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Mission Statement of the University of Notre Dame
the poverty, injustice and oppression that burden CONTEXT THE MISSION the lives of so many. The aim is to create a sense of human solidarity and concern for the common This statement speaks of the University of Notre The University of Notre Dame is a Catholic aca- good that will bear fruit as learning becomes service Dame as a place of teaching and research, of schol- demic community of higher learning, animated to justice. arship and publication, of service and community. from its origins by the Congregation of Holy Notre Dame also has a responsibility to ad- These components flow from three characteristics Cross. The University is dedicated to the pursuit vance knowledge in a search for truth through of Roman Catholicism which image Jesus Christ, and sharing of truth for its own sake. As a Catholic original inquiry and publication. This responsibil- his Gospel and his Spirit. A sacramental vision en- university, one of its distinctive goals is to provide a ity engages the faculty and students in all areas of counters God in the whole of creation. In and forum where through free inquiry and open discus- the University, but particularly in graduate and through the visible world in which we live, we sion the various lines of Catholic thought may in- professional education and research. The Univer- come to know and experience the invisible God. In tersect with all the forms of knowledge found in sity is committed to constructive and critical en- mediation the Catholic vision perceives God not the arts, sciences, professions, and every other area gagement with the whole of human culture. only present in but also working through persons, of human scholarship and creativity. The University encourages a way of living con- events and material things. There is an intelligibil- The intellectual interchange essential to a uni- sonant with a Christian community and manifest ity and a coherence to all reality, discoverable versity requires, and is enriched by, the presence in prayer, liturgy and service. Residential life en- through spirit, mind and imagination. God’s grace and voices of diverse scholars and students. The deavors to develop that sense of community and of prompts human activity to assist the world in creat- Catholic identity of the University depends upon, responsibility that prepares students for subsequent ing justice grounded in love. God’s way to us and is nurtured by, the continuing presence of a leadership in building a society that is at once more comes as communion, through the communities in predominant number of Catholic intellectuals. human and more divine. which men and women live. This community in- This ideal has been consistently maintained by the Notre Dame’s character as a Catholic academic cludes the many theological traditions, liturgies and University leadership throughout its history. What community presupposes that no genuine search for spiritualities that fashion the life of the church. The the University asks of all its scholars and students, the truth in the human or the cosmic order is alien emphasis on community in Catholicism explains however, is not a particular creedal affiliation but a to the life of faith. The University welcomes all ar- why Notre Dame historically has fostered familial respect for the objectives of Notre Dame and a eas of scholarly activity as consonant with its mis- bonds in its institutional life. willingness to enter into the conversation that gives sion, subject to appropriate critical refinement. A Catholic university draws its basic inspiration it life and character. Therefore, the University in- There is, however, a special obligation and oppor- from Jesus Christ as the source of wisdom and sists upon academic freedom, which makes open tunity, specifically as a Catholic university, to pur- from the conviction that in him all things can be discussion and inquiry possible. sue the religious dimensions of all human learning. brought to their completion. As a Catholic univer- The University prides itself on being an envi- Only thus can Catholic intellectual life in all disci- sity, Notre Dame wishes to contribute to this edu- ronment of teaching and learning that fosters the plines be animated and fostered and a proper com- cational mission. development in its students of those disciplined munity of scholarly religious discourse be habits of mind, body and spirit that characterize established. educated, skilled and free human beings. In addi- In all dimensions of the University, Notre tion, the University seeks to cultivate in its students Dame pursues its objectives through the formation not only an appreciation for the great achievements of an authentic human community graced by the of human beings but also a disciplined sensibility to Spirit of Christ.
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The University Obviously, many other aspects of the Univer- Student Life sity have been changed by more than a century and of Notre Dame a half of turbulent and unpredictable happenings in the Catholic Church and in American life and cul- First and foremost, Notre Dame offers its students ture. Fires, outbreaks of infectious diseases, the a quality education, made possible by an excellent Notre Dame is at once a Catholic university, a na- Civil War, waves of European immigrants and faculty, advanced research facilities, experienced ad- tional symbol and an international community of refugees, Church controversies, the Great Depres- ministration and a well-developed educational phi- religious faith, intellectual inquiry and devotion to sion, two world wars and several smaller bloodlet- losophy. But cognizant that values, character and the powerless. Among its conspicuous features are tings, the civil rights movement and other social leadership skill are developed as often in the con- its academic reputation, an elaborately designed convulsions in America, all have involved members text of caring relationships as in selected reading and golden-domed administration building, a fa- of the Notre Dame family and have left deep and from various textbooks, the University offers more mous collegiate football team, a popular shrine to indelible imprints on the character and rich tradi- to its students — a student life rich in depth and the Mother of God, two fascinating lakes, a pleas- tion of the institution. Rev. William Corby, variety, one that is nationally recognized and char- antly landscaped campus and a spirited student C.S.C., a successor to Father Sorin, played a acteristically deep in its impact on those who share body surrounded by an intensely loyal community memorable national role as a Union chaplain at the in it. To make our “definition” of the University of alumni and friends who unabashedly refer to Battle of Gettysburg; Rev. Julius Nieuwland, more complete, we shall briefly describe some of themselves as the Notre Dame “family.” C.S.C., a scientist and faculty member, invented the main aspects of student life. Our first consid- The institution was founded on the site of an synthetic rubber; Notre Dame students were par- eration will be the students themselves. old Catholic missionary outpost in 1842. The ticipants in a nationally publicized scuffle with a re- founders were a small and impoverished band of surgent Ku Klux Klan; the University’s colorful Students. Notre Dame is one of a handful of French and Irish religious brothers whose leader football team and something of its campus atmo- truly national universities, with students drawn was Rev. Edward F. Sorin, C.S.C., an impetuous, sphere were enshrined in American history and from all 50 states and some 70 countries. One fac- strong-willed, and apparently tireless priest. In a myth by a film featuring a memorable performance tor all the students have in common, though, is memoir titled My Notre Dame, Thomas Stritch, by an actor who later became a president. More re- strong academic ability. In addition, an annual sur- professor emeritus of American Studies and Notre cently, a second film dramatized the University’s vey of freshmen taken by the American Council on Dame historian, wrote that Father Sorin “carved spirit and gave a new name to unheralded athletes Education indicates that Notre Dame students, to a Notre Dame out of the Northern Indiana wilder- — Rudy. greater degree than their peers nationally, are confi- ness and by sheer strength of character made it go. Most notably, Notre Dame’s reputation, so dent of academic success and see themselves as hav- He built and rebuilt, recruited students where he zealously nurtured, sustained and celebrated by Fa- ing originality and leadership potential. could, and gradually began the unique image Notre ther Sorin and his successors, has become increas- Dame still enjoys. In a college or university, reputa- ingly international in recent years because of the The Campus. One especially appealing aspect of tion is everything. Somehow Sorin developed a fa- establishment of numerous academic and commu- life at Notre Dame is the campus itself. The vorable one for Notre Dame, one that reverberated nity service programs in the Holy Land, Mexico, University’s 1,250 acres, with two lakes, extensive throughout the American Catholic world, the East- Chile, Ireland, England, Austria, France, Italy, wooded areas and tree-lined quadrangles, contrib- ern Seaboard as well as the Midwest. Long before Spain, Australia, Japan and other countries. ute to a serene park-like atmosphere that does won- football was invented, Notre Dame caught the Despite these remarkable and generally wel- ders to alleviate the pressures of academic life. imagination of American Catholics.” come alterations in institutional shape and scope, The collegiate gothic style of many of the struc- Father Sorin was a member of the Congrega- Notre Dame’s proud and self-conscious claim to be tures, the ornate Main Building (with a golden tion of Holy Cross, a then recently formed Catho- a Catholic university and its intent to be a great dome) and the Basilica of the Sacred Heart and the lic religious community that would own and Catholic university remain unchanged from Father statuary and masonry carvings that abound on administer the University from its foundation until Sorin’s day. The University boasts a core curricu- campus have always been a source of delight to stu- 1967, when the University’s governance was legally lum that includes required courses in theology and dents and tourists alike. transferred to a predominantly lay board of trust- philosophy. In administrative and disciplinary af- ees. The University’s bylaws ensure that the Con- fairs, Notre Dame holds itself responsible to the Residentiality. Over the years no single nonaca- gregation will continue to exert a prominent teaching of the Catholic Church, and it holds its demic characteristic of Notre Dame has made a influence on its administration. They stipulate, for students, faculty and staff responsible for their own greater impression on students than the example, that Notre Dame’s presidents must always conduct, particularly in matters affecting the com- University’s residential tradition. It is a tradition as be chosen from among the priests of the mon good. Precisely because it is a Catholic univer- old as the University itself. Father Sorin established Congregation’s Indiana Province. The Congrega- sity, it is a place where men and women from all at Notre Dame the sort of residential ambience he tion also ministers to the University it founded faiths and backgrounds are to be made welcome. had known at French universities. Nineteenth-cen- through the many Holy Cross priests serving on The staffs of the residence halls, campus ministry, tury students slept, ate, studied and attended classes the University’s faculty, the counselors and chap- the Center for Social Concerns, and the Alumni en masse in wings of the Main Building. The regi- lains who live with the undergraduate students in Association all continue to invite and encourage men was strict: a prefect roused students at 6 a.m., the residence halls, and the staff of the campus Notre Dame students, graduates, faculty and ad- supervised their prayer, meals, study and recreation ministry office. ministrators to pray together, to discuss and share and returned them to bed 16 hours later. In 1972, five years after the change in gover- their hopes, joys and sorrows, to bear with and sus- Times have changed, as well as the discipline, nance, a new chapter of University history began to tain one another, and always to serve those most in but not the importance of residentiality in student be written as the first undergraduate women were need. life. According to a committee focusing on Univer- admitted to Notre Dame. A quarter of a century sity priorities, “Next to its academic mission and later, the majority of living Notre Dame alumni Catholic character, residentiality is the least dispen- have been graduated from a fully coeducational sable of Notre Dame’s hallmarks.” institution.
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Center for Social Concerns (CSC). The Center for Social Concerns provides a wide variety of ser- vice and social action opportunities, programs, seminars and courses. I. Students may choose from multiple opportuni- ties that serve the needs of others on campus, in South Bend, in the nation and abroad. A. Some 40 service groups provide one-to-one or small-group relationships. Some of these groups are Big Brothers/Big Sisters, Women’s Care Center and Logan Center. There are other service activities available that are coordinated directly through the halls and other campus organizations. B. Social action groups sponsor workshops, projects and retreats that mobilize students to face issues of injustice. Amnesty International and World Hunger Coalition are two such groups.
II. The Center seeks to undergird all service and social action with an academic foundation. Each of Notre Dame’s 27 undergraduate resi- The Office of Campus Ministry provides a se- Contemporary ethical and moral issues are studied dence halls has an atmosphere and character of its ries of retreats, catechetical instruction for those from a variety of perspectives, especially that of the own. Each has its traditions and generates a feeling who wish to join the Catholic Church or find Catholic Church's social teaching concerning of loyalty and camaraderie among its inhabitants. deeper understanding of religious matters, a pro- justice and peace. The halls are staffed by rectors, assistant rectors and gram of preparation for marriage, and counseling A. Academic credit is available for the following resident assistants who endeavor to challenge, fa- in matters of personal conscience formation. Mass experiential and service learning seminars. (This is cilitate and support students in integrating the is celebrated daily in the Basilica of the Sacred a partial list. See Theology section for a complete meaning and practice of Christianity today through Heart and in many of the residence hall chapels. list of one and three credit opportunities.) the development of a community that is humaniz- There are frequent prayer services of many forms Primarily developed and coordinated by Center ing, worshiping and service-oriented. Conse- throughout the year, including ecumenical prayer staff, the seminars are offered through the quently, the residence halls form the base of many services sponsored by Campus Ministry. Students Department of Theology and crosslisted with other spiritual, athletic, social and volunteer service ac- who are not Catholic are always welcome at any of departments. (See the appropriate college section tivities. Spirited rivalries between residence halls in the various activities sponsored by Campus Minis- for the maximum number of credit hours allowed.) various sporting and social events are common. Life try. Congregations of many faiths in South Bend in the residence halls provides the context for many also welcome students in their worship. Note: Three credits are available for each of the relationships among students; social fraternities and following courses. sororities are thus considered unnecessary. Clubs and Organizations. Notre Dame has a First-year students are required to live on cam- wealth of clubs and organizations for interested stu- THEO 359A: Summer Service Learning pus, and the vast majority of upperclass students dents. Interests and commitments vary widely and Internship: ACCION find it worthwhile to do the same when space is are reflected in the number and scope of groups. A pioneer in micro-lending, ACCION is a non- available. More than 80 percent of undergraduates Some clubs have an academic orientation, rang- profit organization with a 37-year history of live on campus. At the same time, a variety of off- ing from campus branches of national organiza- reducing poverty and creating employment in the campus housing is available in the South Bend tions, such as the American Institute of Architects, Americas. ACCION is dedicated to providing area. to strictly local clubs, such as the Chemistry and financial services to the smallest of small business Finance clubs. people, and, in turn, families, through providing Spiritual Life. Notre Dame stands for the belief Other groups relate to ethnic and special-inter- loans. Twelve-week Internships will offer students that all who teach, work and study at the Univer- est groups. These clubs include the Asian American exposure and experience in areas such as sity should discover, reinforce and strengthen their Association, the Black Cultural Arts Council, the community outreach and marketing, fundraising convictions, values and traditions. A mature reli- Chinese Students Association and the Native and public relations, management and information gious or spiritual life is integral to full human de- American Students Association, to name a few. systems, loan processing and monitoring, micro- velopment. This can be hidden, stifled or allowed Students who enjoy music may choose from a lending and economic development. to stagnate; but it can also be challenged and en- wide selection of choirs, bands and ensembles. Stu- THEO 359B: Summer Service Learning Internship: couraged to grow. In residence hall life and class- dents may audition for the renowned Notre Dame African American Leadership Intern Program room, in liturgy and celebration, in volunteer work Glee Club, the Notre Dame Liturgical Choir, the The overall goal of the eight week summer and athletic competition, Notre Dame people strive Notre Dame Chorale, the Notre Dame Folk Choir, internship is to collaborate with the community of for a wholeness in their lives, even a holiness, as Voices of Faith Gospel Ensemble or the Notre St. Agatha, the ND Alumni Club of Chicago, the they discover who they are in these multiple arenas. Dame Women’s Choir. The famous Notre Dame Black Alumni Association of ND-Chicago, Notre Dame is a professedly Catholic place, Marching Band, the nation’s oldest university Multicultural Student Programs and Services and which means — at its core — that all are welcome. marching band, is one of many choices available for the CSC in the following service-learning Beliefs are strengthened by commitment to God, to musicians. Another is the concert band, which trav- opportunities: contribute to specific summer one another and to the human family in love and els to a different part of the United States each programs of St. Agatha's Parish as determined by service, while at Notre Dame and throughout life. spring, representing Notre Dame in concert. Other the staff, to learn about African American Urban specialty groups include a jazz band and orchestra. Ministry, develop leadership skills, explore the potential for relationships of partnering with
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Alumni in Chicago and suburbs, and participate in the follow-up related to all Summer Service Project students, including a four-hour-a-week student assistant work with the CSC. THEO 359C: Summer Service Learning Internship: Hispanic Leadership Intern Program This internship is designed to immerse students in Hispanic communities where they respond to specific areas of need through various programs, such as St. Pius V parish and the Alivio Medical Clinic, both in Chicago, La Casa de Amistad here in South Bend, and the Barrio Station and Our Lady of Angels Parish in San Diego. Leadership is emphasized. Student interns will live in a Hispanic community for 10 weeks. See Summer Service Project description (THEO 360) for academic requirements. THEO 359D: Summer Service Learning Internship: Worker Justice The result of a collaborative project between the National Interfaith Committee for Worker Justice and several Catholic Colleges and Universities, this ten-week internship begins in Chicago for an intense week of training and orientation with a wide array of social justice professionals and theologians. Delegation of interns will then travel to local interfaith committees around the country for eight weeks, before returning back to Chicago for reflection and exploration of next steps. Within these contexts, undergraduates have the opportunity to learn and increase their ability to apply the principles and foundations of Catholic THEO 360B: Summer Service Learning: Each Youth Coordinator will be responsible for Social Teaching to a wide range of vocational and International leading a group of participants through these social arenas, and to work with local interfaith This internship seeks to provide international activities. Assignments are identical to those listed committees on issues facing workers and develop service-learning experiences in social concerns in the THEO 360 (Summer Service Project) coalition building, organizing, advocacy, public inspired by Gospel values and Catholic social description. policy and communication skills. Academic teachings through challenging students who have requirements are similar to those associated with domestic service-learning experiences to encounter Note: One credit is available for each of the THEO 360. international realities and to provide them the following seminars. THEO 360: Summer Service Learning: Confronting opportunity to work with and learn from the poor Social Issues and marginalized in international settings; THEO 358/PSY 310A: Social Concerns Seminar: This service-learning course takes place before, providing students the opportunity to work with Children and Poverty during, and after student participation in the eight- persons and grassroots groups working to address The goal of this service-learning experience is to week Summer Service Projects sponsored by the the needs of the poor and to learn from those who expose participants to issues related to children Center for Social Concerns. The goals of the course raise questions and share insights about the social, living in poverty, such as education, early are to reflect on the meaning and dynamics of political, economic, religious and cultural forces intervention, resiliency, violence, and foster care. Christian service, compassion and Catholic social operative in the international setting. Academic Students will begin their exploration during teaching through readings, journals, discussion and requirements bear similarity to THEO 360, orientation sessions, which will examine the current reflection with site supervisors and alumni, and including follow-up presentations, a pre and post state of children in poverty and present insights scheduled group discussions upon return to retreat weekend and assisting in the future from educators and children's advocates. During a campus. Writing assignments include a journal, a recruiting of next year's interns, and evaluation/ week in New York City, students will learn from reflection paper of six to eight pages and responses development of the ISSLP site and program. individuals and community-based organizations. to a set of study questions related to the reading THEO 360C: Summer Service Learning: National Visits with both children and program admin- packet. The course is completed during the first Youth Sports Program istrators will enable participants to experience seven weeks of the fall semester. Notre Dame, in past summers, has been the first-hand the realities of growing up in poverty. Following the week-long immersion, THEO 360A: Summer Service Learning: recipient of an NCAA grant that generously facilitated discussions will occur. Confronting Social Issues (Directed Studies) provides for a five-week enrichment and athletic Inquire at the Center for Social Concerns for more program for economically disadvantaged kids, ages information. 10 to 16. For the duration of this formation program, computer instruction, math and science assistance, drug and alcohol education, and other classes beneficial to at-risk youth will be held.
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THEO 361: Social Concerns Seminar: Appalachia THEO 368A: Social Concerns Seminar: Media. Students with interests in journalism usu- This Appalachia Seminar introduces students to the Discernment ally are attracted to an outlet in the various media culture and social issues of the Appalachia region This seminar focuses on senior students open to on campus. through service learning. The course provides the discerning and envisioning the integration of faith/ The Observer, an independent newspaper serv- opportunity for active participation in the theology and social concerns into their lives beyond ing the Notre Dame-Saint Mary’s College commu- community and direct relationship with the Notre Dame through engaging students in a nity, is published five times a week, offering a vital Appalachia people. During the week of service in process that builds on their previous connections line of communication within the University, as Appalachia, students learn from individuals and with the CSC and points them toward integrating well as the chance to keep up with the “outside community-based organizations focusing on issues social concerns into their lives beyond ND, world.” of health, education, environment and/or basic providing students the opportunity to integrate The Scholastic is a news/general information living conditions. their experiences with the insights of speakers and magazine. The Juggler, Notre Dame’s journal of the THEO 362/SOC 363/IIPS 362: Social Concerns the authors of course readings in written and oral arts, is published once a semester and features Seminar: Cultural Diversity expression, and evaluating with the students what prose, poetry, photography and illustrations. The The purpose of this course is to begin to analyze could be the long-term value of this course. award-winning Dome, the University yearbook, ap- the positive aspects of ethnic and cultural diversity Requirements include two written papers and pears every April. as well as related tensions, including racism. active participation in all sessions. There are a number of other student publica- During break, students participate at selected sites THEO 369/IIPS 369: Social Concerns Seminar: tions with more specialized audiences — for ex- ample, Notre Dame Student Business Review and in a five-day program that provides an orientation Leadership Issues to culturally diverse communities and allows This seminar will examine leadership issues from a Technical Review, which appear periodically students to engage in discussions on relevant issues multidisciplinary perspective, focusing on the role throughout the year and are student-produced. with local residents and community leaders. of the leader within organizations promoting WSND/FM and WVFI are the University’s Students participate in preparation and follow-up community service, social awareness, and action for student-run broadcast media. WVFI, which broad- sessions. justice and peace. This course will provide casts over the Internet, airs mostly progressive rock and special programs, while WSND has a more THEO 363/GOVT 333W: Social Concerns students with an opportunity to examine and develop their personal leadership styles and classical selection (until late evening, when rock Seminar: Washington, D.C. and jazz are featured). This course centers on a trip to Washington, D.C., potentials through a variety of experientially based learning opportunities. over fall break, during which time students analyze Annual Events. Notre Dame students look for- a significant social issue through contact with THEO 369A: Social Concerns Seminar: Learning ward to participating in several events that occur various agencies, government offices and church and Leadership (For Student Seminar Coordinators) annually on campus. organizations. Students examine issues through Inquire at the CSC for information on this new Notre Dame’s theatre department presents sev- dialogue and written reflection. Themes (e.g. opportunity. eral major productions each year, and tryouts are Educational Reform, Violence in America) vary THEO 371/IIPS 371: Social Concerns Seminar: open to all students. The Notre Dame Student each year. International Issues Players present less traditional theatre, providing THEO 365C: Social Concerns Seminar: The Church Directed studies. Inquire at the CSC for more one drama or musical each semester. and Social Action information. The Sophomore Literary Festival is a celebra- This course centers around a 48-hour immersion tion of the literary arts. Visiting authors read from THEO 372: Social Concerns Seminar: Field their works, expound on personal philosophy and (colloquially known as the "Urban Plunge") in an Education urban setting during the Christmas break, prior to offer student workshops. Guests in recent years Directed studies. Inquire at the CSC for more have included Ken Kesey, W.P. Kinsella, Chaim return to campus. This course includes a information. preparation workshop in the fall semester, readings, Potok, Ntozake Shange and Susan Sontag. a reflection paper, and follow-up. An Tostal, a celebration noted for its creativity, B. Courses in justice and peace are offered by is held during April. The Bookstore Basketball THEO 366: Social Concerns Seminar: Mexico center faculty in various disciplines, such as tournament (700-plus teams!), Recess and outdoor Service Learning Theology and Social Ministry, Power and Change in entertainment and band performances are a few This seminar involves two weeks of service learning America and Children and Poverty. highlights of the celebration. in Oaxaca, Mexico. It is designed to expose C. The Center’s Senior Transition Programs offer Students also take advantage of the nearby Lake students to the reality of Latin America through students discernment and information sessions re- Michigan beaches and the Michigan ski areas. intercultural exchange, shared work experience and garding postgraduate service opportunities such as Trips to Chicago are frequently organized to attend faith reflection. Students examine the social, Holy Cross Associates (HCA) and numerous other the theatre, museums, shops or sporting events or cultural and international forces operative in the national and international possibilities. just to spend the day sightseeing. The South Bend region through discussion, relevant readings and community offers shopping, parks, sports, movies written reflection. There are several facilities at the Center avail- and cultural events via the Symphony and Theatre THEO 367: Social Concerns Seminar: Advanced able for use. The Coffee House provides an infor- League. The East Race Waterway is an attraction Studies mal atmosphere for students, faculty, staff and providing kayaking, tubing and rafting. Directed studies. Inquire at the Center for Social alumni to discuss issues and programs. The Re- Concerns (CSC) for more information. source Room furnishes visual accounts of the Athletics. The name “Notre Dame” no longer brings thoughts of just a football powerhouse, and THEO 368/PSY 310C: Social Concerns Seminar: Center’s programs and provides information on a with good reason. Notre Dame has developed into Contemporary Issues variety of social concerns involvements. There are an outstanding academic institution but at the Directed studies. Inquire at the CSC for more specific materials related to postgraduate service op- same time has expanded its athletic excellence be- information. portunities. The Reflection Room, on the second floor of the center, offers quiet surroundings for yond the football field. students and staff to relate spirituality with social concerns.
