, and, indeed, ALST 225 African-American Culture making theory, engaging faculty and ANTH 209 Gender in Prehistory ANTH 220 Sex Roles: A Cross-Cultural students in increasingly demanding Perspective theoretical dialogues with three aims: ANTH 230 Beyond Monogamy First, to reflect on the “common- ANTH 271 Jobs, Power and Capital sense” assumptions, practices, and ANTH 280 Environment and Culture: Cultural identities that inform everyday life; to Ecology reflect on the practices, assumptions, and ASN 101 Intellectual and Religious representations that constitute the Foundations of Asian Civilization BIDS 211 Labor: Domestic and Global common sense of academic disciplines; BIDS 235 Third World Experience and to reflect on the consequences and BIDS 245 Men and Masculinity implications of these. ECON 206 Community Development Economics Second, to deal critically and histori- and Finance cally, in social, political, and economic ECON 232 U.S. Economy: A Critical Analysis context, with those “common-sense” ECON 236 Introduction to Radical Political attitudes that constitute everyday and Economy ECON 248 Poverty and Welfare academic life. EDUC 200 Philosophy of Education Third, to encourage reflection on the

139 CRITICAL SOCIAL STUDIES

EDUC 202 Human Growth and Development ARCH 311 History of Modern Architecture ENG 223 Environmental Literature ARCH 312 Theories of Modern Architecture and ENG 257 Dickens and His World Urbanism ENG 258 19th-Century English Novel ART 333 Contemporary Art ENG 281 Literature of Sexual Minorities ECON 300 Macroeconomic Theory and Policy ENG 291 Introduction to African-American ECON 301 Microeconomic Theory and Policy Literature I ECON 305 Political Economy HIST 256 Technology and Society in Europe ECON 310 Economics and Gender MDSC 223 War, Words and War Imagery ECON 316 Labor Market Analysis PHIL 120 Critical Thinking and Argumentative ECON 331 Institutional Economics Writing ECON 468 Seminar: Veblen PHIL 130 Moral Dilemmas: Limiting Liberty ECON 474 Seminar: Globalization PHIL 150 Issues: Justice and Equality EDUC 321 Language, Experience and Schooling PHIL 151 Issues: Crime and Punishment EDUC 343 Special Populations in Texts PHIL 152 Issues: Philosophy and Feminism ENG 255 Victorian Literature PHIL 154 Issues: Environmental Ethics ENG 302 Post-Structuralist Literary Theory PHIL 155 Issues: Morality of War and Nuclear ENG 312 Psychoanalysis and Literature Weapons ENG 318 Body, Memory, and Representation PHIL 220 Semiotics ENG 337 James Joyce’s Ulysses PHIL 232 Liberty and Community ENG 368 Film and Ideology PHIL 235 Morality and Self Interest ENG 370 Hollywood on Hollywood POL 160 Introduction to Political Theory ENG 375 Science Fiction Film POL 175 Introduction to Feminist Theory ENG 376 New Waves POL 238 Sex and Power ENG 381 Sexuality and American Literature POL 245 Politics of the New Europe ENG 388 Writing on the Body POL 264 Legal Theory FRE 251 Eros and Thanatos POL 265 Modern Political Theory FRE 252 Que Sais-Je? POL 270 African-American Political Thought FRE 380 Advanced Francophone Topics: REL 108 Religion and Alienation Images de Femmes REL 263 Religion and Social Theory HIST 325 Medicine and Public Health in REL 271 The Holocaust Modern Europe SOC 221 Sociology of Minorities HIST 337 History of American Thought Since SOC 222 Social Change 1865 SOC 223 Social Stratification HIST 340 Faulkner and Southern Historical SOC 224 Social Deviance Consciousness SOC 225 Sociology of the Family HIST 371 Life-Cycles: The Family in History SOC 226 Sociology of Sex and Gender HIST 375 Seminar: Western Civilization and Its SOC 228 Social Conflict Discontents SOC 230 The Sociology of Everyday Life MATH 278 Number Theory SOC 233 Women in the Third World PHIL 370 Ancient Philosophy SOC 240 Gender and Development PHIL 372 Early Modern Philosophy SOC 258 Social Problems PHIL 373 Kant SOC 259 New Social Futures PHIL 380 Experience and Consciousness SOC 261 Sociology of Education PHIL 381 Existentialism SOC 271 Sociology of Environmental Issues PHIL 390 Analytic Philosophy WRRH 250 Talk and Text: Introduction to POL 335 Law and Society Discourse Analysis POL 348 Racism and Hatreds POL 365 Democratic Theory Advanced Electives POL 375 Feminist Legal Theory AEP 335 The Arts and Human Development POL 379 Radical Thought, Left and Right ALST 240 Third World Women’s Texts REL 237 Lived Christianities ALST 310 Black Images/White Myths REL 260 Religion as a Philosophical Act AMST 302 Culture of Empire REL 267 Psychologies of Religion ANTH 306 History of Anthropological Theory REL 269 Therapy, Myth and Ritual ANTH 370 Life Histories REL 273 Foundations of Jewish Thought

140 DANCE

REL 281 Unspoken Worlds DANCE REL 283 Que(e)rying Religious Studies REL 365 Loss of Certainty REL 370 Jewish Mysticism and Hasidism Donna Davenport, Ed.D.; Professor, REL 382 Toward Inclusive Theology Department Chair REL 401 Literary and Theological Responses Cynthia J. Williams, M.F.A.; Professor to the Holocaust Michelle Iklé, M.F.A.; Adjunct Assistant REL 402 Conflict of Interpretations Professor REL 410 Sacred Space Cadence Whittier, M.F.A.; Associate REL 461 Seminar: Towards a Theory of Religious Studies Professor REL 464 Seminar: God, Gender and the Unconscious The Department of Dance offers a wide SOC 300 Classical Sociological Theory range of courses in dance technique for the SOC 301 Modern Sociological Theory beginning, intermediate, and advanced SOC 325 Moral Sociology and the Good dancer, as well as courses in dance history, Society composition, human anatomy and kinesiol- SOC 331 Sociology of Art and Culture SOC 340 Feminist Sociological Theory ogy, and teaching methods. The dance SOC 356 Power and Powerlessness major consists of a series of core courses in SOC 370 Theories of Religion dance technique and theory which may be SOC 464 Senior Seminar supplemented by courses from other SPAN 316 Voces de Mujeres departments or programs. Students are SPAN 317 Arte y Revolución encouraged to tailor their major to their WMST 300 Feminist Theory specific interests within the discipline WMST 323 Research in Social Psychology WMST 357 Self in American Culture (dance performance, choreography, WMST 372 Topics: Social Psychology teaching, or dance studies) through their choice of electives and cognates; students COURSE DESCRIPTION may elect to broaden their understanding of 200 Introductory Dialogues in Critical Social the interdisciplinary nature of the field by Studies We use social and cultural theory in our an additional focus on related disciplines everyday lives but rarely very consciously. This course investigates ways in which hegemonic such as art, education, music, philosophy, “common sense(s)” are constructed and changed, psychology, and/or theatre. The dance both in society and the academy, and the major and minor may be either disciplinary purposes they serve. The aim is to heighten awareness of personal, practical, and policy or interdisciplinary depending upon the implications of social theory, and develop critical courses selected. responses to it. (Waller/Capraro, Spring) All courses toward a dance major or minor must be completed with a grade of C- or higher.

REQUIREMENTS FOR THE MAJOR (B.A.) disciplinary, 12 courses DAN 105; DAN 200; DAN 225; DAN 300; DAN 325; DAN 210, 212 or 214; two technique (DAN/DAT) courses at the intermediate or advanced level; a dance ensemble course (DAN 140); two additional DAN electives or approved courses outside the department; and the dance senior seminar, DAN 460.

141 DANCE

REQUIREMENTS FOR THE MAJOR (B.A.) phy from audition through final performance. interdisciplinary, 12 courses Enrollment is by audition only; auditions are typically held in the fall prior to spring term pre- DAN 105; DAN 225 or DAN 325; DAN registration. Students cast in Dance Ensemble learn 210 and 212, or DAN 212 and 214; one new or repertory choreography created by dance other 200-level DAN elective; two faculty or guest artists and are frequently active participants in the choreographic process. In technique (DAN/DAT) courses at the addition to developing dance performance skills, intermediate or advanced level; AEP 335 students are introduced to technical theatrical The Arts and Human Development, EDUC design concepts and are expected to complete 295 Theatre and the Child, EDUC 301 pre- and post-production assignments. Concurrent registration in a dance technique course is Drama in a Developmental Context, or an required. (Spring, offered annually) arts-related bidisciplinary (BIDS) course; DAN 460, the dance senior seminar; and DAT 140 Dance Ensemble: Practicum in Repertory and Performance Students may elect to three courses outside the department take the department’s Dance Ensemble course as a approved by the major adviser. studio-based half-credit activity. The course material is identical to that described above, and REQUIREMENTS FOR THE MINOR requires the same audition process. Students electing DAT 140 must register for the course disciplinary, 6 courses credit/no credit and are not expected to complete DAN 105; DAN 210 or 212; DAN 200 or the additional academic components of the course, 300; two technique (DAN/DAT) courses at but are required to enroll in a concurrent dance the intermediate or advanced level; and two technique course. (Spring, offered annually) additional dance (DAN) courses. DAN 200 Dance Composition I This is an introductory course in the art and craft of creating REQUIREMENTS FOR THE MINOR dances. Techniques to nurture the individual creative process are explored, including movement interdisciplinary, 6 courses improvisation, visual art imagery, chance DAN 105, DAN 210 or 212; DAN 225 or procedures, musical influences, poetic imagery, and 325; two technique (DAN/DAT) courses prop and costume studies. The course culminates in each student’s presentation of a substantial at an intermediate or advanced level; and composition. This course has a multi-disciplinary two additional dance (DAN) courses or focus and is open to all students interested in the courses outside the department approved arts and creative process. (Davenport/Williams, by the adviser. Fall, offered alternate years) DAN 210 Dance History I This course is COURSE DESCRIPTIONS designed to present the history of social and DAN 105 Introduction to Dance: Theory and theatrical dance from early human history Practice This course introduces students to the through the flowering of ballet in the 19th technique and theory of dance as an art form. century. A strong emphasis is placed on Novice and experienced movers alike are recognizing how social, political, economic, and introduced to dance theory in a lecture setting, religious conditions and attitudes influence and then explore those movement theories in the are influenced by dance and other artistic dance studio. Students gain both theoretical and expressions. The course format consists of faculty practical knowledge of dance and self through lecture, student presentations, film and videos, readings, research assignments, journal writing, and studio workshops. (Williams, Fall, offered film observation, live concert dance, movement alternate years) experiences, discussion, and faculty lecture. Study topics include an overview of dance styles, DAN 212 Dance History II This course multicultural definitions of dance, and an examines the development of theatrical dance introduction to dance criticism, dance history, from the late 1800s through the mid-20th aesthetics, dance sciences, and movement century. A special focus of the course is the rise analysis. (Fall, offered annually) of modern dance and the women who were its creators—Loie Fuller, Isadora Duncan, and Ruth DAN 140 Dance Ensemble: Practicum in St. Denis, and the women pioneers who Repertory and Performance This course follows followed: Martha Graham, Doris Humphrey, the creation and performance of dance choreogra- Mary Wigman and Hanya Holm. This singularly

