Northampton, Massachusetts01063Northampton, Smith College BULLETIN S MITH C ◆

OLLEGE 2005 06 Catalogue 2005–06 C Bulletin ATALOGUE B ULLETIN Northampton, Massachusetts Northampton, PERIODICALS PostagePaidat

11.CatalogueCover.CatalogueCover 2005-06.indd2005-06.indd 1 77/26/05/26/05 9:32:309:32:30 AMAM Notice of Nondiscrimination Campus Security Act Report

Smith College is committed to maintain ing a The annual Campus Security Act Report contains diverse community in an atmo sphere of mutual information regarding campus security and respect and appre ci a tion of differences. personal safety on the Smith College campus, Smith College does not discriminate in its educational programs available and certain crime educational and employment policies on the bases of race, color, creed, reli gion, national/ethnic statistics from the previous three years. Copies of origin, sex, sexual orientation, age, or the annual Campus Security Act Report are available with regard to the bases outlined in the Veterans from the Department of Public Safety, Neilson Re ad just ment Act and the Americans with Library B/South, Smith College, Northampton, Dis abil i ties Act. Massachusetts 01063. Please direct all questions Smith’s admission policies and practic es are guided by the same principle, concerning women regarding these matters to Paul Ominsky, director of applying to the undergraduate program and all public safety, at (413) 585-2490. ap pli cants to the graduate programs. For more information, please contact the Offi ce of Insti tu tion al Diversity, (413) 585-2141.

SMITH COLLEGE BULLETIN (USPS 499-020) Series 98 September 2005 Number III Printed monthly during January, April, September (two is sues). Offi ce of College Relations, Garrison Hall, Smith College, Northampton, Massachu- setts 01063. Periodical postage paid at Northampton, Massachusetts. Postmaster: send address changes to Smith College, Northampton, Massa chu setts, 01063 All announcements herein are subject to revision. Changes in the list of Offi cers of Administration and Instruction may be made subsequent to the date of publication. The course listings on pp. 69–424 are maintained by the Offi ce of the Provost/Dean of the Faculty. For current in forma tion on cours es offered at Smith, visit www.smith.edu/catalogue.

15M3617-8/05

Smith College Northampton, Massachusetts 01063 (413) 584-2700

22.Catalogue.Catalogue CoverInsideCoverInside 05-06.in105-06.in1 1 77/26/05/26/05 9:24:359:24:35 AMAM S MITH COLLEGE BULLETIN

2005-06 CATALOGUE

Smith College Northampton, Massachusetts 01063 (413) 584-2700

33.Cat.Cat FrontFront 22005-06.indd005-06.indd 1 77/26/05/26/05 8:44:448:44:44 AMAM 33.Cat.Cat FrontFront 22005-06.indd005-06.indd 2 77/26/05/26/05 8:44:448:44:44 AMAM Contents How to Get to Smith ...... iv Inquiries and Visits ...... v Academic Calendar ...... vii The Mission of Smith College ...... viii History of Smith College ...... 1 The Academic Program ...... 7 Smith: A Liberal Arts College ...... 7 The Curriculum ...... 7 The Major ...... 8 The Minor ...... 9 Student-Designed Interdepartmental Majors and Minors ...... 9 Five College Certifi cate Programs ...... 9 Advising ...... 10 Academic Honor System ...... 11 Special Programs ...... 11 Accelerated Course Program ...... 11 The Ada Comstock Scholars Program ...... 11 Community Auditing: Nonmatriculated Students ...... 12 Five College Interchange ...... 12 Departmental Honors Program ...... 12 Independent Study Projects/Internships ...... 12 Smith Scholars Program ...... 13 Study Abroad Programs ...... 13 Smith College Junior Year Abroad Programs ...... 13 Smith-Approved Study Abroad...... 15 Off-Campus Study Programs in the U.S...... 16 The Campus and Campus Life ...... 17 Facilities ...... 17 Student Residence Houses ...... 21 Intercollegiate Athletics, Intramurals and Club Sports ...... 21 Career Development ...... 22 Health Services ...... 22 Religious Expression ...... 23 The Student Body ...... 24 Summary of Enrollment ...... 24 Geographical Distribution of Students by Residence ...... 25 Majors ...... 26 Recognition for Academic Achievement ...... 27 Prizes and Awards ...... 28 Fellowships ...... 32 Fees, Expenses and Financial Aid ...... 33 Your Student Account ...... 33 Fees ...... 34 Institutional Refund Policy ...... 36 Contractual Limitations ...... 36 Payment Plans and Loan Options ...... 37 Financial Aid ...... 37 Admission ...... 41 Secondary School Preparation ...... 41 Entrance Tests ...... 41 Applying for Admission ...... 42 Advanced Placement ...... 42

33.Cat.Cat FrontFront 22005-06.indd005-06.indd 3 77/26/05/26/05 8:44:458:44:45 AMAM ii Contents International Baccalaureate ...... 42 First-Year Students’ Admission Deadline Dates ...... 43 Interview ...... 43 Deferred Entrance ...... 43 Deferred Entrance for Medical Reasons ...... 43 Transfer Admission ...... 44 International Students ...... 44 Visiting Year Programs ...... 44 Readmission ...... 44 Ada Comstock Scholars Program...... 45 Academic Rules and Procedures ...... 46 Requirements for the Degree ...... 46 Academic Credit ...... 49 Academic Standing ...... 52 The Age of Majority ...... 53 Leaves, Withdrawal and Readmission ...... 53 Graduate Study ...... 55 Admission ...... 55 Residence Requirements ...... 56 Leaves of Absence ...... 56 Degree Programs ...... 56 Nondegree Studies ...... 60 Housing and Health Services ...... 60 Finances ...... 60 Financial Assistance ...... 61 Changes in Course Registration ...... 62 Policy Regarding Completion of Required Course Work ...... 62 Courses of Study ...... 64 Deciphering Course Listings ...... 66 African Studies ...... 69 Afro-American Studies ...... 71 American Ethinicities ...... 75 American Studies ...... 78 Ancient Studies ...... 83 Anthropology ...... 84 Archaeology ...... 91 Art ...... 92 Astronomy ...... 106 Biochemistry ...... 110 Biological Sciences ...... 115 Chemistry...... 129 Classical Languages and Literatures ...... 134 Comparative Literature ...... 138 Computer Science ...... 145 Dance ...... 152 East Asian Languages and Literatures ...... 163 East Asian Studies ...... 171 Economics ...... 175 Education and Child Study ...... 182 Engineering ...... 191 English Language and Literature ...... 199 Environmental Science and Policy ...... 211 Ethics ...... 214 Exercise and Sport Studies ...... 215 Film Studies ...... 225 First-Year Seminars...... 229 Foreign Language Literature Courses in Translation ...... 233

33.Cat.Cat FrontFront 22005-06.indd005-06.indd 4 77/26/05/26/05 8:44:468:44:46 AMAM Contents iii French Studies ...... 234 Geology ...... 242 German Studies ...... 247 Government ...... 252 History ...... 263 Program in the History of Science and Technology ...... 275 International Relations ...... 278 Interterm Courses Offered for Credit ...... 280 Italian Language and Literature ...... 281 Jewish Studies ...... 286 Landscape Studies ...... 290 Latin American and Latino/a Studies ...... 293 Logic ...... 297 Marine Science and Policy ...... 299 Mathematics ...... 301 Medieval Studies ...... 308 Music ...... 311 Neuroscience ...... 318 Philosophy ...... 323 Physics ...... 329 Political Economy ...... 333 Psychology ...... 334 Public Policy ...... 342 Quantitative Courses for Beginning Students ...... 345 Religion ...... 351 Russian Language and Literature ...... 358 Science Courses for Beginning Students ...... 361 Sociology ...... 362 Spanish and Portuguese ...... 368 Theatre ...... 377 Third World Development Studies ...... 384 Urban Studies ...... 386 Women’s Studies ...... 387 Interdepartmental and Extradepartmental Course Offerings ...... 397 Five College Course Offerings by Five College Faculty ...... 400 Five College Certifi cate in African Studies ...... 407 Five College Certifi cate in Asian/Pacifi c/American Studies ...... 408 Five College Buddhist Studies Certifi cate Program ...... 410 Five College Coastal and Marine Sciences Certifi cate Program ...... 411 Five College Certifi cate in Culture, Health and Science...... 414 Five College Certifi cate in International Relations ...... 415 Five College Certifi cate in Latin American Studies ...... 416 Five College Certifi cate in Logic ...... 417 Five College Certifi cate in Middle East Studies ...... 419 Five College Certifi cate in Native American Indian Studies ...... 420 Five College Film Studies ...... 421 Five College Self-Instructional Language Program ...... 422 The Athletic Program ...... 423 Directory ...... 425 The Board of Trustees ...... 425 Faculty ...... 426 Administration ...... 452 Standing Committees ...... 455 Alumnae Association ...... 456 Index ...... 457 Class Schedule ...... inside back cover

33.Cat.Cat FrontFront 22005-06.indd005-06.indd 5 77/26/05/26/05 8:44:468:44:46 AMAM iv How to Get to Smith

By Air: Bradley International, located about 35 By Bus: Greyhound, Vermont Transit and Peter miles south of Northampton in Windsor Locks, Pan bus lines serve the area. Most routes go to the Connecticut, is the nearest airport and is served main bus terminal in Springfi eld, where you can by all major air lines. Limousines, buses and rental catch an oth er bus to Northampton. Buses run al- cars are available at the airport. Flying into Bra d ley most hourly between Springfi eld and Northampton. rather than into Bos ton’s Logan Airport gives you a Smith is a 10-minute walk or a short taxi ride from shorter drive to Northampton and spares you city the bus station. traffi c congestion. By Car: Northampton is on Route I-91. Take Exit By Train: Amtrak serves Springfi eld, Mas sa - 18, and follow Route 5 north into the center of chu setts, which is 20 miles south of Northampton. town. Turn left onto Route 9. Go straight through From the train station, you can reach Northampton four sets of traffi c lights, turning left into Col- by taxi, rent al car or bus. The Spring fi eld bus sta- lege Lane shortly after the third set. The Offi ce of tion is a short walk from the train station. Ad mis sion is on your right, overlooking Paradise Pond. Parking is available next to the offi ce and along Route 9.

Smith College, Northampton, Massachusetts

KING STREET

CONNECTICUT 3

ELM STREET

COLLEGE LANE

10 9 RIVER

STREET GREEN STREET 5 2 STATE STREET

BRIDGE

66 MAIN STREET 9 WEST 1 STREET PLEASANT 10 4 STREET

NORTH 91 5 1. Academy of Music 2. College Hall EXIT 18 3. Offi ce of Admission 4. Northampton bus station

Smith College is accredited by the New En gland Association of Schools and Colleges. Mem ber ship in the association indicates that the institution has been carefully evaluated and found to meet standards agreed upon by qualifi ed educators.

33.Cat.Cat FrontFront 22005-06.indd005-06.indd 6 77/26/05/26/05 8:44:468:44:46 AMAM v Inquiries and Vis its

Visitors are always welcome at the college. Student Margaret Zelljadt, Dean of the Senior Class guides are available to all visitors for tours of the College Hall 23, (413) 585-4910 campus throughout the year by appointment, and Erika J. Laquer, Dean of Ada Comstock Scholars arrangements can be made through the Offi ce of College Hall 23, (413) 585-3090 Admission. Administrative offi ces are open Monday Advancement through Friday from 8:30 a.m. to 4:30 p.m. during Karin George, Vice President for Development the academic year. (Refer to the college calendar, and Chief Advancement Offi cer p. vii, for the dates that the college is in ses sion.) In Alumnae House, (413) 585-2020 the summer, offi ces are open from 8 a.m. to 4 p.m. You may be able to make appointments to meet with Alumnae Association offi ce staff at other times, in cluding holi days. Any Carrie Staples Cadwell, Executive Director ques tions about Smith Col lege may be ad dressed to Alumnae House, (413) 585-2020 the follow ing offi cers and their staffs by mail, tele- phone, e-mail or appointment. Career Planning and Alumnae References Stacie Hagenbaugh, Director of Career Admission Development Offi ce Audrey Smith, Dean of Enrollment Drew Hall, (413) 585-2570 Debra Shaver, Director of Admission 7 College Lane, (413) 585-2500; (800) 383-3232 College Relations We urge prospective students to make ap point - Laurie Fenlason, Executive Director of Public ments for interviews in advance with the Offi ce Affairs and Special Assistant to the President of Admission. The Offi ce of Admission sched ules Garrison Hall, (413) 585-2170 these appointments from 9 a.m. to 3 p.m. Monday Graduate Study through Friday. From mid-Sep tem ber through Janu- Debora Cottrell, Director ary, appointments can also be made on Saturdays College Hall, (413) 585-3000 from 9 a.m. to noon. General information sessions are also held twice daily and on Saturdays from Medical Services and Student Health mid-July through January. Please call the Offi ce of Leslie R. Jaffe, College Physician and Director Admission for specifi c times. of Health Services Elizabeth Mason Infi rmary, (413) 585-2800 Financial Aid, Campus Jobs and Billing for Undergraduates Religious Life Deb Luekens, Senior Associate Director of Student Jennifer Walters, Dean of Religious Life Financial Ser vic es Helen Hills Hills Chapel, (413) 585-2750 College Hall 10 School for Social Work (413) 585-2530 Carolyn Jacobs, Dean E-mail: [email protected] Lilly Hall, (413) 585-7950 Academic Standing Student Affairs Maureen A. Mahoney, Dean of the College Mela Dutka, Dean of Students College Hall 21, (413) 585-4900 College Hall 24, (413) 585-4940 Tom Riddell, Associate Dean of the College and Dean of the First-Year Class Transcripts and Records Margaret Bruzelius, Dean of the Sophomore and Patricia O’Neil, Registrar Junior Classes College Hall 6, (413) 585-2550

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33.Cat.Cat FrontFront 22005-06.indd005-06.indd 8 77/26/05/26/05 8:44:468:44:46 AMAM vii Academic Calendar, 2005-06 The calendar for the academic year consists of two semesters separated by an interterm of approximately three weeks. Each semester allows for 13 weeks of classes followed by a pre-examination study period and a four-day examination period. Please visit www.smith.edu/ad mis sion/dates.html for further details.

Friday, December 23–Sunday, January 8 Fall Semester, 2005 Winter recess (Houses and Friedman apartments Friday, September 2, and Saturday, close at 10 a.m. on De cem ber 23 and open at September 3 Central check-in 1 p.m. on Jan u ary 8.) Saturday, September 3–Wednesday, September 7 Orientation for entering students Interterm, 2006 Tuesday, September 6, and Wednesday, Monday, January 9–Saturday, January 28 September 7 Central check-in Wednesday, September 7, 7:30 p.m. Opening Convocation Spring Semester, 2006 Thursday, January 26–Sunday, January 29 Thursday, September 8, 8 a.m. Orientation for entering students Classes begin Monday, January 30, 8 a.m. To be announced by the president Classes begin Mountain Day (holiday)—Classes scheduled before 7 p.m. are canceled. Wednesday, February 22 Rally Day—All classes are canceled. Saturday, October 8–Tuesday, October 11 Autumn recess Saturday, March 18–Sunday, March 26 Spring recess (Houses close at 10 a.m. on March Friday, October 14–Sunday, October 16 18 and open at 1 p.m. on March 26.) Family Weekend Monday, April 3–Friday, April 14 Thursday, November 3 Advising and course registration for the fi rst Otelia Cromwell Day—Afternoon and evening semester of 2006–07 class es are canceled. Friday, May 5 Monday, November 7–Friday, November 18 Last day of classes Advising and course registration for the second semester Saturday, May 6–Monday, May 8 Pre-examination study period Wednesday, November 23–Sunday, November 27 Thanksgiving recess (Houses close at 10 a.m. on Tuesday, May 9–Friday, May 12 November 23 and open at 1 p.m. on November 27.) Final examinations Saturday, May 13 Thursday, December 15 Last day of classes Houses close for all students except ’06 graduates, Com mence ment workers and those with Five Col- Friday, December 16–Sunday, December 18 lege fi nals after May 12. Pre-examination study period Sunday, May 21 Monday, December 19–Thursday, December 22 Commencement Midyear examinations Monday, May 22 All houses close at noon.

33.Cat.Cat FrontFront 22005-06.indd005-06.indd 9 77/26/05/26/05 8:44:478:44:47 AMAM viii The Mission of Smith College

mith College began more than 130 years ago in the mind and conscience of a New England woman. In her will, Sophia Smith expressed her vision of a liberal arts college for women, one equal to the best available to men, which would make it possible “to develop as fully as may be the powers of womanhood.” By means of such a college, she wrote, wom en’s “‘wrongs’ will be redressed, their wag es adjusted, their weight of infl uence in re form ing the evils of society will be Sgreatly increased…their pow er for good in cal cu la bly enlarged.” In this spirit Smith Col lege seeks to pro- vide the fi nest liberal arts education for wom en of diverse back grounds, ages and outlooks who have the ability and promise to meet the de mands of an ac a dem i cal ly rigorous curriculum. Today Smith College, as the largest liberal arts college for wom en, is well situated to fulfi ll its founder’s wish to provide such “studies as coming times may develop or demand for the education of women.” For its pur suit of the advancement of learning the college is endowed with exceptional re sourc es and facilities, an out stand ing faculty and a dedicated staff, and a rich international curriculum. Smith’s overall educa- tional pur pos es are furthered by a number of co-educational graduate programs, and by membership in the Five Col lege Consortium, which offers all our students an abundance of ac a dem ic, cultural and social ad van tag es. The Smith faculty has committed itself to two purposes, which it regards as fully complementary. It ed- u cates students, and it conducts research in the arts and sciences or engages in the performing or creative arts. The faculty believes that the best undergraduate education is to be fostered by offering a wide range of cours es designed to develop students’ analytic, creative and expressive powers. Stu dents—advised by the fac ul ty—plan programs of study suited to their individual talents and interests, and thereby share the re spon si bil i ty for their own education. Smith students come from throughout the United States and more than 60 countries around the world. They bring to the college an array of talents that allows them to develop and hone intellectual discipline and the habits of inquiry, refl ection and criticism necessary for success in their lives and ca reers. In pro vid ing women with a liberal arts education, a broad range of co-curricular activities and a house res i den tial sys tem fostering self-reliance and self-governance, Smith endeavors to produce grad u ates distinguished by their intellectual capabilities, their capacity for leadership, their ethical values and their readiness to con trib ute to the betterment of the world. On becoming alumnae, our graduates inspire new generations of stu dents and enhance in many ways the life of the college. Altogether, the Smith com mu - ni ty—students, faculty, staff and alumnae—strives to be what its founder envisioned, “a perennial blessing to the country and the world.”

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mith College is a distinguished liberal arts college committed to providing the highest quality undergraduate education for women to enable them to develop their intellects and talents and to participate effectively and fully in society. The college began more than a hundred years ago in the mind and conscience of a New Eng- land woman. The sum of money used to buy the fi rst land, erect the fi rst build ings and begin the Sen dow ment was the bequest of Sophia Smith. When she inherited a large fortune at age 65, Sophia Smith de cid ed, after much deliberation and advice, that leaving her inheritance to found a wom en’s col lege was the best way for her to fulfi ll the moral obligation she expressed so eloquently in her will: I hereby make the following provisions for the establishment and maintenance of an In sti tu tion for the higher education of young women, with the design to furnish for my own sex means and facilities for education equal to those which are afforded now in our colleges to young men. It is my opinion that by the higher and more thorough Christian education of wom en, what are called their “wrongs” will be redressed, their wages adjusted, their weight of infl uence in re form ing the evils of society will be greatly increased, as teach ers, as writers, as mothers, as members of society, their power for good will be in cal cu la bly enlarged. The college envisioned by Sophia Smith and her minister, John M. Greene, resembled many other old New England colleges in its religious orientation, with all education at the college “pervaded by the Spirit of Evangelical Christian Religion” but “without giving preference to any sect or denomination.” Smith has changed much since its founding in 1871. But throughout its history there have been cer tain enduring constants: an uncompromising defense of academic and intellectual freedom, an attention to the relation between college education and the larger public issues of world order and human dignity, and a concern for the rights and privileges of women. Indeed, at a time when most people had narrow views of women’s abilities and their proper role in society, Sophia Smith showed not only concern with the particular needs of young women but also faith in their still underdeveloped powers. After enumerating the subjects that continue to be a vital part of the college’s curriculum, she added: And in such other studies as coming times may develop or demand for the ed u ca tion of wom en and the progress of the race, I would have the education suited to the mental and physical wants of women. It is not my design to render my sex any the less feminine, but to develop as fully as may be the powers of womanhood, and furnish wom en with the means of usefulness, hap pi ness and honor now withheld from them. In the fall of 1875, Smith College opened with 14 students and six faculty under the presidency of Lau- renus Clark Seelye. Its small campus was planned to make the college part of what John M. Greene called “the real practical life” of a New England town, rather than a sequestered academic preserve. College Hall, the Victorian Gothic administrative and classroom building, dominated the head of Northampton’s Main Street. For study and worship, students used the town’s well-endowed public library and various churches. Instead of a dormitory, students lived in a “cottage,” where life was more familial than institutional. Thus began the “house” system that, with some modifi cations, the college still employs today. The main lines of Smith’s founding educational policy, laid down in President Seelye’s inaugural address, remain valid today: then as now, the standards for admission were as high as those of the best colleges for men; then as now, a truly liberal education was fostered by a broad curriculum of the hu man i ties, the fi ne arts and the natural and social sciences.

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During the 35 years of President Seelye’s administration, the college prospered mightily. Its assets grew from Sophia Smith’s original bequest of about $400,000 to more than $3,000,000; its faculty to 122; its student body to 1,635; its buildings to 35. These buildings included Alumnae Gymnasium, site of the fi rst women’s basketball game, which now houses the College Archives and is connected to the Wil l iam Allan Neilson Library, one of the best-stocked undergraduate libraries in the country. Smith’s second president, Marion LeRoy Burton, took offi ce in 1910. President Burton, a graduate of Yale Divinity School, was a gifted public speaker with an especially acute business sense. He used these talents to help the college raise the amazing sum of $1,000,000—a huge endowment campaign for any college at that time. With the college’s increased endowment, President Burton was able to increase fac ul ty salaries substantially and improve the faculty-to-student ratio. President Burton’s fund drive also invigorat- ed the alumnae, bringing them closer to the college than ever before and increasing their rep re sen ta tion on the board of trustees. Along with improving the fi nancial state and business methods of the college, President Burton con- trib ut ed to a revision of the curriculum and initiated college honors programs to recognize out stand ing students. He also helped to organize a cooperative admission system among Smith, Mount Holyoke, Wellesley and Vassar, the fi nest women’s colleges of the day. President Burton’s accomplishments are com- mem o rat ed today by Burton Hall, the science building that his fund drive helped to fi nance. When William Allan Neilson became president in 1917, Smith was already one of the largest women’s colleges in the world. President Neilson shrewdly developed the advantages of large academic institutions while maintaining the benefi ts of a small one. Under his leadership, the size of the faculty continued to increase while the number of students remained at about 2,000. The curriculum was revised to provide a pattern still followed in many American colleges—a broad foundation in various fi elds of knowledge, later complemented by the more intensive study of a major subject. The college expanded honors pro grams and initiated interdepartmental majors in science, landscape architecture and theatre. The School for So- cial Work, a coeducational graduate program, was founded. And more college houses were built, mainly in the Georgian complex called “the Quad,” so that every student could live on campus. Not only did President Neilson help make Smith College one of the leading colleges in the United States, whether for men or women, but he also developed it into an institution of international distinction and concerns. President Neilson, himself a Scotsman, married to a well-educated German woman, trans- formed the college from a high-minded but provincial community in the hinterland of Massachusetts into a cos mo pol i tan center constantly animated by ideas from abroad. Between the two world wars, he brought many important exiled or endangered foreign teachers, scholars, lecturers and artists to the college. Meanwhile, as long as peace lasted, Smith students went to study in France, Italy and Spain on the Junior Year Abroad Program instituted by the college in 1924. President Neilson retired in 1939, just before the outbreak of World War II, and for one year Eliz a beth Cutter Morrow, an alumna trustee, served as acting president. Herbert Davis took offi ce as Smith’s fourth president in 1940 and reaffi rmed the contributions that a liberal arts college could make to a trou bled world. Already during World War I a group of Smith alumnae had gone to France to do relief work in the town of Grécourt; a replica of Grécourt’s chateau gates is now emblematic of the college. Soon after the 1941 bombing of Pearl Harbor, the college agreed to provide facilities on its campus for the fi rst Offi cers’ Training Unit of the Women’s Reserve, or WAVES. The college added a summer term from 1942 to 1945 so some students could graduate more quickly and go on to government, hospital or mili- tary service. Though physically isolated by travel restrictions, the college retained its cosmopolitan charac- ter as refugees came to lecture, teach and study. And foreign fi lms were shown regularly in Sage Hall—a practice that would give generations of students their sensitivity both to other cultures and to an important, relatively new art. President Davis’ administration was marked by intensifi ed academic life, re fl ect ing his belief that serious study was a way of confronting the global threat to civilization. Benjamin Fletcher Wright came from Harvard to become Smith’s fi fth president in 1949. The college had by then resumed its regular calendar and completed several much-needed building projects, in- clud ing a new heating plant and a student recreation center named for retiring President Davis. The most

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mem o ra ble achievements of President Wright’s administration were the strengthening of Smith’s fi nancial position and the defense of academic freedom during the 1950s. In 1950, the $7 Million Fund Drive was triumphantly completed, enabling the college to improve fa cil i ties and increase faculty salaries. In 1955, the Helen Hills Hills Chapel was completed, giving Smith its own place of worship. The early 1950s were not, though, easy years for colleges; McCarthyism bred a wide spread suspicion of any writing or teaching that might seem left of center. In defending his faculty mem bers’ right to political and intellectual independence, President Wright showed great courage and states man ship. Complementing his achievements was the fi nancial and moral support of Smith’s Alumnae As so ci a tion, by now the most devoted and active group of its kind in the country. Before President Wright’s term ended, the college received a large gift for constructing a new faculty offi ce and classroom building to be named for him. When Thomas Corwin Mendenhall came from Yale in 1959 to become Smith’s sixth president, both the college and the country at large were enjoying peace and prosperity. During the 1960s, social and cultural changes stirred the college profoundly, and a series of powerful movements infl uenced the larg er society and the academic world alike. In response to the needs of increasingly independent and ambitious stu dents, the curriculum was thoroughly revised. Collegewide requirements were set aside and indepen- dent study encouraged. The college made more varied educational experiences available to Smith un der - grad u ates by extending cooperation with its neighbors—Amherst, Hampshire and Mount Holyoke colleges and the University of Massachusetts. And Smith joined other private colleges in the North east to develop the Twelve College Exchange Program. The college added buildings with the most modern facilities for the study of the natural sciences, performing arts and fi ne arts. The new fi ne arts center included the Smith College Museum of Art, now one of the most distinguished college museums in the country. The 1960s saw the civil rights, the students’ rights and the anti-war movements take root and grow at many of the country’s universities and colleges, including Smith. Thanks to these movements and to the wisdom, tact and humor of President Mendenhall, the college emerged from the 1960s with a more pre- cise awareness of student needs and an active, practical sense of social responsibility. Meanwhile, life in the college houses was changing. The old rules governing late evenings out and male visitors were relaxed, then abandoned. Not surprisingly, when Vassar began to admit men, and Yale, Princ- eton and Dartmouth to admit women as candidates for degrees, some members of the college com mu ni ty wondered whether Smith should also become coeducational. In 1971, a committee of trust ees, faculty, administration, students and alumnae studied the question in detail. The committee con clud ed that admit- ting men as candidates for the Smith degree would detract from the founding purpose of the college—to provide the best possible education for women. In the late 1960s and early 1970s another important movement—the women’s movement—was gath- er ing momentum. This was to have a profound effect on American society and to confi rm the orig i nal pur- pose of Smith College. The college began its second century in 1975 by inaugurating its fi rst wom an pres- i dent, Jill Ker Conway, who came to Smith from Australia by way of Harvard and the Uni ver si ty of Toronto. She was a charismatic and energetic leader with a vision for women’s education, and her administration was marked by three major accomplishments: a large-scale renovation and expansion of Neilson Library, evidence of Smith’s undiminished concern for the heart of the liberal arts; the rapid growth of the Ada Comstock Scholars Program, through which women beyond the traditional college age could earn a Smith degree; and exceptionally successful fund-raising efforts. Also during President Conway’s administration, the Career Development Offi ce was expanded to better counsel Smith students and alumnae about career opportunities and graduate training for women. Recognizing the rapidly growing emphasis on fi tness and athletics for women, Smith built the Ainsworth Gymnasium and broke ground for new indoor and outdoor track and tennis facilities. President Conway’s contributions un der scored her commitment to women’s colleges and a liberal arts education in today’s society. The college that President Conway left to her successor was in some ways very different from the col- lege served by Presidents Seelye, Burton and Neilson. When Mary Maples Dunn came to Smith in 1985 after many years as a professor of history and then as dean of Bryn Mawr College, Smith’s student body

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had diversifi ed. During its early decades the student body had been overwhelmingly Protestant, but by the 1970s, Roman Catholic and Jewish college chaplains served alongside the Protestant chaplain. All racial, ethnic and religious groups are now well represented on campus, evidence of Smith’s continuing moral and intellectual commitment to diversity. In her decade as president, Mary Maples Dunn led the college through exciting and challenging times. During her tenure, the college raised more than $300 million, constructed two major buildings and ren- o vat ed many more, enhanced communication on and off campus, attracted record numbers of applicants (while upholding the same academic standards) and doubled the value of its en dow ment. Com put er tech- nol o gy trans formed the way Smith conducted its business. And the curriculum be came broad er in scope, with fi ve new majors and increased course offerings in non-Western and ne glect ed American cul tures. In 1994 Ruth Simmons was chosen as Smith’s ninth president, the fi rst African-American woman to head any top-ranked American col lege or university. Simmons galvanized the cam pus through an ambi- tious campuswide self-study process that resulted in a number of land mark initiatives, including Praxis, a program that allows every Smith student the opportunity to elect an internship funded by the college; an engineering pro gram, the fi rst at a women’s college; programs in the humanities that include the es- tab lish ment of a po et ry center and a peer-reviewed journal devoted to publishing schol ar ly works by and about women of color; and curricular innovations that include intensive seminars for fi rst-year students and programs to encourage students’ speaking and writing skills. A number of building projects were launched during Simmons’ administration; most sig nifi cant was a $35-million expansion and ren o va tion of the Smith College Museum of Art, art department and art library. Construction of the campus center began, and the Lyman Con ser va to ry was renovated. Simmons left Smith in June 2001, assuming the presidency of Brown University. John M. Connolly, Smith’s fi rst provost, served as acting president for one year, skillfully guiding the college through the trauma of September 11, 2001, and its aftermath. A widely respected scholar of Victorian literature, Carol T. Christ took up her duties as Smith’s 10th president in June 2002. In her fi rst three years at Smith, Christ launched an energetic program of out- reach, innovation and long-range planning, including capital planning. She encouraged the development of coursework emphasizing fl uency in American cultures and the diversity of experience of American ethnic groups and launched a review, conducted by members of the Smith faculty and outside scholars, to determine the distinctive intellectual traditions of the Smith curriculum and areas on which to build. She shaped dialogue and programs to address constraints on Smith’s budget caused by the nation’s economic situation, a process that culminated in a comprehensive plan to avoid defi cits and bring the college’s bud- get into equilibrium, ensuring continued excellence, access and affordability as well as funding for new initiatives. Major building projects have come to fruition: the renovation of and addition to the Brown Fine Arts Center, a dramatic new Campus Center, a renovated Lyman Conservatory, the impressive Olin Fitness Center, new homes for the Poetry Center and Mwangi Cultural Center, and the renovation of Lilly Hall, home of the college’s School for Social Work. Christ has now spurred planning for a comprehensive new science center and, for the shorter term, a state-of-the-art, sustainably designed classroom and laboratory facility for the college’s pioneering Picker Engineering Program and the sciences. Today the college continues to benefi t from a dynamic relationship between in no va tion and tradition. Smith is still very much a part of Northampton, now a lively and sophisticated cul tur al center in its own right. The majority of students still live in college houses with their own common rooms, in accord with the original “cottage” plan. The faculty and administration are still composed of men and wom en who work together in a professional community with mutual respect. The teach ing is still as chal leng ing as it is at the best coeducational colleges. And while Smith’s basic cur ric u lum of the hu man i ties, arts and sci enc es still fl ourishes, the college continues to respond to the new in tel lec tu al needs of today’s women—of fer ing majors or interdepartmental programs in com put er sci ence, en gi neer ing, women’s stud ies, Third World de vel op ment, neuroscience, fi lm studies, Latin American studies, history of science and technology, and other emerg ing fi elds. Were Sophia Smith to visit Northampton today, she would no doubt fi nd her vision realized, as stu dents at her college prepare themselves for exemplary lives of service and lead er ship.

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The William Allan Neilson Chair Eudora Welty, B.A., Litt.D. of Research English, second semester, 1961–62 Dénes Bartha, Ph.D. The William Allan Neilson Professorship, com- Music, second semester, 1963–64 mem o rat ing President Neilson’s profound concern for scholarship and research, has been held by the Dietrich Gerhard, Ph.D. following distinguished scholars: History, fi rst semester, 1967–68 Kurt Koffka, Ph.D. Louis Frederick Fieser, Ph.D., Sc.D. (Hon.), Psychology, 1927–32 D.Pharm. (Hon.) Chemistry, second semester, 1967–68 G. Antonio Borgese, Ph.D. Comparative Literature, 1932–35 Wolfgang Stechow, Dr. Phil., L.H.D., D.F.A. (Hon.) Art, second semester, 1968–69 Sir Herbert J.C. Grierson, MA., LL.D., Litt.D. English, second semester, 1937–38 Robert A. Nisbet, Ph.D. Sociology and Anthropology, fi rst semester, Alfred Einstein, Dr. Phil. 1971–72 Music, fi rst semester, 1939–40; 1949–50 Louise Cuyler, Ph.D. George Edward Moore, D.Litt., LL.D. Music, second semester, 1974–75 Philosophy, fi rst semester, 1940–41 Herbert G. Gutman, Ph.D. Karl Kelchner Darrow, Ph.D. American Studies, 1977–78 Physics, second semester, 1940–41 Renée C. Fox, Ph.D., Litt.D. (Hon.) Carl Lotus Becker, Ph.D., Litt.D. Sociology and Anthropology, fi rst semester, 1980–81 History, second semester, 1941–42 Auguste Anglès, Docteur ès Lettres Albert F. Blakeslee, Ph.D., Sc.D. (Hon.) French, fi rst semester, 1981–82 Botany, 1942–43 Victor Turner, Ph.D. Edgar Wind, Ph.D. Religion and Biblical Literature, fi rst semester, Art, 1944–48 1982–83 David Nichol Smith, M.A., D.Litt. (Hon.), LL.D. Robert Brentano, D. Phil. English, fi rst semester, 1946–47 History, fi rst semester, 1985–86 David Mitrany, Ph.D., D.Sc. Germaine Brée, Ph.D. International Relations, second semester, 1950–51 Comparative Literature, second semester, Pieter Geyl, Litt.D. 1985–86 History, second semester, 1951–52 Carsten Thomassen, Ph.D. Wystan Hugh Auden, B.A. Mathematics, fi rst semester, 1987–88 English, second semester, 1952–53 Charles Hamilton, J.D., Ph.D. Alfred Kazin, M.A. Government, second semester, 1988–89 English, 1954–55 Triloki Nath Madan, Ph.D. Harlow Shapley, Ph.D., LL.D., Sc.D., Litt.D., Dr. Anthropology, fi rst semester, 1990–91 (Hon.) Armstead L. Robinson, Ph.D. Astronomy, fi rst semester, 1956–57 Afro-American Studies, fi rst semester, 1991–92 Philip Ellis Wheelwright, Ph.D. Sheila S. Walker, Ph.D. Philosophy, second semester, 1957–58 Afro-American Studies, second semester, 1991–92 Karl Lehmann, Ph.D. Roy S. Bryce-Laporte, Ph.D. Art, second semester, 1958–59 Sociology, fi rst semester, 1993–94 Alvin Harvey Hansen, Ph.D., LL.D. Trinh T. Minh-ha, Ph.D. Economics, second semester, 1959–60 Women’s Studies, second semester, 1993–94 Philippe Emmanuel Le Corbeiller, Dr.-ès-Sc., Rey Chow, Ph.D. A.M. (Hon.) Comparative Literature, second semester, 1995–96 Physics, fi rst semester, 1960–61

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June Nash, Ph.D. Alistair Crombie, Ph.D. Latin American Studies, fi rst semester, 1996–97 History of Science, second semester, 1981–82 Judith Plaskow, Ph.D. John Coolidge, Ph.D. Women’s Studies and Jewish Studies, second Architecture and Art History, second semester, se mes ter, 1996–97 1982–83 Irwin P. Ting, Ph.D. Howard Mayer Brown, Ph.D. Biological Sciences, fi rst se mes ter, 1997–98 Music, fi rst semester, 1983–84 Ruth Klüger, Ph.D. Hendrik W. van Os, Ph.D. German Studies, fi rst se mes ter, 1998–99 Art History, fi rst semester, 1987–88 Romila Thapar, Ph.D. George Kubler, Ph.D. Religion and Biblical Literature, second Art History, second semester, 1989–90 se mes ter, 1998–99 Susan Donahue Kuretsky, Ph.D. Margaret Lock, Ph.D. Art History, second semester, 1991–92 Anthropology, fi rst se mes ter, 1999–2000 Diane De Grazia, Ph.D. Thomas Greene, Ph.D. Art, second semester, 1993–94 English Language and Literature, fi rst se mes ter, Larry Silver, Ph.D. 2000–01 Art History, fi rst semester, 1994–95 Carolyn Cohen, Ph.D. Andrée Hayum, Ph.D. Biochemistry/Biological Sciences, second Art History, second semester, 1994–95 semester, 2001–02 Mark P. O. Morford, Ph.D. Nuala Ni Dhombnaill Classical Languages and Literatures, 1995–96 Comparative Literature, fi rst semester, 2002–03 Kenneth R. Stow, Ph.D. Lauren Berlant, Ph.D. Jewish Studies, 1996–97 Women’s Studies, fi rst semester, 2003–04 AnnaMaria Petrioli Tofani, Dottore in Lettere Nawal El Saadawi, M.D. Art History and Italian Language and Literature, Comparative Literature, fi rst semester, 2004–05 fi rst se mes ter, 1997–98 The Ruth and Clarence Kennedy Nancy Siraisi, Ph.D. Professorship in Renaissance Studies History of Sciences, fi rst se mes ter, 1998–99 Keith Christiansen, Ph.D. The Ruth and Clarence Kennedy Professorship in Art History, fi rst se mes ter, 1999–2000 the Renaissance, commemorating the Kennedys’ Phyllis Pray Bober, Ph.D. commitment to the study of the Renaissance and Art History, fi rst se mes ter, 2001–02 their long-standing devotion to Smith College, has been held by the following distinguished scholars: Alison Brown, M.A. History, fi rst semester, 2001–02 Charles Mitchell, M.A. Art History, 1974–75 Harry Berger, Jr., Ph.D. Comparative Literature, fi rst semester, 2002–03 Felix Gilbert, Ph.D. History, 1975–76 James M. Saslow, Ph.D. Art History, second semester, 2003–04 Giuseppe Billanovich, Dottore di Letteratura Italiana Richard Cooper, Ph.D. Italian Humanism, second semester, 1976–77 French, fi rst semester, 2004–05 Jean J. Seznec, Docteur ès Lettres Deborah Howard, Ph.D. French, second semester, 1977–78 Art, second semester, 2005–06 Hans R. Guggisberg, D.Phil. History, fi rst semester, 1980–81

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depth, engages with cultures other than their own, Smith: A Liberal Arts College and develops critical skills in writing, public speak- he tradition of the liberal arts reach es ing, and quantitative reasoning. back into classical antiquity. Training The Smith faculty strongly recommends that the mind through the study of languag- students “pursue studies in the seven major fi elds of es, lit er a ture, history, culture, society, knowledge” listed below. Completion of a course in math e mat ics, sci ence, the arts and each of these areas is a condition for Latin Honors at Tphi los o phy has for centuries been the favored ap- graduation: to be eligible each student must take at proach in Europe and America for ed u cat ing lead- least one course in each of the seven areas (see fol- ers. It is a general training, not in tend ed as a prep- lowing, and Latin Honors on p. 27). a ra tion for any one profession. In the 19th century the liberal arts were char ac ter ized as pro vid ing The Curriculum “the discipline and furniture of the mind: expand- Each discipline within the liberal arts framework of- ing its powers, and storing it with knowl edge,” to fers students a valid perspective on the world’s past, which was add ed, “The former of these is, perhaps, present and future. Therefore, we rec om mend that the more important of the two.” At many liberal arts students pursue studies in the following seven major colleges today this ideal is un der stood as implying fi elds of knowledge: both breadth and depth in each student’s course of 1) Literature, either in English or in some other studies, as well as the ac qui si tion of crucial skills in language, because it is a crucial form of ex- writing, public speak ing and quantitative rea son ing. pres sion, contributes to our understanding of From its foundation in 1871 Smith has taken a hu man experience and plays a central role in the progressive, expansive and student-oriented view development of culture; of its role as a liberal arts college. To the studies of 2) Historical studies, either in history or in his- the humanities and sciences the college early add ed tor i cal ly oriented courses in art, music, re li gion, courses in art and music, a substantial in no va tion philosophy and theatre, because they provide a for its time. In the same spirit the faculty has con- perspective on the development of human so ci ety tinued to integrate the new and the old, respecting and culture and free us from the pa ro chi al ism of all the while the individual needs of, and differences the present; among, its students. As an early dean of the faculty 3) Social science, because it offers a systematic and wrote, it “is always the problem of education, to critical inquiry into human nature, social institu- secure the proper amount of sys tem and the due tions and human relationships; proportion of individual liberty, to give discipline to 4) Natural science, because of its methods, its the impulsive and wayward and largeness of oppor- contribution to our understanding of the world tunity to those who will make good use of it.” around us and its signifi cance in modern cul ture; In the spirit of “individual liberty [and] large- 5) Mathematics and analytic philosophy, be cause ness of opportunity” Smith College has since 1970 they foster an understanding of the na ture and had no distribution requirements for graduation. In use of formal, rational thought; the interest of “discipline” each student must com- 6) The arts, because they constitute the media plete a major, to give depth to her studies, while to through which people have sought, through the guarantee breadth she must take at least 64 credits ages, to express their deepest feelings and val ues; outside the department or program of her ma jor. 7) A foreign language, because it frees one from the As for “system,” the college assigns each beginning limits of one’s own tongue, provides access to an- student a faculty member as academic adviser; each other culture and makes possible com mu ni ca tion student later chooses a major adviser. Students, outside one’s own society. in consultation with their advisers, are expected We further recommend that students take per for - to select a curriculum that has both breadth and mance courses offered in exercise and sport stud ies,

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because they provide opportunities for rec re ation, each of the seven major fi elds of knowledge listed health and the development of skills for the com- above. Each student has the freedom and re spon si - plete person. bil i ty to choose, with the help of academic ad vis ers, a course of studies to fi t her individual needs and Curricular Requirements and interests. The cur ric u lar expectations and re quire - Expectations ments for the degree there fore allow great fl ex- i bil i ty in the design of a course of study leading to Each fi rst-year student is required, during her fi rst the de gree. or second semester at Smith, to complete success- fully at least one writing-intensive course. Based on their level of profi ciency, students will be directed toward appropriate intensive writing courses. The Major Writing intensive courses will devote a signifi cant A student’s program requires a minimum of 36 amount of class time to teaching students to write credits in a departmental or interdepartmental ma- with precision, clarity, economy and some degree jor. For the bachelor of arts degree, one-half of a of elegance. That is to say, stu dent’s total pro gram, or at least 64 credits, shall 1) to articulate a thesis or central argument, or be taken out side the de part ment or program of the to create a description or report, with an orderly major. Any course (in clud ing prerequisites) which sequence of ideas, apt transitions, and a purpose is ex plic it ly listed in the catalogue as re quired for, clear to the intended audience; or count ing to ward, ful fi ll ing the re quire ments 2) to support an argument and to enrich an expla- of the major shall be con sid ered to be inside the nation with evidence; major for the pur pos es of this rule. The re quire - 3) when appropriate, to identify and to evaluate ments for each ma jor are described at the end of suitable primary and secondary sources for schol- the course listings for each major de part ment and arly work, demonstrating awareness of library program. catalogues and databases and of the values and Students de clare their ma jors no later than the limitations of Internet resources; reg is tra tion period during the sec ond semester of 4) to incorporate the work of others (by quota- the soph o more year but may de clare them ear li er. tion, summary or paraphrase) concisely, effectively Once the major is de clared, a mem ber of the fa- and with attention to the models of citation of the c ul ty in the major de part ment, either chosen or various disciplines and with respect for academic assigned, serves as the student’s adviser. integrity; Major programs are offered by the following 5) to compose paragraphs that are unifi ed and departments: coherent; Afro-American Studies Geology 6) to edit work until it is orderly, clear and free of Anthropology German Studies violations of the conventions of standard written Art Government English (grammar, usage, punctuation, diction, Astronomy History syntax). Biological Sciences Italian Language For the bachelor of arts degree, there are no Chemistry and Literature fur ther re quired courses out side the stu dent’s fi eld Classical Languages and Italian Studies of con cen tra tion. The col lege does, however, make Literatures Mathematics two de mands of the stu dent: that she com plete a Computer Science Music major and that she take at least half of her courses Dance Philosophy out side the department or program of her major. East Asian Languages Physics The curricular re quire ments for the bachelor of and Literatures Psychology science degree in en gi neer ing are listed in the Economics Religion courses of study section under Engineering. Fur- Education and Child Russian Language ther more, stu dents who wish to be come el i gi ble Study and Literature for Latin Hon ors (see p. 27) at grad u a tion must Engineering Sociology elect at least one course (nor mal ly four cred its) in

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English Language and Spanish and Portu- Environmental Science Neuroscience Literature guese and Policy Political Economy French Studies Theatre Ethics Public Policy Film Studies Third World Interdepartmental majors are offered in the History of Science Development following areas: and Technology Studies American Studies Latin American and International Relations Urban Studies Biochemistry Latino/a Studies Jewish Studies Women’s Studies Comparative Literature Medieval Studies East Asian Studies Neuroscience Women’s Studies Student-Designed If the educational needs of the individual stu- Interdepartmental dent cannot be met by a course of study in any of the specifi ed majors, a student may design and un- Majors and Minors dertake an interdepartmental major sponsored by This course of study must differ signifi cantly from advisers from at least two departments, subject to an established major or minor and must include the approval of the Committee on Ac a dem ic Priori- concentrated work in more than one de part ment. ties. The guidelines for proposed student-designed For majors, at least one of the departments or interdepartmental majors are available in the class programs must itself offer a major. Majors are deans’ offi ce, College Hall 23. expected to include 36 to 48 credits in related Students in departmental majors or in student- courses in more than one department. Normally, designed interdepartmental majors may enter the a minimum of 24 credits are at the 200 level or honors program. A description of the hon ors pro- high er and a minimum of eight are at the 300 lev el. gram can be found on page 12. One of the 300-level courses may be the integrating On its offi cial transcripts, the college will rec- project. Examples of self-designed majors include og nize the completion of no more than two ma jors, liberal studies and linguistics. or one major and one minor, or one major and Minors are expected to include 20 to 24 cred its one Five College Certifi cate for each student, even if in related courses in more than one de part ment, of the student chooses to complete the re quire ments which no more than eight cred its should be at the for additional majors, minors or cer tifi cates. 100 level and at least four should be at the 300 level. Proposals for majors may be sub mit ted no ear- lier than the fi rst semester of the sophomore year The Minor and no later than the end of ad vis ing week of the sec ond semester of the junior year. The dead lines Students may consider the option of a minor in ad- for submission of pro pos als are November 15 and di tion to a major. A minor consists of a se quence, April 15. Proposals for mi nors may be submitted at designated by the faculty, of 20 to 24 cred its from any time after the major has been declared but no one or more departments. later than the end of the fi rst se mes ter of the senior In addition to minors in many departments and year. programs offering majors, the following in ter de - The major or minor proposal must include a part men tal minors are offered: state ment ex plic it ly de fi n ing the subject matter and African Studies Landscape Studies method of ap proach underlying the design of the Ancient Studies Latin American and major or mi nor; course lists; and, for the major, a Archaeology Latino/a Studies clearly for mu lat ed integrating course or piece of Astrophysics Logic work. Pro pos als must include letters of support Digital Music (in Marine Science and from all ad vis ers representing the areas of study Computer Science) Policy central to the major and written rec om men da tions East Asian Studies Medieval Studies signed by the chairs indicating approval of the de- partments or programs in the major.