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In addition to the nine-hole Notre Dame Golf Course, the new 18-hole William K. and Natalie O. Warren Golf Course opened in the spring of 2000 on the northeast edge of campus. Other out- side facilities include basketball courts in several lo- cations, 24 outdoor tennis courts and several multipurpose playing fields. Notre Dame’s Joyce Center has been called one of the most complete sports complexes in the coun- try. Not only is there an 11,418-seat basketball/vol- leyball arena but also a fieldhouse containing a two-lane track, a 2,667-seat hockey arena, boxing and weight rooms, and five volleyball courts. Else- where in the building are an auxiliary gym, two in- tramural gyms and a gym for fencing, six handball/ racquetball courts and two squash courts. The Rolfs Aquatic Center, with its Olympic-sized swim- ming pool, completes this complex. The Loftus Sports Center houses Meyo Field and the Haggar Fitness Complex. The center, which measures 614 by 210 feet, also contains Intercollegiate Club sports are recreational or competitive and practice rooms for lacrosse and soccer, and rooms The University is committed to a well-rounded are conducted by student officers with the guidance for sports classes and conferences. A six-lane indoor program for both men and women. The Fighting of the RecSports Office. These clubs determine for track circles Meyo Field, a 100-yard synthetic-turf Irish athletic tradition, renowned throughout the themselves the extent of activity and competition. practice field. Haggar Fitness Complex features United States, encompasses much more than foot- Currently 23 club sports are offered. 40,000 pounds of weights, used primarily for train- ball and basketball. Notre Dame boasts national RecServices provides a variety of noncompeti- ing of the varsity teams. contenders in many Olympic sports, including tive recreation, including instructional programs, The University’s Eck Pavilion, a 35,000-square- women’s soccer, baseball, and men’s fencing, all of outdoor recreation, informal sport and special foot structure, is the place on campus for indoor which ranked number one in the country at some events. Campus fun runs, dance and martial arts tennis. Inside are six courts, coaches’ offices, show- point during the 2000-01 season, and women’s classes, and Late Night Olympics are among the ers and lockers, a repair shop, a vending lounge and basketball, winner of the 2001 national many RecServices programs. an observation deck. The pavilion is used by the championship. The Challenge U Fitness program offers exer- varsity men’s and women’s tennis teams. The women’s intercollegiate athletic program, cise classes; conducts assessment, testing and con- Other facilities used by Irish athletic teams which has grown tremendously over the last 15 sulting; and provides information through include: years, now includes 13 varsity sports. (There are demonstrations and lectures. More than 20 classes • Notre Dame Stadium, with its 80,225 seats, also 13 men’s sports.) Notre Dame women athletes are offered in a variety of aerobic, toning and water home to Irish football since 1931. compete in basketball, tennis, fencing, lacrosse, exercise programs, as well as yoga and t’ai chi. Stu- • Alumni Field, with its 2,500 seats, home since swimming, volleyball, softball, golf, indoor track, dents are encouraged to make informed choices 1990 to men’s and women’s soccer. outdoor track, cross country, soccer and rowing. about their health and fitness and to utilize the nu- • Moose Krause Stadium, with its 5,000 seats, The Notre Dame student body plays an impor- merous fitness facilities available to them. home to men’s and women’s outdoor track and men’s and women’s lacrosse. tant role in the success of the teams that represent Facilities • Frank Eck Stadium, with its 2,500 seats, home to the University. Anyone who has attended a football Notre Dame is home to some of the finest athletic Irish baseball since 1994. pep rally or seen a top-ranked basketball team upset facilities at any university. The new 78,000-square- • Ivy Field, with many recent improvements, home in the Joyce Center knows why. The pride and loy- foot Rolfs Sports Recreation Center has a large to Notre Dame softball. alty displayed by “the greatest student body in the state-of-the-art fitness room with more than 30 car- world” are a moving force that embodies the spirit diovascular machines and a full complement of Student Union. The unique blend of elements of the Notre Dame community. Athletic contests at strength machines and free weights. The Rolfs also that gives the Notre Dame community its identity Notre Dame are an integral part of the social life as has a three-lane, 1/8 mile track, three courts for has, over a period of years, shaped the character of well as an opportunity for the athletically gifted to basketball, volleyball and badminton, a rink-style the Student Union. test their skills with the nation’s best. court for soccer and inline hockey and two activity The greatest influence on the Student Union is Intramurals, Club Sports, RecServices and Fitness rooms for dance, aerobics and martial arts. The the system of residence halls, which not only pro- Housed in the new Rolfs Sports Recreation Center, Rockne Memorial is legendary for its highly com- vides students with a place to live but also serves as the Office of Recreational Sports provides extensive petitive pickup basketball games. The “Rock” con- the principal center for social interaction on cam- opportunities in these four program areas. More tains not only two basketball courts but also has 10 pus. Each hall has its own government, consisting than 200 activities are offered throughout the year. handball/racquetball courts, one combination of a hall president, vice president, cabinet and judi- The Intramural programs allow members of the squash/handball court, a swimming pool with a cial board, which works in cooperation with the student body to grab a share of the limelight while spectator gallery, a smaller pool for family use, a hall staff to develop the best possible environment also promoting rivalries among the residence halls. climbing wall, a weight room, a fitness room, a for its residents. As the basic unit of student gov- For others, intramurals are a chance to stay in ballet/exercise room and a martial arts room. ernment, the halls and their needs significantly shape, get away from the books or enjoy a purely shape the campuswide Student Union. recreational sport.
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The relatively simple structure of the Student The University reserves the right to notify a The spirit of inclusion at Notre Dame flows Union has evolved gradually in response to chang- student that she or he may not return for the fol- from our character as a community of scholarship, ing attitudes and needs of the student body. At the lowing semester or to suspend or dismiss a student teaching, learning and service founded upon Jesus head of the Student Union is its chief executive of- who has committed a serious transgression of the Christ. As the Word through whom all things were ficer, the student body president. Although the du- University rules and regulations. The University made, Christ is the source of the order of all cre- ties of the job have tended to vary with the also reserves the right to deny the privilege of en- ation and of the moral law which is written in our priorities of each officeholder, in general the stu- rollment to any student whose conduct or attitude hearts. As the incarnate Word, Christ taught the dent body president represents the interests of the is believed to be detrimental to the welfare of the law of love of God and sent the Holy Spirit that we student body in all areas of life at Notre Dame. institution. might live lives of love and receive the gift of eter- Probably the most representative of the Student nal life. For Notre Dame, Christ is the law by Union groups is the Hall Presidents’ Council, The Spirit of Inclusion at Notre Dame. which all other laws are to be judged. As a Catholic which meets weekly to discuss the various aspects “Strangers and sojourners no longer...” (Ephesians institution of higher learning, in the governance of of hall life and to coordinate activities among the 2:19) our common life we look to the teaching of Christ, halls. The University of Notre Dame strives for a spirit of which is proclaimed in Sacred Scripture and tradi- The Campus Life Council was created by the inclusion among the members of this community tion, authoritatively interpreted by church teach- University’s Board of Trustees to allow for discus- for distinct reasons articulated in our Christian tra- ing, articulated in normative understandings of the sion among students, faculty and administrators dition. We prize the uniqueness of all persons as human person, and continuously deepened by the concerning life on campus. The council is empow- God’s creatures. We welcome all people, regardless wisdom born of inquiry and experience. The rich ered to pass resolutions recommending student life of color, gender, religion, ethnicity, sexual orienta- heritage of the Catholic faith informs and trans- policy changes to the administration. tion, social or economic class, and nationality, for forms our search for truth and our understanding The programming arm of the student senate at example, precisely because of Christ’s calling to of contemporary challenges in higher education. Notre Dame is the Student Union Board. This treat others as we desire to be treated. We value gay This statement was adopted by the officers of the board coordinates such events as lectures, plays, and lesbian members of this community as we University on August 27, 1997. concerts, movies and more. In addition, it coordi- value all members of this community. We con- nates An Tostal and the Sophomore Literary Festi- demn harassment of any kind, and University poli- Saint Mary’s College. Because of the proximity val (which were previously mentioned under cies proscribe it. We consciously create an and rich tradition common to Notre Dame and “Annual Events”), as well as the Collegiate Jazz environment of mutual respect, hospitality and Saint Mary’s, the two institutions share many ac- Fest, Acoustic Cafe, student bands and other stu- warmth in which none are strangers and all may tivities in the area of academics as well as social dent performances, professional entertainment and flourish. events, student organizations and community serv- special events. The Student Union Board also coor- ice projects. The two institutions maintain a coop- dinates services such as plant and furniture sales, as One of the essential tests of social justice within erative program permitting a limited number of well as refrigerator rentals. any Christian community is its abiding spirit of in- courses to be taken at the neighboring institution. clusion. Scriptural accounts of Jesus provide a con- Because of the extensive cooperation between the Student Conduct. A Catholic university stant witness of this inclusiveness. Jesus sought out two, the campuses are aptly referred to as the is a society composed of faculty and students whose and welcomed all people into the Kingdom of “Notre Dame-Saint Mary’s community.” primary purpose is the pursuit of Christian wis- God—the gentile as well as the Jew, women as well dom. The society can exist only in an atmosphere as men, the poor as well as the wealthy, the slave as of responsibility and good order. The University well as the free, the infirm as well as the healthy. seeks, therefore, to provide those conditions and The social teachings of the Catholic Church pro- opportunities best suited for educating the student. mote a society founded on justice and love, in Students registering at the University of Notre which all persons possess inherent dignity as chil- Dame enter into an agreement with the University dren of God. The individual and collective experi- based on freedom and mutual responsibility. ences of Christians have also provided strong Students are assured freedom of inquiry, free- warrants for the inclusion of all persons of good dom of expression and freedom of action within will in their communal living. Christians have the regulations established by the University. In found their life together enriched by the different turn, the University community expects all of its qualities of their many members, and they have students to be responsible in their social conduct so sought to increase this richness by welcoming oth- as to reflect favorably upon themselves and the ers who bring additional gifts, talents and back- community. grounds to the community. Regulations concerning student conduct are set forth in du Lac, A Guide to Student Life, which is distributed to each student. All students are respon- sible for knowing and observing these regulations, as well as obeying Indiana civil and criminal laws, including the laws forbidding the use or sale of marijuana, narcotics or dangerous drugs and the use of alcohol by anyone younger than 21.
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Academic Profile The Mendoza College of Business offers the Dual Degree. Programs leading to dual degrees degree of bachelor of business administration with (two undergraduate degrees, such as a bachelor of majors in: arts and a bachelor of business administration) are Accountancy distinct from programs in which a student receives DEGREES Finance one degree with two majors (such as a bachelor of AND ACADEMIC PROGRAMS Management business administration with a major in finance Management Information Systems and a major in government). Dual degree programs The University is organized into a First Year of Marketing require the permission of the deans of both col- Studies, four undergraduate colleges, an architec- The College of Engineering offers curricula leges. There are additional requirements, which ture school, a graduate school of four divisions, a leading to degrees of: usually result in the need for a fifth year. (154- credit-hour minimum, total number depending on graduate business school, a law school and several B.S. in Aerospace Engineering graduate research study centers. B.S. in Chemical Engineering program.) All incoming freshmen spend their first year in B.S. in Civil Engineering Academic Governance. the First Year of Studies and then move into the B.S. in Computer Engineering The major source of college or school of their choice as sophomores — B.S. in Computer Science academic governance within the University is the College of Arts and Letters, Mendoza College of B.S. in Electrical Engineering Academic Council, made up of administrators, fac- Business, College of Engineering, College of Sci- B.S. in Environmental Geosciences ulty and students from each of the four colleges and chaired by University President Rev. Edward ence or School of Architecture. B.S. in Mechanical Engineering In the 2000-01 academic year, students en- A. Malloy, C.S.C. All major decisions concerning rolled in the College of Arts and Letters topped the The College of Science offers the degree of academic policy and scheduling throughout the undergraduate enrollment figures with 2,407. bachelor of science majoring in: University are made by this board. There were 1,837 business students, 997 science Biochemistry Along with the Academic Council, each college students, 652 in engineering and 186 in Biological Sciences is served by a college council representing its fac- architecture. Chemistry ulty and students. The purpose of the council is to The College of Arts and Letters offers curricula Chemistry/Business suggest and plan academic programs and to make leading to the degree of bachelor of fine arts in art Chemistry/Computing decisions regarding academic policy within the col- studio or design and bachelor of arts majoring in: Environmental Sciences lege. Each college also has a student advisory coun- American Studies Mathematics cil whose function is to elicit student ideas and Anthropology Physics concerns regarding college policy, to formulate Art, Art History and Design Physics/Computing those ideas and to make suggestions to the college Art Studio Physics/Education council. Art History Physics in Medicine Design Preprofessional Studies Advising. Once students have chosen a Classics Science-Business college, they should contact the Office for Under- Classical Civilization Science-Computing graduate Studies of the appropriate college and Greek Science-Education speak with one of the advisors: Architecture — Latin The School of Architecture offers the 110 Bond Hall; Arts and Letters — 101 East Asian Languages and Literatures degree of bachelor of architecture (five-year O’Shaughnessy Hall; Business — 101 Mendoza Chinese program). College of Business; Engineering — 257D Engi- Japanese neering Building; Science — 229 Nieuwland Sci- African and African American Studies, Gender Economics ence. After a major has been declared, students are Studies, and Computer Applications may be taken English assigned a departmental advisor as well. only as supplementary majors. Students may take Film, Television and Theatre supplementary majors/minors in departments of German and Russian Languages and Literatures Pre-Law Advising. For those students whose ca- other colleges, but their dean may specify certain German reer plans include law school, there is a pre-law so- modifications in their major program. Undergradu- Russian ciety with special counseling from Arts and Letters ates may obtain bachelor degrees in combination Government and International Studies Assistant Dean Ava Preacher in 101 O’Shaughnessy programs with other colleges in integrated five-year History Hall. programs. Mathematics (honors only) The course and program requirements for de- Medieval Studies The Summer Session. Summer courses are of- grees are determined by the various colleges and Music fered by the regular University faculty to students schools. Philosophy at all levels — undergraduate, graduate, profes- These colleges are independent of one Philosophy/Theology (joint major) sional and special. another and provide academic instruction within Preprofessional Studies (must also select an In addition to meeting the needs of the aca- the various programs and departments. The dean of additional first major) demic-year students who are continuing work on each college has authority, along with the college Program of Liberal Studies their degrees, the summer session also serves teach- council, to determine minimum admission stan- Psychology ers, industry personnel and professional and career dards, requirements for a major and a degree from Romance Languages and Literatures groups. These graduate students are provided an the program and dismissal from the college and French opportunity to work on advanced degrees, fulfill University. Italian certification requirements, improve their profes- The student who wishes to transfer from one Spanish sional position or take enrichment courses. The college to another college within the University Sociology summer session embraces not only the traditional must have the approval of the deans of both col- Theology seven-week period of course work but also a series leges. The accepting dean has discretion about of one- to two-week minicourses and workshops. which credits are acceptable toward the degree in the new college.
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Degree Requirements of Arts and Letters and will satisfy the relevant Natural Science. The University requirement of University requirement in history, literature, fine two natural science courses can be met in one of arts and social science and the first course of the two fashions. Students majoring within either the Application must be made to the registrar for a philosophy or theology requirement. These semi- College of Science or the College of Engineering degree. nars will include a significant writing component will complete this requirement in their first year The receipt of a baccalaureate degree from the and require a minimum of 24 pages with at least with a “flagship” introductory sequence such as University requires the satisfactory completion of one rewrite of a corrected paper. Each first-year BIOS 155-156, CHEM 117-118, or PHYS 131- the curriculum. This includes: student will be required to complete one Univer- 132. Students majoring within the College of Arts sity Seminar. and Letters or the Mendoza College of Business ei- University Requirements Courses ther may follow the above pattern and study one Composition 1 Mathematics. The University requirement of science in depth or alternatively may choose two Mathematics 2 two mathematics courses can be met in one of two from the group of specially designed survey courses Natural Science 2 fashions. Most students in the College of Arts and offered by the departments of biological sciences, *History 1 Letters will take two mathematics courses of non- chemistry and biochemistry, mathematics and *Social Science 1 duplicating content chosen from a list of courses physics. Among these offerings, students will find *Theology 2 with numbers starting with 104. Students majoring courses emphasizing the environment from various *Philosophy 2 in the Arts and Letters Preprofessional Program or perspectives (BIOS 107, CHEM 102, PHYS 104); *Fine Arts or Literature 1 Mathematics, or in other colleges or the School of courses surveying chemistry, mathematics or phys- †Physical Education 2 ____ Architecture, will fulfill the requirement through ics from the conceptual and elementary level 14 the appropriate calculus sequence. (CHEM 101-102, MATH 103, PHYS 101-102, For students in the Mendoza College of Busi- PHYS 115-116); and a wide variety of courses on * One of these requirements must be a University ness, the required calculus sequence is MATH 105- specialized topics of general interest in science, in- Seminar 180. 108. Also acceptable are the calculus sequences cluding BIOS 101 through 116, CHEM 104, †This requirement can also be fulfilled through first- required of students in the College of Engineering PHYS 110 or 210, PHYS 171, PHYS 174, PHYS year enrollment in ROTC. or the College of Science. Students in the School of 176, SCPP 101 and SCPP 102. Architecture take MATH 105-110. Also acceptable Students are warned that it is possible to lose (a) In addition to these University require- are the calculus sequences MATH 105-108, or the degree credit because of overlapping content be- ments, each college has its own requirements that calculus sequences required of students in the Col- tween “flagship” courses and survey courses. See must be completed. lege of Engineering or the College of Science. Stu- page 302 of this Bulletin. (b) First-year students are required to complete dents majoring in the College of Science will fulfill a University Seminar; Composition; two semester their University mathematics requirement through History. The study of history incorporates the es- courses in mathematics; two semester courses in one of the following calculus sequences: MATH sential elements of liberal learning — namely, ac- natural science; one semester course chosen from: 119-120, MATH 125-126, MATH 165-166, or quisition of knowledge and understanding, history, social science, philosophy, theology, fine MATH 195-196. The sequences MATH 119-120 cultivation of perspective, and development of com- arts; and two semester courses in physical education and MATH 195-196 are acceptable for students in munication and critical-thinking skills. It reflects or in ROTC. Foreign language is not a University certain programs emphasizing the life sciences such concern for human values and appreciation of vari- requirement, but it is required in the programs of as biological sciences or the preprofessional pro- ous contexts and traditions. It provides a perspec- the College of Arts and Letters, the College of Sci- grams in either the College of Science or the Col- tive essential to understanding contemporary issues. ence and the School of Architecture. (The Univer- lege of Arts and Letters. For students in the College History courses examine various aspects of the sity seminar will satisfy the relevant requirement in of Engineering, the mathematics requirement is religious, political, economic, social and cultural fine arts, literature, history, social science, philoso- fulfilled through the calculus sequence MATH developments of the principal European and Asian phy or theology.) 125-126 or MATH 165-166. nations and of the United States and Latin (c) Satisfactory work in a major or a concentra- Non-preprofessional students in the College of America. tion program of study. Arts and Letters may fulfill their mathematics re- The University requires that each student take (d) A minimum cumulative average of 2.000. quirement by taking any of the calculus sequences one history course. The requirement may be satis- (e) A minimum of 60 credit hours at the required of students in other colleges or the School fied by an appropriate University Seminar 180. University. of Architecture. Additionally, there are other math- (f) The last year in residence. ematics courses specially designed for students in Social Sciences. Social sciences, through the de- this college. These include Finite Mathematics velopment of theoretical perspectives and system- Composition. The aim of First-Year Composition (MATH 104) or Principles of Finite Mathematics atic methodologies, aim at describing and under- is to help students learn how to craft an argument (MATH 107), Survey of Calculus II in Basic Sci- standing the human condition today. Comparing based on different sources of information. This en- ences (MATH 110), and options courses chosen and contrasting other societies and modes of social tails teaching students a general set of reasoning from the grouping MATH 111 through 118. organization with our own demonstrates the com- strategies that they can use to persuade an audi- (Note: The course MATH 103 fulfills only Univer- plexities of our time and place. ence. A course in argument is essentially a course in sity natural science requirements and not Univer- Through social science courses, the student rhetoric: rhetoric provides a way to think about sity mathematics requirements.) achieves an understanding of the individual in so- writing and speaking as part of conversation, a con- For details concerning the proper selection of a cial relationships. Principles in each course are il- versation that aims to bring about both under- mathematics sequence for a given major, see later lustrated from the data of contemporary society. standing and, perhaps, agreement. in this Bulletin. Human relationships are described and analyzed in the cultural, familial, communal, economic and po- University Seminars. University seminars are de- litical orders. The study of the social sciences also signed to foster interaction between first-year stu- involves insights into motives, attitudes and values. dents and faculty in small settings. These courses, The student learns the methods and techniques of designated by the “180” number, are offered by ev- the social sciences. ery department (except CAPP) within the College
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The social science requirement can be satisfied Students normally are expected to take both of Grading System by any three-hour course in the departments of the required philosophy courses at Notre Dame. anthropology, economics, government and inter- Those who wish to transfer philosophy credits from national studies, psychology and sociology. another college or university must receive the per- The University requires that each student take mission of the director of undergraduate studies in Letter Point one social science course. This requirement may philosophy. Grade Value Legend be satisfied by an appropriate University Seminar 180. Fine Arts or Literature. The University requires A 4.000 one course in fine arts or literature. Students who A- 3.667 Theology. Theology is required of all students be- have first majors in the College of Arts and Letters B+ 3.333 cause the University strongly believes that every are required to take one course each in fine arts and B 3.000 student should reflect upon the questions of a hu- literature. B- 2.667 man being’s relation to God in a manner that is C+ 2.333 consistent with University-level discourse. Fine Arts. Liberal education involves not only the C 2.000 Lowest passing grade for The University requires that all students take development of skills of analysis and expression but graduate students. two courses (six credit hours) in theology. The also the acquisition of sensitivities to the nuances of C- 1.667 Zero point value for first course, Foundations of Theology: Biblical aesthetic value. Fine arts is broadly conceived. graduate students. and Historical (THEO 100, 180, or 200), is an Courses in painting, sculpture, art history, music D 1.000 Lowest passing grade academic introduction to the college-level study of appreciation and history, creative writing, screen for undergraduate students; Scripture and, through documents of the early arts, filmmaking and theatre are among the avail- zero point value for graduate church, a critical understanding of the foundations able offerings. This requirement also may be satis- students. of Christian doctrine. fied by an appropriate University Seminar 180. F 0 Failure. The second course is normally chosen from X 0 Given with the approval of courses numbered 202-299. This course builds on Literature. The literature courses aim at cultivat- the student’s dean in an intelligent grasp of tradition to show how theo- ing in the student habits of precision and accuracy extenuating circumstances logical doctrines developed, especially in the as well as an interest in, a respect for and a reason- beyond the control of the Catholic tradition. This understanding helps stu- able control of the English language. There is preci- student. It reverts to “F” if dents come to a more mature comprehension of sion of thought and word in Shakespeare and Yeats not changed within 30 days their faith and appreciate the intellectual history of that is different from, but no less precise than, after the beginning of the Catholicism. Newton and Euclid. In works of literary art these next semester in which the Students with adequate background may peti- uses of language evoke and sustain a created world student is enrolled. tion to substitute a course from the 300 or 400 in which individuals find satisfaction and fulfill- I 0 Incomplete (reserved for ad- levels to satisfy the second requirement. ment of their sense of beauty and truth. Most col- vanced students in advanced lege students can enrich their whole lives by studies courses only). It is a Philosophy. Philosophy is perhaps the only gen- acquiring discriminating judgment in the selection temporary and unacceptable eral college discipline not formally encountered in and personal appraisal of what they read and view. grade indicating a failure to high school or elementary school. Together with The courses in literature, by systematic and exten- complete work in a course. theology, it offers an opportunity for students to sive practice in the reading of works of various The coursework must be address, in a systematic and intellectually rigorous kinds, will help the student become a judicious completed and the “I” way, ultimate questions about the nature of the hu- reader of literary form. changed prior to the begin- man person and the meaning of human life in both Appropriate courses from the departments of ning of the final examination its individual and communal dimensions, about the English, classics, East Asian languages and litera- period of the next semester origins and destiny of the universe, and about the tures, Romance languages and literatures, German in which the student is en- nature of understanding and of rational inquiry. In and Russian languages and literatures, and, occa- rolled; otherwise, the “I” this way, philosophy helps students to reflect care- sionally, American studies satisfy this requirement. grade remains on the tran- fully about the most basic issues involved in the The requirement may also be satisfied by an appro- script and is computed as orientation of their lives. priate University Seminar 180. equivalent to an “F” in cal- All students are required to take at least two culating averages. courses in philosophy. The first course (PHIL Graduation Rate P Pass in a course taken on a 101, 180 or 201) is meant to introduce the student Pass-Fail basis. Each junior to central philosophical problems and some of the or senior undergraduate may most important figures in the history of philoso- Of the students entering a full-time, first-year, file with the registrar during phy. The second course gives the student the op- bachelor degree-seeking program in the fall of the first seven class days of portunity to explore in greater detail more specific 1994, 94 percent graduated within six years. (Note: the semester the decision to issues in philosophical anthropology (PHIL 205- The graduation rate for students entering in the fall take one elective course, out- 239), moral and political theory (PHIL 240-259) of 1995 will be available in the Office of Institu- side the student’s major de- or philosophical theology (PHIL 260-279). In tional Research in August 2001.) partment and not required special cases, the second course may, with the ap- The complete IPEDS Graduation Rate Survey by the student’s program, proval of the director of undergraduate studies in may be found in the Office of Institutional per semester on a Pass-Fail philosophy, be taken at a higher level. (Note that Research. basis. Such a filing is irrevo- Informal Logic [PHIL 203], Critical Reasoning cable and will result in con- [PHIL 204] and Formal Logic [PHIL 313] do not version by the registrar of the fulfill the University requirement.)
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instructor’s final grade report Honors at Graduation. In the undergraduate col- Academic Code into an entry of P (“pass”) or leges, degrees will be granted with honors if the F (“fail”) on the student’s student has a 3.400 cumulative average; a 3.600 cu- of Honor record. The instructor will mulative average is required for graduation with not be informed that the stu- high honors; and a 3.800 cumulative average is re- dent has elected the pass-fail quired for graduation with highest honors. The University of Notre Dame is a community of grading option. The registrar Note: Beginning with the class that enters in the students, faculty and administrators who come to- will interpret the final grades fall of 2001, the following honors-at-graduation regu- gether to learn, work and grow in moral character. of “A” through “D” as lation will apply: Central to the concept of community is a belief in “pass,” which is not com- In the undergraduate colleges or schools, degrees the importance of honorable behavior for oneself puted into the grade point will be granted with highest honors (summa cum and for the community as a whole. The Academic average. If a final grade of laude) if the student’s grade-point average ranks Code of Honor fosters this dual sense of honorable “F” is issued, it will be com- among the top 5.000 percent of those students gradu- behavior. puted into the student’s ating from the student’s college or school; for students The Academic Code of Honor represents a grade point average. whose grade-point average ranks among the top valuable educational tool for exercising the power 10.000 percent of the student’s college or school, de- of community and for expressing the Christian val- Grades assigned by the registrar, i.e., not to be grees will be granted with high honors (magna cum ues of the University. By setting high standards of given by the faculty: laude); for students whose grade-point average ranks conduct for the members of the Notre Dame com- among the top 30.000 percent of the student’s college munity, the Academic Code of Honor formally rec- Letter or school, degrees will be graduated with honors (cum ognizes the ability of students to take responsibility Grade laude). Students who meet the requirements of more for their ethical behavior. The Academic Code of than one category of honors will be awarded only the Honor commits all students to perform academic W Discontinued with permis- highest honor for which they qualify. work honestly. It commits a student to take action sion. To secure a “W” the when academic dishonesty occurs. It commits fac- student must have the autho- Accreditation and Academic Association. ulty to strive to engender an atmosphere of trust in rization of the dean. The University of Notre Dame is a member of the the classroom and to share responsibility. The Aca- NR Not reported. Final grade(s) North Central Association of Colleges and Second- demic Code of Honor advocates responsibility, an not reported by the instruc- ary Schools, the National Catholic Education Asso- integral part of the moral growth that Notre Dame tor because of extenuating ciation, the Association of American Colleges, the espouses. circumstances. American Council on Education, the National A handbook provides an outline of procedures F* No final grade reported for Commission on Accrediting (not an accrediting under the Academic Code of Honor and a sum- an individual student. agency), the Council of Graduate Schools in the mary of the thinking that has gone into the estab- United States, and the Midwest Conference on lishment of the code at the University of Notre Grades that may be given but are not included Graduate Study and Research, and it is fully ac- Dame. To obtain a copy of the handbook, write or in the computation of the average are as follows: credited by the Indiana State Board of Education. call: Office of the Provost, 300 Main Building, The University is also a member of the Indiana Notre Dame, IN 46556, (219) 631-8261. Letter Conference of Higher Education, the International Grade Association of Universities, the Catholicarum S Satisfactory work (courses Universitatum Foederatio (Federation of Catholic Universities) and the Institute of International without semester credit hours, as well as research Education. courses, departmental semi- nars or colloquia or directed studies, workshops; field education and skill courses). U Unsatisfactory work (courses without semester credit hours, as well as research courses, departmental semi- nars or colloquia or directed studies; workshops; field education and skill courses). V Auditor (graduate students only).