142 DANCE

American art form was greatly influenced by The ability to improvise frees the performer from feminist reform movements, and continues to be technical and choreographic ruts and gives one associated with political, social, and economic the opportunity to create and understand conditions and reforms. The course traces the movement from an intensely personal perspec- development of modern dance through the tive. Students participate in a variety of tumultuous 1960s. (Williams, Spring, offered structured improvisations throughout the alternate years) semester that are designed to improve their sensitivity to group dynamics, individual DAN 214 Dance History III: 1960s to Present movement creativity, and recognition of the As in the other arts, dance in the 1960s expressive capacities for movement expression. underwent tremendous changes and witnessed While movement is the media, prior dance the breaking apart of traditional forms and training is not required. (Williams, Davenpott, aesthetic assumptions. Iconoclastic choreogra- Spring, offered alternate years) phers said no to the techniques and presentations of their predecessors, changing the aesthetics of DAN 300 Dance Composition II This course dance permanently. This course starts with the explores further the art and craft of making dances revolutions in culture and dance of the 1960s with a focus on group choreography. Composition and traces the growth and development of II covers such aspects of choreography as today’s “postmodern” dance. Issues of body, developing a unique movement vocabulary, group gender, race, sexuality and cultural heritage form compositions, site-specific work, and choreo- the lens through which contemporary dance and graphic process and documentation. Collabora- its choreographers are discussed. (Williams, Fall, tions with musicians, actors, poets, and visual offered alternate years) artists are encouraged. Prerequisite: DAN 200 or permission of instructor. (Davenport/Williams, DAN 215 Movement for Athletes: Analysis and Fall, offered alternate years) Performance This course is designed to provide movement experiences that illuminate the DAN 325 Movement Analysis: Laban Studies concepts of coordination, alignment, and efficient This course is an introduction to the theory and body functioning that underlie all sports. application of Laban Movement Analysis, which Individuals are expected to acquire a vocabulary includes effort/shape, space harmony, Bartenieff of movement description, which is utilized in Fundamentals™ and other somatic practices. These self-assessment and to analyze the specific theories apply directly to all physical actions of the demands of their particular sport. Emphasis is human body, nonverbal communication, cultural placed on a sensitivity to the mind-body differences, choreography, live performance, connection and the process of movement therapeutic practices, and teaching methodology. repatterning. (Fall, offered alternate years) The course focuses on the personal relevance of Laban theories to the individual student, as well as DAN 225 Anatomy and Kinesiology This to related disciplines such as anthropology, course presents specific knowledge of human psychology, and education. Students are taught skeletal anatomy and muscular anatomy and its how to observe, record, describe, and notate subtle relationship to movement skills and postural qualities in the movement around them and how to alignment. Once the basic skeletal and muscular understand their own movement patterns and the anatomy is understood, the course focuses on potential for enhanced expression, muscular analysis of action, with particular attention on efficiency, and wellness. (Davenport/Whittier, the action of gravity and its effect on posture and Spring, offered alternate years) muscular function. Additionally, the course focuses on principles of alignment, conditioning, DAN 432 Teaching Methods and Practicum This and injury prevention. Although dance-based, course is designed to introduce the student to the the course should be relevant to students practices and principles of teaching dance. In interested in the areas of physical therapy, addition to the traditional pedagogical areas of physical education, athletic training, human study—construction of lesson plans, formation of biology, and other movement sciences. (Fall, curriculum, and semester unit plans—the course offered alternate years) explores the specific concerns of the dance classroom—injury prevention, use of imagery to DAN 250 Dance Improvisation Improvisation elicit physical response, and composition of in dance like its counterparts in music and movement material to cognitively as well as theatre relies on the technical skills of the physically challenge students. Prerequisites: performer, a profound mental commitment and Successful completion of DAN 105, DAN 225, focus, the ability to respond to multiple sensory and/or DAN 325 strongly recommended. stimuli, and the development of a body-mind (Davenport/Williams, Spring, offered alternate years) synthesis that allows for action and reflection.

143 DANCE

DAN 450 Independent Study In this course DAN/DAT 900 Beginning Dance—Jazz/Ballet/ students are encouraged to pursue explorations of Modern This course is an introduction to jazz, choreography, performance, historical research, ballet, and modern dance technique for the teaching, improvisation, arts management and beginning dance student. Students explore the production, or body-mind synthesis within an basic principles of dance technique: strength, approved and academically challenging indepen- alignment, coordination, spatial and rhythmic dent study. Permission of instructor required. awareness, and performance skills within the context of the unique vocabulary and aesthetic of DAN 460 Senior Seminar This seminar provides each dance technique. (Fall, offered annually) an opportunity for faculty-guided research of a particular area of interest to senior dance majors. DAN/DAT 905 Beginning Technique: Body (Dance minors admitted with permission of and Self Body and Self is a course designed to instructor.) Qualified students may work toward integrate dance and movement, self knowledge, the development of choreographic and and knowledge of the body into dynamic performance material, or pursue independent balance. Releasing unwanted tension patterns, studies of career-related topics such as dance developing efficient alignment and movement science, somatics, dance anthropology, dance patterns, and discovering a wider range of criticism, K-12 dance education, dance movement capabilities is both the focus and the administration or other areas of interest. The intended outcome of the semester’s material. focus of the course is on the development of a Modern dance-based exercises and sequences project, paper, or performance that demonstrates form the basic vocabulary of movement, but the students’ intellectual grasp of the field. explorations include improvisation and (Davenport/Williams, Spring, offered annually) self-designed movement sequences, as well. An underlying area of focus is on increased DAN 495 Honors A course to be completed in kinesthetic awareness, including exploration of partial fulfillment of the requirements for Honors body-mind connections and the ability to express work in dance. Permission of the Honors adviser that awareness in movement and writing. (Fall, required. offered alternate years)

DAN 499 Dance Internship This internship DAN/DAT 910 Beginning Ballet I This course is offers an option for the student who wishes to an introduction to the techniques and principles pursue workplace experience in dance education, of classical ballet, including balance, coordina- arts administration, technical production, and/or tion, flexibility, strength, and technical professional venues. Specific course content varies terminology. The class structure follows the basic with each individual situation, but in general ballet format of barre work, center barre, adagio, students are expected to spend a minimum of ten petite allegro, and grande allegro. The course is hours a week at their placement under the designed for the beginning student of ballet; no supervision of a workplace professional. Academic prior experience necessary. (Spring, offered credit is for credit/no credit only, with appropriate alternate years) mid-term and end of semester assessment agreed upon in advance in consultation with the DAN/DAT 915 Beginning Modern Dance I professor. (Offered each semester) Designed for students with little or no previous dance experience, this course includes familiar- Dance Technique Courses (DAN/DAT) ization with basic dance vocabulary and simple Dance technique courses may be taken as a improvisational movement structures. Much time is spent on placement and basic body awareness one-half credit activity course (DAT) for exercises. (Spring, offered alternate years) credit/no credit or as a full credit DAN course. Students electing the full credit DAN/DAT 920 Intermediate Ballet I This DAN technique course are expected to course focuses on the performance of the classical movement vocabulary with accuracy and complete the academic components of the precision, and the development of strength and course, including weekly reading and flexibility. (Fall, offered annually) writing assignments, concert reviews, and research projects, in addition to participa- DAN/DAT 922 Intermediate Ballet II Further study of intermediate-level ballet technique tion in the studio-based technique class. emphasizing correct muscular control and petite Students enrolling in the half-credit DAT allegro movements. Students are encouraged to course must register for credit/no credit only. further develop their kinesthetic awareness of classical movement. (Spring, offered alternate years)

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DAN/DAT 925 Intermediate Modern Dance I DAN/DAT 937 Advanced Modern Dance II This course focuses on alignment, muscular This course is a continuation of advanced level I strength, technical endurance, and the with further study of concepts of space, time, development of phrasing skills in complex force in relation to movement combinations, and movement combinations, and continues work individual performance of classroom phrases. with improvisational movement and perfor- (Spring, offered alternate years) mance skills. (Fall, offered annually) DAN/DAT 940 Beginning Jazz This is an DAN/DAT 927 Intermediate Modern Dance II introductory level jazz technique course designed The focus of this course is on stationary and for the beginning dancer. No prior dance dynamic placement in complex movement experience is necessary. Students learn to perform phrases. Additional areas of emphasis include basic jazz dance vocabulary through short rhythmic accuracy, development of individual movement sequences and longer jazz combina- movement style, and increased work on dynamic tions, while developing flexibility, strength, and phrasing. (Spring, offered alternate years) awareness of rhythmical phrasing, and an understanding of jazz as a system of movement. DAN/DAT 930 Advanced Ballet I This course Emphasis is placed on the exploration and covers advanced technique with emphasis on discipline of dance as an art form. (Spring, offered integrating dynamic placement, musical alternate years) phrasing, and complex turns, jumps, and balances. Emphasis is on continued technical DAN/DAT 945 Intermediate Jazz This is an execution while exploring stylistic nuances of intermediate level jazz technique course designed dance expression. (Fall, offered annually) for the student with at least four years of formal dance training. Students review basic jazz DAN/DAT 930-11 Pointe I This lab is linked to vocabulary and learn to perform exercises and the advanced ballet class. It is designed for movement sequences of increasing complexity. female dancers who have reached a level of Development of technical accuracy, strength, technical proficiency and strength that enables flexibility, and rhythmic sensibility are goals within them to work on pointe. The class is structured the classroom. Both composition and improvisation with barre and center floor combinations to in the jazz idiom are explored. Prerequisite: teach the principles essential for pointe work Intermediate technique level proficiency in either and to develop strength and placement. modern dance or jazz, or permission of instructor. Prerequisite: Concurrent enrollment in DAN/ (Spring, offered alternate years) DAT 930 and permission of instructor required. (Fall, offered annually)

DAN/DAT 932 Advanced Ballet II This course is a continuation of Advanced Ballet I involving intricate movement patterns, batterie, and presentation of classical styles. (Spring, offered annually)

DAN/DAT 932-11 Pointe II This lab is linked to the advanced ballet class. It is a continuation of the fundamentals of pointe work emphasizing strength, control, fluidity, and turning move- ments. Prerequisite: Concurrent enrollment in DAN/DAT 932 and permission of instructor required. (Spring, offered annually)

DAN/DAT 935 Advanced Modern Dance I This course is designed for dancers who have developed strong kinesthetic sensing as well as an awareness of their body-mind connection. Class work includes advanced levels of technical movement and the opportunity to work with improvisational structures. (Spring, offered annually)