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Information about stu dent-designed in ter de - courses and programs available. The adviser ap- part men tal majors and mi nors is available from proves all registration decisions, including chang es the class deans and the dean of the Ada Comstock made to the course program after the beginning of Schol ars. a semester. An adviser can help a student fi nd aca- Students in a student-designed in ter de part - demic and personal resources and can help her men tal major apply to undertake an honors pro- select and pursue various op tion al programs. It is gram in that major through one of the de part ments the joint responsibility of both student and adviser or programs of the major. to plan a course program that will lead to success- ful completion of all degree requirements. In addition to aiding in the selection of cours es, Five College Certifi cate major advisers often counsel students about prepa- ration for graduate schools or careers. The more Programs clearly a student can articulate her own vision and Five College Certifi cate Programs provide a di- goals, the more productive will be her relationship rect ed course of study in various interdisciplinary with her adviser. fi elds through the resources available at the fi ve area colleges. Certifi cate programs are offered in Minor Advisers addition to or in conjunction with the student’s A student electing a minor will have the guidance major. Certifi cates are awarded upon successful of a faculty adviser who represents the discipline, completion of a program by the appropriate Five in addition to the help of her major adviser. She College faculty councils on the recommendation normally must consult with her minor adviser at of designated faculty advisers from the student’s the time she initially elects the minor, and again home institution. Current certifi cate programs when she needs to certify that the minor has been require that the student earn a grade of B or above com plet ed. in all courses counting for the certifi cate and many require students to dem on strate competence in a language other than En glish. Each institution de- Engineering Advising termines the method by which competence will be Students who are interested in engineering should measured. (See pages 400–422 for individual Five consult the faculty listed on page 187. College Certifi cate offerings. Prebusiness Advising Students who are interested in pursuing a grad- Advising u ate program in business should consult with Premajor and Major Advisers the Career Development Offi ce, which provides in for ma tion and advice about all career fi elds and Each student has a faculty adviser who helps her grad u ate training. Juniors and seniors who wish select and register for courses that will satisfy the further advice on admissions criteria may consult broad expectations of the college and will further a member of the Prebusiness Advisory Group. her personal goals and aspirations. The dean of the Please contact the Career Development Offi ce for fi rst-year class assigns a premajor faculty ad vis er the names of faculty and staff members who are to each fi rst-year student. This faculty mem ber will mem bers of this group. continue to advise her until she chooses a major. The names of major advisers appear after each department’s course listings. It is the joint respon- Premedical and Prehealth sibility of both student and adviser to plan a course Professions Advising program that will lead to successful completion of Students who wish to prepare for careers in the all degree requirements. health professions have special advising needs. Together the adviser and student devise a bal- They may major in any subject, provided their anced academic program, making full use of the program includes courses that will satisfy the

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min i mum entrance requirements for health pro fes - whose ac cel er a tion plans include courses to be sions schools. taken during Interterm should be aware of the fact Students interested in a premedical or other that these courses are limited both in number and health-related program should consult page 128 in en roll ment and cannot be guaranteed as part of for important information. the ac cel er a tion plan. Requests for permission to ac cel er ate should be fi led with the student’s class Prelaw Advising dean at least two full semesters before the pro- posed date of graduation. Law schools accept students from any major; there is no pre-law curriculum. Students interested in The Ada Comstock Scholars pursuing a law degree are encouraged to pick up or print off a copy of the Career Development Of- Program fi ce (CDO) handout on “Law School,” and bring The Ada Comstock Scholars Program at Smith their questions to the CDO and/or to the faculty com bines the rigorous academic challenges of the pre-law adviser (usually Alice Hearst in the gov- un der grad u ate program with fl exibility for women ern ment department.) beyond traditional college age. Many women choose to work or raise a family rather than complete an education, but later wish Academic Honor System to return to earn a degree. Established in 1975, the Ada Comstock Scholars Program allows wom en In 1944, the students of Smith College voted to of nontraditional age to complete a bach e lor of establish the Academic Honor System in the belief arts degree either part-time or full-time. Each Ada that each member of the Smith community has an Comstock student attends the same class es and obligation to uphold the academic standards of fulfi lls the same requirements as do all other Smith the college. The basic premise on which the code students. The program provides ac a dem ic advising, is based is that the learning process is a product orientation programs, peer advising, a cen ter for of individual effort and commitment accompanied the exclusive use of par tic i pants in the pro gram by moral and intellectual integrity. The Academic and some housing. Career counseling and academ- Hon or Code is the institutional expression of these ic assistance are provided through spe cial ized of- beliefs. The code requires that each individual be fi ces available on campus. Financial aid is available honest and respect and respond to the demands of to all admitted students based on dem on strat ed living responsibly in an academic community. need. Reasons for becoming an Ada Comstock Schol ar differ as widely as each woman’s history, Special Programs age, marital status, parenting circumstances and Accelerated Course Program socioeconomic level. Each Ada Comstock Scholar has a high level of ability, strong motivation and With permission of the administrative board, at least a year of transferable liberal arts credit. stu dents having a cumulative average of at least This widely disparate group of women contributes B (3.0) may complete the requirements for the vig or, diversity of perspective, intellectual ability de gree in six or seven semesters. Four semesters, and en thu si asm to all aspects of Smith life. Their including two of these in the junior or senior year, achievements confi rm the academic standard of the must be completed in residence at Smith College in college. Northampton. A student who intends to study away A student admitted as a traditional fi rst-year or from campus during the junior year should fi le her transfer student normally will not be permitted to acceleration proposal by the end of the fi rst year. change her class status to Ada Comstock Scholar. A maximum of 32 credits can be accumulated A can di date’s sta tus as an Ada Comstock Scholar toward the degree through a combination of Ad- must be des ig nat ed at the time of application. vanced Placement (or similar), pre-ma tric u la tion, For information about application procedures, Interterm and summer school credits. Students see page 45. Information about expenses and how

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to apply for fi nancial aid can be found on pages and Smith College Junior Year Abroad grades are 34 and 38. For more information about the Ada counted. Departmental honors re quire ments are Comstock Scholars Program, contact the Offi ce of outlined in the catalogue following each depart- Admission at (413) 585-2523; e-mail, admission@ ment’s course offerings. Information re gard ing smith.edu; or fax (413) 585-2527. procedures can be obtained from de part men tal di rec tors of honors, the class deans or the dean Community Auditing: of the Ada Comstock Scholars. The cul mi na tion of Nonmatriculated Students the work is a thesis written under the direction of a member of the de part ment. Members of the local community who have earned a high school diploma are el i gi ble to audit a lec- Independent Study Projects/ ture course at Smith on a space-avail able basis with Internships the per mis sion of the in struc tor and the reg is trar. Forms for the faculty mem ber’s sig na ture and more Independent study projects may be proposed by in for ma tion about auditing are available at the juniors and seniors who wish to complete a spe- Offi ce of the Registrar. A fee is charged and is de- cial project of work or study on or off cam pus. termined by the type of course. Normally stu dio art All projects must be approved by the Committee courses are not open to non-matriculated stu dents. on Academic Priorities and are under the direct Au di tors are invited to at tend classes, but they do su per vi sion of Smith College faculty members. The not par tic i pate in other aspects of college life. Re- maximum that may be granted for an off-campus cords of audits are not maintained. project is eight credits. The maximum that may be granted for an on-campus project is 16 credits. Any Five College Interchange independent study project must be completed with- in a single semester. The deadline for sub mis sion A student in good standing may take a course of proposals is November 15 for a second-semester without ad di tion al cost at Amherst, Hampshire program and April 15 for a fi rst-se mes ter program. and Mount Holyoke colleges or the University of Information about the In de pen dent Study Program Mas sa chu setts, if the course is appropriate to the is available in the offi ce of the class deans. No in- ed u ca tion al plan of the student and approved by de pen dent study project may be un der tak en during Smith College. A fi rst-semester fi rst-year student the summer or January. must obtain the permission of the class dean be- All internships for credit must be approved in fore enrolling in a Five College course. A list of Five advance by the Committee on Academic Priorities College courses approved for Smith College degree and are under the direct supervision of a member credit is available at the reg istrar’s offi ce. Requests or members of the faculty of Smith College. A max- for approval of courses not on the list may be i mum of eight credits can be granted for ap proved submitted to the registrar’s offi ce. Howev er, Smith internships. Credit is not given for in tern ships un- College does not accept all Five College cours es for der tak en during January. For summer in tern ships, credit toward the Smith degree. tuition is charged by the credit. The dead line for submission of pro pos als is November 15 for a sec- Departmental Honors Program ond-semester program and April 15 for a sum mer The Departmental Honors Program is for qualifi ed or fi rst-semester program. In for ma tion and ap pli - students who want to study a particular topic in ca tions for in tern ships are available in the class depth or undertake research within the de part ment deans’ offi ce. A maximum of 16 cred its for in de- of the major. Students should consult the de part - pen dent study projects and internships combined men tal director of honors about application dead- is al lowed. lines. Students must have de part men tal per mis sion and a 3.3 average for all courses in the major and a Smith Scholars Program 3.0 average for courses outside the major through The Smith Scholars Program is designed for highly the junior year. Only Smith College, Five College motivated and talented students who want to spend

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one or two years working on projects of their own cov ered by the com pre hen sive fee. devising, freed (in varying degrees) from normal All students who wish to study abroad must ob- college requirements. A student may apply at any tain ap prov al from the Offi ce for International Study. time after the fi rst semester of her sophomore Stu dents must have a 3.0 GPA, be in good standing year and must submit a detailed state ment of her in student conduct matters, have a de clared ma jor pro gram, an evaluation of her pro pos al and her and no short age of cred it at the time of ap pli ca tion ca pac i ty to complete it from those faculty who will to be ap proved for study abroad. Exceptions are advise her and two supporting recommendations con sid ered on a case-by-case basis. Stu dents should from instructors who have taught her in class. The note that a year or se mes ter abroad does not count dead lines for sub mis sion of proposals for the Smith to ward the re quired two years in res i dence at Smith Scholars Program are November 15 and April 15 of Col lege. Any student wishing to spend any part of the student’s junior year. The proportion of work to the senior year abroad on a Smith or non-Smith be done in normal courses will be decided jointly program must petition the Administrative Board by the student, her adviser(s) and the Subcommit- through the class dean. tee on Honors and Independent Programs. Work Students attending programs with yearlong done in the program may result in a thesis, a group courses (LSE, Trinity) receive credit only if they of related papers, an original piece of work, such have taken the fi nal exams and fi nal grades have as a play, or some combination of these. been issued by the host institution. A Smith Scholar may or may not complete a regular departmental major. Further details, Smith College Junior Year Abroad guide lines and applications are available from de- Programs part ment chairs, honors directors, the class deans and the dean of the Ada Comstock Schol ars. The Smith College Junior Year Abroad Programs provide students in a variety of disciplines the op por tu ni ty for study, research, in tern ships and res i dence in foreign countries. Smith faculty direct Study Abroad Programs the four pro grams in Eu rope: France (Par is), Ger- Smith College offers a wide range of study abroad ma ny (Ham burg), Italy (Florence) and Swit zer land programs, from Smith’s own pro grams in West ern (Gene va). The pro grams provide a rich op por tu ni ty Europe to Smith-approved pro grams all over the to ob serve and study the coun tries visited. Stu dents world. For the Smith Junior Year Abroad (JYA) are en cour aged to enjoy the mu sic, art and theatre programs in Flo rence, Ham burg, Gene va and Paris, of each country; meetings are ar ranged with out- a JYA program ap pli ca tion must be fi led by Feb ru ary stand ing scholars, writers and leaders. During the 15 in the Of fi ce for In ter na tion al Study. For all other ac a dem ic year students board with lo cal families or study-abroad programs, students must sub mit a live in stu dent dor mi to ries or in other college-ap- plan of study for college approval by February 15 proved housing. Dur ing va ca tions students are free for fall, full year or spring semester study. Students to travel, although by spe cial ar range ments in some should contact the Of fi ce for In ter na tion al Study for programs they may stay in residence if they prefer. in for ma tion on dead lines and pro ce dures. Each Smith JYA program lasts a full ac a dem ic For all programs, the Smith College com pre - year; stu dents are not accepted for a single se- hen sive fee is charged. The comprehensive fee, mes ter except for the Hamburg program, which covering tuition, room and board when class es are offers a one-semester option as well in the spring in session, is the same as the com pre hen sive fee for term. A student studying on a Smith College Junior a year’s study in Northampton. Smith pays tu ition, Year Abroad Program will normally receive 34 room and board on behalf of the student to the cred its for the ac a dem ic year. In exceptional cas es, study abroad program or the host in sti tu tion. with the per mis sion of the director and the associ- Students are re spon si ble for all expenses and ate dean for in ter na tion al study, students may earn all trav el dur ing program breaks or vacations. In ci - up to 40 cred its for a year on a Smith Jun ior Year den tal ex pens es vary according to in di vid u al tastes Abroad Pro gram. and plans, and funds for such ex pens es are not

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Each program is directed by a member of the the Smith Center, as well as the reg u lar uni ver si ty Smith College faculty who serves as the offi cial cours es. Thus, a great variety of sub jects is avail- rep re sen ta tive of the college. The director over sees able in ad di tion to the tra di tion al cours es in art the academic programs and general welfare of the history, lit er a ture and history; other fi elds of study students. During program breaks or vacations the include music, re li gion, gov ern ment, phi los o phy col lege as sumes no responsibility for participants in and com par a tive literature. The students live in the Jun ior Year Abroad Programs. The su per vi sion private homes se lect ed by the col lege. Since class es of the director and responsibility of Smith Col lege in Florence are conducted entirely in Italian, stu- ends with the close of the ac a dem ic year. dents are ex pect ed to have an excellent command Applicants should have a minimum cumula- of the lan guage. Two years or more of college-level tive grade point average of 3.0 (B), a declared Italian and a 3.0 GPA are required for acceptance major and a min i mum of two years of college-level into the program. instruction in the appropriate lan guage be fore they can be se lect ed to spend the year abroad. All GENEVA pro spec tive can di dates are urged to seek ad vice, The year in Geneva is international in ori en ta tion be gin ning in their fi rst year, con cern ing the best and offers unique opportunities to students of gov- se quence of courses in the language of the country ernment, economics, economic history, Eu ro pe an in which they wish to study. Students who spend the history, international relations, com par a tive litera- junior year abroad may apply for ad mis sion to the ture, French studies, anthropology, psy chol o gy, hon ors program at the beginning of the senior year. so ci ol o gy, history of art, and religion. Students are Each year, participants for the Junior Year fully matriculated at the Université de Gene`ve and Abroad programs are chosen by a selection com- may take courses at its as so ci ate institutes as well, mit tee, which reviews the applications in detail. where the present and past roles of Geneva as a The se lec tion process is competitive. Participants center of international or ga ni za tion are con scious ly are se lect ed from both Smith College and other fos tered. Exceptional op por tu ni ties in clude in tern - col leg es. All ap pli ca tions for the Smith Col lege ships in international organizations, the faculty of Jun ior Year Abroad Pro grams, in clud ing rec om - psychology and ed u ca tion that con tin ues the work menda tions, must be fi led with the Offi ce for Inter - of Jean Piaget, and the rich hold ings of the mu- na tion al Study by Feb ru ary 15. se ums of Geneva in Western and Oriental art. If a student should withdraw from a Junior Year Students in the program attend a preliminary Abroad Program during the course of the year, it four-week session of intensive language training in is college policy not to grant credit for less than a Aix-en-Provence in Sep tem ber. The academic year full year’s work and to refund only those payments in Geneva begins in mid-October and continues for board and room which may be re cov ered by until early July. Since class es in Geneva are con- the college. Tuition charges for the year are not ducted in French, students are expected to have an refundable. Normally, students who with draw from excellent com mand of the language. For prerequi- a Junior Year Abroad Program are withdrawn from sites, see the re quire ments for study abroad under Smith and may not return to the college the follow- French Stud ies. ing semester. HAMBURG

FLORENCE The academic year in Germany consists of two The year in Florence begins with three weeks of semesters (winter semester from mid-October in ten sive work in the Italian language. Classes in to mid-February and summer semester from the art history, literature and history are offered dur ing be gin ning of April to mid-July) separated by a orientation as prep a ra tion for the more spe cial ized fi ve-week vacation during which students are free work of the ac a dem ic year. The stu dents are ma- to travel. The winter semester is preceded by a triculated at the Universita` di Firenze, to geth er with fi ve-week orientation program in Hamburg provid- Italian students. Stu dents may elect courses offered ing language review, an introduction to current es pe cial ly for Smith by uni ver si ty professors at affairs and to the city of Hamburg, and excursions

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to oth er plac es of interest in Germany. During the study-abroad programs are se lec tive but generally ac a dem ic year the students are fully matriculated open to students with a strong academic back- at the Universität Hamburg. They attend regular ground and suffi cient prep ara tion in the lan guage courses offered by the university, special courses and culture of the host coun try and a minimum arranged by Smith and tutorials coordinated with GPA of 3.0. A list of ap proved programs is available the course work. The program is open to students from the Offi ce for In terna tion al Study along with in almost every major fi eld of study, and a wide the guide lines for study abroad. Students wishing to variety of courses is available, including art (stu dio petition for ap prov al for a pro gram not approved and history), biology, economics, history, his to ry by Smith must do so by the semester prior to the of science and technology, literature, math e mat ics, deadline for study abroad applications. Students mu sic his to ry, philosophy, physics, psy chol o gy, should consult the Offi ce for International Study for re li gion and sociology. Since classes in Hamburg petition deadlines and procedures. are con duct ed in German, students are expected Faculty at Smith advise students about study to have an ex cel lent command of the language; abroad course selection, and several academic nor mal ly, four se mes ters of college Ger man are departments have a special affi liation with specifi c re quired for par tic i pa tion in the pro gram. A 3.0 Smith-approved programs. Consult the Web page GPA is also required. of the Offi ce for International Study, www.smith. The program offers a one-semester study op- edu/studyabroad, for the complete list of approved tion for the spring semester. Interested students programs. Programs with a Smith consortial affi lia- should consult with the German studies department tion include the following: or the Offi ce for International Study for details and application deadlines. ASSOCIATED KYOTO PROGRAM (AKP) Smith is one of the sponsors of the year-long AKP PARIS program in Japan and conducts the selection pro- The program in France begins with a three-week cess. Interested students should consult the faculty pe ri od devoted to intensive work in the lan guage, in East Asian languages and cultures and East Asian supplemented by courses, lec tures and ex cur sions. stud ies. In early October, each stu dent selects a pro gram of courses suited to her par tic u lar ma jor. A wide PROGRAMA DE ESTUDIOS HISPANICOS IN CORDOBA (PRESHCO) variety of dis ci plines can be pursued in the various Smith is one of the sponsors of the program in branches of the Université de Paris; for ex am ple, Cordoba, Spain, and conducts the selection pro- art history at the Institut d’Art et d’Archéologie; cess. In ter est ed students should consult faculty in his to ry, literature, philosophy, religion and many the Department of Spanish and Portuguese. oth er subjects at the Sorbonne (Paris IV). Courses at such in sti tu tions are sometimes supplemented by SOUTH INDIA TERM ABROAD (SITA) special tutorials. A few courses or seminars are ar- Smith is one of the sponsors of this fall or spring ranged ex clu sive ly for Smith stu dents. The stu dents semester program. In ter est ed students should con- live in private homes se lect ed by the college. Since sult the Offi ce for In terna tion al Study. class es in Paris are conducted in French, students are expected to have an ex cel lent command of the PROGRAM FOR MEXICAN CULTURE AND SOCIETY language. For pre req ui sites, see the requirements IN PUEBLA for study abroad un der French Studies. This semester or yearlong residential study pro- gram is offered in collaboration with the Ben- Smith-Approved Study Abroad emérita Universidad Autónoma de Puebla (BUAP), one of Mexico’s leading public universities. It offers Smith-approved programs are in all regions of the an extensive and strong focus in the humanities world, including Latin Amer i ca, Asia, Africa, En g- and social sciences. Smith conducts the selection lish-speaking countries, and coun tries in Eu rope process. Interested students should consult faculty not served by Smith pro grams. Smith-ap proved in the Department of Spanish and Portuguese.

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One-semester programs associated with the Off-Campus Study Programs Twelve College Exchange are the National Theater in the U.S. Institute in Waterford, Connecticut, sponsored by Connecticut College, and the Williams–Mystic Jean Picker Semester-in-Washington Sea port Program in American Maritime Studies, in Program Mys tic, Connecticut, sponsored by Williams Col- lege. The Department of Government offers the Jean Students accepted into the program are ex- Picker Semester-in-Washington Program during the pect ed to pay the fees set by the host institution fall semester to provide juniors and seniors in gov- and to comply with the fi nancial, social and ac a - ern ment or related majors an opportunity to study dem ic regulations of that institution. The course the process by which public policy is made and of study to be followed at the host institution must implemented at the national level. The pro gram is have the approval of the student’s major adviser at described in detail on page 262. Students partici- Smith College. pating in this program are not considered to be in Application forms are available in the class residence at Smith College. deans’ offi ce. Internship at the Smithsonian Pomona-Smith Exchange Institution The college participates in a one-to-one student The American Studies Program offers a one- exchange with Pomona College in Claremont, Cal i - semester internship at the Smithsonian Institution for nia. Sophomores and juniors in good standing, in Wash ing ton, D.C. Under the supervision of out- with a minimum 3.0 (B) average, are eligible stand ing scholars, qualifi ed students may examine to apply. Applications are available in the class some of the fi nest collections of materials relating deans’ offi ce. to the development of culture in America. The pro- gram is described in detail on page 80. Students Study at Historically Black Colleges participating in this program are not considered to be in residence at Smith College. Interested students may apply for a year’s study, usually in the junior year, at one of several his tor i- Twelve College Exchange Program cal ly black colleges. The course program to be followed at the host institution must have the ap- Smith College participates in an exchange pro gram prov al of the student’s major adviser at Smith Col- with the following colleges: Amherst, Bowdoin, lege. Further information and application forms Connecticut, Dartmouth, Mount Holyoke, Trinity, are available in the Offi ce of the Class Deans. Vassar, Wellesley, Wesleyan, Wheaton and Williams. The exchange is open to a limited num ber of stu- dents with a minimum 2.8 average and is intended primarily for the junior year. Normally, students participating in the pro gram may not trans fer to the host institution at the end of their stay there. Stu dents should be aware that the member col- leges may limit or eliminate their participation in the exchange in any par tic u lar year, due to space con straints. A lim it ed pool of fi nancial aid is available for stu dents studying in the Twelve College Exchange. In ter na tion al students may apply for the exchange; how ev er, Smith fi nancial aid does not carry to the host institution.

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mith’s 125-acre campus is a place of physical beauty and interesting people, Facilities ideas and events. Students enjoy fi ne Much of the daily campus activity at Smith occurs facilities and services in a stimulating in the following centers. environment. We continually improve Sour li brary and museum hold ings, which are al- Smith College Libraries ready among the fi nest in the country, and upgrade our equip ment to give students here every tech no - With a collection of more than 1.4 million books, log i cal advantage. pe ri od i cals, mi cro forms, maps, scores, re cord ings, Smith attracts faculty members and students rare books, ar chives, manuscripts and com put er who are intellectually energetic and highly mo ti - databases, the Smith Col lege Libraries rival many vat ed. Together, we form a community with diverse uni ver si ty li brar ies. We are committed to providing talents and interests, skills and training, and re li - un der grad u ates with fi rst hand research op por - gious, cultural, political, geographic and so cio - tu ni ties not only through our extensive re sourc es eco nom ic backgrounds. Many groups, activities but also through specialized services. We maintain and events arise from our broad range of interests. open stacks, provide in di vid u al re search as sis - Mem bers of the Five College community are wel- tance, collaborate with faculty in teach ing classes come in classes and at most campus events. Their on research tools and tech niques and bor row participation expands even further the per spec tives ma te ri als from other libraries worldwide through and experiences we represent. our interlibrary loan service. The libraries’ Web All undergraduate students at Smith are part of page (www.smith.edu/li brar ies) links students to the Student Government Association, which sup- the Five College Library cat a log, with the holdings ports approximately 100 student organizations and of Smith, Amherst, Mount Holyoke and Hampshire their projects and programs. These or ga ni za tions colleges and the Uni ver si ty of Massachusetts at en rich the lives of their participants and of the Amherst, to general and subject databases, and to gen er al community through a wealth of con certs, full-text resources. pre sen ta tions, lectures, readings, movies, work- The William Allan Neilson Library, named after shops, symposia, exhibits and plays that en hance Smith’s third president, serves as the main social the rhythm of campus life. Academic and ad min is - sciences and humanities library and includes the tra tive departments and committees, re source cen- library administrative offi ces. On the third fl oor, the ters, individual faculty members and alumnae also Mortimer Rare Book Room showcases more than contribute to the already full sched ule. 25,000 printed books in all subjects from the 15th The pace and style of campus life vary greatly, through 20th centuries plus the Virginia Woolf and as each woman creates the academic and social Sylvia Plath manuscript collections. The Rare Book lifestyle best suited to her taste. Daily campus life Room is open to all un der grad u ates for brows ing includes periods both of great activity and move- and in-depth study of these spe cial ized materials. ment and of quiet and intense concentration. There The Alumnae Gymnasium, connected to Neilson is time for hard work, for listening and speak ing, Library, houses the Sophia Smith Col lec tion, the for learning and teaching and for friends, fun and oldest national repository for primary sources in relaxation. The extracurricular social, athletic and women’s history; and the College Archives, which cultural events on campus, in Northampton, and in documents the history of Smith. the Five College area keep this an exciting center Strong branch libraries help set Smith apart of activity. Each student learns through the over- from other undergraduate colleges by providing whelming choices open to her how to develop and specialized resources and services in specifi c sub- sustain a pace of life that is balanced and fulfi lling. ject areas. The three branches, described in sec- tions below, are the Hillyer Art Library in the Brown

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Fine Arts Center, the Young Science Library in Bass Young Science Library hours (Academic Year) Hall (Clark Science Center) and the Werner Josten Monday–Thursday 7:45 a.m.–midnight Li brary for the Performing Arts in the Mendenhall Friday 7:45 a.m.–11 p.m. Center. Saturday 10 a.m.–11 p.m. Sunday 10 a.m.–midnight Neilson Library hours (Academic Year) Monday–Thursday 7:45 a.m.–mid night Hours vary during reading and exam periods, in- Friday 7:45 a.m.–11 p.m. tersession, summer, vacations and holidays. Saturday 10 a.m.–11 p.m. Sunday 10 a.m.–midnight Brown Fine Arts Center

Hours vary during reading and exam periods, in- The three portions of the Fine Arts Center serve dif- tersession, summer, vacations and holidays. ferent functions. Hillyer Hall, which houses the art department, is a center for the creative en deav ors of students and fac ul ty. Its studios for students of Clark Science Center drawing, painting, design, sculp ture, print-making The Clark Science Center is composed of six inter- and photography are supplemented by dark room connected buildings housing eight academic de part- facilities, faculty offi ces and classrooms. ments (astronomy, biological sciences, chem istry, Hillyer Art Library houses collections of more computer science, geology, math emat ics, physics than 100,000 volumes, 37,000 microforms, and psychology) and four programs (bio chemis try, 250 current periodicals, and a broad range of engineering, environmental science and policy and bib lio graph ic databases and full-text electronic neuroscience), with ap proxi mate ly 85 fac ulty and 20 re sourc es. The newly renovated art library facilities staff. The cen ter, which includes Burton, Sabin-Reed, provide a variety of spaces for individual and group McConnell and Bass halls, the tem porary engineer- study with power and data connectivity avail able at ing building and Young Science Li brary, meets the all seats. most ex act ing spec i fi ca tions for modern sci en tifi c Tryon Hall is home to the Smith College ex per i men ta tion and equipment. Science cen ter fa- Museum of Art, known as one of the nation’s cilities in clude tra di tion al and com put er class rooms, out stand ing museums af fi l i at ed with a college or semi nar rooms, a large lec ture hall, a com puter uni ver si ty. Its collection, numbering approximately re source center, stu dent lab o ra to ries and faculty 24,000 objects, represents works dating from the offi ces and research space. The educative mission in 25th century B.C. to the present. the sci enc es is sup port ed by an ad min is tra tive of fi ce, stock room, tech ni cal shop, en vi ron men tal health and Art Library hours safety services, science inreach programming and Monday–Thursday 9 a.m.–11 p.m. an animal-care fa cili ty. The Young Sci ence Library, a Friday 9 a.m.–9 p.m. state-of-the-art science library and one of the larg- Saturday 10 a.m.–9 p.m. est science librar ies at a liberal arts college in the Sunday noon–midnight United States, hous es more than 163,000 volumes, Hours vary during reading and exam periods, in- 22,500 mi cro forms, 700 pe ri od i cal sub scrip tions, tersession, summer, vacations and holidays. and 154,000 maps, and provides a wide array of electronic resources including access to the Internet. Museum hours Stu dent lab o ra to ries cus tom ar i ly en roll be tween 12 The museum hours from July 1, 2005, through and 20 students and are faculty taught. Summer stu- June 30, 2006, are as follows: dent research op por tu ni ties are available. Tuesday–Sunday, 10 a.m.–4 p.m. Adjacent to the Clark Science Center are the Sunday, noon–4 p.m. Botanic Gardens and Lyman Plant House, with Closed Mondays and major holidays greenhouses illustrating a variety of climates. The campus grounds are an arboretum, with plants and trees labeled for easy identifi cation.

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Mendenhall Center for the Poetry Center Performing Arts Located on the fi rst fl oor of Wright Hall, the Poetry Named for Thomas Mendenhall, president of the Center is a bright, serene reading room, with a college from 1959 to 1975, the Center for the Per- library that includes signed copies of books by all form ing Arts celebrates music, theatre and dance. the poets who have visited Smith since 1997. It Three sides of the quadrangle were completed in also features a rotating display, often including po- 1968, joining Sage Hall to complete the college’s etry materials borrowed from the Mortimer Rare commitment to modern and comprehensive fa- Book Room. While the room mainly provides a cil i ties for the performing arts. Berenson Studio for space in which to read, write and meditate, it can dancers accommodates both individual and class also be reserved for appropriate events by Smith instruction in two mirrored studios. The theatre faculty, academic departments and administrative building has extensive rehearsal space, shops and offi ces. lounges that support productions in Theatre 14, which holds an audience of 458; the versatile Hall- Reading room hours: ie Flanagan Studio Theatre, with its movable seats Monday–Friday 8 a.m.–4 p.m. for 200; and the T.V. studio, which has fl ex i ble seat- except when booked for events ing for 80. The Werner Josten Library welcomes students, making available more than 95,000 Center for Foreign Languages and books and scores, 1,200 video recordings, 237 Cultures (CFLAC) cur rent pe ri od i cal titles and 57,000 re cord ings to enjoy in com fort able reading rooms and in lis- The Center for Foreign Languages and Cultures ten ing rooms for in di vid u als and groups. Sage Hall maintains a multimedia resource center (Wright allows students to prac tice their music at one end Hall 7) and media classroom (Wright Hall 233), and perform it in a gra cious 750-seat au di to ri um at housing a network of student work sta tions with the other. In be tween are faculty offi ces and class- integrated computer, audio and video components rooms. The Mendenhall Center for the Per form ing for the study of foreign language, culture and Arts is crowned by a tower with a peal of eight bells literature. In the center, students may explore hung for change ringing. foreign cultures with the aid of interactive DVDs, digitized video and audio and CALL (com put er Werner Josten Library hours assisted language learning) programs. The center Monday–Thursday 8 a.m.–11 p.m. also supports exercises for more than 30 courses Friday 8 a.m.–9 p.m. in 11 languages through QuickTime audio movies Saturday 10 a.m.–9 p.m. delivered via Blackboard. Fac ul ty mem bers may Sunday noon–11 p.m. re ceive as sis tance at the center in eval u at ing com- mer cial courseware, in creating original in ter ac tive Hours vary during reading and exam periods, in- audio and video as well as CALL ma te ri als, or in tersession, summer, vacations and holidays. or ga niz ing research projects in the fi eld of sec ond lan guage acquisition.

Wright Hall Center Hours Wright Hall supports many activities of learning in Monday–Thursday 8:30 a.m.–6 p.m. a variety of ways. The 400-seat Leo Weinstein Audi- 7–11 p.m. torium, the seminar rooms, the Center for Foreign Friday 8:30 a.m.–5 p.m. Lan guag es and Cultures, the Jahnige Social Science Saturday 1–5 p.m. Research Center with 24 computer stations and Sunday 1–5 p.m. more than 500 data sets, the Poetry Center and the 7–11 p.m. 51 faculty offi ces draw students for formal class- room study, for lectures and special pre sen ta tions, for informal discussions and for research.

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Information Technology Services soning and effective learn ing. A staff of professional writing counselors is avail able to review student Information Technology Services’ academic fa cili ties drafts, point out strengths and weak ness es, listen to span the cam pus, with public computing labs in sev- new ideas and make sug ges tions for improvement. eral build ings and a campuswide fi ber-optic network In the evenings and on week ends the same services allow ing computer access from all build ings and are provided by stu dent writing assistants stationed res i den tial houses. Resources, which are con tin u al ly in the center and other campus locations. The expanding, include more than 500 Windows and Jacobson Center also offers classes and individual Macintosh computers used for word processing, meetings for stu dents wanting to improve their pub- graphics, nu meri cal analysis, elec tronic mail and ac- lic speaking skills. A quantitative skills counselor cess to the Internet; and nu merous UNIX computers, supports students in handling with confi dence the used for sta tis ti cal anal y sis, com put er pro gram ming, quantitative materials and problems they encounter electronic com muni ca tions and other class assign- in their classes. In the tu to ri al pro gram, stu dents ments. In ad dition, Infor ma tion Technology Services seek ing help with a par tic u lar sub ject—eco nom ics ad min is ters the Smith Col lege Com put er Store, or French, psy chol o gy or math e mat ics, virtually any through which a student may pur chase a personal subject taught at Smith—are matched with student computer at a discounted price. There are no fees tutors who have done well in the sub ject and have for the use of computers in the re source centers, been rec om mend ed by fac ul ty mem bers. All of but there is a small fee for printing. Smith stu dents these ser vic es are free and are used by sub stan tial need to be enrolled in a course using com puters to num bers of Smith stu dents, ranging from fi rst-year have ac cess to them. Students living on cam pus also stu dents taking their fi rst college courses to se- have access to Smith’s computer re sources and the niors writing honors es says. The Jacobson Center Internet through CyberSmith, the res iden tial house also offers workshops in time man age ment and network, and through a growing number of campus study skills. It maintains a library of resources on locations providing wireless access. im prov ing teach ing skills for fac ul ty members and, in con junc tion with the dean for academic de vel - Offi ce of Disability Services op ment, spon sors for fac ul ty an ex ten sive pro gram of colloquia on teaching issues. Smith College is committed both philosophically Full information on the Jacobson Center and legally to assuring equal access to all college is avail able on its Web site, www.smith.edu/ programs and services. The college pursues the jacobsoncenter/index.html. goal of equal access through proactive institutional planning and barrier removal, as well as through the provision of reasonable and appropriate accom- Athletic Facility Complex modations to students, staff and faculty with docu- Just as Alumnae Gymnasium was the “state of the mented disabilities. The Offi ce of Disability Services art” gymnasium back in 1892 when women’s coordinates accommodations and facilitates the bas ket ball was fi rst introduced, today’s four-build- provision of services to students with documented ing athletic complex is equally impressive. Scott disabilities. A student may voluntarily register with Gym na si um is home to a dance studio, gymnasium, the Offi ce of Disability Services by completing the training room and the Human Performance Labo- disability identifi cation form and providing docu- ratory. Ainsworth Gymnasium provides a swim ming mentation of her disabilities, after which proper pool with one- and three-meter diving boards, fi ve accommodations will be determined and imple- international-sized squash courts, a fi tness studio mented by the college. with a 24-foot-high climb ing wall and an in ter col l- e giate gym na si um. The in door track and tennis Jacobson Center for Writing, build ing, the site of three national NCAA track Teaching and Learning meets, in cludes four tennis courts and a 200-meter track resurfaced in February 2004. From its offi ces in Seelye 307, the Jacobson Center The new 6,500-plus square foot Olin Fitness offers a variety of programs to help students de vel op Center features 40 pieces of aerobic machines, skills in writing, public speaking, quantitative rea- each with individual TV screens as well as 50-plus

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weight-lifting stations. The fa cil i ties of the sports facilities. Students at all levels, from fi rst-years to com plex are aug ment ed by 30 acres of ath let ic seniors, live together in each house, advising, sup- fi elds. Soc cer, la crosse, fi eld hock ey, rugby and porting and sharing interests with one another. softball fi elds are encircled by a 3/4-mile cin der Smith provides lots of dining options and plenty of jogging track. For the serious run ner, there is a variety, including vegetarian and vegan meals. The 400-meter all-weath er track, and for those who 15 dining rooms offer different menus, themes and enjoy the peace ful solitude of a run through the types of food, and no matter which house a student woods, there is a 5,000-meter cross-country lives in, she may choose to eat wherever she wishes. course. Equestrians can enjoy the indoor riding A variety of specialty living options are also available ring while the avid tennis com pet i tor will fi nd for students: two cooperative houses and apart- the 12 lighted outdoor courts a pleasure. The ments for Ada Comstock Scholars and returning boat house on Paradise Pond is home to the Smith students provide alternative living arrangements. Out doors Program and is open for nov ice row ers A small cooperative house and an apartment com- or ca noe pad dlers. plex for a limited number of juniors and seniors offer additional alternative living arrangements to Ainsworth/Scott Gymnasium, Olin Fitness students. Center, and Indoor Track and Tennis Facility Intercollegiate Athletics, Monday–Thursday 6 a.m.–10 p.m. Friday 6 a.m.–7 p.m. Recreation and Club Sports Saturday–Sunday 9 a.m.–5 p.m. A three-tier system of intercollegiate athletics, recreational activities and club sports provides Campus Center satisfying and successful experiences that will de- The Campus Center is the community center of velop in the Smith student a desire to participate in the college, providing services, programs and activity reg u lar ly throughout life. Our broad-based conveniences for all members of the Smith College athletic program invites students to participate on community. The center provides space for informal one of 14 intercollegiate teams. Recreational activi- socializing, reading and relaxing, and is a lively ties provide fi tness opportunities as well as special and dynamic atmosphere for activities and enter- events, while our club sports in tro duce training in tainment. Informal and formal meetings spaces, several sports. Visit www.smith.edu/athletics/facili- recreation and dining spaces, lounges, work space ties for a current listing of activities and opportuni- for student organizations, the college bookstore, ties. These ex pe ri enc es provide opportunities to student mailboxes and a café are all housed in the compete as well as to co op er ate with others in center. striving to achieve common goals.

Campus Center Hours Smith Outdoors Monday–Thursday 7 a.m.–midnight Smith Outdoors is the outdoor adventure program Friday 7 a.m.–2 a.m. offered through Smith’s athletics department. Saturday 9 a.m.–2 a.m. Based out of the Paradise Pond boathouse, Smith Sunday 9 a.m.–midnight Outdoors offers a variety of clinics, presentations and off-campus trips throughout the year. The focus Student Residence Houses is on providing an outdoor setting for recreation, Smith is a residential college, and students are ex- socialization, self-empowerment and education. pected to reside on campus during their academic Activities vary from foliage hikes and ice-skating to studies at Smith. Students live in 36 residence more adventurous trips like rock climbing, back- buildings with capacities of 12 to 102 students. The packing and whitewater rafting. Also included are houses range in architectural style from modern to open hours for recreational paddling on Paradise Gothic to classic revival. Each house has a comfort- Pond and rock climbing at the indoor climbing wall able living room, a study or library, and laundry located in Ainsworth Gym. For more information,

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send e-mail to [email protected] or visit Praxis Summer Internship Funding the Web site at www.smith.edu/athletics/clubsports/ Program smithoutdoors. html “Praxis: The Liberal Arts at Work,” administered through the Career Development Offi ce, funds Career Development stu dents to work at substantive, unpaid summer The Career Development Offi ce provides as sis tance in tern ships related to their academic and/or career to students, alumnae, Smith staff and faculty and interests. By offering fi nancial support, the col- their families in preparing for changing career en vi - lege acknowledges the importance of internships ron ments and climates. We work with Smith women in helping students explore careers, observe the to help them develop global and personal foresight prac ti cal applications of their academic studies, so that they can direct the change in their lives. and gain work experience that enhances their Our professional staff offers counseling, both mar ket abil i ty to employers and graduate schools. individually and in groups, and our services are Since the majority (about 70 percent) of intern- available 52 weeks a year. We hold sem i nars, work- ships are un paid, Praxis stipends are intended to shops and panel discussions that cover in tern ships, make it fi nan cial ly possible for students to work at career choice and decision making, résumé writ ing, sub stan tive sum mer internships. Praxis funding is in ter view ing and job search tech niques, alum nae a one-time op por tu ni ty. A student may use a Praxis net work ing, career presentations, applying to sti pend for an approved internship in the summer grad u ate and pro fes sion al schools, and summer following her sophomore or junior year. CDO staff jobs. We teach people of all ages how to assess their and re sourc es offer guidance and assistance to stu- individual interests, strengths and weaknesses; how dents in lo cat ing opportunities that meet their indi- to es tab lish pri or i ties and make decisions; how to vidual in ter ests. Proposed internships are re viewed present them selves effectively; and how to do all of by a mem ber of the faculty and by CDO staff. Each this suc cess ful ly at different stages of their lives. Our year ap prox i mate ly fi ve hundred stu dents work at ex ten sive career resource library and Web site sup- sum mer internships funded through “Prax is: The port students in their research. Lib er al Arts at Work.” We encourage all members of the Smith com- mu ni ty to participate in their own career de vel - Health Services op ment. We are a network that allows students to www.smith.edu/health trans late their academic and extra-curricular pur- Health Services provides med i cal and psy cho log i cal suits and their hopes and expectations into fruitful services for all Smith stu dents. Through outpatient plans. We also support alumnae as they undertake servic es locat ed in the Elizabeth Mason Infi rmary, their plans and ask them to sup port the students students see phy si cians, nurse practitioners and yet to come by participating as in for mal advisers in nurses for medical prob lems and questions, just as the Alumnae Career Advising Ser vice. Alumnae and they would see their own providers at home. For families of staff and faculty are charged a small fee psy cho log i cal issues, students see social workers, for individual counseling ap point ments and vari- psychologists and grad u ate social work interns. A ous publications and self-as sess ment materials, but psychiatrist is also available. Health education is there is no charge for the use of print and nonprint provided on relevant topics. materials or for short drop-in advising sessions. Smith employees pay no fee for individual counsel- Health Service ing. We see the Career Development Offi ce as one The same standards of confi dentiality apply to the of the most important implementers of the Smith doctor-patient relationship at Smith as to all other “lifetime guarantee.” Students, staff and alumnae medical practitioners. We offer a full range of out- are en cour aged to visit the CDO home page at www. pa tient services to our patient population, in clud ing smith.edu/cdo for updated calendar and career gynecological exams and testing; nu tri tion coun- resource con nec tions. sel ing; routine physicals for summer em ploy ment and graduate school; immunizations for trav el, fl u and allergies; and on-site laboratory ser vic es.

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In case of unusual or serious illness, specialists voluntary services. The chaplains are dedicated to in the Northampton and Springfi eld areas are avail- promoting a spirit of mutual respect and interfaith able for consultation in addition to service provided collaboration. They organize weekly gatherings at a nearby hospital. in the Jewish, Muslim, Protestant, Buddhist, and Counseling Service Catholic traditions and act as liaisons and advisers The Counseling Service provides con sul ta tion, to other religious groups on campus. They work to in di vid u al and group psychotherapy and psy chi - facilitate the activities of student religious organiza- at ric evaluation and medication. These services tions on campus including: Om, the Hindu student are strict ly confi dential. The Counseling Service is organization; Al-Iman, the Muslim student orga- avail able to all students, free of charge. It is staffed nization; the Newman Association; the Protestant by li censed mental health professionals and su per - Ecumenical Christian Church; several meditation vised graduate in terns. groups; Inter-Varsity Christian Fellowship; Keystone Campus Crusade for Christ; the Baha‘i Fellowship; College Health Insurance the Korean Christian Church; the Episcopal-Lutheran The college offers its own insurance policy, un der - Fellowship; the Eastern Orthodox student group; the writ ten by an insurance company, that cov ers a stu- Unitarian student group and the Association of Smith dent in the special circumstances of a res i den tial Pagans. A multi-faith council of representatives of college. It extends coverage for in- and out pa tient student religious organizations meets six times a services not covered by many other insurance year with the dean and chaplains to discuss the spir- plans. However, this policy does have some dis tinct itual needs of students and how to foster a climate limitations. Therefore, we strongly urge that stu- supportive of religious expression on campus. dents hav ing a pre-existing or re cur ring med i cal The chapel is home to a robust musical pro- or psychiatric condition continue their precollege gram as well. The College Choirs, the Handbell health insurance. A student elect ing to waive the Choir, the College Glee Club and many visiting mu- college insurance plan must do so be fore the sical groups as well as faculty and staff musicians be gin ning of the fi rst semester and must give her offer concerts and occasionally perform at worship mem ber ship number and the name and address services. The college organist uses the chapel’s of the insurance carrier to the treasurer’s offi ce. Aolian-Skinner organ for teaching as well as per- Fail ure to do so will result in automatic enrollment formances. in the college health plan. The college recognizes that meals are an impor- We maintain certain regulations in the in ter est tant part of religious observance and practice for of community health as outlined in the col lege some students. Kosher and halal meals are available hand book and expect all students to com ply. Be fore to students in the Cutter-Ziskind dining room. The ar riv ing at the college, each student must complete student co-op in Dawes House prepares a kosher her Health Pre-Admission Information Form and Shabbat meal and community gathering each week. send it to the Health Ser vic es. It is im por tant to note In addition, religious holidays such as Ramadan, that Massachusetts law now mandates that students Passover, Easter and Diwali are often marked with must get the required im mu ni za tions before reg is - lively celebrations open to the whole campus. tration. Students accept ed for a Junior Year Abroad The director of voluntary services and Service Pro gram or who plan to participate in in ter col le giate Organizations of Smith (S.O.S.) provide long- and sports or cer tain exercise and sport pro grams may short-term community service opportunities and be required to have a physical exam by a col lege internships with local agencies. practi tio ner fi rst. College policy states that any student who is unable because of religious observances to attend Religious Expression classes or to participate in an examination, study or work on a particular day will be excused from The dean of religious life encourages and develops such activities without prejudice and will be given the many expressions of spirituality, religious faith, an opportunity to make them up, provided such and ethical refl ection that characterize a pluralistic make-up examinations or work does not create an community like Smith’s. Assisting the dean are unreasonable burden on the college. No fees will the chaplains to the college and the director of be charged for rescheduling an examination.

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UNDERGRADUATE STUDENTS Ada Class of Class of Class of Class of Comstock 2005 2006 2007 2008 Scholars Totals Northampton area1 703 417 627 701 140 2,588 Not in residence 32 280 8 0 2 322

Five College course enrollments at Smith: First semester 640 Second semester 640

GRADUATE STUDENTS Full-time Part-time degree candidates degree candidates Special students In residence 49 41 1

SMITH STUDENTS STUDYING IN OFF-CAMPUS PROGRAMS

Florence Geneva Hamburg Paris

Smith students 22 17 13 24 guest students 1 4 2 0

1. Guest students are included in the above counts.

In accordance with the Student Right-To-Know and Campus Security Act, the graduation rate for students who entered Smith College as fi rst-year students in September 1998 was 84 percent by May 2004. (The period covered is equal to 150 percent of the normal time for graduation.)

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Geographical Distribution of Students by Residence, 2004–05

UNITED STATES Virginia 38 Singapore 3 Alabama 8 Washington 47 Slovakia 2 Alaska 6 West Virginia 3 South Africa 1 Arizona 32 Wisconsin 19 Sri Lanka 2 Arkansas 2 Wyoming 2 Swaziland 1 California 211 Sweden 1 Colorado 32 FOREIGN COUNTRIES Switzerland 3 Connecticut 176 Australia 1 Taiwan 4 Delaware 8 Bangladesh 4 Thailand 2 District of Columbia 14 Bolivia 2 Trinidad and Tobago 1 Florida 68 Brazil 1 Turkey 3 Georgia 20 Bulgaria 2 Turkmenistan 1 Hawaii 11 Canada 18 Uganda 2 Idaho 5 Cayman Islands 1 Ukraine 2 Illinois 52 Ecuador 1 United Arab Emirates 1 Indiana 28 England 5 Venezuela 1 Iowa 8 Ethiopia 2 Vietnam 4 Kansas 11 France 4 Zambia 1 Kentucky 12 Germany 8 Zimbabwe 3 Louisiana 4 Ghana 4 Maine 78 Grenada 1 Maryland 47 Guatemala 2 Massachusetts* 620 Honduras 1 Michigan 25 India 10 Minnesota 32 Israel 1 Mississippi 2 Italy 1 Missouri 22 Jamaica 1 Montana 5 Japan 12 Nebraska 3 Kazakhstan 1 Nevada 4 Kenya 1 New Hampshire 66 Macedonia 2 New Jersey 142 Malaysia 1 New Mexico 7 Mauritius 1 New York 299 Myanmar 2 North Carolina 16 Nepal 4 North Dakota 1 Nicaragua 1 Northern Mariana Islands 1 Nigeria 1 Ohio 51 Norway 1 Oklahoma 11 Oman 1 Oregon 29 Pakistan 7 Pennsylvania 108 People’s Republic of China 9 Rhode Island 24 Philippines 3 South Carolina 5 Qatar 1 * This includes Ada Com- South Dakota 2 Republic of Korea (South) 38 stock Scholars and Gradu- Tennessee 14 Romania 3 ate students who move to Texas 60 Saint Lucia 1 Northampton for the pur- Utah 9 Saudi Arabia 2 pose of their education. Vermont 78 Senegal 2

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Please note that one year of an introductory Academic Achievements language course or one course at a higher level Each year approximately 25 percent of the graduat- satisfi es the foreign language Latin Honors require- ing class is awarded the bachelor of arts degree ment. Students who are non-native speakers of with Latin Honors and/or departmental honors. English may, with the permission of a class dean, offer any two courses in the English department Latin Honors at the 100 level (or one course at a higher level) to satisfy the “foreign language” part of the Latin Latin Honors are awarded to eligible graduat- Honors requirement. The class dean will notify the ing seniors on the basis of the cumulative grade registrar that such an arrangement has been ap- point average for a minimum of 48 graded credits proved. Any appeals should be sent to the dean of earned during the sophomore, junior and senior the faculty. Non-native speakers of English are con- years. Only grades from Smith College courses sidered to be those who indicated on their advising and courses taken on the Five College Interchange form that English was not their fi rst language, have are counted; Smith Junior Year Abroad grades are had several years of education in a school where considered Smith grades. No grades from exchange the language of instruction was other than English, programs in this country or abroad are counted. and can read, write and speak this language. Pluses and minuses are taken into account; grades of P/F (Pass or Fail) or S/U (Satisfactory or Unsat- Departmental Honors isfactory) do not enter into the calculations. If a student spends one of her sophomore A departmental honors program allows a student through senior years away from Smith (with the with a strong academic background to do indepen- exception of the Smith Junior Year Abroad Pro- dent and original work in her major. The program gram), the grades from the remaining two years provides recognition for students who do work of will be used. Grades from the fi rst year are never high quality in the preparation of a thesis and in counted. The minimum grade point average for courses and seminars. See page 12. Departmental Latin Honors varies each year depending on the honors students must also fulfi ll all college and overall grade distribution in the senior class and is departmental requirements. not published. The degree may be awarded cum Successful completion of work in the honors laude, magna cum laude or summa cum laude program (an honors thesis and at least one honors on the basis of meeting eligibility requirements and examination) leads to the awarding of the bachelor of a very high level of academic achievement. of arts degree with the added notation “Honors,” Students who wish to become eligible for Latin “High Honors” or “Highest Honors” in the stu- Honors at graduation must elect at least one course dent’s major subject. (normally four credits) in each of the seven major fi elds of knowledge listed on pp. 7–8 (applies to First Group Scholars those students who began at Smith in September Students whose records for the previous year in- 1994 or later and who graduate in 1998 or later). clude at least 28 credits graded A– or better and Course listings in this catalogue indicate in curly who have no grades below B– are named First brackets which area(s) of knowledge a given Group Scholars. Those named generally represent course covers (see p. 68 for a listing of the desig- the top 10 percent of the class. nations used for the major fi elds of knowledge).

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The Dean’s List Psi Chi The Dean’s List for each year names those students The Smith College Chapter of Psi Chi was estab- whose total records for the previous academic year lished in 1975. Students majoring or minoring in average 3.333 or above and include at least 24 credits psychology who demonstrate academic excellence for traditional-aged undergraduates or 16 credits for in both that fi eld and their overall program of study Ada Comstock Scholars. Students must be enrolled at are inducted into this national honor society. Ac- Smith for the full year to be named to the Dean’s List. cording to the charter, those honored are enjoined to develop programs that enhance student opportu- Society of the Sigma Xi nity to explore the fi eld of psychology. In 1935 Smith College became the fi rst women’s college to be granted a charter for the establish- ment of a chapter of the Society of the Sigma Xi. Prizes and Awards Each year the Smith College Chapter elects to mem- The following prizes are awarded at the Last Chapel bership promising graduate students and seniors Awards Convocation on Ivy Day. who excel in science. The Academy of American Poets Poetry Prize for the best poem or group of poems submitted by Phi Beta Kappa an undergraduate The Zeta of Massachusetts Chapter of the Phi Beta An award from the Connecticut Valley Section Kappa Society was established at Smith College of the American Chemical Society to a student in 1905. Rules of eligibility are established by the who has done outstanding work in chemistry chapter in accordance with the regulations of the The American Chemical Society Award to a national society. Selection is made on the basis of junior chemistry major who has excelled in analyti- overall academic achievement. cal chemistry Elections are held twice a year. In the autumn, a few seniors are elected on the basis of their The American Chemical Society/Polymer academic records from the sophomore and junior Education Division Undergraduate Award for years. Sixty-four credits must be in the calculation Achievement in Organic Chemistry to a student of the GPA. Only Smith, Five College and Smith majoring in chemistry who has done outstanding Junior Year Abroad grades count. At the end of the work in the organic chemistry sequence spring semester, more seniors are elected, these on An award from The American Institute of the basis of the records from their fi nal three years. Chemists/Massachusetts Division to an Candidates for election in the autumn of the outstanding chemist or chemical engineer in the senior year must have completed at least one four- graduating class credit semester course in each of the three divi- sions; candidates at the end of the senior year must The Newton Arvin Prize in American Studies for have completed at least two such courses in each the best long paper in the introductory course on division. Non-Smith courses may qualify in this the study of American Society and Culture distribution requirement. The Anita Luria Ascher Memorial Prize to a For students who enter Smith College in Sep- senior non-major who started German at Smith tember 1994 or later, and who graduate in 1998 and has made exceptional progress; to a senior or later, the distribution requirements for Phi Beta major who started German at Smith, has taken it Kappa will be precisely the same as the college’s for four years and made unusual progress; and to a requirements for Latin Honors. Candidates for student who knew some German when she arrived election in the autumn of the senior year will have at Smith and whose progress in four years has been to have completed the identical distribution re- considerable quirements by the end of the junior year. Students and faculty may consult with the president or the The Elizabeth Babcock Poetry Prize for the best secretary of the chapter for more information. group of poems

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The Sidney Balman Prize for outstanding work in The Michele Cantarella Memorial “Dante the Jewish Studies Program Prize” to a Smith College senior for the best essay in Italian on any aspect of The Divine Comedy The Harriet Dey Barnum Memorial Prize for outstanding work in music to the best all-around The Carlile Prize for the best original composi- student of music in the senior class tion for carillon; and for the best transcription for carillon The Gladys Lampert ’28 and Edward Been- stock Prize for the best honors thesis in American The Esther Carpenter Biology Prize in general studies or American history biology to a fi rst-year woman graduate student The Suzan Rose Benedict Prize to a sophomore The Julia Harwood Caverno Prize for the best for excellence in mathematics performance in the beginning Greek course The Samuel Bowles Prize for the best paper on The Eleanor Cederstrom Prize for the best poem an anthropological subject by an undergraduate written in traditional verse form The Samuel Bowles Prize for the best paper in The Césaire Prize for excellence in an essay or economics other project in French by a junior or senior on campus The Samuel Bowles Prize for the best paper on a sociological subject The Sidney S. Cohen Prize for outstanding work in the fi eld of economics The Kathleen Bostwick Boyden Prize awarded to a member of the Service Organizations of Smith who The Ethel Olin Corbin Prize to an undergradu- has demonstrated the best initiative in her volunteer ate for the best original poem or informal essay in contributions to the Smith College community English The John Everett Brady Prize for excellence in The CRC Press Introductory Chemistry the translation of Latin at sight; and for the best Achievement Award in introductory chemistry performance in the beginning Latin course The Merle Curti Prize for the best piece of writing The Margaret Wemple Brigham Prize to a se- on any aspect of American civilization nior for excellence in the study of microbiology or The Dawes Prize for the best undergraduate work immunology in political science The Amey Randall Brown Prize awarded for the The Alice Hubbard Derby Prize to a member best essay on a botanical subject of the junior or senior class for excellence in the The Vera Lee Brown Prize for excellence in histo- translation of Greek at sight; and to a member of ry to a senior majoring in history in regular course the junior or senior class for excellence in the study of Greek literature in the year in which the The Yvonne Sarah Bernhardt Buerger Prize to the students who have made the most notable con- award is made tribution to the dramatic activities of the college The George E. Dimock Prize for the best essay on a classical subject submitted by a Smith College The David Burres Memorial Law Prize to a se- undergraduate nior or an alumna accepted at law school intending to practice law in the public interest The Elizabeth Drew Prize in the Department of English Language and Literature for the best fi ction The C. Pauline Burt Prize to a senior majoring in chemistry or biochemistry who has an excellent writing; for the best honors thesis; for the best fi rst- record and who has shown high potential for fur- year student essay on a literary subject; and for the ther study in science best classroom essay The Hazel L. Edgerly Prize to a senior honors The James Gardner Buttrick Prize for the best history student for distinguished work in that essay in the fi eld of religion and biblical literature subject The Marilyn Knapp Campbell Prize to the stu- dent excelling in stage management

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The Constance Kambour Edwards Prize to the The Ettie Chin Hong ’36 Prize to a senior ma- student who has shown the most progress during joring or minoring in East Asian Languages and the year in organ Literatures who has demonstrated leadership and academic achievement and who intends to pursue The Ruth Forbes Eliot Poetry Prize for the best a career in education or service to immigrant and poem submitted by a fi rst-year or sophomore needy communities The Samuel A. Eliot Jr./Julia Hefl in Award for Denis Johnston Playwriting Award for the distinguished directing in the theatre The best play or musical written by an undergraduate at The Settie Lehman Fatman Prize for the best Amherst, Hampshire, Mount Holyoke, or Smith col- composition in music, in large form; and in small leges, or the University of Massachusetts form The Megan Hart Jones Studio Art Prize for The Heidi Fiore Prize to a senior student of singing judged work in drawing, painting, sculpture, pho- The Eleanor Flexner Prize for the best piece of tography, graphic arts or architecture work by a Smith undergraduate using the Sophia The Barbara Jordan Award to an African-Ameri- Smith Collection and the Smith College Archives can senior or alumna undertaking a career in law The Harriet R. Foote Memorial Prize for out- or public policy, after the example of Texas Con- standing work in botany based on a paper, course gresswoman Barbara Jordan (1936–1996) work, or other contribution to the plant sciences The Mary Augusta Jordan Prize, an Alumnae at Smith Association Award, to a senior for the most original The Henry Lewis Foote Memorial Prize for ex- piece of literary work in prose or verse composed cellence in course work in biblical courses during her undergraduate course The Clara French Prize to a senior who has ad- The Peggy Clark Kelley Award in theatre for a vanced furthest in the study of English language student demonstrating exceptional achievement in and literature lighting, costume or set design The Helen Kate Furness Prize for the best essay The Martha Keilig Prize for the best still life or on a Shakespearean theme landscape in oils on canvas The Nancy Boyd Gardner Prize for an outstand- The John and Edith Knowles Memorial Award ing paper or other project in American studies by a to a student of outstanding merit who has elected Smithsonian intern or American studies major to pursue a medical career and who has displayed qualities that might lead her to become a thought- The Ida Deck Haigh Memorial Prize to a student ful and humane critic of her chosen profession of piano for distinguished achievement in perfor- mance and related musical disciplines The Florence Corliss Lamont Prize, a medal awarded for work in philosophy The Sarah H. Hamilton Memorial Prize awarded for an essay on music The Norma M. Leas, Class of 1930, Memorial Prize to a graduating English major for excellence The Arthur Ellis Hamm Prize awarded on the in written English basis of the best fi rst-year record The Phyllis Williams Lehmann Travel Award The Vernon Harward Prize awarded annually to to a graduating senior majoring in art, with prefer- the best student scholar of Chaucer ence given to students interested in studying art The James T. and Ellen M. Hatfi eld Memorial history, especially classical art, at the graduate level Prize for the best short story by a senior majoring The Ruth Alpern Leipziger Award to an outstand- in English ing French major participating in the Junior Year The Hause-Scheffer Memorial Prize for the se- Abroad Program in Paris nior chemistry major with the best record in that The Barbara Ann Liskin-Bonagura M.D. Prize to subject a senior who plans to enter the fi eld of mental health

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The Jill Cummins MacLean Prize to a drama The Arthur Shattuck Parsons Memorial Prize to major for outstanding dramatic achievement with a the student with the outstanding paper in sociologi- comic touch in writing, acting or dance cal theory or its application The Emogene Mahony Memorial Prize for the The Adeline Devor Penberthy Memorial Prize, best essay on a literary subject written by a fi rst-year established in 2002 by the Penberthy family, to an student; and the best honors thesis submitted to the undergraduate engineering major for her academic Department of English Language and Literature excellence in engineering and outstanding contri- butions toward building a community of learners The Emogene Mahony Memorial Prize for profi - within the Picker Engineering Program ciency at the organ The Ann Kirsten Pokora Prize to a senior with a The Jeanne McFarland Prize for excellent work distinguished academic record in mathematics in women’s studies The Sarah Winter Pokora Prize to a senior who John S. Mekeel Memorial Prize to a senior The has excelled in athletics and academics for outstanding work in philosophy The Meg Quigley Prize in Women's Studies to Bert Mendelson Prize to a sophomore for The an outstanding student of women’s studies excellence in computer science; and to a senior majoring in computer science for excellence in The Judith Raskin Memorial Prize for the out- that subject standing senior voice student The Thomas Corwin Mendenhall Prize for an The Elizabeth Killian Roberts Prize for the best essay evolving from any history course, excluding drawing by an undergraduate special studies, seminars and honors long papers The Mollie Rogers/Newman Association Prize The Samuel Michelman Memorial Prize, to a student who has demonstrated a dedication given in his memory by his wife, to a senior from to humanity and a clear vision for translating that Northampton or Hatfi eld who has maintained a dedication into service that fosters peace and jus- distinguished academic record and contributed to tice among people of diverse cultures the life of the college The Eleanor B. Rothman Prize to a graduating The Mineralogical Society of America Under- Ada Comstock Scholar who will pursue a graduate graduate Award for excellence in the fi eld of degree and who has shown an interest in the Ada mineralogy Comstock Scholars Program and in Smith College The Elizabeth Montagu Prize for the best essay The Department of Russian Prize for the best on a literary subject concerning women essay on Russian literature by a senior majoring in Russian The Juliet Evans Nelson Award to graduating seniors for their contributions to the Smith commu- The Victoria Louise Schrager Prize to a senior nity and demonstrated commitment to campus life who has maintained a distinguished academic record and has also taken an important part in Newman Association Prize for outstanding The student activities leadership, dedication and service to the Newman Association at Smith College The Larry C. Selgelid Memorial Prize for out- standing work in the fi eld of economics by a Smith Josephine Ott Prize, established in 1992 by The senior former students and friends, to a Smith junior in Paris or Geneva for her commitment to the French The Donald H. Sheehan Memorial Prize for out- language and European civilization standing work in American studies The Adelaide Wilcox Bull Paganelli ’30 Prize The Rita Singler Prize for outstanding achieve- awarded by the physics department to honor the ment in technical theatre contribution of Adelaide Paganelli ’30, to a senior The Andrew C. Slater Prize for excellence in majoring in physics with a distinguished academic debate; and for most improved debater record

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The Denton M. Snyder Acting Prize to a Smith The Ernst Wallfi sch Prize to a student of music senior who has demonstrated distinguished acting for outstanding talent, commitment and diligence in the theatre The Louise M. Walton Prize to an Ada Comstock The Deborah Sosland-Edelman Prize to a senior Scholar studying art history or studio art whose for outstanding leadership in the Jewish community dedication to the fi eld is notable at Smith and valuable contribution to Smith College The Frank A. Waterman Prize to a senior who campus life has done excellent work in physics The Gertrude Posner Spencer Prize for excel- The Jochanan H. A. Wijnhoven Prize for the best lence in writing nonfi ction prose; and for excel- essay on a subject in the area of Jewish religious lence in writing fi ction thought written for a course in the Department of The Nancy Cook Steeper ’59 Prize to a gradu- Religion and Biblical Literature or in the Program ating senior who, through involvement with the for Jewish Studies Alumnae Association, has made a signifi cant con- The Enid Silver Winslow ’54 Prize in art history tribution to building connections between Smith for the best student paper written in an art history alumnae and current students course taught at Smith The Valeria Dean Burgess Stevens Prize for excellent work in women’s studies The Mary Ellen Szmkowiak Prize awarded on Fellowships the basis of merit to a premedical student enrolling Major International and Domestic in medical school Fellowships The William Sentman Taylor Prize for signifi cant Students with high academic achievement and work in human values, a quest for truth, beauty strong community service or leadership experi- and goodness in the arts and sciences ence are encouraged to apply for international The Rosemary Thomas Poetry Prize for the best and domestic fellowships through the college. The group of poems; and for the best individual poem Fellowships Program administers a support service The Tryon Prize to a Smith undergraduate for the for students applying for more than 15 different best piece of writing on a work or works of art at fellowships. the Smith College Museum of Art There are at least eight graduate fellowships that the college supports. Six are for university study: The Ruth Dietrich Tuttle Prize to encourage fur- Rhodes (Oxford), Marshall (Britain), Mellon (U.S. ther study, travel or research in the areas of inter- and Canada), Gates (Cambridge), Mitchell (Ireland national relations, race relations or peace studies and Northern Ireland) and DAAD (Germany). The The Unity Award of the Offi ce of Multicultural Fulbright is for yearlong projects to one of 140 Affairs to the student who has made an outstanding countries and the Luce for a year interning in Asia. contribution toward promoting diversity and multi- There are two further prestigious graduate fel- culturalism in the Smith College community lowships for which students must apply in earlier undergraduate years: the Truman and the Beinecke. The Anacleta C. Vezzetti Prize to a senior for the For undergraduates, the college facilitates in- best piece of writing in Italian on any aspect of the ternational opportunities through the Boren, DAAD culture of Italy and Killam fellowships in conjunction with its Study The Voltaire Prize to a sophomore at Smith Col- Abroad Program. Another undergraduate fellow- lege for an essay or other project in French that ship for which Smith offers sponsorship is the Udall shows originality and engagement with her subject for those interested in preserving the environment. Fellowship information and application assis- The Karel Fierman Wahrsager Award in Sociol- tance for eligible candidates is available from the ogy to a student who has demonstrated a high level coordinator for fellowships and grants at the Offi ce of scholarship, intellectual promise and leadership for International Study.