If, with the approval of the student’s dean, an “X” grade is given in the student’s graduating semester, it will revert to “F” if not changed within 30 days from the date of graduation. If a student receives a grade of “I” in the graduating semester, it will revert to “F” if not changed within 30 days from the date of graduation.
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emerging programs and research. This state-of-the- art facility is equipped with 30 individual worksta- tions and two group learning areas with six workstations each (with both types of areas provid- ing handicapped access and the group areas fully equipped for instructional support), and it provides access to and instruction and assistance in the use of a broad range of bibliographic, numerical, full- text and graphic databases in business and related disciplines. The Kellogg/Kroc Information Center, located in Room 318 of the Hesburgh Center for Interna- tional Studies, supports work in international studies. The remaining seven libraries were established to meet the teaching and research needs of the Col- lege of Engineering, the College of Science and the Law School. These libraries generally contain the more recent literature, and the Hesburgh Library retains the older materials. The Engineering Library, located on the first floor of Cushing Hall of Engineering, has a collection of 43,570 volumes and approximately 25,000 microform units and receives more than 859 paper journals and about 500 e-journals re- lated to engineering. The facility provides database searches as well as bibliographic instruction. The Architecture Library has a collection of 24,358 volumes and more than 110 currently re- ceived journals pertaining to various aspects of architecture. The Chemistry/Physics Library, located in Room 231 of the Nieuwland Science Hall, main- tains a collection of some 46,039 volumes and cur- rently receives more than 399 paper journals and 383 e-journals in all fields of chemistry and phys- ics. It can provide database searches and biblio- graphic instruction. The Life Sciences Library, located on the first floor of the Paul V. Galvin Life Sciences Center, houses an estimated 27,000 volumes and receives Academic Resources The Theodore M. Hesburgh Library, a 14- approximately 602 journals in the fields of biology story structure, serves as the main library, and its and microbiology. It offers database searching and collections are of primary interest to the students bibliographic instruction. and faculty of the College of Arts and Letters and Faculty. In 2000-01, Notre Dame’s regular teach- The Mathematics Library, located in Room the College of Business Administration. The tower ing and research faculty numbered 736 full-time 200 of the Computing Center and Mathematics also contains the University Archives; the Medieval and 355 part-time. Other faculty, such as adminis- Building, has a collection estimated at 33,900 vol- Institute Library, with the Frank M. Folsom trators, professional specialists, librarians, and re- umes and subscribes to more than 267 paper jour- Ambrosiana Microfilm and Photographic Collec- search fellows, numbered 372 full-time and 75 nals and 145 e-journals which deal with all areas of tion, and the Anastos Byzantine Collection; the part-time. Ninety-eight percent of the full-time in- pure mathematics. Mary K. Davis Drawings Collection; and the structional faculty have terminal degrees; 92 per- The Radiation Chemistry Data Center, located Jacques Maritain Center. cent of them have doctorates. Ninety-eight percent in Room 105 of the Radiation Research Building, The University, along with more than 208 aca- of the full-time instructional faculty are lay persons. has a collection of 4,800 volumes and receives 27 demic and research libraries, maintains a member- journals in radiation chemistry. It serves many of ship in the Center for Research Libraries, which has University Libraries. The University library sys- the information service needs of the radiation access to more than 3.1 million volumes of materi- tem consists of 10 libraries, which house most of chemical community throughout the United States als and more than 1.5 million microfilms impor- the books, journals, manuscripts and other and abroad. tant for research. The University Library was nonbook library materials available on the campus. The Kresge Law Library, although located in elected to the Association of Research Libraries in Currently, the collections contain nearly 3 million and administered by the Law School, is available 1962. volumes, more than 3 million microform units, for use by all students, faculty and staff. It has The Business Information Center, located in more than 3,000 electronic titles and more than a collection of more than 527,585 books and the Mendoza College of Business, is an innovative, 18,000 audiovisual items to support the teaching microform equivalents of law and law-related all-electronic facility supporting existing and and research programs. In the past year, the librar- material and subscribes to more than 5,800 serial ies added more than 62,563 volumes and received publications. about 23,000 serial titles.
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The Graduate School’s Office of Research is re- sponsible for assisting faculty in various aspects of sponsored program activity and technology trans- fer. It reviews and transmits all formal proposals, monitors the status of proposals, negotiates con- tracts and grants, accepts awards for the University on behalf of faculty members, and is responsible for the administrative management of all grants, con- tracts and cooperative agreements supporting re- search, training, service and equipment. The Office of Research also provides guidance in seeking exter- nal sponsored program support, assistance in pro- posal and budget preparation, and support in all areas of electronic research administration. The Office of Research Home Page is designed to assist faculty from all academic units in the iden- tification of funding sources. Current issues related to sponsored program activity as well as proposal preparation are also highlighted. Inquiries regarding this information should be addressed to the Graduate School, Office of Re- search, 511 Main Building; www.nd.edu/ ~research/.
Snite Museum of Art. The museum features col- lections that place it among the finest university art museums in the nation. The Mesoamerican collection highlight is the comprehensive, exceptional holdings of Olmec works, the earliest Mexican collection. Institutes, Centers, and Laboratories. The (UNDERC); the W.M. Keck Center for Transgene The Kress Study Collection has been the foun- many and diverse institutes, centers and laborato- Research; the Walther Cancer Research Center; the dation for developing Italian Renaissance art, ries maintained by the University are an indication Institute for Church Life, which embraces the Cen- which includes a rare Ghirlandaio altarpiece panel. of the spectrum of scholarly interest that students ter for Pastoral Liturgy and Retreats International; The Baroque collection highlights works by are able to join in and profit from. the Institute for Scholarship in the Liberal Arts; the Bloemaert, Coypel, and van Ruisdael. Selections Institutes, centers and specialized research labo- Jacques Maritain Center; the Reilly Center for Sci- from the Feddersen Collection of 70 notable ratories at Notre Dame include the Helen Kellogg ence, Technology and Values; the Urban Institute Rembrandt van Rijn etchings are exhibited fre- Institute for International Studies, the Joan B. Kroc for Community and Educational Initiatives; the quently; and the 18th-century collection includes Institute for International Peace Studies, the Thomas J. White Center for Law and Government; such masters as Boucher, Vigee-Lebrun, Reynolds, Keough Institute of Irish Studies, the Erasmus In- and the William and Katherine Devers Program in Conca, and de Mura. stitute, the Nanovic Institute for European Studies, Dante Studies. The critically acclaimed John D. Reilly Collec- the Medieval Institute and the Radiation Labora- Other laboratories include: the Hessert Center tion of Old Master to 19th-Century Drawings in- tory. Other institutes, centers and similar entities for Aerospace Research, the Air and Water Quality cludes examples by Tintoretto, Tiepolo, Oudry, are the Center for Environmental Science and Analysis Laboratory, the Aquatic Biology Labora- Fragonard, Ingres, Gericault, Millet, and Degas. Technology (CEST); the Center for Advanced Sci- tory, the Biofluid Mechanics Laboratory, the Ca- The Noah and Muriel Butkin Collection of 19th- entific Computing; the Center for Astrophysics at talysis Laboratory, the Fluid Dynamics Laboratory, Century French Art is the foundation of one of the Notre Dame University (CANDU); the Center for the Bernard J. Hank Family Environmental Re- museum’s major strengths, featuring paintings and Applied Mathematics; the Center for Molecularly search Laboratory, the LOBUND Laboratory, the drawings by Corot, Boudin, Couture, Courbet, and Engineered Materials; the Center for Civil and Hu- Parasitology Laboratory, the Solid State Material Gerome. man Rights; the Center for Continuing Education; and Devices Laboratory, the Vector Biology Labo- The Decorative and Design Arts Gallery spans the Center for Philosophy of Religion; the Center ratory and the Zebrafish Research Facility. These the 18th through 20th centuries and exhibits early for Research in Business, embracing the Center for research centers contain specialized facilities and porcelains from Sevres and Meissen. Exceptional Business Communication, the Center for Ethics equipment. ceramics, furniture, glass, and silver pieces repre- and Religious Values in Business, and the Center sent both the Arts and Crafts and Art Nouveau for Research in Banking; the Center for Social Research. The University receives approximately styles of the 19th century in addition to the Art Concerns; the Center for the Study of Contempo- $50 million in sponsored research and sponsored Deco and Bauhaus modern movements. Twenti- rary Society, which embraces the Gerontological program funds annually. Active programs of schol- eth-century-designed pieces by Wright, Stickley, Research Center, the Laboratory for Social Re- arly work occur in discipline-oriented departments and Hoffman are also on view. search, the Multinational Management Program, in the humanities, fine arts, science, social science, The Janos Scholz Collection of 19th-Century and the Philosophic Institute; the Charles and engineering, law and business areas of the Univer- European Photography contains some 5,500 im- Margaret Hall Cushwa Center for the Study of sity. In addition, University institutes and centers ages of persons and places taken during the first 40 American Catholicism; the Ecumenical Institute facilitate research across departmental lines. years of camera use. (Jerusalem); the Energy Analysis and Diagnostics Center; the Center for Nano Science and Technol- ogy; the Environmental Research Center
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Native American art focuses on early 19th-cen- Admission tury, Plains Indian-painted war records and cos- APPLICATION PROCESS tumes; it also features Mimbres- and Anasazi-painted ceramics from the prehistoric This year we expect more than 10,000 people will First-year students are admitted to the University Southwest. apply for admission to Notre Dame’s entering class. of Notre Dame for only the fall semester of each aca- The developing American collection has 19th- Most of the applicants will have the academic apti- demic year. A student who wishes to be considered century landscapes by Durand and Inness and por- tude and preparation necessary to complete a de- must have the following items on file: (1) a com- traits by Eakins, Sargent, and Chase. Among gree program at the University. The Committee on pleted application, (2) an official high school tran- highlights of the West and the Southwest regions Admissions will decide which applicants will be script, (3) a letter of evaluation from a secondary are paintings by Higgings, Ufer, Russell, and among the 1,935 included in the class. To under- school teacher and (4) an official report of scores Remington. stand how this is done, it is first necessary to know on the Scholastic Assessment Test (SAT I) by the Traditional works of African art such as tex- the procedure for applying to Notre Dame. College Board or the Assessment by American Col- tiles, masks, and sculptures are in the collection as lege Testing (ACT). well. Twentieth-century styles and movements are ACADEMIC PREPARATION Application. New application forms are available seen in paintings by Miro, O’Keeffe, Avery, in August of each year. After receiving your appli- Glackens, Pearlstein, and Scully. Modern sculp- cation, you should follow the instructions carefully tures by Barlach, Zorach, Cornell, Calder, and Most applicants will have taken and successfully because the application is your opportunity to tell Rickey complement the paintings and drawings. completed the most challenging program of studies us about yourself. Include any information about Croatian-American sculptor Ivan Mestrovic, available in their high schools. We strongly recom- your personal and academic circumstances that will who taught at Notre Dame from 1955 until his mend a curriculum including four years each of help us evaluate your application. death in 1962, created many works that remain on English, mathematics, science, history and foreign Students may apply online via our Web site: campus. Major pieces can be seen in the museum, language. admissions.nd.edu. at the Eck Visitors’ Center, and at the Basilica of All successful applicants are admitted to the the Sacred Heart. First Year of Studies. However, entrance require- High School Transcript. Your high school must Loan exhibitions from major museums and pri- ments differ slightly for students planning to pur- submit an official copy of your transcript, includ- vate collections mounted by the Snite are offered sue studies in science and engineering. Sixteen ing a listing of your senior-year courses. periodically in the O’Shaughnessy Galleries, as is units are required of all students as described the annual exhibition of student art by candidates below. Teacher’s Evaluation. Only one evaluation will for M.F.A. and B.F.A. degrees. Special events and For students intending to choose a major in the be required in your application file. The form for programs include lectures, recitals, films, and sym- College of Arts and Letters or the College of Busi- this evaluation is included in the application posia held in the 304-seat Annenberg Anuditorium ness Administration, excluding the arts and letters packet. The teacher who knows you best, both as a and in the galleries. premedical/predental program and the combined arts-engineering program, the 16 units must be dis- student and as a person, should complete the evalu- ation. Please do not request letters from people Academic Regulations. Embodied within the tributed as follows: who have not been involved in your educational Academic Code are policies and regulations govern- English ...... 4 development. ing the student attainment of academic credit and Algebra, advanced algebra, degrees from the University of Notre Dame. Such trigonometry and geometry ...... 3 Testing. All applicants are required to take the regulations have been enacted by the Academic Foreign language ...... 2 SAT I or ACT. The test results are part of the Council of the University, which retains the au- History ...... 2 evaluation process for admission. You must take thority and responsibility for its review and amend- Science ...... 2 one of these tests no later than January of your se- ment. The administration and interpretation of Additional English, mathematics, science, nior year. academic regulations rest with the administrative history, social studies and language courses .... 3 The College Board code for the University of academic officers of the University, namely, the For students intending to major in the College of Notre Dame is 1841, and the ACT code for Notre provost, the deans and the University registrar. The Science, the College of Engineering, the School of Dame is 1252. responsibility to abide by the Academic Code re- Architecture, the arts and letters premedical/ If you have taken other standardized tests (SAT sides with the students, faculty and administration, predental program or the combined arts-engineer- II, AP, IB, TOEFL), please include the results with who are accordingly required to know and observe ing program, the distribution must be: your application. We will use these scores as its stipulated regulations. The complete academic supplementary information, although they cannot code is published in du Lac, the University’s guide English ...... 4 be used in place of the SAT I or ACT. to student life, as well as the Faculty Handbook. Algebra, advanced algebra, Anyone who wishes to continue the study of trigonometry and geometry ...... 3 French, German or Spanish at Notre Dame should Advanced mathematics (calculus or take the SAT II subject test in that language. The precalculus) ...... 1 results will be used for placement purposes. Foreign language ...... 2 Students enrolled in home-school programs or History ...... 2 in high school programs that substitute certifica- Chemistry ...... 1 tion of competencies for grades must take three Physics ...... 1 SAT II tests: science, history and foreign language. Additional English, mathematics, science, history, social studies and language courses .... 2 The unit is the credit for a year of satisfactory work in an accredited secondary school. The two language units required must be in the same lan- guage. In some cases, the Committee on Admis- sions waives the foreign-language requirement.
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DECISION AND NOTIFICATION PLANS
Students seeking admission to Notre Dame’s enter- ing class must choose to have their applications re- viewed under one of two procedures. 1. Early Action — If you are an outstanding student with strong junior-year SAT I or ACT scores, you should consider applying for Early Action admis- sion. You must apply by November 1 and have all supporting documents in the Office of Admissions by that date. Early Action applicants will receive a decision letter before Christmas. If admitted under Notre Dame’s Early Action procedures, you are not required to withdraw your other college applica- tions and have until May 1 to confirm your enroll- ment at Notre Dame. You will receive financial aid consideration under the same procedures as Regu- lar Action applicants. The Committee on Admis- sions will defer decisions on some Early Action The Campus Visit. We welcome visits from pro- students with less impressive numbers are selected applicants until we can compare their credentials spective applicants. Our staff members meet with for admission based on their other outstanding aca- with those of the Regular Action applicants. We groups of students and parents to discuss admis- demic and personal accomplishments. will mail a decision to the deferred applicants by sions policies and procedures, the First Year of early April. If you are denied admission under Early Studies program, degree programs, student life, fi- Personal Qualities. The lifeblood of Notre Action, that decision is final, and you may not reap- nancial aid and other topics of interest. Dame resides in its people: faculty, staff and stu- ply in Regular Action. Appointments for weekday sessions are avail- dents. Each potential student’s application is stud- able from March through mid-December. Appoint- ied to determine what talents, skills and interests 2. Regular Action — Most applicants choose this ments for Saturday morning sessions are available that person might offer Notre Dame’s community. plan, which requires that you apply by January 9 from early September to early May. You should call We have a strong interest in people who can make and have all supporting documents in the Office of our office for an appointment at least two weeks in unique contributions and will share their talents Admissions by that date. We will mail decision let- advance of your visit. Campus tours are available with us — talents as musicians, writers, techni- ters by early April. when classes are in session and on most weekdays cians, tutors, athletes, artists, volunteer workers, ac- Early Action: of the summer. If you would like a guided tour, tors, organizers, thinkers, conversationalists, poets, Apply by November 1 please request tour information when you call for jugglers or dancers. There is need in each freshman Decision before Christmas an appointment. class for a variety of talents and personalities. The Confirm enrollment at Notre Dame by May 1 The Office of Admissions is closed on certain listing of activities, written statements and evalua- Regular Action: holidays and holiday weekends. Be sure to call us tions gives us a view of the person represented by Apply by January 9 for an appointment before you confirm any travel the application. It is important to present talents Decision by early April plans. Our telephone number is (219) 631-7505. and intellectual interests on the application form. Confirm enrollment at Notre Dame by May 1 The Notre Dame Scholar. Each year the Com- Deposits. If admitted, you must confirm your in- THE SELECTION PROCESS mittee on Admissions designates a select number of tention to enroll by submitting a $500 advance the admitted students as Notre Dame Scholars. Notre Dame seeks to enroll intelligent, inquisitive, payment by May 1. This enrollment deposit is not This recognition is based upon their outstanding energetic and compassionate students who will refundable. academic and extracurricular accomplishments bring a diversity of talents and backgrounds to our throughout their high school careers. These stu- campus. In selecting the class, the Committee on Waiting List. Some applicants will be notified dents appear to exhibit the greatest potential for Admissions evaluates thoroughly each applicant’s that they have been placed on a waiting list and academic and social contributions within the Notre personal and academic credentials. will receive a final decision during the period of Dame community and are generally the strongest mid-May to mid-June. If placed on the waiting list, prospects from an applicant pool of more than Academic Achievement. In evaluating a you should make plans to attend another institu- 10,000 individuals. student’s academic achievement, the Committee on tion because we cannot predict how many appli- All admitted applicants are considered for the Admissions considers a student’s curriculum, class cants will gain admission from the waiting list in a Notre Dame Scholar distinction. Notre Dame rank, concentration of talent in the high school, given year. Students admitted from the waiting list Scholars will be notified of the designation in their test scores, teacher evaluation and essays. Most stu- have two weeks to submit a $500 advance pay- letter of admission. dents admitted to Notre Dame have taken the most ment, confirming their intention to enroll in the A monetary award accompanies this distinction if demanding courses available, rank among the top first-year class. the student has demonstrated substantial financial students in their schools and have done quite well need as determined by a careful review of the Finan- on standardized tests. We could cite the average cial Aid Profile of the College Scholarship Service and rank and median test results of our admitted stu- the FAFSA. dents, but a listing of such numbers is often misin- terpreted. Each year, some applicants with high test scores and class rank are not admitted while some
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During the academic year the Office of Admis- sions enlists many of the scholars to serve as hospi- INTERNATIONAL STUDENTS TRANSFER ADMISSION tality hosts to prospective students. Through this program, applicants may tour the campus and Notre Dame welcomes students from around the Some students are admitted to Notre Dame with spend a night in a residence hall. world. These international students enhance the advanced standing. If you wish to apply for admis- cultural and intellectual atmosphere of our sion as a transfer student, you must have (1) com- STUDENTS WITH DISABILITIES community. pleted at least one academic year at an accredited The admission process for international stu- college or junior college, (2) obtained the equiva- dents who are not Permanent Residents of the lent of at least 27 semester hours of transferable Each year Notre Dame admits a number of aca- United States differs slightly from the process for credit, and (3) maintained a cumulative “B” aver- demically talented students with various disabili- U.S. citizens. To complete an application, an inter- age in all courses. (The competition is such that the ties. Once enrolled here, students with disabilities national student must submit a Certification of Fi- average GPA for admitted students is significantly may use a variety of services intended to reduce the nances. This document is provided with the higher.) The committee gives strong preference to effects that a disability may have on their educa- application and is on our Web site: http:// applicants who have completed Notre Dame’s first- tional experience. Services do not lower course admissions.nd.edu/international/index.cfm. Addi- year course requirements. Correspondence courses, standards or alter essential degree requirements but tionally, as English proficiency is critical to a USAFI courses and credits earned through the Col- instead give students an equal opportunity to dem- student’s academic success at the University, stu- lege Level Examination Program (CLEP) are not onstrate their academic abilities. Students can ini- dents who do not speak fluent English must take acceptable. tiate a request for services by registering with the the Test of English as a Foreign Language To be eligible for an undergraduate degree, you Office for Students with Disabilities (OSD) and (TOEFL). The Scholastic Aptitude Test (SAT I) or must complete at least 60 credits at Notre Dame, providing information that documents his or her the American College Test (ACT) is also required including the senior year. Thus, if you are beyond disability. Individual assistance is provided in se- for admission. Students who have difficulty locat- sophomore level at another college not in a special lecting the services that will provide access to aca- ing a test center that administers the SAT or ACT program, it is unlikely that you will gain admission demic programs and facilities of the University. should contact the American Embassy or an Ameri- as a transfer student. OSD provides services to students with mobil- can school in their area. As a transfer applicant you must provide the ity, hearing and visual impairments as well as stu- International students wishing to apply for our Office of Admissions with (1) a completed applica- dents with learning disabilities. The services that limited need-based financial assistance must com- tion form, (2) an official transcript from each col- are typically used include alternative formats of plete both the Certification of Finances and a CSS lege attended along with course descriptions, (3) a textbooks, modifications in the way students take Foreign Student Aid Application. Based upon a re- final high school transcript and (4) an official SAT exams, and readers, note takers and academic aides. view of academic credentials, financial need, and or ACT score. The University maintains accessible rooms in availability of scholarship resources, a student may If you are interested in transferring to Notre nine residence halls for students with physical be considered for financial assistance. Financial aid Dame, please note that we cannot guarantee on- disabilities. packages may include student loans, student em- campus housing to transfer students. Off-campus All Notre Dame students must supply the nec- ployment, and University scholarship assistance. housing close to the University is available; stu- essary initiative and determination to discover and To avoid potential problems with international dents are offered campus accommodations from a utilize the available campus resources. Students mail, we urge students living outside the United waiting list if rooms become available. with disabilities will find that a truly creative ability States to apply online via our Web site, You must submit your transfer application for to solve daily problems may be as important to suc- admissions.nd.edu, and to submit all other applica- the fall semester by April 15. The Transfer Admis- cess as developing alternative skills through aca- tion materials by courier service. sions Committee will notify you of its decision be- demic experience. We invite admitted applicants to tween June 1 and July 15. visit Notre Dame and become familiar with the fa- The deadline for the spring semester is Novem- cilities here before making a final college choice. ber 1. The committee will notify you of its decision For more information, contact the Office for between December 1 and January 15. Students with Disabilities at (219) 631-7157 or (219) 631-7173 (TTY). Please contact us to request the appropriate ap- plication form if you are interested in applying for transfer admission. Write to: Office of Undergraduate Admissions Attention: Transfer Admissions Committee University of Notre Dame Notre Dame, IN 46556-5602
Students may apply online via our Web site: http://admissions.nd.edu.