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DEVELOPMENT STUDIES DEVELOPMENT STUDIES COURSES Core Theory Courses Program Faculty BIDS 235 Third World Experience ECON 344 Economic Development and Planning Alan Frishman, Economics, Coordinator POL 248 Politics of Development Richard Dillon, Anthropology SOC 201 Sociology of International Kevin Dunn, Political Science Development Jack Harris, Sociology SOC 240 Gender and Development Scott McKinney, Economics Dia Mohan, Anthropology Core Courses ANTH 205 Race, Class and Ethnicity ANTH 271 Jobs, Power and Capital The minor in development studies explores ANTH 280 Environment and Culture: Cultural different, and often conflicting, perspec- Ecology tives on what “development” might mean ANTH 296 African Cultures and how to achieve it, addressing global BIDS 210 Perspectives on Latin America questions but focusing particularly on the ECON 135 Latin American Economies “Third World” regions of Latin America, ECON 212 Environmental Economics ECON 240 International Trade Africa, the Middle East, and East/South ECON 435 Political Economy of Latin America Asia. Drawing on the social sciences and ENV 110 Topics in Environmental Studies the humanities, the minor addresses HIST 102 Modern World historical, political and sociological HIST 283 South Africa in Transition dimensions of development, economic HIST 284 Africa: From Colonialism to theories of development, cultural and Neocolonialism HIST 285 The Middle East: Roots of Conflict political tensions regarding “western” (or HIST 396 History and the Fate of Socialism First World) economic strategies, anthro- POL 255 Politics of Latin American pological studies of local level change, and Development “alternative” and indigenous development SOC 291 Society in India strategies. Through this study, students SOC 240 Gender and Development become acquainted with both the theoreti- cal controversies surrounding development Elective Courses Additional courses may be proposed. and the real-world challenges that confront ALST 240 Third World Women’s Texts those engaged in development work. ALST 310 Black Images/White Myths ANTH 110 Introduction to Cultural Anthropology REQUIREMENTS FOR THE MINOR ANTH 297 Peoples and Cultures of Latin America interdisciplinary, 6 courses ANTH 298 Modern Japan Four core courses in four different disci- ECON 221 Population and Society ECON 466 Seminar on Population Issues plines: at least one course from the Core ENG 317 Hearts of Darkness Theory list; three additional courses, from FRE 243 Actuelles III: Topics in Francophone either the Core Theory or Core list; and two Cultures additional courses from either the Core or FRE 351 Advanced Francophone Topics: Elective lists. At least two of the six courses Francophone African Fiction must be from a department or program FRE 352 Advanced Francophone Topics: outside the social sciences (e.g., Africana Maghreb Literature POL 257 Russia Unraveled studies, English, French, history, Spanish). POL 258 Middle East Politics SOC 259 People Creating Social Change SOC 299 Sociology of Vietnam SPAN 317 Arte y Revolución SPAN 346 Latin American Women’s Narratives

146 ECONOMICS

ECONOMICS REQUIREMENTS FOR THE MINOR disciplinary, 6 courses Christopher Gunn, Ph.D.; Professor, ECON 160; two topics/issues courses; Department Chair ECON 300; ECON 301; and one addi- Teresa Amott, Ph.D., Professor tional course at the 300 or 400 level. Thomas Drennen, Ph.D.; Associate Professor COURSE CONCENTRATIONS Alan I. Frishman, Ph.D.; Professor Introductory Courses Geoffrey N. Gilbert, Ph.D.; Professor ECON 160 Principles of Economics ECON 202 Statistics Feisal Khan, Ph.D.; Assistant Professor Daniel A. McGowan, Ph.D.; Professor Topics/Issues Courses Patrick A. McGuire, Ph.D.; Professor ECON 120 Contemporary Issues Judith McKinney, Ph.D.; Associate ECON 122 Economics of Caring Professor ECON 135 Latin American Economies Scott G. McKinney, Ph.D.; Professor ECON 146 Russian Economy: From Plan to Market Jo Beth Mertens, Ph.D.; Associate Professor ECON 200 Accounting I William Waller, Jr., Ph.D.; Professor ECON 201 Accounting II ECON 203 Collective Bargaining Course offerings in the economics ECON 204 Business Law department are designed both to meet the ECON 206 Community Development Economics needs of students who wish a better and Finance understanding of the economic issues that ECON 212 Environmental Economics ECON 213 Urban Economics affect their lives and to meet the needs of ECON 218 Tangible Investments students who have an interest in an ECON 221 Population and Society extended, in-depth study of economics. ECON 230 History of Economic Thought The department offers introductory and ECON 232 U.S. Economy: A Critical Analysis advanced courses that examine important ECON 233 Comparative Economics issues using the analytical tools of the ECON 236 Introduction to Radical Political discipline in addition to courses that Economy ECON 240 International Trade examine major economic theories. ECON 241 Health Economics Courses at the 100 level are open to all. ECON 248 Poverty and Welfare Prerequisites for 200-level, 300-level, and 400-level courses are indicated. Core Courses Economics offers a disciplinary B.A. ECON 300 Macroeconomic Theory and Policy major and minor. All departmental ECON 301 Microeconomic Theory and Policy ECON 304 Econometrics courses must be completed with a grade of ECON 305 Political Economy C- or better in order to be credited toward the major or minor. Upper-Level Courses ECON 306 Industrial Organization REQUIREMENTS FOR THE MAJOR (B.A.) ECON 307 Mathematical Economics disciplinary, 11 courses ECON 309 Portfolio Analysis ECON 160; two topics/issues courses at ECON 310 Economics and Gender ECON 316 Labor Market Analysis the 100 or 200 level; ECON 202; the four ECON 319 Forensic Economics core courses (ECON 300, ECON 301, ECON 324 Monetary Theory and Policy ECON 304, ECON 305); and three ECON 326 Public Microeconomics additional upper-level courses. Students ECON 331 Institutional Economics are encouraged to take at least one of the ECON 338 Third Sector Economics upper-level courses at the 400 level. ECON 344 Economic Development

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ECON 348 Natural Resources and Energy to make this transition. In fact, many in Russia Economics would argue that these problems have intensified ECON 372 Keynes, Keynesians, and dramatically and that the country should reverse Post-Keynesians course before it is too late. This course explores the strengths and weaknesses of these two kinds ECON 425 Seminar: Public Macroeconomics of economic systems, the difficulties of making ECON 435 Seminar: Political Economy of Latin the transition from one system to the other, and America the prospects for the future. (J. McKinney, Fall, ECON 461 Seminar: Environmental Economics offered alternate years) ECON 466 Seminar: Population Issues ECON 468 Seminar: Veblen 160 Principles of Economics This course is a ECON 474 Seminar: Current Issues in Political general introduction to economics. Economy Microeconomic topics include supply and ECON 480 Seminar: Macroeconomics demand, comparative advantage, consumer choice, the theory of the firm under competition and monopolies, and market failure. Macroeco- COURSE DESCRIPTIONS nomic topics include national income accounting, 120 Contemporary Issues in Economics the determinants of national income, employment Introduction to economics through the and inflation, the monetary system and the Fed, application of different analytical tools and and fiscal policy. This course is required for all perspectives to a variety of contemporary policy majors and minors in economics. (Offered each issues, such as inflation, unemployment, the semester) environment, regulation, urban problems, economic development, and the role of women 200 Accounting I This course explores the and minority groups in the economy. (Offered theory and application of accounting principles annually) in recording and interpreting the financial facts of business enterprise. The course covers such 122 The Economics of Caring There is more to topics as the measurement of income, capital economics than the wealth of nations. A good evaluation, and the determination of financial society is more than its wealth; it has the position. (Fall, offered annually) capacity and is willing to care for those who cannot completely provide for themselves. In 201 Accounting II This course covers the this course students explore, analyze, and assess following specialized areas: partners, corpora- how our society cares for those who cannot tions, cost accounting, budgeting, income taxes, provide all of the necessities of life for them- management reporting, and financial analysis. selves; including children, the infirm, and the The main objective is to introduce the student to elderly. They examine public policies and these topics, providing an opportunity to deal debates concerning poverty, health care, with some of the accounting concepts associated education, child protection, and adoption. with these topics. Prerequisite: ECON 200. (Waller, offered annually) (Spring, offered annually) Typical readings: current articles on public policy; political and philosophical writing on 202 Statistics This course offers an introduction community and caring; and economic analyses of to the methods of descriptive and inferential particular policies statistics that are most important in the study of economics. The intent of the course is to help 135 The Latin American Economies This students understand these tools and when they course looks at the Latin American economies, can usefully be applied to data. The course their troubled history, their boom-and-bust includes basic descriptive statistics, probability tendencies, the economic policies that have been distributions, sampling distributions, statistical tried, and the painful consequences in terms of estimation, hypothesis testing, correlation poverty, inflation, and debt. (S. McKinney, Fall, analysis, and regression analysis. Students offered annually) construct surveys and use the data collected via the surveys as the basis for their semester project. 146 The Russian Economy: From Plan to The project gives students a chance to demon- Market? With the formal dissolution of the strate basic competency in the application of the Soviet Union in December 1991, many people tools taught in the course, their ability to use hailed the triumph of capitalism and democracy computer programs to analyze data, and their over central planning and single-party control. ability to explain the statistical results in plain With the perspective provided by a few more English. Prerequisite: ECON 160 or 220. (Offered years, one can see that Russia’s economic and each semester) social problems were not solved by the decision