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Smith College education is a lifetime deadline for fall 2005 is August 10, 2005. For investment. It is also a fi nancial chal- spring 2006, the payment deadline is January 10, lenge for many families. At Smith, 2006. Payment must be made by these dates to we encourage all qualifi ed students avoid late payment fees being assessed. Checks to apply for admission, regardless should be made payable to Smith College and Aof family fi nancial resources. Our students come include the student’s name and ID number on the from a variety of socioeconomic backgrounds. The front. Offi ce of Student Financial Services has an experi- Beginning on the next business day after any enced staff to assist students and parents in both payment is due, monthly late payment fees, which the individual fi nancial aid application process and are based on the outstanding balance remaining the educational fi nancing process in general. We after any payment due date, will be assessed at the work with families to help them manage the fi nan- rate of $1.25 on every $100 (1.25%) that remains cial challenge in a variety of ways, through fi nancial unpaid until the payment is received in full, on or aid, loans and payment plan options. before the next billing month in which the student Many Smith students receive fi nancial assis- is invoiced. If you have questions regarding any tance to pay for college expenses. Smith College charges or credits on your bill, contact the Offi ce participates in all the major federal and state of Student Financial Services. student aid programs while funding a substantial In cases where students default on fi nancial ob- institutional grant and scholarship program from ligations, the student is responsible for paying the its endowment outstanding balance including all late payment fees, We realize that fi nancing a college education is a collection costs and any legal fees incurred by the complex process, and we encourage applicants and college during the collection process. Transcripts their families to communicate directly with us. Our and other academic records will not be released experienced educational fi nancing staff in the Offi ce until all fi nancial obligations to the College have of Student Financial Services is available to work been met. with you. Inquiries may be made by calling (413) IMPORTANT NOTE: Payments for each month’s 585-2530 between 8:30 a.m. and 4 p.m. weekdays; bill must be received by the Offi ce of Student Fi- 10 a.m. to 4 p.m. on Wednesdays (Eastern time). nancial Services by the payment due date. If paying Send e-mail communications to [email protected] or by mail, please allow at least 5 to 7 business days visit their Web site at www.smith.edu/fi naid. for mail and processing time. If paying in person, payment should be made before 4 p.m. on the pay- ment due date. Your Student Account The college expects the student to fulfi ll her Smith College considers the student to be respon- fi nancial responsibility and reserves the right to sible for ensuring that payments—whether from place limitations on the student for failure to do so. loans, grants, parents, or third parties—are re- The consequences of nonpayment include being ceived in a timely manner. All student accounts are prevented from participating in the house decision/ managed by the Offi ce of Student Financial Services. room lottery process, registering for future semes- Initial statements detailing semester fees are mailed ter courses, receiving academic transcripts and on or about July 15 and December 15. Monthly receiving a diploma at commencement or approval statements will be mailed to the student’s permanent for a leave of absence. The college also reserves mailing address on or about the 15th of each month. the right to have the student administratively with- The college’s comprehensive fees associated drawn and may refer such account for collection with the beginning of the semester are due and in her name. Students and parents are welcome to payable in full by specifi c deadline dates, well in contact the Offi ce of Student Financial Services for advance of the beginning of classes. The payment assistance in meeting payment responsibilities.

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Most credit balance refunds are issued directly borrower. With the student’s written release, credit by check in the student’s name; those that result balance refunds may be issued to the parent or the from a PLUS or MEFA loan are issued to the parent designee of the student.

Fees 2005–06 Comprehensive Fee (required institutional fees) Fall Semester Spring Semester Total Tuition $15,260 $15,260 $30,520 Room and Board* 5,135 5,135 10,270 Student activities fee 117 117 234

Comprehensive fee $20,512 $20,512 $41,024

* Room and board will be billed as a combined charge.

As part of her expenses, a student should be prepared to spend a minimum of $600 per year on books and academic supplies. In addition, a student will incur additional expenses during the academic year that will vary according to her standard of living, personal needs, recreational activities and number of trips home.

FEE FOR NONMATRICULATED STUDENT 2005–06 Optional Fees Per course for credit ...... $3,820 STUDENT MEDICAL INSURANCE—$1,962 FEES FOR ADA COMSTOCK SCHOLARS The $1,962 Student Medical Insurance fee is split Application fee ...... $60 between the two semesters and covers the student Transient Housing (per semester) from August 15 through the following August 14. Room only (weekday nights) ...... $340 Massachusetts law requires that each student have Room and full meal plan comprehensive health insurance; Smith College (weekday nights) ...... $730 offers a medical insurance plan through Koster Tuition per semester Insurance (www.kosterweb.com) for those stu- 1–7 credits ...... $955 per credit dents not otherwise insured. Details about the 8–11 credits ...... $7,640 insurance are mailed during the summer. Students 12–15 credits ...... $11,460 are automatically billed for this insurance un- 16 or more credits ...... $15,260 less they follow the waiver process outlined in STUDENT ACTIVITIES FEE the insurance mailing. Students must waive the The $234 student activities fee is split between insurance coverage by August 10 in order to avoid the two semesters and is used to fund chartered purchasing the annual Smith Plan. If a student is on student organizations on campus. The Student leave on a Smith-approved program that is billed at Government Association allocates the monies each home-school fees, a reduced charge may apply. For year. Each spring, the Senate Finance Committee of students who are admitted for spring semester, the the SGA proposes a budget that is voted on by the charge will be $1,266 for 2005–06. student body.

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MASSPIRG—$12 Use of a practice room, one hour daily The $12 MassPIRG fee is approved by a vote of the ...... $25 per year student body. It funds the Massachusetts Public Use of a practice room, one hour daily, Interest Research Group, a nonprofi t environmen- and of a college instrument ...... $50 per year tal and consumer organization. A student has the Use of organ, one hour daily ...... $100 per year option to have the fee canceled by completing a waiver card at the beginning of the spring semester. FEE FOR RIDING CLASSES PER SEMESTER Adjacent to the Smith campus is Fox Meadow Farm, Other Fees and Charges where riding lessons are available to all students at the college. Fox Meadow Farm will also board APPLICATION FOR ADMISSION—$60 horses for students, at a cost of $460 per month. The application fee, which helps defray the cost Inquiries about boarding should be addressed to of handling all the paperwork and administrative Sue Payne, c/o Smith College Riding Stables. The review involved with all applicants, must accom- Smith intercollegiate riding team uses their facili- pany the application form. An applicant must send ties for practice and for horse shows. The fees list- the fee and form to the Offi ce of Admission prior ed below are per semester and are payable directly to January 15. An applicant to the Ada Comstock to Fox Meadow Farm when a student registers for Scholars Program must submit the fee and Part A lessons each semester. of the Application for Admission to the Ada Com- Two lessons per week ...... $450 stock offi ce prior to February 1. STUDIO ART COURSES PER SEMESTER ENROLLMENT DEPOSIT—$300 Certain materials and supplies are required for Upon admittance, a new student pays an enroll- studio art courses and will be provided to each ment deposit which serves to reserve her place student. Students may require additional supplies in class and a room if she will reside in campus as well and will be responsible for purchasing housing. $100 representing a general deposit com- them directly. The expenses will vary from course ponent is held until six months after the student to course and from student to student. graduates from the college. The $100 is refunded Required materials ...... $20–$150 only after deducting any unpaid fees or fi nes and is Additional supplies ...... $15–$100 not refunded to a student who withdraws (includ- ing an admitted student who does not attend); CHEMISTRY LABORATORY COURSE PER SEMESTER $200 representing a room deposit component ...... $6–$25 plus breakage is credited $100 in July toward her fall semester CONTINUATION FEE charges; and $100 in December toward her spring ...... $55 per semester semester charges. Students on leave of absence or attending other FEE FOR MUSICAL INSTRUCTION—$600 PER institutions on exchange or junior year abroad SEMESTER (ONE-HOUR LESSON PER WEEK) programs will be assessed a continuation fee to Practice rooms are available to Smith College stu- maintain enrollment status at the college. dents with fi rst preference given to those registered for music instruction. Other Five College students LATE PAYMENT FEE may apply to the chair of the music department Any payment made after August 10 for fall or for permission to use the facilities. Practice rooms January 10 for spring will be considered late. Late may be available for use by other individuals in last payments may be assessed a late fee at the rate of order of preference upon successful application to $1.25 on every $100 (1.25%). the chair of the music department. EARLY ARRIVAL FEE—$30 PER DAY There is no charge for Five College students, faculty and staff for use of the practice rooms. For LATE CENTRAL CHECK-IN FEE—$55 other individuals, the following schedule of fees Returning students who do not participate in Cen- will apply. tral Check-In will be assessed a fee.

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LATE REGISTRATION FEE—$30 refundable. Normally, students who withdraw from Students who make registration changes after the a Junior Year Abroad Program are withdrawn from registration period will be assessed a fee for each Smith and may not return to the college the follow- change. ing semester.

BED REMOVAL FEE—$100 STUDENTS RECEIVING TITLE IV FEDERAL AID Students who remove their beds from their campus Per federal regulations, a student earns her aid rooms will be charged a bed removal fee. based on the period of time she remains enrolled. Unearned Title IV funds, other than Federal Work HEALTH/FIRE/SAFETY VIOLATION—$5 PER ITEM Study, must be returned to the appropriate federal A minimum fi ne of $5 per item will be charged for agency. During the fi rst 60 percent of the enroll- items left in public areas such as corridors, stair- ment period, a student earns Title IV funds in direct ways or entrances. These items create a hazard and proportion to the length of time she remains en- violate compliance with the Americans with Dis- rolled. A student who remains enrolled beyond the abilities Act, as well as city and state building, fi re, 60 percent point earns all the aid for the payment and safety codes. period. For example, if the period of enrollment is 100 days and the student completes 25 days, then she has earned 25 percent of her aid. The remain- Institutional Refund Policy der of the aid must be returned to the appropriate A refund must be calculated if a student has with- federal agency. drawn on or after the fi rst day of classes, but before OTHER CHARGES the point when the college is considered to have If a student has not waived the medical insurance earned all the tuition, room, board and mandatory and withdraws from the College during the fi rst fees (hereinafter called institutional charges) for 31 days of the period for which coverage is pur- which the student was charged. A withdrawal fee chased, she shall not be covered under the Plan of $100 will be charged in addition to any refund and a full refund of the premium will be made. calculation made. Credit balances remaining on Insured students withdrawing after 31 days will re- any account will be refunded to the appropriate main covered under the Plan for the full period for person or agency. which the premium has been paid and no refund ADJUSTMENT OF INSTITUTIONAL CHARGES AND will be made available. INSTITUTIONAL AID Other charges, such as library fi nes, parking Any student who withdraws prior to the fi rst day fi nes, and infi rmary charges are not adjusted upon of classes will receive a 100 percent adjustment of the student’s withdrawal. institutional charges, insurance and MassPIRG. All disbursed Title IV aid, institutional aid, state and other aid will be returned to the appropriate ac- Contractual Limitations count by the college. A student who withdraws after the fi rst day of If Smith College’s performance of its educational classes, but before the time when she will have objectives, support services, or lodging and food completed 60 percent of the period of enrollment, services is hampered or restrained on account of will have her institutional charges and institutional strikes, fi re, shipping delays, acts of God, prohibi- aid adjusted based on the percent of attendance. tion or restraint of governmental authority, or other If a student should withdraw from a Junior Year similar causes beyond Smith College’s control, Abroad Program during the course of the year, it Smith College shall not be liable to anyone, except is college policy not to grant credit for less than a to the extent of allowing in such cases a pro-rata full year’s work and to refund only those payments reduction in fees or charges already paid to Smith for room and board which may be recovered by College. the college. Tuition charges for the year are not

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ineligible to receive college-funded assistance until Payment Plans and Loan they have completed 64 credits earned at Smith. Options Transfer students and Ada Comstock Scholars who do not apply for fi nancial aid at the time of admis- Smith offers a variety of payment plan and loan sion are eligible to apply after completing 32 cred- options to assist you in successfully planning for its earned at Smith. Note that institutional fi nancial timely payment of your college bill. aid may not be available to students who do not Smith’s payment plans allow you to distribute meet the published deadlines. payments over a specifi c period. To enable the college to determine a student’s • the Semester Plan need, a family completes both the Free Application • the TuitionPay Monthly Plan (administered by for Federal Student Aid (FAFSA) and the College Academic Management Services) Scholarship Service PROFILE form, requesting that • Prepaid Stabilization Plan data be sent to Smith. Both forms may be com- Smith also offers some parent loan options. pleted on-line. The FAFSA can be accessed at www. Details on loan options and payment plans can fafsa.ed.gov (Smith College code is 002209) and be found in Financing Your Smith Education, which the PROFILE can be accessed at www.collegeboard. is available from the Offi ce of Student Financial com (Smith College code is 3762). Services. We also require a signed copy of the family’s This information is also available on the World most recent federal tax returns, including all Wide Web at www.smith.edu/fi naid. schedules and W-2’s. Once we receive the appli- cant’s completed FAFSA and PROFILE, we review each student’s fi le individually. We take into consid- Financial Aid eration the number of dependents, the number of family members in college, divorced parents and We welcome women from all economic back- other special circumstances. We require signed grounds. No woman should hesitate to apply to copies of parents’ and students’ most recent fed- Smith because of an inability to pay the entire cost eral income tax returns to verify all the fi nancial of her education. We make every effort to fully information before we credit awards to a student’s meet the documented fi nancial need of all admit- account. International students should complete ted undergraduates who have met the published the Smith College Financial Aid Application for admission and fi nancial aid deadlines. Awards are Students Living Abroad, and an offi cial government offered to applicants on the basis of need, and statement or income tax return will be required to calculated according to established college and verify income. federal policies. An award is usually a combination The college makes the fi nal decision on the of a grant, a loan, and a campus job. level of need and awards. Financial aid decisions Smith College is committed to a fi nancial aid to entering students are announced simultaneously policy that guarantees to meet the full fi nancial with admission notifi cations. College policy limits need, as calculated by the college, of all admitted the awards of Smith funds to the level of billed fees. students who meet published deadlines. The col- A student who is awarded aid at entrance will lege does operate under a need-sensitive admission have it renewed each year she attends according to policy that typically affects less than 8 percent of her need, as calculated by the college, if she is in our applicant pool. Each applicant for admission good academic standing. She and her family apply is evaluated on the basis of her academic and per- for aid annually with Smith College forms, FAFSA sonal qualities. However, the college may choose and PROFILE forms, and tax returns. The amount to consider a student’s level of fi nancial need when of aid may vary from year to year depending on making the fi nal admission decision. Applicants are changes in college fees and in the family’s fi nancial advised to complete the fi nancial aid process if they circumstances. The balance of loan and grant also will need fi nancial help to enroll at Smith. Entering changes, based on federal loan limits. Instructions fi rst-year students who fail to apply for fi nancial for renewing aid are made available to all students aid before the admission decision is issued will be

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in early December. Students are expected to com- If an entering student applied for but did not plete their undergraduate studies in eight semes- qualify for need-based aid in her fi rst year, that ters, and grant aid is limited to that period, except student may reapply for aid in subsequent years. for special programs. This is particularly important for families that Ada Comstock Scholars receiving fi nancial aid experience changes in family circumstances such are required to make satisfactory progress toward as a sibling entering college, reductions in parent the degree in order to continue receiving aid—that income or unanticipated medical expenses. Re- is, completion of at least 75 percent of all credits turning students who want to apply for federal aid attempted in any academic year. Students not meet- only have a modifi ed application process. If there ing this criterion are put on fi nancial aid probation are major changes to the fi nancial resources of the and may become ineligible for aid if the probation- family, Student Financial Services will consider a ary period exceeds one year. new request for aid or a review of a previous denial Unless the administrative board decides that at any time. mitigating circumstances warrant an exception, The college cannot assume responsibility for no federal student aid may be made available to family unwillingness to contribute to college ex- a student who is not making satisfactory progress penses. There are limited circumstances that qual- toward the degree (see p. 52). ify a student for consideration as an independent aid applicant. Women over the age of 24, orphans First-Year Applicants and wards of the court are always considered self- supporting for federal fi nancial aid purposes. Any student who needs help in fi nancing her education should apply for fi nancial aid at the Transfer Students time she applies for admission. The fi nancial aid application requirements are sent to all applicants Transfer students should follow the same applica- for admission. Students must not wait until they tion procedures detailed on their specifi c fi nancial have been accepted for admission to apply for aid applications. Transfer students who do not aid. Each student’s fi le is carefully reviewed to apply for aid at the time of admission cannot apply determine eligibility for need-based aid. Since this for college aid until they reach junior standing and is a detailed process, the college expects students complete at least 32 credits at Smith. to follow published application guidelines and to meet the appropriate application deadlines. Ada Comstock Scholars Students and parents are encouraged to contact Student Financial Services via email at sfs@smith. Women of nontraditional college age can apply to edu or by phone (413-585-2530) with questions. the Ada Comstock Scholars Program. Applicants Detailed information on the application process for aid should complete a Free Application for Fed- and deadlines is available on our Web site at www. eral Student Aid (FAFSA), a Smith Application for smith.edu/fi naid. Financial Aid, and send us a signed copy of their The consequences of not applying for aid prior most recent federal tax return, complete with all to being accepted for admission include a 64- schedules and W-2’s. credit waiting period before becoming eligible to An Ada Comstock Scholar who does not ap- receive college grant aid. This means that only fed- ply for aid at the time of admission cannot apply eral, state and private assistance would be available for institutional grant aid until she has completed for the fi rst two years of undergraduate enrollment 32 credits at Smith, although she may qualify for at Smith. The college will consider exceptions to federal and state grants and loans before she has this policy only if you experience and can docu- completed 32 credits. This policy does not apply to ment an unexpected family emergency. Please note women who applied for, but were not granted, aid that this policy does not pertain to students who, at the time of admission. at the time of admission to Smith, applied for but were not granted need-based fi nancial aid.

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International Applicants and Non- and job, both considered self-help, are usually the U.S. Citizens fi rst components of an aid package, with any re- maining need being met with grant aid. Smith College awards need-based aid to non-U.S. citizens, both fi rst-year and transfer applicants. LOANS There is a great deal of competition for these funds, Most students borrow through the Federal Direct and the level of support provided from the college Ford Loan Program. Federal Perkins Loans are range widely, depending on particular family cir- offered to students to the extent of available federal cumstances. Aid is determined based on the infor- funding. Most parents are eligible to borrow under mation provided by the family on the Smith College the Federal Parent Loan Program and/or may make Financial Aid Application for Non-U.S. Citizens, use of one of the plans described in Financing Your along with translated tax or income statements. Smith Education. Students who receive aid of any The application deadline is the same as the sort from federal funds are subject to the statutes application deadline for admission: February 1. governing such aid. A non-U.S. citizen eligible for aid is offered a CAMPUS JOBS grant award in the fi rst year that will remain at Student Financial Services administers campus the same level each year she is at Smith (Cana- jobs. All students may apply, but priority is given dian citizens excepted). (Loan and campus job to those students (about one-half of our student amounts, which are part of the total aid package, body) who received campus job offers as part of may increase each year to partially offset increases their aid packages. First-year students work an in billed expenses.) Cost increases not covered by average of eight hours a week for 32 weeks, usu- aid increases are the responsibility of the student ally for Dining Services. Students in other classes and her family. hold regular jobs averaging ten hours a week for For application deadlines and details, please 32 weeks. These monies are paid directly to each check www.smith.edu/fi naid. student as she earns them. They are intended NON-U.S. CITIZENS LIVING IN THE U.S. primarily to cover personal expenses, but some If you are a non-U.S. citizen whose parents are students use part of their earnings toward required earning income and paying taxes in the United fees. Short-term jobs are open to all students. Ad- States, you will need to complete a CSS PROFILE ditionally, a term-time internship program is ad- form as well as the Smith Financial Aid Application ministered by the Career Development Offi ce. The for Non-U.S. Citizens and provide a complete and college participates in the federally funded College signed U.S. federal income tax return. Work-Study Program, which funds a portion of the earnings of eligible students, some of them in U.S. CITIZENS LIVING OUTSIDE THE U.S. nonprofi t, community service positions and in the Fill out the Smith Application for First-Year Finan- America Reads tutorial program. cial Aid and follow procedures for applicants resid- ing in the United States. However, if your parents GRANTS are living and earning income outside the United Grants are funds given to students with no require- States and do not fi le U.S. tax returns, you should ment of repayment or work time in exchange. Most also fi ll out the Smith Financial Aid Application for Smith College grants come from funds given for Non-U.S. Citizens so that we can consider the actual this purpose by alumnae and friends of the college expenses incurred by your family. and by foundations and corporations. The federal U.S. citizens and permanent residents must and state governments also provide assistance reapply for aid each year. through need-based grants such as the Federal Pell Grant and state scholarships. Smith receives an allocation each year for Federal Supplemental Edu- Financial Aid Awards cational Opportunity Grants and for state-funded Smith’s resources for fi nancial aid include loans, Gilbert Grants for Massachusetts residents. campus jobs and grants; a student’s fi nancial aid package will include one or more of these. A loan

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Outside Aid Scholarships for Northampton and If you receive any assistance from an organization Hatfi eld Residents—The Trustee outside of the college, this aid must be taken into Grant consideration in calculating your fi nancial aid At the discretion of the trustees, partial tuition award. For this reason, you are required to report grants may be awarded to accepted applicants who such aid. have been residents of Northampton or Hatfi eld Most outside scholarships are given to rec- with their parents for at least fi ve years directly ognize particular achievement on the part of the preceding the date of their admission to college. recipient. These awards are allowed to reduce the Such grants are continued through the four college suggested loan, job or institutional family contribu- years if the student maintains diploma grade, con- tion. However, in no case will the family contribu- forms to the regulations of the college, and con- tion be reduced below the federally calculated tinues to be a resident of Northampton or Hatfi eld. family contribution. When outside awards have The Trustee Grant may only be used for study at the replaced the suggested loan and job, and the fam- Northampton campus. ily contribution has been reduced to the federally calculated level, Smith grant aid will be reduced ROTC dollar for dollar. Entitlement awards from state or federal Air Force ROTC is available at most colleges and sources as well as tuition subsidies based on par- universities in western Massachusetts, including ents’ employment are not covered by the policy and Smith College. Air Force ROTC offers two-, three- reduce Smith grant dollar for dollar. and four-year scholarships to qualifi ed new and Benefi ts from rehabilitation agencies are continuing college students. For more information, treated in a slightly different manner. Rehabilitation call (413) 545-2437, send e-mail to afrotc@acad. assistance for books goes directly to the student umass.edu or visit www.umass.edu/afrotc. and does not affect the aid package. One-half of other rehabilitation benefi ts will be used to replace the suggested loan and one-half will replace the Smith grant. Student Financial Services must be notifi ed of all outside awards. If you notify us by July 1, the aid will be refl ected in your offi cial award and on your fi rst bill. If you notify us after September 1, the outside aid may be used to reduce the Smith grant dollar for dollar. Music Grants Each year the college awards grants equal to $200 per semester for the cost of lessons in practical music to students who have fi nancial need and who are accepted by the Department of Music. Ernst Wallfi sch Scholarship in Music A full-year music performance scholarship (vocal or instrumental), based on merit and commit- ment, may be granted by the Music Department to a Smith student (fi rst-year, sophomore or junior) enrolled in a performance course at Smith College.

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rom the college’s beginning, students at Smith have been challenged by rigorous Secondary School academic standards and supported by Preparation rich resources and facilities to develop to their fullest potential and defi ne their There is no typical applicant to Smith and no typi- ownF terms of success. Admitting students who will cal academic program, but we strongly recom- thrive in the Smith environment remains the goal mend that a student prepare for Smith by taking of our admission efforts. We seek students who will the strongest courses offered by her high school. be productive members of the Smith community, Specifi cally this should include the following, who will be challenged by all that is offered here, where possible: and who will challenge their faculty members and • four years of English composition and peers to sharpen their ideas and perspectives of literature the world. • three years of a foreign language (or two years Each year we enroll a fi rst-year class of ap- in each of two languages) proximately 640 able, motivated, diverse students • three years of mathematics whose records show academic achievement, • three years of science intellectual curiosity and potential for growth. • two years of history Because our students come from virtually every Beyond meeting the normal minimum require- state and more than 50 countries, their educational ments, we expect each candidate to pursue in and personal experiences and opportunities vary greater depth academic interests of special impor- tremendously. In selecting a class, the Board of tance to her. Candidates who are interested in our Admission, which is made up of faculty members engineering major should pursue coursework in as well as members of the admission and adminis- calculus, biology, chemistry and physics. trative staffs, considers each student in the light of Smith College will accept college-level work the opportunities available to her. Included in the completed prior to matriculation as a degree board’s review are her secondary school record, student, provided that the relevant courses were the recommendations from her school, her College completed at an accredited college or university Board SAT I scores, or ACT and any other available and were not applied to the requirements for high information. Of critical importance is the direct school graduation. We also give credit for excellent communication we have with each student through performance in Advanced Placement, International her writing on the application. Baccalaureate and equivalent foreign examinations. Smith College makes every effort to meet fully Please refer to the Academic Rules and Procedures the documented fi nancial need, as calculated by section for further information regarding eligibility the college, of all admitted students. Two-thirds for and use of such credit. of our students receive some form of fi nancial as- sistance through grants, loans and/or campus jobs. Further information about fi nancial planning for a Entrance Tests Smith education and about fi nancial aid is available in the section on Fees, Expenses and Financial Aid, We require each applicant to take the Scholastic pages 33–40. Assessment Test (SAT I) or the American College Test (ACT). SAT II: Subject Tests are strongly rec- ommended but not required. We recommend that a candidate take the examinations in her junior year to keep open the possibility of Early Decision and to help her counselors advise her appropri- ately about college. All examinations taken through

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January of the senior year are acceptable. The re- year. The ACT may be substituted for the SAT I. sults of examinations taken after January arrive too Supporting materials must include mid-semester late for us to include them in the decision-making senior grades. process. Applicants deferred in either Early Decision A candidate can apply to take the SAT I and plan will be reconsidered in the spring, together SAT II tests by visiting the College Board Web site with applicants in the Regular Decision Plan. Of- at www.collegeboard.com. Special-needs students fers of admission are made with the understanding should write to the College Board for informa- that the high school record continues to be of high tion about special testing arrangements. It is the quality through the senior year. Candidates are student’s responsibility, in consultation with her notifi ed of fi nancial aid decisions at the same time school, to decide which tests and test dates are ap- as the admission decision. propriate in the light of her program. It is also her responsibility to ask the College Entrance Examina- Regular Decision tion Board to send to Smith College the results of all tests taken or to confi rm with her counselor The Regular Decision Plan is designed for students or other school offi cial that the test results are in- who wish to keep open several college options cluded with her high school transcript. The College during the application process. Candidates may Board code number for Smith College is 3762. submit applications anytime before the January 16 Students applying to take the ACT should visit deadline. the American College Testing Program Web site at A student interested in Smith should request a www.act.org. common application from her school or complete one online at www.commonapp.org. Included with the application are all the forms she will need, and instructions for completing each part of the appli- Applying for Admission cation. She may use the Common Application form A student interested in Smith has three options for obtainable at her school. applying—Fall Early Decision, Winter Early Deci- We realize that applying to college involves a lot sion and Regular Decision. of time-consuming paperwork for the applicant. It is work that we review carefully and thoroughly, Early Decision and we suggest that applicants do not leave it to the last moment. Fall and Winter Early Decision Plans are designed for students with strong qualifi cations who have selected Smith as their fi rst choice. The plans dif- fer from each other only in application deadline, Advanced Placement recognizing that students may decide on their col- Smith College participates in the Advanced Place- lege preference at different times. In making an ment Program administered by the College application to her fi rst-choice college, a candidate Entrance Examination Board. Please refer to the eliminates much of the anxiety, effort and cost of Academic Rules and Procedures section (p. 51) preparing several college applications. Candidates for information governing eligibility for and use of under this plan may initiate applications to other Advanced Placement credit. colleges, but may make an Early Decision applica- tion to one college only. It is important to note that if accepted under Early Decision, a candidate must International Baccalaureate withdraw all other college applications and may not make any further applications. The amount of credit will be determined as soon as A student applying for Early Decision should an offi cial copy of results has been sent to the reg- take her SAT I and SAT II tests before her senior istrar’s offi ce. Guidelines for use are comparable to those for Advanced Placement.

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Fall Early Winter Early Regular Decision Decision Decision Submit application and fee or fee waiver by: November 15 January 2 January 16

Submit all other parts of the application by: November 15 January 2 February 1

Come for an interview by: November 15 January 2 January 31

Testing completed by: October November January

File the appropriate fi nancial aid forms with the Smith Offi ce of Student Financial Services by: November 15 January 2 February 15

Ask your counselor to send November 15 January 2 February 1 senior grades by: (fi rst-term (fi rst-term (midyear grades) grades) grades)

We notify each candidate by: December 15 late January April 1 (Deferred applicants for Fall or Winter Early Decision are automatically reconsidered with Regular Decision applicants in the spring.)

Submit the nonrefundable enrollment deposit to hold a space in the class by: January 15 late February May 1

Interview Deferred Entrance We recommend an interview for all candidates. For An admitted fi rst-year or transfer applicant who has those who live or attend school within 200 miles accepted Smith’s offer and paid the required de- of the college an on-campus interview is encour- posit may defer her entrance for one year to work, aged. Others should visit our Web site to obtain the travel or pursue a special interest if she makes this name of an alumna interviewer in their area. The request in writing to the director of admission by interview allows each candidate to become better June 1. acquainted with Smith and to exchange information with a member of the staff of the Offi ce of Admis- sion or a trained alumna volunteer. See the chart Deferred Entrance for of admission deadline dates for times of interviews, and remember that we cannot interview after Medical Reasons February 1, as we are busy reading applications. An admitted fi rst-year or transfer applicant who Interviews for juniors and information sessions for has accepted Smith’s offer and paid the required students and their families begin in mid-March. deposit may request to postpone her entrance due (Interviews for transfer candidates are offered year- to medical reasons if she makes this request in round.) writing, explaining the nature of the medical prob- lem, to the director of admission by August 30. At that time, the college will outline expectations for

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progress over the course of the year. A Board of one year in advance of their proposed entrance. Admission subcommittee will meet the following The initial letter should include information about March to review the student’s case. Readmission is the student’s complete academic background. If not guaranteed. fi nancial aid is needed, this fact should be made clear in the initial correspondence. Transfer Admission A student may apply for transfer to Smith College Visiting Year Programs in January or September after the completion of Smith College welcomes a number of guest stu- one or more semesters at another institution. When dents for a semester or a year of study. In the Visit- she requests the application form she should send ing Student Program, students enrolled in accred- a detailed statement of her academic background ited, four-year liberal arts colleges or universities in and of her reasons for wishing to transfer. the United States may apply to spend all or part of For January entrance, she must submit her their sophomore, junior or senior year at Smith. application and send all credentials by November International students may apply to spend a 15. Decisions will be mailed by mid-December. year at Smith under the International Visiting Pro- The suggested fi ling date for September entrance gram. (Exceptions may be made if a student wishes is February 1, especially for students applying for to visit for only one semester.) Applicants must be fi nancial aid. Candidates whose applications are in their fi nal year of studies leading to university complete by March 1 will receive admission deci- entrance in their own country or currently enrolled sions by the fi rst week in April. Students whose in a university program abroad. If accepted, can- applications are complete by May 15 will receive didates will be expected to present examination decisions by June 1. Letters from the fi nancial aid results—Baccalaureate, Abitur or GCSE, for exam- offi ce are mailed at the same time as admission ple—before enrolling. Evidence of English fl uency letters. will be required of applicants whose fi rst language We expect a transfer student to have a strong is not English. academic record and to be in good standing at the Applicants to the visiting programs must furnish institution she is attending. We look particularly for a transcript of their college work (or secondary evidence of achievement in college, although we school work, where applicable) to date, faculty also consider her secondary school record. Her recommendations and a completed application. program should correlate with the general Smith Applications must be completed by July 1 for Sep- College requirements given on pages 41–42 of this tember entrance and by December 15 for January catalogue. entrance. We regret that fi nancial aid is not avail- We require a candidate for the degree of bach- able for these programs. elor of arts to spend at least two years in residence Information and application material may be at Smith College in Northampton, during which obtained by writing to Visiting Year Programs, time she normally completes 64 credits. A student Offi ce of Admission, Smith College, Northamp- may not transfer to the junior class and spend any ton, Massachusetts 01063 or sending e-mail to part of the junior or senior year studying in off- [email protected]. campus programs. Readmission International Students See Withdrawal and Readmission, page 54. We welcome applications from qualifi ed inter- national students and advise applicants to com- municate with the director of admission at least

33.Cat.Cat FrontFront 22005-06.indd005-06.indd 5454 77/26/05/26/05 8:44:548:44:54 AMAM Admission 45 Ada Comstock Scholars Program The admission process for Ada Comstock Scholars places particular emphasis on an autobiographi- cal essay and an exchange of information in an interview. A candidate should schedule her inter- view appointment before submitting Part I of her application prior to the deadline, February 1. It is recommended that an applicant bring college tran- scripts to her interview appointment. Ada Comstock Scholars are expected to have completed a minimum of 32 transferable liberal arts credit before matriculation at Smith. The aver- age number of transfer credits for an admitted student is 50. Those students who offer little or no college-level work normally are advised to enroll elsewhere to fulfi ll this requirement before initiat- ing the application process. For a candidate to be considered for September entrance, Part I of the application must be in the admission offi ce by February 1, and Part II with all supporting material by February 10. A candidate’s status as an Ada Comstock Scholar must be designated at the time of applica- tion. Normally, an applicant admitted as a student of traditional age will not be permitted to change her class status to Ada Comstock Scholar until fi ve years after she withdraws as a student of traditional age. A woman who meets the transfer credit guide- line must apply as an Ada Comstock Scholar if she also meets the federal government’s guidelines defi ning independent students: • at least 24 years old • a veteran • responsible for dependent(s) other than a spouse A brief description of the program can be found on page 11. Information about expenses and pro- cedures for applying for fi nancial aid can be found in the section entitled Fees, Expenses and Financial Aid. Inquiries in writing, by phone or by e-mail may be addressed to the Offi ce of Admission.

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The student must remain away from the college for Requirements for the Degree at least one semester and then may apply for read- The requirements for the degree from Smith Col- mission for the following semester. lege are completion of 128 credits of academic Approved summer-school or interterm credit work and satisfactory completion of a major. For may be used to supplement a minimum 12-credit graduation the minimum standard of performance program or to make up a shortage of credits. Smith is a cumulative average of 2.0 in all academic work students may accrue a maximum of 12 summer- and a minimum average of 2.0 in the senior year. school credits and 12 interterm credits at Smith or For those entering as fi rst-year students, satisfac- elsewhere toward their Smith degree. An overall tory completion of a writing intensive course in the maximum of 32 credits of combined summer, fi rst year is required. interterm, AP and pre-matriculation credits may be Students earning a bachelor of arts degree must applied toward the degree. See Academic Credit, complete at least 64 credits outside the department pages 49–51. or program of the major. The requirements for A student enters her senior year after complet- the bachelor of science degree in engineering are ing a maximum of six semesters and attaining at listed in the courses of study section under Engi- least 96 Smith College or approved transfer credits. neering. A student may not enter the senior year with a Candidates for the degree must complete at shortage of credits: exceptions require a petition least four semesters of academic work, a minimum to the Administrative Board prior to the student’s of 64 credits, in academic residence at Smith Col- return to campus for her fi nal two semesters. A lege in Northampton; two of these semesters must student in residence may carry no more than 24 be completed during the junior or senior year. (For credits per semester unless approved by the Ad- accelerated programs, see p. 11.) A student on a ministrative Board. Smith Junior Year Abroad Program, the Jean Picker Semester-in-Washington Program or the Internship Admission to Courses Program at the Smithsonian Institution is not in academic residence in Northampton. Instructors are not required to hold spaces for Each student is responsible for knowing all students who do not attend the fi rst class meeting regulations governing the curriculum and course and may refuse admittance to students seeking to registration and is responsible for planning a add courses who have not attended the fi rst class course of study in accordance with those regula- meetings. tions and the requirements for the degree. PERMISSIONS Some courses require written permission of the in- Course Program structor and/or chair of the department concerned before the course is elected. The normal course program for traditional-aged A student who does not have the prerequisites undergraduates consists of 16 credits taken in each for a course may elect it only with the permission of eight semesters at Smith. Only with the approval of the instructor and the chair of the department in of the administrative board may a student complete which the course is offered. her degree requirements in fewer or more than A student must petition the administrative board eight semesters. The minimum course program for for permission to enter or drop a year-long course a traditional-aged undergraduate in any semester with credit at midyear. The petition must be signed is 12 credits. A traditional-aged student who is by the instructor of the course, the student’s adviser enrolled in fewer than 12 credits in any semester and the chair of the department concerned before is required to withdraw at the end of that semester. it is submitted to the class dean.

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SEMINARS course. Studio classes may not be audited except Seminars are limited to 12 students and are open, by permission of the art faculty following a written by permission of the instructor, to juniors, seniors request to the department. Records of audits are and graduate students only. At the discretion of the not maintained. instructor and with the approval of the department chair or the program director, 15 students may Changes in Course Registration enroll. If enrollment exceeds this number, the in- structor will select the best-qualifi ed candidates. ADDING AND DROPPING COURSES During the fi rst 10 class days, a student may enter SPECIAL STUDIES or drop a course with the approval of the adviser Permission of the instructor, the department chair and after consultation with the instructor. From the and in some cases the department is required for 11th through the 15th day of class, a student may the election of Special Studies. Special Studies enter a course with the permission of the instruc- are open only to qualifi ed juniors and seniors. A tor, the adviser and the class dean. maximum of 16 credits of special studies may be After the 10th day of classes a student may drop counted toward the degree. a course up to the end of the fi fth week of the se- INDEPENDENT STUDY mester: Independent study for credit may be proposed 1. after discussion with the instructor; by qualifi ed juniors and seniors. Approval of the 2. with the approval of the adviser and the class appropriate department(s) and the Committee dean; and on Academic Priorities is required. Time spent 3. if, after dropping the course, she is enrolled on independent study off campus cannot be used in at least 12 credits for regular letter grades. to fulfi ll the residence requirement. The deadline (This provision does not apply to Ada Comstock for submission of proposals is November 30 for a Scholars.) second-semester program and April 30 for a fi rst- After the end of the fi fth week of the semester a semester program. student may not drop a course. However, on two and only two occasions during her years at the col- INTERNSHIPS lege—once during her fi rst year; once during any An internship for credit, supervised by a Smith subsequent year—a student may drop a course at faculty member, may be proposed by qualifi ed any time up to the end of the ninth week of classes, sophomores, juniors and seniors. Approval of the for any reason, without penalty. The drop form appropriate department(s) and the Committee requires the signatures of the instructor, adviser on Academic Priorities is required. The deadline and class dean. for submission of proposals is November 30 for a A student who wishes to drop a seminar or second-semester program and April 30 for a fi rst- course with limited enrollment should do so at semester program. the earliest possible time so that another student may take advantage of the opening. Because the AUDITING organization and operation of such courses are A degree student at Smith or at the Five Colleges often critically dependent on the students enrolled, may audit a course on a regular basis if space is the instructor may refuse permission to drop the available and the permission of the instructor is ob- course after the fi rst 10 class days. tained. An audit is not recorded on the transcript. A student registers for an Interterm course AUDITING BY NONMATRICULATED STUDENTS in November, with the approval of her adviser. In A nonmatriculated student who has earned a high January, a student may drop or enter an Interterm school diploma and who wishes to audit a course course within the fi rst three days with a class dean’s may do so with the permission of the instructor signature. Otherwise, the student who registers but and the registrar. An auditor must submit a com- does not attend will receive a “U” (unsatisfactory) pleted registration form to the registrar’s offi ce for the course. by the end of the second week of classes. A fee Regulations governing changes in enrollment will be charged and is determined by the type of for courses in one of the other four colleges may

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be more restrictive than the above. Instructions and Deadlines and Extensions deadlines for registration in Five College courses are published online by the registrar’s offi ce. Only the class dean may authorize an extension for any reason beyond the end of the fi nal examination Fine for Late Registration period. Such extensions, granted for reasons of illness, emergency or extenuating personal circum- A student who has not registered for courses by the stances, will always be confi rmed in writing with end of the fi rst 10 days of classes will be fi ned $25, the faculty member, the registrar and the student. payable at the time of registration. In addition, a An individual faculty member, without authoriza- fi ne of $25 will be assessed for each approved peti- tion by the class dean, may grant extensions on tion to add or drop a course after the deadline. If a work due during the semester through the last day student has not completed registration by the end of fi nal exams. of the fi rst four weeks of the semester, she will be administratively withdrawn. Pre-examination Period Class Attendance and Assignments The pre-examination study period, between the end of classes and the beginning of fi nal examinations, Students are expected to attend all their scheduled is set aside for students to prepare for examina- classes. Any student who is unable, because of her tions. Therefore, the college does not schedule religious beliefs, to attend classes or to participate social, academic or cultural activities during this in any examination, study or work requirement on time. Deadlines for papers, take-home exams or a particular day shall be excused from such activi- other course work cannot be during the pre-ex- ties without prejudice and shall be given an oppor- amination study period. tunity to make them up. Students are expected to spend at least two Final Examinations hours per week in preparation for every class hour. Students are asked to introduce guests to the Most fi nal exams at Smith are self-scheduled and instructor of a class before the beginning of the administered by the registrar during predeter- class if there is an opportunity and at the end if mined periods. A student may elect in which period there is not. she wants to take each exam. Exams are picked Absence does not relieve the student from up at distribution centers after showing a picture responsibility for work required while she was ID and must be returned to the same center no absent. The instructor may require her to give more than two hours and 20 minutes from the evidence that she has done the work assigned. In time they are received by the student. Extra time courses in which the written examinations can test taken to write an exam is considered a violation only a part of the work, the instructor may rule that of the Academic Honor Code and will be reported a student who does not attend class with reason- to the Academic Honor Board. A student who is able regularity has not presented evidence that she late for an exam may write for the remaining time has done the work. in the examination period but may not have ad- The due date for fi nal papers in each semester ditional time. Exams which involve slides, dictation can be no later than the end of the examination or listening comprehension are scheduled by the period. Instructors must specify the acceptable for- registrar. Such examinations may be taken only at mat, exact deadline and place of delivery for fi nal the scheduled time. papers. If a paper or other course work is mailed For information regarding illness during the to an instructor, it must be sent by certifi ed mail, examination period, call Health Services at exten- return receipt requested, and the student must sion 2800 for instructions. keep a paper copy. It is the student’s responsibility Further details of the Academic Honor Code to check that work submitted by e-mail or fax has as they apply to examinations and class work are been received by the professor. given in the Smith College Handbook and Aca- demic Planner. Regulations of the faculty and the

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registrar regarding fi nal examination procedures the UMass Continuing Education Department are are published online at the registrar's offi ce Web not part of the Five College Interchange. Students site prior to the fi nal examination period. may not receive transfer credit for Continuing No scheduled or self-scheduled examination Education courses completed while in residence may be taken outside the regular examination at Smith College, but may receive credit for those period without prior permission of the administra- offered during Interterm and summer. tive board. Written requests must be made to the Students taking a course at one of the other administrative board through the class dean (not to institutions are, in that course, subject to the aca- individual faculty members). Requests to take fi nal demic regulations, including the calendar, dead- examinations early will not be considered; there- lines and academic honor system, of the host in- fore, travel plans must be made accordingly. stitution. It is the responsibility of the student to be familiar with the pertinent regulations of the host Five College Course Enrollments institution, including those for attendance, aca- demic honesty, grading options and deadlines for Application forms to elect a course at one of the completing coursework and taking examinations. other four institutions may be obtained from the Students follow the registration add/drop deadlines Offi ce of the Registrar. Application forms should be of their home institution. Regulations governing submitted during the period for advising and elec- changes in enrollment in Five College courses are tion of courses for the coming semester. Current published online at the beginning of each semester catalogues of the other institutions are available in at the registrar’s offi ce Web site. Neilson Library and in the registrar’s offi ce. Infor- mation is also available through the Five College on- line catalogue. Free bus transportation to and from the institution is available for Five College students. Academic Credit Students in good standing are eligible to take a course at one of the other institutions: fi rst-semester Grading System fi rst-year students must obtain the permission of the Grades are recorded by the registrar at the end of class dean. A student must: a) enroll in a minimum each semester. Grade reports are made available of eight credits at Smith in any semester, or b) take online through BannerWeb at that time. no more than half of her course program off cam- Grades at Smith indicate the following: pus. A student must register for an approved course A (4.0) C– (1.7) at one of the other four institutions by the end of A– (3.7) D+ (1.3) the interchange deadline (the fi rst two weeks of the B+ (3.3) D (1.0) semester). Students must adhere to the registration B (3.0) D– (0.7) procedures and deadlines of their home institution. B– (2.7) E (0.0) Five College courses are those taught by special C+ (2.3) S: satisfactory (C– or better) Five College faculty appointees. These courses C (2.0) U: unsatisfactory are listed on pages 400–406 in this catalogue. X: offi cial extension authorized by Cooperative courses are taught jointly by faculty the class dean members from several institutions and are usually M: unreported grade calculated as approved and listed in the catalogues of the par- a failure ticipating institutions. The same application forms and approvals apply to Five College courses and Grades earned in Five College courses are re- cooperative courses. A list of Five College courses corded as submitted by the host institution. A Five approved for Smith College degree credit is avail- College incomplete grade is equivalent to a failing able at the registrar’s offi ce. Requests for approval grade and is calculated as such until a fi nal grade is of courses not on the list may be submitted to the submitted. An incomplete grade will be converted registrar’s offi ce for review; however, Smith College to a failing grade on the student’s offi cial record does not accept all Five College courses for credit if coursework is not completed by the end of the toward the Smith degree. Courses offered through following semester.

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SATISFACTORY/UNSATISFACTORY OPTION included on the transcript but do not count toward Coursework in any one semester may be taken for the degree. a satisfactory (C– or better)/unsatisfactory grade, providing that: Shortage of Credits 1) the instructor approves the option; 2) the student declares the grading option for A shortage of credits incurred by failing or drop- Smith courses by the end of the ninth week of ping a course may be made up by an equivalent classes. Students enrolled in Five College cours- amount of work carried above the normal 16- es must declare the option at the host campus credit program, or with approved summer-school and follow the deadlines of that institution. The or Interterm courses accepted for credit toward fall deadline also applies to yearlong courses the Smith College degree. In the case of failure in a designated by a “D” in the course number. In course or dropping a course for reasons of health, yearlong courses designated by a “Y” students a shortage may be fi lled with a student’s available may elect a separate grading option for each Advanced Placement or other pre-matriculation semester. credits. Any student with more than a two-credit Within the 128 credits required for the de- shortage may be required to complete the shortage gree, a maximum of 16 credits (Smith or other before returning for classes in September. Five College) may be taken for the satisfactory/ A student may not enter her senior year with unsatisfactory grading option, regardless of how fewer than 96 credits of Smith College or approved many graded credits students are enrolled in per transfer credit; exceptions require a petition to the semester. Some departments will not approve Administrative Board prior to the student’s return the satisfactory/unsatisfactory grading option for to campus for her fi nal two semesters. A student courses counting toward the major. may not participate in a Smith-sponsored or affi li- Satisfactory/unsatisfactory grades do not count ated Junior Year Abroad or exchange program with in the grade point average. a shortage of credit. An Ada Comstock Scholar or a transfer student may elect the satisfactory/unsatisfactory grading Transfer Credit option for four credits out of every 32 that she takes at Smith College. A student who attends another accredited college or university and requests credit toward a Smith College degree for the work done there: Repeating Courses a) should make her plans in accordance with the Normally, courses may not be repeated for credit. regulations concerning off-campus study and, In a few courses, the content of which varies from in the case of seniors, in accordance with the year to year, exceptions to this rule may be made regulations concerning academic residence; by the instructor and the chair of the department. b) should obtain, from the class dean’s offi ce, the A student who has failed a course may repeat it guidelines for transferring credit. Offi cial tran- with the original grade remaining on the record. scripts should be sent directly to the registrar The second grade is also recorded. A student who from the other institution; wants to repeat a course she has not failed may do c) must, if approved to study abroad, have her so for no credit. The second grade is recorded but program approved in advance by the Committee does not count in the grade point average. on Study Abroad. Final evaluation of credit is made after receipt of Performance Credits the offi cial transcript showing satisfactory comple- tion of the program. Students are allowed to count a limited number A student may not receive credit for work com- of performance credits toward the Smith degree. pleted at another institution while in residence at The maximum number allowed is indicated in Smith College, except for Interterm courses and the Courses of Study section under the appropri- courses taken on the Five College interchange. ate departments. Excess performance credits are Credit is not granted for online courses.