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Fees and Expenses Part-Time Undergraduate Student. An under- Payment Regulations. All fees and required de- graduate degree-seeking student must be in full- posits are to be paid in advance of each semester. time status each semester. Any undergraduate Billing will be made one month before each semes- In the undergraduate colleges, the University is es- student who is enrolled in at least 12 credit hours is ter. The University does not accept credit card pay- sentially a residence school for full-time students. considered full-time. A student who believes that ments. Remittance should be made payable to the As many students as accommodations will allow are special circumstances may require him or her to University of Notre Dame. Notre Dame students housed in the campus residence halls. First-year carry fewer than 12 semester hours in any semester taking certain courses at Saint Mary’s College that students are obliged to live on campus. Permission (including a senior in his or her last semester) must carry special fees will be billed for such charges ac- to live off campus must be obtained from the dean seek approval to be part-time from his or her re- cording to Saint Mary’s rates. of students. The fees listed below are for the aca- spective college. This request and conversion, if ap- demic year 2001-02 and are subject to change ac- proved, must be made before the seventh class day Withdrawal Regulation. Any graduate, law, cording to factors operating within the economy of a fall or spring semester. If permission is granted, MBA* or undergraduate student who at any time that affect universities as well as the country as a the dean will notify the Office of Student Accounts within the school year wishes to withdraw from the whole. of the change of status and an adjustment to tu- University should contact the Office of the Regis- ition will be made if necessary. No adjustment to trar. To avoid failure in all classes for the semester Campus Resident Student. The basic fee for tuition will be made without permission of the and to receive any financial adjustment, the with- the academic year 2001-02 ranges from $15,265 to dean. drawing student must obtain the appropriate clear- $15,340 per semester. This fee entitles the student The 2001-02 tuition for the part-time student ance from the dean of his or her college and from to instruction and tuition for the semester; meals in is $1,013 for each semester hour of instruction plus the assistant vice president for Residence Life. the University dining halls; a room in a residence an additional general fee of $1,013, which entitles On the first day of classes, a full-tuition credit hall*; the use of the general library and the depart- the student to the use of the general library and de- will be made. Following the first day of classes, the mental libraries; admission to many lectures, con- partment libraries; admission to many lectures, tuition fee is subject to a prorated adjustment/ certs and entertainments in Washington Hall; concerts and entertainments in Washington Hall; credit if the student (1) withdraws voluntarily for dispensary service and medical attention in the and the use of the Rockne Memorial, the gymnasi- any reason on or before the last day for course dis- University Health Services (special diagnostic tests, ums, the athletic fields (the University golf course, continuance at the University, or (2) is suspended, medication, X-rays and hospitalization are not in- the school publications and admission to athletic dismissed or involuntarily withdrawn by the Uni- cluded); the use of the Rockne Memorial, the Joyce contests may be had at extra charge). Fee for audit- versity, for any reason, on or before the last day for Center, the Rolfs Sports Recreation Center, the ing is the same as for a part-time student. course discontinuance at the University, or (3) is athletic fields and the University golf course (there later obliged to withdraw because of protracted ill- is a nominal fee for the use of the golf course and Undergraduate Fees. ness, or (4) withdraws involuntarily at any time be- for the ice rink in the Joyce Center); a copy of each • Technology Fee: $50 per semester. cause of military service, provided no credit is issue of the Scholastic (the news magazine of the • Student Activity Fee: $32.50 per semester. received for the classes from which the student is University) and a copy of the Dome (the yearbook • Observer Fee (daily student newspaper): $6 per forced to withdraw. of the University) in the second semester (for se- semester. Upon return of the student forced to withdraw niors who have left at the end of the first semester, The above fees do not cover the cost of textbooks, for military service, the University will allow him there will be a charge of $5 to cover the cost of stationery, etc., which is estimated at $850 per year or her credit for that portion of tuition charged for mailing the Dome). for the average undergraduate student. the semester in which he or she withdrew and did *Rooms are available in 27 residence halls. A se- not receive academic credit. curity deposit of $50 is required as a room reservation Group Sickness or Accident Insurance. To Room and board charges will be adjusted/cred- ited on a prorated basis throughout the entire guarantee and for any damages that may be caused by assist in financing any medical or hospital bills, a the campus resident student. This deposit is refundable group insurance plan is available to students. Notre semester. upon graduation or departure from the University Dame requires all international students to have Students receiving University and/or Federal after review and approval by the Office of Student health insurance coverage. Title IV financial assistance who withdraw from Accounts. At the beginning of the academic year, the op- the University within the first sixty percent (60%) portunity is provided to show proof of personal of the semester are not entitled to the use or benefit Off-Campus Student. The tuition fee for the health insurance coverage. In the event such proof of University and/or Federal Title IV funds beyond full-time off-campus student is $12,160 per semes- is not presented, the student will be automatically their withdraw date. Such funds shall be returned promptly to the entity that issued them, on a pro ter for the academic year 2001-02, which entitles enrolled in the University-sponsored plan and the the student to instruction for the semester and charge for the premium will be placed on the rata basis, and will be reflected on the student’s those things listed above under the total fee for the student’s account. The last date an international University account. campus resident student, with the exception of student may be waived from the University Student This Withdrawal Regulation may change sub- board and lodging. Dispensary service and medical Insurance Plan is September 15, 2001. ject to federal regulations. Examples of the applica- attention in the University Health Services are Information regarding the University-spon- tion of the tuition credit calculation are available available to off-campus students, but medication, sored plan is mailed to the student’s home address from the Office of Student Accounts upon request. diagnostic and other therapeutic facilities are not in July. Additional information is available in Uni- included in this service. For the off-campus student versity Health Services by contacting the Office of *Executive M.B.A. students are subject to a different requiring board and lodging at the University Insurance and Accounts at 631-6114. Withdrawal Regulation and Tuition Credit Calcula- Health Services in time of illness, there is a charge The cost of the premium for the 2001-02 aca- tion, both of which may be obtained from the Execu- of $50 a day. demic year (effective August 15, 2001, to August tive M.B.A. Program. 15, 2002) is $588.
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Payment Plan for Budgeting Educational Student Financial Aid Student Expense Budget. Of course, expenses Expenses. The University makes available an in- for college will vary from one institution to another terest-free monthly payment plan through Aca- and are subject to change from one year to the demic Management Services (AMS), One AMS The Office of Student Financial Services, which in- next. Estimated average expenses for first-year Place, P.O. Box 991, Swansea, MA 02777. This cludes the Offices of Financial Aid, Student Ac- undergraduates at Notre Dame for the 2001-02 plan allows families to spread out education pay- counts, and Cashier, administers all student academic year include: ments over a 10-month period rather than make financial aid programs, a broad array of financial Tuition and Fees ...... $24,500 two larger payments, one at the beginning of each products and services, and payment plans, to assist Room, Board and Phone ...... 6,350 semester. in helping to make a Notre Dame education af- Books ...... 850 The annual fee to enroll in the AMS program is fordable for all families. Personal/Transportation ...... 1,400 $50. That cost includes a life insurance provision ——— called Tuition Protection Coverage, which would Principles. Notre Dame subscribes to the prin- Total $33,100 pay the University the remaining balance of the ciples of student financial aid administration as en- plan in the event that the designated bill payer dorsed by the College Scholarship Service of the There will be variations in the above costs based on should die. For more information on the AMS College Board and the National Association of Stu- residence hall accommodations, travel costs and Monthly Payment Plan, call AMS at (800) 635- dent Financial Aid Administrators. Notre Dame, personal expenses. It should be noted that, because 0120. along with the hundreds of other institutions, states of rising costs, annual increases in the above budget and organizations which follow these principles, in- can be anticipated. cludes demonstrated financial need as a criterion in awarding financial aid. In addition to a student’s Family Contribution. The University assumes academic and personal credentials, financial need is parents will contribute to their children’s education an essential factor in the awarding of the to the extent they are capable as long as the student University’s scholarship/grant programs. is enrolled as an undergraduate. Notre Dame can- Among the many myths that exist about the fi- not accept financial responsibility for students nancial aid process, perhaps the most common is whose parents discontinue this support for reasons that which claims that only the low-income family other than ability to pay. It is important to note is eligible for financial aid. Unfortunately, as a re- that the family includes both the parents and the sult, many students do not even apply for aid be- student. Students seeking financial aid will be ex- cause it is assumed that the family income is too pected to contribute toward their educational ex- high. Although income is an important factor in penses. This self-help may include resources from a determining a family’s ability to pay for college, it portion of their own assets, as well as earnings re- is only one of the many factors considered. The size sulting from work prior to and during their enroll- of the family, age of parents, number of family ment at Notre Dame. In a very real sense, students members in college, assets and liabilities and pri- who borrow also contribute to their costs from vate school costs are also considered. their future earnings. Equally significant in determining need is the Given the premise that families have the pri- cost of attending an institution. The same student mary responsibility for paying for the cost of a may have adequate family resources for attendance student’s education, Notre Dame will attempt to at a public institution but may show substantial assist those families who cannot meet all of their need at a higher-cost institution, such as Notre expenses. Dame. Those families feeling the need for financial assistance are encouraged to investigate the possi- Verification. The federal government requires the bilities outlined herein. University to verify and document certain informa- Inherent in the concept of need is the premise tion provided by students and their families in rela- that the primary responsibility for financing a col- tion to an application for assistance. Such docu- lege education lies with the family. Notre Dame as- ments may include copies of federal income tax re- sumes that families will contribute to the student’s turns and W-2 forms. For purposes of verification, education to the extent they are capable. the University currently participates in the Federal The difference between the family contribution Quality Assurance Program. and the student’s total collegiate expenses for a given year is financial need. Another way of express- Financial Aid Application Process. To be con- ing this concept is outlined below: sistent in estimating a family’s ability to pay, Notre Dame has subscribed to a nationally approved uni- College Budget form method of needs analysis. Many institutions – Family Contribution and other organizations involved in the administra- tion of student financial aid programs also sub- = Financial Need scribe to this institutional methodology.
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Because the federal government is a major pro- Upon proper and timely submission of the vider of student aid, it has created a set of criteria FAFSA and the CSS PROFILE, the applicant will to determine a student’s eligibility for its programs. automatically be considered for all forms of assis- This information is gathered annually on the Free tance, including academic scholarships, which the Application for Federal Student Aid (FAFSA). All Financial Aid Office administers. students seeking financial aid consideration for ei- ther federal and/or non-federal student aid pro- Financial Need. Upon receipt of the FAFSA and grams must file the FAFSA. The FAFSA is available CSS PROFILE, the Financial Aid Office will care- at www.fafsa.ed.gov and should be filed between fully review the information in light of the January 1 and February 15 for prospective first-year applicant’s individual circumstances and the fund- students, January 1 and February 28 for continuing ing levels of the various programs it administers. It students, and January 1 and March 31 for prospec- will consider any special circumstances mentioned tive transfer students. in the narrative section of the CSS PROFILE or The College Scholarship Service (CSS) also brought to its attention by the student or parents. provides a supplemental application known as the The result of this analysis is an expected family con- CSS Financial Aid PROFILE. This application of- tribution figure, which is subtracted from the stu- ten allows the student and family to provide addi- dent expense budget to determine financial need. tional, more comprehensive information with If financial need is demonstrated, the Financial which the institution can make a better evaluation Aid Office is committed to providing financial aid of the family’s financial circumstances. The PRO- resources to meet the financial need. In many cases FILE (along with the appropriate fee) must be sub- where assistance is made available, it is done in mitted to CSS by February 15 for prospective package form; that is, two or more forms of assis- first-year students, February 28 for continuing stu- tance are combined with each other to meet the dents, and March 31 for prospective transfer stu- demonstrated need. In most cases this may include dents to be considered for all the financial aid opportunities for scholarships, loans and/or work. programs administered by Notre Dame, including Because the amount of financial aid awarded an scholarship/grant programs. Students seeking only individual reflects the family financial situation, the federal aid need to file only the FAFSA. Students University, as a matter of policy, does not publicly applying for both federal and institutional aid con- announce the amount of aid awarded. All informa- sideration must file the FAFSA and the CSS PRO- tion received by the Financial Aid Office is treated FILE , listing the University of Notre Dame as a as confidential. recipient. The federal code for identifying Notre Dame on the FAFSA is 001840. Notre Dame’s CSS code for the PROFILE is 1841. All forms of aid awarded by the University are Students may obtain the CSS PROFILE at subject to adjustment based upon additional www.collegeboard.com or by calling (800) 778- awards received by the student in excess of the es- 6888. tablished need. Students receiving aid from the The CSS PROFILE is made available in the fall University of Notre Dame must notify the Office of the year and may be filed as soon as the appli- of Financial Aid of all other forms of educational cant and family have reasonable estimates of what assistance from financial aid sources other than family income figures for the current calendar year those directly administered by the Office. will be. In some cases, it may be necessary to wait The total financial aid received by a student until the calendar year is completed to obtain more may not exceed the total cost of education. accurate information. In either case, the CSS PRO- FILE must be submitted as directed. If tax infor- Renewal of Financial Aid. It is important to mation for the previous calendar year is not yet note that the vast majority of financial aid pro- completed, reasonable estimates may be used. Ap- grams are not automatically renewed from year to plicants for financial aid should also be prepared to year. Because of changes in family circumstances, submit directly to the Office of Financial Aid cop- financial aid policies, funding levels and college ies of parents’ and student’s Federal tax returns and costs, the CSS PROFILE and the FAFSA must be parents’ W-2 forms for the calendar year prior to filed annually. The deadline for renewal application the academic year for which financial assistance is for all forms of assistance administered by the being requested. These documents should be University’s Office of Financial Aid, including signed and sent directly to the Financial Aid Of- scholarships, is February 28. fice, which reserves the right to request additional documentation and/or clarification of a family’s fi- International Students. Financial aid opportu- nancial situation. nities for international students are limited. Inter- It should also be noted that a prospective first- national students should be prepared to finance, year or transfer student should not wait for an admis- either privately or through a sponsor, the full cost sions decision prior to filing for financial aid. Priority of their Notre Dame education. The International consideration will be given to students who meet Student Certification of Finances (available at the FAFSA and CSS PROFILE filing deadlines. www.nd.edu/~finaid) must be submitted at the Additional consideration may be given to late ap- time of application for admission, illustrating and plicants if funding permits. documenting sufficient financial support to meet the projected cost of a Notre Dame undergraduate education.
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Prospective first-year students wishing to be The FAFSA serves as the application for the considered for limited need-based financial assis- SCHOLARSHIPS/GRANTS Pell program. Eligibility is determined by a U.S. tance must first complete an International Certifi- Department of Education formula uniformly ap- cation of Finances along with an International plied to all applicants. Within four to six weeks af- Scholarship/grant assistance is a type of aid that is Student Financial Aid Application (available at ter applying, the student will receive a Student Aid free of repayment obligation. www.nd.edu/~finaid). Based upon a review of aca- Report (SAR) from the federal government. Eli- demic qualifications, financial need and availability gible students will be notified by the Financial Aid Notre Dame Scholarships/Grants. All students of student aid resources, an applicant may be con- Office of Notre Dame. In 2001-02, the grants may accepted for admission, who have completed the fi- sidered for financial assistance, including a self-help range from $400 to $3,750 at Notre Dame. nancial aid process as outlined above, are automati- component of a student loan and student employ- cally considered for University scholarships and ment along with University scholarship assistance. SEOG. Notre Dame participates in the Federal grants. The level of University assistance is based The Certification of Finances and the CSS Interna- Supplemental Educational Opportunity Grant Pro- on academic performance and demonstrated finan- tional Student Financial Aid Appilcation will be re- gram (SEOG). These federal grants currently range cial need and will thus vary from student to viewed along with the student’s admission up to $4,000 for students with exceptional finan- student. application. cial need. The Financial Aid Office selects recipi- Renewal of University scholarship/grant assis- The Certification of Finances is kept on file for ents from among the most needy applicants, in tance is based upon a review of students’ academic continuing international students, outlining the accordance with guidelines established by the U.S. performance at the University and their annually family’s annual responsibility to meet educational Office of Education. The number and amount of demonstrated financial need. expenses as a condition of continued enrollment at these grants will depend upon the availability of A self-help component, including student loan the University of Notre Dame and for satisfying funds from the federal government each year. Fed- and campus employment programs, serves as the the U.S. Immigration and Naturalization Service’s eral SEOG funds are available only to U.S. citizens foundation of a financial aid package prior to regulations required for maintaining an officially or permanent residents of the United States. scholarship/grant consideration. The amount of authorized U.S. Student Visa status. self-help will grow annually, based on several fac- State Scholarships and Grants. Although pro- tors, including increases in cost, annually deter- grams vary from state to state, all applicants are en- mined financial need, and self-help limits of loan FINANCIAL AID PROGRAMS couraged to seek information about the possibility and work programs. of obtaining a state scholarship/grant as a student Students not receiving scholarship/grant assis- at Notre Dame. Details regarding application pro- There are numerous types of financial aid opportu- tance may be considered in subsequent years based cesses, eligibility requirements, amounts, etc., vary nities for students today. They may emanate from on financial need and the availability of University from state to state. Among the states that currently both within the University and without. The pro- scholarship/grant resources. award scholarship/grant assistance to Notre Dame cess outlined above is that which the student fol- Students receiving scholarships/grants are often students are Indiana, Pennsylvania, Rhode Island lows for all aid programs administered by the asked to cooperate in the University’s relations with and Vermont. Financial Aid Office of Notre Dame. Through this benefactors. This may include granting the Univer- one process, applicants are considered automati- sity permission to release academic information to Military Scholarships. The University of Notre cally for all aid programs at the University for scholarship/grant donors. Students receiving schol- Dame, in cooperation with the military services, of- which they are eligible, including academic scholar- arships may also be asked to correspond directly fers Army, Navy, Marine Corps and Air Force Re- ships. Students are also strongly encouraged to pur- with the benefactor(s) of their scholarship(s). serve Officers’ Training Corps (ROTC) programs sue opportunities outside the University. for interested and qualified students. Satisfactory Information regarding some of these outside pro- Notre Dame Alumni Club Scholarships. Many course completion leads to an Officer’s Commis- grams is outlined below. However, because stu- Notre Dame Alumni Clubs offer scholarships in sion upon graduation from the University. dents come to Notre Dame from all 50 states and varying amounts to students in their geographic ROTC scholarships are available on a competi- many foreign countries, further details about state area. Since these awards are based upon informa- tive basis for both men and women. Scholarships and local programs must be obtained through the tion supplied by the University’s Admissions and may be awarded to cover up to the full cost of tu- student’s and family’s individual efforts. Financial Aid offices, applicants who follow the ition, books and fees, plus an in-school subsistence. Most aid programs will fall into one of three standard admissions and financial aid procedures of Scholarships are awarded on merit and personal categories of assistance: scholarships/grants, student the University will be considered by alumni clubs qualifications. Applications must be filed during employment or loans. offering such awards. Some alumni clubs will re- the fall semester of the student’s high school senior quire additional steps, such as the completion of a year. local application and/or a personal interview. Application forms and further program descrip- tions are available from high school counselors, Federal Pell Grant. The Pell Grant is a non- military recruiting officers and ROTC departments repayable grant made available by the federal gov- at any participating college or university. ernment to eligible undergraduate students enrolled First-year students and upperclassmen are eli- in a degree-granting program. gible to voluntarily enroll in the three ROTC col- Notre Dame cooperates with the U.S. Depart- lege programs at Notre Dame and compete for a ment of Education in administering this program. limited number of scholarships within the units. Applicants must be U.S. citizens or permanent resi- For more information, contact: ROTC (Army, dents of the United States. Navy and Marine Corps or Air Force), University of Notre Dame, Notre Dame, IN 46556.
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Other Federal Assistance Benefits. Certain Students may defer repayment of the loan (and students may be eligible for special forms of federal LOANS no interest accrues) while enrolled as at least half- agency benefits. Among these agencies are the Vet- time students at eligible institutions. erans Administration, the Office of Vocational Re- All or part of a Federal Perkins Loan may be Borrowing a student loan is a matter that should be habilitation and the Bureau of Indian Affairs. cancelled for borrowers who enter certain teaching undertaken with the greatest of deliberation and Further details may be obtained through the appro- areas or specified military duty. with full knowledge of the significant responsibili- priate local office of the particular agency. ties involved. Notre Dame borrowers have a proven Federal Stafford Loan Program. Undergraduate record of responsible borrowing and repayment of Private Scholarships. Many private organiza- students are currently eligible to borrow through loan obligations. To assist borrowers, the Univer- tions provide financial assistance to Notre Dame the Federal Stafford Loan Program. General eligi- sity provides them with an outline of their rights students. Scholarship information may be obtained bility requirements include U.S. citizenship or per- and responsibilities. In addition, all borrowers are by contacting civic, professional, religious, and manent residency in the United States, as well as advised of their loan repayment options and obliga- other community organizations. enrollment on at least a half-time basis, good stand- tion upon leaving the University. In an effort to The Financial Aid Information Page at ing at the University, and satisfactory academic provide additional information regarding a www.finaid.org and the College Board Online at progress. borrower’s rights and responsibilities, the Office of www.collegeboard.com provide scholarship search Federal Stafford Loans are generally made Financial Aid offers general counseling to all bor- information. available to eligible Notre Dame students through rowers. Caution is advised when using fee-based schol- one of several major lenders recommended by the arship search enterprises. University. Federal Perkins Loan. Notre Dame participates The program offers a long-term, repayable loan in the Federal Perkins Loan Program. As with all opportunity to assist students in meeting their edu- student loans, student borrowers will be responsible STUDENT EMPLOYMENT cational expenses. for repaying, with interest, this source of financial All first-time borrowers complete and forward a assistance after terminating their education. Within Master Promissory Note to the Office of Financial Excellent part-time employment opportunities, in- conditions prescribed by law and regulations issued Aid at the University. The Office of Financial Aid cluding those offered through the need-based Fed- by the U.S. Department of Education, Notre will certify the student’s enrollment, cost of educa- eral Work-Study Program as well as other Dame selects student recipients, arranges the loans tion, academic standing and the amount of other programs, are made available in an effort to assist and is responsible for collection. The annual alloca- financial aid awarded. students in meeting some of the costs related to tion of funds to the University by the federal gov- To determine a student’s eligibility for a feder- college attendance. ernment limits both the number of loans and ally subsidized Stafford loan, the following formula Approximately 40 percent of Notre Dame un- maximum amount available per student. is used: dergraduates are employed on campus annually. Applicants are automatically considered for this Student Expense Budget Many student employees average 10-12 hours program as a part of the financial aid process out- - (Family Contribution + Financial Aid) of work per week. Students, who are employed in lined above. As with any federally sponsored aid areas such as the dining facilities, the many campus program, the student must be a U.S. citizen or have = Federal Stafford Eligibility libraries and computer labs and in office/clerical permanent residence in the United States. positions, are paid on a biweekly basis via a direct The interest rate on Federal Perkins Loans is It is possible for students from various income deposit to their personal bank accounts. Hourly currently 5 percent. The student may have up to 10 levels to qualify for Federal Stafford Loans. Stu- rates vary depending on the job requirements. The years to repay the loan but could have less, depend- dents following the financial aid application proce- basic hourly wage rate is $6.35. ing on the total borrowed. Under current regula- dures previously outlined are automatically tions, interest and repayment begin nine months considered for these loans. after leaving school or when the student ceases to After the Office of Financial Aid certifies the be enrolled on at least a half-time basis. Schedule Master Promissory Note, the lender reviews the ap- for repayment of loans, including interest, is on a plication and then forwards it to the guarantor for quarterly basis. final review. The guarantor or the lender then noti- fies the student of approval of the loan. Approxi- mately 3 percent of the amount borrowed will be deducted prior to the loan being disbursed in order to pay for the origination and guarantee of the loan. The applicant should mail the Master Prom- issory Note to the Office of Financial Aid before July 1.
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Loan proceeds are typically disbursed electroni- One provision of unsubsidized loans that dif- cally at the beginning of each semester to the fers significantly from the subsidized program re- OTHER student’s account at the University. One-half of the lates to borrowing limits for independent students annual amount, after subtracting loan origination and for dependent students whose parents have Monthly Payment Plan. The University offers a fees, is credited at that time. been denied PLUS loan eligibility. Based upon the monthly payment plan through Academic Manage- For those students qualifying under terms out- student’s program length, the combination of sub- ment Services (AMS). With the AMS interest-free lined above, the government will pay the interest sidized and unsubsidized Stafford annual borrow- payment plan, a family has the opportunity to to the lender for the borrower during periods of ing cannot exceed the following loan limits: spread tuition payments over a 10-month period. school attendance as well as during other autho- Year Amount The annual fee to enroll is $50. That cost includes rized periods of deferment. For this reason, this 1st ...... $ 6,625 a life insurance provision called Tuition Protection program is known as the Subsidized Federal 2nd ...... 7,500 Coverage, which would pay the University the re- Stafford Loan. 3rd-5th ...... 10,500 maining balance of the plan in the event that the Current regulations permit undergraduate stu- The total combined subsidized and designated bill payer should die. Additional infor- dents to borrow up to $2,625 per year for fresh- unsubsidized aggregate borrowing for these stu- mation may be obtained by contacting AMS at men, up to $3,500 for sophomores, and up to dents cannot exceed $46,000 for undergraduates. (800) 635-0120. $5,500 per year for three more undergraduate Another major difference between the provi- years, with a cumulative total of $23,000 for un- sions of the subsidized and unsubsidized Stafford Federal Parent Loans (PLUS). The Federal dergraduate study. Loan is that the federal government is not paying PLUS loan provides a borrowing option for parents Federal Stafford Loans must be repaid in full in-school interest to the lender while the student is of dependent undergraduate students. Based upon with interest, except when the borrower is deceased enrolled in school. Interest may be paid monthly or a parent’s creditworthiness, a parent may borrow or totally and permanently disabled. Repayment quarterly by the borrowers or may be added to the through this federally guaranteed, non-need-based begins six months after termination of at least half- principal balance of the loan (capitalized). loan program. Additional terms, subject to revision time enrollment. Repayment may generally be ex- by federal law, include: tended over a period of up to 10 years but could The Notre Dame Undergraduate Loan Pro- • Variable interest rate. vary, depending upon the amount borrowed. Cer- gram. The University, in cooperation with • Three percent origination fee and up to 1 per- tain borrowers may also be eligible for loan consoli- Citibank and its Student Loan Corporation (SLC), cent insurance fee. dation options that allow for extending payment offers a very competitively priced non-need-based • Repayment on both principal and interest usu- periods beyond 10 years. The interest rate will vary student loan program to assist undergraduate stu- ally beginning within 60 days of disbursement annually. Specific repayment plans are arranged be- dents with the financing of their education. Terms of the funds, generally extending up to 10 tween the lending institution and student. Under of the Notre Dame Undergraduate Loan include: years. very limited conditions, a student may have part of • Variable interest rate based upon the 91-day • Opportunity for parents to borrow up to the the Stafford Loan obligation repaid for certain T-Bill plus 2.5 percent. full cost of education minus student aid. kinds of military service. • Interest begins to accrue upon disbursement of Unsubsidized Federal Stafford Loans generally the loan. The University provides borrowers with a list of involve the same provisions as those available • No origination fee or insurance fee. preferred PLUS loan lenders. The preferred lenders through the subsidized program, except as noted • Repayment of accrued interest and principal have established themselves as quality institutions below. Students following the financial aid applica- beginning six months after the student ceases based upon efficiency in loan origination, respon- tion procedures outlined above, who do not dem- to be enrolled in school, not to exceed seven siveness to questions, quality of servicing and long- onstrate financial need as defined by federal years from the first disbursement of the first term participation and commitment in the federal regulations, can receive consideration for these loan, and generally extending up to 15 years. loan program. The basic provisions for loans of- unsubsidized loans. • Opportunity for eligible students to borrow up fered by these preferred lenders are consistent with To determine a student’s eligibility for an to $10,000 annually, with an undergraduate all federally insured educational loans. In addition, unsubsidized Stafford loan, the following formula aggregate of $50,000. these preferred lenders participate in Notre Dame’s is used: • Requirement of a creditworthy U.S. resident electronic application and fund transfer process. Student Expense Budget co-signer. This participation provides a superior service in - Financial Aid Additional information and an application for terms of processing and delivery of funds. the Notre Dame Undergraduate Loan may be ob- Federal Unsubsidized Stafford Loan Eligibility Further information and an application may be tained from the Office of Financial Aid obtained from the Office of Financial Aid. (www.nd.edu/~finaid) or Citibank’s Student Loan Corporation at (888) 812-3479.