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203 Collective Bargaining In this course, urban planning. Prerequisite: ECON 160, or students examine the labor movement in the permission of instructor. (McGuire, offered U.S. and other countries and learn about labor- annually) management disputes and their resolutions. The goal of the course is to inform students about the 218 Introduction to Investments This economic and non-economic issues involved in introductory course in investments is designed to labor agreements. Students learn about the art of provide students with a broad introduction to, negotiation and arbitration. Topics covered and working knowledge of, U.S. financial include: the labor movement in the U.S., labor markets. It focuses on the basic financial and employment law, unions and collective instruments (e.g., equities, bonds, options, bargaining, grievance procedures, arbitration and forwards and futures) available to investors, how techniques of dispute resolution, unions in the they might be used, and how they are valued, public sector, and an international comparison of priced and traded. This requires close study of labor relations. Prerequisite: ECON 160. (Offered how economic and financial theory relates to alternate years) these investments and markets. This course examines modern portfolio theory, the efficient 204 Business Law This course is the study of the markets hypothesis, stock selection strategies, basic law of contracts with emphasis on agency, and various risk measures. Much of this theory is negotiable instruments, property, etc. The system highly quantitative and extremely abstract. of courts is also studied. (Fall, offered annually) While ECON 160 is the only formal course prerequisite, be aware this course will require 206 Community Development Economics and substantial “number crunching” and the ability Finance Resources for development are generally to grasp abstract reasoning. However, the focus scarce in poor urban and rural areas. This course of this cours is on understanding and applying investigates how new economic and financial financial theory. Prerequisite: ECON 160. resources can be generated for and attracted to (Offered annually) these areas, and how they can interact with Typical readings: Nofsinger, The Psychology human, organizational, and technical resources to of Investing; Bodie, Kane and Marcus, Essentials encourage development. The spatial focus ranges of Investment from neighborhoods to regions. The course provides an introduction to financial instru- 221 Population and Society This course looks ments, institutions, and analysis across public, at population in a broad and systematic way, private, and third (non-profit) sectors. Prerequi- starting with basic concepts of fertility and site: ECON 120 or 160. (Gunn, offered alternate mortality; moving on to issues of age structure, years) family demography, and the projection of future population; and concluding with policy issues 212 Environmental Economics The primary goal involving immigration, the environment, of this course is to apply basic micro-economic famines, and population policy. Prerequisite: principles to understanding environmental issues ECON 160. (Gilbert, Fall, offered annually) and possible solutions. The course is structured around four basic questions: How much pollution 232 The U.S. Economy: A Critical Analysis is too much? Is government up to the job? How This course investigates the U.S. economy while can we do better? How do we resolve global issues? developing an introduction to radical political Throughout the course, students move back and economy. Changing patterns of growth and forth between theory and practice, learning how stagnation in economic activity are analyzed using basic principles from economic theory can be the concept of social structures of accumulation: applied to environmental questions and then the combination of economic, political, and social looking at how these principles have been used to factors that serve to hasten or retard capital implement policy nationally and internationally. accumulation. Macroeconomic and social changes Prerequisite: ECON 120, ECON 160, or are explored, as is their impact on the lives of permission of instructor. (Drennen, offered workers, women, and people of color. The power of annually) capital, workers, and other groups to effect change in different periods is an important theme of the 213 Urban Economics As an introduction to the course. Prerequisite: ECON 120 or 160. (Gunn, basic problems of urban areas in the United States offered alternate years) at the present time, the course analyzes the hierarchy of cities in the U.S., market areas, and 233 Comparative Economics This course explores location. It then examines the economic issues the ways in which different contemporary concerned with urban housing, poverty, economies are organized, and their primary transportation, and finances. It has a policy institutions. Their regulation of markets, their orientation and concludes with a discussion of incentive systems, their performance, and their

149 ECONOMICS political and social settings are investigated. More non-competitive markets. The concept of and less industrialized countries are studied, economic efficiency is central to the course. including the recent successes and problems of Prerequisites: ECON 160 and two 100- or several Pacific Rim economies. Prerequisite: 200-level electives. (Offered each semester) ECON 120 or 160. (Khan, offered alternate years) 304 Econometrics The subject of this course, 236 Introduction to Radical Political Economy broadly speaking, is regression analysis. After a This course provides an introduction to the brief review of the simple linear model presented economic thought of Karl Marx, to contemporary in ECON 202, the course develops the radical political economy, and to current debates theoretical framework for the multivariate linear in radical political economy. Topics include the model. Various special topics are studied while theory of value, surplus value and exploitation, students complete individual research projects. capital and its accumulation, and capital and Prerequisites: ECON 202 and ECON 300 or crisis. Recent debates in socialist-feminist thought, ECON 301. (Offered each semester) the political economy of race, and ecofeminism are addressed. (Gunn, Fall, offered alternate years) 305 Political Economy This course analyzes alternative ways of understanding economics and 240 International Trade This course provides an political economy. It investigates debates on introduction to the theory of gains from trade, economic theory and discourse within a broad comparative advantage and international context of critical issues in the foundations and monetary relations. It uses this theory to examine development of the social sciences. Theoretical such issues as protectionism, economic integration foundations of major schools of economic thought (e.g., NAFTA and the European Community), (e.g., neoclassical, Keynesian, Marxist) are and international investment, with an emphasis explored, as well as questions of ideology and on how economic and financial relations among method in economic thought. Feminist economics countries have very different consequences for is introduced. Prerequisites: ECON 300 and different groups of people. Prerequisite: ECON ECON 301, or permission of the instructor. 160. (J. McKinney, Spring, offered annually) (Offered each semester)

248 Poverty and Welfare Poverty amidst wealth 306 Industrial Organization The course is is a troubling feature of the American economy. intended to demonstrate how microeconomic Economists and other social scientists have theory applies to industrial markets. An offered various explanations for it. This course examination and evaluation of the theoretical looks into the nature and extent of poverty, predictions of price theory is considered in a real theories of its causes, and the range of public world context, with surveys of recent empirical policies aimed at easing or ending poverty. evidence. Such areas as theories of motivation of (Gilbert, offered annually) the firm, identification and measurement of Typical readings: Schiller, Economics of Poverty monopoly power, economies of firm size, and Discrimination; Edin and Lein, Making Ends concentration (definition, measurement, and Meet: How Single Mothers Survive Welfare and effects), and oligopolistic behavior are examined. Low-Wage Work; Jencks, Rethinking Social Policy Prerequisite: ECON 301. (Waller, offered alternate years) 300 Macroeconomic Theory and Policy This course examines in detail the major elements of 307 Mathematical Economics This course has two aggregate economic analysis. The major focus is objectives. First, to acquaint the student with the on the development of theoretical economic various mathematical tools widely used in theoretical models that examine the interrelationships economics today. These tools include simple linear within the economic system. Once these models algebra, matrix algebra, and differential calculus. have been developed, they are used extensively Second, to utilize these tools to demonstrate and to examine the current macroeconomic problems examine the fundamental concepts underlying in the economic system, e.g., inflation, microeconomic and macroeconomic theory. unemployment, economic growth, international Prerequisites: ECON 300 and ECON 301. balance of payments, the business cycle, and (Frishman, offered alternate years) others. Prerequisite: ECON 160, and two 100- or 200-level electives. (Offered each semester) 309 Portfolio Analysis This course addresses the principles and practice of managing personal 301 Microeconomic Theory and Policy A study financial wealth. It presumes a basic understand- of pricing and resource-allocating processes in the ing of the main forms of personal monetary private economy, this course examines the wealth and the markets for financial investments. theories of demand and production, and the Each student is required to manage a mock determination of prices for commodities and portfolio with specific predetermined objectives factors of production in competitive and

150 ECONOMICS in mind. The exercises of inside-information, professional is currently used as an “expert witness” is gaming, and competition are used to stimulate explored, with at least one field trip to view an the analysis. Prerequisites: ECON 218 and actual courtroom appearance. (McGowan, offered ECON 301. (Offered alternate years) alternate years)

310 Economics and Gender This course focuses on 324 Money and Financial Markets This is a basic attempts to integrate gender into economic analysis. money-and-banking course that integrates The course includes discussion of the economics of macroeconomic theory and monetary theory. the family, household production and the Special emphasis is placed on the changing structure allocation of time, gender and the labor supply, and and function of financial markets, the changing role gender differences in occupation and earnings. A of the Federal Reserve System, and the new discussion of gender in economic methodology and relationships between the domestic monetary system the history of economic thought provides the and the international monetary system. Prerequi- context for these issues. Prerequisite: ECON 301 or sites: ECON 300. (Offered annually) ECON 305. (Waller, offered alternate years) Typical reading: Humphries, Economics and 326 Public Finance This course uses Gender microeconomic analysis to study the major public sector issues. The course begins with a 316 Labor Market Analysis This course focuses on discussion of various economic theories of the the application of microeconomics, macroeconom- government’s place in a market economy; ics, and Marxist theories to the study of labor considers the evaluation and impacts of markets, income distribution, occupational structure, government programs such as Social Security; returns to education, etc. It also examines the impact studies the theory of taxation and of tax of unions on wages, labor’s share, inflation, legislation, such as, the U.S. tax reform of 1986; discrimination, and other labor economics questions. and, finally, takes a look at state and local Prerequisite: ECON 301. (ECON 300 and ECON government issues, such as how best to provide 305 are also recommended). (Mertens, offered education. Prerequisite: ECON 301. (Mertens, alternate years) offered alternate years)

317 The Economics of Sports Sports has 331 Institutional Economics This course directs become a multi-billion dollar industry in the its attention to the contributions to economic U.S., worthy of its own economic analysis. This thought by the movement referred to as American course applies the techniques of microeconomic Institutionalism. The course introduces the theory to the sports industry and examines the interdisciplinary approach employed by institu- following issues: the financing of sports teams tional economists in their analysis of economic and sports facilities; the effects of sports processes. The course also focuses on the franchises on local economic development; racial institutionalists’ critique of neoclassical economic and gender discrimination in sports and the theory. In order to understand these criticisms, the effects of Title IX; the role of labor unions in student needs a good understanding of intermedi- professional sports; and how colleges and ate economic theory. Prerequisite: ECON 305 or professional sports teams profit from the permission of instructor. (Waller, offered annually) “amateur” athlete. Prerequisite: ECON 301. (Mertens, offered alternate years) 338 Third Sector Economics This course Typical readings: Hamilton, Barton H., investigates economic institutions that are given “Racial Discrimination and Professional little attention in the normal approaches to Basketball Salaries in the 1990s,” Applied microeconomics and macroeconomics, but that are Economics; Leeds, Michael and Peter von significant to the economy of the U.S. Not-for-profit Allmen, The Economics of Sports organizations such as colleges and universities, hospitals, and philanthropic organizations; 319 Forensic Economics This course introduces one cooperatives and collectives; and public/private of the newest areas in the field of economics. The partnerships are investigated. Their role in the U.S. principal focus is on the methodology employed by economy is assessed, as are the wide variety of economists to determine the economic losses suffered nongovernmental organizations (NGOs) in other in cases involving death and disability. It also economies of the world. Prerequisites: ECON 300, addresses conventional and unconventional ECON 301 or permission of instructor. (Gunn, approaches to an evaluation of personal income and Fall, offered alternate years) wealth in cases involving dissolution of marriage and business contracts. Special attention is devoted to the 344 Economic Development and Planning This evaluation of household production and other course examines both the theory and practice of income that does not typically go through a market. Third World countries in their attempts to In addition, the way that an economist or other modernize and industrialize. Some topics that are