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Summer-School Credit College Credit Earned Before Students may accrue a maximum of 12 approved Matriculation summer-school credits toward their Smith degree Smith College will accept college credit with a with an overall maximum of 32 credits of com- grade of B– or better earned at an accredited bined summer, interterm, AP and pre-matriculation college or university before matriculation as a credits. With the prior approval of the class dean, fi rst-year student. Such credit must be approved summer credit may be used to allow students to according to Smith College guidelines for transfer make up a shortage of credits or to undertake an credit and submitted on an offi cial college or uni- accelerated course program. For transfer students versity transcript. Such credits must be taken on and Ada Comstock Scholars, summer school cred- the college or university campus with matriculated its completed prior to enrollment at Smith College degree students and must be taught by a college or are included in the 12-credit maximum. university professor. The course may not be listed on the high school transcript as counting toward Interterm Credit high school graduation. Note that the restriction of 32 credits holds for any combination of AP and/or The college may offer courses for credit during the college credit earned before matriculation. Credits interterm period. Such courses will carry one to earned before matriculation may be used in the four credits and will count toward the degree. The same manner as AP credits toward the Smith de- college will consider for-credit academic interterm gree and may not be used to fulfi ll the distribution courses taken at other institutions. The number of requirements for Latin Honors. Summer credits credits accepted for each interterm course (nor- earned before matriculation will be counted in the mally up to 3) will be determined by the registrar 12-credit limit of summer credit applicable to the upon review of the credits assigned by the host Smith degree. institution. Any interterm course designated as 4 credits by a host institution must be reviewed by the class deans and the registrar to determine whether Advanced Placement it merits an exception to the 3-credit limit. Students Smith College participates in the Advanced Place- may accrue a maximum of 12 approved interterm ment Program administered by the College En- credits at Smith or elsewhere toward their Smith trance Examination Board. Advanced Placement degree with an overall maximum of 32 credits of credit may be used with the approval of the Admin- combined summer, interterm, AP and pre-ma- istrative Board only (1) to make up a shortage of triculation credits. Students may not take more credits incurred through failure; (2) to make up a than 4 credits during any one interterm at Smith or shortage of credit incurred as a result of dropping elsewhere. For transfer students, interterm credits a course for reasons of health; or (3) to undertake completed prior to enrollment at Smith College are an accelerated course program. included in the 12-credit maximum. Credits are recorded for scores of 4 or 5 on The interterm may also be a period of reading, most Advanced Placement examinations. The cred- research or concentrated study for both students its to be recorded for each examination are deter- and faculty. Faculty, students or staff may offer mined by the individual department. A maximum noncredit instruction or experimental projects in of one year (32 credits) of Advanced Placement this period. Special conferences may be scheduled credit may be counted toward the degree. Students and fi eld trips may be arranged at the discretion entering with 24 or more Advanced Placement of individual members of the faculty. Libraries, credits may apply for advanced standing after the Center for Foreign Languages and Cultures, completion of the fi rst semester’s work. practice rooms and physical education facilities Students who complete courses that cover will remain open at the discretion of the depart- substantially the same material as those for which ments concerned. This period also provides time Advanced Placement credit is recorded may not for work in libraries, museums and laboratories at then apply that Advanced Placement credit toward locations other than Smith College. the degree requirements. The individual depart-

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ments will determine what courses cover the same program, to complete summer study or to with- material. draw from the college. The individual departments will determine In general, a student on probation is advised to placement in or exemption from Smith courses and take no more than 16 credits. She may not enroll in the use of Advanced Placement credit to fulfi ll ma- courses through the Five College interchange, and jor requirements. No more than eight credits will may not run for or hold elected or selected offi ce, be granted toward the major in any one depart- either campuswide or within her house. Students ment. whose grade point average is below 2.0 may not Advanced Placement credit may be used to compete in intercollegiate athletics or club sports. count toward the 64 credits outside the major de- partment or program but may not be used to fulfi ll Standards for Satisfactory Progress the distribution requirements for Latin Honors. A student is not making satisfactory progress International Baccalaureate and toward the degree if she remains on academic pro- bation for more than two consecutive semesters. Other Diploma Programs In addition: (1) For students of traditional age, Credit may be awarded for the International Bac- the record cannot have more than an eight-credit calaureate and 13th year programs outside the shortage for more than two consecutive semesters. United States. The amount of credit is determined (2) For Ada Comstock Scholars, at least 75 percent by the registrar upon review of the fi nal results. of all credits attempted in any academic year must Such credits may be used toward the Smith degree be completed satisfactorily. Students not meeting in the same manner as AP credits and may not be this criterion may be placed on academic proba- used to fulfi ll the distribution requirements for tion; if students are receiving fi nancial aid, they Latin Honors. will be placed on fi nancial aid probation and may become ineligible for fi nancial aid if the probation- ary period exceeds one year. Further information is Academic Standing available from the Dean of Ada Comstock Scholars and the Offi ce of Student Financial Services.. A student is in good academic standing as long as she is matriculated at Smith and is considered by Absence from Classes the administrative board to be making satisfactory progress toward the degree. The academic stand- A student who is absent from classes for more than ing of all students is reviewed at the end of each four weeks in any semester will not receive credit semester. for the work of that semester and will be adminis- tratively withdrawn from the college. Academic Probation Separation from the College A student whose academic record is below 2.0, either cumulatively or in a given semester, will be A student whose college work or conduct is placed on academic probation for the subsequent deemed unsatisfactory is subject to separation from semester. Probationary status is a warning. Notifi - the college by action of the administrative board, cation of probationary status is made in writing to the honor board, the college judicial board or the the student, her family and her academic adviser. dean of the college. There will be no refund for Instructors of a student on probation may be asked tuition or room fees. to make academic reports to the class deans’ of- fi ces during the period of probation. The adminis- Administrative Board trative board will review a student’s record at the end of the following semester to determine what The administrative board administers the academic action is appropriate. The administrative board requirements defi ned by faculty legislation. In may require such a student to change her course general, academic matters affecting students are referred to this board for action or recommenda-

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tion. The board consists of the dean of the col- clear that information from the educational re- lege (chair), the class deans, the dean of the Ada cords of students who are dependents of their par- Comstock Scholars, the registrar and three faculty ents for Internal Revenue Service purposes, may be members appointed by the president. disclosed to the parents without the student’s prior Petitions for exceptions to academic regulations consent. It is the policy of the college to notify both are submitted in writing to the administrative board the student and her parents in writing of probation- through the class dean, with appropriate faculty ap- ary status, dismissal and certain academic warn- provals. The administrative board will reconsider a ings. Any student who is not a dependent of her decision only if new information is presented. parents, as defi ned by the Internal Revenue Code, The board has the authority to take action with must notify the registrar of the college in writing, respect to the academic performance of individual with supporting evidence satisfactory to the college, students, including the requirement that a student by October 1 of each academic year. must leave the college. In communications with parents concerning other matters, it is normally college policy to re- Student Academic Grievances spect the privacy of the student and not to disclose information from student educational records with- The Smith College community has always been out the prior consent of the student. At the request dedicated to the advancement of learning and of the student, such information will be provided to the pursuit of truth under conditions of freedom, parents and guardians. trust, mutual respect and individual integrity. The learning experience at Smith is rooted in the free exchange of ideas and concerns between faculty members and students. Students have the right to Leaves, Withdrawal and expect fair treatment and to be protected against Readmission any inappropriate exercise of faculty authority. Similarly, instructors have the right to expect that Off-Campus Study or Personal Leaves their rights and judgments will be respected by students and other faculty members. A student who wishes to be away from the college When differences of opinion or misunderstand- for a semester or academic year must submit a ing about what constitutes fairness in requirements request for approved off-campus study or personal or procedures leads to confl ict, it is hoped that leave. The request must be fi led with the student’s these differences will be resolved directly by the class dean by May 1 for a fall semester or academic individuals involved. When disputes cannot be year absence; by December 1 for a second semes- resolved informally by the parties involved, pro- ter absence. No requests will be approved after cedures have been established to achieve formal May 1 for the following fall semester or academic resolution. These procedures are explained in de- year and December 1 for the spring semester; the tail in the Smith College Handbook and Academic student must withdraw from the college. Planner. A student going on a Smith College Junior Year Abroad program or other approved study abroad program must fi le a request for approved off-cam- pus study by the appropriate deadline. The Age of Majority A student who wishes to complete part or all of Under Massachusetts law, the age of majority is 18 her senior year away from campus on a Smith or and carries full adult rights and responsibilities. non-Smith program or at another undergraduate The college normally communicates directly with institution must petition the administrative board. students in matters concerning grades, academic The petition must include a plan for the satisfactory credit and standing. completion of the major and degree requirements, However, the regulations of the federal Family and must have the approval of the department of Educational Rights and Privacy Act of 1974 make the major. The petition must be fi led in the Offi ce of

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the Class Deans by the deadline to request approval Services before returning to campus. Health Ser- of off-campus study. vices may require documentation from her health A student who expects to attend another col- care provider before the student can return. The lege and request transfer credit on her return student must notify her class dean of her intention must abide by published guidelines (available in to return to classes. the class dean’s offi ce) for transferring credit. A student may request provisional approval of trans- Mandatory Medical Leave fer credit through the class deans’ offi ce. For fi nal evaluation of credit, an offi cial transcript must be The college physician or the director of the coun- sent directly from the other institution to the regis- seling service may require the withdrawal of a trar at Smith College. student who has any illness or condition that might A student who wants to be away from the col- endanger or be damaging to the health or welfare lege for more than one year must withdraw. of herself or any member of the college community, A student on approved off-campus study or or whose illness or condition is such that it cannot personal leave is expected to adhere to the policies be effectively treated or managed while the student regarding such absences (available in the class is a member of the college community. dean’s offi ce). A student’s account must be in good standing or the request will not be approved. Withdrawal and Readmission A student who plans to withdraw from the col- Medical Leave lege should notify her class dean. When notice of If a student leaves the college on the advice of the withdrawal for the coming semester is given before health services, confi rmation will be sent to her June 30 or December 1, the student’s general and her family by the registrar. A student is consid- deposit ($100) is refunded. Offi cial confi rmation ered withdrawn and must apply for readmission of the withdrawal will be sent to the student by the through the registrar. A full report from her health registrar. care provider must be sent to the director of health A withdrawn student must apply to the registrar services (or the associate director when speci- for readmission. Application for readmission in fi ed). The student’s health will be evaluated and a September must be sent to the registrar before personal interview and documentation of improved March 1; for readmission in January, before No- functioning may be required before an application vember 1. The administrative board acts upon all for readmission is considered by the administrative requests for readmission and may require that board. Clearance by the health services does not applicants meet with the class dean or director of automatically guarantee readmission. The admin- Health Services before considering the request. istrative board, which makes the fi nal decision on Normally, students who have withdrawn from the readmission, will also take into consideration the college must be withdrawn for at least one full se- student’s college record. mester. A student who was formerly enrolled as a tradi- Short-Term Medical Leave tional student may not return as an Ada Comstock Scholar unless she has been away from the college A student who is away from campus for an extend- for at least fi ve years. Any student who has been ed period of time (i.e., a week or more) for medi- away from Smith College for fi ve or more years cal reasons may be placed on a short-term medical should make an appointment to speak with the leave by Health Services. Instructors will be notifi ed dean of Ada Comstock Scholars before applying for of the student’s status by the class deans’ offi ce. readmission. Any student who is placed on short-term medi- cal leave, whether by Health Services or through her class dean, must receive clearance from Health

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mith College offers men and women acceptance by the department concerned. All graduate work leading to the degrees of domestic applicants who wish to be considered master of arts, master of arts in teaching, for fi nancial aid must submit all required applica- master of fi ne arts, master of education, tion materials before January 15 of the proposed master of education of the deaf, and year of entry into the program, and all fi nancial masterS of science in exercise and sport studies. In aid forms before February 15 (refer to Financial addition, master of arts and doctoral programs are Aid, page 61). The deadline for admission without offered in the School for Social Work. In special fi nancial aid to most graduate programs is April 1 one-year programs, international students may of the proposed year of entry for the fi rst semester, qualify for a certifi cate of graduate studies or a and November 1 for the second semester. Excep- diploma in American studies. tions to this deadline are as follows: Master of Arts Each year more than 100 men and women in Italian, January 15; Master of Fine Arts in Dance, pursue such advanced work. Smith College is noted January 15. All international applications for a for its superb facilities, bucolic setting and distin- master’s degree or for the Diploma in American guished faculty who are recognized for their schol- Studies Program must be received on or before arship and interest in teaching. Moreover, graduate January 15 of the proposed year of entry into the students can expect to participate in small classes program. and receive personalized attention from instruc- Applicants must submit the following: the for- tors. mal application, the application fee ($60), an offi - Most graduate courses, which are designated cial transcript of the undergraduate record, letters as 500-level courses in the course listings, are of recommendation from instructors at the under- planned for graduate students who are degree graduate institution and scores from the Graduate candidates. The departments offering this work Record Examination (GRE). For the Master of present a limited number of graduate seminars, Education (Ed.M.) and the Master of Education of advanced experimental work or special studies the Deaf (M.E.D.) only, the Miller Analogies Test designed for graduate students. Graduate students is an acceptable alternative to the GRE. Applicants may take advanced undergraduate courses, subject from non-English-speaking countries must submit to the availability and according to the provisions offi cial results of the Test of English as a Foreign stated in the paragraphs describing the require- Language (TOEFL). Applicants from English-speak- ments for the graduate degrees. Departmental ing countries must submit the Graduate Record graduate advisers help graduate students individu- Examination. Candidates must also submit a paper ally to devise appropriate programs of study. written in an advanced undergraduate course, except for MFA playwriting candidates, who must also submit one or more full-length scripts or their Admission equivalent. Address correspondence and questions to the address below. To enter a graduate degree program, a student Smith College is committed to maintaining a must have a bachelor’s degree or its equivalent, diverse community in an atmosphere of mutual an undergraduate record of high caliber and respect and appreciation of differences.

GRADUATE PROGRAMS COLLEGE HALL 24 SMITH COLLEGE, NORTHAMPTON, MA 01063 TELEPHONE: (413) 585-3050 E-MAIL: [email protected]

33.Cat.Cat FrontFront 22005-06.indd005-06.indd 6565 77/26/05/26/05 8:44:568:44:56 AMAM 56 Graduate Study Residence Requirements Degree Programs Students who are registered for a graduate degree For all degree programs, all work to be counted program at Smith College are considered to be toward the degree (including the thesis), must re- in residence. A full-time graduate student takes ceive a grade of at least B–, but the degree will not a minimum course program of 12 credits per be awarded to a student who has no grade above semester. A half-time student takes a minimum this minimum. Courses for graduate credit may not course program of eight credits per semester. With be taken on a satisfactory/unsatisfactory basis. The the approval of his or her academic adviser and requirements described below are minimal. Any the director of graduate programs, a student may department may set additional or special require- take a maximum of 12 credits for degree credit at ments and thereby increase the total number of Amherst, Hampshire or Mount Holyoke colleges or courses involved. the University of Massachusetts. No more than two courses (eight credits) will be accepted in trans- fer from outside of the Five Colleges. We strongly Master of Arts recommend that work for advanced degrees be The master of arts degree is offered by the fol- continuous; if it is interrupted or undertaken on a lowing departments: biological sciences, Italian, part-time basis, an extended period is permitted, philosophy and religion. but all work for a master’s degree normally must Applicants to the master of arts program are be completed within a period of four years. Excep- normally expected to have majored in the depart- tions to this policy will be considered by petition ment concerned, although most departments to the Administrative Board. During this period a will consider an applicant who has had some continuation fee of $50 will be charged for each undergraduate work in the fi eld and has majored semester during which a student is not enrolled at in a related one. All such cases fall under the ju- Smith College in course work toward the degree. risdiction of the department. Prospective students who are in this category should address questions about specifi c details to the departmental graduate Leaves of Absence adviser or the director of graduate programs. With A student who wishes to be away from the college departmental approval, a student whose under- for a semester or academic year for personal rea- graduate preparation is deemed inadequate may sons may request a leave of absence. The request make up any defi ciency at Smith College. must be fi led with the director of graduate pro- Candidates for this degree must also offer evi- grams by May 1 for a fall semester or academic- dence, satisfactory to the department concerned, year leave; by December 1 for a second-semester of a reading knowledge of at least one foreign lan- leave. No leaves of absence will be approved after guage commonly used in the fi eld of study. May 1 for the following fall semester or academic Applicants are required to complete a mini- year and December 1 for the spring semester, and mum of 32 credits of work, of which at least 16, the student must withdraw from the college. including those in preparation for the thesis, must A leave of absence may not be extended beyond be at the graduate level. The remaining 16 may one full academic year, and a student who wants to be undergraduate courses (of intermediate or be away from the college for more than one year advanced level), but no more than eight credits at must withdraw. the intermediate (200) level are permitted. With A student on a leave of absence is expected the approval of the department, no more than three to adhere to the policies regarding such leaves. A undergraduate seminars may be substituted for student’s tuition account must be in good standing graduate-level courses. or the leave of absence will be canceled. A thesis is also required of each candidate for this degree. It may be limited in scope but must demonstrate scholarly competence; it is equivalent to a one-semester, four-credit course or a two-

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semester, eight-credit course. Two copies must in philosophy will be admitted in order to focus be presented to the committee for deposit in the on certain specialties covered by various faculty library. The thesis may be completed in absentia members. Because the department is not large, ap- only by special permission of the department and plicants should ascertain before applying that their of the director of graduate programs. area of focus can be covered during the year they Although the requirements for this degree may plan to be in residence. be fulfi lled in one academic year by well-prepared, full-time students, most candidates fi nd it necessary RELIGION to spend three or four semesters in residence. Admission will normally be limited to well-qualifi ed Particular features of the various departmental applicants whose personal circumstances (family, programs are given below. job or the like) require them to reside within com- muting distance of Smith College. BIOLOGICAL SCIENCES A candidate must have completed under- The master of arts degree in biological sciences graduate studies in religion and in related fi elds emphasizes independent research along with to demonstrate to the department that he or she advanced course work. Candidates for admission has competence and suffi cient preparation for should demonstrate a strong background in biolo- graduate work in religion (see, as an approximate gy and a dedication to pursue laboratory research. guide, requirements for the undergraduate major We offer opportunities to focus in a wide variety in religion elsewhere in this catalogue). In addi- of areas of biology, including molecular biology, tion to the 32 credits required by the college for microbiology, biochemistry, genetics, evolutionary the master’s degree, the department may require biology, animal behavior, developmental biology, a course or courses to make up for defi ciencies it neurobiology, ecology, marine biology, plant and fi nds in the general background of a candidate it animal physiology, and environmental sciences. accepts. Candidates must demonstrate a working Programs for the master’s degree are designed to knowledge of at least one of the languages (other meet individual needs and ordinarily include the than English) used by the primary sources in their equivalent of eight credits of thesis research. An fi eld. Credits taken to acquire such profi ciency will oral presentation of the thesis is required. be in addition to the 32 required for the degree. An oral examination on the completed thesis is ITALIAN expected. Candidates should have had an undergraduate major in Italian language and literature, another Romance language, English literature or a subject Master of Arts in Teaching related to Italian studies, such as art, history or The departments of biological sciences, chemistry, music; exceptions will be made in individual cases. English, French, geology, government, history, All candidates should have an excellent knowledge mathematics, physics and Spanish actively cooper- of both written and spoken Italian and should ate with the education and child study department submit a paper in Italian at the time of their appli- in administering the M.A.T. program. cation. Candidates must spend one academic year The degree of master of arts in teaching is taking courses at the University of Florence as par- designed for prospective teachers in secondary ticipants in the Smith College Program in Florence, schools. The M.A.T. program combines study in the Italy, and must complete a thesis and the equivalent fi eld of the student’s academic interest (the teach- of 32 credits at the graduate level. ing fi eld) with experience in teaching and the study of American education. Prospective candidates PHILOSOPHY should have a superior undergraduate record, in- A candidate should have at least six courses in phi- cluding an appropriate concentration—normally, losophy (including thesis credit) and three courses a major—in the subject of the teaching fi eld, and in closely related fi elds. A thesis is required and should present evidence of personal qualifi cations an oral examination on the completed thesis is for effective teaching. Applicants are asked to sub- expected. Candidates for the master of arts degree mit scores for the Graduate Record Examination.

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Candidates earn the degree in one academic Master of Fine Arts in Dance year and one six-week summer session. Admission prerequisites and course requirements vary among The Department of Dance offers a two-year pro- cooperating departments; more detailed informa- gram of specialized training for candidates who tion may be obtained from the director of graduate demonstrate interest and unusual ability in dance. programs. To qualify for a degree, the candidate Choreography, performance, production, and his- must obtain a grade of B– or better in all courses tory and literature of dance are stressed. To count or seminars, although a grade of C in one four- toward the degree, all work must earn a grade of at credit course may be permitted on departmental least B–, but the degree will not be awarded to recommendation. Courses for graduate credit may a student who has no grade above this minimum. not be taken on a satisfactory/unsatisfactory basis. Courses for graduate credit may not be taken on a satisfactory/unsatisfactory basis. The thesis requires Master of Education a presentation of original choreography with pro- duction designs and written supportive materials. The program leading to the degree of master of ed- Interested students may consult the graduate ucation is designed for students who are planning adviser, Robin Pricharo, Department of Dance, to teach in elementary schools and those wishing to Berenson Studio, Smith College, Northampton, do advanced study in the fi eld of elementary educa- Massachusetts 01063; e-mail: [email protected]. tion. The Department of Education and Child Study uses the facilities of a laboratory school operated Master of Fine Arts in Playwriting by the college. The public schools of Northampton and vicinity, as well as several private schools, also This program, offered by the Department of The- cooperate in offering opportunities for observation atre, provides specialized training to candidates and practice teaching. Students who follow the who have given evidence of professional promise master of education program will, in the course in playwriting. The Department of Theatre places of a six-week summer session and a full-time aca- great emphasis on collaborative work among demic year, ordinarily complete the state-approved designers, performers, directors and writers, thus program in teacher education enabling them to offering a unique opportunity for playwrights to meet requirements for licensure in various states. have their work nurtured and supported by others Candidates for the degree of master of educa- who work with it at various levels. tion are selected on the basis of academic aptitude Sixty-four credit hours, including a thesis, and and general fi tness for teaching. They should sup- two years of residence are required. In a two-year ply scores for either the Graduate Record Exami- sequence, a student would have eight required nation or the Miller Analogies Test. All applicants courses in directing, advanced playwriting and should submit a paper or other piece of work that dramatic literature and a total of eight electives at is illustrative of their writing. Applicants with teach- the 300 level or above, with the recommendation ing experience should submit a recommendation that half be in dramatic literature. Electives may concerning their teaching. be chosen from acting, directing and design/tech courses and from courses outside the department Master of Education of the Deaf and within the Five Colleges. To count toward the degree, all work must receive a grade of at least The Clarke School for the Deaf, in Northampton, B–, but the degree will not be awarded to a student and Smith College offer a cooperative program who has no grade above this minimum. of study (one academic year and one summer) Interested students may consult the graduate leading to the degree of Master of Education of adviser, Leonard Berkman, Department of Theatre, the Deaf. Rolling admissions for this program for Smith College, Northampton, MA 01063; (413) entry in summer 2006 will begin after December 585-3206; e-mail: [email protected] 1, although applications will be accepted as late as April 1 of that year. Further information can be found at www.clarkeschool.org/graduate.html.

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Master of Science in Exercise and is achieved after passing written and oral examina- Sport Studies tions that are taken upon the completion of the student’s course work. The dissertation must be The graduate program in exercise and sport stud- defended at an oral examination. The department, ies focuses on preparing coaches for women’s in- however, strongly recommends that candidates for tercollegiate teams. The curriculum blends theory the Ph.D. degree enter the Five College Cooperative courses in exercise and sport studies with hands- Ph.D. Program shared by Amherst, Hampshire, on coaching experience at the college level. By Mount Holyoke and Smith colleges and the Univer- design, the program is a small one, with only 12 to sity of Massachusetts. The Five College program is 16 candidates in residence. This makes it possible under the jurisdiction of the dean of the graduate for students to work independently with faculty and school, University of Massachusetts, Amherst, Mas- coaches. Smith has a history of excellence in aca- sachusetts 01003, (413) 545-0721. Although the demics and a wide-ranging intercollegiate program University of Massachusetts grants the degree, the composed of 14 varsity sports. Entrance into the major part of the work may be taken within the two-year program requires a strong undergraduate biological sciences department at one of the par- record and playing and/or coaching experience in ticipating institutions. the sport in which a student will be coaching. In- dividuals who do not have undergraduate courses Cooperative Ph.D. Program in exercise physiology and kinesiology should anticipate work beyond the normal 48 credits. For A cooperative doctoral program is offered by more information, contact Michelle Finley, Depart- Amherst, Hampshire, Mount Holyoke and Smith ment of Exercise and Sport Studies, Smith College, colleges and the University of Massachusetts in the Northampton, MA 01063, (413) 585-3971; fi elds of astronomy, biological sciences, chemistry, e-mail: mfi [email protected]; www.science.smith. geology, history and physics. The degree is awarded edu/exer_sci/ess. by the university in cooperation with the institution in which the student has done the research for the Doctor of Philosophy dissertation. Students interested in this program should write to the dean of the graduate school, Smith College does not normally award the degree University of Massachusetts, Amherst, Massachu- of doctor of philosophy, but under special circum- setts 01003. stances may consider an application. One year of graduate study, profi ciency in two Master/Ph.D. of Social Work appropriate foreign languages and departmental approval are required for admission to candidacy The School for Social Work offers a master of for the degree of doctor of philosophy. Applicants social work (M.S.W.) degree, which focuses on to the Ph.D. program should hold a master’s de- clinical social work and puts a heavy emphasis on gree or its equivalent. The degree requires a mini- direct fi eld work practice. The program stresses mum of three years’ study beyond the bachelor’s the integration of clinical theory and practice with degree, including two years in residence at Smith an understanding of the social contexts in which College. A major requirement for the degree is a people live. It also emphasizes an understanding dissertation of publishable caliber based on origi- of the social policies and organizational structure nal and independent research. A cumulative grade which infl uence our service delivery system. In ad- average of B in course work must be maintained. dition, the school offers a Ph.D. program designed Each doctoral program is planned individually to prepare MSWs for leadership positions in clini- and supervised by a guidance committee composed cal research education and practice. It also has of the dissertation director and two other members extensive postgraduate offerings through its Con- of the faculty. tinuing Education Program. For more information The degree of doctor of philosophy is occasion- on admission or program detail, call the School ally granted in the Department of Biological Sci- for Social Work Offi ce of Admission at (413) 585- ences. Admission to candidacy in this department 7960 or e-mail at [email protected]. Informa-

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tion can also be found at the school’s Web site at semester. Tuition must be paid in full in advance www.smith.edu/ssw. before a nondegree student is allowed to register. The permission of each course instructor is nec- essary at the time of registration, during the fi rst Nondegree Studies week of classes each semester. Nondegree students are admitted and registered for only one semester Certifi cate of Graduate Studies and are not eligible for fi nancial aid. Those wish- Under special circumstances we may award the ing to take courses in subsequent semesters must Certifi cate of Graduate Studies to international stu- reactivate their application each semester by the dents who have received undergraduate training in above deadlines. an institution of recognized standing and who have Students who later wish to change their status satisfactorily completed a year’s program of study to that of a part-time or full-time student working under the direction of a committee on graduate for a degree must apply for admission as a degree study. This program must include at least 24 credits candidate. Credit for Smith course work taken as completed with a grade of C or better. At least fi ve a nondegree student may count toward the degree of these courses should be above the intermediate with the approval of the department concerned. level. Diploma in American Studies Housing and Health Services This is a highly competitive one-year program Housing open only to international students of advanced A very limited amount of graduate student housing undergraduate or graduate standing. It is designed is available on campus. Smith offers a coopera- primarily, although not exclusively, for those who tive graduate house with single bedrooms, large are teaching or who plan to teach some aspect kitchen and no private bathrooms. Included is a of American culture and institutions. Candidates room furnished with a bed, chest of drawers, mir- should have a bachelor’s degree or at least four ror, desk and easy chair. Students provide their years of university-level work or the equivalent in own board. For further details, send e-mail to an approved foreign institution of higher learning, [email protected]. and must furnish satisfactory evidence of mastery For individuals wishing to check the local rental of spoken and written English. The closing date for market, go to www.gazettenet.com/classifi eds to application is January 15. fi nd “Real Estate for Rent.” It is advisable to begin The program consists of a minimum of 24 looking for housing as soon as you have decided to credits: American Studies 555 and 556 (special enroll. seminars for diploma students only), 16 other credits in American studies or in one or more of Health Services the cooperating disciplines, including the required American Studies 570, the diploma thesis. A cumu- Graduate students, both full-time and part-time, lative grade average of B in course work must be are eligible to use Smith’s health services and to maintained. participate in the Smith College health insurance program (see p. 23 for complete information). Nondegree Students Well-qualifi ed students who wish to take courses are required to fi le a nondegree student applica- Finances tion along with an offi cial undergraduate transcript Tuition and Other Fees showing their degree and date awarded. Applica- tions can be obtained from the director of graduate Application fee ...... $60 programs. The application deadline is August 1 for Full tuition, for the year ...... $30,520 the fall semester and December 1 for the spring 16 credits or more per semester

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Part-time tuition plete their application for admission by January Fee per credit ...... $955 15 (new applicants), 2)complete an application Summer Intern Teaching Program tuition for for fi nancial assistance by February 15, including degree candidates ...... $2,500 all supplementary materials (required of both Continuation fee, per semester ...... $55 returning students and new applicants) indicating Room only for the academic year ...... $5,160 the types of fi nancial assistance for which they will Health insurance estimate apply. (if coverage will begin August 15) ...... $1,962 (if coverage will begin June 15) ...... $2,209 Fellowships For additional information concerning fees for Teaching Fellowships: Teaching fellowships are practical music and studio art see p. 35. available in the departments of biological sciences, Statements for semester fees are mailed in July education and child study, exercise and sport stud- and December from the Offi ce of Student Financial ies and dance. For the academic year 2005–06, Services. Payment of charges for the fi rst semester the stipend is $10,780 for a fi rst-year fellow and is due in early August and for the second semester $11,275 for a second-year fellow. Teaching fellows in early January. also receive assistance to reduce or eliminate tu- ition expenses. Deposit Research Fellowships: Research fellowships are A general deposit of $100 is required from each granted for work in various science departments student upon admittance. This is a one-time as funds become available; stipends vary in ac- deposit that will be refunded in October, or ap- cordance with the nature and length of the appoint- proximately six months following the student’s ment. During the academic year, the research fel- last date of attendance, after deducting any unpaid low usually carries a half-time graduate program. charges or fees, provided that the graduate direc- The teaching and research fellowships are of tor has been notifi ed in writing before July 1 that a particular value to students who are interested student will withdraw for fi rst semester or before in further study or research, since they combine December 1 for second semester. The deposit is fellowship aid with practical experience and an not refunded if the student is separated from the opportunity to gain competence in a special fi eld of college for work or conduct deemed unsatisfactory. study. In accepting one of these appointments, the It is not refunded for new students in the case of student agrees to remain for its duration. withdrawal before entrance. The number of fellowships is limited, and all applicants are strongly urged also to apply for tu- Refunds ition scholarships and loans, as described below. Please refer to page 36 for full information on refunds. Scholarships The college offers a number of tuition scholarships Financial Assistance for graduate study. Amounts vary according to circumstances and funds available. Applicants for Financial assistance for graduate students at Smith scholarships must meet the January 15 deadline for College consists of fellowships, tuition scholar- submitting all materials for the admission applica- ships, and federal loans. Students interested in ap- tion. In addition, the application for fi nancial as- plying for any type of fi nancial aid should read this sistance, with all materials described on that form, section carefully in its entirety; required materials is due by February 15 for both new applicants and and deadlines for application vary with the type of returning students. fi nancial assistance requested. Several scholarships are available for inter- All applicants for fi nancial assistance (fellow- national students. Candidates should write to the ships, scholarships and/or loans) must 1) com- director of graduate programs as early as possible

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for application forms and details about required After the 10th day of classes, a student may credentials; completed applications must be re- drop a course up to the end of the fi fth week of the ceived by January 15. semester (October in the fi rst semester and Febru- ary in the second semester): Loans 1) after consultation with the instructor; and 2) with the approval of the adviser and the direc- Loans are administered by the Student Financial tor of graduate programs. Services. Federal William D. Ford Direct Loans may be included in aid offered to graduate students Instructions and deadlines for registration in on admission. Applicants for loans must meet all Five College courses are distributed by the director federal guidelines and must agree to begin monthly of graduate programs. payments on loans soon after completion of their work at Smith College. In an effort to encourage liberal arts graduates to enter the teaching professions, Smith College Policy Regarding Completion has instituted a forgivable loan program for M.A.T. of Required Course Work candidates in the fi eld of mathematics. Under this program, prospective students can apply for loans A graduate student who is unable to complete to meet tuition expenses not covered by scholar- required course work on time must submit to the ships. For each of the graduate’s fi rst three years of director of graduate programs a written request for teaching, the college will forgive a portion of that an extension before the end of the semester in which loan up to a total of 65 percent. the grade is due. The request should include the Applications for loans received by February 15 reason the extension is needed and a specifi c date by will be given top priority. The processing of later which the student proposes to complete the work. applications will be delayed. The instructor of the course should also submit a statement in support of the extension. If the exten- sion is granted, the work must be completed by the date agreed on by the director, instructor and stu- Changes in Course dent. No extensions may exceed one calendar year Registration from the time of initial enrollment in the course. The initiative in arranging for the completion of course During the fi rst 10 class days (September in the work rests with the student. fi rst semester and February in the second semes- ter), a student may drop or enter a course with the approval of the adviser. From the 11th through the 15th day of class, a student may enter a course with the permission of the instructor, the adviser and the director of graduate programs.

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33.Cat.Cat FrontFront 22005-06.indd005-06.indd 7373 77/26/05/26/05 8:44:578:44:57 AMAM 64 Courses of Study, 2005-06

Academic Designation Division Interdepartmental Minor in African Studies AFS I/II Major and Minor in the Department of Afro-American Studies AAS I Interdepartmental Major in American Studies AMS II Interdepartmental Minor in Ancient Studies ANS I/II Majors and Minor in Anthropology ANT II Interdepartmental Minor in Archaeology ARC I/II Majors and Minors in the Department of Art ART I Minors: Architecture and Urbanism ARU I Art History ARH I Graphic Art ARG I Studio Art ARS I Major and Minor in the Five College Department of Astronomy AST III Interdepartmental Minor in Astrophysics APH III Interdepartmental Major in Biochemistry BCH III Major and Minor in the Department of Biological Sciences BIO III Major and Minor in the Department of Chemistry CHM III Majors and Minors in the Department of Classical Languages and Literatures CLS I Major: Classical Studies CST I Majors and Minors: Greek GRK I Latin LAT I Classics CLS I Interdepartmental Major in Comparative Literature CLT I Major and Minors in the Department of Computer Science CSC III Minors: Digital Art CDA III Digital Music CDM III Systems Analysis CSA III Computer Science and Language CSL III Mathematical Foundations of Computer Science CSF III Major and Minor in the Five College Dance Department DAN I Major and Minor in the Department of East Asian Languages and Literatures* EAL I Major: East Asian Languages and Cultures EAC Minor: East Asian Languages and Literatures Interdepartmental Major and Minor in East Asian Studies EAS I/II Major and Minor in the Department of Economics ECO II Major and Minor in the Department of Education and Child Study EDC II Major and Minor in the Department of Engineering EGR III

Key: Division I The Humanities Division II The Social Sciences and History Division III The Natural Sciences *Currently includes Chinese (CHI), Japanese (JPN) and Korean (KOR)

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Major and Minor in the Department of English Language and Literature ENG I Interdepartmental Minor in Environmental Science and Policy EVS III Interdepartmental Minor in Ethics ETH I/II/III Minor in the Department of Exercise and Sport Studies ESS III Interdepartmental Minor in Film Studies FLS I/II Major in the Department of French Studies FRN I First-Year Seminars FYS I/II/III Major and Minor in the Department of Geology GEO III Major and Minor in the Department of German Studies GER I Major and Minor in the Department of Government GOV II Major and Minor in the Department of History HST II Interdepartmental Minor in History of Science and Technology HSC I/II/III Interdepartmental Minor in International Relations IRL II Major and Minor in the Department of Italian Language and Literature ITL I Major: Italian Studies ITS I Interdepartmental Minor in Jewish Studies JUD I/II Minor in Landscape Studies LSS I Interdepartmental Major and Minor in Latin American and Latino/a Studies LAS I/II Major: Latino/a Studies LATS I/II Interdepartmental Minor in Logic LOG I/III Interdepartmental Minor in Marine Science and Policy MSC III Major and Minor in the Department of Mathematics MTH III Interdepartmental Major and Minor in Medieval Studies MED I/II Major and Minor in the Department of Music MUS I Interdepartmental Major and Minor in Neuroscience NSC III Major and Minor in the Department of Philosophy PHI I Major and Minor in the Department of Physics PHY III Interdepartmental Minor in Political Economy PEC II Major and Minor in the Department of Psychology PSY III Interdepartmental Minor in Public Policy PPL II/III Major and Minor in the Department of Religion REL I Majors in the Department of Russian Language and Literature RUS I Majors: Russian Literature RUL I Russian Civilization RUC I Major and Minor in the Department of Sociology SOC II Majors and Minors in the Department of Spanish and Portuguese* SPP I Majors: Spanish SPN I Portuguese-Brazilian Studies SPB I Minors: Spanish SPN I Portuguese-Brazilian Studies SPB I Major and Minor in the Department of Theatre THE I Interdepartmental Minor in Third World Development Studies TWD I/II Interdepartmental Minor in Urban Studies URS I/II Interdepartmental Major and Minor in Women’s Studies WST I/II/III Extradepartmental Course in Accounting ACC II *Portuguese language courses are designated POR.

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Interdepartmental Course in General Literature GLT I Interdepartmental Courses in Philosophy and Psychology PPY I/III Other Extradepartmental Courses EDP Other Interdepartmental Courses IDP Five College Course Offerings by Five College Faculty Five College Film Studies Major Five College Certifi cate in African Studies AFC Five College Asian/Pacifi c/American Certifi cate Program APA Five College Certifi cate in Buddhist Studies Five College Certifi cate in Coastal and Marine Sciences MSCC Five College Certifi cate in Culture, Health and Science CHS Five College Certifi cate in International Relations IRC Five College Certifi cate in Latin American Studies LAC Five College Certifi cate in Logic Five College Certifi cate in Middle East Studies MEC Five College Certifi cate in Native American Indian Studies NAIS Five College Self-Instructional Language Program SIL Foreign Language Literature Courses in Translation Interterm Courses Offered for Credit Science Courses for Beginning Students American Ethnicities Courses Quantitative Courses for Beginning Students

431 Honors Thesis (fi rst semester only, eight Deciphering Course Listings credits) COURSE NUMBERING 432d Honors Thesis (full year, 12 credits) 500 level Graduate courses—for departments Courses are classifi ed in six grades indicated by that offer graduate work, independent the fi rst digit of the course number. In some cases, work is numbered as follows: subcategories are indicated by the second and 580 Special Studies third digits. 590 Thesis 900 level Reserved for courses (e.g., music 100 level Introductory courses (open to all performance) that are identifi ably students) distinct from the other offerings of a 200 level Intermediate courses (may have department. prerequisites) 300 level Advanced courses (have prerequisites) A “j” after the course number indicates a course 400 level Independent work—the last digit offered for credit during Interterm, and a “d” or (with the exception of honors) “y” indicates a full-year course in which credit is represents the amount of credit granted after two consecutive semesters. In “d” assigned. Departments specify the courses, the fi nal grade assigned upon completion number of credits customarily of the second semester is cumulative for the year. assigned for Special Studies. A course in which the spring semester is a 400 Special Studies (variable credit, continuation of the fall semester is given the next as assigned) consecutive number and listed separately with the 408d (full year, eight credits) prerequisite indicated. 410 Internships (credits as assigned) Full-year courses are offered when it is not 420 Independent Study (credits as assigned) permissible for a student to receive credit for one 430d Honors Thesis (full year, eight credits) semester only.

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Language courses are numbered to provide INSTRUCTORS consistency among departments. The symbols before an instructor’s name in the list of members of a department indicate the following: • The introductory elementary course in each *1 absent fall semester 2005–06 language is numbered 100. *2 absent fall semester 2006–07 • The intensive course in each language is num- bered 110 or 111 and normally is a full-year **1 absent spring semester 2005–06 course. **2 absent spring semester 2006–07 • Intermediate language courses are numbered 120 for low intermediate and 220 for high in- †1 absent academic year 2005–06 termediate. †2 absent academic year 2006–07 Introductory science courses are numbered to provide consistency among departments. §1 director of a Junior Year Abroad Program, academic year 2005–06 • The introductory courses that serve as the basis for the major are numbered 111 (and 112 if §2 director of a Junior Year Abroad Program, they continue into a second semester). “Fast academic year 2006–07 track” courses are numbered 115 (and 116 when appropriate). Visiting faculty and some lecturers are generally appointed for a limited term. The phrase “to be • Courses at the introductory or intermediate announced” refers to the instructor’s name. level that do not count toward the major are numbered 100–109 and 200–209. MEETING TIMES Course meeting times are listed in the “Schedule • Courses approved for listing in multiple depart- of Classes” distributed by the registrar before ments and programs are identifi ed by the three- each semester. Students may not elect more than letter designation of the home department and one course in a time block (see chart inside back are described fully in that department’s course cover), except in rare cases that involve no confl ict. listings. Where scheduled hours are not given, the times of meeting are arranged by the instructor. COURSES WITH LIMITED ENROLLMENT Seminars are limited to 12 students and are open OTHER SYMBOLS AND ABBREVIATIONS only to juniors, seniors and graduate students, by permission of the instructor. At the discretion of the dem.: demonstration course instructor and with the approval of the department chair or the program director, 15 students may lab.: laboratory enroll. The designation that a course is a seminar appears in the title unless all seminars appear as Lec.: lecture a separate and clearly designated group in the de- partment’s course listing. The current topic, if appli- sec.: section cable, immediately follows the title of the seminar. Colloquia, primarily reading and discussion dis.: discussion courses with an enrollment limit of 20, are also clearly designated. ( ): A department or college name in parenthe- Proseminars are directed courses of study ses following the name of an instructor in a conducted in the manner of a graduate seminar but course listing indicates the instructor’s usual open to undergraduate students. affi liation.

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(E): An “E” in parentheses at the end of a course { } Course listings in this catalogue indicate in description designates an experimental curly brackets which area(s) of knowledge course approved by the Committee on Aca- a given course covers (see pp. 7–8 for a demic Priorities to be offered not more than fuller explanation). Please note that certain twice. courses do not indicate any designation as decided by the department, program (C): The history department uses a “C” in paren- or instructor involved, e.g., English 101. theses after the course number to designate Students who wish to become eligible for colloquia that are primarily reading and Latin Honors at graduation must elect at discussion courses limited to 20 students. least one course (normally four credits) in each of the seven major fi elds of (L): The history department uses an “L” in knowledge; see page 7. (If a course is less parentheses after the course number to than four credits but designated for Latin designate lectures that are unrestricted in Honors, this will be indicated. This applies size. Lectures and colloquia are open to all to those students who begin at Smith in September 1994 or later and who graduate students unless otherwise indicated. in 1998 or later.) Following is a listing of the major fi elds of knowledge as described (MI): The anthropology department uses “MI” on pages 7–8; multiple designations are in parentheses after the course number to separated by a slash, e.g., {L/H/F}: designate a course that is method intensive. L Literature (TI): The anthropology department uses “TI” in parentheses after the course number to H Historical studies designate a course that is theory intensive. S Social science L: The dance and theatre departments use an “L” to designate that enrollment is limited. N Natural science

P: The dance and theatre departments use M Mathematics and analytic philosophy a “P” to designate that permission of the instructor is required. A The arts

AP: Advanced Placement. See p. 51. F A foreign language

S/U: Satisfactory/unsatisfactory. See p. 50. WI The letters WI in boldface indicate a course is writing intensive. Each fi rst-year student [ ] Courses in brackets will not be offered is required, during her fi rst or second during the current year. semester at Smith, to complete at least one writing-intensive course. See page 8 for a fuller explanation.

The course listings on pp. 69–424 are maintained by the Offi ce of the Provost/Dean of the Faculty. For current information on courses offered at Smith, visit www.smith.edu/catalogue.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers and Members of the African Studies **1, *2 Catharine Newbury, Professor of Government Committee: †2 David Newbury, Professor of African Studies and *1 Elliot Fratkin, Professor of Anthropology, of History Co-Director Gregory White, Associate Professor of Government Elizabeth Hopkins, Professor of Anthropology †2 Louis Wilson, Professor of Afro-American Studies Albert Mosley, Professor of Philosophy Katwiwa Mule, Assistant Professor of Comparative Literature, Co-Director

The African Studies Minor Students with required language component may apply for the Five College African Studies Certifi cate The African studies minor at Smith allows students (see page 407). to complement their major with a program that provides a systematic introduction to the complex Study Abroad. Students are encouraged to spend a historical, political and social issues of the African semester or more in Africa. Information on current continent. The minor is structured to give the stu- programs may be obtained from the African studies dent interdisciplinary training within key fi elds of director and should be discussed with the minor knowledge: literature and the arts, social science, adviser. and historical studies. Courses Requirements: Six semester courses on Africa are Arts, Literature and Humanities required. One course must be drawn from each of ARH 130 Introduction to Art History: Africa, the following three fi elds: Oceania, and Indigenous Americas Arts and Literature CLT 205 Twentieth-Century Literatures of Africa Historical Studies CLT 240 Childhood in the Literature of Africa and Social Sciences the African Diaspora CLT 267 African Women’s Drama No more than two courses from a student’s major CLT 278 Gender and Madness in African and may be counted toward the minor. At the discretion Caribbean Prose of the adviser, equivalent courses at other colleges CLT 305 Studies in the Novel: The Modern African may be substituted for Five College courses. Novel: Texts and Issues DAN 377 Interpretation and Analysis of African Language. Students interested in African studies Dance are encouraged to study French or Portuguese. In ECO 214 The EU, the Mediterranean, and the addition, a student who has achieved intermediate- Middle East: Hellenism or Bonapartism? level competence in an African language may peti- FRN 230 Women Writers of Africa and the tion for this to count as one of the required courses Caribbean in the fi eld of Arts, Literature, and Humanities.

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FRN 244 French Cinema: Cities of Light: Urban Spaces in Francophone Film PHI 254 African Philosophy

Historical Studies AAS 218 History of Southern Africa AAS 258 History of Modern Africa AAS 287 History of Africa to 1900 AAS 370 Seminar: Modern Southern Africa HST 256 Introduction to West African History HST 257 East Africa in the 19th and 20th Centuries HST 258 History of Central Africa HST 298 Decolonization of Africa HST 299 Ecology and History in Africa FYS 126 Biography in African History

Social Sciences ANT 230 Africa: Population, Health and Environment Issues ANT 231 Postcolonial Africa: Contemporary Priorities and Challenges ANT 232 Third World Politics: Anthropological Perspectives ANT 341 Seminar: End Time: Sacred Power in Global Politics ANT 348 Seminar: Health in Africa GOV 232 Women and Politics in Africa GOV 233 Problems in Political Development GOV 254 Politics of the Global Environment GOV 321 Seminar: The Rwanda Genocide in Comparative Perpsective GOV 347 Seminar: North Africa in the International System

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Adjunct Associate Professor Paula J. Giddings, B.A. Carolyn Jacobs, Ph.D. Andrea Hairston, M.A. (Theatre and Afro-American Studies) Assistant Professors †2 Louis E. Wilson, Ph.D. Daphne Lamothe, Ph.D.

Associate Professor Mendenhall Fellow †1 Kevin E. Quashie, Ph.D. Carol Bailey, M.A.

111 Introduction to Black Culture Frederick Douglass, Phillis Wheatley. {L} An introduction to some of the major perspectives, 4 credits themes and issues in the fi eld of African-American Dan McClure studies. Our focus will be on the economic, social Offered Fall 2005 and political aspects of cultural production and how these inform what it means to read, write 117 History of Afro-American People to 1960 about, view and listen to Black Culture. {S} An examination of the broad contours of the his- 4 credits tory of the Afro-American in the United States from Daphne Lamothe ca. 1600–1960. Particular emphasis will be given Offered Fall 2005 to how Africans infl uenced virtually every aspect of U.S. society; slavery and constitutional changes 112 Methods of Inquiry after 1865; the philosophies of W.E.B. DuBois, This course is designed to introduce students to Booker T. Washington, Marcus Garvey and the rise the many methods of inquiry used for research in and fall of racial segregation in the U.S. {H} interdisciplinary fi elds such as Afro-American Stud- 4 credits ies. Guided by a general research topic or theme, John H. Bracey, Jr. students will be exposed to different methods for Offered Spring 2006 asking questions and gathering evidence. {S} 4 credits 209 Feminism, Race and Resistance: History Carol Bailey of Black Women in America Offered Spring 2006 This interdisciplinary course will explore the historical and theoretical perspectives of African 113/ENG 184 Survey of Afro-American American women from the time of slavery to the Literature: 1746 to 1900 post-civil rights era. A central concern of the An introduction to the themes, issues and questions course will be the examination of how Black wom- that shaped the literature of African Americans dur- en shaped and were shaped by the intersectionality ing its period of origin. Texts will include poetry, of race, gender and sexuality in American culture. prose and works of fi ction. Writers include Har- Not open to fi rst-year students. (E){H} 4 credits riet Jacobs, Frances Harper and Charles Chesnutt, Paula Giddings Offered Spring 2006

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218 History of Southern Africa (1600 to about Nella Larsen, among others. Enrollment limited to 1900) 40. {S} 4 credits The history of Southern Africa, which includes a Daphne Lamothe number of states such as South Africa, Zimbabwe, Offered Fall 2005 Nambia, Angola and Lesotho, is very complex. In addition to developing a historical understanding 278 The ’60s: A History of Afro-Americans in of the Khoisan and Bantu-speaking peoples, stu- the United States from 1954 to 1970 dents must also know the history of Europeans and An interdisciplinary study of Afro-American history Asians of the region. The focus of this course will beginning with the Brown Decision in 1954. Par- therefore be to understand the historical, cultural ticular attention will be given to the factors which and economic inter-relationships between various contributed to the formative years of “civil rights ethnic groups, cultures and political forces which movements,” Black fi lms and music of the era, the have evolved in Southern Africa since about 1600. rise of “black nationalism,” and the importance of {H} 4 credits Afro-Americans in the Vietnam War. Recommended Louis Wilson background: survey course in Afro-American his- Offered Fall 2005 tory, American history, or Afro-American literature. Not open to fi rst-year students. Prerequisite: 117 222 Introduction to African American Music: and/or 270, or permission of the instructor. Enroll- Gospel, Blues and Jazz ment limited to 40. {H} 4 credits The course is designed to introduce the student to Louis Wilson the various music forms and their histories within Offered Fall 2005 the African American community from the early 19th century to the present. Specifi cally, the course 366 Seminar: Contemporary Topics in Afro- will focus on spirituals, folk, blues, gospel and jazz. American Studies Enrollment limited to 40. (E) {A} Topic: Literatures of the African Diaspora: Mi- 4 credits gration and the Performance of Memory. This Not offered during 2005-2006 course identifi es migration as a central narrative of African diasporic literature. We will explore fi ction- 237/ENG 236 Twentieth Century Afro- al representations of migration experiences that American Literature prove central to the construction of African Ameri- A survey of the evolution of African-American can subjectivities, looking in particular at the slave literature during the 20th century. This class will trade and Middle Passage, reverse migrations, im- build on the foundations established in AAS 113, migration and experiences of exile. We will explore Survey of Afro-American Literature 1746 to 1900. 20th-century narratives that foreground issues Writers include Langston Hughes, Richard Wright, such as modernity, displacement, colonialism and James Baldwin, Toni Morrison and Paule Marshall. post-colonialism, constructions of home and dia- {L} 4 credits sporic consciousness. In particular we will focus Dan McClure on how the “performance of memory” allows the Offered Spring 2006 displaced subject to imagine and construct national and/or diasporic identities. We will also explore 245/ENG 282 The Harlem Renaissance some theoretical readings that focus on notions A study of one of the fi rst cohesive cultural move- of diaspora, the Black Atlantic, colonialism and ment in African-American history. This class will post-colonialism. Narratives of African diasporic focus on developments in politics, civil rights migration share an awareness of the redemptive (NAACP, Urban League, UNIA), creative arts (po- force memory and the trauma, challenges and pos- etry, prose, painting, sculpture) and urban sociol- sibilities posed by experiences of dislocation. This ogy (modernity, the rise of cities). Writers and seminar serves as the capstone course for majors. subjects will include Zora Neale Hurston, David {S} 4 credits Levering Lewis, Gloria Hull, Langston Hughes and Daphne Lamothe Offered Spring 2006

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369 Seminar: Blacks and American Law 2. General concentration: four 100- and 200-level This course will look at institutions, ideologies and courses at least one of which must have a pri- practices that have helped shape the law as it per- mary focus on the African diaspora. Courses at tains to black men and women in America. Some the 300-level may also be used when appropri- of the issues to be explored are slave law, segrega- ate. tions, affi rmative action, domestic violence and 3. Advanced concentration: three courses orga- Supreme Court rulings. Prerequisite: GOV 100d, or nized thematically or by discipline. Of the three a course in American history. {S} 4 credits. courses, at least one must be at the 300-level; Bernie D. Jones and at least one must have a primary focus on Offered Spring 2006 the African diaspora. 4. The designated capstone seminar in the junior 400 Special Studies or senior year. The course is required of all By permission of the department, for junior and majors including honors thesis students. senior majors. 1–4 credits Offered both semesters each year The Minor Additional Courses Related Requirements for the minor to Afro-American Studies Six four-credit courses as follows:

AMS 102 Race Matters 1. Two of the three required courses: 111, 112, DAN 375 The Anthropology of Dance 117. ECO 230 Urban Economics 2. Four elective courses, at least one of which must GOV 311 Seminar in Urban Politics be a seminar or a 300-level class; and at least HST 266 The Age of the American Civil War one of which must have a primary focus on the HST 267 The United States Since 1890 African diaspora. HST 273 Contemporary America HST 275 Intellectual History of the United States MUS 206 Improvising History: The Development Adviser for Study Abroad: Louis Wilson of Jazz* PHI 210 Issues in Recent and Contemporary Philosophy* PSY 267 Psychology of the Black Experience* Honors SOC 213 Ethnic Minorities in America* Director: Paula Giddings SOC 218 Urban Politics* THE 214 Black Theatre* 430d Thesis THE 215 Minstrel Shows* 8 credits Full-year course; Offered each year *Courses that are cross-listed with Afro-American studies 431 Thesis 8 credits The Major Offered each Fall Requirements: The same as those for the major, Requirements for the major with the addition of a thesis. The thesis is normally pursued in the fi rst semester or throughout the Eleven four-credit courses as follows: senior year; it substitutes for one or two of the courses listed in the major requirements above. 1. Three required courses: 111, 112 and 117.

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Arts, Literature and Humanities African Diaspora Studies CLT 205 20th-Century Literatures of Africa CLT 267 African Women’s Drama African diaspora studies is an essential aspect of CLT 305 Studies in the Novel: The Making of the the Afro-American studies curriculum. Two courses African Novel on the African diaspora are required for the major CLT 315 The Feminist Novel in Africa and students may choose African diaspora studies FRN 244 French Cinema: Africa and Europe as an area of concentration within Afro-American on Screen studies. Interested students are also encouraged to PHI 254 African Philosophy consider the minor in African studies or the Five- THE 315 Colloquium: African and Caribbean College Certifi cate in African Studies as a supple- Theatre ment to their major. Below is a list of some of the relevant courses. Additional Courses Related to the African Diaspora Historical Studies DAN 142 Comparative Caribbean Dance I AAS 218 History of Southern Africa DAN 243 Comparative Caribbean Dance II AAS 219 South African Studies DAN 272 Dance and Culture AAS 370 Seminar: Modern South Africa HST 257 East Africa in the 19th and 20th Centuries HST 258 History of Central Africa HST 293 Introduction to West African History HST 299 Ecology and History in Africa HST 259 Aspects of African History: Decolonization in Africa HST 259 Aspects of African History: Christianity in Africa

Social Science AAS 220 Women of the African Diaspora ANT 230 People’s of Africa: Population and Environmental Issues ANT 231 Africa: Continent in Crisis ANT 232 Third World Politics: Anthropological Perspectives ANT 348 Development in Africa ARH 130 Introduction to the Art History of Africa, Oceania and the Indigenous Americas ARH 260 African Art: History and Modernity ECO 214 Economies of Middle East and North Africa GOV 227 Contemporary African Politics GOV 232 Women and Politics in Africa GOV 242 International Political Economy GOV 254 Politics of the Global Environment GOV 321 Genocide in Rwanda GOV 324 Elections in Southern Africa GOV 345 Algeria and the International System GOV 345 South Africa in Globalized Context

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Visiting faculty and some lecturers are generally appointed for a limited term.