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Standards of Progress B. Academic Satisfactory Progress: Students The Standards of Progress are reviewed at the must earn credits at the rates prescribed to main- end of each even-numbered semester for the quan- for Recipients of tain eligibility for federal financial aid. The follow- titative aspect of the policy; the Standards are re- ing letter grades do not result in credits earned: F, viewed each semester for the qualitative aspect of Financial Aid X, I, U, V, W, NR. the policy. Students terminated from federal aid for Full-time undergraduate students are expected failure to maintain these standards must achieve all The University of Notre Dame requires all recipi- to complete degree requirements in either eight or stated grade point average and cumulative credits ents of institutional financial aid to maintain aca- 10 semesters, depending on their academic pro- earned requirements for their academic year level demic good standing as outlined in du Lac. In gram. The chart below outlines the minimum re- before aid can be reinstated. Students who are ter- addition, the Higher Education Act as amended quirements for Academic Good Standing minated and wish to return with aid for the follow- and subsequent federal regulations require institu- (minimum semester GPA) and for Academic Satis- ing semester may use the time between semesters to tions to define, publish and implement Standards factory Progress (minimum cumulative credits accomplish readmittance, achieve the minimum cu- of Progress for students receiving federal financial earned) for undergraduate recipients of federal fi- mulative credits earned requirement or complete aid. Recipients of aid through the following pro- nancial aid. Standards for both full-time and part- courses for which the grade of X or I has been as- grams are subject to these standards: Pell Grant, time students, as well as for four-year and five-year signed. Supplemental Educational Opportunity Grant academic programs, are shown. The Financial Aid Office will notify students in (SEOG), State Student Incentive Grant (SSIG), Undergraduate transfer students will be placed writing when failure to maintain progress results in Stafford Loan, Perkins Loan, PLUS loan and Fed- on the chart below based on the advanced status the loss of financial aid. Appeals of such a decision, eral Work-Study (FWS). The outlined Standards of determined at the point of admission (number of based on mitigating circumstances, must be made Progress are established for this purpose. transfer credits accepted). Such students will then in writing by the student to the Financial Aid Of- be evaluated using the criteria listed. fice. Appeals will be evaluated, and a written deci- A. Academic Good Standing: In general, stu- sion will be forwarded to the student within three dents must meet the University’s minimum re- weeks of the receipt of the appeal. quirements for academic good standing, as outlined in du Lac, to receive federal financial aid. Failure to retain academic good standing will result in aca- UNDERGRADUATE STANDARDS OF PROGRESS FOR RECIPIENTS OF FEDERAL FINANCIAL AID demic probation and probation for purposes of fed- eral financial aid. Students may receive federal aid Semesters Minimum Minimum Cumulative Minimum Cumulative while in this probationary status. However, once Semester Credits Earned Credits Earned students are declared “subject to dismissal,” if they GPA Required of Required of are “continued on probation,” they are not auto- Full-time Students Part-time Students matically eligible for federal financial aid. 1 1.7 2 1.85 20 10 3 2.0 4 2.0 48 24 5 2.0 6 2.0 84 42 7 2.0 8 2.0 120 60 9 2.0 10 2.0 156 78 11 2.0 12 2.0 96 13 2.0 14 2.0 114 15 2.0 16 2.0 132 17 2.0 18 2.0 150 19 2.0 20 2.0 168 Full-time is defined as 12 hours or more; part-time is defined as 11 hours or less.
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Reserve Officers 311. Advanced Leadership I MILITARY SCIENCE (2-1-2) Staff/Faculty Training Corps Military decision making, problem analysis and in- Chair and Professor: tegrated planning of platoon operations. Analysis of Programs Lt. Col. David A. Mosinski, USA the components of leadership through practical ex- Assistant Professors: ercises and historical examples. Includes a 48-hour Lt. Col. John L. Arata, USA (Ret.) field training exercise. The University of Notre Dame offers the opportu- Maj. Gary Masapollo, USAR nity to combine the pursuit of an academic degree Capt. Bartholomew J. Hennessey, USA 312. Advanced Leadership II with earning an officer’s commission in either the (3-1-3) Staff/Faculty United States Army, Navy, Marine Corps or Air The Army ROTC Program develops leadership Advanced military decision making, problem analy- Force. Students enrolled in any of the colleges of ability and prepares students for the challenges and sis and integrated planning with synchronization of the University may participate in the Reserve Offic- responsibilities they will face as Army officers and multiple assets. This is conducted on the basis of ers Training Corps (ROTC). Selection of courses civilian leaders. Through a series of classroom platoon operations and tactics. Includes two 48- in the student’s academic major is independent of courses and practical exercises, cadets learn self- hour field training exercises. those selected for ROTC. First-year students en- confidence, time management and decision-making 411. The Professional Officer rolled in any of the three ROTC programs are ex- skills. The role of the professional officer in the (2-1-2) Arata empted from the University’s requirement for preservation of peace and national security is em- An examination of the military justice system and physical education. phasized, with particular attention placed on ethi- ethics. Includes procedures to conduct proper The three ROTC programs are under the cam- cal conduct and the officer’s responsibilities to search and seizure, apprehension and disposition of pus jurisdiction of the associate provost who serves society. The program culminates in an officer’s evidence. as the director of military affairs. commission as a Second Lieutenant in the Active 412. Military Management The College of Arts and Letters and the Col- Army, Army Reserve or Army National Guard. (2-1-2) Arata lege of Business Administration accept a maximum Opportunities for follow-on postgraduate study Study of the Law of War, Code of Conduct, per- of 12 free elective credits from the 300- and 400- also exist. sonnel management, information on awards, sepa- level military sciences only. Credit from the 100- rations, promotions, evaluations, assignments and and 200-level courses does not count toward the Course Descriptions. The following course de- counseling techniques. Includes precommissioning degree requirements and must be subtracted from scriptions give the number and title of each course. seminars to address current military problems, the total number of degree credits listed on the Lecture hours per week, laboratory and/or tutorial trends and customs. transcript. hours per week and credits per semester are in pa- In the College of Engineering, ROTC students rentheses. The instructor’s name is also included. 413. Military History are permitted a maximum of six credits of upper- (1-0-1) Staff/Faculty 111. Orientation to Military Science level air, military or naval science as substitutes for Prerequisites: Completion of MSCI 111, MSCI (1-1-1) Hennessey specified degree requirements determined by the 112, MSCI 211 and MSCI 212. A study of the organization of the Army with em- department. Not more than three credits may be An analysis of American military history from the phasis on career opportunities for ROTC gradu- substituted for history or social science. All air, Revolutionary War through the Spanish-American ates. Military courtesy and discipline, customs and military or naval science credits not so substituted War. An exploration of great military leaders, traditions of the service, and development of lead- are not credited toward degree requirements in battles, evolution of modern warfare and the em- ership fundamentals through practical exercise. programs. ployment of weapons. This course meets the mili- In the School of Architecture, ROTC students 112. Basic Military Leadership tary history requirement for U.S. Army ROTC are permitted a maximum of six credits of 400-level (1-1-1) Hennessey cadets prior to completion of the program. air, military or naval science courses as substitutes A study of functions, duties and responsibilities of 414. Military History for electives within the 163 credit hours required junior leaders. Operations of the basic military (1-0-1) Staff/Faculty for the bachelor of architecture degree. team. Basic First Aid CPR certification. Special at- Prerequisites: Completion of MSCI 111, MSCI The College of Science will count a maximum tention will be given to the development of leader- 112, MSCI 211 and MSCI 212. of six credit hours of upper-level (300- or 400- ship potential through practical exercises. An analysis of American militaty history from the level) ROTC courses toward the 124-credit-hour 211. Applied Leadership I end of the Spanish-American War to current-day requirements. These courses will be counted as free (2-1-2) Masapollo conflicts and operations. An exploration of great electives. Study and application of map-reading skill, mili- military leaders, battles, evolution of modern war- tary communication systems and procedures and fare and postmodern military themes. This course Army leadership fundamentals. The course will de- meets the military history requirement for U.S. velop basic individual skills in the above areas Army ROTC cadets prior to completion of the through class work and practical exercises. program. 212. Applied Leadership II (2-1-2) Masapollo Additional AROTC Curriculum (Professional The Army’s structure, staff organization and func- Military Education) Requirements. In addition tion, as well as an overview of small unit funda- to the military science requirements outlined mentals up to platoon level, the principles of war as above, AROTC scholarship students are required a historical study, and small unit leadership in tac- to complete other specified University courses. tical settings are the focus of this class. The These additional requirements are taken as a part of branches of the Army will also be reviewed. the student’s field of study or as degree electives, depending upon the college in which the student is enrolled. Students will be notified of such require- ments prior to joining the AROTC program. These requirements include the following categories:
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Military History, Computer Literacy and Written 111. Introduction to Naval Science 412. Leadership and Ethics Communications. An approved list of courses in (2-0-2) (3-0-3) each category that meets this professional military A general introduction to sea power and the Naval A seminar on practical leadership skills for any education requirement is available. Service with emphasis on the mission, organization, manager focusing on the specific leadership and regulations, broad warfare components and career management responsibilities of the new Navy of- Student Organizations and Activities. All opportunities of the Navy and Marine Corps. Re- ficer. Teaches skills needed to transfer from a stu- AROTC students have the opportunity to partici- quired for all NROTC freshmen. Fall. dent to a manager. Explores Naval ethical issues, pate in a variety of activities, to include Drill 112. Sea Power and Maritime Affairs Naval law, and Navy policies and programs. Team, Ranger Challenge Team, Color Guard and (2-0-2) Spring. the Fightin’ Irish Battalion’s newsletter and Web A seminar on defense and maritime policies, naval †413. Amphibious Warfare I page. AROTC students also have the opportunity history and the capabilities and roles of the U.S., (3-0-3) to attend Airborne School, Northern Warfare Russian and other navies. Spring. A study of the origin and development of amphibi- School and Mountain Warfare School during the 211. Naval Ships Systems I ous warfare, with emphasis on leadership, tactics, summer break. (3-0-3) the principles of war and application to the modern battlefield. This course alternates every other fall Student Awards and Prizes. A study of steam turbine (nuclear and fossil fuel), gas turbine and internal combustion marine pro- semester with NSCI 415 and is required of first- The Dixon Award. A $200 cash award presented to pulsion plants and shipboard auxiliary systems with and second-class Marine options. an outstanding senior who has displayed excep- applied thermodynamic concepts. An introduction †414. Amphibious Warfare II tional performance during the annual Dixon Chal- to ships’ stability. Fall. (2-0-1) lenge. 212. Leadership and Management I Examination of significant amphibious operations, Veterans of Foreign Wars of the U.S. Sword. An (3-0-3) Inchon to the present. Emphasis in wargaming and Army officer’s sword presented annually to the A study of the principles of leadership and manage- class projects. This course alternates every other battalion’s cadet commander. spring with NSCI 416 and is required of first- and ment, including management theory, communica- Patrick Haley Award. A wristwatch presented annu- tion, counseling, professional responsibility and the second-class Marine options and recommended for ally to the student who attains the highest grade control and direction of personnel. Spring. Navy options considering a career with SEALs. †415. Evolution of Warfare I point average. 300. Physical Preparation and Training Col. William T. Brooks Award. A pair of jump (0-3-0) (3-0-3) boots and a plaque given to the most outstanding A series of physical fitness workouts, including car- An exploration of warfare as an instrument of for- student who graduated from Airborne School. diovascular, upper body development and agility eign policy throughout history. An analysis of the training required of second- and first-class Marine great captains, military organizations and military theorists of history. This course is required of first- options and recommended for third- and fourth- NAVAL SCIENCE class Marine options and all Navy options consid- and second-class Marine options and alternates ev- ering a career with SEALs. This course is offered in ery other fall semester with NSCI 413. Chair and Professor: preparation for the rigors of Officer Candidate †416. Evolution of Warfare II Capt. P.J. Casey, USN School, the Basic School and the Fleet Marine (2-0-1) Assistant Professors: Force. Examination of combat leadership and tactical de- Cmdr. Gregory Luttrell, USN *311. Navigation cision making, and the moral, physical and military Maj. Joseph J. Thomas, USMC judgment required in combat. This course alter- Lt. Mark E. Day, USN (3-1-3) A study of the theory and principles of navigation: nates every other spring with NCSI 414 and is re- Lt. Philip B. Prentice, USN quired of first- and second-class Marine options dead reckoning; piloting; electronic, inertial, and Lt. Joshua C. Gaul, USN and recommended for Navy options considering a Lt. David M. Rowland, USN celestial navigation. Navigational aids and nautical rules of the road are also discussed. Fall. career with SEALs. 111D . . . 412D. Drill/Leadership Laboratory The mission of the NROTC Program is to develop *312. Naval Operations midshipmen morally, mentally and physically and (3-0-3) (1-0-0) to imbue them with the highest ideals of honor, A study of the theory of ship movements and em- Practical exercises in leadership, including close or- courage and commitment in order to commission ployment, including communications, sonar-radar der drill and professional development classes. college graduates as officers who possess a basic search, relative motion and maneuvering board. * Required of Navy option students only. professional background, are motivated toward ca- Tactical formations and dispositions, seamanship † Required of Marine option students only. reers in the Naval Service and have a potential for and signals are also discussed. Spring. ‡ One hour per week each semester required for active future development in mind and character so as to 411. Naval Ships Systems II NROTC students. Taken in lieu of physical training assume the highest responsibilities of command, (3-0-3) during freshman year. Reflected in schedule of classes citizenship and government. An analysis of the theory and principles of opera- with suffix “D” following various NSCI course tion of naval weapons systems, including types of numbers. Course Descriptions. The following course de- weapons and fire-control systems, capabilities and scriptions give the number and the title of each limitations, theory of target acquisition, identifica- Additional NROTC Curriculum Requirements. course. Lecture hours per week, laboratory hours tion and tracking, trajectory principles and the ba- In addition to the Naval Science requirements out- per week and credits for each semester are in paren- sics of naval ordnance. Fall. lined above, NROTC scholarship students are re- theses. The instructor’s name is also included. quired to complete other specified University courses. These additional requirements are taken as a part of the student’s field of study or as degree electives, depending upon the college in which en- rolled. Students will be notified of such require- ments prior to joining the NROTC Program.
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112. The Foundations of the United States Air Force (1-0-1) Klubeck Additional study of the organizational structure of the Air Force, with emphasis on leadership and communication skills. 111L-112L. Leadership Laboratory* (0-1-0) (0-1-0) Hanson Prerequisite: Concurrent enrollment in AS 111, AS 112. A study on Air Force customs and courtesies, drill and ceremonies, and military commands. Also in- cludes studying the environment of an Air Force officer and learning about areas of opportunity available to commissioned officers. 211. The Evolution of USAF Air and Space Power (1-0-1) Gehri A course designed to examine general aspects of air and space power through a historical perspective. Utilizing this perspective, the course covers a time period from the first balloons and dirigibles through the Korean War and into the Cold War Student Organizations and Activities. All era. NROTC students are integrated into the Midship- AEROSPACE STUDIES 212. The Evolution of USAF Air and Space man Battalion organization. In addition to partici- Chair and Professor: Power pation in all other University organizations and Col. Mark Gehri, USAF (1-0-1) Gehri activities for which eligible, NROTC students may Assistant Professors: Further study from the Vietnam War to the space- participate in specific NROTC organizations and Capt. Martin Klubeck, USAF age global positioning systems of the Persian Gulf activities such as the color guard, intramural ath- Capt. David Hanson, USAF War. Effective communication techniques are also letic teams, the NROTC Unit newspaper and year- Capt. Jeffrey Sturgell, USAF emphasized. book and the NROTC sailing program. 211L-212L. Leadership Laboratory* Student Awards and Prizes. The Air Force Reserve Officer Training Corps (0-1-0) (0-1-0) Hanson (ROTC) is an educational program designed to The Secretary of the Navy Distinguished Graduate Prerequisite: Concurrent enrollment in AS 211, AS give men and women the opportunity to become Award. The annual recognition of the top graduat- 212. an Air Force officer while completing a degree. The ing midshipman. Further study on Air Force customs and courtesies, Air Force ROTC Programs develop leadership and drill and ceremonies, and military commands. Also The Strake Award. An officer’s sword presented an- management skills students need to become leaders includes additional emphasis on the environment nually to the senior midshipman with the highest in the 21st century. In return for challenging and of an Air Force officer and learning about areas of aptitude ranking. rewarding work, we offer the opportunity for ad- opportunity available to commissioned officers. vancement, education and training, and the sense The Col. Brian C. Regan Award. A Marine Corps 311. Air Force Leadership Studies of pride that comes from serving our country. Officer’s sword presented annually to the Marine (3-0-3) Hanson Upon completion of the Air Force ROTC program option senior midshipman with the highest apti- Prerequisite: Enrollment in POC for AFROTC students are commissioned as second lieutenants in tude ranking. cadets. the Air Force. Following commissioning there are A study of leadership, management fundamentals, The Vincent J. Naimoli Award. A service sword excellent opportunities for additional education in professional knowledge, and communication skills given annually to a graduating senior midshipman a wide variety of academic fields. who has become distinguished as an individual who required of an Air Force officer. “routinely gives 110 percent.” Course Descriptions. The following course de- 312. Air Force Leadership Studies The Naval Reserve Officers Association Award. A ser- scriptions give the number and title of each course. (3-0-3) Hanson vice award presented annually to the Midshipman Lecture hours per week, laboratory and/or tutorial Prerequisite: Enrollment in POC for AFROTC ca- who most embodies the Navy’s core values of hours per week. Credits each semester are in dets. AS 311. honor, courage and commitment. parentheses. Further study of the Air Force personnel and evalu- ation systems, leadership ethics and additional 111. The Foundations of the United States Numerous other awards are presented annually by communication skills. various patriotic organizations to recognize excel- Air Force lence in academic achievement and military (1-0-1) Klubeck aptitude. A survey course designed to introduce students to the United States Air Force and Air Force ROTC. Featured topics include: mission of the Air Force, officership and professionalism, military customs and courtesies, Air Force officer opportunities, and an introduction to communication skills.
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311L-312L. Leadership Laboratory* Student Awards and Prizes. International Study (0-1-0) (0-1-0) Hanson The Notre Dame Air Force Award, and Air Force Prerequisite: Concurrent enrollment in AS 311, AS officer’s sword, is presented to the top graduating Programs 312. senior in Air Force ROTC. Activities classified as leadership and management The Nöel Dubé Award is presented to the senior experiences involving planning and controlling Director: class Arnold Air Society member who has contrib- military activities of the cadet corps, and the prepa- Thomas Bogenschild uted the most to furthering the ideals and goals of ration and presentation of briefings and other oral Associate Director: the society within the University and local and written communications. Also includes inter- Claudia Kselman community. views, guidance and information that will increase Assistant Directors: the understanding, motivation and performance of The Paul Robérge Award, named in memory of an Bridget Green other cadets. alumnus of the Notre Dame ROTC program, an- Julliet Mayinja Carmen Nanni 411. National Security Affairs/ nually recognizes the top pilot candidate in the Preparation for Active Duty Professional Officer’s course. Since 1964, Notre Dame has made it possible for (3-0-3) Sturgell Other awards are sponsored by various local and students to earn credits toward graduation in inter- Prerequisite: Enrollment in POC for AFROTC national organizations to recognize excellence national study programs. Study in another tradi- cadets. within the cadet corps. An examination of the national security process, re- tion, direct personal experience of another language gional studies, advanced leadership ethics and Air and culture and travel all broaden and deepen the Force doctrine. liberal education of the whole person to which the University has always been committed. 412. National Security Affairs/ Qualified students from the undergraduate col- Preparation for Active Duty leges can elect to spend a semester or a year abroad (3-0-3) Sturgell in one of our programs. Participation is normally Prerequisite: Enrollment in POC for AFROTC ca- during the sophomore or junior year. dets. AS 411. Notre Dame programs are located in Angers, Further focus on the military as a profession, France; Dublin, Ireland; Fremantle and Perth, Aus- officership, military justice, civilian control of the tralia; London, United Kingdom; Monterrey, military, preparation for active duty, and current is- Mexico; Puebla, Mexico; Nagoya, Japan; Salzburg sues affecting military professionalism. and Innsbruck, Austria; Rome, Italy; Toledo, 411L-412L. Leadership Laboratory* Spain; and Jerusalem. Notre Dame also has a small (0-1-0) (0-1-0) Hanson exchange program with L’Institute d’etudes Prerequisite: Concurrent enrollment in AS 411, AS politiques (Sciences-Po) in Paris. Notre Dame stu- 412. dents may apply to Saint Mary’s College programs Additional activities classified as leadership and in Maynooth, Ireland; and the Semester Around management experiences involving planning and the World program. The International Study Pro- controlling military activities of the cadet corps, grams Office also facilitates applications to ap- and the preparation and presentation of briefings proved programs in Athens, Greece; Berlin, and other oral and written communications. Also Germany; Cairo, Egypt; Santiago, Chile; Shanghai, includes interviews, guidance and information that China; and Xalapa, Mexico. Programs are also will increase the understanding, motivation and sponsored by the School of Architecture in Rome performance of other cadets. and by the Law School and the M.B.A. Program in * Leadership Laboratory is open to students who are London. The College of Engineering offers a sum- members of ROTC or who are eligible to pursue a mer program in London. There is a summer pro- commission as determined by the professor of Aero- gram available for students from all colleges also in space Studies. London. Candidates for Angers, Innsbruck, Rome, To- Student Organizations and Activities. All Air ledo, Nagoya, Monterrey, Puebla, Xalapa, and Force ROTC cadets are given opportunities to par- Santiago must demonstrate skills in the language of ticipate in a variety of extracurricular activities to the country sufficient to make their period of resi- develop their leadership skills. Activities associated dence and study fully profitable. These skills may with Air Force ROTC include the Arnold Air Soci- be developed through intensive language courses in ety, oriented toward service to the local commu- the freshman or sophomore year. Previous study of nity, and the Drill Team, Honor Guard and Rifle the language in high school is mandatory for some Squad, who perform at campus and community programs. functions while developing individual drill Without additional cost or delay in graduation, proficiency. international study programs make a unique contri- bution to the excellence of liberal education in the undergraduate colleges and frequently have proved an asset in career development. Students with compelling academic reasons for participating in non-Notre Dame programs are eli- gible to apply for a Leave of Absence for study in a program offered by another college or university. They may not, however, take a leave of absence to attend international programs in cities where Notre Dame offers its own programs.
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Course Descriptions. While details of a given program may vary, normal course offerings are listed below. Additional local electives from the host university may be chosen with approval of the director. Instruction is in English in Athens, Cairo, Dublin, Jerusalem, Rome, Perth, and Fremantle; Japanese and English in Nagoya; French in Angers and Paris; Spanish in Toledo, Monterrey, Puebla, Santiago, and Xalapa; and German and English in Innsbruck. The notation following a course description in- dicates which University requirement can be filled by the course, according to the dean’s office in the College of Arts and Letters. Any language course of three hours or more may fulfill a language requirement if not completed prior to study abroad. It may apply to the language and literature major, but students must obtain de- partmental approval for each course applied to the major. Language courses may also be used as electives. A social science course in the fields of anthro- pology, psychology or sociology will complete a be- havioral science requirement in the College of Business Administration. ROFR 213 AF ROFR 243 AF These courses may also fulfill requirements in French Language — Intermediate Level 3 French/English Translation — Lower Level 3 majors beyond the language and literature depart- Continued study of spoken and written French for Translation from novels, newspapers and magazines ments. For major credit in history, economics, gov- students who would normally have had two or to find French equivalents for English words and ernment, etc., the student must consult with the three years in high school and one year intensive at expressions. For lower and intermediate students. Notre Dame. department. ROFR 245 AF ROFR 215 AF French Phonetics — Lower Level 3 Comprehension and Expression 3 Introduction to theoretical aspects of French pho- ANGERS PROGRAM Emphasis on comprehension of colloquial spoken netics with application to correction of students’ French by listening to the radio and on reading the spoken French. colloquial French of newspapers and magazines. Université Catholique de l’Ouest, ROFR 247 AF For lower and intermediate students. Angers, France Writing in French — Intermediate Level 3 Director: Julia Douthwaite ROFR 217 AF An intermediate course in writing that aims to Intermediate French teach students to write clearly and precisely and to Preliminary Session for the Alliance Francaise Exam 3 increase their vocabulary of formal French. ROFR 210 AF A general language course preparing students for GOVT 355 AF/SOC 355 AF Intensive Oral French 3 the Alliance Francaise diploma. French Politics Since the Fifth Republic 3 Small homogeneous group-intensive instruction ROFR 223 AF Description and analysis of French political institu- and drill on various aspects of French language, French Language — Advanced Level 3 tions, parties, issues and political participation mainly oral. Orientation and adaptation to life and Most advanced level of further study of spoken and since 1958. (GOVT major, SOC major, University study in France. written French, for students with the highest level social science requirement) of language proficiency. Fall Semester ROFR 251 AF (Five courses, 15 credits accepted) ROFR 225 AF Business French I — Advanced Level 3 Advanced French Language Preparation Introduction to and exercises in the language cur- ROFR 204 AF for the Alliance Francaise Exam 3 rently used in business in France and French-speak- The French of the Hotel Business and Tourism 3 A general language course preparing students for ing countries. This course covers the tourist industry in France the Alliance Francaise diploma. and trains the student in the language of tourism ROFR 253 AF and the hotel and restaurant businesses. Prepares ROFR 241 AF French/English Translation — Advanced Level 3 the student for the Certificate in French for Business French — Lower Level 3 Translation from novels, newspapers and magazines Tourism. Introduction to the basic vocabulary of French to find French equivalents for English words and business, with the goal of enabling students to expressions. Advanced students only. ROFR 211 AF communicate in person, on the telephone and in French Language — Lower Level 3 ROFR 257 AF letter in commercial situations (e.g., banks, busi- Continued study of spoken and written French Writing in French I 3 nesses, travel agencies). For lower and intermediate for students with the lowest level of proficiency, An advanced course in the writing of French, with students. as determined by previous courses, testing and special emphasis on the vocabulary, structure and observation. stylistics of the written form of the language.