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discussed include: the roles of agricultural and relief. Prerequisites: ECON 202 and ECON 300. industrial development, investment, urbanization, (S. McKinney, offered alternate years) infrastructure, foreign trade, foreign aid and debt, and government planning. The course evaluates 435 Political Economy of Latin America This the importance of the distribution of income, course studies the interaction of domestic education, the transfer of technology, population economic structure, political processes, and control, and neo-colonialism. Countries from international pressures in Latin America by Africa, Asia, and Latin America are used frequently means of case studies of specific periods in and extensively as examples. Prerequisite: ECON Mexico, Central America, the Andean region, 300. (Fall, offered annually) and Brazil. Prerequisite: ECON 135 or ECON 305. (S. McKinney, offered alternate years) 348 Natural Resource and Energy Economics Typical readings: Paige, Coffee & Power; Designing winning solutions to the complicated Haber, Industry and Underdevelopment; Evans, issues affecting the environment requires a strong Embedded Autonomy interdisciplinary approach. The course covers the basic theoretical models of natural resource use as 450 Independent Study An upper-level elective well as the implications of these models for policy by arrangement with faculty members. decisions. Topics include opposing views of natural resource use and depletion; basic criteria 461 Seminar: Environmental Economics This and methods for decision analysis; property rights seminar focuses on one or two key environmental and externalities; the linkage between population issues. Readings are from both economic and growth, resource use, and environmental environmental literature. Past class topics have degradation; energy options; successes and included international energy strategies, Western limitations of recycling; resource scarcity; water issues, negotiation of major international economic growth and resource use; and sustain- environmental agreements (climate change, ozone able development. Students construct simple depletion, and biodiversity), and free trade and simulation models to explore the basic relation- the environment. Students are expected to ships discussed in this course. Prerequisite: ECON complete a major term paper and class presenta- 301. (Drennen, offered alternate years) tion. (Drennen, offered occasionally)

372 Keynes, Keynesians, and Post-Keynesians 466 Seminar: Population Issues This course This course considers the economic writings of examines in depth the political economy of John Maynard Keynes and the interpretations that population issues. It explores the origins of have been offered of both his theories of the population theory, the history of world macroeconomy and the importance of his population, demographic projections for the 21st contributions. The course includes examination of century, social and environmental impacts, and Keynes’ early writings as well as a careful reading population policy. A substantial research paper is of The General Theory, his most important work. required. (It may serve as the “policy brief” Following these discussions, students examine the course required of Public Policy majors and evolution of Keynesian theory within the minors.) Prerequisite: ECON 305. (Gilbert, orthodox economic tradition, considering both offered annually) what was added to Keynes, and what was taken Typical readings: Malthus, Essays on the away. They also address the “revolutionary” nature Principle of Population; Livi-Bacci, A Concise of Keynes’s contributions. Finally, they explore History of World Population; Ross, The Malthus the development of Keynes’s ideas by the Factor: Poverty, Politics and Population in Capitalist post-Keynesian economists in the U.S. and Great Development; and Worldwatch Institute, After Britain to see how this interpretation of Keynes Malthus: Nineteen Dimensions of the Population differs from the standard approach to his work. Challenge Prerequisites: ECON 300 and ECON 305. (McGuire, offered alternate years) 468 Seminar: Veblen This seminar focuses its attention on the contributions of Thorstein 425 Seminar: Public Macroeconomics This Veblen to economic thought. In particular, course looks at the role government plays in Veblen’s contributions in the areas of economic stabilizing and destabilizing the macroeconomy by methodology, consumption theory, production means of its expenditures and taxes, its monetary theory, and economic development are examined. policy, and its exchange rate policy. The course In addition, Veblen’s critique of the accepted focuses on the experience of Latin America, economic theory of his day and his critique of where mismanagement, heterodox policy, shock Marxian economics are examined. Prerequisites: treatment, and the ‘’Chicago Boys’’ have brought ECON 301 and ECON 305, or permission of the consequences of government policy into sharp instructor. (Waller, offered alternate years)

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474 Seminar: Current Issues in Political EDUCATION Economy This course focuses on different topics each year, such as the changing nature of work, and globalization. Prerequisite: ECON 305, or Patrick Collins, Ed.D.; Professor, permission of instructor. (Gunn, Fall, offered Department Chair alternate years) Cerri Banks, Ph.D.; Assistant Professor 480 Seminar: Current Issues in Macroeconomics Sherry Gibbon, M.S.Ed.; Assistant In this seminar, students read a variety of current Professor books and articles dealing with the macroeconomy. Lois Judson, Teacher Certification and Examples of issues that arise include: the federal budget, deficit and debt, the Fed and monetary Student Placement Director policy, future prospects of the U.S. economy, and Paul Kehle, Ph.D.; Assistant Professor the economic position of the U.S. in the world Helen McCabe, Ph.D.; Assistant economy. Students are expected to be active Professor participants, write a substantial paper, and make a presentation to the seminar. (McGuire, offered James MaKinster, Ph.D.; Assistant alternate years) Professor Lilian Sherman, M.S. Ed.; Assistant 495 Honors The Honors program usually consists of one course per term for two or three Professor terms. These courses can be used by student Charles Temple, Ph.D.; Professor majors to fulfill an upper-level core requirement and the department’s senior seminar requirement. The Department of Education offers courses within the Colleges’ liberal arts curriculum and programs that prepare students to become certified teachers. Courses are open to all students and address areas such as the psychology, philosophy, and history of education; multi-cultural education; the dynamics of learning language, mathematics, sciences, social sciences, and the arts; and issues regarding people with special needs. In addition to its several teacher preparation programs, the education department offers both a disciplinary and interdisciplinary minor and a Master of Arts in Teaching.

UNDERGRADUATE TEACHER CERTIFICATION PROGRAMS The department offers programs leading to New York State initial certification in childhood education, childhood and special education (1-6), visual art (p-12), and several disciplines in adolescent education (grades seven through 12). By reciprocal agreement, New York State certification is recognized in many other states. In all Hobart and William Smith certification programs, students learn to

153 EDUCATION teach by teaching and devote the majority Student teaching is the only part of the of their course concentrations to academic certification program that is awarded study outside of the department. Students course credit. Tutoring, assistant teaching, in teacher certification programs may and the teacher seminars are all under- major in almost any discipline or program taken outside of the normal curriculum and offered by the Colleges, with the proviso are carried in addition to a full course load that those seeking adolescent certification in other subjects. However, students may must major in the subject area in which elect to take courses offered by the they wish to be certified (i.e., mathematics, department leading toward a minor. All chemistry, English, etc.). candidates for teacher certification in New Students must apply for admission to York State must also pass the appropriate the undergraduate certification programs New York State Teacher Certification in the spring of their first year. Those Examinations and be fingerprinted at their admitted to a program begin in their own expense. sophomore year. The only exception to this policy is in the case of students who Distribution Requirements for Certification transfer into the Colleges. Admission to In addition to completing the education the program is competitive and is based on practica and teacher seminars as noted good academic standing, demonstrated above, all students pursuing certification interest in teaching, and personal traits must fulfill the following distribution such as initiative, punctuality and requirements: one natural science course responsibility. (biology, chemistry, geoscience or All students admitted to a certification physics, lab recommended), one social program are required to complete four science or history course (two recom- semesters of fieldwork (education mended), one fine arts course (art history practica) in local classrooms. Students is acceptable), one literature course must spend at least 40 hours per semester (English, French, Spanish, German or working in a classroom in which they are classics) and two courses in a language placed by the department. other than English (or placement at or Tutors (sophomores) are expected to above the second year level in a lan- observe their cooperating teachers, work guage). Note: Distribution requirements with individuals and small groups, and are subject to change as New York state occasionally teach a whole class. publishes new rules for certification. Assistant teachers (juniors) take on increased responsibilities and regularly Childhood Teacher Certification teach whole classes. Students are super- Students may prepare to teach at the vised as they teach and are offered personal childhood level (grades one through six) guidance and encouragement to develop by completing the childhood teacher their own best teaching styles. certification program. Education practica In addition, all students must complete in this program are completed in a variety five teacher seminars that run concurrently of public and private elementary settings in with the fieldwork. Teacher seminars the Geneva area. Student teaching must be generally meet once a week and address completed at the sixth grade level or issues of pedagogy. below. In addition to the distribution One semester in the senior year is requirements noted above, students devoted to full-time student teaching. pursuing childhood certification must also Three course credits are granted for student complete a college-level course in teaching and an accompanying seminar. mathematics (or receive placement into

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MATH 130 on the Colleges’ Math is carried out at both the elementary and Placement exam). Students may pursue secondary levels. In addition to the most majors offered at the Colleges. distribution requirements noted above, students pursuing certification in art must Childhood and Special Education (1-6) Teacher also complete a 12-course major in studio Certification art as described elsewhere in the Colleges’ Certification in special education along Catalogue with the proviso that the major with elementary education is available by include either four art history courses, or completing the program in childhood and three art history courses and a course in special education (1-6). In addition to aesthetics (PHIL 230); and that the art completing all of the requirements described history courses address at least two above for childhood certification, students historical periods or cultures. pursuing special education certification must take at least four courses in special educa- Labor Market for Graduates tion offered by the education, psychology, Of the 32 Teacher Education Program and sociology departments, and must graduates from the Classes of 2004 and complete three additional teacher seminars 2005 who were seeking full-time teaching in special education. Student teaching is positions, 28 secured teaching positions. carried out in both general elementary classrooms and in special education settings. REQUIRED TEACHER SEMINARS The special education program at the The following teacher seminars are profes- Colleges is intended to prepare students to sional seminars that generally meet weekly. work in a variety of school settings with In order to register for any of these seminars, children with disabilities. students must be enrolled in a teacher certification program. Teacher seminars carry Adolescent Teacher Certification no academic credit, but do appear on Students may prepare to teach at the transcripts and are counted toward teacher secondary level (grades seven through 12) certification by New York state. by completing the adolescent teacher certification program. The fieldwork in this Tutor Seminars program is conducted in the subject area in 081 Teaching for Equity which students are preparing to teach. The 082-01 Teaching Reading and Writing—Elementary department is licensed to prepare teachers 083-02 Teaching Secondary Science of English, social studies, biology, chemis- 083-03 Teaching Secondary Social Studies try, physics, earth science, general science, 083-04 Teaching Secondary English French, Spanish, Latin, and mathematics. 083-05 Teaching Secondary Foreign Language Secondary certification candidates 083-06 Teaching Secondary Math 083-07 Teaching the Arts must meet certain requirements regarding their areas of concentration and must Assistant Teacher Seminars student teach at the seventh-grade level 082-02 Teaching Reading and Writing—Secondary or higher in the subject area in which 083-01 Teaching Elementary Science and Math they seek certification. 084 Curriculum and Instruction 085 Protecting Children: Policies and Practices Teacher Certification in Art Students may prepare to teach art in TEACHER SEMINARS IN SPECIAL EDUCATION preschool through grade 12. Students In addition to the required teacher pursuing certification in art complete their seminars listed above, students pursuing fieldwork in art classrooms in kindergarten certification in special education must through high school and student teaching complete the following three seminars:

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Tutor Seminars MINORS 072 Introduction to Special Education Any course used in meeting requirements for the minor must be passed with a grade Assistant Teacher Seminars 073 Assessments and IEPs of C- or better. 074 Collaboration and Management REQUIREMENTS FOR THE MINOR EDUCATION PRACTICA interdisciplinary, 6 courses The following education practica must be Six courses, at least two, but not more than completed by all students planning to three, in education. Courses in this minor complete a teacher certification program. must contribute to a theme grounded in Students must be enrolled in a teacher education courses; courses outside educa- certification program in order to register for tion must be conceptually related to the any of these practica. Education practica education courses. At least four of the six carry no academic credit, but do appear on courses must be at the 300 level or above. transcripts and are counted toward teacher Only one independent study may be certification by New York state. Students in counted toward the minor. At least three these practica are required to spend at least courses must be unique to the minor. 40 hours a semester working in local classrooms. REQUIREMENTS FOR THE MINOR disciplinary, 5 courses Tutor Practica Any five education courses with at least 091 Tutor Practicum I two courses at the 200 level, and at least 092 Tutor Practicum II two at the 300-400 level. Only one Tutor practica are completed by students during their first two semesters in a teacher independent study may count toward the certification program. These practica provide minor. SOC 261 Sociology of Education may students with field experiences in local classrooms. substitute for one of the 200-level educa- Students are required to spend at least 40 hours a semester in a local classroom. In addition to tion courses; WRRH 322 Adolescent observing master teachers at work, tutors are Literature, and AEP 335 Arts and Human expected to help individual students with academic Development may substitute for 300 or work, monitor the completion of guided practice above education courses. At least three by students, and plan and teach lessons to small groups of students. These practica run concurrently courses must be unique to the minor. with teacher seminars, and provide the field Students majoring in arts and education component for those seminars. may not minor in education. Assistant Teacher Practica 093 Assistant Teacher Practicum I THE MASTER OF ARTS IN TEACHING 094 Assistant Teacher Practicum II PROGRAM Assistant teacher practica are completed by The MAT program is open on a competi- students during their third and fourth semesters in a tive basis to students who are enrolled in teacher certification program. These practica provide students with field experiences in local an undergraduate Teacher Education classrooms. Students are required to spend at least Program at Hobart and William Smith 40 hours a semester working as assistant teachers in Colleges. The program is designed to be local classrooms. Assistant teachers are expected to completed in one academic year, during teach lessons to small groups of students and to help individuals as needed. While taking on which students continue their liberal arts further responsibility for the entire classroom, they studies at the same time they prepare for are expected to teach an increasing number of large teaching certification. group lessons. These practica run concurrently with teacher seminars, and provide the field compo- Students in the MAT program pursue nent for those seminars. graduate-level study in a discipline or

156 EDUCATION program of their choice. They apply that six) take EDUC 604 Analysis of Teaching study to teaching by completing a in Elementary and Special Education, graduate-level education course, by Graduate Level (one graduate course student teaching, and by producing a credit) and EDUC 605 and 606 Graduate master’s thesis. Practicum in Elementary School Teaching At the conclusion of the program (two graduate course credits). Students students are eligible for a temporary New pursuing dual certification in Childhood York State teaching certificate, which may and Special Education take EDUC 604 be raised to the professional level after two Analysis of Teaching in Elementary and years of full-time teaching. Special Education, Graduate Level (one graduate course credit), EDUC 605 REQUIREMENTS OF THE MAT PROGRAM Graduate Practicum in Elementary School The MAT program consists of eight Teaching (one graduate course credit) and graduate course credits. Candidates must EDUC 607 Graduate Practicum in Special pass all of the courses in the graduate Education (one graduate course credit). program with a grade of B- or better and Students pursuing teacher certification maintain a 3.0 GPA during the graduate at the Adolescent level (grades seven-12) year. In the spring semester of the senior take EDUC 601 Analysis of Teaching in the year, students take EDUC 420 Research in Secondary School, Graduate Level (one Education. During that semester, they graduate course credit) and EDUC 602 identify a graduate adviser, propose a and 603 Graduate Practicum in Secondary graduate course of study, and prepare a School Teaching (two graduate course proposal for a master’s thesis. In the fall credits). semester of the graduate year, students carry Students pursuing art certification (p-12) out their student teaching, and take an take EDUC 612 Analysis of Teaching the Arts, accompanying seminar. They also register to Graduate Level (one graduate course credit), begin their master’s thesis. In the spring of EDUC 602, Graduate Practicum in Secondary the graduate year, students continue to work School Teaching (one graduate course credit) on the master’s thesis, and take EDUC 720 and EDUC 605 Graduate Practicum in Graduate Seminar in Education Research, Elementary School Teaching (one graduate along with three other graduate courses in course credit). All students take EDUC 702 liberal arts disciplines or programs. Toward Master’s Thesis (one graduate course credit). the end of the spring semester students complete their master’s thesis and defend it Spring Semester Graduate Year before their graduate committee. EDUC 720 Graduate Seminar in Education Research (one graduate course credit). Three MAT SCHEDULE upper level (300- or 400-level) liberal arts Spring Semester Undergraduate Senior Year courses that are thematically related. At EDUC 420 Research in Education. This least one of these courses is taken in a course is a survey of educational research department other than Education. All three methods with a special emphasis on courses are taken at the graduate level (three qualitative and teacher-generated research. graduate course credits). EDUC 703 Master’s Students are expected to carry out field- Thesis (one graduate course credit). based investigations during the course. ELIGIBILITY FOR ADMISSION Fall Semester Graduate Year The MAT program at Hobart and William Students pursuing teacher certification at Smith Colleges combines with the work the Childhood level (grades one through students complete during their undergradu-

157 EDUCATION ate years in the Colleges’ Teacher Educa- COURSE DESCRIPTIONS tion program to convey all of the credits Note: Courses numbered 072 to 094 (teaching and experiences needed for teaching seminars and education practica) may be taken only by students who have been admitted to a teacher certification in New York State. Admission certification program. They carry no academic credit is therefore limited to students who will but are recorded on the student’s official transcript. have entered the Teacher Education program at Hobart and William Smith 091 Tutor Practicum I (Offered annually) Colleges during their sophomore year, and 092 Tutor Practicum II (Offered annually) will normally have completed all of the requirements for that program by the end of 093 Assistant Teacher Practicum I (Offered annually) their junior year, with the exception of student teaching and the student teaching 094 Assistant Teacher Practicum II (Offered seminar. annually)

072 Teaching Students With Special Needs In APPLICATION PROCEDURE this course students examine a variety of ways Students apply for admission to the MAT that teachers understand learners and design program in the fall of their junior year. instruction in response to those learners. Students explore a range of strategies used by Acceptance into the graduate program is teachers to accommodate the needs of all selective and is based on the following: students and discuss ways to evaluate student • Completion of the application for learning strengths and needs. (McCabe, Spring, admission to the MAT program. offered annually) • An analytical essay in which the 073 Assessments and IEPs This seminar focuses applicant reflects on teaching, drawing on on the appropriate uses and limitations of some experience acquired in the teacher of the assessment tools used in special education. Alternate and adaptive assessment approaches education program. are considered. Students are also introduced to • Demonstrated success in teacher the process of developing an IEP. (Staff, Fall, seminars and practica completed to date. offered annually) • A superior academic record, especially in the major subject, and a cumulative 074 Collaboration and Management This seminar investigates a variety of collaborative grade point average of at least 3.0. and management approaches effective teachers • A written recommendation from the utilize. Students first explore the special student’s major adviser. education teacher’s participation as a member of A written recommendation from a school district and building level interdiscipli- • nary teams and as a team collaborator with professor in the Education Department. general education teaching colleagues. Students To remain in good standing, students then carefully consider the special education must meet the following requirements by teacher’s role as an advocate for students with special needs and their families. Finally, students the end of the senior year. examine classroom management strategies that • A grade of B- or better in EDUC 420 promote a positive teaching-learning environ- Research in Education. ment that supports all students. (Staff, Fall and • Completion of an appropriate B.A. or Spring, offered annually) B.S. degree from Hobart College or 081 Teaching for Equity This seminar William Smith College. establishes the foundations for effective teaching. • Completion of all undergraduate As students develop keen observation skills they examine human development processes as teacher education seminars and practica. manifested in classrooms. They explore the • A cumulative overall GPA of 3.0. teacher’s complex role as well as the social context of schools. They are introduced to learning processes as they relate to motivation, lesson planning, and classroom management, and

158 EDUCATION they also study student diversity issues to insure 083-03 Teaching Secondary Social Studies The that the needs of all students are met. In purpose of this seminar is to acquaint students addition, the seminar outlines a framework for with social studies teacher certification special education, IDEA, and curricular and requirements, the literature and professional instructional adaptation. (Banks, Collins, organizations that serve as resources in social Sherman, Fall, offered annually) studies instruction, the process and substance of curriculum (with emphasis on New York State 082-01 Teaching Reading and Writing— Learning Standards), and issues that are central Elementary This seminar, in conjunction with to social studies instruction in the United States. the accompanying field placement, shows Included in the course are the use of instructional students contemporary approaches for assessing technology in teaching, evaluative techniques, and teaching reading and writing in elementary and integrating the social dimension into schools. Topics include emergent literacy and geographic concepts. Readings include the New beginning reading, as well as encouraging reading York State Resource Guide, Llewellyn’s Fragments for pleasure and promoting reading and writing from the Fire, selected literature for young people, to learn. Attention is given to issues of and selected articles from social studies journals. vocabulary, phonological awareness, phonics, (Banks, Gibbon, Spring, offered annually) word recognition, fluency, and comprehension as encouraged by New York State Learning 083-04 Teaching Secondary English This Standards and the No Child Left Behind Act. seminar examines the theoretical and practical (Temple, Spring, offered annually) applications of effective teaching and learning in secondary English classrooms. Students reflect on 082-02 Teaching Reading and Writing— their field-based experiences in secondary school Secondary This seminar shows students how to settings and make connections to the reading and use reading and writing to learn in secondary writing processes. They design, assess and analyze classrooms, including English as well as other lessons that incorporate the New York State disciplines. By taking the seminar and trying out Learning Standards, adapting the curriculum to the techniques in their accompanying field meet the needs of all students when appropriate. placement, students consider how to teach study They review the journals and organizations that skills, how to teach reading for meaning and for support the profession and develop an under- application, and how to promote writing in a standing of educational technology and its range of genres, including as an aid to learning function in the English classroom. (Staff, Spring, content subjects. (Temple, Fall, offered annually) offered annually)

083-01 Teaching Elementary Science and Math 083-05 Teaching Secondary Foreign Language This seminar focuses on how children develop This seminar addresses teaching, learning, and mental and manipulation skills that help them curriculum for students pursuing adolescence construct science and math meanings. Emphasis certification to teach a foreign language. After is on process skills, employing a variety of studying second language acquisition, students teaching models, and technology. Students explore methods and techniques of teaching a assess, analyze, and adapt curriculum for science language other than English as well as ways of and math. They are encouraged to be reflective developing cross-cultural understanding among about their practice. Local, state, and national adolescents. In addition to becoming familiar with resources are available with emphasis on New New York State Learning Standards for teaching York State Learning Standards. (Kehle, foreign language and other resources for teaching MaKinster, Fall, offered annually) language, students explore ways to utilize technology and discuss means of assessing student 083-02 Teaching Secondary Science This achievement. (Staff, Spring, offered annually) seminar focuses on inquiry teaching and learning approaches to science. Students engage in a 083-06 Teaching Secondary Math This seminar variety of science activities designed to model focuses on mathematics pedagogy that emphasizes different teaching strategies. They analyze their problem solving, connections between math- lessons, incorporate technology where appropri- ematics and other disciplines, student-centered ate, and adapt curriculum to meet the needs of discourse, and authentic assessment in the all students. Students are encouraged to be contexts of New York State and national reflective about their practice. Local, state and standards. Students develop and analyze lessons national resources are addressed with an that incorporate appropriate technology to meet emphasis on New York State Learning Standards. the needs of diverse student populations. (MaKinster, Spring, offered annually) Students reflect on their experiences in the concurrent field placement. (Kehle, Spring, offered annually)