The following courses have been revised or added ARH 101 Approaches to Visual to the curriculum as a result of the American Representation (C) (revised) Ethnicities (Diversity) Seminar held in the sum- Topic: Advertising and Visual Culture mers of 2003 and 2004. They represent a sampling By analyzing advertisements—from ancient Pom- of courses in the curriculum that focus on ethnic peian shop signs and graffi ti to contemporary diversity in the United States. multi-media appropriations—this course will seek to understand how images function in a wide AAS 245/ENG 282 The Harlem Renaissance array of different cultures. In developing a histori- (revised) cal sense of visual literacy, we’ll also explore the A study of one of the fi rst cohesive cultural move- shifting parameters of “high” art and “low” art, the ments in African-American history. This class will signifi cance of advertising in contemporary art, and focus on developments in politics, civil rights the structuring principles of visual communication. (NAACP, Urban League, UNIA), creative arts (po- {H/A} 4 credits etry, prose, painting, sculpture) and urban sociol- Barbara Kellum ogy (modernity, the rise of cities). Writers and Not offered during 2005–06 subjects will include Zora Neale Hurston, David Levering Lewis, Gloria Hull, Langston Hughes and ARH 289/LAS202 Talking Back to Icons: Nella Larsen, among others. Enrollment limited to Latino/a Artistic Expression (new) 40. {S} 4 credits This class focuses upon Latino/a artistic cultures Daphne Lamothe and the role of icons in representation. We ex- Offered Fall 2005 amine visual images, poster and comic book art, music, poetry, short stories, theatre, performance ANT 240 Anthropology of Museums (revised) art and fi lm, asking: What is a cultural icon? Our This course critically analyzes how museums oper- perspective stretches across time, addressing the ate as social agents in both refl ecting and inform- conquest of the Americas, the Treaty of Guadalupe ing public culture. Who is represented in museum Hidalgo, the annexation of Puerto Rico, the Chica- exhibits? What messages are conveyed and for no/a movement and contemporary transmigration whom? The relationship between the development of peoples from the Caribbean. Among the icons of anthropology as a discipline and the collection we discuss: Che Guevara, the Virgin of Guadalupe of material culture from indigenous populations and Selena. Prerequisite: one course in Latino/a or in an effort to document “vanishing races” will be Latin American Art, or permission of the instruc- discussed and contemporary practices of self-rep- tors. Reading knowledge of Spanish recommended. resentation analyzed. Topics include the art/artifact Enrollment limited to 35. {A/L} 4 credits debate, corporate sponsorship, the construction of Dana Leibsohn and Nancy Sternbach identity, indigenous curation methods, legislative Not offered during 2005–06 acts such as repatriation, and contested ideas about authenticity and authority. (TI) {S/H} 4 credits EDC 200 Education in the City (revised) Nancy Marie Mithlo The course explores how the challenges facing Offered Fall 2005 schools in America’s cities are entwined with social, economic and political conditions within the urban environment. Our essential question

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asks how have urban educators and policy mak- PSY 313 Seminar in Psycholinguistics ers attempted to provide a quality educational (revised) experience for youth when issues associated with Topic: Language Diversity and Child Language their social environment often present signifi cant Assessment. The seminar will focus on assessment obstacles to teaching and learning? Using relevant of language development, considering issues of social theory to guide our analyses, we’ll investigate dialect and cultural differences, and the nature of school reform efforts at the macro-level by look- language disorders in 3- to 7-year-old children. ing at policy-driven initiatives such as high-stakes The background research, design and data from testing, vouchers and privatization and at the local the fi rst testing of a new diagnostic test for children level by exploring the work of teachers, parents, who speak African American English, and from youth workers and reformers. There will be fi eld- a new test for bilingual Spanish speakers, will be work opportunities available for students. Enroll- central topics of the seminar. Prerequisites: One ment limited to 35. {S} 4 credits of: PSY/PHI 213, PHI 236, PSY 233, EDC 235, or Sam Intrator permission of instructor. {N} 4 credits Offered Fall 2005 Jill de Villiers Offered Fall 2006 HST 270 (C) Aspects of American History (new) REL 266 Colloquium: Buddhist Studies Topic: The American Southwest (revised) This course will examine the historical origins, de- Topic: Buddhism in America. This course will velopment and identities of the American Southwest, survey various forms of Buddhism in America and paying particular attention to racial issues and the their history, from the middle of the 19th century to politics of slavery, the signifi cance of borderlands the present. Topics will include Japanese American and boundaries in the region, and the issues of ex- Buddhist Pioneers; Buddhist and Western Thought; pansionism and nationalism as part of the region’s World Parliament of Religions (1893); Buddhist history. An integral part of the course will be study- Churches of America (Jodo Shinshu); Zen and the ing the Southwest as a distinctive area, as well as in Beats; Soka Gakkai; Chinese Buddhism in America; comparison to other regions. {H} 4 credits Insight Meditation Movement; Buddhism of the Debbie Cottrell New Immigrants; and “Tibetan” Buddhism. Enroll- Offered Spring 2006 ment limited to 20. {H} 4 credits Peter Gregory MUS xxx American Popular Song ca 1850– Not offered during 2005–06 1950 (new) Description pending. SOC 213 Ethnic Minorities in America Richard Sherr (revised) The sociology of a multiracial and ethnically di- PHI 246 Race Matters: Philosophy, Science verse society. Comparative examinations of several and Politics (new) American groups and subcultures. {S} 4 credits This course will examine the origins, evolution Ginetta Candelario and contemporary status of racial thinking. It will Offered Spring 2006, Fall 2007 explore how religion and science have both sup- ported and rejected notions of racial superiority; SOC 314 Seminar in Latina/o Identity and how preexisting European races became (revised) generically white in Africa, Asia and the Americas. Topic: Latina/o Racial Identities in the United The course will also examine current debates con- States. This seminar will explore theories of race cerning the reality of racial differences, the role of and ethnicity, and the manner in which those theo- racial classifi cations, and the value of racial diver- ries have been confronted, challenged and/or as- sity. {H/S} 4 credits simulated by Latina/os in the United States. Special Albert Mosley attention will be paid to the relationship of Latina/ Not offered during 2005–06 os to the white/black dichotomy. A particular con-

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cern throughout the course will be the theoretical and empirical relationship between Latina/o racial, national, class, gender and sexual identities. Stu- dents will be expected to engage in extensive and intensive critical reading and discussion of course texts. 4 credits Ginetta Candelario Offered Spring 2007

THE 213 American Theatre and Drama (revised) A survey of theatre history and practices, as well as dramatic literature, theories and criticism, and their relationship to the cultural, social and political environment of the United States from the beginning of colonial to contemporary theatre. Lectures, discussions and presentations will be complemented by video screenings of recent pro- ductions of some of the plays under discussion. {L/H/A} 4 credits Holly Derr Offered Spring 2006

THE 141 Acting I (revised) Introduction to physical, vocal and interpretative aspects of performance, with emphasis on creativ- ity, concentration and depth of expression. Enroll- ment limited to 14. {A} 4 credits Sec. 1: Ellen Kaplan, Fall 2005 Sec. 2: Kim Mancuso, Fall 2005 Sec. 3: Hillary Bucs, Fall 2005 Sec. 1: Holly Derr, Spring 2006 Sec. 2: To be announced, Spring 2006 Offered Fall 2005, Spring 2006

WST 260 The Cultural Work of Memoir (new) This course will explore how queer subjectivity intersects with gender, ethnicity, race and class. How do individuals from groups marked as socially subordinate or non-normative use life-writing to claim a right to write? The course uses life-writ- ing narratives, published in the United States over roughly the past 30 years, to explore the relation- ships between politicized identities, communities and social movements. Students also practice writ- ing autobiographically. Prerequisites: WST 150 and a literature course. {L/H} 4 credits Susan Van Dyne Offered Spring 2006

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Visiting faculty and some lecturers are generally appointed for a limited term.

Daniel Horowitz, Ph.D., Professor of American †1 Richard Millington, Ph.D., Professor of English Studies and of History, Director Language and Literature Helen Lefkowitz Horowitz, Ph.D., Professor of Donald Leonard Robinson, Ph.D., Professor of American Studies and of History Government †1 Richard Millington, Ph.D., Professor of English Christine Shelton, M.S., Professor of Exercise and Language and Literature Sport Studies Rosetta Marantz Cohen, Ed.D., Professor of Susan R. Van Dyne, Ph.D., Professor of Women’s Education and Child Study Studies and of English Language and Literature *1 Floyd Cheung, Ph.D., Assistant Professor of †2 Louis Wilson, Ph.D., Professor of Afro-American English Language and Literature Studies †1 Kevin Rozario, Ph.D., Assistant Professor of Alice Hearst, J.D., Associate Professor of American Studies Government Steve Waksman, Ph.D., Assistant Professor of Marc Steinberg, Ph.D., Associate Professor of Music Sociology James Hicks, Ph.D., Lecturer Michael Thurston, Ph.D., Associate Professor of Sherry Marker, M.A., Lecturer English Language and Literature George Colt, M.A., Lecturer *1 Floyd Cheung, Ph.D., Assistant Professor of Cathy Schlund-Vials, M.A., Mendenhall Fellow and English Language and Literature Lecturer †2 Jennifer Guglielmo, Ph.D., Assistant Professor of Laura Katzman, Ph.D., Lecturer History Lawrence R. Hott, Lecturer †1 Alexandra Keller, Ph.D., Assistant Professor of Diane Garey, Lecturer Film Studies Nancy Marie Mithlo, Ph.D., Assistant Professor of American Studies Committee Anthropology Rosetta Marantz Cohen, Ed.D., Professor of †1 Kevin Rozario, Ph.D., Assistant Professor of Education and Child Study American Studies †1 John Davis, Ph.D., Professor of Art Steve Waksman, Ph.D., Assistant Professor of Music Daniel Horowitz, Ph.D., Professor of American Frazer Ward, Ph.D., Assistant Professor of Art Studies and of History Sherrill Redmon, Director of the Sophia Smith Helen Lefkowitz Horowitz, Ph.D., Professor of Collection American Studies and of History

120 Scribbling Women fi rst-year students. {L/H} WI 4 credits With the help of the Sophia Smith Collection and Sherry Marker the Smith College Archives, this writing intensive Offered Spring 2006, Spring 2007 course looks at a number of 19th- and 20th-cen- tury American women writers. All wrestled with 201 Introduction to the Study of American specifi c issues that confronted them as women; Society and Culture each wrote about important issues in American An introduction to the methods and concerns society. Enrollment limited to 15. Priority given to of American studies through the examination of

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a critical period of cultural transformation: the 221 Colloquium 1890s. We will draw on literature, painting, archi- Topic: Documenting Environmental History in tecture, landscape design, social and cultural criti- the Digital Age. Shifts in technology over the past cism, and popular culture to explore such topics as decade have changed the nature of documentary responses to economic change, ideas of nature and fi lm production. Where once a producer proceed- culture, America’s relation to Europe, the question ed from proposal to treatment to script and fi nally of race, the roles of women, family structure, social to broadcast, the producer now has an opportunity class, and urban experience. Open to all fi rst- and to create a full digital package. In this course we second-year students, as well as to junior and se- will look at a set of documents in American envi- nior majors. {L/H} 4 credits ronmental history and use them to critique existing Daniel Horowitz, Floyd Cheung, Helen Lefkowitz fi lms on environmental history and to develop Horowitz, Rosetta Cohen, Spring 2006 digital fi lm documents, Web site plans, lesson plans To be announced, Spring 2007 for schools, radio scripts, and DVD architecture. Offered Spring 2006, Spring 2007 At the end of the course, students should be able to assess and select subjects that lend themselves to 202 Methods in American Studies documentary treatment, and they will be familiar A multidisciplinary exploration of different re- with the methods and techniques used to produce search methods and theoretical perspectives documentary fi lms, and with current strategies (Marxist, feminist, myth-symbol, cultural studies) for disseminating them. Enrollment limited to 20. in American studies. Prerequisite: AMS 201 or Admission by permission of the instructor. {H/A} permission of the instructor. Enrollment limited to 4 credits American studies majors. {H/S} 4 credits Lawrence R. Hott and Diane Garey, Spring 2006 Steve Waksman, Fall 2005 Offered Spring 2006, Spring 2007 Daniel Horowitz, Spring 2006 Offered both semesters each year 230 Colloquium: The Asian American Experience 220 Colloquium Through the course of the semester, students will Enrollment limited to 20. Admission by permission consider the many histories, experiences, and of the instructor. 4 credits cultures that shape and defi ne the ever-changing, ever-evolving fi eld of Asian American studies, an Popular Culture interdisciplinary space marked by multiple com- An analytical history of American popular culture munities, approaches, voices, issues and themes. since 1865. We start from the premise that popular The course will cover the fi rst wave of Asian im- culture, far from being merely a frivolous or de- migration in the 19th century, the rise of anti-Asian based alternative to high culture, is an important movements, the experiences of Asian Americans site of popular expression, social instruction and during World War II, the emergence of the Asian cultural confl ict. We examine theoretical texts that American movement in the 1960s, and the new help us to “read” popular culture, even as we study wave of post–1965 Asian immigration. Topics will specifi c artifacts from television shows to Hol- include but are not limited to racial formation, lywood movies, the pornography industry to spec- immigration, citizenship, transnationalism, gender, tator sports, and popular music to theme parks. and class. {L} 4 credits We pay special attention to questions of desire, Cathy Schlund-Vials, Spring 2006 and to the ways popular culture has mediated and Offered Spring 2006, Spring 2007 produced pleasure, disgust, fear and satisfaction. Alternating lecture/discussion format. {H/S} 302 Seminar: The Material Culture of New To be announced, Fall 2005 England, 1630–1860 Offered Fall 2005, Fall 2006 Using the collections of Historic Deerfi eld, Inc., and the environment of Deerfi eld, Massachusetts, students explore the relationship of a wide variety of objects (architecture, furniture, ceramics and

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textiles) to New England’s history. Classes are held 351/ENG 384 Seminar: Writing About in Old Deerfi eld, MA. Admission by permission of American Society the instructor. Enrollment limited. {H/A} 4 credits An examination of contemporary American issues To be announced through the works of such literary journalists as Offered Spring 2006, Spring 2007 Jamaica Kincaid, John McPhee, Tom Wolfe, Joan Didion and Jessica Mitford; and intensive practice 340 Symposium in American Studies in expository writing to develop the student’s own Limited to senior majors. Contact American studies skills in analyzing complex social issues and ex- offi ce for details. pressing herself artfully in this form. May be re- Topic for Fall 2005: Why Did/Do Americans Feel peated with a different instructor and with the per- That Way? This course will focus on how Ameri- mission of the director of the program. Enrollment cans have understood and understand their emo- limited. Admission by permission of the instructor. tions and illnesses, especially those that somehow {L/S} 4 credits link mind and body. How have they seen, how do George Colt, Spring 2006 they see at present the mind/body problem and To be announced, Spring 2007 the nature of mental illness? We will work together Offered Spring 2006, Spring 2007 to understand the ways that, guided by physicians, Americans have looked at the problem from the 400 Special Studies late 19th century until the present. We will consider Admission by permission of the instructor and the the role that gender has played. Each student will director. develop an independent project dealing with some 1 to 4 credits aspect of the question, past or present. Among Offered both semesters each year the texts that we will consider are George Beard’s American Nervousness (1880) and Peter Kramer, 408d Special Studies Listening to Prozac (1933). {H} 4 credits Admission by permission of the instructor and the Helen Lefkowitz Horowitz, Fall 2005 director. Offered Fall 2005, Fall 2006 8 credits Full-year course; Offered each year 341 Symposium in American Studies Limited to senior majors, contact the American Studies offi ce for details. Internship at the Topic for Spring 2006: Making Sense of Sound: American Popular Music. This course will explore Smithsonian Institution a variety of critical approaches to the study of music, as well as a variety of musical styles such To enable qualifi ed students to examine, under the as jazz, bluegrass and rock. Emphasis throughout tutelage of outstanding scholars, some of the fi nest the course will be twofold. First, what role does collections of materials relating to the develop- popular music play in the social and cultural life of ment of culture in America, the American Studies the United States? How does music shape, and how Program offers a one-semester internship at the does it give shape to, patterns of social division and Smithsonian Institution in Washington, D.C. The affi liation along lines of race, class, gender and academic program consists of a seminar taught by sexuality? Second, as the title of the course sug- a scholar at the Smithsonian, a tutorial on research gests, how do we make sense of sound? How do methods, and a research project under the supervi- listeners and performers (and scholars and critics) sion of a Smithsonian staff member. The project create meaning out of the sounds they hear or the is worth eight credits. Research projects have dealt with such topics as the northward migration sounds they produce? {H/S} 4 credits Steve Waksman, Spring 2006 of blacks, women in various sports, a history of Offered Spring 2006, Spring 2007 Western Union, Charles Willson Peale’s letters, the rise of modernism in American art, and the use of infant baby formula in the antebellum South.

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Interns pay tuition and fees to Smith College but 412 Research Project at the Smithsonian pay for their own room and board in Washington. Institution Financial aid, if any, continues as if the student Tutorial supervision by Smithsonian staff members. were resident in Northampton. Given in Washington, D.C. {H/S} 8 credits The program takes place during the fall semes- Donald Robinson, Director, Fall 2005 ter. It is not limited to American studies majors. To be announced, Director, Fall 2006 Students majoring in art, history, sociology, an- Offered Fall 2005, Fall 2006 thropology, religion and economics are especially encouraged to apply. Those in project-related disciplines (e.g., art history) may consult their Requirements for the advisers about the possibility of earning credit toward the major for work done on the internship. American Studies Major Applications will be available at the beginning of Advisers: the second semester. Floyd Cheung, Rosetta Cohen, John Davis, Jennifer Guglielmo, Alice Hearst, Daniel 410 Tutorial on Research Methods at the Horowitz, Helen Horowitz, Alexandra Keller, Rich- Smithsonian ard Millington, Nancy Marie Mithlo, Donald L. Individual supervision by a Smithsonian staff mem- Robinson, Kevin Rozario, Christine Shelton, Marc Steinberg, Michael Thurston, Susan Van Dyne, Steve ber. Given in Washington, D.C. {H/S} 4 credits Donald Robinson, Director, Fall 2005 Waksman, Frazer Ward, Louis Wilson. John Davis, Director, Fall 2006 Because of the wide-ranging interests and Offered Fall 2005, Fall 2006 methods included within the interdisciplinary American Studies Program, careful consultation 411 Seminar: American Culture: Conventions between a student and her adviser is crucial to the and Contexts planning of the major. Exhibiting Culture: An Introduction to Museum In order to structure their studies of American Studies in America. This seminar examines the society and culture, majors will select a focus— history, functions and meanings of museums in such as an era (e.g., antebellum America, the society, focusing primarily on the art museum in twentieth century) or a topical concentration (e.g. the United States. Drawing on the ever-growing lit- ethnicity and race, urban life, social policy, mate- erature on museology, we will look critically at the rial culture, the family, industrialization, the arts, ways that museums—through their policies, pro- the media, popular culture, comparative American grams, architecture and exhibitions—can defi ne cultures)—which they will explore in at least four regional or national values, shape cultural attitudes courses. It is expected that several courses in the and identities, and infl uence public opinion about major will explore issues outside the theme. both current and historical events. As the course Because American studies courses are located is concerned with both theory and practice, and primarily in two divisions, humanities and social the intersection of the two, we will make use of the sciences, students are to balance their studies with rich resources of the Smithsonian as well as other courses in each. Courses taken S/U may not be museums in Washington, D.C. Class discussion counted toward the major. will be balanced with behind-the-scenes visits/fi eld Requirements: trips to museums, where we will speak with dedi- 12 semester courses, as follows: cated professionals who are engaged in innovative 1. 201 and 202; and often challenging work in the nation’s capital. 2. Eight courses in the American fi eld. At least (Open only to members of the Smithsonian Intern- four must be focused on a theme defi ned by the student. At least two courses must be in the hu- ship Program. Given in Washington, D.C.). {H} 4 credits manities and two in the social sciences. At least Laura Katzman two must be devoted primarily to the years be- Offered Fall 2005, Fall 2006 fore the twentieth century. At least one must be a seminar, ideally in the theme selected. (340/341

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does not fulfi ll the seminar requirement). Stu- 555 Seminar: American Society and Culture dents writing honors theses are exempt from the Topic: The U.S.: Global Image and Local Expe- seminar requirement; rience. Discussions and written work focus on 3. One course that will enable explicit compari- comparing and contrasting the image, or images, sons between the United States and another which the United States has, and has had, with the society, culture, or region; lived experiences of the people who reside here. 4. 340 or 341. The course is divided into four clusters, each rep- resenting a different historical period and focus- Adviser for Study Abroad: Michael Thurston ing on different aspects of American society and culture. Each cluster will be organized around an interdisciplinary investigation of a single text: Tim Honors O’Brien’s The Things They Carried; Nella Larsen, Quicksand; Benjamin Franklin, The Autobiogra- Director: Helen Lefkowitz Horowitz phy of Benjamin Franklin; and Mary Rowlandson, The Sovereignity and Goodness of God. For Di- 430d Thesis ploma students only. 4 credits 8 credits James Hicks Full-year course; Offered each year Offered Fall 2005, Fall 2006

431 Thesis 570 Diploma Thesis 8 credits 4 credits Offered Fall 2005, Fall 2006 James Hicks Offered Spring 2006, Spring 2007 Requirements: the same as those for the major, except that a thesis (431) will be substituted for two of the eight courses in the American fi eld. The thesis will be followed by a public presentation and an oral honors examination in the spring semester. Diploma in American Studies Director: James Hicks

A one-year program for international students of advanced undergraduate or graduate standing.

Requirements: American Studies 555; fi ve ad- ditional courses in American Studies or in one or more of the related disciplines. Students who choose to write a thesis, and who projects are ap- proved, will substitute American Studies 570, Di- ploma Thesis, for one of the additional courses.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 8282 77/26/05/26/05 9:14:549:14:54 AMAM 83 Ancient Studies

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Barbara Kellum, Professor of Art Scott Bradbury, Professor of Classical **2 Susan Levin, Associate Professor of Philosophy, Languages and Literatures Director †1 Patrick Coby, Professor of Government Richard Lim, Associate Professor of History **1, *2 Joel Kaminsky, Associate Professor of Religion

The minor in ancient studies provides students with CLS 235 Life and Literature in Ancient Rome the opportunity to consolidate a program of study CLS 236 Cleopatra: Histories, Fictions, Fantasies on the ancient Mediterranean and Near Eastern GOV 261 Ancient and Medieval Political Theory worlds based on a variety of disciplinary perspec- HST 202 Ancient Greece tives. Courses in history, art, religion, classics, gov- HST 203 Alexander the Great and the Hellenistic ernment, philosophy and archaeology make up the World minor. Students shape their own programs, in con- HST 204 The Roman Republic sultation with their advisers, and may concentrate HST 205 The Roman Empire on a particular civilization or elect a cross-civiliza- HST 206 Aspects of Ancient History tional approach. No languages are required. HST 207 Islamic Civilization to the 15th Century HST 296 The Making of Late Antiquity HST 302 Topics in Ancient History The Minor JUD 285 Jews and World Civilization: 300 B.C.E.– 1492 C.E. Requirements: Six courses, in no fewer than PHI 124 History of Ancient and Medieval three departments, selected from the list of related Philosophy courses below. PHI 324 Seminar in Ancient Philosophy REL 210 Introduction to the Bible I Related Courses REL 211 Wisdom Literature and Other Books in ARC 211 Introduction to Archaeology the Bible ARH 208 The Art of Greece REL 213 Prophecy in Ancient Israel ARH 212 Ancient Cities and Sanctuaries REL 215 Introduction to the Bible II ARH 216 The Art and Architecture of the Roman REL 217 Colloquium: The Dead Sea Scrolls, World Judaism and Christianity ARH 228 Islamic Art and Architecture REL 219 Christian Origins: Archaeological and ARH 315 Studies in Roman Art Socio-Historical Perspectives CLS 190 The Trojan War REL 252 The Making of Muhammad CLS 227 Classical Mythology REL 310 Seminar: Hebrew Bible CLS 230 The Historical Imagination CLS 230 Images of the Other in Ancient Greece Students are to check departmental entries in the CLS 232 Paganism in the Greco-Roman World catalogue to fi nd out the year and semester when CLS 233 Gender and Sexuality in Greco-Roman particular courses are being offered. Culture

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors Elizabeth Erickson Hopkins, Ph.D. Suzanne Zhang-Gottschang, Ph.D. †2 Frédérique Apffel-Marglin, Ph.D. Nancy Marie Mithlo, Ph.D. **1, *2 Donald Joralemon, Ph.D., Lecturers *1 Elliot Fratkin, Ph.D. Richard Wallace, M.A. Associate Professor Associated Faculty **2 Ravina Aggarwal, Ph.D., Chair Adrienne Andrews Mellon Post-Doctoral Fellow Keisha-Khan

Students are strongly encouraged to complete ANT Africa with a focus on population, health and en- 130 before enrolling in intermediate courses. For vironmental issues on the African continent. The fi rst-year students in their fi rst semester, admission course discusses the origin and growth of human to 200-level courses is only by permission of the populations, distribution and spread of language instructor. and ethnic groups, the variety in food production systems (foraging, fi shing, pastoralism, agriculture, 130 Introduction to Cultural Anthropology industrialism); the demographic, health, environ- The exploration of similarities and differences in mental consequences of slavery, colonialism, and the cultural patterning of human experience. The economic globalization; and contemporary prob- comparative analysis of economic, political, reli- lems of drought, famine, and AIDS in Africa. {S/N} gious and family structures, with examples from 4 credits Africa, the Americas, Asia and Oceania. The impact Elliot Fratkin of the modern world on traditional societies. Sev- Offered Fall 2006 eral ethnographic fi lms are viewed in coordination with descriptive case studies. Total enrollment of 232 Third World Politics: Anthropological each section limited to 25. {S} 4 credits Perspectives Suzanne Zhang-Gottschang, Richard Wallace, The modern nations of the developing world face Fall 2005 a number of serious challenges to their political Ravina Aggarwal, Nancy Marie Mithlo, Spring stability and economic viability. What distinctive 2006 features defi ne national politics, elite power and Elliot Fratkin, Nancy Marie Mithlo, Suzanne individual security in the contemporary Western Zhang-Gottschang, Fall 2006 world? Do current strategies refl ect traditional Donald Joralemon, To be announced, Spring political priorities or the colonial experience? Do 2007 they measure new global pressures and opportuni- Offered both semesters each year ties? Topics include the nature of political behavior and the political process; changing expectations 230 Africa: Population, Health, and and options for women in the public arena; the Environment Issues impact of population, resources and urbanization This course looks at peoples and cultures of on national viability; the role of ethnicity and sec-

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tarianism in defi ning political privilege and identity; of identity, indigenous curation methods, legisla- Islam and Christianity as strategies of secular tive acts such as repatriation, and contested ideas resistance; the increasing prominence of confl ict about authenticity and authority. (TI) {S/H} as a political strategy and the human cost of these 4 credits initiatives. Case studies will focus on Africa and the Nancy Marie Mithlo Middle East. {H/S} 4 credits Offered Fall 2005 Elizabeth Hopkins Offered Fall 2005 241 Anthropology of Development The Anthropology of Development compares 236 Economy, Ecology, and Society three explanatory models—modernization theory, This course introduces theoretical approaches to dependency theory, and indigenous or alternative the study of economy, ecology and cultural evolu- development—to understand social change today. tion in anthropology. As a theory-intensive course, Who sponsors development programs and why? it will examine varying materialist approaches to How are power, ethnicity and gender relations af- the study of society, including cultural ecology, po- fected? How do anthropologists contribute to and litical economy, formalist and substantivist perspec- critique programs of social and economic develop- tives. Topics include production, exchange, and ment? The course will discuss issues of gender, consumption in non-Western societies; cultural health care, population growth and economic evolution and historical change among tribal soci- empowerment with readings from Africa, Asia, eties, early states, mercantilist, capitalist and social- Oceania, and Latin America. {S} 4 credits ist polities. Background courses in anthropology, Elliot Fratkin archeology, or history are recommended. Not open Offered Spring 2006 to fi rst-year students. (TI) {S} 4 credits Elliot Fratkin 243 Indigenous Traditions and Ecology Offered Spring 2007 The course focuses on indigenous cultures and their basic assumptions about the nature of the 237 Native South Americans: Conquest and world and of reality. One important issue we will Resistance focus on at the beginning of the course is the dif- The differential impact of European conquest on ference between an oral consciousness and an tropical forest, Andean and sub-Andean Indian alphabetic consciousness. The course will try to societies. How native cosmologies can contribute understand the epistemological assumptions of to either cultural survival or extinction as Indians modernity that contribute to our global environ- respond to economic and ideological domination. ment crisis and how these differ from the assump- {H/S} 4 credits tions about the world that characterize different Donald Joralemon indigenous collectivities. {S} 4 credits Offered Fall 2005 Frédérique Apffel-Marglin Offered Fall 2005 240 Anthropology of Museums This course critically analyzes how museums oper- 244 Colloquium: Gender, Science, and Culture ate as social agents in both refl ecting and inform- Science will be looked at both historically as well ing public culture. Who is represented in museum as ethnographically. The scientifi c revolution in exhibits? What messages are conveyed and for 16th- and 17th-century Western Europe was an whom? The relationship between the development exclusively male enterprise, which deliberately of anthropology as a discipline and the collection excluded women. This course will focus on the ori- of material culture from indigenous populations gins, meaning and manifestations of this exclusion in an effort to document “vanishing races” will be and try to understand how it has shaped the nature discussed and contemporary practices of self-rep- of scientifi c inquiry. The course will range from resentation analyzed. Topics include the art/artifact women’s explicit exclusion from the beginnings of debate, corporate sponsorship, the construction science in 16th- and 17th-century Western Europe

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to contemporary practices of in vitro fertilization as varying ideas of gender and power. Native Amer- and germ-line engineering. Limited enrollment. ican women’s life histories and perspectives will be {TI} {S} 4 credits emphasized. {S} 4 credits Frédérique Apffel-Marglin Nancy Marie Mithlo Offered Fall 2005 Offered Spring 2006, Spring 2007

248 Medical Anthropology 251 Women and Modernity in East Asia The cultural construction of illness through an This course explores the roles, representations examination of systems of diagnosis, classifi cation, and experiences of women in 20th-century China, and therapy in both non-Western and Western Korea, Vietnam and Japan in the context of the societies. Special attention given to the role of the modernization projects of these countries. Through traditional healer. The anthropological contribution ethnographic and historical readings, fi lm and to international health care and to the training of discussion, this course examines how issues per- physicians in the United States. Enrollment limited taining to women and gender relations have been to 30. {S/N} 4 credits highlighted in political, economic and cultural in- Donald Joralemon stitutions. The course compares the ways that Asian Offered Fall 2005 women have experienced these processes through three major topics: war and revolution, gendered 249 Visual Anthropology aspects of work, and women in relation to the fam- The process of translating culture by visual repre- ily. This course is co-sponsored by, and cross-listed sentation often infers notions of authority, objec- in, the East Asian Studies Program. {S} 4 credits tivity and fi xed reality. Contextual and revisionist Suzanne Zhang-Gottschang strategies in visual anthropology challenge these Offered Spring 2006 earlier interpretative models by incorporating multiple perspectives and making theoretical aims 252 The City and the Countryside in China explicit. This course addresses the use of visual With more than 80 percent of its population based recording in anthropology both as a documentary in rural areas, China is usually viewed as a primar- research method and as an exploration of unique ily agrarian society. However, economic reforms visual worlds. Works analyzed include the visual in the last 20 years have brought about dramatic arts, fi lm, photography, museum exhibits and mate- growth in China’s urban areas. This course exam- rial culture. Global concerns such as appropria- ines the conceptualization of urban and rural China tion, commercialization and representation will be in terms of political and economic processes and discussed in case study analyses. {S} 4 credits social relations from the Communist revolution in Nancy Marie Mithlo 1949 to the present day. Against this background, Offered Fall 2006 the course explores how broader social theoretical concerns with concepts such as tradition/moder- 250 Native American Representations nity and state/society have been taken up in the This course offers an overview of the historic and anthropology of China. {S} 4 credits contemporary experiences of Native people in Suzanne Zhang-Gottschang North America through an examination of oral Offered Fall 2006 history, biography, art, ethnographic texts, fi lm and scholarly analysis. The impact of government 253 Introduction to East Asian Societies and policies including boarding schools, adoption and Cultures relocation, will be discussed as well as tribal self- This course provides a survey of the anthropol- determination efforts such as cultural resource ogy of contemporary East Asian societies. We will management, language retention and enrollment examine the effects of modernization and develop- policies. The articulation of indigenous knowledge ment on the cultures of China, Japan and Korea. systems in understanding environmental, health Such topics as the individual, household and fam- and educational issues will be highlighted as well ily; marriage and reproduction; religion and ritual;

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and political economic systems are introduced will emphasize social science representations of through ethnographic accounts of these cultures. communities of resistance in the United States and The goal of this course is to provide students with elsewhere. Topics include immigration, poverty, suffi cient information to understand important gentrifi cation and criminalization. The purpose is social and cultural aspects of modern East Asia. to prepare students in their own independent re- {S} 4 credits search on a local city of interest. (MI) {S} 4 credits Suzanne Zhang-Gottschang Keisha-Khan Perry Offered Fall 2005, Spring 2007 Offered Spring 2006

254 Gender, Media and Culture in India 258 Performing Culture This course starts by examining the representations This course analyzes cultural performances as sites of Indian women in colonial and postcolonial me- for the expression and formation of social identity. dia. Informed by ethnographic studies and sources Students study various performance genres such drawn from radio, television, documentaries, Bol- as rituals, festivals, theater, music, dance, parades lywood fi lms, the advertisement industry and print and functions. Topics include expressive culture as journalism, students learn to assess gender roles resistance; debates around authenticity; the perfor- and feminist interventions in debates surrounding mance of gender, race, and class identities, nation- nationalism, violence, religion, caste, sexuality, alism and ethnicity, the effects of globalization on family and political economy. {S} 4 credits indigenous performances and the transformation Ravina Aggarwal of folk performances in the wake of radio, fi lm and Offered Fall 2006 television. Enrollment limited to 30. (MI) {L/H/S} 4 credits 256 Racial Politics in Contemporary Brazil Ravina Aggarwal (Pending approval of the Committee on Academic Offered Spring 2006 Priorities.) Brazil is commonly understood as an example of a “racially democratic” nation, but as scholars have Seminars recently shown, racism permeates all aspects of Brazilian society. This course traces the develop- 341 Seminar. End Time: Sacred Power in ment of the theorization of race, racial identity Global Politics and race relations in contemporary Brazil. The Claims to sacred legitimacy have had an increas- approach of the course will be interdisciplinary, ingly infl uential impact on global politics in the late drawing upon works from anthropology, literature, 20th and 21st centuries. The seminar will explore history, music and fi lm. Topics will include colo- the reasons a political agenda deriving its energy nialism and enslavement, nationalism, social activ- from sacred sources has a vital role in national and ism and popular culture. We will also consider how international politics. To what degree does reli- Brazilian social relations differ from or conform to gious legitimacy create a different range of political other racialized patterns in other nations-states in options? What impact do religious affi liations have the Americas. {S} 4 credits on ethnic and national identity in the developing Keisha-Khan Perry world? Why does prophetic leadership present Offered Fall 2005 such a feared challenge to incumbent secular authorities? What common features do Christianity 257 Urban Anthropology and Islam share as agents of reform and political (Pending approval of the Committee on Academic action? Case studies will examine prophetic resis- Priorities.) tance in colonial and contemporary Africa; Islamic This course will introduce students to the methods fundamentalism as a global strategy; and Christian- and practice of studying urban life from an anthro- ity and its enduring subversive potential. {H/S} pological perspective. We will critically examine the 4 credits urban cultural studies literature concerned with Elizabeth Hopkins race, gender, class and sexuality. These readings Offered Fall 2005

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342 Seminar: Topics in Anthropology 343 Seminar: Travel, Tourism and Culture 4 credits This course examines travel as a way of know- ing the world using ethnographies, travelogues, Topic: The Anthropology of Food. This seminar fi lms, tourist brochures and guidebooks. Topics employs anthropological approaches to understand include the transforming role that travel plays in the role of food in social and cultural life. Using the representation of other places and peoples, the ethnographic case studies from East Asia, Latin emergence and organization of mass tourism, its America, Africa and the United States, the course impact on identity, family, race and class statuses of will examine topics such as bio-cultural dimen- both hosts and guests, global economic pressures sions of food and nutrition; food and nationalism; and sites of resistance to tourism, possible ways to symbolic value of food; food and identity; food ensure alternative and responsible travel. Prerequi- taboos and restrictions; etiquette and manners in site: permission of the instructor. {S} 4 credits eating; body image and eating; transnationalism Ravina Aggarwal and global food industries; famine and food policy. Offered Fall 2006 Through the investigation of these topics, students will also gain an understanding of major theoreti- 344 Seminar: Topics in Medical Anthropology cal trends and debates in anthropology. Students Topic: Theory in the Social Sciences of Medicine. will conduct small fi eld-based research projects as A selective review of social science theory applied a part of their participation in the seminar. (MI) to sickness and healing, drawing material from an- {S} 4 credits thropology and sociology. Key themes include the Suzanne Zhang-Gottschang concept of the “sick role,” the impact of class and Offered Spring 2007 ethnicity on disease patterns, the social structure of medical systems, medical ecology, and world Topic: Motherhood. Motherhood integrates eco- systems models applied to health and disease. Pre- nomic, political, biological and social processes. requisite: ANT 248 or permission of the instructor. The study of motherhood in the early days of an- (TI) {S} 4 credits thropology frequently focused on how it functioned Donald Joralemon in terms of kinship and reproduction. With the Offered Spring 2007 developments in feminist theory within and outside of anthropology, however, we have come to under- 347 Seminar: Topics in Anthropology stand that motherhood may provide insights into Topic: Ethnographic Film Studies. This course structures of power, dynamics of gender relations, considers the history and development of eth- identity politics as well as economic relations. This nographic and transcultural fi lmmaking. It is an research has destabilized a naturalized understand- in-depth exploration of important anthropological ing of mothering. As a result, motherhood as an fi lms in terms of content, methodology and tech- institution and experience is understood to vary niques. The multiple and sometimes confl icting across time and space, history, society and culture. motivations of fi lmmakers, subjects, sponsors and Motherhood will be treated here as a cluster of audience will be examined with a consideration practices, ideas and experiences that are linked given to the challenges of new anthropological to issues of sexuality, reproduction, power and paradigms and indigenous media productions. authority, personhood, consumption, morality and Issues of gender, authorship and power are dis- social order and disorder. Our purpose in this cussed through screenings, lecture, ethnographies, seminar is to review some of the major works on theoretical readings and classroom discussions. motherhood produced by anthropologists in recent Students will develop a critical perspective for view- years and contextualize them in light of feminist ing fi lms, videos and representations. This course theory. {S} 4 credits requires additional weekly fi lm screenings outside Suzanne Zhang-Gottschang of class. {H/S} 4 credits Offered Spring 2006 Nancy Marie Mithlo Offered Fall 2005, Spring 2007

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348 Seminar: Topics in Development Anthropology The Major in Anthropology Topic: Health in Africa. This seminar focuses on issues of demography, health, nutrition and disease Advisers: Ravina Aggarwal, Frédérique Apffel- on the African continent, contextualized in the Marglin, Elliot Fratkin, Elizabeth Hopkins, Donald social, economic and political activities of human Joralemon, Nancy Marie Mithlo, Suzanne Zhang- populations. The course discusses the distribution Gottschang. and food production systems of human groups in particular environments, the incidence and preva- Adviser for Study Abroad: Suzanne Zhang- lence of infectious diseases including malaria, tu- Gottschang berculosis, river blindness, measles, and HIV/AIDS, and varying approaches to health care including Requirements: Eight courses in anthropology and traditional medicine and the availability of Western three that may be in anthropology or in related treatment. Background in African studies or medi- fi elds. Majors must take “Introduction to Cultural cal anthropology preferred. {S} 4 credits Anthropology (130), one course designated or Elliot Fratkin approved as “theory intensive” (TI), one course Offered Spring 2006, Spring 2007 designated or approved as “methods intensive” (MI), and a Smith anthropology seminar. In addi- 350 Seminar: Writing Lives, Representing tion, students are strongly encouraged to study a Culture language spoken in the geographic region of her This course focuses on the use of life history and interest. life story methods by anthropologists to understand Students majoring in anthropology are encour- and portray cultural worlds. Students learn to work aged to consider an academic program abroad on their own projects after reading from classic during their junior year. In the past, majors have and controversial works and by engaging with vari- spent a term or year in India, Kenya, Senegal, South ous topics such as selection of subjects, identifying Africa, Scotland, Ecuador, Mexico, Costa Rica and archives, questions of style and genre, the ethics of Nepal. Students planning to spend the junior year representation, problems of translation and con- abroad should take at least one but preferably two sumption, biography as cultural history, writing as courses in anthropology during the sophomore witnessing and political action. (MI) {S} 4 credits year. Students should discuss their study abroad Ravina Aggarwal plans with advisers, particularly if they wish to do a Offered Fall 2005 special studies or senior thesis upon their return. Majors interested in archaeology or physical anthropology may take advantage of the excellent resources in these two areas at the University of General Courses Massachusetts or enroll in a fi eldwork program at 400 Special Studies a training university during their junior year. By permission of the department, for junior and senior majors. 2 to 4 credits Offered both semesters each year The Minor in Anthropology

Advisers: 408d Special Studies Ravina Aggarwal, Frédérique Apffel- 8 credits Marglin, Elliot Fratkin, Elizabeth Hopkins, Donald Full-year course; Offered each year Joralemon, Nancy Marie Mithlo, Suzanne Zhang- Gottschang

Requirements: Six courses in anthropology, in- cluding 130, and a Smith anthropology seminar. Minors are encouraged to include either a theory or methods intensive course.

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430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered each Fall

432d Thesis 12 credits Full-year course; Offered each year

Requirements: 1. A total of eight courses above the basis, includ- ing 130 and all the requirements for the major. 2. A thesis (430, 432) written during two se- mesters, or a thesis (431) written during one semester. 3. An oral examination on the thesis.

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Advisory Committee Christopher Loring, Director of Libraries H. Allen Curran, Professor of Geology Nancy Mithlo, Assistant Professor of Anthropology Karl Donfried, Professor of Religion §1 Thalia Pandiri, Professor of Classical Languages Elizabeth Hopkins, Professor of Anthropology and Literatures and of Comparative Literature **1, *2 Joel Kaminsky, Associate Professor of **1 Neal Salisbury, Professor of History Religion Marjorie Senechal, Professor of Mathematics Barbara Kellum, Professor of Art **1 Dana Leibsohn, Associate Professor of Art Lecturer Richard Lim, Associate Professor of History, Susan Allen, Ph.D. Director

The interdepartmental minor in archaeology is a 2. A project in which the student works outside of complement to any one of several departmental a conventional classroom but under appropri- majors. Archaeological methods and evidence can ate supervision on an archaeological question be used to illuminate various disciplines and will approved in advance by the Advisory Committee. aid the student in the analysis of information and The project may be done in a variety of ways and data provided by fi eld research. places; for example, it may be excavation (fi eld work), or work in another aspect of archaeol- 211 Introduction to Archaeology ogy in a museum or laboratory, or in an area An introduction to interdisciplinary archaeological closely related to archaeology such as geology inquiry. The goals of archaeology; concepts of time or computer science. Students are encouraged and space; excavation techniques; ways of ordering to propose projects related to their special in- and studying pottery, skeletal remains, stone and terests. metal objects, and organic materials. Archaeologi- This project may be, but does not need to cal theory and method and how each affects the be, one for which the student receives academic reconstruction of the past. Illustrative material, credit. If the project is an extensive one for both prehistorical and historical, will be drawn which academic credit is approved by the Regis- primarily but not exclusively from the culture of the trar and the Advisory Committee, it may count as Mediterranean Bronze Age and the time of Homer. one of the six courses required for this minor. Enrollment limited to 30. {H/S} 4 credits 3. Four additional courses (if the archaeological Susan Allen project carries academic credit) or fi ve (if the Offered Fall 2005 archaeological project does not carry academic credit) are to be chosen, in consultation with 400 Special Studies the student’s adviser for the minor, from the By permission of the Archaeology Advisory Com- various departments represented on the Adviso- mittee, for junior or senior minors. 2 or 4 credits ry Committee (above) or from suitable courses Offered both semesters each year offered elsewhere in the Five Colleges. Please consult with an Archaeology adviser regarding the list of such courses. The Minor No more than two courses counting toward the student’s major program may be counted toward Requirements: the archaeology minor. Only four credits of a lan- 1. ARC 211. guage course may be counted toward the minor.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Harnish Visiting Artist **1 Marylin Martin Rhie, Ph.D. (Art and East Asian Paola Ferrario, M.F.A. Studies) Dwight Pogue, M.F.A. Assistant Professors **2 Gary L. Niswonger, M.Ed., M.F.A., Associate †2 Frazer Ward, Ph.D. Chair †2 Lynne Yamamoto, M.A. *1 Craig Felton, Ph.D. Fraser Stables, M.F.A. Susan Heideman, M.F.A. Instructor †1, *2 John Davis, Ph.D. André Dombrowski, M.A. Barbara A. Kellum, Ph.D., Chair **1 A. Lee Burns, M.S., M.F.A. Lecturers Kennedy Professor in Renaissance Studies Carl Caivano, M.F.A. Deborah Howard, Ph.D. Katherine Schneider, M.F.A. Martin Antonetti, M.S.L.S. Professor-in-Residence John Gibson, M.F.A. Barry Moser, B.S. **1 Gretchen Schneider, M. Arch. Barbara Lattanzi, M.A. Visiting Professor Susan Kart, M.A., M.Phil. Henk van Os, Ph.D. Elizabeth Meyersohn, M.F.A. Associate Professors Valija Evalds, M.A., M.Phil. Brigitte Buettner, Ph.D. Ladan Akbarnia, M.A. †2 John Moore, Ph.D. **1, †2, Assistant in Architecture Dana Leibsohn, Ph.D. Kirin Joya Makker, M.A., M.Arch.

The Department of Art believes that visual literacy is crucial to negotiations of the contemporary A. The History Of Art world. Consequently, equal weight is given to studio practice and historical analysis. Courses focus on images and the built environment and seek to fos- Introductory Courses ter an understanding of visual culture and human Courses at the 100 level are open to all students; expression in a given time and place. there are no prerequisites. Students planning to major or to do honors work in art will fi nd it valuable to take courses in ARH 101 Approaches to Visual literature, philosophy, religion and history in the Representation (C) fi rst two years. A reading knowledge of foreign lan- Emphasizing discussion and short written as- guages is useful for historical courses. Each of the signments, these colloquia have as their goal the historical courses may require one or more trips development of art historical skills of description, to Boston, New York, or other places in the vicinity analysis and interpretation. Each section is limited for the study of original works of art. to 20 students. Courses in the history of art are prefi xed ARH; courses in studio art are prefi xed ARS.

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The Home as a Work of Art seeking appropriate methods of visual analysis, we Using examples of domestic design throughout the will listen to what the body has to tell us. WI {H/A} world and the ages, we will examine in detail vari- 4 credits ous facets of the setting and the building; its spatial Frazer Ward organization, materials and accoutrements; and the Offered Fall 2005 way it serves and represents ideas about gender, the family as a social and productive unit, and Buddhist Art moral and aesthetic values. {H/A} WI 4 credits Selected themes and monuments of Buddhist art Valija Evalds from India, China, and Japan, introducing the Offered both semesters stupa, images of the Buddha and Bodhisattva, nar- rative relief, cave temple art, painting, and temple Art and Death architecture. {H/A} 4 credits Through an examination of key architectural, Marylin Rhie sculpted and painted monuments from a variety Offered Fall 2005 of different cultures, we will study funerary beliefs and rituals, asking how art has been mobilized Realism: The Desire to Record the World across the ages to frame the disruptive experience Throughout history, artists have sought to recreate of death. {H/A} 4 credits the natural world; indeed “Realism” has been a Brigitte Buettner driving force behind representation from the earli- Offered Spring 2006 est human-made images to the invention of pho- tography to computer-generated pictures. In some Cities cases, this Realist intention has meant designing Characteristic forms and building types, and the the built environment to human scale; in others it ritual, symbolic, political, economic and cultural has meant trying to record seasonal changes and signifi cation of cities in history. Examples drawn simple human activities; in others still Realism has from different historical periods, with primary been used to suggest the presence of the divine focus on Europe (from the ancient Mediterranean in everyday objects. Whether accurately or sym- world forward) and the Americas (from the pre- bolically, through the blatant use of materials or Columbian world forward). Ideas associated with through virtuoso trickery, artists have consistently country life and utopias as alternative responses or tried to transfer scenes from the “real world” onto antidotes to urban experience will also be consid- other surfaces or sites. This course will explore the ered. Semester-long student projects will involve artistic motivation of Realism formally, thematically case studies of New England cities and towns (in- and contextually from ancient times to the present. cluding Northampton) and the multiple, competing {H/A} WI 4 credits forces that have encouraged, effected, constrained André Dombrowski or thwarted changes within them up to the present. Offered both semesters {H/A} 4 credits John Moore ARH 130 Introduction to Art History: Africa, Offered Spring 2006 Oceania, and Indigenous Americas This course examines how images and objects Approaching the Body made by Africans, Pacifi c Islanders and Native The art, architecture and popular culture of differ- Americans create meaning—in both their original ent societies and historical periods have fantasized, historical settings and those of Euro-American mu- described, implied, performed, repressed, even seums, galleries and tourist sites. Among the ma- banished the human body, in widely divergent ways. terials we examine: Inca architecture from South What do these different approaches tell us about America, sculpture and photography from West the body itself and about the artistic, historical, and Africa and contemporary paintings from Australia. cultural contexts in which it emerges? Focusing on Over the semester we will study specifi c cultural a series of case studies drawn from a range of con- traditions at particular historical monuments, visit texts, from the medieval to the contemporary, and museums and galleries, and become familiar with

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academic and popular vocabularies and theories Prerequisite: One 100-level course in art history. for discussing African, Oceanic and indigenous {H/A} 4 credits American arts. Enrollment limited to 40. {H/A} Rebecca Sinos 4 credits Offered Fall 2005 Susan Kart Offered Spring 2006 Group II

ARH 140 Introduction to Art History: Western ARH 220 Art Historical Studies (C) Traditions Topic: Community and Contemplation: The This course examines a selection of key buildings, Architecture of Monasticism. An introduction to images and objects created from the prehistoric the architectural tradition of medieval monasti- era, the ancient Mediterranean and medieval cism and an exploration of architecture’s role in times, to European and American art of the past sustaining community and spiritual life. We will 500 years. Over the semester we will study specifi c consider monasteries in the context of the life they visual and cultural traditions at particular historical were built to serve, from early experiments in Egypt moments and become familiar with basic terminol- and Ireland to Le Corbusier’s friary of La Tourette, ogy, modes of analysis and methodologies in art with an emphasis on the medieval West. Topics for history. {H/A} 4 credits discussion will include the parts and functions of Valija Evalds, Craig Felton, Barbara Kellum a monastery, the major monastic orders and their Offered both semesters distinct patterns of planning, nunneries and their traditions, and the extent to which architecture can Lectures and Colloquia shape interior life. Prerequisite: one 100-level class and one 200-level class in art history, or permis- Group I sion of the instructor. {H/A} 4 credits Valija Evalds ARH 204 Ancient America: Art, Architecture, Offered Spring 2006 and Archaeology (L) Pre-Hispanic visual culture will be the focus of ARH 228 Islamic Art and Architecture (L) this class. We will cross both Mesoamerica and This course surveys the architecture, landscape, the Andes, giving particular attention to the Aztecs, book arts and luxury objects produced in Islamic Inca and Maya. Along with architecture, textiles, contexts from Spain to India, and from the 7th sculpted works and book arts, we will consider through the 20th centuries. Attention will be current debates in art history and archaeology. focused upon the relationships between Islamic Among the themes we will discuss: collecting and visual idioms and localized religious, political, questions of cultural patrimony, tourism and its ties and socioeconomic circumstances. In particular, to archaeology, relationships between art histori- lectures and readings will examine the vital roles cal and anthropological modes of interpretation. played by theology, royal patronage, ceremonial, {H/A} 4 credits gift exchange, trade, and workshop practices in the Susan Kart formulation of visual traditions. Offered Spring 2006 Prerequisite: One 100-level course in art history. {H/A} 4 credits ARH 208 The Arts of Greece (L) Ladan Akbarnia An introduction to the sculpture, architecture, Offered Spring 2006 painting and minor arts made by ancient Greek artists from the time of the Minotaur to the fall of ARH 234 The Age of Cathedrals (L) Cleopatra. Emphasis on analyzing artistic expres- Architectural, sculpted, and pictorial arts from sions of changing cultural values with attention the 12th through the early 15th centuries north to social, religious and political ideas and ideals. of the Alps. Gothic art in its relationship with ur- banization, patronage, rise of literacy, changes in

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devotional attitudes and new kinds of visual experi- ARH 292/ENG 293 The Art and History of the ences. {H/A} 4 credits Book (C) Brigitte Buettner A survey of the book—as vehicle for the transmis- Offered Fall 2005 sion of both text and image—from the manuscripts of the Middle Ages to contemporary artists’ books. Group III The course will examine the principal techniques of book production—calligraphy, illustration, ARH 240 Art Historical Studies (C) papermaking, typography, bookbinding—as well as various social and cultural aspects of book his- Medieval and Renaissance Architecture in tory, including questions of censorship, verbal and Venice, 1300–1600 visual literacy, the role of the book trade, and the The evolution of the townscape of Venice, sited in book as an agent of change. In addition, there will a marshy lagoon, depended on a range of distinc- be labs in printing on the handpress and book- tive factors. This course will consider the nature of binding. Admission limited to 20 by permission of Venetian society, both secular and religious, and the instructor. {H/A} 4 credits the architectural settings that evolved to accom- Martin Antonetti modate it. In the context of the city's role as a great Offered Fall 2005 international emporium, it will discuss how trading contacts with the Eastern Mediterranean infl uenced Group IV architectural expression. With the help of written descriptions and visual renderings of the town- ARH 260 Art Historical Studies (C) scape, the ideological content embodied in both 4 credits private and public building will be explored. Pre- requisite: one 100-level and one 200-level course Current Issues in Latin American Art in art history. {H/A} 4 credits This course examines recent writing on the visual Deborah Howard culture of Latin America. Crossing the pre-His- Offered Spring 2006 panic, colonial and modern periods, we will take Northern European Art, 1400–1550: Images and up new work on topics including Aztec gender and Interpretations Maya architecture; colonial maps and festivals; the A study of both a select group of major Northern art of Frida Kahlo, Diego Rivera, and Alfredo Jaar; Renaissance works of art and interpretative texts. and contemporary museum exhibitions. Of particu- Artists range from Van Eyck and Roger van der lar interest will be the theoretical and methodologi- Weyden to Dürer and Bosch; readings draw on cal issues that characterize writing on visual culture different, often confl icting methodologies, from since 1975 and the ways it challenges our response formal and stylistic analyses to social and feminist to the question “What is art?” Prerequisite: one approaches. Prerequisite: one 100-level course in class in art history, or in Latin American anthropol- art history or permission of the instructor. {H/A} ogy, fi lm, history, or literature; or permission of the 4 credits instructor. {H/A} 4 credits Brigitte Buettner Dana Leibsohn Offered Spring 2006 Offered Fall 2005

ARH 255 Golden Age of Dutch Painting (L) Arts of the African Diaspora A thematic survey of Dutch painting in the 17th Despite a long history of interaction between Afri- century. Special emphasis on history painting can and European nations, the African diasporic (Rembrandt), genre (Vermeer), landscapes (Ruys- situation arguably begins with the forced exodus dael), portraiture (Hals) and still lifes. Prerequi- of African peoples across the ocean as part of the site: One 100-level course in art history. (E) {H/A} trans-Atlantic slave trade in the mid-19th century. 4 credits The infl ux of African peoples into Europe, the Henk van Os United States, South America and the Caribbean Offered Fall 2005 sparked a cultural transformation in these areas