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ROFR 361 AF ROFR 265 AF/SOC 265 AF ROFR 254 AF Masterpieces of 19th-Century French Literature 3 Sociocultural Studies — Advanced Level I 3 French/English Translation 3 Romanticism, realism, naturalism and symbolism This course treats Paris and the Ile de France, Translation from novels, newspapers and magazines will be studied. For students in the intermediate Anjou, two regions of eastern France, French de- to find French equivalents for English words and levels of French language courses. (University mography and the educational system. expressions. Advanced students only. literature) (Social science) ROFR 258 AF ROFR 461 AF ROFR 458 AF Writing in French II 3 19th-Century French Literature 3 18th-Century French Literature 3 A continuation of the first semester. Lectures and extensive readings on and from The ideas of the 18th-century philosophers are ROFR 266 AF/SOC 266 AF French literature of the various schools and genres studied through the literature of the period, includ- Sociocultural Studies 3 of the 19th century. (University literature or ing works by Rousseau and Marivaux. (University Continuation of ROFR 265/SOC 265. French major) literature) (Social science) Spring Semester ARHI 237A, 237B AF ROFR 362 AF History of French Art I — From Lascaux (Five courses, 15 credits accepted) Advanced French Literature II 3 to the Revolution 3 In-depth reading of two selected works each from Illustrated lectures on French architecture and re- ROFR 275 the 19th and 20th centuries. Open only to students lated painting, sculpture and tapestry. 237A is for Literature and Cuisine of the Loire Valley 3 in ROFR 224. (University literature) students at a lower level of French proficiency, Taught by Prof. Julia Douthwaite. In this class, we 237B for students at the intermediate level or intend to explore the rich cultural, literary, and cu- ROFR 370 AF above. (Fine arts) linary traditions of the Anjou and Touraine regions Masterpieces of 20th-Century French Literature 3 Literature of the various periods and style of the MUS 245 AF in the Loire Valley. Emphasis will be on local, on- site presentations. For example, we will discuss 20th century, from surrealism to existentialism and History of Music 3 beyond. For students in the intermediate levels of Music in France during the Middle Ages, Renais- some works by the bawdy Renaissance author Rabelais, visit his birthplace of Chinon, and learn French language courses. (University literature) sance and 18th century. (Fine arts) about its culinary traditions. Co-taught with Rich- ROFR 470 AF HIST 351A, 351B, 351C AF ard Viglione, chef de cuisine. 20th-Century French Literature 3 History of France and the French I 3 Lectures and extensive readings on and from A survey of French history from earliest times to ROFR 205 AF French Grammar 3 French literature of the various schools and genres the Revolution. Sections A, B and C are targeted at of the 20th century. (University literature or students with lower, intermediate and advanced ROFR 212 AF French major) proficiency in French. (History) French Language — Lower Level II 3 Continuation of French 211. GOVT 322 AF, SOC 352 AF PHIL 323 AF The Formation of the European Political System 3 Modern French Philosophy 3 ROFR 214 AF The purpose of this course is to analyze the consti- French philosophy and philosophers mainly of the French Language — Medium Level II 3 tution of an integrated political system at the su- 17th and 18th centuries. May not be elected by Continuation of French 213. pranational level in Europe. The main idea of the students in French 211. (Second philosophy) ROFR 218 AF course is to study the interaction between national ECON/SOC 353 AF Intermediate French Language life and the EU process of integration. Economic Geography of France I 6 for Alliance Francaise Exam 3 ECON/SOC 354 AF Introduction to economic geography of France, Continuation of French 217. Economic Geography of France II 6 primarily in the contemporary period. Prepares stu- ROFR 224 AF Continuation of ROFR 353. (Social science) dents for the advanced diploma in French business French Language — Advanced Level II 3 HIST 352A, 352B, 352C AF given by the Parisian Chamber of Commerce and Continuation of French 223 AF. Industry. (Social science) History of France and the French II 3 ROFR 226 AF A survey of French history from the revolution to ROFR 235 AF/SOC 235 AF Advanced French Language — the present. (History) Sociocultural Studies 3 Preparation for the Alliance Francaise Exam 3 ARHI 238A, 238B AF Illustrated lectures to help students become ac- Continuation of French 225. quainted with various regions and aspects of History of the French Arts II — France; also lectures, discussions and field trips on ROFR 236 AF/SOC 236 AF From the Revolution to the Present 3 aspects of French contemporary civilization. May Sociocultural Studies 3 Illustrated lectures on 19th- and 20th-century art be elected by students in French 211 normally; Continuation of ROFR 235/SOC 235. forms in France. (Fine Arts) others must have director’s permission. (Social science) MUS 246 AF (Social science) ROFR 244 AF History of Music in France II 3 ROFR 237 AF/SOC 237 AF 3 Translation, English/French 3 Music in France in the 19th and 20th centuries. Description same as above. Course intended for Continuation of ROFR 243AF. (Fine arts) students in the intermediate levels of the French ROFR 246 AF THEO 220 AF language courses. (Social science) French Phonetics II 3 The Church Since Vatican II 3 ROFR 255 AF Continuation of French 245. The nature of the church, its membership, its mis- French Phonetics — Advanced Level 3 ROFR 252 AF sionaries and its relationship with other churches. Introduction to theoretical aspects of French pho- Business French II 3 (Second theology) netics with application to correction of students’ Continued development in active use of business spoken French. French.
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SOC 477 AF, GOVT 439 AF SA 200 PA SCI SA 300 PA SCI Social Movements in France 3 Marine Science Geography: Environmental Planning France is known for its strikes and demonstrations. This unit provides an introduction to the and Management We will study social movements from three per- multidisciplinary aspects of marine science. Using The objectives of this unit are for students to be- spectives: historical, theoretical and empirical. the framework of an important marine environ- come aware of the need for, and the complexities of, environmental management; to be able to criti- PHIL 323 AF ment—Shark Bay, one of Australia’s World Heri- cize constructively work done by environmental Modern French Philosophy II 3 tage Properties—it outlines how all the agencies and consultants, managers and decision- French philosophy and philosophers of the 19th multidisciplinary aspects of marine science are es- makers; to appreciate the need for environmental and 20th centuries. Admission may be requested by sential in understanding and managing such an management to be combined with integrated, re- students in French 212; open to all students in ecosystem. Aspects covered include oceanography, geology, and geomorphology, and how the marine gional land-use planning; and to learn and apply a ROFR 214 and 224. (Second philosophy) organisms interact with the geochemistry of the en- range of methods used in environmental manage- PHIL 325 AF vironment. ment and planning. Philosophy of Language and Communication 3 SA 200 PA SCI MATH 325 PA (Second philosophy) Applied Microbiology Differential Equations 3 This unit provides an introduction to applied and Prerequisites: MATH 228. environmental aspects of microbiology. It covers This course covers ordinary and partial differential ATHENS, CAIRO PROGRAMS the scope and range of industrial products and pro- equations. Fourier series, initial and boundary cesses involving microorganisms, such as brewing, value problems, linear algebra and transformation winemaking, food microbiology, and the produc- techniques. All courses are offered for Notre Dame credit tion of antibiotics and amino acids. The role of mi- ME 334 PA through special arrangement with American Uni- croorganisms in the environment is introduced, Fluid Mechanics 3 versity in Cairo and the College Year in Athens and the uses that are made of them, such as A basic course in fluid mechanics. Topics include Program. For details, see AUC and CYA catalogs in bioremediation (pollution control), microbial fluid properties, hydrostatics, conversation laws, di- the International Study Programs Office, 152 leaching of valuable metals, and wastewater treat- mensional analysis, internal and external flows. Hurley. ment, also are covered. The lectures are comple- mented by a laboratory component and field trips. CE 331 PA Stochastic Concepts 3 AUSTRALIA PROGRAM SA 200 PA SCI Development of probabilistic concepts and simula- Molecular Genetics tion models and their relevance and application to This unit focuses on genetic events at the level of real design and decision problems encountered in the gene across the wide spectrum of eukaryotic or- The semester-long program in Australia is designed civil engineering. for juniors and is open to students from all col- ganisms. It includes topics such as chromosome leges. Most students will enroll in courses at the structure, gene families and mobile genetic ele- CE 336 PA University of Notre Dame Australia. However, a ments, sex determination, developmental genetics Structural Mechanics I 3 special program has been developed for students in in plants and animals, the generation of genetic di- Application of the principles of mechanics to the the colleges of science and engineering who will en- versity, and the eukaryotic chromosome. It also stress and deformation analysis of structural sys- roll in courses at the University of Western Austra- covers natural selection and applications to plant tems. Behavior and analysis of redundant lia (UWA) during the fall semester. and animal breeding, and the artificial generation structures. Students can take up to five courses (15 credits) of novel genotypes (genetic engineering). AME 226 PA either semester in any combination depending on SA 300 PA SCI Mechanics II 3 their major/college requirement and individual Zoology Prerequisites: AME 225, MATH 225. need. The curriculum is subject to revision, often This unit examines the genetic structure of popula- Introduction to Newtonian dynamics. Kinematics depending on the courses added or dropped by the tions, the factors that maintain genetic variation and kinetics (energy, linear and angular momenta) universities. A listing of courses offered in previous within populations and cause divergence among of particles, systems of particles and rigid bodies. semesters is available in the International Study populations, the origin of species, and mechanisms Programs Office, 152 Hurley. ES 371 PA of macroevolution. The emphasis is on the integra- Field Experience 3 tion of fundamental concepts, approaches to solv- Fall Semester Two-week research project with a Western Austra- ing problems, and the application of genetic and Students enrolled at Notre Dame Australia (NDA) lian company involved in science and/or engineer- evolutionary ideas and methods to questions in ing research. can take up to 15 credits. A list of course offerings fields such as ecology, behavior, conservation biol- for the fall normally is available around the end of ogy, and systematics. GEOS 498 PA / ES 370 PA March in the International Study Programs office. Mining and the Environment 3 Students enrolled at the University of Western SA 200 PA SCI Environmental effects of mining through all areas Australia should carry 24 UWA points, which Soil Science of mining, from exploration and establishing a translate to about 16 Notre Dame credit hours. This unit examines the role of microorganisms and working mine, through extraction and refining pro- Course offerings are available on UWA’s Web site, soil fauna in developing and sustaining soil condi- cesses, ending with the decommissioning of the www.publishing.uwa.edu.au/handbooks. Hard tions for plant growth. Nutrient cycling and symbi- mine and monitoring protocols. copies also are available in the International Study otic associations with plants are considered in SA 300 PA SCI Programs Office. agricultural, horticultural, and natural ecosystems. Environmental Microbiology Following is a sampling of science and non-sci- The introduction to plant nutrition includes ab- This unit provides students with the opportunity ence courses that students may take. sorption, transport, and function of nutrients in re- lation to growth. The unit deals with the for a comprehensive understanding of microbes in management of plants, fertilizers, and soil to mini- the natural environment, how their activities affect mize land degradation. human activities, and an appreciation of the practi- cal use of such knowledge.
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SA 300 PA SCI SA 100 PA ANTH SA 200/300 PA ARHI Geomorphology Anthropology and Sociology: Art, Empire, and Colonial Contests This unit enables students to gain a basic under- Sociocultural Change and Modernization This unit examines the ways in which representa- standing of the principles of geomorphology and This unit deals with the impact of Western expan- tional and museological practices were centrally in- the processes of erosion and deposition in a variety sion and colonization, social and economic change, vested in fabricating and maintaining colonial of terrestrial, estaurine, and marine environments. migration and urbanization, the transformation of mastery and empire. The unit chronicles the rela- Third World and Fourth World societies, applied tionships between forms of representation and the SA 200 PA SCI anthropology, ethical issues, and anthropology’s construction of colonial “order” from the 19th cen- Structural Geology and Geomechanics role in the modern world. Anthropological and so- tury through to the mid-20th century. Consider- This unit provides an introduction to the principles ciological perspectives on large-scale societies also ation is given to the various regimes of of structural geology and geomechanics, with prac- are introduced, using Australia as an example. representation that emerged in the 19th century tice in methods of analyzing simple structures. and to the importance of the construction of other- Topics include rheology of rock; P-T conditions in SA 100 PA HIST ness to the manufacture of national identiry and the lithosphere, mechanical basis of rock failure, Aboriginal and Torres Strait Islander Histories imperial purpose. The unit also examines the ways extension, transcurrent and contractional faults, and Modern Australia in which museological practices and the culture of joints, veins, fold geometry, decollements, fold ver- This unit is an introduction to the contested his- spectacle and display become indispensable to the gence and section drawing, experimental deforma- torical realities of Aboriginal and non-Aboriginal European organization of the world-as-exhibition. tion, analog modeling, diapirism, rock cleavage, Australia. Historical aspects of the British Empire Such a world is driven by a desire to organize and schistosity, and gneissosity. and post-colonial political, economic, social, and possess “realities” behind their “representations.” EE 222 PA cultural life in Australia, as well as ideas and meth- ods underpinning historical and recent interpreta- Introduction to Electrical Science Spring Semester tions of events and peoples, are studied. The content of this course provides an understand- N.D. U.S. faculty: Edward Trubac ing of basic circuit laws; these will be used to ana- SA 200/300 PA ENGL Course lists will be available in the International lyze linear and nonlinear circuits and also DC and Sites of Subversion in Australian Writing Study Programs office in the fall of 2001. Students AC circuits. The laboratory work will draw on the This unit closely examines a range of texts, includ- will take five courses for 15 credits from a wide va- knowledge students have gained in the lecture ing fiction, poetry, autobiography, plays, and riety of arts and letters and business offerings. course to design and build a model autonomous mixed-genre pieces from the 1890s onward, that moving vehicle. focus upon the struggle with identity, with alien- FIN 361 FA Business Conditions Analysis 3 SA 200/300 PA PHIL ation, and with domination. Writing has been a This course involves an integration of advanced The Environment and Social Justice significant means of constructing the nation, but it macroeconomic theory with contemporary policy, This unit considers underlying questions about en- also has been a vital instrument of cultural critique. Australian writing is acutely perceptive to the challenges and action. vironmental obligations, values, and social justice. It includes a study of animal liberation, environ- workings of power and the possibilities of literary HIST/SOC 375 FA mental imperialism, radical environmentalism, resistance. Australian History and Society 3 deep ecology, and ecofeminism. The rise of radical SA 200 PA This course covers the broad sweep of Australian environmentalism is examined in its philosophical Professional Writing history as well as some issues and developments of and historical context. Differing forms of environ- This unit aims to analyze and develop strategies special significance in the past and today. (History mentalism are considered in application to specific and skills needed for effective professional writing. or social science) cases of environmental conflict, where human in- It provides instruction and practice in key forms of terests appear to be at odds with the protection of written communication encountered in profes- natural variety and endangered species. sional contexts, including reports, policy state- DUBLIN PROGRAM SA 200/300 PA HIST ments, media releases and public-relations announcements, and documentary scripting. From Sudan to Saddam: Representation The Dublin program is open to juniors in Arts and of Australia’s Foreign Wars SA 200/300 PA ARHI Letters, Business, Engineering and Science for a se- This course analyzes Australia’s foreign wars and Picturing Australia: Issues of Coloniality and Idendity mester or a year. Students will enroll in courses in their domestic contexts, through their representa- in Australian Art their major(s) at University College Dublin or tions in media such as film and fiction, memory This unit traces the discourses of identity and na- Trinity College Dublin and will also take courses and memorial, art and architecture, and ceremony tion in Australian art from 1788 until the present at Notre Dame’s Dublin Center. For course list- and commemoration. It deals with Australia’s part day. Of particular interest is the problematic rela- ings at the Irish universities, contact the Interna- in the New Zealand Maori wars, the Sudan con- tionship between the political and cultural ambi- tional Study Programs Office, 152 Hurley flict, the Boer War, World War I and World War tions of the European colonizers and indigenous Building, 631-5882. II, the Cold War, Korea, Vietnam, and the Gulf. It cultural practices. Also dicussed are the aesthetic raises questions about the place of wars in national means that the artists of European origin used to Director: Prof. Kevin Whelan histories, myth, and memory. It discusses the forge a sense of place, and the responses by indig- Associate Director: Katie Keogh meaning of representation and its relationship to enous cultures, particularly in the United States the reality of war and to the histories of Australia’s and New Zealand. This unit includes discussion Fall Semester wars written by Australian war historians. about the collections of Austrialian art in the Art Professor Whelan will offer a course in Irish His- Gallery of Western Australia and the Lawrence tory and Society. The Notre Dame Center will also Wilson Art Gallery of the University of Western offer the following theology and philosophy Australia. courses.
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HIST 331 IR/SOC 372 IR Fall Semester Introduction to Ireland 3 (Five courses, 18 credits accepted) JERUSALEM PROGRAM Evolution of Irish culture from prehistory to the GE 231 IA contemporary period—landscape, archaeology, his- Grammar, Conversation I and Tutorial Fifteen credits will be accepted for the spring 2002 tory, economy, society, politics and an introduc- — Intermediate (DAF II) 5 semester. Students will enroll in a Middle Eastern tion to contemporary issues. Prerequisite: GE 101-102F. History course at Bethlehem University, a contem- PHIL 322 IR Continued study of German language with stress porary Middle East international relations course at Introduction to Phenomenology 3 on the written as well as the spoken aspects. Hebrew University, and several courses at Tantur, This course provides a historical and critical intro- GE 233 IA Notre Dame’s Ecumenical Institute. duction to the phenomenological tradition as de- Practical Reading, Conversation I and Tutorial — veloped by Brentano and Husserl. Advanced (DAF III) 5 Director: Rev. David Burrell, C.S.C. SA 200 IR Prerequisite: GE 121-122F. The History of the Irish Catholic Church 3 Continued study of German language with stress HIST/THEO 307 JE This course traces the development of Catholicism on the written as well as the spoken aspects. Holy Land Geography and Archaeology 3 in Ireland from St. Patrick to the present. A survey of the topography, human settlements, ARHI 239 IA shifting political boundaries, natural resources, FTT 300 IR/ENGL 300 IR History of the European Arts 3 farming patterns and economic practices, climatic Framing Ireland: Film, Literature, Introduction to European architecture, painting conditions and archaeological discoveries that re- and Irish Culture 3 and sculpture, with particular attention to examples veal basic facts about the peoples who have inhab- This course examines some of the dominant images students will encounter during their travel. (Fine ited this land over time and how they have lived. of Ireland in film and literature in a wider cultural arts) Required of all students. (History or theology) and historical context. GOVT 345 IA 3 THEO 388 JE Spring Semester European Politics in the 20th Century Religions in Dialogue: Judaism, Christianity, Islam 3 PSY 237 IA AL 100 JE HIST 331 IR/SOC 372 IR Trends in Psychoanalysis 3 Conversational Arabic/Hebrew 3 Introduction to Ireland 3 This course studies the role of psychoanalysis in See above. understanding emotional development and inter- ONTERREY ROGRAM PHIL 308 DI personal relationships and places psychoanalysis in M P Medieval Irish Philosophy 3 the context of the history of our civilization. (Social science) This course focuses on the contribution of the Irish Instituto Tecnologico y de Estudios Superiores de Neoplatonic philosopher John the Scot. The course PHIL IA Monterrey (ITESM) aims to treat medieval philosophy from the per- A course will be offered that will fill the second spective of the Irish contribution to European cul- philosophy requirement. Students enroll in Spanish language and in Mexi- ture during the so-called “Dark Ages.” (Second can and Latin American culture, art, history, sociol- philosophy requirement/philosophy major) Spring Semester ogy and business (electives) courses for inter- SA 200 IR (Five courses, 15 credits accepted) national students. Those with a high level of profi- The History of the Irish Catholic Church 3 GE 238 IA ciency in Spanish are encouraged to enroll in See above. German Literature 3 courses in the other departments of the university, Selected readings from literature written in Ger- which include business administration, engineer- man; an introduction to genres, periods and au- ing, humanities and the social sciences. Students INNSBRUCK PROGRAM thors. (University literature or German major) may apply for internships in schools, banks and other businesses in the area. Service opportunities AL 212 IA are also available in Monterrey. Ideas, Values and Images 3 Heffterhof near Salzburg, Austria, for the prelimi- Courses for international students are listed be- A reading, writing and discussion course on the nary session low. For a listing of all courses offered at ITESM, topics of nature, society, the individual, art and University of Innsbruck, Innsbruck, Austria, for visit the International Study Programs office at 152 God. (Core) the two semesters Hurley. ECON 226 IA *Students are encouraged to take advantage of the Director and Academic Coordinator: European Economic Integration 3 following culture mini-courses for their own enjoy- Gernot Guertler Introduction to structure and interplay of eco- ment: Mexican Cuisine, Mexican Dances and Latin In addition to the courses listed below, stu- nomic systems of Western Europe. (Social science) American Rhythms. dents will select one course from the University of HIST 356 IA ROSP 101A, 102A MX Innsbruck. Courses taken in German at the univer- European History and Civilization 3 Basic Spanish I-II 6 sity may be taken pass-fail. A survey of European and Austrian history from Development of oral and written language. Appli- early times to the present, with particular emphasis Preliminary Session, Salzburg cation of basic grammatical knowledge to writing on cultural aspects. (History) and reading comprehension. Introduction to au- GE 210 IA THEO IA 3 thentic Spanish texts. Beginner’s level. Intermediate Oral German 3 A course will be offered that will fill the second Small homogeneous group-intensive drill on Ger- theology requirement. (Second theology) man language, structure and vocabulary. GE 312 GE 250 IA Cultural Studies Intensive Oral German — Advanced 3
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ROSP 111F MX ROSP 303 MX SA 400 MX BA Intermediate Spanish I 6 Spanish Phonetics and Phonology 3 Doing Business in Mexico I-II — Review of basic concepts and study of intermediate Description and analysis of the Spanish phonemic Beginner and Intermediate Levels 3 grammar. Development of oral and written lan- and phonological system, contrasting with other Social basis underlying current styles of Mexican guage. Application of basic grammatical knowledge languages (French, English, German and Japanese), management. Operational analysis of the manager’s to writing and reading comprehension. Introduc- Study pronunciation of different Spanish dialects. role in different types of Mexican organizations. tion to a variety of texts and different types of com- ROSP 304 MX Cultural influences and behavior patterns. Mexican positions. Presentations and discussions about Teaching Spanish As a Second Language 3 laws, regulations, compensation plans and fringe different cultural topics. Intermediate low-level. Designed for Spanish majors who plan to teach benefits. Comparisons between practices in the United States and in Mexico are used for analysis. ROSP 112F MX Spanish as a Second Language. Overview of the Guest lectures, class lectures and visits to local Intermediate Spanish II 6 most important methodologies for the teaching of companies. (Business elective) Study of grammar in greater depth. Reading of second languages. newspaper articles and reports, essays and short sto- ROSP 310 MX SA 400 MX BA ries. Students write and represent possible situa- Introduction to Literature in Spanish 3 Mexican Business Management 3 tions at an intermediate and advanced level, present Overview of literary theory and application to A practical introduction to the national and inter- speeches and report results from oral surveys. Inter- Spanish and Latin American texts. Plot, character- national business conditions in Mexico. Global, re- mediate high-level. ization, atmosphere, theme, time, narrator’s voice, gional and national trends will be evaluated to develop a holisitc perspective on the issues that af- ROSP 115F, 215F MX symbol, text and subtext. Literary genres: legend, fect business opportunities in Mexico. These trends Advanced Spanish I-II 6 testimony, poetry, drama, short story. Written re- will be obtained through an information-scanning Development of written, oral and comprehension ports, reading analysis and answers to open process that leads students to focus on an area of skills at advanced and superior levels. questions. interest. (Business elective) ROSP 237A, 237B MX ROSP 329 MX SA 400 MX BA Composition I-II 3 Latin American Literature 3 Seminar on Business Operations in Mexico 3 Development of Spanish writing skills. Beginner Overview of the contemporary Latin American cul- This seminar is designed to increase the effective- and intermediate levels. ture. Reading, analysis and discussion of the most representative works of 20th-century writers: Juan ness of international executives working (or who ROSP 390 MX Rulfa, Garcia Marquez, Jose Donoso, Elena plan to work) in Mexican contexts. Its focus is on Advanced Composition 3 Poniatowska, Carlos Fuentes. increasing cross-cultural strategic and operational Developemt of Spanish writing skills at a native- competence via an emphasis on cognitive under- like level. ROSP 235A, 235B MX standing and behavioral skills development. (Busi- ROSP 231A, 231B, 231C MX Mexican Culture I-II 3 ness elective) Communicative Skills Development I-III 3 Overview of the Mexican way of thinking. Conclu- Development of Spanish oral and written skills. Be- sions are drawn from analysis of cultural elements ginner, intermediate and advanced levels. and concepts. Among them: art, family, time, NAGOYA PROGRAM work, death, religion, music and cuisine. Beginner ROSP 236 MX and intermediate-high levels. Spanish for Business 3 Center for Japanese Studies, Nanzan University, Intensive practice of Spanish using business termi- ROSP 235C MX Nagoya, Japan nology and vocabulary. Readings related to current Mexican and Latin American Civilization business issues. Presentation of oral and written re- and Culture 3 Students are required to take a 10-credit Japanese ports, as well as simulations of situations that in- Analysis of historical, political, economical and so- course at the appropriate level each semester. Stu- volve the correct use of sociolinguistic and cial factors to better understand contemporary dents may elect to take the second semester 10- paralinguistic elements. Mexican and Latin American culture. Concepts credit language course on a Pass/Fail basis, as long such as art, family, time, work, death, religion, and as they do so early in the semester. A practical arts ROSP 211/212 MX music are overviewed. course in Chinese Black Ink Painting, Woodblock Spanish for Bilingual Students 3 Printing or Calligraphy will satisfy the University’s Designed for near-native Spanish students who HIST 323 MX fine arts requirement. Students will not receive wish to improve their use of formal Spanish — oral Mexican History 3 credit for any other practical arts courses. In addi- and written. Overview of Mexican history, pre-Hispanic culture, tion to the courses listed below, advanced students conquest, colonialization and viceroyalty, indepen- ROSP 301 MX may enroll in one of a number of two-credit semi- dent life and revolution. (History) Academic Spanish 3 nars in translation, classical Japanese, and readings Introduction to the Spanish-speaking university SOC 479 MX in the social sciences or literature. These seminars classroom. Improvement of grammar, reading and Sociocultural Values in Mexico and Latin America 3 will be taught in Japanese. note-taking skills, college-level formal papers and The student will analyze, criticize and make deci- essay exam answers. Formal presentations and sions on contemporary human issues, current af- Fall Semester reports as expected in the Mexican educational fairs, life situations and social issues characterized (Up to four courses, 19 credits accepted. Students system. by change in Mexico and Latin America, from a must enroll in EALJ 225 NJ or EALJ 325 NJ.) critical perspective. (Sociology) ROSP 302 MX EALJ 225 NJ Translation 3 Intensive Second-Year Japanese I 10 Designed for students with an advanced command An intensive course for those students who have of the Spanish language who wish to develop their had some first-year-level Japanese instruction (100 ability to translate from English or French different to 150 hours) before entering the program. kinds of texts (scientific, cultural, journalistic. etc.).