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083-07 Teaching the Arts (P-12) This seminar does it mean to be educated? What are the addresses the theory and practice of teaching the processes of education? What should be the arts. After examining the artistic development of relationship between education and society? students in preschool through high school, Throughout the course, an emphasis is placed students concentrate on developing methods of upon conceptual analysis of the problems of teaching the arts at all grade levels. Students education in terms of contemporary educational design and critique arts lessons which meet the practice. This course is run as a seminar; with the New York State Learning Standards for the Arts. guidance of the instructor, students are responsible Students also examine methods and techniques for preparing and presenting units of study to be for assessing student performance in the arts, discussed by the entire class. (Collins, Fall, offered discuss ways of adapting arts activities to meet alternate years) the needs of all students, and explore means of teaching the arts across the curriculum. (Staff, 201 History of Education The public school Spring, offered annually) system of today—its organizational style, systems of values and meanings, and social relationships 084 Curriculum and Instruction In this and conflicts—is the present manifestation of seminar, students examine long-term curriculum historical trends. This course takes a critical look development. After discussing curriculum theory at how the schools came to assume their students choose a theme in an area of the particular character and functions in contempo- curriculum which they wish to explore and rary mass society by tracing the roots of school develop a “curriculum project” (short course or back to the colonial period. It deals briefly with teaching unit) which could be used to teach the development and extension of the American their specific theme over a period of several common school in the 19th century, before weeks. Attention is given to aligning curricula focusing upon the transformation of the schools with New York State Learning Standards and during the progressive era in the early 20th developing integrated curricula as well as century and upon the aftermath of progressivism. adapting curricula for students with special The course ends with an effort to make sense of a needs. Students also examine a number of number of contemporary educational issues, models of teaching. Groups of students are conflicts, and trends of historical developments. assigned different models of teaching, design (Staff, offered occasionally) lesson plans illustrating those models, and present those lessons for analysis. Assessment is 202 Human Growth and Development This is a also discussed in terms of the curriculum projects survey of the major theories of human develop- which students develop. (Collins, Sherman, ment. Topics include the progression and Spring, offered annually) determinants of the development of personality, intelligence, language, social competence, 085 Protecting Children: Policies and Practices literacy, and artistic and music ability. Readings This seminar focuses on three main areas of are taken from works by Freud, Erikson, Piaget, special need: substance abuse, identification and Gardner, Gilligan, and others. (Sherman, Fall, reporting of child abuse and maltreatment, and offered annually) families in conflict. Students are informed about alcohol and other drugs, the physical and 203 Children with Disabilities The intent of behavioral indicators of substance abuse, and this course is for students to develop a thorough mandated reporting procedures. The seminar understanding of and sensitivity to children and provides an array of options for teachers who are youth who experience disabilities. The course confronted by problems raised by substance examines the following questions: How does abuse. Students are given alternative means for society determine who is disabled? What impact creating safe and nurturing learning environ- does labeling have on children’s lives? How ments for all students, including instruction in special is special education? What are the various fire and arson prevention, preventing child disabilities children experience? How do abduction, and providing safety education. children with disabilities fit in the mainstream of Family dynamics, factors in the home, and the American life? (Staff, Fall, offered annually) development of a sense of community and mutual respect are given special consideration. 208 Teaching, Learning and Popular Culture (Staff, Fall and Spring, offered annually) This course examines the spaces where school, youth, and popular culture intersect. It looks at 200 Philosophy of Education This course is the ways popular culture and education oppose designed to help students articulate and critically each other and investigates reasons why. Since examine their own philosophical notions of young people are often at the center of this education. It addresses questions such as: What is disconnect, students explore how they shape and education? What are the aims of education? What reflect popular culture, how the meaning of

160 EDUCATION youth shifts over time, how they use popular interest determines topics selected from: effective culture to learn, and how they negotiate pedagogy, the cognitive nature of mathematical disconnects between their lived experiences problem solving, the roles of mathematics in outside of school and what goes on in school. education and society, state and federal This course also looks at the multiple ways youth standards, comparative education, curriculum, and teachers are constructed in various pop assessment, and equity. Crosslisted with culture forms. Students examine how markers of Cognition, Logic and Language. (Kehle, Spring, identity like, race, class, gender, ability, age and offered alternate years) sexuality are represented and what this means for educational practice and policy. (Banks, Fall, 270 Social Class, Consumption and Education offered alternate years) This course explores multiple theoretical spaces that surround the concept of social class in the 220 Storytelling and the Oral Tradition U.S. It examines the many ways histories, Storytelling is the oldest form of teaching; biographies, and societies intersect to inform knowing how to marshal words, voice, gestures economic relationships and institutions like and sense to steer an audience’s collective schools. This course investigates social class in a imagination is still a useful part of any variety of contexts and as lived experience. It communicator’s competence. The scholarship differentiates between systemic and individual concerning story and the oral tradition is hefty responsibility, recognizing that each stance is and interesting. In this course students develop represented in social and political discourse. and refine their skill as story tellers, as they Students pay close attention to how identity consider dozens of stories from many traditions, markers like race, ability, sexuality, and gender and read scholarly analyses of the oral tradition. intersect with social class to form complex layers Students perform several stories in the course of that infiltrate policy and pedagogy at all levels of the semester, both in class and for out-of-class schooling. (Banks, Fall, offered alternate years) audiences. The course is intended to fulfill a performing arts goal. (Temple, offered occasionally) 295 Theatre and the Child Students in this Typical readings: Campbell, The Hero With course examine both the theoretical and practical 1,000 Faces; Hearne, Beauties and Beasts; Luthi, dimensions of producing theatre for and by young The European Folktale; MacDonald, Storyteller’s people. Students examine the production process Start-Up Book; Bettelheim, The Uses of in terms of the developmental needs of children Enchantment; Rodari, The Grammar of Fantasy; and critically review a wide range of dramatic Zipes, The Brothers Grimm; Yolen, Favorite literature written for young people. Students are Folktales From Around the World required to make a substantive contribution to a theatre education project in the local schools. 221 Understanding Autism This course provides The emphasis throughout is upon exploring the an introduction to the complexities and educational potential of theatre as an art form. controversies surrounding Autism Spectrum (Collins, offered occasionally) Disorders. The course begins with an examina- tion of behavioral, social, language, and 301 Drama in a Developmental Context cognitive characteristics of Autism, Aspergers, Students in this course study the relationship and other conditions referred to under the between dramatic experience and human umbrella of Pervasive Developmental Disorders. development with an eye toward examining the The controversy surrounding possible causes of educational potential of drama. In addition to autism is discussed. The course also involves an exploring various perspectives on drama in in-depth study of research regarding current education, students complete readings that educational and behavioral intervention analyze the functions of drama in human strategies for Autism, including the controversies development. The course runs as a workshop/ surrounding various treatment approaches. seminar in which students experience and (McCabe, Fall, offered alternate years) analyze various methods of using drama for educational purposes. Students also develop a 222 Learning, Teaching, Schools, and drama project with a group of local children. Mathematics Contemporary society—through (Collins, Spring, offered annually) the sciences, many jobs, industries, health issues, economic theories, and technologies—depends 302 Disability in China This course uses the lens upon mathematics and quantitative literacy. of state and society reform to examine disability Mathematical knowledge has also been part of in mainland China. The course begins with an human culture since the earliest civilizations. introduction to limited services for individuals Being more informed about mathematics with disabilities before 1949 (establishment of education helps students be more responsive to the People’s Republic of China), and then contemporary educational issues. Student examines reforms in society that impacted this

161 EDUCATION population since 1949. A significant portion of they tutor children, young people, or adults in this course is spent studying disability and literacy. The course has an accompanying society in China after 1978, the beginning of the laboratory. (Spring, offered alternate years) reform period. While the course focuses on disability, readings include more broadly focused 334 Science and Cognition: Ways of Thinking works to introduce students to the context of in Science Students in this course study the China in which persons with disabilities live. psychological foundations of learning science and (McCabe, Fall, offered alternate years) how these ideas are revealed in standard school science curricula and practice. Topics include 304 Representations, Inferences, and Meanings science as a specific way of thinking and acting, Learning, teaching, research, artistic expression, the content of science, the relationship between and everyday life all involve making sense of the construction of science meanings and learner aspects of the world around us. In these discourse, and current trends in science education. activities, and across diverse disciplines, humans Students consider the role of social and aesthetic employ the same fundamental cognitive components of science, as well as gender and mechanisms and processes but generate very global perspectives on science and science different results: mathematical proofs, poetry, learning. (MaKinster, offered occasionally) scientific or historical explanations, paintings, etc. Students use cognitive science frameworks 336 Special Topics in Education The purpose of to trace the roles played by different ways of this series of courses is to investigate a variety of representing and connecting thoughts, and to specific, salient social issues in the field of explore how they simultaneously enable and education. Prerequisite: faculty recommendation. constrain understanding. Students analyze (Repeatable) (Staff) episodes of sense-making and become more aware of their own cognition and better able to 338 Inclusive Schooling This course focuses on help others construct meaning. (Kehle, Spring, children with special needs within the larger offered alternate years) context of general education and public school. Students discuss and debate the following issues: 320 Children’s Literature This course considers Who are schools for? How has society historically contemporary works that represent the main perceived children with disabilities? In what forms of literature for children: tales and poems ways has the creation of special education from the oral tradition; picture books; “easy impacted the field of education? Are inclusionary readers”; chapter books; young audiences. schools too idealistic to work? Is the merger of Participants in the course are expected to tell general and special education beneficial for all and read stories in local schools and day care students? The class examines models of inclusive centers. (Temple, Fall, offered alternate years) classrooms and schools with teachers, parents, students, and administrators who presently work 332 Disability, Family, and Society In this in inclusive settings. Site visits are included. course, students examine the experiences of (Staff, Spring, offered alternate years) individuals with disabilities and their families. Students learn about issues of family and 346 Technology in Education: From the disability at the individual, school, and societal Chalkboard to Online Communities This course level, including an introduction to multicultural explores the relationship between the evolution and international perspectives on these issues. of educational technology and the pedagogical Students learn about different ways to under- purposes that technology serves. Beginning with stand families that incorporate environmental an examination of educational technology and social influences. Both the challenges and throughout the 20th century (radio, television, unique positive impacts of having a family film, etc.) students explore ways in which member with a disability will be discussed. computers and online communities are currently Family experiences are explored through used, and might be used, to create opportunities readings that include research reports, family for meaningful learning. Some of the topics accounts, and first-person narratives. (McCabe, explored are historical patterns of technology Spring, offered annually) use, identity in online environments, communi- ties of practice, the digital divide, apprentice- 333 Literacy Sixty million adult Americans are ship, discourse, and conflict management. said to be functionally illiterate. This course (MaKinster, Spring, offered alternate years) examines reasons why and considers what literacy contributes to ways of thinking and 348 Our National Parks The U.S. National seeing the world. Students explore methods of Park Service functions to preserve unique and teaching reading and writing, and carry out an invaluable cultural resources throughout the extended practicum in the local schools, where country. At the same time, our parks serve a