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that endures to the present day. Beginning with the works, the infl uence of feminism, postmodernism, arts of the antebellum South in the United States, the politics of identity, contemporary conceptions we will then proceed to examine the African tradi- of the site (and center/periphery debates), postco- tions present in the religious arts of Haiti and Cuba. lonialism, global publics and the global culture of The melding of African and Brazilian music and art, and the theoretical issues and debates that help dance forms, such as the Mambo and Capoera, will to frame these topics. Prerequisite: One 100-level provide an opportunity to explore diasporic tradi- art history course or permission of the instructor. tions beyond the realm of the visual arts. Finally, we {H/A} 4 credits will study works by African-American artists and Paola Ferrario, Frazer Ward contemporary African artists who have immigrated Offered Fall 2005 to European and American cities in pursuit of their art. Prerequisite: one 100-level art history course, Other 200-Level Courses or permission of the instructor. {H/A} 4 credits Susan Kart ARH 285 Great Cities (C) Offered Spring 2006 Topic: Rome. Urban and architectural history of the Eternal City, comprising seven famous hills ARH 272 Nineteenth-Century European Art whose summits and slopes (and the valleys in be- and Architecture (L) tween) are a cradle of Western civilization. Exten- An investigation of major artists and movements in sive readings in primary sources and the analysis 19th-century Europe from the Neo-Classicism of of works of art of all types will help us understand Jacques Louis David to the Post-Impressionism of why Rome has constituted such an indispensable Vincent Van Gogh and Paul Cézanne. Considered and inexhaustible point of emulative reference are the revolutionary trends in art and architecture from the traditional date of its founding (21 April as they relate to the academic establishment and 753 BCE) to the fascist era and beyond. Considered how the artistic innovations refl ect and redefi ne as well is the relationship between city and country cultural, historical and societal developments. as expressed in the design of villas and gardens Prerequisite: One 100-level course in art history. through the ages. {H/A} 4 credits {H/A} 4 credits John Moore André Dombrowski Offered Fall 2005 Offered Fall 2005 ARH 291 Topics in Art History (C) ARH 276 European Art and Architecture, Iconoclasm 1900–1950 (L) Why have individuals and groups been moved to An investigation of major artistic tendencies in destroy art? How has art been construed as both 20th-century art and architecture: Cubism, Futur- essential, bewitching, and dangerous? We shall ism, Expressionist trends, Dada and Surrealism, consider representational imagery in ancient among others. Considered is the advent of ab- Greece and Rome, and in Judaic and Islamic straction, the reexamination of artistic categories, traditions; the Byzantine iconoclastic controversy; and the importance for the arts of scientifi c and 16th-century Northern European iconoclasm and technological advances and of popular culture. the coincident wholesale destruction of indigenous Prerequisite: one 100-level art history course, or American art; the Counter-Reformation validation permission of the instructor. {H/A} 4 credits of religious imagery; the French Revolution; and André Dombrowski attacks on works of art in the modern world. We Offered Spring 2006 shall also consider censorship and philistinism more generally, and when (or whether) campaigns ARH 282 Art Since the 1960s (L) of renovation and restoration can legitimately be This course surveys important global artistic ten- called iconoclasm. {H/A} 4 credits dencies since the late 1960s, in their art-historical John Moore and socio-historical contexts. The class considers Offered Spring 2006 such developments as postminimalism, earth-

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Costume in Western Art career. Students will be encouraged to trace the An investigation of the clothing and textiles de- infl uence of Raphael through the centuries with picted in selected works of Western art, from the such artists as Annibale Carracci, Poussin, and clinging drapery of the Nike of Samothrace to Ingres and with American artists such as Thomas the shoulder strap of Sargent's Madame X. We Crawford, Benjamin West, John Singleton Copley, will explore changing ideals of beauty, study the John Vanderlyn, and Washington Allston to name mechanics of depicted garments in such works as but a few. Students who have focused their academ- the Arnolfi ni Wedding Portrait and royal portraits ic program in areas outside Renaissance studies of Elizabeth I, and discuss the social meaning of may select their seminar topics from these other dress and how it can enhance our understanding periods. Prerequisite: ARH 140, or its equivalent. of Western art. Prerequisite: one 100-level and one {H/A} 4 credits 200-level course in art history, or permission of the Craig Felton instructor. {H/A} 4 credits Offered Spring 2006 Valija Evalds Offered Spring 2006 ARH 350 Studies in 17th- and 18th-Century Art ARH 294 Art Historical Methods (C) Topic: The Age of Louis XIV. An examination of the An examination of the work of the major theorists fundamental role of the visual arts in fashioning who have structured the discipline of art history. an extraordinary and indelible image of rulership. Recommended for junior and senior majors. Ensembles and individual objects in many media Prerequisites: One 100-level and one 200-level (painting, sculpture, architecture, landscape de- art history course, or permission of the instructor. sign, printmaking, furniture and tapestries, numis- {H/A} 4 credits matics, works commissioned in Rome, and literary Brigitte Buettner production) will be related to the centralized Offered Fall 2005 bureaucracy that came to defi ne the French state. Some consideration of the impact of Versailles on Seminars European courts of the late 17th and 18th centu- ries. {H/A} 4 credits Seminars require both an oral presentation and a John Moore research paper. Offered Fall 2005

ARH 340 Studies in Renaissance Art ARH 352: Studies in Art History Topic: Raphael. In 1483, Raphael Santi was born Topic: Hellenistic Art and Architecture. This in the Duchy of Urbino, then one of the most cel- seminar examines the artistic revolution which ebrated and enlightened courts of the Italian Re- took place in the age of Alexander the Great and naissance. At an early age, Raphael had mastered in the courts of Ptolemaic Alexandria and Attalid the most up-to-date styles in painting of Umbria, Pergamon. This is an art and architecture which working with the renowned Perugino, and by 1504 encompasses extremes: the miniature and the co- was actively enriching his studies in Florence in lossal, the theatrical and the intimate, the precious the sphere of Leonardo da Vinci and Michelangelo, and the disparaged, the beautiful and the mon- producing some of the most beloved paintings in strous. Innovations in the concept of perception the history of Western art. About 1508, the ambi- and in notions of experience in time and space will tious art patron Pope Julius II called Raphael to be points of emphasis. {H/A} 4 credits Rome, where he produced frescoes and oil paint- Barbara Kellum ings that defi ne the art of the High Renaissance in Offered Spring 2006 Rome, an historic and stylistic period which truly ends with the death of Raphael in 1520 at the age ARH 374 Studies in 20th-Century Art of thirty-seven. This seminar will examine the vari- Topic: Sculpture Since 1945. This seminar investi- ous phases of Raphael’s artistic development and gates the status of sculpture from the end of WWII into the 21st century, from modernist three-di-

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mensional objects that operated within a relatively examples of work done in studio courses. clearly defi ned realm, through the “expanded All studio courses require extensive work be- fi eld” after minimalism, to installations involving yond the six scheduled class hours. media that seem tenuously connected to any stable Please note that all studio art courses have lim- category, to the return to an interest in the hand- ited enrollments. made in some late-20th-century art. Beginning with post-war modernist sculpture, we will examine the Introductory Courses dissemination of sculpture as an object as well as a category, in developments including assemblage, Studio courses at the 100 level are designed to minimalism and post-minimalism, “earth” art, and accept all interested students with or without previ- installation. {H/A} 4 credits ous art experience. Enrollment is limited to 18 per Frazer Ward section, unless otherwise indicated. Two 100-level Offered Spring 2006 courses are generally considered the prerequisites for 200 and 300-level courses, unless otherwise Cross-listed and Interdepartmental indicated in the course description. However, the second 100-level course may be taken during the Courses same semester as an upper-level course, with the Although the following courses are listed in other permission of the instructor. Priority will be given departments, student may receive credit for them to entering students and plan B and C majors. toward the Art major and minor. ARS 161 Design Workshop I AMS 302 The Material Culture of New An introduction to visual experience through a stu- England 1630–1860 dy of the basic principles of design. {A} 4 credits Not for seminar credit. A. Lee Burns, Carl Caivano Offered both semesters ARC 211 Introduction to Archaeology ARS 162 Introduction to Digital Media EAS 270 Art of Korea An introduction to visual experience through a study of basic principles of design. All course work FYS 151 Making Sense of the Pre-Columbian will be developed and completed using the func- tions of a computer graphics work station. Enroll- LSS 105 Introduction to Landscape Studies ment limited to 14. {A} 4 credits Barbara Lattanzi, Fraser Stables, Lynne Yama- Special Studies moto Offered both semesters ARH 400 Special Studies 1 to 4 credits ARS 163 Drawing I Offered both semesters each year An introduction to visual experience through a study of the basic elements of drawing. {A} ARH 408d Special Studies 4 credits 8 credits Dwight Pogue, Gary Niswonger, Carl Caivano, Full-year course; Offered each year John Gibson, Susan Heidemen, Elizabeth Meyer- sohn, Katherine Schneider B. Studio Courses Offered both semesters ARS 164 Three-Dimensional Design A fee for basic class materials is charged in all stu- An introduction to design principles as applied to dio courses. The individual student is responsible three-dimensional form. {A} 4 credits for the purchase of any additional supplies she may Lynne Yamamoto require. The department reserves the right to retain Offered Fall 2005

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Intermediate Courses limited to 15. {A} 4 credits Dwight Pogue Intermediate courses are generally open to stu- Offered Spring 2006 dents who have completed two 100-level courses, unless otherwise stated. Priority will be given to ARS 272 Lithography plan B & C majors. Students will be allowed to An introduction to stone lithography techniques. repeat courses numbered 200 or above provided Prerequisites: 161 or 162 or 163, or permission they work with a different instructor. of the instructor. Enrollment limited to 15. {A} 4 credits ARS 263 Intermediate Digital Media Gary Niswonger This course will build working knowledge of mul- Offered Fall 2005 timedia digital work through experience of web design and delivery sound and animation software. ARS 273 Sculpture I Prerequisite: ARS 162. {A} 4 credits The human fi gure and other natural forms. Work Barbara Lattanzi in modeling and plaster casting. Prerequisites: 161 Offered Fall 2005 and 163, or permission of the instructor. Enroll- ment limited to 16. {A} 4 credits ARS 266 Painting I A. Lee Burns Various spatial and pictorial concepts are investi- Offered Fall 2005 gated through the oil medium. Prerequisite: 163 or permission of the instructor. Enrollment limited to ARS 274 Projects in Installation I 15. {A} 4 credits This is a course that introduces students to differ- Katherine Schneider, Gary Niswonger ent installation strategies (e.g., working with mul- Offered both semesters tiples, found objects, light, site-specifi city, among others). Coursework includes a series of projects, ARS 267 Watercolor Painting critiques, readings and a paper. Prerequisite: ARS Specifi c characteristics of watercolor as a painting 164, or permission of the instructor. Enrollment medium are explored, with special attention given limited to 15. {A} 4 credits to the unique qualities that isolate it from other Lynne Yamamoto painting materials. Prerequisites: 163 and 266, or Offered Fall 2005 permission of the instructor. Enrollment limited to 15. {A} 4 credits ARS 275 The Book: Theory and Practice I Susan Heideman Investigates (1) the structure and history of the Offered Fall 2005 Latin alphabet, augmenting those studies with an emphasis on the practice of calligraphy, (2) a study ARS 269 Offset Printmaking I of typography that includes the setting of type by Introduction to the printmaking technique of hand hand and learning the rudiments of printing type, drawn lithography, photographic halftone lithog- and (3) the study of digital typography. Enrollment raphy through Adobe Photoshop, and linocut. May limited to 12. Admission by permission of the in- be repeated once for credit. Prerequisites: 161, or structor. {A} 4 credits permission of the instructor. Enrollment limited to Barry Moser 12. {A} 4 credits Offered Fall 2005 Dwight Pogue Offered Fall 2005 ARS 281/LSS 250 Landscape Studies Introductory Studio ARS 270 Offset Monoprinting This studio will consider landscapes as a loca- Printmaking using the fl at-bed offset press with tion of evolving patterns, processes and histories emphasis on color monoprinting. Prerequisites: created by the interaction of humans and their 161 or permission of the instructor. Enrollment environment. We will explore the sociocultural and

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environmental consequences of these interactions urban planners speak? This hands-on course in- within the context of a process-driven workshop troduces students to the craft of architecture, using format. Through a series of projects that involve re- the techniques of the studio as means for discovery, searching, interpreting, documenting and propos- analysis, and investigation. Using both 2-D and 3-D ing alternatives to local cultural landscapes, each representations, students will work by hand and by student will assemble portfolios representing her computer using various techniques and media to evolving understanding of the opportunities and explore and develop skills of architectural commu- constraints inherent in the management of land- nication. Prerequisite: one art history course at the scape resources. These multimedia assemblies will 100 level. Enrollment limited to 24. {A} 4 credits be composed of drawings, images, and writings To be announced that range from rough thumbnail sketches to more Offered Spring 2006 composed works of interpretation. The course is limited to 12 students. Admission by permission Advanced Courses of instructor. Priority given to LSS minors (starting with seniors), and then to students with one or no Advanced courses are generally open to students previous studios. (E) {A/S} 4 credits who have completed one intermediate course, un- Jeffrey Blankenship less stated otherwise. Offered Fall 2005 Priority is given to Plan B and C majors.

ARS 282 Photography I ARS 361 Interactive Digital Multimedia An introduction to visual experience through a This course emphasizes individual projects and study of the basic elements of photography as an one collaborative project in computer-based expressive medium. Recommended: 161, 163, or interactive Multimedia production. Participants 164. Enrollment limited to 20 per section. {A} will extend their individual experimentation with 4 credits time-based processes and development of media Paola Ferrario, Fraser Stables production skills (3D animation, video and audio Offered both semesters production)—developed in the context of inter- active multimedia production for performance, ARS 283 Introduction to Architecture: Site installation, CD-ROM or Internet. Critical examina- and Space tion and discussion of contemporary examples of How are decisions about the built environment new media art will augment this course. Prereq- made? What might the future be? This hands-on uisites: ARS 162 and permission of the instructor. course introduces students to architectural design. Enrollment limited to 14. {A} 4 credits Broad discussions include landscape, urban and Barbara Lattanzi architectural contexts, while small-scale projects Offered Spring 2006 lead students through a full design process, from site observation and analysis to design develop- ARS 362 Painting II ment and presentation. At least one project will be Painting from models, still-life and landscape us- designed, constructed, and experienced full scale, ing varied techniques and conceptual frameworks. in its intended site. Prerequisite: one art history Prerequisites: 266 and permission of the instructor. course at the 100 level. Enrollment limited to 24. Enrollment limited to 15. {A} 4 credits {A} 4 credits John Gibson Gretchen Schneider Offered both semesters Offered Fall 2005 ARS 364 Drawing III ARS 285 Introduction to Architecture: Advanced problems in drawing, including em- Language and Craft phasis on technique and conceptualization. The What are the languages of architecture? In what focus of this course will shift annually to refl ect the visual ways do landscape architects, designers and technical and ideational perspective of the faculty member teaching it. Prerequisite: ARS 163. Enroll-

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ment limited to 15. {A} 4 credits sites: 282 and permission of the instructor. Enroll- Susan Heideman ment limited to 15. {A} 4 credits Offered Spring 2006 Paola Ferrario, Fraser Stables Offered both semesters ARS 369 Offset Printmaking II Advanced study in printmaking. Emphasis on color ARS 384 Advanced Studies in Photography printing in lithography, block printing and photo- Advanced exploration of photography as a means printmaking. Prerequisite: 269 or permission of of visual expression. Lectures, assignments and the instructor. Enrollment limited to 12. {A} 4 self-generated projects will provide a basis for credits critiques. Prerequisites: 282 and permission of the Dwight Pogue instructor. Enrollment limited to 15. {A} 4 credits Offered Spring 2006 Paola Ferrario Offered Spring 2006 ARS 370 Projects in Installation II An advanced course for students already familiar ARS 385 Seminar in Visual Studies with basis strategies involved in making installa- An intensive examination of a theme in studio tions. Students work in a range of media (object work. Students will work within the medium of oriented, performative, audio/video, or combina- their area of concentration. Each class will include tions). Projects will be driven by a selection of students working in different media. Group discus- topics (e.g., time and narrative, the body, history sion of readings, short papers, and oral presenta- and memory, exchange and commerce, audience tions will be expected. The course will culminate engagement, the spectacle, among others). The in a group exhibition. Enrollment limited to 15 topic(s) will change from year to year. Coursework upper-level studio majors. Prerequisites: Two or includes conceptualizing and executing projects, more courses in the student’s chosen sequence of critiques, readings and a paper. Prerequisite: ARS concentration and permission of the instructor. 274. {A} 4 credits Fall Topic: Form: The Theatre of Metamorphosis Lynne Yamamoto Spring Topic: Studio Practice and Strategies for Offered Spring 2006 Working Independently {A} 4 credits Susan Heideman, John Gibson ARS 375 The Book: Theory and Practice II Offered both semesters An opportunity for a student already familiar with the basic principles of the book arts and the struc- ARS 386 Topics in Architecture ture of the book to pursue such as a manuscript This course uses the methods of the architecture or printed book based on the skills learned in The studio to explore particular themes in the built Book: Theory and Practice I, or commensurate environment, with a strong emphasis on interdisci- studies elsewhere. All studies will be thoroughly plinary work. augmented with study of original historical materi- Topic: Stitches and Seams; the Architecture of als from the Mortimer Rare Book Room. Edges and Connections. This advanced studio will Prerequisite ARS 275 and/or permission of the focus on public spaces of the contemporary built instructor. Enrollment limited to 12. {A} 4 credits environment, with particular emphasis on how Barry Moser they connect to their surrounding cities and neigh- Offered Spring 2006 borhoods. Through readings, drawings, models, discussions and site visits, we will examine existing ARS 383 Photography II and propose new designs for public spaces of our Advanced exploration of photographic techniques everyday world. Consideration will include not only and visual ideas. Examination of the work of con- parks and campus lawns but also sidewalks and temporary artists and traditional masters within the sprawl. What is “designed” public space today? medium. (Varying topics for 2005–06 to include What do we drive, bike or walk through, but don’t digital photography and digital printing). Prerequi- notice? Why? How might these places be better?

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Prerequisites: ARS 163, 283, 285, and two art his- ally present topics of conceptual and/or practical tory courses, or permission of the instructor. This interest. Prerequisites: ARS 163, ARS 161 or ARS course may be repeated for credit with a different 162 or ARS 164, ARS 385; two 100-level art history topic. Enrollment limited to 12. {A} 4 credits courses; and at least two courses in selected area Gretchen Schneider of concentration. Both courses (ARS 398 and ARS Offered Fall 2005 399) required to graduate. Students should plan on one early evening meeting per week, to be ar- ARS 388 Advanced Architecture: Complex ranged. Graded satisfactory/unsatisfactory only. {A} Places, Multiple Spaces 1 credit This upper-level studio leads students through a Members of the Department comprehensive design process. A semester-long Offered Fall 2005 project will address the full range of architectural considerations, including site, program, urban ARS 399 Senior Exhibition Workshop and cultural contexts, materials and structure, and The second course of the two-semester sequence human experience. Students will develop a project required to complete the Plan B Major. See de- across scales and through various media as they scription of ARS 398. Prerequisite: ARS 398. Both synthesize and develop their ideas into a complete courses (ARS 398 and ARS 399) required to grad- design proposal. Prerequisites: ARS 163, 283 285, uate. Students should plan on one early evening and two art history courses, or permission of the meeting per week, to be arranged. Graded satisfac- instructor. Enrollment limited to 12. {A} 4 credits tory/unsatisfactory only. {A} 1 credit To be announced Members of the Department Offered Spring 2006 Offered Spring 2006

ARS 390 Five College Drawing Seminar ARS 400 Special Studies The Five College Drawing Seminar will be offered Normally for junior and senior majors. under another number at another institution. In- 1 to 4 credits terested students should discuss enrollment with Offered both semesters each year studio instructors or adviser. Enrollment is by se- lection of home institution art faculty. 4 credits ARS 408d Special Studies To be arranged 8 credits Full-year course; Offered each year ARS 398 Senior Exhibition Workshop Development This is a two-semester (see also ARS 399) capstone Cross-listed and course for senior Plan B majors. Its purpose is to help students develop the skills necessary for Interdepartmental Courses presenting a cohesive exhibition of their work in the second semester of their senior year, as re- Although the following courses are listed in other quired by the Plan B Major. Its primary focus will departments, students may receive credit for them be development of the critical judgment necessary toward the Art major and minor. for evaluating the art work they have produced to date in their selected studio sequence, and the FLS 280 Introduction to Video Production culling and augmentation of this work as necessary. Course material will include installation or distri- bution techniques for different media, curation of Honors small exhibitions of each others’ work, and devel- opment of critical discourse skills through reading, Co-directors of the Honors Committee: writing and speaking assignments. In addition to Art History: Brigitte Buettner; Studio Art: John studio faculty, Smith museum staff may occasion- Gibson

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ARH 430d Thesis No course counting toward the major or minor 8 credits may be taken for an S/U grade, except ARS 398 and Full-year course; Offered each year ARS 399.

ARS 430d Thesis Students entering Smith College in the Fall 2004 8 credits semester (or after) are subject to the following re- Full-year course; Offered each year quirements. All others have the option of following this set of requirements, or the one in effect when Requirements: ARH 294 is recommended for art they arrived at the college or declared their major. history majors. Honors candidates undertake a year-long project or thesis (430d) for 8 credits. Plan A, The History of Art Presentation: The candidate will present her work in an oral critique or defense during April Requirements: eleven courses, which will include: or May. 1. Two 100-level courses selected from two of the following categories: a: colloquia (ARH 101) The Major b: non-Western survey (ARH 120 or 130) c: Western survey (ARH 140) Advisers: Brigitte Buettner, Lee Burns, John Da- 2. One course in studio art vis, Craig Felton, John Gibson, Susan Heideman, 3. Seven additional history of art courses. Students Barbara Kellum, Dana Leibsohn, John Moore, Gary must take at least one course in each of four Niswonger, Dwight Pogue, Marylin Rhie, Gretchen areas of study (Groups I–IV). Normally, fi ve of Schneider, Frazer Ward, Lynne Yamamoto the history of art courses counted toward the major must be taken at Smith. No more than Art History Adviser for Study Abroad: John three of these seven may be in a single distribu- Moore tion group. 4. One seminar in history of art (to be taken at Art Studio Adviser for Study Abroad: Susan Smith). Seminars do not count toward the distri- Heideman bution requirement. There is one art major, which may be taken in one Plan B, Studio Art of three variations: Plan A (history of art), Plan B (studio art), or Plan C (architecture). Requirements: fourteen courses, which will include: Areas of Study 1. ARS 163 2. One of the following introductory design cours- Courses in the history of art are divided into areas es: that refl ect various general time periods. These ARS 161 or ARS 162 or ARS 164 divisions are: 3. Two 100-level art history courses selected from two of the following categories: Group I: 200, 202, 204, 206, 208, 210, 212, 214, a: colloquia (ARH 101) 216 b: non-Western survey (ARH 120 or 130) c: Western survey (ARH 140) Group II: 220, 222, 224, 226, 228, 230, 232, 234 4. Two additional art history courses, at least one of which should be in Group I, II or III. Group III: 240, 242, 244, 246, 250, 252, 254, 255, 5. Five additional studio art courses, which must 258, 292 normally include the full sequence of courses available (usually three) in one of the following Group IV: 260, 261, 263, 264, 265, 270, 272, 274, fi ve areas of concentration: 276, 278, 280, 281, 282, 283, 293

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a: electronic media following categories: b. graphic arts a: colloquia (ARH 101) c. painting b: non-Western survey (ARH 120 or 130) d. photography c: Western survey (ARH 140) e. sculpture 2. ARS 163, 283, 285, and 388 (or their equiva- 6. ARS 385 lent) 7. ARS 398 and ARS 399 3. One other upper-level course in three-dimen- sional architectural design, such as ARS 386. In addition, in their senior year studio art majors 4. One studio course in another medium. will be required to install an exhibition during the 5. Three 200-level courses in history of art that last half of the spring semester, or the fall semester focus on architectural monuments, urban envi- for J-term graduates. ronments, or spatial experience. Students must To fulfi ll this requirement, Plan B majors will take one course in at least two areas of study enroll in ARS 398–399. (Groups I–IV). 6. One seminar in the history of art normally taken Declaring the Plan B major at Smith, with the research paper written on an A student may declare a Plan B major anytime after architectural topic. she has completed the introductory (100 level) studio art requirements and one additional studio Students who contemplate attending a graduate art course. She must submit a portfolio of work to program in architecture should take one year of the Portfolio Review Committee. Portfolios will be physics and at least one semester of calculus. reviewed each semester, just before the advising period. Students who receive a negative evaluation will be encouraged to take an additional studio The Minors course or courses, and resubmit their portfolio at a subsequent review time. Students who receive a negative evaluation may resubmit their portfolios Plan 1, History of Art in subsequent reviews up to and including the last portfolio review available during their sophomore Designed for students who, although a major in year. These students will be offered suggestions for another department, wish to focus some of their strengthening their portfolios through additional attention on the history of art. With the assistance studio coursework in the same or other media of their advisers, students may construct a minor as represented in the portfolio. The additional studio specifi c or comprehensive as they desire within the courses will count toward fulfi lling the major re- skeletal structure of the requirements. quirements. Advisers: Brigitte Buettner, John Davis, Craig Fel- Mapping the Plan B major ton, Barbara Kellum, Dana Leibsohn, John Moore, Upon receiving a positive portfolio evaluation, a Marylin Rhie, and Frazer Ward student should select and meet with a Plan B ad- viser. Together they will discuss her interests and Requirements: six courses, which will include review her studio work to date, and select an area two 100-level courses, three additional courses in of studio in which she will concentrate. In excep- history of art (two of which must be in different tional cases the student and her adviser may design areas of study [Groups I–IV]); and one seminar a sequence of studio courses that draws from sev- (to be taken at Smith). eral areas of concentration. Plan 2, Studio Art Plan C, Architecture Designed for students who wish to focus some of Requirements: twelve courses, which will include: their attention on studio art although they are ma- 1. Two 100-level courses selected from two of the jors in another department. With the assistance of

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 104104 77/26/05/26/05 9:14:579:14:57 AMAM Art 105

her adviser, a student may construct a minor with primary emphasis on one area of studio art, or she may design a more general minor which encom- passes several areas of studio art.

Advisers: A. Lee Burns, John Gibson, Susan Heide- man, Gary Niswonger, Dwight Pogue, and Lynne Yamamoto

Requirements: 163 and fi ve additional courses in studio art, of which at least three must be at the 200 level and at least one must be at the 300 level. Plan 3, Architecture Designed for students who wish to focus some at- tention on architecture although they are majors in another department. Seeks to introduce students to the history, design, and representation of the built environment.

Advisers: Brigitte Buettner, John Davis, Barbara Kellum, Dana Leibsohn, John Moore, Gretchen Schneider, Frazer Ward

Requirements: 1. One 100-level art history course 2. ARS 163, 283, and 285 3. Two art history courses above the 100-level that focus on architectural monuments, urban envi- ronments, or spatial experience: ARH 202, 204, 206, 208, 212, 214, 216, 222, 224, 226, 228, 232, 234, 246, 250, 264, 265, 270, 272, 274, 276, 283, 285, 288, 359. Plan 4, Graphic Arts Advisers: Gary Niswonger, Dwight Pogue

Graphic Arts: seeks to draw together the depart- ment’s studio and history offerings in graphic arts into a cohesive unit. The requirements are: (1) ARS 163 (basis); (2) ARH 292 or 293; and (3) any four ARS from: 269, 270, 272, 275, 369, 372, 375 of which one should be at the 300 level or a con- tinuation of one medium.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 105105 77/26/05/26/05 9:14:579:14:57 AMAM 106 Astronomy

Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Neal Katz (Assistant Professor, University of Suzan Edwards, Ph.D, Chair Massachusetts) John Kwan, Ph.D. (Professor, University of Assistant Professor **1 Massachusetts) James Lowenthal, Ph.D. F. Peter Schloerb, Ph.D.(Professor, University of Laboratory Instructor Massachusetts) Meg Thacher, M.S. Stephen E. Schneider, Ph.D. (Professor, University of Massachusetts) Visiting Assistant Professor Ronald L. Snell, Ph.D. (Professor, University of Salman Hameed, Ph.D. Massachusetts) Five College Faculty Daniel Wang, Ph.D. (Professor, University of Mas- Tom R. Dennis, Ph.D. (Professor, Mount Holyoke sachusetts) College) Grant Wilson, Ph.D. (Assistant Professor, University M. Darby Dyar, Ph.D. (Professor Mount Holyoke of Massachusetts) College) Martin D. Weinberg, Ph.D. (Professor, University of George S. Greenstein, Ph.D. (Professor, Amherst Massachusetts) College) Judith S. Young, Ph.D. (Professor, University of Salman Hameed, Ph.D. (Assistant Professor, Massachusetts) Hampshire College) Min Yun, Ph.D. (Professor, University of William Michael Irvine, Ph.D. (Professor, University Massachusetts) of Massachusetts)

Students who are considering a major in astronomy 100 A Survey of the Universe should complete PHY 115 and 116 and the math- Discover how the forces of nature shape our ematics sequence up to Calculus II (MTH 112) at understanding of the cosmos. Explore the origin, their fi rst opportunity. structure, and evolution of the earth, moons and Good choices for fi rst year astronomy courses planets, comets and asteroids, the sun and other for science majors are AST 111 and AST 113. stars, star clusters, the Milky Way and other gal- Courses designed for non-science majors who axies, clusters of galaxies, and the universe as a would like to know something about the universe whole. Designed for non-science majors. {N} are AST 100, AST 102, AST 103, AST 215, AST 220. 4 credits The astronomy department is a collaborative Suzan Edwards Five College department. Courses designated FC Offered Fall 2005 (Five College) are taught jointly with Amherst Col- lege, Hampshire College, Mount Holyoke College, 102 Sky I: Time and the University of Massachusetts. Because of Explore the concept of time, with emphasis on the differences among the academic calendars of astronomical roots of clocks and calendars. Ob- each school, courses designated “FC” may begin serve and measure the cyclical motions of the sun, earlier or later than other Smith courses. Stu- the moon, and the stars and understand phases of dents enrolled in any of these courses are advised the moon, lunar and solar eclipses, seasons. De- to consult the Five College Astronomy offi ce (545- signed for non-science majors. Enrollment limited 0789) for the time of the fi rst class meeting.

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to 25 per section. {N} 3 credits nebulae and galaxies. Learn celestial coordinate Suzan Edwards, Meg Thacher and time-keeping systems. Find out how telescopes Offered both semesters each year and digital cameras work. Take digital images of celestial objects and learn basic techniques of 103 Sky II: Telescopes digital image processing. Become familiar with View the sky with the telescopes of the McConnell measuring and classifi cation techniques in ob- Rooftop Observatory, including the moon, the sun, servational astronomy. Enrollment limited to 20 the planets, nebulae and galaxies. Learn to use a students. {N} 3 credits telescope on your own, and fi nd out about celestial Suzan Edwards, Meg Thacher coordinates and time-keeping systems. Designed Offered Spring 2006 for non-science majors. Enrollment limited to 20 students per section. {N} 2 credits 220 FC20 Topics in Astronomy James Lowenthal, Meg Thacher Topic: Meteorites. The goal of this course is to give Offered Fall 2005 students an appreciation of meteorites as geologic objects. We will cover all aspects of meteorites AST 109/PHY 109 The Big Bang and Beyond from mineralogy, petrology, bulk chemistry and According to modern science the universe as we isotopic systematics, and learn about a variety of know it began expanding about 14 billion years analytical equipment including the petrographic ago from an unimaginably hot, dense fi reball. microscope, the scanning electron microscope Why was the universe in that particular state? How and the electron microscope. Meteorites will be did the universe get from that state to the way it is observed in hand sample and in thin section. No today, full of galaxies, stars, and planets? What evi- knowledge of meteorites will be assumed. Two dence supports this “big bang model”? Throughout 2-hour meetings per week. Prerequisite: any 200- this course we will focus not simply on what we level geology or astronomy course. {N} 4 credits know about these questions, but also on how we Tom Burbine at Mount Holyoke know it and on the limitations of our knowledge. Offered Spring 2006 Designed for non-science majors. Enrollment lim- ited to 25. (E) {N} 4 credits 220 FC20 Topics in Astronomy Gary Felder Topic: Astronomy and Public Policy. Astronomi- Offered Spring 2006 cal issues that impact our society will be explored in a seminar format. Issues include the potential 111 Introduction to Astronomy threat of collisions between the earth and other A comprehensive introduction to the study of modern solar system bodies and the search for extrater- astronomy, covering planets—their origins, orbits, restrial life. Prerequisite: one science course in any interiors, surfaces, and atmospheres; stars—their fi eld. {H/N} 4 credits formation, structure, and evolution; and the uni- Salman Hameed at Hampshire verse—its origin, large-scale structure, and ultimate Offered Spring 2006 destiny. This introductory course is designed for stu- dents who are comfortable with mathematics. Prereq- 223 FC23 Planetary Science uisite: MTH 102 or the equivalent. {N} 4 credits An introductory course for physical science ma- James Lowenthal jors. Topics include: planetary orbits, rotation and Offered Fall 2005 precession; gravitational and tidal interactions; interiors and atmospheres of the Jovian and terres- 113 Telescopes and Techniques trial planets; surfaces of the terrestrial planets and A beginning class in observational astronomy for satellites; asteroids, comets, and planetary rings; students who have taken or are currently taking a origin and evolution of the planets. Prerequisites: physical science class or the equivalent. Become one semester of calculus and one semester of a profi cient using the telescopes of the McConnell physical science. {N} 4 credits Rooftop observatory to observe celestial objects, William Irvine at UMass including the moon, the sun, the planets, stars, Offered Fall 2005

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224 FC24 Stellar Astronomy extent of the universe? Following the theme of the Discover the fundamental properties of stars from “Cosmic Distance Ladder,” we explore how our the analysis of digital images and application of ba- understanding of astrophysics allows us to evaluate sic laws of physics. Extensive use of computers and the size of the observable universe. We begin with scientifi c programming and data analysis. Offered direct distance determinations in the solar system in alternate years with 225. Prerequisites: PHY 115, and nearby stars. We then move on to spectroscop- MTH 111, plus one astronomy class. {N} 4 credits ic distances of stars; star counts and the structure Suzan Edwards of our Galaxy; Cepheid variables and the distances Offered Spring 2006 of galaxies; the Hubble Law and large scale struc- ture in the universe; quasars and the Lyman-alpha 226 FC26 Cosmology forest. Prerequisites: at least one physics course Cosmological models and the relationship between and one astronomy course at the 200-level or models and observable parameters. Topics in above. {N} 4 credits current astronomy that bear upon cosmological Grant Wilson at UMass problems, including background electromagnetic Offered Fall 2005 radiation, nucleosynthesis, dating methods, deter- minations of the mean density of the universe and 338 FC38 Techniques of Radio Astronomy the Hubble constant, and tests of gravitational theo- Instrumentation and techniques of radio astrono- ries. Discussion of the foundations of cosmology my, and the nature of cosmic radio sources. Radio and its future as a science. Prerequisites: MTH 111 receiver and antenna theory. Radio fl ux, brightness and one physical science course. {N} 4 credits temperature, and the transfer of radio radiation in George Greenstein at Hampshire cosmic sources. Effect of noise, sensitivity, band- Offered Fall 2005 width, and antenna effi ciency. Techniques of beam switching, interferometry, and aperture synthesis. 330 FC30a Seminar: Topics in Astrophysics Basic types of radio astronomical sources: ionized plasmas, masers, recombination and hyperfi ne Asteroids transitions; nonthermal sources. Applications to This course will cover the relationship of asteroids the sun, interstellar clouds, and extragalactic ob- and meteorites. Topics that will be discussed in- jects. Prerequisite: PHY 214. {N} 4 credits clude how asteroids and meteorites are classifi ed, Ron Snell at UMass spectroscopic measurements of asteroids, and how Offered Spring 2006 meteorites are transferred from asteroids to the Earth. No knowledge of asteroids or meteorites 351 FC51 Astrophysics I: Stars and Stellar will be assumed. One 3-hour meeting per week. Evolution Prerequisite: any 200-level geology or astronomy Physical principles governing the properties of course. {N} 4 credits stars, their formation and evolution: radiation laws Tom Burbine at Mount Holyoke and the determination of stellar temperatures and Offered Fall 2005 luminosities; Newton’s laws and the determination of stellar masses; hydrostatic equation and the Spectroscopy of the Planets thermodynamics of gas and radiation; nuclear fu- Interactive lab course developing understanding sion and stellar energy generation; physics of de- of acquisition and analysis of spectroscopic data generate matter and the evolution of stars to white for solar system bodies, including asteroids, Mars, dwarfs, neutron stars or black holes; nucleosyn- Jupiter. Prerequisites: PHY 116, one 200-level as- thesis in supernova explosions; dynamics of mass tronomy course. {N} 4 credits transfer in binary systems; viscous accretion disks Catrina Hamilton at Mount Holyoke in star formation and x-ray binaries. Prerequisites: Offered Spring 2006 PHY 115, PHY 116, plus two additional 200-level physics classes. {N} 4 credits 335 FC35 Introduction to Astrophysics John Kwan at Amherst How do astronomers determine the nature and Offered Spring 2006

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 108108 77/26/05/26/05 9:14:589:14:58 AMAM Astronomy 109

400 Special Studies tively, the minor may be combined with a major in Admission by permission of the department. Op- a nonscientifi c fi eld, such as history, philosophy, or portunities for theoretical and observational work education, for students who wish to apply their as- are available in cosmology, cosmogony, radio tronomical backgrounds in a broader context, that astronomy, planetary atmospheres, relativistic could include history of science, scientifi c writing astrophysics, laboratory astrophysics, gravitational or editing, or science education. theory, infrared balloon astronomy, stellar astro- physics, spectroscopy and exobiology. Requirements: 24 credits, including 111 or the 1 to 4 credits equivalent; 224 or 225; and PHY 115. The remain- Offered both semesters each year ing courses may be selected from any astronomy or physics offerings. The Major Minor in Astrophysics Advisers: Suzan Edwards, James Lowenthal Advisers: Suzan Edwards, James Lowenthal The astronomy major is designed to provide a good foundation in modern science with a focus on as- The astrophysics minor is designed for a student tronomy. Taken alone, it is suited for students who who is considering a career as a professional wish to apply scientifi c training in a broad general astronomer. Central to this approach is a strong context. If coupled with a major in physics, the physics background, coupled with an exposure astronomy major or minor provides the foundation to topics in modern astrophysics. Students are to pursue a career as a professional astronomer. advised to acquire a facility in computer program- Advanced courses in mathematics and a facility in ming. Especially well-prepared students may enroll computer programming are strongly encouraged. in graduate courses in the Five College Astronomy Department. Requirements: 44 credits, including 111 or the equivalent; 113; three astronomy courses at the Requirements: completion of physics major plus 200 level, including 224 or 225; one astronomy any 3 astronomy classes except AST 100, 102, 103. course at the 300 level; PHY 115 and 116. In con- sultation with her adviser, a student may select the remaining credits from 200 or higher-level courses Honors in astronomy or from intermediate level courses in related fi elds such as mathematics, physics, engi- Director: Suzan Edwards neering, geology, computer science, or the history or philosophy of science. 430d Thesis 8 credits The Minor Full-year course; Offered each year 432d Thesis Advisers: Suzan Edwards, James Lowenthal. 12 credits Full-year course; Offered each year The minor is designed to provide a practical intro- duction to modern astronomy. If combined with a Requirements: Same as for the major and 8 or 12 major in another science or mathematics-related thesis credits in the senior year. fi eld, such as geology, chemistry, or computer science, it can provide a versatile scientifi c back- ground, which would prepare a student for future work as a scientist or technical specialist. Alterna-

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 109109 77/26/05/26/05 9:14:589:14:58 AMAM 110 Biochemistry

Visiting faculty and some lecturers are generally appointed for a limited term.

**1 Stylianos P. Scordilis, Ph.D. (Biological Assistant Professor Sciences), Director Elizabeth Jamieson (Chemistry)

Professor Senior Lecturer Steven Williams, Ph.D. (Biological Sciences) Lâle Aka Burk, Ph.D.

Associate Professor Other Participating Faculty David Bickar, Ph.D. (Chemistry) Adam Hall, Ph.D. (Biological Sciences) Cristina Suarez, Ph.D. (Chemistry) Borjana Mikic, Ph.D. (Engineering) Christine White-Ziegler, Ph.D. (Biological Sciences) **1 Cristina Suarez, Ph.D. (Chemistry)

Exemption from required introductory courses 352 Biochemistry II: Biochemical Dynamics may be obtained on the basis of Advanced Place- Chemical dynamics in living systems. Enzyme ment or departmental examinations. mechanisms, metabolism and its regulation, energy production and utilization. Prerequisites: BCH 252 Students are advised to complete all introductory and CHM 224. Laboratory (353) must be taken courses (BIO 111, CHM 111 or 118, 222, 223) concurrently by biochemistry majors; optional for as well as BIO 230, 231 and CHM 224 before the others. {N} 3 credits junior year. Elizabeth Jamieson Offered Fall 2005 252 Biochemistry I: Biochemical Structure and Function 353 Biochemistry II Laboratory Structure and function of biological macromol- Investigations of biochemical systems using ex- ecules: proteins and nucleic acids. Mechanisms of perimental techniques in current biochemical re- conformational change and cooperative activity; search. Emphasis is on independent experimental bioenergetics, enzymes, and regulation. Prereq- design and execution. BCH 352 is a prerequisite or uisites: BIO 230 and CHM 223. Laboratory (253) must be taken concurrently. {N} 2 credits must be taken concurrently by biochemistry ma- Katherine Dorfman jors; optional for others. {N} 3 credits Offered Fall 2005 Elizabeth Jamieson Offered Spring 2006 380 Seminar: Topics in Biochemistry Molecular Pathogenesis of Emerging Infectious 253 Biochemistry I Laboratory Diseases. This course will examine the impact Techniques of modern biochemistry: ultraviolet of infectious diseases on our society. New patho- spectrophotometry and spectrofl uorimetry, SDS gens have recently been identifi ed, while existing polyacrylamide gel electrophoresis, Scatchard pathogens have warranted increased investigation analysis, and a project lab on linked enzyme kinet- for multiple reasons, including as causative agents ics. Prerequisite: BIO 231. BCH 252 is a prerequi- of chronic disease and cancer and as agents of site or must be taken concurrently. {N} 2 credits bioterrorism. Specifi c emphasis on the molecular Katherine Dorfman basis of virulence in a variety of organisms will be Offered Spring 2006 addressed along with the diseases they cause and

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 110110 77/26/05/26/05 9:14:589:14:58 AMAM Biochemistry 111

the public health measures taken to address these BIO 231 Cell Biology Laboratory pathogens. Prerequisite: A molecular genetics Inquiry-based laboratory using techniques such as course (BIO 234) or a microbiology course (BIO spectrophotometry, enzyme kinetics, bright fi eld, 254). Recommended: an immunology course (BIO phase contrast and fl uorescence light microscopy 344). {N} 3 credits and scanning electron microscopy. There will be Christine White-Ziegler an emphasis on student-designed projects. Ad- Offered Spring 2006 ditional prerequisite: BIO 230, which should be taken concurrently. {N} 1 credit 400 Special Studies Graham Kent Variable credit (1 to 5) as assigned Offered Fall 2005 Offered both semesters each year BIO 234 Genes and Genomes 400d Special Studies An exploration of genes and genomes that stresses Variable credit (2 to 10) as assigned the connections between molecular biology, genet- Full-year course; Offered each year ics, cell biology and evolution. Topics will include: DNA and RNA structure, recombinant DNA analysis, Other required courses: gene cloning, gene organization, gene expression, RNA processing, mobile genetic elements, gene BIO 111 Molecules, Cells and Systems expression and development, the molecular biol- This course is an introduction to the study of life ogy of cancer, the comparative analysis of whole at the level of cells and organs with a particular genomes and the origin and evolution of genome emphasis on humans. Specifi c topics include: cell, structure and content. Prerequisites: BIO 111, BIO organelle and membrane structure and function, 112. Laboratory 235 is optional. {N} 4 credits biomolecules, metabolism, the molecular basis of Steven Williams, Robert Dorit inheritance and information transfer; a signifi cant Offered Spring 2006 portion of the course is devoted to the structure and function of select organ systems such as BIO 235 Genes and Genomes Laboratory reproductive, endocrine, immune, and nervous A laboratory designed to complement the lecture systems. Investigative laboratory exercises explore material in 234. Laboratory and computer projects basic concepts through observation, self-designed will investigate methods in molecular biology in- experiments, and data collection and analysis. {N} cluding recombinant DNA, gene cloning and DNA 4 credits sequencing as well as contemporary bioinformat- Richard Briggs (Director), Esteban Monserrate, ics, data mining and the display and analysis of Judith Wopereis complex genome databases. Prerequisite: BIO 234 Offered Fall 2005 which should be taken concurrently. {N} 1 credit Mary McKitrick BIO 230 Cell Biology Offered Spring 2006 The structure and function of eukaryotic cells. This course will examine contemporary topics in cellu- CHM 111 Chemistry I: General Chemistry lar biology: cellular structures, organelle function, An introductory course dealing with atomic and membrane and endomembrane systems, cellular molecular structure and properties, and with regulation, signaling mechanisms, motility, bioelec- chemical reactions. The laboratory includes tech- tricity, communication and cellular energetics. This niques of chemical synthesis and analysis. Enroll- course is a prerequisite for Biochemistry I. Prereq- ment limited to 60 per lecture section, 16 per lab uisites: BIO 111, CHM 222. Laboratory (231) is section. {N} 5 credits optional. {N} 4 credits Kate Queeney, Kevin Shea, Shizuka Hsieh, Fall Stylianos Scordilis 2005 Offered Fall 2005 Offered Fall 2005, Fall 2006

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 111111 77/26/05/26/05 9:14:589:14:58 AMAM 112 Biochemistry

CHM 222 Chemistry II: Organic Chemistry 111 or CHM 118. Laboratory (251) is optional. An introduction to the theory and practice of {N} 4 credits organic chemistry. Structure, nomenclature, and Carolyn Wetzel physical and chemical properties of organic com- Offered Spring 2006 pounds with an emphasis on alkanes, alkyl halides, alkenes, alkynes, cycloalkanes, and carbonyl com- BIO 251 Plant Physiology Laboratory pounds. Spectroscopic methods of analysis focus- Processes that are studied include plant molecular ing on infrared and nuclear magnetic resonance biology, photosynthesis, growth, uptake of nutri- spectroscopy. Prerequisite: 111 or 118. Enrollment ents, water balance and transport, and the effects of limited to 16 per lab section. {N} 5 credits hormones. Additional prerequisite: BIO 250, which Kevin Shea, Robert Linck should be taken concurrently. {N} 1 credit Offered Spring 2006, Spring 2007 Carolyn Wetzel Offered Spring 2006 CHM 223 Chemistry III: Organic Chemistry The chemistry of alcohols, ethers, amines, alde- BIO 254 Microbiology: Bacteria and Viruses hydes, ketones, carboxylic acids and functional de- This course examines bacterial morphology, rivatives of carboxylic acids, aromatic compounds growth, biochemistry, genetics and methods of and multifunctional compounds. Introduction to controlling bacterial activities. Emphasis is on bac- retrosynthetic analysis and multistep synthetic plan- terial physiology and the role of the prokaryotes in ning. Prerequisite: 222 and successful completion their natural habitats. The course also covers viral of the 222 lab. Enrollment limited to 16 per lab life cycles and diseases caused by viruses. Prereq- section. {N} 5 credits uisites: BIO 110 or 111 and CHM 111 or equivalent Kevin Shea, Lâle Burk, Fall 2005 advanced placement courses. Laboratory (255) Offered Fall 2005, Fall 2006 must be taken concurrently. {N} 3 credits Christine White-Ziegler CHM 224 Chemistry IV: Bonding, Structure, Offered Spring 2006 and Energetics An introduction to electronic structure, chemical BIO 255 Microbiology: Bacteria and Viruses kinetics and mechanisms, and thermodynam- Laboratory ics. Introductory quantum mechanics opens the Experiments in this course explore the morphol- way to molecular orbital theory and coordination ogy, physiology, biochemistry, and genetics of bac- chemistry of transition metals. Topics in chemical teria using a variety of bacterial genera. Methods thermodynamics include equilibria for acids and of aseptic technique; isolation, identifi cation and bases, analyses of entropy and free energy, and growth of bacteria are learned. An individual proj- electrochemistry. Prerequisite: 223 or permission ect is completed at the end of the term. BIO 254 of the instructor. Enrollment limited to 18 per lab must be taken concurrently. {N} 2 credits section. {N} 5 credits Esteban Monserrate Kate Queeney, Virginia White, Spring 2006 Offered Spring 2006 Offered Spring 2006, Spring 2007 BIO 256 Animal Physiology One physiology lecture and lab course from: Functions of animals, including humans, required for survival (movement, respiration, circulation, BIO 250 Plant Physiology etc.); neural and hormonal regulation of these Plants as members of our ecosystem; water econ- functions; and the adjustments made to challenges omy; photosynthesis and metabolism; growth and presented by specifi c environments. Prerequi- development as infl uenced by external and internal sites: BIO 110 or 111 and CHM 111 or CHM 118. factors, survey of some pertinent basic and applied Laboratory (257) is optional but strongly recom- research. Prerequisites: BIO 110 or 111, and CHM mended. {N} 4 credits Margaret Anderson Offered Fall 2005

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BIO 257 Animal Physiology Laboratory prerequisite: BIO 234. Laboratory (343) is op- Experiments will demonstrate concepts presented tional. {N} 4 credits in BIO 256 and illustrate techniques and data Steven Williams analysis used in the study of physiology. Additional Offered Fall 2005 prerequisite: BIO 256, which must be taken con- currently. {N} 1 credit BIO 344 Immunology Margaret Anderson An introduction to the immune system covering the Offered Fall 2005 molecular, cellular, and genetic bases of immunity to infectious agents. Special topics include im- One physical chemistry course from: munodefi ciencies, transplantation, allergies, im- munopathology and immunotherapies. Additional CHM 332 Physical Chemistry II prerequisite: Cell biology (BIO 230 or 236). Rec- Thermodynamics and kinetics: will the contents ommended: a genetics course (BIO 232 or 234) of this fl ask react, and if so, how fast? Properties and/or a microbiology course BIO (254/255). that govern the chemical and physical behavior of Laboratory (345) is optional. {N} 4 credits macroscopic collections of atoms and molecules Christine White-Ziegler (gases, liquids, solids and mixtures of the above). Offered Fall 2005 Prerequisite: 331. {N} 5 credits Kate Queeney, Maria Bickar BIO 348 Molecular Physiology Offered Spring 2006, Spring 2007 A study of cellular regulation at the molecular level, with emphasis on single molecule physiology, CHM 335 Physical Chemistry of Biochemical signaling cascades, their logic and cellular integra- Systems tion, membrane domains and transport mecha- A course emphasizing physical chemistry of biolog- nisms, and the application of molecular science to ical systems. Topics covered include chemical ther- modern medicine. Additional prerequisites: BIO modynamics, solution equilibria, enzyme kinetics, 230 and CHM 223. Offered in alternate years. and biochemical transport processes. The labora- {N} 4 credits tory focuses on experimental applications of physi- Stylianos Scordilis cal-chemical principles to systems of biochemical Offered Fall 2005 importance. Prerequisites: 224 or permission of the instructor, and MTH 112. {N} 4 credits CHM 328 Bio-Organic Chemistry Cristina Suarez, Fall 2005 This course deals with the function, biosynthesis, Offered Fall 2005, Fall 2006 structure elucidation and total synthesis of the smaller molecules of nature. Emphasis will be on One elective from: the constituents of plant essential oils, steroids including cholesterol and the sex hormones, alka- BIO 342 Molecular Biology of Eukaryotes loids and nature’s defense chemicals, molecular The molecular biology of eukaryotes and their vi- messengers and chemical communication. The ruses. Topics will include eukaryotic chromosome objectives of the course can be summarized as structure and organization, regulation of gene ex- follows: To appreciate the richness, diversity and pression, RNA processing, retroviruses, transpos- signifi cance of the smaller molecules of nature, to able elements, gene rearrangement, methods for investigate methodologies used to study and synthe- studying human genes, genome projects and whole size these substances, and to become acquainted genome analysis. Reading assignments will be from with the current literature in the fi eld. Prerequisite: a textbook and the primary literature. Each student 223. Offered in alternate years. {N} 3 credits will present an in-class presentation and write a Lâle Burk term paper on a topic selected in consultation with Offered Spring 2006 the instructor. Enrollment limited to 16. Additional

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CHM 338 Molecular Spectroscopy This course is designed to provide an understand- The Major ing of mathematical formulations, electronic ele- ments and experimentally determined parameters Requirements: BCH 252 and 253, 352 and 353; related to the study of molecular systems. We will BIO 111, 230 and 231, 234 and 235; CHM 111, focus on Nuclear Magnetic Resonance as the spec- 222 and 223, 224, or 118, 222 and 223. troscopic technique of choice in chemistry and biology. Prerequisites: A knowledge of NMR spec- One physiology course from: BIO 250 and 251, troscopy at the basic level covered in CHM222 and 254 and 255 or 256 and 257. 223. Offered in alternate years. {N} 4 credits Cristina Suarez One physical chemistry course from: CHM 332 Offered Fall 2005 or 335.

One elective from: CHM 347 Instrumental Methods of Analysis BCH 380; BIO 342, 344, 348; A laboratory-oriented course involving spectro- CHM 328, 338, 347, 357, 369. scopic, chromatographic, and electrochemical methods for the quantitation, identifi cation and Students planning graduate study in biochemistry separation of species. Critical evaluation of data are advised to include a year of calculus and a year and error analysis. Prerequisite: 224 or permission of physics in their program of study. of the instructor. {N/M} 5 credits Kate Queeney, Kevin Shea, Fall 2005 The S/U grading option is not allowed for courses Offered Fall 2005, Fall 2006 counting toward the biochemistry major.

CHM 357 Selected Topics in Biochemistry Exemption from required introductory courses Topic: Pharmacology and Drug Design. An in- may be obtained on the basis of Advanced Place- troduction to the principles and methodology of ment or departmental examinations. pharmacology, toxicology and drug design. The pharmacology of several drugs will be examined in Students are advised to complete all introductory detail, and computational software used to examine courses (BIO 111, CHM 111 or 118, 222, 223) drug binding and to assist in designing a new or as well as BIO 230, 231 and CHM 224 before the modifi ed drug. Some of the ethical and legal fac- junior year. tors relating to drug design, manufacture, and use will also be considered. Prerequisite: BCH 352, or permission of the instructor. Offered in alternate Honors years. {N} 3 credits David Bickar Director: David Bickar Offered Fall 2005 430d Thesis CHM 369 Bioinorganic Chemistry 8 credits This course will provide an introduction to the fi eld Full-year course; Offered each year of bioinorganic chemistry. Students will learn about the role of metals in biology as well as about the 432d Thesis use of inorganic compounds as probes and drugs 12 credits in biological systems. Prerequisites: CHM 223 and Full-year course; Offered each year 224. Offered in alternate years. {N} 4 credits Elizabeth Jamieson Requirements: same as for the major, with the Offered Fall 2005 addition of a research project in the senior year, an examination in biochemistry, and an oral presenta- tion of the honors research.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors Carl John Burk, Ph.D Adam Hall, Ph.D. **1 Stephen G. Tilley, Ph.D., Chair Carolyn Wetzel, Ph.D. **1, *2, Robert B. Merritt, Ph.D. Michael Barresi, Ph.D. Margaret E. Anderson, Ph.D. Richard F. Olivo, Ph.D. Adjunct Assistant Professor **1 Stylianos P. Scordilis, Ph.D. Gail E. Scordilis, Ph.D. **2 Steven A. Williams, Ph.D. Lecturers **1 Paulette Peckol, Ph.D. Esteban Monserrate, Ph.D. Richard T. Briggs, Ph.D. **1 Virginia Hayssen, Ph.D. Denise Lello, Ph.D. Michael Marcotrigiano, Ph.D. Senior Laboratory Instructor Associate Professors Graham R. Kent, M.Sc. Robert Dorit, Ph.D. Laboratory Instructors †1 Laura A. Katz, Ph.D. Esteban Monserrate, Ph.D. Christine White-Ziegler, Ph.D. Mary McKitrick, Ph.D. L. David Smith, Ph.D. Gabrielle Immerman, B.A. Adjunct Associate Professors Judith Wopereis, M.Sc. Thomas S. Litwin, Ph.D. Research Associate Leslie R. Jaffe, M.D. Paul Wetzel, Ph.D.