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EALJ 325 NJ SOC 351 NJ ARST 261 NJ Intensive Third-Year Japanese 10 Japanese Culture 2 Sumie: Chinese Black Ink Painting I 2 This course aims at the further development of the Interrelations between Japanese language and cul- Japan’s traditional painting in Chinese black ink four language skills — speaking, listening, reading ture. Role of women, Keigo and Japanese society, with brush. Introduces basic methods and forms in and writing — using various materials. For stu- concept of uchi/soto, empathy, nonverbal portraits, landscapes, birds and flowers. (Fine arts) dents who have completed two years of Japanese communication. before entering the program. Spring Semester PUEBLA PROGRAM BA 481 NJ (Students must take EALJ 325 NJ or EALJ 425 NJ Japanese Business 3 and three other courses.) A survey course on Japanese business and manage- Fall or spring semester, or academic year ment. Focuses on contemporary corporate practices EALJ 325 NJ Universidad de las Americas in the areas of management, industrial relations, Intensive Third Year Japanese 10 Cholula, Puebla Mexico marketing, finance and international business. Continuation of EALJ 225 NJ. Director: Prof. Carlos Ibarra EALL 261 NJ EALJ 425 NJ Students enroll in courses in the Universidad de las Japanese Literature I 3 Intensive Advanced Japanese 10 Americas. Spanish language and Mexican culture A historical survey of modern Japanese poetry, nov- Students will learn to handle various tasks such as courses are offered through the Department of els and drama from the Meiji era to recent years. thesis writing, oral presentation and note-taking. Languages, and students who are proficient in (University literature or Japanese major) Class is oriented toward those who want to use Spanish may take courses with Mexican students in Japanese in their professional lives. For those who EALL 356 NJ various colleges and disciplines, including anthro- took EALJ 325 in the fall. Japanese Culture: Japan in Fiction 3 pology, literature, studio arts and graphic design, This course discusses images of Japan and Japanese ANTH 351 NJ international relations, and economics. Information people found in primarily American works of fic- Japanese Ethnology 3 about UDLA courses can be obtained in the Inter- tion. Offers opportunities to analyze and Students learn how ordinary Japanese live and how national Study Programs Office, 152 Hurley, or at deconstruct ways popular writers portray Japan and their lives are changing. This research-based course the UDLA Web site, www.pue.udlap.mx/catalogo/ its people. requires students to research problems and issues cursos.contenido.html. and make class presentations. Students must consult with their departments ECON 322 NJ regarding major credit for courses taken at UDLA. Japanese Economy 3 BA 482 NJ In the fall semester, ULDA will offer the A survey of the modern Japanese economy, its his- Contemporary Japanese Business Practices 3 equivalent of Physics 221, a requirement for SCPP, torical background, basic conditions, industrial Major topics include industrial policy, industrial ALPP, SCI/BA, ES, SCI/ED, BIOS, and SCI/ structures, policies and problems. The Japanese groups, distribution systems, research and develop- COMPUTING majors. economy is compared to other economies. ment, financial markets and foreign investments. (Social science) Fall semester: EALL 262 NJ FIN 475 Japanese Literature II 3 SA 200 PM: PHYS 3 International Financial Management 3 An introduction to the world of classical Japanese The basic principles of mechanics, fluid mechanics, thermal physics, wave motion, sound, electricity, Deals with international financial markets and in- literature, from its inception to the late Heian magnetism, optics, and modern physics. ternational dimensions of corporate financial man- period (794-1185). (Literature) Spring semester: agement. ECON 323 NJ SA 300 PM: ANTH: Cholula: The Dynamics of an HIST 350 NJ Economic Development of Japan 3 Ancient City 3 Japanese History: The Western World and Japan 3 Japan’s economic development from the 1860s to This course will treat the social, economic, reli- A survey of the encounter between the Western the 1970s, and current problems and prospects. gious, historical, and political factors that give world and Japan since the 16th century. (Social Case study of a successful economy with non-West- Cholula its identity. Social service work required. science) ern traditions. (Social science) THEO 240 NJ GOVT 334 NJ Japanese Religion — Religion in Contemporary International Politics 3 PARIS PROGRAM Japan 3 Major focus will be basic concepts of international An introduction to the religious life of the Japanese politics with a concentration on the Asia-Pacific re- In 1999 the University of Notre Dame began an people today. Traces religious traditions and con- gion. A strategic geography approach rather than exchange program with the Institute of Political temporary religious movements and trends. political science will be used. Studies (Sciences-Po) in Paris. Offered as a year- ARST 366 NJ SOC 342 long or a second-semester program, it is limited to Shodo: Calligraphy I 2 Modern Japanese Education and Cultural two students. Students must have a very high level Writing with a brush. Various styles of writing Collision 3 of French, and an excellent grade-point average and Kanji and Kana are introduced. Education reform during the Allied Occupation should have a major in history or a social science. Contemporary works by well-known calligraphers and a critical comparison of current Japanese and Students will take courses in French language and are studied. (Spring also) (Fine arts) American education are the two major topics of the European economics, politics, sociology and his- ARST 263 NJ course. tory. Successful completion of a year of study re- Hanga: Woodblock Printing 2 SOC 351 NJ sults in a diploma from Sciences-Po, which is Original printmaking with instruction in the tech- Japanese Society 3 widely recognized in Europe and the United States. niques of planning the wooden block, taking care An introduction to the main features of Japanese of tools, handcutting, and using the baren. (Fine society in a historical as well as comparative con- arts) text. (History)
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BA 363 RE FIN 370 RE ROME PROGRAM Business Law: Contracts and Agency 3 Investment Theory 3 Students in this course explore basic legal principles This course concentrates on the operation and in reference to business conduct. The course begins function of securities markets. It emphasizes basic John Cabot University with an examination of the common law of con- techniques for investing in stocks and bonds. Tech- Rome, Italy tracts, followed by Article 2 of the Uniform Com- nical analysis is introduced and portfolio theory www.johncabot.edu mercial Code and the Convention on Contracts for discussed. (Free elective for FIN majors; FIN 370 the International Sale of Goods, the legal character- for all other BA majors) Students enroll in classes at John Cabot University, istics of partnerships, limited partnerships, and cor- an American university in Rome, which offers FIN 475 RE porations (including limited-liability companies), courses in art, business, classics, government, his- International Finance 3 secured transactions, and the law of bankruptcy. tory, literature, philosophy and psychology. All The course emphasizes the structure and analysis of courses are taught in English (with the exception of ECON 123/223 RE international capital and financial markets, Euro- Italian language classes). A variety of JCU courses Principles of Macroeconomics 3 currency financing and the financing of interna- have been approved by Notre Dame departments An introduction to the basic principles of the tional transactions. for major credit; however, students must consult macroeconomy, such as national income account- FIN 390 RE with their department to confirm courses for their ing, determination of national income, business Advanced Corporate Finance 3 major. All students are required to take one Italian cycles, inflation, unemployment, fiscal and mon- Topics include financial analysis and planning, language course during their semester or year in etary policy, macroeconomics in the open economy capital structure, capital budgeting, dividend Rome. and economic growth. policy, leasing, mergers and acquisitions. The For a listing of all courses offered at John ECON 224 RE course will cover extended case studies to apply the Cabot, visit the International Study Programs of- Principles of Microeconomics 3 theory of financial management. fice at 152 Hurley Building or visit John Cabot’s A survey of the principles of price theory that fo- course descriptions at www.johncabot.edu/ HIST 111 RE cuses on the determination of prices and quantities Western Civilization I 3 Academics/DegreePrograms/coursedescriptions/ in individual markets, market interdependence, coursedescriptions.htm. A survey of the history and major cultural achieve- market structure, market failures, government poli- ments of the ancient Egyptians, early Near-Eastern The following is only a sampling of courses cies and international trade. that are offered at John Cabot University. civilizations, Ancient Greece and Rome, with an ECON 345 RE emphasis on those achievements which have SA 300 RE ARHI Industrial Organization 3 formed the basis of Western Civilizations. Medieval Rome and Its Monuments 3 Competition and monopoly power and the effect HIST 112 RE An on-site survey of urbanism, as well as develop- of these market conditions on economic perfor- Western Civilization II 3 ments in figural media and architecture, in Rome mance. Market structures are analyzed and the role from the 4th to the 14th century. While the course A survey of the history and major cultural develop- of capital markets discussed. The firm, its organiza- ments from the fall of the Roman Empire through will emphasize the abundant religious art remain- tion and the determinants of its size are analyzed. the Renaissance, Reformation and the Age of En- ing in the city, it will also examine such secular Prices, efficiency and progress under different mar- achievements as towers, housing, defenses and lightenment. Attention is given to the impact of ket structures are examined. Oligopoly is studied. non-western civilizations on the events and ideas of roads. (Fine Arts) Vertical integration and diversification are also the times. SA 300 RE ARHI studied, as are issues in antitrust and monopoly Italian High Renaissance Art 3 regulation. HIST 325 RE Italy in the 19th Century 3 An extension of the study of Italian art and archi- ECON 471 RE tecture in the Renaissance through the second half The course deals with the process of Italian Unifi- International Economics 3 cation (the Risorgimento), the problems of the new of the 15th century into the first three decades of An introduction to international trade and finance. the 16th. The works of Botticelli, Ghirlandaio, Italian kingdom and Italy’s role in the world up to Analysis of the causes and consequences of interna- the death of King Umberto I in 1900. Pollaiuolo and others will be studied, along with tional trade and investment. Major topics include works by those whose innovations initiated the international trade theory, international trade HIST 326 RE High Renaissance style: Leonardo da Vinci, policy, exchange rates and open-economy macro- Italy in the 20th Century 3 Michelangelo, Bramante and Raphael. Numerous economics and international macroeconomic The course examines the continuing problems of on-site visits in Rome are included, as well as a re- policy. united Italy in the 20th century, the origins and quired trip to Florence. (Fine Arts) character of the Fascist movement, the personality FIN 231 RE SA 300 RE CLAS and rule of Mussolini, and the post-war recovery Business Finance 3 and difficulties of the Italian Republic. Ancient Roman Art and Architecture 3 This course examines both the theoretical and ap- A survey of the major creative achievements of Ro- plied foundations necessary for making decisions in HIST 386 RE man art and architecture from the eighth century financial management. Main topics include the fi- Europe Since 1945 3 B.C. to the early fourth century A.D. in Italy and nancial system, international financial markets, effi- Because of its closeness to our time, the subject of throughout the Empire, with emphasis on the spe- cient markets, analysis of risk and return, basic this course combines elements of classical historical cific Roman contributions to the classical tradition, portfolio theory, valuation, capital budgeting, and studies with other elements of economics and po- especially in architecture. (Fine Arts) capital structure management. litical science. Although the basic structure of the course will be chronological, some themes such as the emergence of the European Union and the role played by Western Europe in the Cold War will also be dealt with from other perspectives, such as ideology and theory.
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HIST 409 RE MGT 472 RE Italian cinema in particular, and Italian society in Historical and Philosophical Aspects of the Italian Operations Management 3 general. Films are shown on video, in the original Renaissance 3 Management issues related to the procurement and Italian version with English subtitles. The objective of this course is to relate studies in allocations of resources in the production of goods ROIT 315 RE the art and literature of the Renaissance to their and services in order to meet organizational goals. Selected Topics in Italian Literature 3 historical background in Italy and to examine the Topics covered include product and process design. The course offers an in-depth exploration of a par- significance of the term “renaissance” in its histori- facility size, location and layout, quality manage- ticular theme or period in Italian literature. Atten- cal context. ment, production planning and control. tion will be given to the historical and cultural MARK 231 RE PHIL 101/201 RE contexts in which the selected works grew. Possible Principles of Marketing 3 Introduction to Philosophical Thinking 3 topics include The Italian Novel, Short Stories and The role of marketing in the socioeconomic sys- The course provides a historical introduction to Italian Regional Identity, Women Writers, and tem. Major decision areas: selecting target markets, philosophical reflection through reading and dis- The Italian Poetic Tradition. positioning strategy and the marketing mix (prod- cussion of major works in the Western philosophi- ROIT 341 RE uct planning, pricing, promotion and distribution) cal tradition. The course requires attentive outside Modern Italian Drama 3 strategy. Skill development in demand/competitive reading to enable the individual student to engage An introduction to 20th-century Italian drama analysis, teamwork and effective communications. him- or herself in active classroom discussions and through the study of plays by Chiarelli, Pirandello, MARK 350 RE argumentation and thus to progress in the learning Betti, Fabbri and Fo. Since the course is based on Consumer and Industrial Buyer Behavior 3 and practicing of philosophical analysis and discussion, special emphasis will be on oral expres- Social, cultural, and psychological factors influenc- thoughtful discourse. sion. A guided term paper on a play not studied in ing the behavior of consumers. Models of buyer be- PHIL 222 RE class will help students to improve their writing havior, consumption patterns, market Existentialism 3 skills. segmentation, attitude formation and change, The course aims at a phenomenological analysis, LLRO 341 RE brand loyalty, adoption of innovations and store discussion and development of the most important Modern Italian Drama in Translation 3 choice decisions. Implications of consumer research theme in existential philosophy: the Self under- An in-depth study of Italian drama from the end of for marketing management. stood as consciousness confronting a world and en- the 19th century to modern times. Plays by Verga, MARK 381 RE gaged in human action. The course will explore Chiarelli, Pirandello, Betti, De Filippo, Fabbri, and International Marketing 3 issues such as freedom, responsibility decision, fini- Fo are analyzed with special emphasis on plot, An investigation of the marketing concept in a glo- tude, alienation. These issues will be discussed in theme, character, structure and technique. Social bal environment. Factors in assessing world mar- their existential contexts as they emerge from the and existential problems of our time, as seen by the keting opportunities; international marketing of works of philosophers such as F. Nietzsche, G. playwrights, are given particular consideration. products, pricing, distribution and promotion pro- Marcel, J.P. Sartre, M. Heidegger, etc. (Second gram development in dynamic world markets. Philosophy) Marketing practices which various businesses adapt ROIT 201 RE SANTIAGO PROGRAM to the international environment are studied. At- Comprehensive Second-Year Italian 3 tention is also given to comparative marketing sys- This course focuses on consolidating the student’s On-site coordinator: Estela Rojo tems, and planning and organizing for export- ability to use Italian effectively. Emphasis is given import operations. to grammar review and vocabulary expansion. Se- Fall or Spring Semester lected readings acquaint students with contempo- MGT 231 RE Students take courses at the Pontificia Universidad rary Italy. Principles of Management 3 Catolica (PUC) through a consortium of the Uni- Introduction to the manager’s role and the manage- ROIT 202 RE versity of Notre Dame and the University of Wis- ment process in the context of organizations and Intermediate Italian II 3 consin at Milwaukee. Some students also may society. Focus on effective management of the cor- This course emphasizes the development of reading enroll in two courses, called Perspectives on Poverty poration in a changing society and on improved de- and composition skills. Readings include short sto- and Approaches to Development, offered by Ilades, a cision making and communication. Processes ries and newspaper articles. Jesuit Institute for advanced study, during the covered: planning, organizing, coordinating and spring semester. Students are required to take Chil- ROIT 231 RE ean Culture. Spanish for Foreigners is required for controlling. Teamwork and individual participa- Conversational Italian 3 most students. These courses are described below. tion are emphasized. This course is designed to develop the student’s For the catalogue of courses at the PUC, contact MGT 389 RE ability to write correctly in Italian while reinforcing the International Study Programs office, 109 Management Competencies 3 oral communication skills. Contemporary texts Hurley Hall. Students are also encouraged to visit The course examines human personality, behavior provide the basis for class discussions geared toward PUC’s Web site for course and other information: and relationships as applied to business, industrial expanding vocabulary and reviewing grammar. Stu- www.puc.cl. and organizational settings. Topics include social dents write weekly compositions, do oral presenta- systems at work; human needs, attitudes, human tions and keep a journal. ROSP 235 SC Chilean Culture and Civilization 2 or 3 relations; leadership patterns, group dynamics, ROIT 241 RE Mandatory intensive orientation course covering teamwork, communication, motivation, participa- Italian Cinema: 1945 to the Present 3 tion and reward system; technology and people, Chilean culture, politics, economics, literature and A survey of films, directors, and film styles in Italy history. Instruction in Spanish. managing change, models of organizational behav- from the 1940s to the present. The films are exam- ior and management. Teamwork and group partici- ined as aesthetic objects in their own right and in ROSP 236 SC pation are emphasized. their relation to the wider social and cultural envi- Spanish for Foreigners 3 ronment of post-war Italy. Realist, modernist and Language and culture through speaking, writing, postmodernist aesthetics are discussed in relation to experiential learning.
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Ilades courses: Students must apply six credits ARHI 300 SP PHIL 320 SP to Theology and Government or Theology and So- 20th-Century Art and the European Avant-Garde 3 Spanish Philosophy 3 ciology. Trajectory of those Spanish painters who were most Analysis of Spanish philosophy in its two most sig- THEO 300 SC influenced by European avant-garde movements nificant periods — the 16th century and the 20th Perspectives on Poverty 3 and who have, in turn, influenced painting in and century. Philosophers studied include Juan Luis Seminar format; study of meaning and significance out of Spain. Special attention will be paid to Vives, Miguel de Unamuno, Jose Ortega Y Gasset of poverty in Latin America. Significance of pov- Picasso, Dali, Miro and others. (Fine arts) and Xavier Zubiri. Fall semester only. erty in Latin America from theological and various ARHI 350 SP (Second philosophy) social science perspectives. Christian, Muslim, Jewish Art: Toledo 3 ROSP 200 SP The art and archaeology of the three cultures that Introduction to the Study of Spanish Linguistics 3 SOC 300 SC Approaches to Development 3 determined the national character of Spain today The course will cover phonology, morphology, syn- Integration of experiential learning — service work are studied in and around Toledo. (Fine arts) tax, semantics, lexicology, pragmatics, discourse in poor neighborhoods of Santiago — with reading ARHI 353 SP analysis, sociolinguistics, and the history of the and reflection. (Crosslisted as GOVT 300 SC.) Master Painters of Spain 3 Spanish language. Students will be introduced to Development of Spanish painting studied in the the study of linguistic theory, as well as its relation works of five of Spain’s greatest artists: El Greco, to social, cultural and literary studies. SHANGHAI PROGRAM Velazquez, Goya, Picasso, Dali. Visits to the Museo ROSP 201 SP del Prado and the Museo de Arte Contemporaneo, Advanced Spanish Grammar 3 Madrid. (Fine arts) Work on the most difficult aspects of Spanish syn- The Shanghai Program at East China Normal Uni- tax, referring to the different methods used to teach versity is intended for students wishing to acceler- ARHI 355 SP them. Spring semester only. ate their acquisition of Chinese and is strongly Art and Architecture in Spain: Periods and Styles 3 recommended for majors and minors. All students Characteristics of the major periods in Spanish art ROSP 223 SP must take a Chinese language course and may and architecture, including Greek and Roman, Ro- Advanced Spanish Grammar choose electives from other courses on Chinese his- manesque, gothic, baroque and neoclassical. (Fine and Composition 3 tory, culture and politics offered in English. All arts) Difficult aspects of Spanish grammar and structures courses are eligible for Notre Dame credit through ECON 376 SP are mastered through composition writing. Treats special arrangement with the Council on Interna- Spain and the European Union 3 problems of style as well as language. Several com- tional Educational Exchange (C.I.E.E.). Study the process of the formation of the European positions are written outside class each week, and Union. Analysis of the economic repercussions on common errors are reviewed. TOLEDO PROGRAM its members and especially in Spain. Daily newspa- ROSP 231 SP per and magazine coverage of the ongoing process Advanced Spanish Conversation 3 will be followed and discussed. (Social sciencce) Classroom discussions centering on contemporary Centro de Estudios Internacionales, GOVT 351 SP issues in Spain and other subjects of interest. Peri- Fundacion Ortega y Gasset, Toledo, Spain Politics and Society in Latin America 3 odic error evaluation and systematic review of Contrasts in political and social structures of vari- the most frequent structural and grammatical Fall and Spring Semesters ous Spanish-American nations in the 20th century problems. Four or five courses, 15 credits accepted per semes- to show their diversity but also to provide insight ROSP 241 SP ter. The courses listed below may be offered in the into the problems they share. (Social science or Colloquial Spanish 3 fall and/or spring semester. The philosophy course government major) Characteristic phenoma of the Spanish language in is offered in the fall only; the theology course is its colloquial spoken form. Variations based on age, offered in the spring. GSC 350 SP Spanish Women 3 social and regional background, etc. New lexical, Internships also are available in Toledo for morphological and syntactical coinages. three (3) credits. Students may apply for intern- A theoretical and practical approach to the funda- ships in several areas, including government, the mental transformations that have conditioned the ROSP 280 SP arts, social service and communications. Credit lives of Spanish women from the golden age to the Spanish Phonetics 3 toward a major must be approved by an advisor in present. Spring semester only. (Social science or Intensive study of the phonetics and philology of the major department. gender studies) Spanish aimed at mastering articulation in the lan- HIST 334 SP guage. Pronunciation exercises with the objective of ANTH 350 SP correcting common phonetic problems experienced Archaeology of the Iberian Peninsula 3 The Cultural Heritage of Spain 3 Contemporary Spanish history (especially 20th by the foreign student. Different Spanish dialects The diverse cultures of Iberia as seen through an will also be analyzed. analysis of the most important archaeological sites century), art, society (education, family, church), of the peninsula. (Social science) politics, customs and traditions, current events. Re- ROSP 310 SP gional geography and history. Intended primarily Textual Analysis 3 ANTH 351 SP for the beginning or intermediate Spanish-language Critical reading of Spanish and Spanish-American Ethnology and Folklore of the Iberian Peninsula 3 student. (History) texts: works representing principal genres—novel, The various forms of traditional life in the Iberian drama, poetry, essay—diverse approaches to litera- Peninsula in terms of social and economic features HIST 336 SP/GOVT 336 LP (crosslisted) Spain Since 1936 3 ture. Terminology of criticism, literary problems as well as literary, artistic and religious aspects. (So- and techniques. (University literature or Spanish cial science) Main features and social significance of General Franco’s authoritarian regime as opposed to the major) German and Italian models. Origins of the Civil War and later social and economic development. Problems in the political and constitutional transition since 1985. (History or Social Science requirement)
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ROSP 328 SP Undergraduate Notre Dame undergraduates from all colleges Survey of Spanish American Literature I 3 may elect to spend one semester of their junior year An introduction to and survey of major works from London Program in the Undergraduate London Program. During the Colonial period to Independence and Romanti- their semester in London, students take classes of- cism. The course will include texts by Bernal Diaz fered by Notre Dame and British professors at the del Castillo, Fray Bartolome de las Casas, Garcilaso Director: Notre Dame London Centre near Trafalgar Square. de la Vega, Alonso de Ercilla, Sor Juana Ines de la Anastasia F. Gutting Students participating in the program live as a Cruz, Jose Joaquin Frenandez de Lizardi, Esteban Director of Undergraduate Studies in London: group in a residential facility, with supervision pro- Echerverria and Jorge Isaacs. Spring semester only. Paul Bradshaw vided by the program. The semester enables stu- (University literature or Spanish major) Associate Director: dents to combine serious study with the Tadeusz Mazurek opportunity to live and travel in Europe. ROSP 400 SP Associate Director of Undergraduate Studies Society Through Spanish and Latin American Detailed information on the program and its in London: location, staff, facilities, curriculum and require- Cinema 3 Laura Holt This class will explore Spanish and Latin American ments can be obtained from the London Program, 2000-2001 BRITISH FACULTY 103 O’Shaughnessy Hall, Notre Dame, IN 46556 societies using films created by Spanish and Latin Professors (adjunct): American artists. Ten films will be analyzed from a or from our Web site at www.nd.edu/~londonpr. Clive Bloom Telephone: (219) 631-7414, fax: (219) 631-3978. historical and sociological point of view. Fall se- Deborah Cherry mester only. Brendan O’Duffy Program of Studies. In 1981, the College of Arts ROSP 411 SP Associate Professors (adjunct): and Letters initiated a junior semester in London Spanish Golden Age Theater 3 Avril Anderson program. The program was developed in the belief This course will focus on Baroque theater. Plays by Kenneth Andrews that the educational and cultural benefits of study Lope de Vega, Cervantes, Tirso de Molina, Michael Collins with British scholars in London are particularly Calderon de la Barca or Luis Velez de Guevara will Clement Crisp valuable. The tremendous success of the program be read and discussed in class. A research paper will Vivian Hinchcliffe attracted attention from other colleges within the be completed by each student regarding one of the James Hopkins University, so that in 1997 the program was ex- plays. In addition, students will attend at least one John Humberston panded to accommodate the demand and the cur- live theater production in Toledo or Madrid. Raj Raichura ricular needs of students from all of Notre Dame’s Spring semester only. (University literature or David Shepherd colleges. The faculty has been selected so that it is Spanish major) David Sutton-Anderson on a par with the home campus. Among Notre Michael Walsh ROSP 417 SP Dame’s British faculty are noted experts in their Assistant Professors (adjunct): Writers of the Spanish Empire and Its Decline 3 fields whose work is internationally recognized. John Cunningham Masterpieces by Spain’s most significant Renais- All London Program courses are Notre Dame Alexandra Cutting sance and golden age writers, including Lope de courses. Credit hours are recorded on the student’s Charles Duff Vega, Tirso, Calderón, Cervantes, Garcilaso, transcript and quality points applied to the cumula- John East Góngora, Quevedo and the authors of the tive average in the usual manner. During their se- Adrian Goldsworthy picaresque novels and mystic poetry. Fall semester mester in London, students must carry a course Gill Gregory only. (University literature or Spanish major) load of between 15 and 17 credits, including three Victoria Harrison credits in the fine or performing arts. Most stu- ROSP 441 SP Christopher Hughes dents are able to earn three to six hours of credit 20th-Century Spanish Literature 3 Maria Kaustrater toward their majors and to satisfy some university Contemporary Spanish literature from the Genera- John Lennard course requirements. tion of 1898 to the postwar era. Major literary cur- Patrick Spottiswoode rents, the political and social events that have Keith Surridge Course Descriptions. The following descriptions shaped them and representative authors and works. Mark Tebbit give the number, title, credit hours and instructors’ (University literature or Spanish major) Martin Upham names for courses routinely offered by the program. ROSP 494 SP Giles Waterfield This list provides general information about the Narrative in Spanish America 3 Instructor (adjunct): program’s vast array of offerings; it is not intended Narrative currents in Spanish America from Andrew Wright to be a definitive list of courses available in any one Carpentier and the emergence of magical realism to 2001-02 VISITING U.S. FACULTY particular semester. the present day. Authors studied include Garcia Professors: Marquez, Borges, Fuentes, Vargas Llosa, Cortazar, William Berry and others. (University literature or Spanish major) E. Mark Cummings COLLEGE OF ARTS AND LETTERS James Cushing THEO 257 SP James McAdams AFAM 496 LA/ANTH 496 LA/ GOVT/GSC 496 Spanish Mysticism and Theology 3 Joseph Powers LA/IIPS 496 LA/JED 496LA/SOC 496 LA Focus on the main trends of Spanish mysticism Associate Professors: Media, Racial Equality Internship (Carmelite, Franciscan) and the remarkable figures Juan Rivera (permission required) V of religious expression of the 16th century in Spain, Michael Brownstein Upon approval by the program, students work as including the Jesuits and Dominicans. Spring se- interns for the Commission for Racial Equality mester only. (Second theology) Media Office, which is a clearinghouse of informa- tion on race relations in the United Kingdom.