162 EDUCATION number of more personal purposes. They renew participants engaged as full-time student teachers. our spirits, provide endless formal and informal It provides a structure within which participants educational opportunities and are diverse settings critically examine their classroom experiences of for recreational activities. Students explore our teaching, learning, and curriculum development, National Park system from educational, with the goal of becoming reflective practitioners. historical, sociological, cultural, scientific, Texts and readings are selected from those that political and economic perspectives. Controver- provide analysis of the experience of secondary sies abound when one examines the history and school education, as well as those that provide current state of our parks. At the same time, rationales for the methods and purposes of the contemporary threats to our parks include academic disciplines. This course must be passed financial troubles, overuse by the public, with a C or better in order to be recommended for pollution, industry pressures and political certification. (Staff, offered each semester) agendas. The complexity of these situations create a series of educational challenges in terms 402-403 Practicum in Secondary School of helping visitors, regional citizens and Teaching The practicum experience includes politicians make well-informed personal and supervised observation and teaching of an political decisions. This course requires at least academic subject in a secondary school. Students two weekend field trips. (MaKinster, Fall, offered spend the entire day at a secondary school for the alternate years) complete term. EDUC 402-403 must be taken on a credit/no credit basis. EDUC 401 is taken 360 Teaching for a Sustainable Environment concurrently. This course is open only to Teaching to help solve environmental problems candidates seeking secondary-school teacher must occur across all segments of society: homes, certification. The readings for this course are schools, places of work, business and industry, determined by the subject and grade level being laboratories, political arenas, and recreational taught. (Staff, offered each semester) venues. Teaching is defined very broadly as any action directed at people or institutions to 404 Analysis of Teaching in Elementary and promote a sustainable environment. Students Special Education This course is a required examine the roles of ethical reasoning and complement to EDUC 405-406 and 407 and is critical pedagogy in helping address educational open only to elementary and special education challenges posed by conflicting value systems. teacher certification program participants Students design projects to meet related engaged as full-time student teachers. It provides environmental education needs on campus or in student teachers with an opportunity to critique the surrounding community. Prerequisites: At education as it is offered in school settings for all least one course in environmental studies. children. Participants focus upon Crosslisted with Environmental Studies. (Kehle, self-evaluations, curriculum development and Fall, offered annually) enrichment, and the diagnosis of learning problems. Emphasis is placed on application of 370 Social Foundations of Multiculturalism the above to the teaching of reading. Recent This course examines the institution of research pertaining to education is discussed. schooling, broadly conceived, as it is positioned Students must pass EDUC 404 with a grade of C in a multicultural and diverse society. It looks at or better in order to be recommended for historical and contemporary debates surrounding certification. (Sherman, offered each semester) the concept of multiculturalism and explores how the ideas are played out in U.S. education 405-406 Practicum in Elementary School systems and in our everyday, public and private Teaching Students plan and direct instructional social experiences. Students examine the and ancillary activity in an elementary school relationship of schooling to other societal classroom setting for an academic term. It is institutions in order to understand the academic, expected that the student take on all responsibili- political, and social effects on students and ties normally accepted by elementary teachers. society. Throughout the course students tackle These include supervision of children, curriculum topics with an eye for meaningful incorporation planning and evaluation, reporting to parents, of personal and systemic dimensions of diversity direction of paraprofessionals and classroom and broaden their knowledge about being assistants, participation in professional conferences responsible citizens of the world. (Banks, Spring, or in-service training sessions, and budgeting. offered annually) EDUC 405-406 is open only to seniors who participate in the elementary teacher certification 401 Analysis of Teaching in Secondary School program. This course must be taken on a credit/no This seminar accompanies EDUC 402-403, credit basis. (Staff, offered each semester) student teaching in the secondary schools and is open only to adolescent teacher certification

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407 Practicum in Teaching Children with experience in planning, teaching, assessing, and Special Needs This practicum is open to seniors managing a productive environment. Students who have completed all other requirements of focus on successfully teaching all learners, the department’s program in special education. including responding to those with diverse needs Participants carry out full-time student teaching and from diverse backgrounds. Emphasis is with children who have special needs. This placed on using instructional technology, as well practicum is taken in tandem with EDUC 405 as using reading and writing to learn. (Fall, and must be taken on a credit/no credit basis. offered annually) (Staff, offered each semester) 602-603 Graduate Practicum in Secondary 412 Analysis of Teaching the Arts This course School Teaching Open only to students is open only to students pursuing certification in enrolled in the Master of Arts in Teaching art who are engaged in full-time student program, this practicum engages students in a teaching. It provides a structure within which full-time practice teaching experience in a students critically examine their classroom secondary school classroom. Students take on all experiences of teaching, learning, and curriculum of the responsibilities expected of secondary development within the arts, with an eye towards school teachers, including planning and carrying helping students become reflective practitioners. out lessons and assessments, managing produc- Emphasis is placed upon helping students meet tive classrooms, assisting with extra-curricular the developmental needs of all students (p-12) activities, collaborating with other school staff, while also exploring means of helping all learners and reporting to parents. (Staff, Fall, offered meet the New York State Learning Standards in annually) the Arts. This course must be passed with a grade of C or better in order to be recommended for 604 Analysis of Teaching in the Elementary certification. (Offered each semester) School, Graduate Level Open only to students enrolled in the Master of Arts in Teaching 420 Research in Education Open only to program and taken concurrently with student students enrolled in the Master of Arts in teaching, this seminar leads students to reflect Teaching Program, this course is a survey of on their teaching experience in light of readings educational research methods with a special and discussions of literature about teaching. emphasis on qualitative and teacher-generated Students consider additional methods of research. The course is intended to support teaching and assessing learning, with special students as they prepare and present a proposal emphasis on teaching reading. Students focus on for a master’s thesis. (MaKinster, McCabe, Spring, successfully teaching all learners, including offered annually) responding to those with diverse needs and from Typical readings: Bogdan and Biklen, diverse backgrounds. Emphasis is placed on using Qualitative Research for Education; Wolcott, instructional technology, as well as using reading Writing Up Qualitative Research and writing to learn. (Sherman, Fall, offered annually) 450 Independent Study 605-606 Graduate Practicum in Elementary 460 Baccalaureate Seminar: Moral and Ethical School Teaching Open only to students enrolled Issues in Education The course focuses on in the Master of Arts in Teaching program, this ethical and moral issues central to the process of practicum engages students in a full-time education and the experience of schooling. practice teaching experience in an elementary Participants are expected to develop a position classroom. Students take on all of the responsi- paper in which a point of view pertaining to a bilities expected of elementary school teachers, specific issue is articulated. (Sherman, Spring, including planning and carrying out lessons and offered alternate years) assessments, managing productive classrooms, Typical readings: Dewey, Experience and collaborating with other school staff, and Education; Sizer, The Students are Watching; reporting to parents. (Staff, Fall, offered annually) Coles, The Call of Stories; Garbarino, Lost Boys

495 Honors 607 Graduate Practicum in Special Education Open only to students enrolled in the Master of 601 Analysis of Teaching in the Secondary Arts in Teaching program, this practicum School, Graduate Level Open only to students engages student in a full-time practice teaching enrolled in the Master of Arts in Teaching experience in an elementary school, working program and taken concurrently with student with children who have special needs. This teaching, this seminar provides a structure within practicum is taken in tandem with EDUC 505. which students critically examine their classroom (Staff, Fall, offered annually)

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612 Analysis of Teaching the Arts, Graduate ENGLISH AND COMPARATIVE Level This course is open only to students in the Master of Arts in Teaching Program who are LITERATURE pursuing certification in art and who are engaged in full-time student teaching. It provides a Biman Basu, Ph.D.; Assistant Professor, structure within which students critically examine their classroom experiences of teaching, Department Chair learning, and curriculum development within Melanie Conroy-Goldman, M.F.A.; the arts, with an eye towards helping students Assistant Professor become reflective practitioners. Emphasis is Anna Creadick, Ph.D.; Assistant Professor placed upon helping students meet the developmental needs of all students (p-12) while James Crenner, Ph.D.; Professor, The also exploring means of helping all learners meet John Milton Potter Chair the New York State Learning Standards in the Peter M. Cummings, Ph.D.; Professor Arts. Additional emphasis will be placed upon using the arts across the curriculum and Laurence Erussard, Ph.D.; Assistant examining the artistic development of children Professor and youth. (Fall, offered annually) Robert F. Gross, Ph.D.; Professor Grant I. Holly, Ph.D.; Professor 702 Master’s Thesis (Fall) Elisabeth Lyon, Ph.D.; Associate Professor 703 Master’s Thesis (Spring) Daniel O’Connell, Ph.D.; Professor Nicola Minott-Ahl, Ph.D.; Assistant 720 Graduate Seminar in Education Research Professor In this seminar, which is limited to the students enrolled in the MAT program, students continue Eric Patterson, Ph.D.; Associate Professor their study of research paradigms and procedures Lee Quinby, Ph.D.; Professor, The Donald that can be used in preparing, organizing and R. Harter ’39 Chair presenting a master’s thesis or project. Topics for reading and discussion are drawn from the Deborah Tall, M.F.A.; Professor research interests of the students, those having David Weiss, M.F.A.; Professor been identified when the students wrote their proposals for master’s theses and projects at the The Department of English offers a wide end of the previous spring semester. (Banks, Spring, offered annually) variety of courses open to all students. Typical readings: textbooks on research such Students not majoring or minoring in as Carspecken, Critical Ethnography in Educational English or comparative literature and Research or Creswell, Research Design are used. Other readings are drawn from journals and from students not yet certain of their major books chosen in response to the students’ may take courses for their own interest research interests. without prerequisites. Some courses are specifically designed for non-majors. The department offers disciplinary majors and minors in both English and comparative literature. Within the English and comparative literature majors, a student is required to choose a concen- tration within the major in consultation with his or her adviser. Concentrations consist of at least three courses which serve to provide focus within the larger discipline. Concentra- tions may be defined by literary history, genre or field of study. A genre concentra- tion could, for example, include three courses on poetry, while a literary history concentration might provide an overview

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