The following three courses are designed primarily outside readings and in-class discussions. {N} for students not majoring in the biological scienc- 4 credits es. For exceptions see requirements for the major. Steven Williams Offered Spring 2006 101 Modern Biology for the Concerned Citizen A course dealing with current issues in biology that 202 Landscape Plants and Issues are important in understanding today’s modern Survey of the plant materials used in the landscape world. Many of these issues present important including interior, annual, perennial, woody plants, choices that must be made by individuals and by and turf. Identifi cation, natural biology, culture, governments. Topics will include cloning of plants and use. Introduction to landscape maintenance and animals, human cloning, stem cell research, and design, regional planning and garden history. genetically modifi ed foods, bioterrorism, emerging Lab and presentation, fi eld trips, BIO 203 must be infectious diseases such as Ebola, SARS and West taken concurrently. Enrollment limited to 40. {N} Nile, gene therapy, DNA diagnostics and forensics, 3 credits genome projects, human origins, human diversity Michael Marcotrigiano and others. The course will include guest lectures, Offered Fall 2005

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203 Landscape Plants and Issues Laboratory explore the effects of exercise on ourselves. With Identifi cation, morphology and use of landscape the aid of various microscopies, we will examine plants including annuals, biennials, perennials, different muscle cell types. We will carry out bio- tropicals, woody shrubs and trees, vines, and chemical analyses of metabolites such as glucose aquatics. Bulb planting, pollinations. Design and and lactate, and enzymes such as creatine kinase planning labs and presentations. BIO 202 must be and lactate dehydrogenase, to elucidate changes taken concurrently. Enrollment limited to 40. {N} due to exercise. We will also explore some physi- 1 credit ological and molecular alterations that help our Gabrielle Immerman bodies compensate for new exercise patterns. En- Offered Fall 2005 rollment limited to 15. Stylianos Scordilis 110 Introductory Colloquia: Life Sciences for Offered Fall 2005 the 21st Century* These colloquia provide entering and non-major Infectious Diseases and World Health (W, Q, R) students with writing-intensive and/or quantita- This course will explore the biology of infectious tive-intensive interactive courses focused on diseases, and the important public health chal- particular topics/areas of current relevance in the lenge they present, particularly in the developing life sciences. The small-class format is intended to world. The colloquium will emphasize the growing foster discussion and active participation. Students understanding of infectious diseases made possible engage with the topic of the colloquium using the by advances in genomics and molecular biology. many tools and styles of inquiry available to con- Emerging infectious diseases such as Ebola, SARS, temporary biologists. While the emphasis will be and West Nile will be discussed along with diseases on the subject matter, we will also be concerned that have potential use in bioterrorism such as with developing fundamental skills necessary smallpox and anthrax. for success in the sciences, including reading of Steven Williams primary literature, writing about science, data Offered Fall 2005 presentation and analysis, and hypothesis construc- tion and testing. Individual colloquia are designed Your Genes, Your Chromosomes (Q, R, L) to emphasize a variety of skills, including writing A course on the use of genetics in medicine and (W), quantitative skills (Q), reading skills (R) forensic science. Laboratories will give students an or laboratory/fi eld-skills (L), and are designated opportunity to determine their blood types, view accordingly. May be repeated for credit with a their chromosomes, and develop their DNA fi nger- different subject. Enrollment limited to 20 unless prints. The course will emphasize speaking, writ- otherwise indicated. (E) 4 credits ing, analytical skills and experimental design. Robert Dorit and Members of the Department Robert Merritt Offered Fall 2005 Women and Exercise—What Is Really Going On in Our Muscles (Q, R, L) Plant Invasions (W, R, L) Muscle is a very plastic tissue and responds to en- (Subject to the approval of the Committee on Aca- vironmental changes and stresses in ways we don’t demic Priorities.) even notice. It atrophies from disuse, hypertro- Naturalized alien plants constitute a substantial phies from weight lifting and is constantly changing portion of the fl ora of every continent and many in response to daily exercise. In this course we will islands. What enables some introduced plants to ______*Students who have attained scores of 4 or 5 on the Advanced Placement examination in biology may apply that credit toward either 110 and/or 111. Students without AP credit but with a strong background should discuss their options with a member of the department. The distribution require- ments for the major vary depending on whether students have taken 110 and/or 111 (see The Major following the department course listings).

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become aggressive weeds, displacing native plants 204 Horticulture and altering community balances? Why are some An overview of the fi eld of horticulture. Students communities more or less resistant to invasion? learn about plant structure, growth and function. This colloquium explores plant biology from a Methods for growing plants, identifi cation and molecular to a community level as we examine the management of plant pests, plant propagation, dynamics of notorious plant invasions. Includes plant nutrition, garden soils and plant biotechnolo- visits to several local sites to view invasions in gy. Class presentation. BIO 205 must be taken con- progress. currently. Enrollment limited to 40. {N} 3 credits. Denise Lello Michael Marcotrigiano Offered Fall 2005 Offered Spring 2006

The Biology and Policy of Breast Cancer (W, Q, 205 Horticulture Laboratory R) Practical lab experiences including an analysis of This colloquium examines the genetic and environ- plant parts, seed sowing, identifi cation of diseases mental causes of cancer, focusing on the molecular and insect pests, plant propagation by cuttings and biology and epidemiology of this suite of diseases. air layering, transplanting and soil testing. BIO 204 We will pay particular attention to the health and must be taken concurrently. Enrollment limited to policy implications of recent discoveries concern- 40. {N} 1 credit ing the genetic causes of predisposition to breast Gabrielle Immerman cancer. Offered Spring 2006 Robert Dorit Offered Spring 2006 230 Cell Biology The structure and function of eukaryotic cells. This Conservation Biology Colloquium (W, Q, R) course will examine contemporary topics in cellu- The application of ecological, genetic, and evolu- lar biology: cellular structures, organelle function, tionary knowledge to the global crisis of biodiver- membrane and endomembrane systems, cellular sity loss and environmental degradation. Topics regulation, signaling mechanisms, motility, bioelec- include threats to biodiversity, the value of biodi- tricity, communication and cellular energetics. This versity, and how populations, communities and course is a prerequisite for Biochemistry I. Pre- ecosystems can be managed sustainably. requisites: BIO 110 or 111, CHM 222. Laboratory L. David Smith (231) is optional. {N} 4 credits Offered Spring 2006 Stylianos Scordilis Offered Fall 2005 111 Molecules, Cells and Systems* This course is an introduction to fundamental 231 Cell Biology Laboratory biological concepts, including cell, organelle and Inquiry-based laboratory using techniques such as membrane structure and function, biomolecules, spectrophotometry, enzyme kinetics, bright fi eld bioenergenetics and metabolism, and the mo- and fl uorescence light microscopy and scanning lecular basis and mechanisms of inheritance and electron microscopy. There will be an emphasis on information transfer. A signifi cant portion of the student-designed projects. Additional prerequisite: course is devoted to the structure, function, and BIO 230, which should be taken concurrently. {N} regulation of select organ systems such as excre- 1 credit tory, circulatory, endocrine, immune and nervous Graham Kent systems. Investigative laboratory exercises explore Offered Fall 2005 basic concepts through observation, self-designed experiments, and data collection and analysis. {N} 232 An Introduction to Genetics and 4 credits Molecular Biology Richard Briggs (Director), Esteban Monserrate, This course explores central concepts in transmis- Judith Wopereis sion, molecular and population genetics. Topics Offered Fall 2005, Spring 2006 covered will include nuclear and cytoplasmic

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inheritance; gene structure, DNA replication and 236 Cell Physiology gene expression; manipulation and analysis of Survey of fundamental cell processes. Topics will nucleic acids; dynamics of genes in populations, include, but are not limited to, cellular diversity, mutation, natural selection and inbreeding. Discus- structure and function of cellular compartments sion sections will focus on analysis of complex and components, and regulation of cellular pro- problems in inheritance, molecular biology and cesses such as energy generation, information gene dynamics. Prerequisites: BIO 110 or 111. transfer (transcription and translation), protein Laboratory (233) is optional. {N} 4 credits traffi cking, cell signaling and cell movement. Robert Merritt Particular emphasis will be placed on the genetic Offered Fall 2005 regulation of cellular processes. Prerequisite: BIO 110 or 111 and CHM 111 or CHM 118. This course 233 Genetics and Molecular Biology does not serve as a prerequisite for BCH 252 but is Laboratory a prerequisite for BIO 346. Laboratory (237) is not A laboratory course designed to complement the required. {N} 4 credits lecture material in 232. Investigations include Michael Barresi an extended, independent analysis of mutations Offered Spring 2006 in Drosphila, and several labs devoted to human genetics. Prerequisite: BIO 232, which should be 237 Cell Physiology Laboratory taken concurrently. {N} 1 credit This lab provides the opportunity to observe and Robert Merritt manipulate cells so as to better understand the Offered Fall 2005 processes covered in lecture. During the fi rst half of the semester, students will be introduced to a 234 Genes and Genomes variety of cell types, microscopy techniques, and An exploration of genes and genomes that stresses DNA and protein analysis; the latter half is devoted the connections between molecular biology, genet- to student-designed observations of single-celled ics, cell biology and evolution. Topics will include: organisms. Techniques include, but are not limited DNA and RNA structure, recombinant DNA analysis, to bright fi eld, darkfi eld, phase contrast, epifl uo- gene cloning, gene organization, gene expression, rescence, confocal and electron microscopy, video RNA processing, mobile genetic elements, gene and time-lapse video microscopy, and digital pho- expression and development, the molecular biol- tography. Additional prerequisite: BIO 236 which ogy of infectious diseases, the comparative analysis should be taken concurrently. {N} 1 credit of whole genomes and the origin and evolution of Michael Barresi genome structure and content. Prerequisites: BIO Offered Spring 2006 110 or 111. Laboratory 235 is optional. {N} 4 credits 240 Plant Biology Steven Williams, Robert Dorit Plants are a signifi cant presence on the planet and Offered Spring 2006 contribute to our biological existence as well as our enjoyment of life. This course is an exploration 235 Genes and Genomes Laboratory of the diversity and evolution of plants, including A laboratory designed to complement the lecture comparative morphology, reproduction, physiology material in 234. Laboratory and computer projects and development. Plants will be examined at the will investigate methods in molecular biology in- cell, organismal and community levels. Prerequi- cluding recombinant DNA, gene cloning and DNA sites: BIO 110 or 111. Laboratory (241) optional sequencing as well as contemporary bioinformat- but highly recommended. {N} 4 credits ics, data mining and the display and analysis of Carolyn Wetzel complex genome databases. Prerequisite: BIO 234 Offered Fall 2005 which should be taken concurrently. {N} 1 credit Mary McKitrick 241 Plant Biology Laboratory Offered Spring 2006 Hands-on examination of plant anatomy, morphol- ogy, development, and diversity using living and

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preserved plants. An emphasis on structure/func- vertebrates. {N} 1 credit tion relationships, life cycles, plant interactions To be announced with the environment (abiotic and biotic), and use Offered Spring 2007 of model plant systems for experimentation. Pre- requisite: BIO 240, which should be taken concur- 250 Plant Physiology rently. {N} 1 credit Plants as members of our ecosystem; water econ- Carolyn Wetzel omy; photosynthesis and metabolism; growth and Offered Fall 2005 development as infl uenced by external and internal factors, survey of some pertinent basic and applied 242 Invertebrate Diversity research. Prerequisites: BIO 110 or 111, and CHM Invertebrate animals account for the vast ma- 111 or CHM 118. Laboratory (251) is optional. jority of species on earth. Although sometimes {N} 4 credits inconspicuous, invertebrates are vital members Carolyn Wetzel of ecological communities. They provide protein, Offered Spring 2006 important ecosystem services, biomedical and biotechnological products, and aesthetic value to 251 Plant Physiology Laboratory humans. Today, many invertebrate populations Processes that are studied include plant molecular are threatened by human activities. To protect and biology, photosynthesis, growth, uptake of nutri- manage invertebrate diversity, we must understand ents, water balance and transport, and the effects of its nature and scope. This course is designed to hormones. Additional prerequisite: BIO 250, which survey the extraordinary diversity of invertebrates, should be taken concurrently. {N} 1 credit emphasizing their form and function in ecological Carolyn Wetzel and evolutionary contexts. Enrollment limited to Offered Spring 2006 20. Laboratory (243) must be taken concurrently. {N} 3 credits 254 Microbiology: Bacteria and Viruses L. David Smith This course examines bacterial morphology, Offered Fall 2005 growth, biochemistry, genetics and methods of controlling bacterial activities. Emphasis is on bac- 243 Invertebrate Diversity Laboratory terial physiology and the role of the prokaryotes in Examination of a wide variety of live invertebrates their natural habitats. The course also covers viral with emphasis on the relationship between form life cycles and diseases caused by viruses. Prereq- and function. Observations on aspects of inver- uisites: BIO 110 or 111 and CHM 111 or equivalent tebrate structure, locomotion, feeding and other advanced placement courses. Laboratory (255) behaviors. BIO 242 must be taken concurrently. must be taken concurrently. {N} 3 credits One required weekend fi eld trip to the New Eng- Esteban Monserrate land coast. {N} 2 credit Offered Spring 2006 L. David Smith Offered Fall 2005 255 Microbiology: Bacteria and Viruses Laboratory 244 Vertebrate Biology Experiments in this course explore the morphol- A review of the evolutionary origins, adaptations ogy, physiology, biochemistry, and genetics of bac- and trends in the biology of vertebrates. Laboratory teria using a variety of bacterial genera. Methods (245) is optional. {N} 4 credits of aseptic technique; isolation, identifi cation, and Virginia Hayssen growth of bacteria are learned. An individual proj- Offered Spring 2007 ect is completed at the end of the term. BIO 254 must be taken concurrently. {N} 2 credits 245 Vertebrate Biology Laboratory Esteban Monserrate A largely anatomical exploration of the evolutionary Offered Spring 2006 origins, adaptations and trends in the biology of

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256 Animal Physiology evolution, the mechanics of natural selection, phy- Functions of animals, including humans, required logenetic reconstruction and human evolution. The for survival (movement, respiration, circulation, course assumes familiarity with the basic principles etc.); neural and hormonal regulation of these of genetics. Alternates with BIO 270. {N} 4 credits functions; and the adjustments made to challenges Stephen Tilley presented by specifi c environments. Prerequi- Offered Spring 2007 sites: BIO 110 or 111 and CHM 111 or CHM 118. Laboratory (257) is optional but strongly recom- 264 Marine Ecology mended. {N} 4 credits This course will initially focus on selected marine Margaret Anderson systems (e.g., shores, coral reefs, deep sea) in Offered Fall 2005 order to explore various natural factors that affect marine biodiversity. Our focus then will shift to 257 Animal Physiology Laboratory the role of human disturbances and their effects Experiments will demonstrate concepts presented of these systems. Finally, we will briefl y discuss in BIO 256 and illustrate techniques and data some of the successful management strategies be- analysis used in the study of physiology. Additional ing implemented using various case studies. One prerequisite: BIO 256, which must be taken con- of our goals is to familiarize you with some of the currently. {N} 1 credit scientifi c concepts studied by marine ecology as Margaret Anderson a discipline. In addition, and as important, is our Offered Fall 2005 goal to help you develop vital skills such as effective oral and written communication, critical thinking 260 Principles of Ecology and problem solving. We also emphasize graphical Theories and principles pertaining to population representations and quantitative skills. First-year growth and regulation, interspecifi c competition, students must have permission of the instructor. predation, the nature and organization of commu- Prerequisite: BIO 110 or 111 or GEO 108 or per- nities, and the dynamics of ecosystems. Laboratory mission of the instructor. Enrollment limited to 28. (261) is optional. A weekend fi eld trip will be Laboratory (265) must be taken concurrently and included. {N} 4 credits includes one fi eld trip. {N} 3 credits Stephen Tilley Paulette Peckol, Esteban Monserrate Offered Fall 2005 Offered Fall 2005

261 Principles of Ecology Laboratory 265 Marine Ecology Laboratory Introduction to ecological communities of south- The laboratory applies concepts discussed in ern New England, and to the investigation of lecture, focusing on class and individual research ecological problems via fi eld work and statistical projects in both the fi eld and laboratory. Additional analysis. Additional prerequisite: BIO 260, which prerequisite: BIO 264, which should be taken con- should be taken concurrently. {N} 1 credit currently. One required weekend fi eld trip to the Stephen Tilley New England coast. {N} 2 credits Offered Fall 2005 Paulette Peckol, Esteban Monserrate Offered Fall 2005 262 Evolutionary Biology I: The Mechanisms of Evolutionary Change 266 Plant Systematics The processes of organic evolution are central to Classical and modern approaches to the taxonomy understanding the attributes and diversity of living of higher plants, with emphasis on evolutionary things. This course deals with the mechanisms trends and processes and principles of classifi ca- underlying change through time in the genetic tion. Laboratory (267) must be taken concurrently. structures of populations change, the phenomenon {N} 3 credits of adaptation, the formation of species and the John Burk reconstruction of evolutionary relationships. Topics Offered Spring 2006 include basic population genetics and molecular

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267 Plant Systematics Laboratory 320 Colloquium on Molecular Medicine Field and laboratory studies of the identifi cation A study of cells and their diseased states in humans. and classifi cation of higher plants, with emphasis The cellular, molecular, metabolic and physiologi- on the New England fl ora. BIO 266 must be taken cal bases of selected diseases will be analyzed. concurrently. {N} 1 credit Topics will include gross and cellular pathology, John Burk infl ammation, metabolic, musculoskeletal and neu- Offered Spring 2006 rological disorders, as well as the clinical sympto- mology and therapeutic possibilities. Several topics 268 Microbiology: Eukaryotes will be given by pathologists at Baystate Medical Eukaryotes, cells with nuclei, have lived on the Center. Prerequisite: BIO 230. {N} 4 credits earth for at least two billion years. This course Stylianos Scordilis focuses on the bizarre and diverse world of mi- Offered Fall 2007 crobial eukaryotes (protists). Emphasis is on the origin and diversifi cation of eukaryotes, and on the 325 Cellular and Molecular Neuroscience numerous diseases caused by these microorgan- Molecular level structure-function relationships isms. Evaluation is based on a combination of tests, in the nervous system. Topics include: develop- discussions and a research paper on a topic cho- ment of neurons, neuron-specifi c gene expression, sen by each student. {N} 4 credits mechanisms of neuronal plasticity in learning and Laura Katz memory, synaptic release, molecular biology of Offered Fall 2006 neurological disorders, and molecular neurophar- macology. Prerequisites: BIO 230, BIO 234, or BIO 269 Microbiology: Eukaryotes Laboratory 236, or permission of the instructor. Laboratory The laboratory assignments allow students to ob- (326) must be taken concurrently. Enrollment serve microbial eukaryotes and use microscopy limited to 20. (E) {N} 4 credits and molecular techniques for experimentation Adam C. Hall with these organisms. Emphasis is on completion Offered Spring 2006 of an independent project. A one-day fi eld trip is scheduled. BIO 268 must be taken concurrently. 326 Cellular and Molecular Neuroscience {N} 1 credit Laboratory Laura Katz This laboratory initially uses tissue culture tech- Offered Fall 2006 niques to study the development of primary neurons in culture (e.g. extension of neurites and 270 Evolutionary Biology II: Biodiversity growth cones). This is followed by an introduction Our planet is inhabited by at least two million kinds to DNA microarray technology for studying gene of organisms and coming to intellectual grips with expression in the brain. The rest of the laboratory this fact is one of the greatest challenges of biology. uses the Xenopus oocyte expression system to This course deals with the patterns, origins, history, study molecular structure-function. Oocytes (frog description, and preservation of biodiversity. Topics eggs) are injected with DNA encoding for a variety include discovering and naming species; species of ion channels. The second half of the semester concepts and origins; major patterns in the paleon- involves a lab project using the expression system tological record; geographic patterns; measuring, to investigate channel characteristics or pharma- comparing, and explaining levels of diversity; and cology. BIO 325 must be taken concurrently. En- conserving biodiversity. The course includes a Sat- rollment limited to 20 (E) {N} 1 credit urday trip to the American Museum of Natural His- Adam C. Hall tory in New York City. Familiarity with basic genetic Offered Spring 2006 and evolutionary concepts is assumed. Alternates with BIO 262. {N} 4 credits. 330 Neurophysiology Stephen Tilley The function of nervous systems. Topics include Offered Spring 2008 electrical signals in neurons, synapses, the neural basis of form and color perception, and the gen-

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eration of behavioral patterns. Prerequisites: BIO sion by permission of the instructor. Additional 230, 236 or 256. Laboratory (331) must be taken prerequisite: BIO 230 or 236. Laboratory (337) concurrently. {N} 4 credits must be taken concurrently. Enrollment limited to Richard Olivo six. {N} 3 credits Offered Spring 2006 Richard Briggs Offered Fall 2005 331 Neurophysiology Laboratory Electrophysiological recording of signals from 337 Introduction to Biological Microscopy neurons, including an independent project in the Laboratory second half of the semester. BIO 330 must be taken The laboratory includes practical techniques for concurrently. {N} 1 credit light (fl uorescence, confocal, DIC) microscope Richard Olivo operation and a more thorough introduction to Offered Spring 2006 the scanning and transmission electron micro- scopes. Selected techniques of biological specimen 332 Histology preparation (fi xation, embedding, sectioning, and A study of the microscopic structure of animal staining) for the different microscopies, as well as tissues, including their cellular and extracellular associated data recording processes, will also be composition, function and arrangement into emphasized. In addition to the formal laboratory organs. Structural organization and structure-func- period, students will need to arrange blocks of tion relationships will be emphasized. Additional time to practice the techniques and work on self- prerequisite: BIO 230 or 236. Laboratory (333) designed investigations. is optional, but strongly recommended. Offered in BIO 336 must be taken concurrently. {N} 2 credits alternate years. {N} 4 credits Richard Briggs, Judith Wopereis Richard Briggs Offered Fall 2005 Offered Spring 2006 338 Algae and Fungi 333 Histology Laboratory Evolutionary origins, physiology and ecology of An introduction to microtechnique: the preparation algae and fungi. Emphasis placed on the role of of tissue and organs for light microscopic examina- algae and fungi in research, as well as their envi- tion, including fi xation, embedding and sectioning, ronmental and medical importance. Each student different staining techniques and cytochemistry, is responsible for two in-class presentations and and photomicrography. Also includes the study of associated research papers. Prerequisite: a 200- cell, tissue and organ morphology through exami- level course in botany or permission of the instruc- nation of prepared material. Minimum enrollment: tor. Laboratory (339) must be taken concurrently. six students. Additional prerequisite: BIO 332, Enrollment limited to 12. {N} 3 credits which should be taken concurrently. Offered in Paulette Peckol alternate years. {N} 1 credit Offered Spring 2007 Richard Briggs, Judith Wopereis Offered Spring 2006 339 Algae and Fungi Laboratory The laboratory will focus on concepts discussed in 336 Introduction to Biological Microscopy lecture and will include an independent project. This course will focus on theory, principles and A weekend fi eld trip is included. BIO 338 must be techniques of light (fl uorescence, confocal, DIC) taken concurrently. {N} 2 credits microscopy and scanning and transmission elec- Paulette Peckol tron microscopy in biology, including basic optics, Offered Spring 2007 instrument design and operational parameters. Associated equipment and techniques for speci- 340 Molecular Evolution men preparation and image recording will also be This course will focus on methods and approaches considered, along with discussions of elucidating in the emerging fi eld of molecular evolution. biological structure/function relationships. Admis- Topics will include quantitative reconstruction of

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selective and populational events shaping standing to infectious agents. Special topics include im- genetic variation; molecular mechanisms underly- munodefi ciencies, transplantation, allergies, im- ing mutation, recombination and gene conversion; munopathology and immunotherapies. Additional comparative analysis of whole genome data sets; prerequisite: Cell biology (BIO 230 or 236). Rec- comparative genomics and bioinformatics; applica- ommended: a genetics course (BIO 232 or 234) tions of molecular evolution in the fi elds of molecu- and/or a microbiology course (BIO 254/255). lar medicine, drug design, and disease and the use Laboratory (345) is optional. {N} 4 credits of molecular data for systematic, conservation and Christine White-Ziegler population biology. Prerequisite: BIO 232, or 234, Offered Fall 2005 or 262 or permission of the instructor. {N} 4 credits Robert Dorit 345 Immunology Laboratory Offered Fall 2005 Immunological techniques used in diagnosis and as research tools. Experimental exercises include 342 Molecular Biology of Eukaryotes immune cell population analysis, immunofl uores- Advanced molecular biology of eukaryotes and ence, Western blotting, ELISA and agglutination their viruses. Topics will include genomics, bioin- reactions. An independent project is completed at formatics, eukaryotic gene organization, regulation the end of the term. BIO 344 is a prerequisite or of gene expression, RNA processing, retroviruses, must be taken concurrently. Enrollment limited to transposable elements, gene rearrangement, meth- 16 students. {N} 1 credit ods for studying human genes and genetic diseases, Christine White-Ziegler molecular biology of infectious diseases, genome Offered Fall 2005 projects and whole genome analysis. Reading as- signments will be from a textbook and the primary 346 Developmental Biology literature. Each student will present an in-class pre- Developmental Biology is the study of the amaz- sentation and write a paper on a topic selected in ing processes by which a fertilized egg becomes a consultation with the instructor. Enrollment limited multicellular organism with thousands of different to 16. Additional prerequisite: BIO 234. Laboratory cell types. Observations of these remarkable phe- (343) is optional. {N} 4 credits nomena are presented in concert with the experi- Steven Williams ments underlying our current understanding of the Offered Fall 2005 control of these events. Emphasis is also placed on learning to design experiments to answer questions 343 Molecular Biology of Eukaryotes about cause and effect in biological systems, devel- Laboratory oping or otherwise. In addition to textbook reading A laboratory course designed to complement the assignments, students will learn to read and pres- lecture material in 342. Advanced techniques ent primary literature and compose an abbreviated used to study the molecular biology of eukaryotes grant proposal. Prerequisite: a course in molecular will be learned in the context of a semester-long genetics (BIO 232 or BIO 234), and cell biology project. These methods will include techniques for (BIO 236 or BIO 230). Laboratory (347) is op- studying genomics and gene expression including: tional, but recommended. {N} 4 credits cDNA library construction, DNA sequence analysis, Michael Barresi Northern blot analysis, RT-PCR, bioinformatics, and Offered Fall 2005 others. Enrollment limited to 16. Additional pre- requisite: BIO 235 and 342, which should be taken 347 Developmental Biology Laboratory concurrently. {N} 1 credit Observation, analysis and manipulation of various To be announced phenomena in the development of various organ- Offered Fall 2005 isms using both classic and modern techniques. During the second half of the semester, students 344 Immunology will design and carry out their own experiments An introduction to the immune system covering the focused on neural development using zebrafi sh as molecular, cellular, and genetic bases of immunity a model system. Lecture 346 must be taken con-

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currently. Enrollment limited to 12. {N} 1 credit 356 must be taken concurrently. {N} 1 credit Michael Barresi Denise Lello Offered Fall 2005 Offered Fall 2005

348 Molecular Physiology 359 Ecological Analysis Laboratory A study of cellular regulation at the molecular Exploration of ecological phenomena via computer level, with emphasis on single molecule physiology, stimulation and fi eld investigation. Topics include signaling cascades, their logic and cellular integra- density-dependent and random effects in popula- tion, membrane domains and transport mecha- tion growth, competition, predator-prey interac- nisms, and the application of molecular science to tions, age-structure analysis, ecological succession, modern medicine. Additional prerequisites: BIO and capture-recapture estimation of population 230 and CHM 223. Offered in alternate years. {N} size. The course assumes familiarity with ecological 4 credits principles, basic statistics, and use of Excel and Stylianos Scordilis Minitab software. Prerequisites: MTH 245 and a Offered Fall 2006 course in distribution area D. Alternates with BIO 361, Evolutionary Analysis Laboratory. {N} 2 credits 352 Animal Behavior Stephen Tilley Examination of the many approaches to the study Offered Spring 2008 of animal behavior. Topics include history of the fi eld, physiological bases of behavior, and behav- 361 Evolutionary Analysis Laboratory ioral ecology and evolution. Additional prerequi- The analysis and application of evolutionary princi- site: one of the following: BIO 242, 244, a statistics ples using computer modeling, phylogenetic analy- course or permission of the instructor. {N} 3 sis software and fi eld investigation. Topics include credits the quantitative analysis of generic drift and natural Virginia Hayssen selection, phylogenetic relationships, and genetic Offered Fall 2006 variation in natural populations. The course as- sumes an understanding of evolutionary principles 353 Animal Behavior Laboratory and mechanisms, basic statistics, and use of Excel Research design and methodology for fi eld and and Minitab software. Prerequisites: a course in laboratory studies of animal behavior. Additional distribution area E and MTH 245. Alternates with prerequisite, one of the following: BIO 242, 244, BIO 359. {N} 2 credits a statistics course or permission of the instructor. Stephen G. Tilley Concurrent enrollment in BIO 352 is required. Offered Spring 2007 Enrollment limited to 15 students. {N} 2 credits Virginia Hayssen 400 Special Studies Offered Fall 2005 Variable credit (1 to 5) as assigned Offered both semesters each year 356 Plant Ecology A study of plant communities and the relationships between plants and their environment. Additional Seminars prerequisite: a course in ecology or environmental science, or permission of the instructor. Laboratory 360 Topics in Molecular Biology (357) must be taken concurrently. {N} 3 credits Topic: Molecular Pathogenesis of Emerging In- Denise Lello fectious Diseases. This course will examine the Offered Fall 2005 impact of infectious diseases on our society. New pathogens have recently been identifi ed,while exist- 357 Plant Ecology Laboratory ing pathogens have warranted increased investiga- Field and laboratory investigations of the ecology of tion for multiple reasons, including as causative higher plants, with emphasis on New England plant agents of chronic disease and cancer and as agents communities and review of current literature. BIO of bioterrorism. Specifi c emphasis on the molecu-

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lar basis of virulence in a variety of organisms will generating and annotating genome data will also be be addressed along with the diseases they cause discussed. {N} 3 credits and the public health measures taken to address Laura Katz these pathogens. Prerequisite: A molecular genetics Offered Spring 2006 course (BIO 234) or a microbiology course (BIO 254). Recommended: An immunology course (BIO BIO 370/EGR 370 Topics in Microbiology 344). {N} 3 credits Topic to be announced. Permission of the instruc- Christine White-Ziegler tor required {N} 4 credits Offered Spring 2006 Robert Dorit Offered Fall 2006 364 Topics in Environmental Biology Topic: Biology and Geology of Coral Reefs—Past, Present, and Future. Coral reefs occupy a rela- The Major tively small portion of the earth’s surface, but their importance to the marine ecosystem is great. This Advisers: Students should choose their advisers, seminar will examine coral reefs in terms of their according to their interests, from the department geologic importance, both past and present, and faculty, with the exception that the chair of the their ecological interactions. Emphasis will be Board of Pre-Health Advisers does not serve as a placed on the status of modern coral reefs world- major adviser. wide, with a focus on effects of environmental and anthropogenic disturbances (e.g., sedimentation, Advisers for Study Abroad: Fall 2005, Paulette eutrophication, overfi shing). Prerequisite: permis- Peckol; Spring 2006, John Burk sion of the instructor. {N} 3 credits Paulette Peckol The major in biological sciences is designed to Offered Spring 2007 provide 1) a strong basis for understanding bio- logical perspectives on various issues, 2) concep- 366 Topics in Cellular Biology tual breadth across several major disciplines in Topic: Cancer: Cells Out of Control. Known since biology, 3) depth in one or more specialized fi elds the ancient Egyptians, cancers may be considered a in biology, 4) experience with modern tools and set of normal cellular processes gone awry in vari- techniques of biological research, and 5) the op- ous cell types. This seminar will consider chemical portunity to personally experience the excitement and radiation carcinogenesis, oncogenesis, growth and process of scientifi c investigation. Within this factor signaling pathways and the role of hormones general framework, students can construct course in cancers, as well as the pathologies of the dis- programs that serve their individual interests and eases. Prerequisite: BIO 230 or permission of the plans after graduation, while insuring that they instructor. {N} 3 credits acquire a broad background in the biological sci- Stylianos P. Scordilis ences and exposure to related fi elds such as chem- Offered Spring 2007 istry, physics, geology, engineering, mathematics and computer science. 368 Topics in Evolutionary Biology Topic: Genome Evolution: The past decade has Prospective majors are encouraged to enroll in one seen a dramatic increase in data on genome of the introductory colloquia (BIO 110) or in BIO sequences and structures. The seminar explores 111, or in both, as well as introductory chemistry these emerging data from an evolutionary perspec- (CHM 111 or 118) in their fi rst year. Some 200- tive, with the aim of understanding the evolution- and 300-level courses have chemistry, biology, or ary forces that drive genome evolution. We will statistics prerequisites. Note that one or two semes- examine genome data from microbial organisms, ters of organic chemistry are prerequisites for a including many disease-causing micorobes, as well number of 300-level courses. as from plants, animals and fungi. Technologies for

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The following requirements for the major apply to The advanced course requirement: At least students entering the Class of 2006 and beyond. seven credits from 300-level courses which may Students from other class years should consult with include EVS 300 and NSC 311. At least one must their advisers concerning major requirements. be a laboratory course. Special Studies (400) may not be counted toward completion of the advanced The major requires 56 credits for courses taken course requirement. from six major categories: The laboratory course requirement: At least four 1. Fundamental courses (17 credits). laboratory courses, one of which must be at the 2. Distribution courses (at least 16 credits). 300 level. With the adviser’s permission, a semester 3. Advanced courses (at least 7 credits). of Special Studies (400) may count toward the 4. Laboratory courses (at least 4 credits). requirement as a 200-level laboratory course, and 5. Elective courses a semester of Honors research (430, 431, or 432) 6. Independent research (no more than two se- may count as a 300-level laboratory course. mesters) Elective courses: Any course in the biology de- The fundamental course requirement: Biology partment may be used for elective credit, unless it offers two entry paths into the major: entering stu- is a course explicitly designated as a “non-majors dents may take either a topic-oriented colloquium course” (BIO 101, 102, 202/203). Non-majors (BIO 110) or a survey course (BIO 111), or both. courses can only be counted towards the major if BIO 110 and BIO 111 are offered in both semes- they are taken prior to declaring the major. Stu- ters, providing additional fl exibility to students dents who choose to take two colloquia (BIO 110) undertaking introductory coursework in math or may use one of them for elective credit. Up to two chemistry. The biology major also requires CHM courses from other departments or programs may- 111 or 118 and a course in statistics (MTH 245 is be counted as electives, provided that these relate strongly recommended for majors in the biological to a student’s particular interests in biology and sciences). Students with Advanced Placement, or are chosen in consultation with her adviser. Such students with unusually strong preparation in the courses might include, but are by no means limited biological sciences should consult with a biology to BCH 252 and 253; CHM 222 and 223; ESS 215; adviser at Fall registration, as they may be eligible EVS 300; GEO 231; NSC 200; NSC 311. to bypass 100-level biology offerings entirely. Those credits would instead be replaced with distribution Independent research: Independent research or advanced courses, as detailed in the Advanced is strongly encouraged but not required for the Placement section below. major in biological sciences. Up to two semesters of Special Studies (400) or Honors research (430, The distribution course requirement: Four of 431, or 432) may be counted toward completion the following courses, one from each of four distri- of the major. bution fi elds. Laboratory courses are listed where they must be taken concurrently with the associ- Options for majors with Advanced Placement ated lecture course. credit or other forms of strong high school preparation in biology. Field A. Cell biology: 230, 236. Prospective majors who enter Smith with AP credit, Field B. Genetics: 232, 234. AP coursework or an exceptionally strong back- Field C. Physiology: 250, 254/255, 256. ground in biology should consider bypassing in- Field D. Organismal biology: 240, 242/243, 244, troductory coursework and going directly into the 268/269, 270. more advanced (200-level) offerings. This option Field E. Evolutionary biology: 262, 266/267, 270. should be discussed with a biology adviser at Fall Field F. Ecology: 260, 264/265. registration, and will require the adviser’s consent. If approved, students may undertake one of the following options:

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1. One introductory colloquium (BIO 110) and fi ve distribution courses (one/distribution area). Biochemistry See pp. 110–114 2. Biology 111 and fi ve distribution courses (one/ distribution area).

3. Six distribution courses (one/distribution area). Environmental Science and Policy The Minor See pp. 211–213 Advisers: Members of the department also serve as advisers for the minor. Marine Science and Policy The requirements for the minor in biological sci- See pp. 299–300 ences comprise 24 credits chosen in consultation with an adviser. These courses usually include an introductory level course and must include one Neuroscience 300-level course. No more than one course de- signed primarily for non-majors may be included. See p. 318-322 One course from another department or program may be included provided that course is related to a students particular interest in biology and is cho- Graduate sen in consultation with her adviser. Adviser: Laura Katz. 507 Seminar on Recent Advances and Current Honors Problems in the Biological Sciences Director: Adam Hall. Students in this seminar discuss articles from the primary literature representing diverse fi elds of Requirements: the same as that for the major, and biology and present on their own research proj- 8 or 12 credits (430d, 431, or 432d) in the senior ects. Journal articles will be selected to coordinate year of individual investigation culminating in a with departmental colloquia. In alternate weeks, written thesis and an oral presentation. students will present talks on research goals, data collection and data analysis. This course is 430d Thesis required for graduate students and it must be re- 8 credits peated both years. Full-year course; Offered each year 2 credits Laura Katz 431 Thesis Offered Fall 2005 8 credits Offered Fall 2005 510 Advanced Studies in Molecular Biology 3 to 5 credits 432d Thesis Members of the department 12 credits Offered both semesters each year Full-year course; Offered each year 520 Advanced Studies in Botany 3 to 5 credits Members of the department Offered both semesters each year

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530 Advanced Studies in Microbiology 3 to 5 credits Prehealth Professional Members of the department Offered both semesters each year Programs Students may prepare for health profession schools 540 Advanced Studies in Zoology by majoring in any area, as long as they take 3 to 5 credits courses that meet the minimum requirements Members of the department for entrance. For most schools, these are two se- Offered both semesters each year mesters each of English, inorganic chemistry, or- ganic chemistry, physics, and biology. The science 550 Advanced Studies in Environmental courses must include laboratories. Biology courses Biology should be selected in consultation with the adviser, 3 to 5 credits taking into consideration the student’s major and Members of the department specifi c interests in the health professions. Other Offered both semesters each year courses often recommended include biochem- istry, mathematics through calculus, and social 590d Research and Thesis or behavioral science. Because health profession 8 credits schools differ in the details of their requirements, Full-year course; Offered each year students should confer with a Prehealth adviser as early as possible about specifi c requirements. Preparation for graduate study in the biological sciences. Information may be obtained from the Career De- velopment Offi ce or from Margaret E. Anderson, Graduate programs that grant masters and doctoral Chair of the Board of Pre-Health Advisers. degrees in biology vary in their admission require- ments, which may include at least one year each of mathematics (preferably including statistics), physics, and organic chemistry. Many programs stress both broad preparation across the biologi- cal sciences and a strong background in a specifi c area. Many institutions require scores on the Graduate Record Examination, which emphasize a broad foundation in biology as well as quantitative and verbal skills. Students contemplating graduate study should review the requirements of particular programs as early as possible in the course of their studies and seek advice from members of the department.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Senior Lecturer †2 Robert G. Linck, Ph.D. Lâle Aka Burk, Ph.D.

Associate Professors Senior Laboratory Instructor and Laboratory David Bickar, Ph.D. Supervisor Cristina Suarez, Ph.D., Chair Virginia White, M.A.

Assistant Professors Laboratory Instructors Kate Queeney, Ph.D. Maria Bickar, M.S. Kevin Shea, Ph.D. Rebecca Thomas, Ph.D. Elizabeth Jamieson, Ph.D. †2 Shizuka Hsieh, Ph.D. **1 Maureen Fagan, Ph.D.

Students who are planning to major in chemistry 108 Environmental Chemistry should consult with a member of the department An introduction to environmental chemistry, ap- early in their college careers. They should elect plying chemical concepts to topics such as acid General Chemistry as fi rst-year students and are rain, the greenhouse effect, the ozone layer, pho- advised to complete MTH 112 or MTH 114 and tochemical smog, pesticides and waste treatment. PHY 115 and 116 as early as possible. Chemical concepts will be developed as needed. {N} 4 credits All intermediate courses require as a prerequisite Shizuka Hsieh, Spring 2006 CHM 111 or 118 or an Advanced Placement score To be announced, Spring 2007 of 4 or 5. Offered Spring 2006, Spring 2007

100 Perspectives in Chemistry 111 Chemistry I: General Chemistry Topic: Chemistry of art objects. In this museum- An introductory course dealing with atomic and based course, chemistry will be discussed in the molecular structure and properties and with chem- context of art. We will focus on materials used by ical reactions. The laboratory includes techniques artists and how the chemistry of these materials in- of chemical synthesis and analysis. Enrollment fl uences their longevity. Current analytical methods limited to 60 per lecture section, 16 per lab sec- as well as preservation and conservation practices tion. {N} 5 credits will be discussed with examples from the Smith Kate Queeney, Kevin Shea, Shizuka Hsieh, David College Museum of Art. Three hours of lecture, Bickar, Virginia White, Fall 2005 discussion and demonstrations. Class meetings will To be announced, Fall 2006 take place in the Museum and in the Clark Science Offered Fall 2005, Fall 2006 Center. {N} 4 credits Lâle Aka Burk 118 Advanced General Chemistry Offered Spring 2006 This course is designed for students with a very strong background in chemistry. The elementary theories of stoichiometry, atomic structure, bond-

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ing, structure, energetics and reactions will be Introductory quantum mechanics opens the way quickly reviewed. The major portions of the course to molecular orbital theory and coordination will involve a detailed analysis of atomic theory and chemistry of transition metals. Topics in chemical bonding from an orbital concept, an examination thermodynamics include equilibria for acids and of the concepts behind thermodynamic arguments bases, analyses of entropy and free energy and in chemical systems and an investigation of chemi- electrochemistry. Prerequisite: 223 or permission cal reactions and kinetics. The laboratory deals of the instructor. Enrollment limited to 18 per lab with synthesis, physical properties and kinetics. section. {N} 5 credits The course is designed to prepare students for Kate Queeney, Virginia White CHM 222/223 as well as replace both CHM 111 Offered Spring 2006, Spring 2007 and CHM 224. A student who passes 118 cannot take either 111 or 224. Enrollment limited to 32. 226 Synthesis {N} 5 credits Synthetic techniques and experimental design in Robert Linck, Maria Bickar, Fall 2005 the context of multistep synthesis. The literature of Elizabeth Jamieson, Maria Bickar, Fall 2006 chemistry, methods of purifi cation and character- Offered Fall 2005, Fall 2006 ization. Recommended especially for sophomores. Prerequisite: 223. {N} 3 credits 222 Chemistry II: Organic Chemistry David Bickar, Rebecca Thomas, Spring 2006 An introduction to the theory and practice of To be announced, Spring 2007 organic chemistry. Structure, nomenclature and Offered Spring 2006, Spring 2007 physical and chemical properties of organic com- pounds with an emphasis on alkanes, alkyl halides, 321 Organic Synthesis alkenes, alkynes, cycloalkanes and carbonyl com- An examination of modern methods of organic syn- pounds. Spectroscopic methods of analysis focus- thesis and approaches to the synthesis of complex ing on infrared and nuclear magnetic resonance organic compounds with a focus on the current spectroscopy. Prerequisite: 111 or 118. Enrollment literature. Prerequisite: 223. Offered in alternate limited to 16 per lab section. {N} 5 credits years. {N} 4 credits Kevin Shea, Robert Linck, Rebecca Thomas, Kevin Shea Spring 2006 Offered Spring 2007 Kevin Shea, Maureen Fagan, Maria Bickar, Spring 2007 324 Organometallics Offered Spring 2006, Spring 2007 Structure and reactivity of transition metal organo- metallic complexes. A mechanistic approach is 223 Chemistry III: Organic Chemistry taken to exploring the ability of these complexes to The chemistry of alkyl halides, alcohols, ethers, catalyze organic reactions. General organometallic amines, aldehydes, ketones, carboxylic acids and and organic mechanistic principles will be applied functional derivatives of carboxylic acids, aromatic to transition-metal catalyzed reactions from the compounds and multifunctional compounds. In- current literature, such as polymerizations and cy- troduction to retrosynthetic analysis and multistep cloadditions. Prerequisite: 224. Offered in alternate synthetic planning. Prerequisite: 222 and success- years. {N} 4 credits ful completion of the 222 lab. Enrollment limited Maureen Fagan to 16 per lab section. {N} 5 credits Offered Fall 2006 Maureen Fagan, Lâle Burk, Fall 2005 Kevin Shea, Lâle Burk, Fall 2006 328 Bio-Organic Chemistry Offered Fall 2005, Fall 2006 This course deals with the function, biosynthesis, structure elucidation and total synthesis of the 224 Chemistry IV: Bonding, Structure and smaller molecules of nature. Emphasis will be on Energetics the constituents of plant essential oils, steroids An introduction to electronic structure, chemical including cholesterol and the sex hormones, alka- kinetics and mechanisms and thermodynamics. loids and nature’s defense chemicals, molecular

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messengers and chemical communication. The 337/EGR 337 Materials Chemistry objectives of the course can be summarized as This course provides an introduction to the in- follows: To appreciate the richness, diversity and terdisciplinary fi eld of materials from a chemist’s signifi cance of the smaller molecules of nature, to viewpoint. Students will learn fundamentals of solid investigate methodologies used to study and syn- state chemistry as well as techniques used to syn- thesize these substances and to become acquainted thesize and characterize materials (including crys- with the current literature in the fi eld. Prerequisite: talline and amorphous solids as well as thin fi lms). 223. Offered in alternate years. {N} 3 credits These concepts will be applied to current topics in Lâle Burk materials chemistry, culminating in a fi nal paper Offered Spring 2006 and oral presentation on a topic of each student’s choice. Prerequisite: CHM 224 or equivalent or 331 Physical Chemistry I permission of the instructor. Offered in alternate Quantum chemistry: the electronic structure of years. {N} 4 credits atoms and molecules, with applications in spec- Kate Queeney troscopy. An introduction to statistical mechanics Offered Spring 2007 links the quantum world to macroscopic proper- ties. Prerequisites: 224 and MTH 112 or MTH 114. 338 Bio-NMR Spectroscopy and Imaging MTH 212 or PHY 210 and PHY 115 are strongly This course is designed to provide an understand- recommended. {N} 4 credits ing of the general principles governing 1D and 2D Shizuka Hsieh, Fall 2005 Nuclear Magnetic Resonance (NMR) spectros- Cristina Suarez, Fall 2006 copy. Examples from the diverse use of biological Offered Fall 2005, Fall 2006 NMR in the study of protein structures, enzyme mechanisms, DNA, RNA, etc., will be analyzed and 332 Physical Chemistry II discussed. A basic introduction to Magnetic Reso- Thermodynamics and kinetics: will the contents nance Imaging will also be included, concentrating of this fl ask react and if so, how fast? Properties on its application to biomedical issues. Prerequi- that govern the chemical and physical behavior of site: A knowledge of NMR spectroscopy at the basic macroscopic collections of atoms and molecules level covered in CHM 222 and 223. {N} 4 credits (gases, liquids, solids and mixtures of the above). Cristina Suarez Prerequisite: 331. {N} 5 credits Offered Fall 2005 Kate Queeney, Maria Bickar, Spring 2006 Cristina Suarez, Spring 2007 339 Atmospheric Chemistry Offered Spring 2006, Spring 2007 An introduction to chemical species in the atmo- sphere and their reactions, with an emphasis on 335 Physical Chemistry of Biochemical modern experimental methods used to provide Systems measurements for atmospheric modeling. Discus- A course emphasizing physical chemistry of biolog- sion of fundamental spectroscopy, kinetics, photo- ical systems. Topics covered include chemical ther- chemistry and instrumental methods will accom- modynamics, solution equilibria, enzyme kinetics pany readings in current literature. Prerequisite: and biochemical transport processes. The labora- 224; 331, 347 strongly recommended. Offered in tory focuses on experimental applications of physi- alternate years. {N} 4 credits cal-chemical principles to systems of biochemical Shizuka Hsieh importance. Prerequisites: 224 or permission of Offered Spring 2006 the instructor and MTH 112. {N} 4 credits Cristina Suarez, Fall 2005 347 Instrumental Methods of Analysis Cristina Suarez, Maria Bickar, Fall 2006 A laboratory-oriented course involving spectro- Offered Fall 2005, Fall 2006 scopic, chromatographic and electrochemical methods for the quantitation, identifi cation and separation of species. Critical evaluation of data and error analysis. Prerequisite: 224 or permission

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of the instructor. {N/M} 5 credits Kate Queeney, Kevin Shea, Fall 2005 Cross-listed and Kate Queeney, Fall 2006 Interdepartmental Courses Offered Fall 2005, Fall 2006 BCH 352 Biochemistry II: Biochemical 357 Selected Topics in Biochemistry Dynamics Topic: Pharmacology and Drug Design. An in- Chemical dynamics in living systems. Enzyme troduction to the principles and methodology of mechanisms, metabolism and its regulation, energy pharmacology, toxicology and drug design. The production and utilization. Prerequisites: BCH 252 pharmacology of several drugs will be examined in and CHM 224. Laboratory (BCH 353) must be detail and computational software used to examine taken concurrently by biochemistry majors; op- drug binding and to assist in designing a new or tional for others. {N} 3 credits modifi ed drug. Some of the ethical and legal fac- Elizabeth Jamieson, Fall 2005 tors relating to drug design, manufacture and use David Bickar, Fall 2006 will also be considered. Prerequisite: BCH 352, or Offered Fall 2005, Fall 2006 permission of the instructor. Offered in alternate years. {N} 3 credits BCH 353 Biochemistry II Laboratory David Bickar Investigations of biochemical systems using ex- Offered Fall 2006 perimental techniques in current biochemical re- search. Emphasis is on independent experimental 363 Advanced Inorganic Chemistry design and execution. BCH 352 is a prerequisite or Topics in inorganic chemistry. Application of group must be taken concurrently. {N} 2 credits theory to coordination compounds, molecular Katherine Dorfman orbital theory of main group compounds and or- Offered Fall 2005, Fall 2006 ganometallic compounds. Prerequisite: 331. {N} 4 credits 400 Special Studies Elizabeth Jamieson 1 to 4 credits as assigned Offered Spring 2006, Spring 2007 Offered both semesters each year

369 Bioinorganic Chemistry This course will provide an introduction to the fi eld The Major of bioinorganic chemistry. Students will learn about the role of metals in biology as well as about the Advisers: Members of the department use of inorganic compounds as probes and drugs in biological systems. Prerequisites: CHM 223 and Adviser for Study Abroad: Virginia White 224. Offered in alternate years. {N} 4 credits Elizabeth Jamieson Students planning graduate study in chemistry are Offered Fall 2005 advised to include PHY 115 and 116 and MTH 212 or 211 in their programs of study. A major pro- 395 Advanced Chemistry gram that includes these courses, one semester of A course in which calculational techniques are biochemistry and additional laboratory experience illustrated and used to explore chemical systems in the form of either (a) two semesters of research without regard to boundaries of subdisciplines. (400, 430, or 432), or (b) one semester of re- Topics include molecular mechanics, semi-empiri- search and one elective course with laboratory, or cal and ab initio computations. Prerequisite: 331. (c) three elective courses with laboratory meets Offered in alternate years. {N} 4 credits the requirements of the American Chemical Society Robert Linck for eligibility for professional standing. Offered Spring 2006

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Required courses: 111, 222, 223, 224, 226, 331, 332, 347, 363 and a further six credits in chemis- Honors try, above the 200 level. Four of the six credits may Director: Elizabeth Jamieson be counted from the research courses 400, 430, or 432, or from BCH 252, BCH 352, GEO 301, PHY 430d Thesis 332, PHY 340, or PHY 348. Courses fulfi lling the 8 credits major requirements may not be taken with the S/U Full-year course; Offered each year option. 432d Thesis 12 credits The Minor Full-year course; Offered each year Advisers: Members of the department An individual investigation pursued throughout the senior year. The specifi ed required courses constitute a four- semester introduction to chemistry. The semesters Requirements: the same as those for the major, are sequential, giving a structured development of with the addition of a thesis and an oral examina- chemical concepts and a progressive presentation tion in the area of the thesis. of chemical information. Completion of the minor with at least one additional course at the intermedi- ate or advanced level affords the opportunity to explore a particular area in greater depth.

Required courses: 23 credits in chemistry that must include 111, 222, 223 and 224. Students who take 118 are required to include 118, 222 and 223. Special Studies 400 normally may not be used to meet the requirements of the minor. Courses fulfi lling the minor requirement may not be taken with the S/U option.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associate Professor **1 Justina W. Gregory, Ph.D. Nancy J. Shumate, Ph.D §1 Thalia A. Pandiri, Ph.D. (Classical Languages and Literatures and Comparative Literature) Lecturer Scott A. Bradbury, Ph.D, Chair Maureen B. Ryan, Ph.D. Nicholas C. Rynearson, B.A.