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AL 366 ARHI 359 LA ENGL 442 LA Medical Practice and Ethics in the UK 1 The British House, Town and Country: Criticism and Culture: The British Tradition This course is intended to introduce preprofes- 18th- and 19th-Century Architecture in Context 1 of Literary Theory, 1902 to Present 3 sional students to the UK’s system of socialized M. Collins C. Bloom medicine. A study of the interiors and exterior decorations of This course will provide students with a clear out- AL 398 LA houses and of the social and historical role of the line and understanding of the major thinkers of the SS: Internship V house as a container of collections of art. The literary-critical tradition in Britain. It will explain A. Gutting course focuses on houses the students will visit, their cultural and theoretical propositions and show e.g., Vanbrugh’s Blenheim Palace, Lord these against their historical, philosophical and ar- AL 495 M Burlington’s Chiswick House, Adam’s Syon House tistic backgrounds. PPE Colloquium 1 and Osterley Park, and Sir John Soane’s House and ENGL 478C LA/FTT 439 LA/ANTH 363 LA J. Roos Museum. PPE concentrators will research a pertinent topic of The British Imagination 3 interest while in London. Students will be required ARHI 373 LA C. Bloom to write a paper summarizing their findings. Contemporary Art in Great Britain 1 This course explores the nature and experience of M. Collins the British “way of life” in the 20th century. It ANTH 315 LA The course introduces Britain’s principal contem- draws on all aspects of the media, from fiction and Ethnicity, Race, and Identity in Britian and Europe porary painters, with focus on the meaning and im- poetry to television soap operas and newspapers, to Today 3 plications of works of art and the techniques consider some central themes: nationalism, imperi- M. Kaustrater employed. Attention is paid to the role of govern- alism, the class system, the monarchy, the popular In this introductory course we will explore some of ment and business sponsorship, art colleges and imagination, race, politics. the social, political and cultural aspects influencing galleries in promoting art in Britain. FTT 206 LA national identity, cultural identity and ideas about ARHI 375 LA An Introduction to the Theatre in Britain 1 “race.” With the end of the British Empire, ideas Postmodernism 1 This course charts the development of the theatre and perceptions of what it means to be “British” or M. Collins in Britain, from its origins in the celebration of the “English” have undergone changes. What I would This course explores the evolution of postmodern Mass and medieval miracle plays through to the like to do in this course is to introduce some of the thought and examines its development in the con- present day. Particular attention will be given to theoretical approaches, debates and discussions in text of the late modern movement. Issues such as theatre in the English provinces by following the relation to these processes. We will also look at the classical revival in painting, the influence of history of the Theatre Royal, Bristol, the oldest some of the ethnographic studies on social life in pop on new figurative art, new-wave Italian design working theatre in the country. Britain and Europe. and Memphis and postmodern architecture will be FTT 235LA ARHI 247 seen against a backdrop of political and social Playing Shakespeare 2 The Golden Age of Art in the Netherlands 1 change in the 1980s. P. Spottiswoode G. Waterfield ARHI 381 LA This course is for students who would like to ex- Using the rich holdings of the Wallace Collection Great Age of European Painting, plore practical approaches to the staging of and the National Gallery, this course will examine Sculpture and Architecture, 1750-1939 3 Shakespeare’s plays both in terms of acting and di- the development of visual art in the Netherlands, M. Collins recting. The course will consider the original play- contrasting it with parallel developments in reli- A survey of the major movements in European art ing conditions of the Elizabethan outdoor theatre gion, science, and early capitalism. The course will history. Museum and gallery visits are part of the and their influence on scripts and performance. culminate in a visit to the exhibition “Rembrandt’s course. Portraits of Women” at the Royal Academy of Art. FTT 385 LA ECON 382 LA/GOVT 439 LA In Shakespeare’s Playhouse 1 ARHI 355LA/GSC 355LA The European Community 3 C. Duff Pre-Raphaelite Movement 1 This course discusses the relationship between the The course will examine the place of theatre in D. Cherry E.U. and the economies and economic policies of Elizabethan society and will explore the perfor- This course will explore the art of the Pre- its member states. Among the topics examined are mance conditions of the Elizabethan outdoor play- Raphaelites, a distinctively Brisith group of artists, the effects of the E.U. on trade and growth, agri- house. Particular reference will be made to the from the founding of the Pre-Raphaelite movement culture, regional policy and the attempts to fix ex- Globe Theatre (1599). in 1848 to c. 1864. Based as much as possible in change rates within the E.U. London museums, this course will identify the vi- FTT 420 LA 3 sual characteristics of pre-Raphaelite paintings, ENGL 367LA History of British Cinema drawings and watercolors. Victorian Literature 3 J. Cunningham G. Gregory The history of the British cinema has been one of ARHI 356 LA Key writers responded to the social, intellectual and unevenness, with periods of great cinematic Art and Society in Victorian London 1 religious challenges of the Victorian era in ways achievement followed by periods of stagnation or D. Cherry that were often innovative and challenging. This even near collapse. We will watch a selection of This course will introduce you to the main themes course will consider a range of texts from the pe- British films and discuss such issues as the represen- of Victorian art. We will investigate the relations riod, looking closely at style, language and form as tations of “Britishness,” films of the colonial and between art and society in 19th-century London, well as central themes such as industrialization, post-colonial periods, Northern Ireland and Scot- explore artistic neighborhoods and lifestyles, and commerce, religion, town and country, the Great land, class, race, and gender issues, Anglo-American consider how artists approached subjects such as Exhibition, the position of women and childhood. relations, and the impact of “Thatcherism” on the life and death, love and sexuality, work and leisure, British film industry. urban living and city streets. ENGL 440 LA Shakespeare and His Contemporaries 3 J. Lennard An exploration of playhouse, script and perfor- mance. Students will see two plays at the Globe Theatre and one elsewhere.
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FTT 493B LA MUS 224 LA/FTT 207 LA mental and the physical, the problem of conscious- SS: Internship, Television 3 Opera As Drama 1 ness, action and the explanation of action, and the T. Mandell J. East view of the mind of the main schools of psychol- FTT 493C LA This course provides students with the musical and ogy, including psychoanalysis and cognitive SS: Internship, Theatre 3 historical background needed to view and appreci- science. B. Auerbach ate two operas in London. Each opera is discussed, PLS 382 LA seen in person and then discussed again. Students FTT 493D LA Great Books Seminar IV 3 enrolling in this course should, if possible, have The fourth in the series of great books seminars of SS: Internship, Media 3 some background in music. T. Mandell the Program of Liberal Studies intended for, but MUS 240 LA/FTT 208 LA not restricted to, program majors. Spring only. FTT 496F LA 3 Concert Life in London 1 London Internship PSY 398 22LA A. Sutton, D. Sutton-Anderson Special Studies Jr. V GOVT 398 LA This course aims to provide the basis for an in- M. Cummings (permission required) Parliamentary Internship 3 formed appreciation of works for both the main- Upon approval by the Program, psychology majors E. Goerner stream and contemporary repertoire heard live in can assist in an academic research project based in A select group of students work as interns for mem- concert. Through listening, comparing and discuss- the United Kingdom. bers of Parliament and write a research paper on ing, students are encouraged to develop their ability some aspect of modern British society or politics. to articulate their responses and make considered PSY 418 LA critical judgments of the music heard and of its Influences on Early Social GOVT 438 LA/IIPS 438 LA/IRST 438 LA performance. and Cognitive Development 3 Ethnic Conflict Regulation in Ireland A. Cutting and Northern Ireland 3 MUS 261 LA/FTT 209 LA In developing an understanding of how young chil- B. O’Duffy The Art of Ballet 1 dren comes to understand their world and the Course topics include foundations of conflict, na- C. Crisp people in it, we will look at influences as diverse as An introduction to both the art and the craft of tionalism, state legitimacy, conflict regulation, genetics and environment, family and sibling rela- colonization and resistance, church and state, parti- ballet in its historical context and as a form of artis- tions, friendships and starting school. tion and civil rights. tic expression. PSY 419 LA/SOC 220 LA GOVT 443 LA PHIL 244I LA Developmental Disabilities: Integrating Theory Government and Politics of Britain 3 Philosophy of Law 3 and Practice 3 M. Upham M. Tebbit V. Hinchcliffe A survey of modern British politics focusing on This course aims to introduce students to the main The course examines how children with severe de- contemporary political developments, economic issues in the philosophy of law and examine several velopmental disabilities come to understand their trends, social problems and governmental applied topics relating to these issues. Part of the world and how teachers and other school-based institutions. course will be an introduction to key theoretical professionals devise programs to meet children’s questions such as what should be the relationship HIST 306I LA/CLAS 306 LA very individual needs. The course will be based at a between morality and the law, why should we obey school for the pupils with severe learning disabili- Roman History 3 the law, what is the justification for punishment, A. Goldsworthy ties. Each week, students will spend time with pu- etc. as well as an examination of key concepts such This course will examine the causes and nature of pils and professionals in classrooms. This practical as “rights,” “consent,” and “mens rea.” Roman imperialism and seek to explain the Ro- focus will be followed by a lecture. Students will mans’ success in warmaking and absorbing other PHIL 261 LA have opportunities to meet with parents and fami- cultures. Study will focus on Rome’s Classical Age The Philosophy of Religion 3 lies of young people with disabilities. (c. 200 B.C.-A.D. 200). C. Hughes SOC 368LA 3 This course is an introduction to the philosophy of HIST 333I LA Modern British Society religion. Topics covered include arguments for and British History 1900-1990 3 A. Wright against the existence of God, the divine attributes K. Surridge This course has two aims: to investigate the social (omniscience, omnipotence, eternity, simplicity); This course will examine 20th-century British his- structure and culture of contemporary Britain and immortality and the soul, the justification of reli- tory in its political, social, economic and cultural to use this investigation to acquaint students with gious belief, and the relation between religion and aspects. Themes include Britain’s decline as a world some important issues and debates in the discipline morality. power, the impact of the two world wars and rela- of sociology. tions with the United States. PHIL 274 LA THEO 223 LA Introduction to Metaphysics 3 HIST 370I LA Christ, God and Salvation 3 C. Hughes The English Civil War 3 V. Harrison This course is an introduction to metaphysics. K. Surridge This course examines the origin of key Christian Topics covered include the freedom of the will, the This course will follow the attempts of King doctrines and their development up to the present identity of persons, the mental and the physical, Charles I to impose unpopular political and reli- day. substances and properties, the nature of events, and gious policies upon England and how resistance to the nature of change. these acts led to civil war. Topics include Oliver THEO 238B LA Christianity in Britain — Past and Present 3 Cromwell, the New Model Army, and the execu- PHIL 277 LA/PSY 277 LA tion of the king. A Philosophical Introduction to the Mind 3 P. Bradshaw J. Hopkins We shall trace the history of the Christian church MSCI 311 LA An introduction to the philosophy of the mind and in Great Britain from its earliest roots down to the Military Science (Army ROTC) 3 the philosophy of psychology. The main topics will present. Throughout the course we shall pay special include the concept of mind and the relation of the attention to the relationship between the Roman
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Catholic and Anglican churches and to the interac- CSE 331 LA Physical Education tion between religion and politics in the United Data Structures 3 Kingdom. The course will include site visits, film This course will cover fundamental techniques in presentations and guest lecturers. the design and analysis of non-numerical algo- Chair of Physical Education THEO 245 LA rithms and their data structures; elementary data and Associate Athletic Director: Catholic Social Teaching 3 structures such as lists, stacks, queues; and more Thomas Kelly M. Walsh advanced ones such as priority queues and search Assistant Professor and Director of Golf Instruction: This course will address Catholic social teaching in trees. Noel B. O’Sullivan two ways.Each pair of sessions will involve a lecture EE XXX Assistant Professor and Director of Aquatics: and discussion on individual topics. Students, Engineering in the UK 1 Dennis J. Stark either singly or in groups, will make presentations W. Berry Associate Professional Specialist and Director on the major documents of the (modern) social Students will study and visit various sites of signifi- of Rockne Memorial Building: magesterium, from Leo XIII to the U.S. Bishops’ cance for the history of engineering. Br. Louis Hurcik, C.S.C. Associate Professional Specialists: pastoral on the economy and the UK Bishops’ EE 344 LA document on the Common Good. Michele Gelfman Networks and Systems I 3 Jill Grant Lindenfeld THEO 438B LA W. Berry Fran McCann Christianity in Britain — Past and Present 3 Topics covered include transform techniques for Diane Scherzer P. Bradshaw solving continuous-time linear differential systems, Associate Professional Specialist For theology majors. This course is the same as time-domain and frequency-domain analysis. and Head Women’s/Men’s Fencing Coach: THEO 238B LA, but additional work will be EE 348 LA Yves Auriol required. Electromagnetism I 3 Assistant Professional Specialists: J. Humberston Dianne Patnaude MENDOZA COLLEGE OF BUSINESS This is a basic course in electromagnetic field Assistant Professional Specialist theory, using Maxwell’s equations as the central and Assistant Athletic Trainer: theme. Vector analysis is employed extensively. William F. Meyer Jr. ACCT 481 Staff Professional Specialists: AME 321 LA International Accounting 3 Marisha Fortner Differential Equations and Applied Mathematics 3 J. Rivera Denise Goralski J. Powers This course provides a background for business Kristin M. Kohrt leadership in a global environment. Students will Prerequisites: MATH 226 or 216. This course covers ordinary and partial differential gain a fundamental understanding of accounting The objective of the physical education depart- equations, Fourier series, initial and boundary and reporting in international business and in the ment is to develop skills, knowledge, greater inter- value problems, linear algebra and transformation global capital markets. est and awareness of the need and benefits offered techniques. FIN 361 LA through wellness and lifetime leisure activities. It is Business Conditions Analysis 3 AME 334 LA intended that through participation in various D. Shepherd Fluid Mechanics 3 physical activities, students contribute to and en- This course will examine economic policy, national R. Raichura hance their physical, mental and social growth. income accounting, income determination, and be- This is a basic course in fluid mechanics. Topics in- To complement and enhance physical educa- havior of economic aggregates such as total output clude fluid properties, hydrostatistics, conservation tion activities, the department offers a required and price level. laws, dimensional analysis, internal and external course in Contemporary Topics for College Stu- flows. dents. This course presents an understanding of various components of fitness and selected lifestyle COLLEGE OF ENGINEERING issues that have an impact on the individual. Stu- COLLEGE OF SCIENCE dents will learn to formulate and implement their own fitness and wellness programs through self- CE 336 LA MATH testing, evaluations, exercises and self-assessments. Structural Mechanics I 3 Math majors may be eligible to study an advanced K. Andrews mathematics course at the University of London. Application of the principles of mechanics to Contact the program for further details. the stress and deformation analysis of structural PHYS 221 LA systems. Behavior and analysis of redundant Physics I 3 structures. J. Cushing CSE 321 LA Prerequisites: MATH 119 and 120 or MATH 125 Computer Architecture I 4 and 126. An introduction to several architectural concepts The first semester of a two-semester calculus-based that are present in current scalar machines together introductory physics course intended primarily for with an introduction to assembly language pro- students of the life sciences. The course is offered gramming. Commercial computer-aided design only in the fall. software is used to deepen the student’s under- standing of bus protocols and input/output. SUMMER ENGINEERING PROGRAM
For a description of the Summer Engineering Lon- don Program, see page 237 of this Bulletin.
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111, 112. Physical Education Activity Information The OIT Help Desk, located in Room 111 of (0-3-0) (0-3-0) Staff the Computing Center/Math Building, provides All Notre Dame first-year students must take two Technologies answers to usage questions, diagnosis of problems semesters of physical education as a University re- and problem resolutions. Help Desk hours are 8:00 quirement. However, those who enroll and remain a.m. to 5:00 p.m. Monday through Friday, except in an ROTC program are exempted from physical The Office of Information Technologies (OIT) noon to 1:30 p.m. on Wednesdays. For more infor- education. supports 13 public access computer clusters on mation about the Help Desk, see www.nd.edu/ The department believes that basic swimming campus. These clusters provide students, faculty ~ndoit/helpdesk. skills are important for the student. A swim test and staff with access to almost 600 computers run- OIT Education Services offers computer-re- will be administered at the beginning of the year to ning Macintosh, Windows and UNIX operating lated, non-credit daytime courses to staff, faculty, determine each student’s ability. systems, as well as access to high-quality printers. and students of the Notre Dame, Saint Mary’s and Most students will be able to elect four of the Five clusters are usually open 24 hours every day. Holy Cross communities. The classes cover a wide following activities to complete their requirement. The OIT employs student consultants to help sup- range of applications in both Windows and It is strongly recommended that activities from port these facilities. For more information about Macintosh and are free of charge. For more infor- both the wellness and lifetime sports tracks be the ND computer clusters, go to www.nd.edu/ mation on these and other Education Services pro- taken. ~ndoit/clusters. grams, see www.nd.edu/~ndoit/training. Students living in residence halls have access to Basic Activities The OIT maintains a High Performance Com- ResNet, the residence hall computer network con- Contemporary Topics for College Students puting Cluster (HPCC) to provide a parallel com- necting undergraduate residence halls and the Exercise for Fitness puting environment for computationally intensive graduate student residences. ResNet is also avail- Fencing work and research. In addition, the University able in the Huddle, the DeBartolo Interactionary First Aid community has access to national supercomputing Area and the second floor of the Hesburgh Library. Fitness Development and data resource facilities. For more information, ResNet provides a dedicated Ethernet connection Golf visit www.nd.edu/~hpcc. for every student living on the Notre Dame cam- Handball The Media Resource Center in DeBartolo Hall pus. This means that students can connect their Ice Skating has many video and other multimedia items for use own computers directly to the campus computer Officiating in classes. The Media Library also assists in locating network using an Ethernet jack instead of dialing Racquet Sports and ordering new titles. It is located on the first in using a telephone line and modem. Standard ser- Rugby floor of DeBartolo, in Room 115. Contact Roberta vices include access to electronic mail, the Internet, Self Defense McMahon at 631-5515 for more information, or and institutional file space (NDAccess). Students Skiing: visit www.nd.edu/~ndoit/mrc. should review the OIT’s recommendations for Cross Country DeBartolo Hall, the University’s high-technol- computers that run well on ResNet. This informa- Downhill ogy classroom building, has 42 permanent comput- tion is published on the World Wide Web at Soccer ers on podia for class presentations. Two class- www.nd.edu/~ndoit/resnet. Social Dance rooms have a computer on each student desk for The OIT provides many support services. Swimming: collaborative work. Media-On-Call, a fiber-optic Computers can be purchased in the OIT Solutions Lifeguard Training video delivery system, provides media to all class- Center on the first floor of the Computing Center/ Lifesaving rooms in DeBartolo and the Mendoza College of Math Building. Students, faculty and staff can pur- Water Safety Instructor Business complex. chase computers and printers at educational dis- Team Handball In addition to the shared facilities of the OIT, counts. The Solutions Center also provides a Tennis specific colleges have their own facilities. variety of software at educational discount prices. Volleyball Anyone using Notre Dame computers and net- CDs of Microsoft and Corel software are currently Water Aerobics working resources is responsible for observing the available to the Notre Dame community for a sub- Weight Training policies set forth in the document G0001 Respon- stantial savings through an annual license fee. See Yoga sible Use of Information Technologies at Notre Dame. www.nd.edu/~solution for more information about The full text of this policy is available from the All activities are offered at the beginning level; the OIT Solutions Center. OIT Help Desk or on the World Wide Web at however, some activities are offered at an interme- www.nd.edu/~doc/G0001.html. diate level. If the student has a physical disability For more information about the many services and is unable to participate in activity classes, a spe- the OIT offers the Notre Dame community, visit cially designed program will be arranged. www.nd.edu/~ndoit.
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The Career Center
The University’s Career Center assists both under- graduate and graduate students in defining their ca- reer goals as well as locating appropriate employ- ment or further educational opportunities to meet those goals. Services provided through the office in- clude individual career consultation, large and small group programs, a career resource center, and an extensive on-campus recruiting program. Each year, more than 450 organizations visit the campus to interview students for both perma- nent and summer internship positions. The types of positions, locations, and firms represented cover a broad spectrum of opportunities. Annually more than 10,000 interviews are held in The Ca- reer Center. Students uncertain about their career direction may obtain the assistance of a career consultant who can provide help in the exploration process, the assessment of values and personal characteristics and strengths, and the examination of occupational options available in both the public and private sec- tors. The office also offers a variety of opportunities for students to develop effective self-presentation Moreau Seminary, also located on the Notre skills through assistance with résumés, cover letters, Holy Cross Dame campus, is the principal formation house for and interviewing. More than 100 large and small Seminary Formation the Congregation of Holy Cross. The one-year group workshops are presented annually to support Candidate Program is designed for those with a students’ career exploration and development of bachelor’s degree in any field who are ready to dis- job-search skills. The Old College undergraduate seminary program cern their readiness for vowed religious life and be- Within The Career Center is a resource center is housed in the original campus structure built in gin academic and pastoral training. Applicants of more than 1,200 materials and references for 1843. It welcomes high school graduates with a se- must demonstrate a capacity for advanced theologi- students in various stages of their career develop- rious interest in exploring a vocation as a priest in cal studies. They must also be practicing Roman ment. Students also are encouraged to use the the Congregation of Holy Cross. Catholics in good standing with the Church and of office’s Web site to locate employment and career- Old College provides an introduction to reli- solid personal character with a demonstrated po- related information pertinent to their needs. Job gious life and priestly ministry in Holy Cross tential for ministry. Near the end of this first year, vacancy listings, specific information on upcoming through participation in daily Mass, prayer, and Candidates decide whether to continue in the for- programs, and direct access to the many participat- devotional exercises; supervised ministry place- mation program and petition for admission to the ing employers linked to the office’s home page ments; spiritual direction; academic preparation; novitiate. are just a few of the services that are available community activities; and personal attention to the Since neither Candidates nor Old Collegians electronically. individual’s formation needs. Old Collegians take are vowed religious, they are free to to spend breaks all classes with other Notre Dame students and are and summers away from campus. expected to actively participate in clubs, organiza- Admission is selective for both programs, and tions, and other aspects of campus life. They are personal interviews are required. Tuition scholar- also encouraged to consider semester-long or year- ship assistance is provided for both the Old College long foreign study programs sponsored by the Uni- and Candidate programs. versity. This unique program combines a For additional information, contact: challenging religious formation program with the opportunity to enjoy a complete Notre Dame un- Rev. James King, C.S.C. dergraduate experience. Director of Vocations P.O. Box 541 Notre Dame, IN 46556 www.nd.edu/~vocation
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