Majors are offered in Greek, Latin, classics and {L/F} 4 credits classical studies. Qualifi ed students in these majors Nicholas C. Rynearson have the opportunity of a semester’s study at the Offered Spring 2006 Intercollegiate Center for Classical Studies in Rome. Students planning to major in classics are ad- GRK 310 Advanced Readings in Greek vised to take relevant courses in other departments Literature such as art, English, history, philosophy and mod- Authors read in GRK 310 vary from year to year, ern foreign languages. but they are generally chosen from a list including Students who receive scores of 4 and 5 on the Plato, Homer, Aristophanes, lyric poets, tragedians, Advanced Placement test in Virgil may not apply historians and orators, depending on the interests that credit toward the degree if they complete LAT and needs of the students. GRK 310 may be re- 213 for credit. peated for credit, provided that the topic is not the Credit is not granted for the fi rst semester only same. Prerequisite: GRK 213 or permission of the of an introductory language course. instructor. {L/F} 4 credits

Demeter and Dionysus in Greek Religion Greek A study of two important divinities and their place in Greek religion through readings of the Homeric GRK 100y Elementary Greek Hymn to Demeter and Euripides’ Bacchae, the A yearlong course that will include both the funda- two principal literary sources for study of these mentals of grammar and, in the second semester, gods. The Hymn is our major source for knowl- selected readings. {F} 8 credits edge of Demeter and the Eleusinian Mysteries, the Scott Bradbury oldest mystery cult in the Greek world. Euripides’ Full year course; offered each year play is a deep and far-ranging meditation on the nature of the most complex of all Greek gods. Our GRK 212 Attic Prose and Drama approach will be both literary and historical. Prerequisite: 100y. {L/F} 4 credits Scott Bradbury Justina Gregory Offered Fall 2005 Offered Fall 2005 Aeschylus and Herodotus: Athens, the Savior of GRK 213 Homer, Iliad or Odyssey Greece Prerequisite: 212 or permission of the instructor. A study of how two fi fth-century authors, a trage- dian and a historian, viewed the wars against Persia

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that were to transform Athens into an imperial LAT 330 Advanced Readings in Latin power. Literature Nicholas C. Rynearson Authors read in LAT 330 vary from year to year, but Offered Spring 2006 they are generally chosen from a list including epic and lyric poets, historians, orators, comedians and GRK 404 Special Studies novelists, depending on the interests and needs of Admission by permission of the department, for students. LAT 330 may be repeated for credit, pro- majors and honors students who have had four vided that the topic is not the same. Prerequisite: advanced courses in Greek. 4 credits Two courses at the 200-level or permission of the Offered both semesters each year instructor. {L/F} 4 credits

Latin Satire Graduate Features of satire as a uniquely Roman genre; read- ings from Horace and Juvenal. Prerequisite: 216b GRK 580 Studies in Greek Literature or permission of the instructor. {L/F} This will ordinarily be an enriched version of the Nancy Shumate 300-level course currently offered. 4 credits Offered Fall 2005 Offered both semesters each year Roman Letters Adviser for Graduate Study: Nancy Shumate. Selected readings from Roman epistolary literature, including works by Cicero, Pliny and Seneca. At- tention to the development of epistolary theory and Latin style; mechanics of exchange; private vs. public correspondence; and verse adaptations of the let- LAT 100y Elementary Latin ter form. Prerequisite: 216 or permission of the Fundamentals of grammar, with selected readings instructor. {L/F} from Latin authors in the second semester. {F} Maureen Ryan 8 credits Offered Spring 2006 Nicholas C. Rynearson, Maureen Ryan Full-year course; offered each year LAT 404 Special Studies Admission by permission of the department, for LAT 212 Introduction to Latin Prose and majors and honors students who have had four Poetry advanced courses in Latin. 4 credits Practice and improvement of reading skills through Offered both semesters each year the study of a selection of texts in prose and verse. Systematic review of fundamentals of grammar. Prerequisite: LAT 100y, or the equivalent. {L/F} Graduate 4 credits Maureen Ryan LAT 580 Studies in Latin Literature Offered Fall 2005 This will ordinarily be an enriched version of the 300-level courses currently offered. LAT 213 Introduction to Virgil’s Aeneid 4 credits Prerequisite: 212 or permission of the instructor. Offered both semesters each year {L/F} 4 credits Nancy Shumate Adviser for Graduate Study: Nancy Shumate. Offered Spring 2006

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 135135 77/26/05/26/05 9:15:029:15:02 AMAM 136 Classical Lan guag es and Literatures Classics in Translation The Major in Greek, Latin, CLS 227 Classical Mythology or Classics The principal myths as they appear in Greek and Roman literature, seen against the background of Advisers: Members of the department ancient culture and religion. Focus on creation myths, the structure and function of the Olympian Adviser for Study Abroad: Scott Bradbury pantheon, the Troy cycle and artistic paradigms of the hero. Some attention to modern retellings and Basis: in Greek, 100y; in Latin, 100y; in classics, artistic representations of ancient myth. Enrollment Greek 100y and Latin 100y. limited to 30 in each semester. {L/A} 4 credits Nicholas C. Rynearson, Fall 2006 Requirements: in Greek, eight four-credit courses Scott Bradbury, Spring 2006 in the language in addition to the basis; in Latin, Offered Fall 2005, Spring 2006 eight four-credit courses in the language in ad- dition to the basis; in classics, eight four-credit CLS 236 Cleopatra: Histories, Fictions, courses in the languages in addition to the basis Fantasies and including not fewer than two in each language. A study of the transformation of Cleopatra, a com- petent Hellenistic ruler, into a historical myth, a staple of literature and a cultural lens through The Major in Classical which the political, aesthetic and moral sensibilities of different eras have been focused. Roman, Me- Studies dieval, Renaissance, Orientalist, Postcolonial, Hol- Advisers: Members of the department lywood Cleopatras; reading from, among others, Plutarch, Virgil, Boccaccio, Shakespeare, Dryden, Basis: GRK 100y or LAT 100y (or the equivalent). Gautier, Shaw, historical novelists; some attention Competence in both Greek and Latin is strongly to Cleopatra in the visual arts. {L/H} 4 credits recommended. Nancy Shumate Offered Spring 2006 Requirements: nine semester courses in addition to the basis. Four chosen from GRK (200-level or above) or LAT (200-level or above); at least two Cross-listed and from classics in translation (CLS); and at least two appropriate courses in archaeology (ARC), art Interdepartmental Courses history (ARH), government (GOV), ancient history GLT 291 Western Classics in Translation from (HST), philosophy (PHI) and/or religion (REL), Homer to Dante chosen in accordance with the interests of the Offered Fall 2005 student and in consultation with the adviser. With the approval of the adviser courses in other depart- GLT 292 Western Classics in Translation from ments and programs may count toward the major. Chrétien de Troyes to Tolstoy Offered Spring 2006 The Minor in Greek Advisers: Members of the department

Requirements: six four-credit courses, of which at least four must be courses in the Greek language and at least three must be at or above the 200 (in-

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termediate) level. The remaining courses may be chosen from Greek history, Greek art, ancient phi- Greek, Latin, or Classics losophy, ancient political theory, ancient religion, or classics in translation. At least one course must Graduate be chosen from this category. 590d Research and Thesis 8 credits The Minor in Latin Full-year course; Offered each year Advisers: Members of the department 590 Research and Thesis 4 or 8 credits Requirements: six four-credit courses, of which Offered both semesters each year at least four must be courses in the Latin language and at least three must be at or above the 200 (intermediate) level. The remaining courses may be chosen from Roman history, Roman art, ancient political theory, ancient religion, or classics in translation. At least one course must be chosen from this category. The Minor in Classics Advisers: Members of the department.

Requirements: six four-credit courses in Greek or Latin languages and literatures at or above the level of 212, including not fewer than two in each language. One of these six courses may be replaced by a course related to classical antiquity offered either within or outside the department and taken with the department’s prior approval. Honors in Greek, Latin, Classics, or Classical Studies Director: Nancy Shumate

430d Thesis 8 credits Full-year course; Offered each year

Requirements: the same as those for the major, with the addition of a thesis, to be written over the course of two semesters and an examination in the general area of the thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Ann Rosalind Jones, Ph.D., Director Associate Professors †1 Anna Botta, Ph.D. (Italian Language and Professors Literature and Comparative Literature) **1 Maria Banerjee, Ph.D. (Russian Language and Reyes Lázaro, Ph.D. (Spanish and Portuguese) Literature) †2 Luc Gilleman, Ph.D. (English Language and Elizabeth Harries, Ph.D. (English Language and Literature) Literature and Comparative Literature) **1, *2 Sabina Knight, Ph.D. (East Asian Languages §1 Thalia Alexandra Pandiri, Ph.D. (Classical and Literatures) Languages and Literatures and Comparative Assistant Professors Literature) Katwiwa Mule, Ph.D. *1 Janie Vanpée, Ph.D. (French Studies) **2 Justin Cammy, Ph.D. (Jewish Studies) **1 Craig R. Davis, Ph.D. (English Language and Dawn Fulton, Ph.D. (French Studies) Literature) Nicolas Russell, Ph.D. (French Studies) Jocelyne Kolb, Ph.D. (German Studies) Lecturer Margaret Bruzelius, Ph.D.

A comparative study of literature in two languages, fi rst-years”). After their fi rst year, all students are one of which may be English. eligible to take 200-level CLT courses unless other- wise specifi ed. Courses at the 300 level require at GLT 291/ENG 202 Western Classics in Translation, least one 200-level literature course or permission from Homer to Dante of the instructor. Offered Fall 2005 In Comparative Literature courses, readings and GLT 292/ENG 203 Western Classics in Translation, discussion are in English, but students are encour- from Chrétien de Troyes to Tolstoy aged to read works in the original language when- Offered Spring 2006 ever they are able.

(See p. 203). An interdepartmental course, GLT 291/ENG 202 is a requirement for the CLT ma- Introductory Courses jor. Students interested in comparative literature should take it as early as possible, if they are ready ENG 120 Celtic Worlds for a fast-paced, challenging course that includes a Craig R. Davis lot of reading and writing. Offered Fall 2005

Some comparative literature courses are open GLT 291/ENG 202 Western Classics in to students at all levels. Many 200-level courses, Translation, from Homer to Dante unless otherwise described in this catalogue, are Ann Jones, Nancy Shumate, Elizabeth Harries, open to well qualifi ed fi rst-year students if they Director obtain the instructor’s permission (even if the Offered Fall 2005 short course schedule labels them “Not open to

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GLT 292/ENG 203 Western Classics in such African languages as Swahili and Songhay, will Translation, from Chrétien de Troyes to include Achebe’s Things Fall Apart, Ngugi’s The Tolstoy River Between, Bessie Head’s Maru, Mariama Bâ’s Robert Hosmer So Long A Letter, Soyinka’s Death and the King’s Offered Spring 2006 Horseman and The Epic of Askia Mohammed recounted by Nohou Malio. Open to students at all 293 Writings and Rewritings levels. (E) {L} Topic: Antigones. A study of how literary texts writ- Katwiwa Mule ten in a particular historical and cultural moment Offered Fall 2005 are revised and transformed in new geographies, ideological frameworks and art forms. Oedipus’ ENG 207 The Technology of Reading and daughter Antigone, executed for buying her brother Writing against the decree of the tyrant Creon, has been An introductory exploration of the physical forms read as a sister defending family bonds against that knowledge and communication have taken state power, as a woman supporting private good in the West, from ancient oral cultures to modern over civic law and as a feminist resisting male print-literate culture. Our main interest will be domination. Why has she been interpreted in such in discovering how what is said and thought in a different ways in different times and places? We’ll culture refl ects its available kinds of literacy and analyze her transformations from ancient Greece to media of communication. Topics to include poetry the 21st century in drama and fi lm from Sophocles and memory in oral cultures; the invention of writ- to Anouilh, Brecht, the Congolese dramatist Syl- ing; the invention of prose; literature and science in vain Bemba and the modern American playwright a script culture; the coming of printing; changing Martha Boesing and in theorists from Hegel to concepts of publication, authorship and originality; Lévi-Strauss, Lacan, Derrida, Gayle Rubin, Seyla movements toward standardization in language; Benhabib and Judith Butler. political implications of different kinds and levels Ann Jones of literacy. {L} 4 credits Offered Spring 2006 Douglas Patey Offered Fall 2005

Intermediate Courses 218 Holocaust Literature Creative responses to the destruction of European CLT 204/ENG 204 Arthurian Legend Jewry, differentiating between literature of the Ho- The legend of Arthurian Britain as it developed locaust (texts written in extremis in the ghettos, in Wales, France and England. Readings will in- camps or in hiding) and post-war literature about clude early Welsh poems and tales, Geoffrey of the Holocaust. Does Holocaust literature build Monmouth, Chrétien de Troyes, Marie de France, upon existing archetypes from Jewish literature of La Queste del Saint Graal, the Gawain-poet and catastrophe, or establish itself as an entirely new Malory. {L} 4 credits literary tradition? In what ways do dynamics of ar- Nancy Bradbury tistic representation respond to shifts in language, Offered Fall 2005 cultural and ideological context, audience and the passage of time? Who is authorized to tell the story 205 Twentieth-Century Literatures of Africa of the Holocaust? How to balance competing claims An introduction to the major genres and writers of individual and collective experience, the rights of modern Africa. Novels, short stories, drama of the imagination and the pressures for historical and epics from every region of Africa, focusing on accuracy? Considers texts from a variety of artistic the way in which they draw upon traditional oral genres (diary, memoir, reportage, poetry, novel, cultures, confront over a century of European co- oral testimony, comic book, fi lm, monument, lonialism on the continent and represent contem- museum and literary theory), balancing works by porary postcolonial realities. Texts, some written well-known European and American writers and in English and others translated from French and the recovery of Hebrew and Yiddish voices, all in

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translation. Open to students at all levels. Enroll- them. Some attention to oral storytelling and to ment limited to 75. {H/L} 4 credits related stories in other cultures. Writers will in- Justin Cammy clude Aulnoy, Perrault, le Prince de Beaumont, Offered Fall 2005 the Grimms, Andersen, Christina Rossetti, Angela Carter, Sexton, Broumas. Prerequisite: at least one 220 Colloquium college-level course in literature. Not open to fi rst- Topic: Imagining Language. We will think about year students. {L} 4 credits the links between words and things as philoso- Elizabeth Harries phers and artists have imagined them. Reading Offered Spring 2006 largely pre-20th-century theories of language by Plato, St. Augustine, Locke, Condillac, Freud and CLS 236 Cleopatra: Histories, Fictions, others, we will pair each of these thinkers with Fantasies 20th-century artists (poets, book makers, prose A study of the transformation of Cleopatra, a com- writers) who meditate in their work on the same petent Hellenistic ruler, into a historical myth, a questions of language. Short exercises (anagrams, staple of literature and a cultural lens through rebuses, alphabet poems, portmanteau words) will which the political, aesthetic and moral sensibilities be an integral part of the course. {L} 4 credits of different eras have been focused. Roman, Me- Margaret Bruzelius dieval, Renaissance, Orientalist, Postcolonial, Hol- Offered Fall 2005 lywood Cleopatras; reading from, among others, Plutarch, Virgil, Boccaccio, Shakespeare, Dryden, CLS 227 Classical Mythology Gautier, Shaw, historical novelists; some attention The principal myths as they appear in Greek and to Cleopatra in the visual arts. {L/H} Roman literature, seen against the background of 4 credits ancient culture and religion. Focus on creation Nancy Shumate myths, the structure and function of the Olympian Offered Spring 2006 pantheon, the Troy cycle and artistic paradigms of the hero. Some attention to modern retellings and EAL 236 Modernity: East and West artistic representations of ancient myth. Enrollment What can the project of modernity, particularly the limited to 30 in both semesters. {L/A} 4 credits Enlightenment concern for human rights, mean Timothy Allison for Chinese writers and for us today? How can we Offered Fall 2005, Spring 2006 understand current struggles for human rights in terms of the different directions modernity and its 234 The Adventure Novel: No Place for a critique have taken in Europe, Japan and China? We Woman? will read selections from European and East Asian This course explores the link between landscape, philosophers before examining the infl ux of West- plot and gender: how is the adventure landscape ern theories of modernity and comparing histories organized? Who lives where within it? What bound- of modern imperialism, ideas of national culture aries mark safe and unsafe places? Beginning with and literature’s function in nationalist movements. essays on cartography by Denis Wood, we’ll read Close readings of 20th-century Chinese fi ction and three classic 19th-century boys’ books (Scott, Ste- fi lm will focus on questions of alienation and social venson, Verne), then adventure fi ctions with female responsibility. Writers such as Kant, Marx, Soseki, protagonists by E.M. Forster, Ursula Le Guin, Peter Tanizaki, Lu Xun and Mo Yan. {L} 4 credits Dickinson, Astrid Lundren and others, to explore Sabina Knight the ways in which this genre has embraced and Offered Fall 2005 resisted female heroes. {L} 4 credits Margaret Bruzelius 240 Childhood in Literatures of Africa and the Offered Spring 2006 African Diaspora Childhood, intimately tied to social, political and 235 Fairy Tales and Gender cultural histories, to questions of self- and national A study of the literary fairy tale in Europe from the identity, entails specifi c crises in Africa and the 1690s to the 1990s, with emphasis on the ways African diaspora, focusing on loss of language, women have written, rewritten and transformed

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exile and memory. How does the enforced acquisi- Jewish writing in America remain on the margins, tion of a colonizer’s language affect children as neither American enough (“too Jewish”) for the they attempt to master the codes of an alien tongue mainstream nor ethnic enough for the new multi- and culture? How do narratives told from the point cultural curriculum? Novels, short stories, poetry of view of children represent and deal with such and essays by recipients of the Nobel and Pulitzer alienation and what are the relationships between Prizes, the National Book Award and many others. recollections of childhood and published autobi- {L/H} 4 credits ography? Texts will include Camara Laye’s The Af- Justin D. Cammy rican Child, Tahar Ben-Jalloun’s The Sand Child, Offered Spring 2006 Julia Alvarez’s How the Garcia Girls Lost their Accents, Toni Morrison’s The Bluest Eye. Open to EAL 261 Major Themes in Literature: East- students at all levels. {L} 4 credits West Perspectives—Gendered Fate Katwiwa Mule Is fate indifferent along lines of gender? What Offered Fall 2005 (and whose) interests are served by appeals to destiny? Close readings of women’s narratives of EAL 245 Writing, Japan and Otherness desire, courtship, sexuality, prostitution and rape A study of representations of “foreign” cultures will explore how belief in inevitability mystifi es the in Japanese literary and cinematic production of gender-based oppression in social practices and Japan’s modern period, from the mid-19th cen- institutions. Are love, marriage and mothering bio- tury until the present. How was (and is) Japan’s logical imperatives? What are love, seduction and identity as a modern nation confi gured through desire if not freely chosen? Or is freely chosen love representations of “others?” How are categories of merely a Western ideal? How might women write to race, gender, nationality, class and sexuality used in overcome fatalistic discourses that shape the con- the construction of “otherness?” We will consider struction of female subjectivity and agency? Works the development of modern Japanese national and by Simone de Beauvoir, Hayashi Fumiko, Hong individual identities as well as explore issues of Ying, Nadine Gordimer, Toni Morrison and Wang travel, colonialism, immigration and military oc- Anyi. All readings in English translation. Open to cupation. Assigned texts include literary works by students at all levels. {L} 4 credits Natsume Sôseki, Tanizaki Jun’ichirô, Yosano Akiko Sabina Knight and Hayashi Kyôto and Lee Yangji as well as critical Offered Fall 2005 articles by Edward Said, Mary Louise Pratt and Lisa Lowe. All readings are in English translation. {L} 4 267 African Women’s Drama credits This course will examine how African women Kimberly Kono playwrights use drama to confront the realities of Offered Fall 2005 women’s lives in contemporary Africa. What is the specifi city of the vision unveiled in African women’s JUD 258/ENG 230 The Jewish Writer in drama? How do the playwrights use drama to mock America rigid power structures and confront crisis, instabil- The Jewish writer’s engagement with America, ity and cultural expression in postcolonial Africa? from the 1890s through the cultural upheavals of How and for what purposes do they interweave the 1960s from writing on the margins in Yiddish the various aspects of performance in African to the central role of Jews in shaping American oral traditions with elements of European drama? literature after World War II. Narratives of im- Readings, some translated from French, Swahili migration and acculturation; the myth of America and other African languages, will include Ama Ata and its discontents; negotiating anti-Semitism in Aidoo’s Anowa, Osonye Tess Onwueme’s Tell It to the Anglo-American literary tradition; the rise of Women, An Epic Drama for Women and Penina the New York Intellectuals; literary feminisms; Mlama’s Nguzo Mama (Mother Pillar). (E) {L} Jewish comedy and satire; crises of the Left involv- 4 credits ing Communism, Black-Jewish relations and ’60s Katwiwa Mule radicalism; and the shadow of the Holocaust. Must Offered Spring 2006

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272 Women Writing: 20th and 21st Century at all levels. {L} 4 credits Fiction Justin Cammy A study of the pleasures and politics of fi ction by Offered Fall 2006 women from English-speaking and French-speak- ing cultures. How do women writers engage, sub- 278 Gender and Madness in African and vert and/or resist dominant meanings of gender, Caribbean Prose sexuality, race and ethnicity and create new narra- The representation of madness in novels written in tive spaces? Who speaks for whom? How does the English and French by women from Africa and the reader participate in making meaning(s)? How do Caribbean. Beginning with an introduction to theo- different theoretical perspectives (feminist, lesbian, ries of madness, we will look specifi cally at how queer, psychoanalytic, postcolonial, postmodern) the category of madness functions in these novels, change the way we read? Writers such as Woolf, connoting on the one hand exoticism and mar- Colette, Condé, Larsen, Morrison, Duras, Rule, ginality and on the other a language of resistance. Kingston, Shields and Atwood. Not open to fi rst- Emphasis on close formal analysis, with particular year students. {L/H} 4 credits attention to how such narratives articulate or ob- Marilyn Schuster scure boundaries between madness and reason Offered Spring 2006 and how gender fi gures in these boundaries. Essays by Edouard Glissant and Franz Fanon; works by 274 The Garden: Paradise and Battlefi eld such authors as Ken Bugul, Tsitsi Dangarembga, Ever since Genesis, the garden has been depicted Bessie Head, Jean Rhys, Maryse Condé and Myriam not only as a paradise, a refuge and a women’s Warner-Vieyra. Open to students at all levels. {L} place, but also as a jungle that challenges defi ni- 4 credits tions of the self and of that self’s place in the world. Dawn Fulton How have shared notions about the relation of gar- Offered Spring 2006 dens to their inhabitants changed from one culture and historical period to another? Some attention POR 280 Portuguese and Brazilian Voices in to the theory and history of landscape gardening. Translation Texts by Mme. de Lafayette, Goethe, Austen, Balzac, Topic: Literature on the Margins of Modernity. Zola, Chekhov, Colette, D.H. Lawrence and Alice This course will introduce celebrated writers from Walker. {L} 4 credits the Portuguese-speaking world. While some of Ann Leone these writers have achieved international acclaim, Offered Spring 2006 the location of their writing at the edges of global modernity is vital to understand not only the aes- 277 At Home with Kafka: Jewish Writing of thetic and thematic force of their works but also the 20th Century the frameworks for their reception in translation. From the comedy and strangeness of the Kaf- In addition to close-readings of a limited selec- kaesque to Bashevis Singer’s demons and dybbuks, tion of works, we will discuss the place of these from the chaos of war and revolution to utopian writers in their respective national literatures, a and dystopian landscapes, Jewish authors defi ned transnational Portuguese-language literature and the modern predicament. Relationships between world literature today. Writers may include: José art and exile, language and identity, homeless Saramago (Portugual); Machado de Assis, Clarice imaginations and imagined homecomings, folklore Lispector, Luis Fernando Verissimo (Brazil); Mia and avant-garde culture, the particularity of Jewish Couto (Mozambique). Course conducted in Eng- experience and the universality of the Jew. Implica- lish. {A/L} 4 credits tions of the choice between writing as a Jew in a Malcolm McNee so-called minor language (Hebrew and Yiddish) Offered Spring 2006 and writing as a minority in a major European lan- guage. Readings from 20th-century masters of the 285/HSC 285 Mnemosyne: Goddess or novel, short story and literary theory with particular Demon attention to the link between modernist experimen- For the ancient Greeks, Mnemosyne (the Greek tation and the crisis of modernity. Open to students word for memory) was a goddess who gave them

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control over time and truth. More recently, the concentrating in Spanish. Prerequisite: SPN 230 or Western tradition has described memory rather above or permission of the instructor. (E) {F/L} as a source of uncertainty and chaos. But whether 1 credit in fear or in awe, the West has always described Reyes Lázaro memory as central to human experience. This Offered Spring 2006 course will explore literary and scientifi c descrip- tions of memory in several periods from antiquity 364 Tradition and Dissent: Don Juan, World/s to the present. Texts by Hesiod, Pindar, Plato, Au- Traveler gustine, Aquinas, Petrarch, Marguerite de Navarre, Don Juan has been called a scoundrel, a Romantic Freud, Proust, Borges and Kis, among others. {L} hero, a quintessential ‘macho,’ a homosexual, 4 credits a rebel against stifl ing social and sexual mores, Nicolas Russell an emblem of Spain. Different attitudes towards Offered Fall 2005 Don Juan reveal how countries and ages interpret conquest, patriarchal power, religion, sex, gender, freedom and rebellion. This course traces the Advanced Courses world travels and transformations of the character from sinner and philosopher in the 17th century 305 Studies in the Novel (Tirso and Molière, respectively), to a symptom of Topic: The Modern African Novel: Texts and Is- the arrival of modern sensibility (Mozart-Da Ponte) sues. A study of the controversies about the origins and a nationalistic symbol in19th- and 20th-cen- of the African novel and its thematic, ideological tury Spain (Zorrilla, Valle-Inclán, Azorin). Films by and aesthetic visions. Is there a demonstrable rela- Losey and Sellars (Don Giovanni). Frears (Dan- tionship between the modern African novel, a late gerous Liaisons), Levin (Don Juan De Marco), 20th-century phenomenon and the oral epic tradi- Mediero (Don Juan, My Love). Taught in English, tions of the continent? Should we read the African the Spanish texts are offered in the original in the novel as an experiment in form, driven by diverse one-credit course SPN 356. {L} 4 credits African experience as writers attempt to grapple Reyes Lázaro with local social, political and gender formations? Offered Spring 2006 We will attempt to respond to these questions through an in-depth study of texts such as Ngugi EAL 360 Seminar: Topics in East Asian wa Thiong’o’s Devil on the Cross, Achebe’s A Man Languages and Literatures of the People, Ama Ata Aidoo’s Our Sister Killjoy, Topic: Images of Colonial Japan (new topic) Nawal el Saadawi’s God Dies by the River Nile and Kim Kono Cheikh Hamidou Kane’s Ambiguous Adventure. Offered Spring 2006 4 credits Katwiwa Mule 368 The Play of Ideas Offered Spring 2006 Close textual study of modern Continental plays that deal with violence as a destructive and transforma- SPN 356 Close Reading, Translation and tive force in history. Manifestoes and theories about Performance: Don Juan the subversiveness of art and its complicity with Close reading in the original Spanish of three of the status quo, writing as private and social act, the Don Juan plays read in English in CLT 364 purposes of drama as imaginative transgression (Tirso’s, Valale-Inclán’s and Azorin’s). This course and social responsibility. Topics include the French provides opportunities to practice literary reading Revolution and the Holocaust; plays by Peter Weiss, and communicative skills in Spanish and to perfect Elfride Jelinek, Dario Fo and Vaclav Havel; essays pronunciation and exposition through brief perfor- by Sartre, Artaud, Bataille and Sue-Ellen Case. {L} mances and translations as well as two fi lm reviews 4 credits in Spanish. Highly recommended in combination Luc Gilleman with SPN 364 for Spanish majors and CLT students Offered Fall 2005

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language. If a student takes both semesters of Critical Theory and Method a yearlong literary survey in a foreign language (e.g., FRN 253, 254), she may count either se- 300 Contemporary Literary Theory mester as an advanced literature course. The interpretation of literary and other cultural 3. Three literature courses in an additional lan- texts by psychoanalytic, Marxist, structuralist and guage, which may be English. In certain cases a post-structuralist critics. Emphasis on the theory student may take up to three upper-level courses as well as the practice of these methods: their as- of literature in translation, in a distinct language sumptions about writing and reading and about or regional or national literature, such as the literature as a cultural formation. Readings include literature of a seldom taught language, includ- Freud, Lacan, Barthes, Derrida and Foucault. En- ing Old Norse or Basque, or in African, Middle rollment limited to 25. {L} 4 credits Eastern, Arabic, Chinese, Japanese, Jewish (Yid- Ann Jones dish, Ladino or Hebrew) or Russian literature. A Offered Fall 2005 student wishing to pursue this option must pres- 340 Problems in Literary Theory ent her adviser with a plan for the courses she A fi nal seminar required of senior majors, de- intends to take and a rationale for her choice; signed to explore one broad issue (e.g., exile, the 4. GLT 291, CLT 293, CLT 300, CLT 340. (Note: body and writing, self-portraiture and gender) de- GLT 291 is a prerequisite for 293 and 340 and fi ned at the end of the fall semester by the students should be taken as early as possible.); themselves. Prerequisites: GLT 291 and CLT 300, or 5. Among the literature courses taken for the permission of the instructor. {L} 4 credits major, in the CLT program or in language and Ann Jones literature departments, one course must focus Offered Spring 2006 on texts from cultures beyond the European/ American mainstream: e.g., East Asian, African 404 Special Studies or Caribbean writing, or minority writing in Admission by permission of the instructor and di- any region. One course must focus on litera- rector. 4 credits ture written before 1800. (GLT 292 fulfi lls this Offered both semesters each year requirement.) One course must include sub- stantial selections of poetry. Each student will consult with her adviser about how her courses The Major meet these requirements. Before entering the major, the student must prove her profi ciency by completing a course in the foreign language or languages of her choice at Honors the level of CHI 350, GER 221, GRK 212, ITL 231, Requirements: the same as those for the major, JPN 350, LAT 212, POR 215, RUS 332, SPN 230 or with the addition of a thesis (430d), to be written SPN 244, or FRN 230. FRN 260 may be counted in both semesters of the senior year. The fi rst draft as one of the three advanced courses in literature is due on the fi rst day of the second semester and required for the comparative literature major. If a will be commented on by both the adviser and a student has not demonstrated her profi ciency in second reader. The fi nal draft is due on April 1, to courses at Smith College, it will be judged by the be followed later in April by an oral presentation department concerned. and discussion of the thesis. Requirements: 13 semester courses as follows: Director: Luc Gilleman 1. Three comparative literature courses (only courses with a primary or cross-listing in Com- 430d Thesis parative literature count as comparative litera- 8 credits ture courses); Full-year course; offered each year 2. Three appropriately advanced literature courses, Director of Study Abroad: Ann Jones approved by the major adviser, in one foreign

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors †1 Dominique F. Thiébaut, Ph.D. Michael O. Albertson, Ph.D., (Mathematics) Judy Franklin, Ph.D. Joseph O’Rourke, Ph.D., Chair †2 Ileana Streinu, Ph.D. Assistant Professors Nicholas Howe, Ph.D. Associate Professors *2 Judith Cardell, Ph.D. (Clare Booth Luce Assistant Merrie Bergmann, Ph.D. Professor of Computing Engineering)

Four computer science courses have no pre- memory, disks, and video monitors; programming requisites. These are CSC 102 (How the Internet languages and their role in developing applica- Works), CSC 103 (How Computers Work), CSC tions; and operating system functions, including fi le 111 (Computer Science I) and CSC 294 (Introduc- system support and multitasking, multiprogram- tion to Computational Linguistics). Students who ming and timesharing. Weekly labs give hands-on contemplate a major in computer science should experience. Enrollment limited to 30. {M} 2 credits consult with a major adviser early in their college Judith Cardell career. Offered fi rst half of the semester, Fall 2005

102 How the Internet Works 105 Interactive Web Documents An introduction to the structure, design and opera- A half-semester introduction to the design and tion of the Internet, including the electronic and creation of interactive environments on the Web. physical structure of networks; packet switching; Focus on three areas: 1) Web site design; 2) how e-mail and Web browsers work, domain Javascript; 3) Embedded multimedia objects. En- names, mail and fi le transfer protocols, encoding rollment limited to 30. Prerequisites: CSC 102 or and compression, http and HTML, the design of equivalent competency with HTML. (E) {M} Web pages, and the operation of search engines, 2 credits beginning JavaScript; the DOM. Both history and Nicholas Howe societal implications are explored. Prerequisite: Offered second half of the semester, Spring basic familiarity with word processing. Enrollment 2006 limited to 30. The course will meet for half of the semester only. {M} 2 credits 111 Computer Science I Joseph O’Rourke, Fall 2005, Spring 2006 Introduction to a block-structured object-oriented Offered half of both semesters each year high-level programming language. Will cover language syntax and use the language to teach 103 How Computers Work program design, coding, debugging, testing and An introduction to how computers work. The goal documentation. Procedural and data abstraction of the course is to provide students with a broad are introduced. Enrollment limited to 48; 24 per understanding of computer hardware, software lab section. {M} 4 credits and operating systems. Topics include the history Judy Franklin, Fall 2005, Spring 2006 of computers; logic circuits; major hardware com- Offered both semesters each year ponents and their design, including processors,

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112 Computer Science II ming intensive, and other students with less techni- Elementary data structures (linked lists, stacks, cal expertise, by having two tracks of assignments. queues, trees) and algorithms (searching, sorting) Prerequisites for CSC major credit: 112, MTH 111 are covered, including a study of recursion and or permission of the instructor; otherwise, CSC 111 the object-oriented programming paradigm. The or permission of the instructor. {M} 4 credits language of instruction is Java. The programming Joseph O’Rourke goals of portability, effi ciency and data abstraction Offered Fall 2005 are emphasized. Prerequisite: 111 or equivalent. Enrollment limited to 30. {M} 4 credits 249 Seminar in Computer Networks Audrey Lee, Fall 2005 (Pending CAP approval) Nicholas Howe, Spring 2006 This course introduces fundamental concepts Offered both semesters each year in the design and implementation of computer communication networks, their protocols and ap- 220 Advanced Programming Techniques plications. Topics to be covered include layered Focuses on several advanced programming envi- network architecture, physical layer and data ronments, with a project for each. Includes object- link protocols, and transport protocols, routing oriented programming, graphical user interfaces protocols and applications. Most case studies will (GUIs) under Windows and/or Linux, and princi- be drawn from the Internet TCP/IP protocol suite. ples of software engineering. Topics include Java’s Prerequisite: 231. {M} 4 credits GUI swing package, and its methods for listening Judith Cardell for events and creating threads to dispatch events, Offered Spring 2006 tools for C++ code development, and program- ming in the Python language. Prerequisite: 112. 250 Foundations of Computer Science {M} 4 credits Automata and fi nite state machines, regular sets Joseph O’Rourke, Ileana Streinu and regular languages; push-down automata and Offered Spring 2006 context-free languages; linear-bounded automata; computability and Turing machines; nondetermin- 231/EGR 250 Microprocessors and Assembly ism and undecidability. Perl is used to illustrate Language regular language concepts. Prerequisites: 111 and An introduction to the architecture of the Intel MTH 153. {M} 4 credits Pentium class processor and its assembly language Merrie Bergmann in the Linux environment. Students write programs Offered every Fall in assembly and explore the architectural features of the Pentium, including its use of the memory, 252 Algorithms the data formats used to represent information, the Covers algorithm design techniques (“divide-and- implementation of high-level language constructs, conquer,” dynamic programming, “greedy” algo- integer and fl oating-point arithmetic, and how the rithms, etc.), analysis techniques (including big-O processor deals with I/O devices and interrupts. notation, recurrence relations), useful data struc- Prerequisite: 112 or permission of the instructor. tures (including heaps, search trees, adjacency {M} 4 credits lists), effi cient algorithms for a variety of problems, Judy Franklin and NP-completeness. Prerequisites: 112, MTH Offered every Fall 111, MTH 153. {M} 4 credits Ileana Streinu 240 Computer Graphics Offered Spring 2006 Covers two-dimensional drawings and transforma- tions, three-dimensional graphics, lighting and col- 262 Introduction to Operating Systems ors, game design, perspective, curves and surfaces, An introduction to the functions of an operat- ray tracing. Employs Postscript, C++, GameMaker, ing system and their underlying implementation. and POV-ray; radiosity. The course will accommo- Topics include fi le systems, CPU and memory date both CS majors, for whom it will be program- management, concurrent communicating pro-

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cesses, deadlock, and access and protection issues. 352 Seminar in Parallel Programming Programming projects will implement and explore The primary objective of this course is to examine algorithms related to several of these topics. Pre- the state of the art and practice in parallel and dis- requisite: 231. {M} 4 credits tributed computing, and to expose students to the Nicholas Howe challenges of developing distributed applications. Offered Spring 2007 This course deals with the fundamental principles in building distributed applications using C and 270/EGR 251 Digital Circuits and Computer C++, and parallel extensions to these languages. Systems Topics will include process and synchronization, This class introduces the operation of logic and multithreading, Remote Method Invocation (RMI) sequential circuits. Students explore basic logic and distributed objects. Prerequisites: 112 and gates (and, or, nand, nor), counters, fl ip-fl ops, 252. {M} 4 credits decoders, microprocessor systems. Students have Dominique Thiébaut the opportunity to design and implement digital Offered Fall 2007 circuits during a weekly lab. Prerequisite: 231. Enrollment limited to 12. {M} 4 credits 353 Seminar in Robotics Judith Cardell A seminar introduction to Robotics. Topics include Offered Spring 2007 basic mechanics and electronics, sensors, confi gu- ration space, motion planning, robot navigation, 274 Computational Geometry dealing with uncertainty, behavior-based robotics, Explores the design and analysis of data structures learning and self-reconfi guring robots. Projects will and algorithms for solving geometric problems, consist of programming existing and student-built with applications to robotics, pattern recognition, robots using the programming language C. Prereq- and computer graphics. Topics include polygon uisites: CSC 112, 231, Calculus, Discrete Math or partitioning, convex hulls, Voronoi diagrams, ar- permission of the instructor. (E) {M} 4 credits rangements of lines, geometric searching and mo- Ileana Streinu tion planning. Students will have a choice between Offered Spring 2006 writing several programs or exploring theoretical questions. Prerequisites: MTH 153, and either 112 354 Seminar in Digital Sound and Music or MTH 211. {M} 4 credits Processing Joseph O’Rourke Focuses on areas of sound/music manipulation that Offered Spring 2007 overlap signifi cantly with computer science disci- plines. Topics are digital manipulation of sound; 294 Introduction to Computational Linguistics formal models of machines and languages to ana- This course introduces the fi eld of computational lyze and generate sound and music; algorithms and linguistics, which provides a framework for natural techniques from artifi cial intelligence for music language processing systems. Will cover the de- composition and music database retrieval; and sign and implementation of linguistic theories for hardware aspects such as time-dependence. This natural language understanding and generation, is a hands-on course in which music is actively including syntax (grammar), semantics (meaning), generated via programming projects and includes and pragmatism. Hands-on experimentation with a fi nal installation or demonstration. Prerequisites various components of natural language processing are 111, 112, and 250 or permission of the in- systems. This course is designed for students with structor. 4 credits an interest in linguistics and cognitive science as Judy Franklin well as for computer science majors, and does not Offered Spring 2005 presuppose any MTH or CSC courses. {M} 4 credits Merrie Bergmann 364/EGR 354 Computer Architecture Offered Fall 2005 Offers an introduction to the components present inside computers, and is intended for students who wish to understand how the different components

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of a computer work and how they interconnect. 400 Special Studies The goal of the class is to present as completely as For majors, by arrangement with a computer sci- possible the nature and characteristics of modern- ence faculty member. day computers. Topics covered include the inter- Variable credit as assigned connection structures inside a computer, internal Offered both semesters each year and external memories, hardware supporting input and output operations, computer arithmetic and fl oating point operations, the design of and issues The Major related to the instruction set, architecture of the processor, pipelining, microcoding, and multipro- Advisers: Merrie Bergmann, Judith Cardell, Judy cessors. Prerequisites: 270, or 231. {M} 4 credits Franklin, Nicholas Howe, Joseph O’Rourke, Ileana Dominique Thiébaut Streinu, Dominique Thiébaut Offered Fall 2007 Requirements: At least 11 semester courses (44 370 Computer Vision and Image Processing graded credits) including: This seminar will examine the state of the art in computer vision through readings of original 1. 111, 112, 231, 250; papers and implementation of classic algorithms. 2. a. One of MTH 111, MTH 112, MTH 114; or Beginning with the basics of color theory and MTH 125; camera models, the course will look at processing b. MTH 153; steps in a typical image pipeline. After considering c. One 200-level or higher math course, low-level feature extraction such as edge detection, 3. Three distinct 200- or 300-level courses: desig- optical fl ow and stereo correspondence, the course nated according to the table below, as follows: will take up higher-level issues such as object a. At least one designated Theory; segmentation and tracking, structure from motion, b. At least one designated Programming; and image comparison and retrieval. Prerequisites: c. At least one designated Systems; CSC 112, MTH 153 (E) {N} 4 credits 4. At least one CSC 300-level course (not among Nicholas Howe those satisfying previous requirements. Offered Fall 2005 Course Theory Programming Systems CSC 220 (Adv. Prog) X Cross-listed and CSC 240 (Graphics) X X CSC 252 (Algorithms) X Interdepartmental Courses CSC 262 (Op Sys) X X CSC 270 (Circuits) X MTH 353 Advanced Topics in Discrete Applied CSC 274 (Comp Geom) X X Mathematics CSC 290 (AI) X X Topic: Complexity Theory. Good versus bad al- CSC 294 (Linguistics) X gorithms, easy versus intractable problems. The CSC 249 (Networks) X complexity classes P, NP and an investigation of CSC 293 (Compilers) X X NP-Completeness. The algorithms will be drawn ENG 321 (Dig. Sig. Proc.) X from number theory, linear algebra, combinatorics CSC 352 (Parallel Prog.) X X and graph theory, and computer science. Alternates CSC 353 (Robotics) X X with MTH 364. Prerequisites: 211, 212, 253 or CSC 364 (Architecture) X permission of the instructor. {M} 4 credits CSC 390 (AI seminar) X Michael Albertson CSC 354 (Music) X X Offered Fall 2005 CSC 370 (Vision) X X

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This minor is appropriate for a student with a The Minor strong interest in computer systems, computer engineering, and computing environments. Students may minor in computer science by ful- fi lling the requirements for one of the following Required courses concentrations or by designing, with department 111 Computer Science I approval, their own sequence of six courses, which 112 Computer Science II must include 111 and 112, and one 300-level Two distinct 200- or 300-level courses designated course. as Systems One other 200- or 300-level course 1. Theory (six courses) One CSC 300-level course designated Systems (and Advisers: Nick Howe, Judy Franklin, Joseph not among those satisfying the previous require- O’Rourke, Ileana Streinu ments). This minor is appropriate for a student with a 4. Computer Science and Language strong interest in the theoretical aspects of com- puter science. (six courses) Adviser: Joseph O’Rourke Required courses 111 Computer Science I The goal of this minor is to provide the student 112 Computer Science II with an understanding of the use of language as a Two distinct 200- or 300-level courses designated means of communication between human beings as Theory and computers. One other 200- or 300-level course One CSC 300-level course designated Theory (and Required courses not among those satisfying the previous require- 111 Computer Science I ments). 112 Computer Science II 250 Foundations of Computer Science 2. Programming (six courses) Two of: 280 Topics in Programming Languages Advisers: Judith Cardell, Judy Franklin, Nick 290 Introduction to Artifi cial Intelligence Howe, Ileana Streinu, Dominique Thiébaut 293 Introduction to Translators and Compiler This minor is appropriate for a student with a Design strong interest programming and software develop- 294 Computational Linguistics ment. One of: 390 Seminar in Artifi cial Intelligence Required courses 354 Seminar in Digital Sound and Music 111 Computer Science I Processing 112 Computer Science II Two distinct 200- or 300-level courses designated 5. Mathematical Foundations of as Programming Computer Science (six courses) One other 200- or 300-level course One CSC 300-level course designated Programming Adviser: Michael Albertson (and not among those satisfying the previous requirements). The goal of this minor is the study of algorithms, from the points of view of both a mathematician and a computer scientist, developing the corre- 3. Systems (six courses) spondence between the formal mathematical struc- Advisers: Judith Cardell, Judy Franklin, Domi- tures and the abstract data structures of computer nique Thiébaut science.

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Required courses CSC 112 Computer 111 Computer Science I Science II 4 CSC 111 112 Computer Science II 3 CSC 240 Computer Graphics 4 CSC 102 250 Foundations of Computer Science CSC 111 One of: 4 ARH 101 Approaches to Visual 252 Algorithms Representation 4 none 274 Computational Geometry 5 ARS 162 Introduction to MTH 254 Combinatorics Digital Media 4 none MTH 353 Advanced Topics in Discrete Applied- 6 ARS 263 Intermediate Mathematics Digital Media 4 ARS 162 ARS 361 Interactive Digital Multimedia 4 ARS 162 6. Digital Art (six courses equally balanced between Computer Science and Art) On an ad hoc approval basis, substitution for one or more of the required courses would be per- Adviser: Joseph O’Rourke mitted by various relevant Five College courses, including those in the partial list below. This minor is designed to accommodate students who desire both grounding in studio art and the School Number Title technical expertise to express their art through Hampshire CS 0174 Computer Animation I digital media requiring mastery of the underlying Hampshire CS 0334 Computer Animation II principles of computer science. UMass ART 397F Digital Imaging: Offset Litho UMass ART 397F Digital Imaging: Photo Etching UMass ART 397L Digital Imaging: Offset Litho Three computer science courses are required. UMass ART 697F Digital Imaging: Photo Etching The CSC 102+105 sequence on the Internet and UMass EDUC 591A 3D Animation and Digital Editing Web design provide the essentials of employing the UMass CMPSCI 397C Interactive Multimedia Production Internet and the Web for artistic purposes; CSC 111 Computer Science I includes a more systematic introduction to computer science, and the basics 7. Digital Music (six courses equally of programming; and CSC 240 Computer Graphics balanced between Computer Science gives an introduction to the principles and poten- tial of graphics, 3D modeling, and animation. (Stu- and Music) dents with the equivalent of CSC 111 in high school would be required to substitute CSC 112 instead). Adviser: Judy Franklin.

Three art courses are required. ARH 101 will pro- This minor is designed to accommodate students vide the grounding necessary to judge art within who desire both grounding in music theory and the context of visual studies. ARS 162 Introduction composition and the technical expertise to express to Digital Media introduces the student to design their music through digital media that requires via the medium of computers, and either ARS 263 mastery of the underlying principles of computer Intermediate Digital Media or ARS 361 Digital Mul- science. timedia provides more advanced experience with digital art. Three Computer Science courses are required. CSC 111 Computer Science I includes a systematic # Dept Number Title Credits Preq. introduction to computer science, and the basics of 1 CSC 102 How the Internet programming concepts. CSC 112 Computer Science Works 2 none II includes study of data structures, algorithms CSC 105 Interactive Web Documents 2 CSC 102 and a study of recursion and the object-oriented 2 CSC 111 Computer programming paradigm. The programming goals Science I 4 None

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of portability, effi ciency and data abstraction are # Dept Number Title Credits Preq. emphasized. One of CSC 220 or CSC 250. CSC 220 1 CSC 111 Computer Science I 4 None Advanced Programming Techniques focuses on 2 CSC 112 Computer several advanced programming environments, and Science II 4 CSC 111 includes object-oriented programming, graphical 3 CSC 220 Advanced user interfaces (GUIs), and principles of software Programming 4 CSC 112 engineering. CSC 250 Foundations of Computer CSC 250 Foundations of 4 CSC 111 Computer Science MTH 153 Science concerns the mathematical theory of 4 MUS 110 Analysis and computing and examines automata and fi nite state Repertory 5 none machines, regular sets and regular languages; 5 MUS 233 Composition 4 MUS 110 push-down automata and context-free languages; MUS 212 20th-Century 4 MUS 111 Analysis computability and Turing machines. 6 MUS 345 Electro-Acoustic 4 MUS 110 Music MUS 233 Three music courses are required. MUS 110 Permission Analysis and Repertory is an introduction to formal CSC 354 Seminar on 4 CSC 112 analysis and tonal harmony, and a study of familiar Sound and Music CSC 250 Processing or 231 pieces in the standard musical repertory. Regular Permission written exercises in harmony and critical prose. MUS 111 may be substituted for students enter- On an ad hoc approval basis, substitution for one or ing with the equivalent of 110. One of MUS 233 more of the required courses would be permitted or MUS 212. MUS 233 Composition covers basic by various relevant Five College courses, including techniques of composition, including melody, those in the partial list below. simple two-part writing, and instrumentation. The course includes analysis of representative litera- School Number Title ture. MUS 212 20th-Century Analysis is the study Amherst Mus 65 Electroacoustic Composition of major developments in 20th-century music. Hampshire HACU-0290-1 Computer Music Writing and analytic work including non-tonal Mt. Holyoke Music 102f Music and Technology harmonic practice, serial composition, and other UMass Music 585 Fundamentals of Electronic Music musical techniques. (Prerequisite: MUS 111 or UMass Music 586 MIDI Studio Techniques permission of the instructor). One of MUS 345 or CSC 354 (cross-listed in the music department). MUS 345 Electro-Acoustic Music is an introduc- Honors tion to musique concrete, analog synthesis, digital Director: synthesis and sampling through practical work, Joseph O’Rourke assigned reading, and listening. CSC 354 Seminar 430d Thesis on Digital Sound and Music Processing includes areas of sound/music manipulation such as digital 8 credits Full-year course; Offered each year manipulation of sound, formal models of machines and languages used to analyze and generate sound 431 Thesis and music, and algorithms and techniques from artifi cial intelligence for music composition. 8 credits Offered Fall 2004 These requirements are summarized in the follow- Requirements: ing table: normally the requirements for the major, with a thesis in the senior year. The specifi c program will be designed with the approval of the director.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Terese Freedman, B.A. (Professor, Mount Holyoke †2 Susan Kay Waltner, M.S., Chair College) Constance Valis Hill, Ph.D. (Five College Associate Associate Professor †1 Professor, Hampshire College) Rodger Blum, M.F.A. Sam Kenney, M.F.A. (Guest Artist, University of Visiting Assistant Professor Massachusetts) Robin Prichard, M.F.A. Kenneth Lipitz (Lecturer, University of Massachusetts) Visiting Artist-in-Residence Daphne Lowell, M.F.A., Five College Dance Mark A. Davis Department, Chair, (Professor, Hampshire Lecturer in Dances of the African Diaspora College) Nia Love Cathy Nicoli, M.F.A. (Visiting Assistant Professor, Hampshire College) Principal Pianist/Lecturer Rebecca Nordstrom, M.F.A. (Professor, Hampshire Julius M. Robinson, B.S. College) Peggy Schwartz, M.A. (Professor, University of Five College Faculty Massachusetts) Billbob Brown, M.A. (Associate Professor, Wendy Woodson, M.A. (Professor, Amherst University of Massachusetts) College) Jim Coleman, M.F.A. (Professor, Mount Holyoke College) Teaching Fellows Ranjana Devi (Lecturer, University of Ariel Cohen Massachusetts, Fine Arts Center) Kellie Lynch Charles Flachs., M.A. (Associate Professor, Tara Madsen Mount Holyoke College) Dustyn Martincich Rose Flachs (Associate Professor, Mount Holyoke Ching-Shan Parks College) Amy Softic Fania Tskalakos

The Five College Dance Department combines the Students should consult the Five College Course programs of Amherst College, Hampshire College, Schedule (specifying times, locations and new Mount Holyoke College, Smith College and the Uni- course updates) online at www.fi vecolleges.edu/ versity of Massachusetts. The faculty operates as a dance. consortium, coordinating curricula, performances and services. The Five College Dance Department supports a variety of philosophical approaches to A. Theory Courses dance and provides an opportunity for students to experience a wide spectrum of performance styles Preregistration for dance theory courses is strongly and techniques. Course offerings are coordinated recommended. Enrollment in dance composition among the campuses to facilitate registration, courses is limited to 20 students, and priority is interchange and student travel; students may take given to seniors and juniors. “P” indicates that per- a dance course on any of the fi ve campuses and mission of the instructor is required. “L” indicates receive credit at the home institution. that enrollment is limited.

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Dance Composition: Introductory through ad- composition will be used to expand and inform vanced study of elements of dance composition, approaches to video production and vice-versa, including phrasing, space, energy, motion, rhythm, include studio practice (with hands-on exercises musical forms, character development and per- with digital cameras and fi nal cut and digital edit- sonal imagery. Course work emphasizes organizing ing as well as composition and rehearsal tech- and designing movement creatively and meaning- niques) and regular viewing and critiques. Students fully in a variety of forms (solo, duet and group), will work both independently and in collaborative and utilizing various devices and approaches, e.g. teams according to interest and expertise. Prereq- motif and development, theme and variation, text uisite: previous experience in either theater, dance, and spoken language, collage, structured improvi- or music composition and/or video production or sation, and others. by consent of the instructor. Limited to 8 students by permission. All Dance Theory Courses: L {A} 4 credits Rodger Blum, AC (Woodson) Offered Fall 2007 151 Elementary Dance Composition L {A} 4 credits 171 Dance in the 20th Century This course is designed to present an overview A. Composition of dance as a performing art in the 20th century, UM (Schwartz), AC (Woodson), Fall 2005 focusing especially on major American stylistic MHC (Woodson), Spring 2006 traditions and artists. Through readings, video Offered Fall 2005, Spring 2006 and fi lm viewing, guest performances, individual research projects, and class discussions, students 252 Intermediate Dance Composition will explore principles and traditions of 20th-cen- Prerequisite: 151. L. {A} 4 credits tury concert dance traditions, with special attention Robin Pritchard to their historical and cultural contexts. Special Offered Fall 2005 topics may include European and American ballet, the modern dance movement, contemporary and B. Scripts and Scores avant-garde dance experimentation, African-Ameri- Not offered during 2005–06 can dance forms, jazz dance and popular culture dance traditions. L {A} WI 4 credits 353 Advanced Dance Composition To be announced, Spring 2006 Prerequisite: 252 or permission of the instructor. MH (Farlow), Fall 2005 L {A} 4 credits Offered Fall 2005, Spring 2006 MHC (Coleman), UM (Kenney) 241 Scientifi c Foundations of Dance A. Performance Studio An introduction to selected scientifi c aspects AC (Woodson) of dance, including anatomical identifi cation Offered Fall 2005 and terminology, physiological principles, and conditioning/strengthening methodology. These B. Video and Performance concepts are discussed and explored experientially This course will give students an opportunity to in relationship to the movement vocabularies of explore various relationships between live perfor- various dance styles. Enrollment limited to 20. {A} mance and video. Experiments will include creat- 4 credits ing short performance pieces and/or choreography Susan Waltner specifi cally designed for the video medium; creat- Offered Fall 2005 ing short pieces that include both live performance and projected video; and creating short experi- 267 Dance in the Community mental video pieces that emphasize a sense of mo- Community Crossover. This course is designed tion in their conceptualization and realization. for students who are interested in merging social Techniques and languages from dance and theater activism, art and teaching. It teaches students to

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use movement and theater in settings such as senior rhythmic dictation, construction of rhythm, and centers, schools, prisons and youth recreation cen- elements of composition. Dancers choreograph to ters. In studio sessions, students will learn how to specifi c compositional forms, develop both com- identify, approach and construct classes for commu- munication between dancer and musician and mu- nity sites. Selected videos and readings will provide sic listening skills. Prerequisite: one year of dance a context for discussion and assist in the develop- technique (recommended for sophomore year or ment of individual student’s research and teaching later). Enrollment limited to 15. {A} 4 credits methods. The class will also include lab sessions at Julius Robinson, Spring 2007 designated off-camps sites where students will lead MHC (Jones), UM (Arslanian), Fall 2005 and participate in teaching workshops. No previous Offered Fall 2005, Spring 2007 experience in the arts or in teaching is necessary. Limited to 15 students. (E) {A} 4 credits 305 Advanced Repertory To be announced This course offers an in-depth exploration of To be arranged aesthetic and interpretive issues in dance perfor- mance. Through experiments with improvisation, 272 Dance and Culture musical phrasing, partnering, personal imagery Through a survey of world dance traditions from and other modes of developing and embodying both artistic and anthropological perspectives, this movement material, dancers explore ways in which course introduces students to dance as a universal a choreographer’s vision is formed, altered, adapt- human behavior, and to the many dimensions of its ed, and fi nally presented in performance. cultural practice—social, religious, political and {A} 2 credits aesthetic. Course materials are designed to provide Trisha Brown Repertory students with a foundation for the interdisciplinary Susan Waltner, Spring 2006 study of dance in society, and the tools necessary for analyzing cross-cultural issues in dance; they Ballet Repertory include readings, video and fi lm viewing, research MHC (To be announced) projects and dancing. (A prerequisite for Dance 375, Anthropology of Dance). L {A} 4 credits Phrase Work To be announced UM (Kenney) Offered Spring 2006 Offered Fall 2005

285 Laban Movement Analysis I 309 Advanced Repertory Laban Movement Analysis is a system used to This course offers an in-depth exploration of describe and record quantitative and qualitative aesthetic and interpretive issues in dance perfor- aspects of human movement. Through study and mance. Through experiments with improvisation, physical exploration of concepts and principles musical phrasing, partnering, personal imagery involved in body articulation, spatial organization, and other modes of developing and embodying dynamic exertion of energy and modes of shape movement material, dancers explore ways in change, students will examine their own movement which a choreographer’s vision is formed, altered, patterns and preferences. This creates the potential adapted, and fi nally presented in performance. In for expanding personal repertoire and developing its four-credit version, this course also requires skills in observation and analysis of the movement additional readings and research into broader is- of others. sues of historical context, genre and technical style. HC (Nordstrom) Course work may be developed through existing Offered Fall 2005 repertory or through the creation of new work(s). Prerequisite: advanced technique or permission of 287 Analysis of Music from a Dancer’s the instructor. {A} 4 credits Perspective Jazz/Modern Repertory This course is the study of music from a dancer’s Mark Davis perspective. Topics include musical notation, Offered Fall 2005

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377 Advanced Studies in History and Mark Allan Davis Aesthetics Offered Spring 2006 4 credits Balanchine 101 Jazz Tap Dancing America Commemorating the centennial of his birth, this Embellishing upon Ralph Ellison’s astute remark seminar pays tribute to the aesthetic vitality of that much in American life is “jazz shaped,” this George Balanchine, the foremost classical choreog- course presents a multidisciplinary introduction rapher of the 20th century. In our time, Balanchine to the study of jazz and its infl ection of American (1904–1983) transformed the classic dance from expressive culture, particularly jazz and tap dance its 19th-century codifi cation into a steadily evolv- forms. We will learn about how jazz, as an Ameri- ing language capable of expressing the most subtle can vernacular musical form with a distinct African yet profound of human emotions. We will identify heritage, made its cross-disciplinary mark in the the major themes in Balanchine’s works, some of literary, visual and performing arts; and was (liter- which include Diaghilev, waltzes, Tchelichew and ally) instrumental in shaping a distinctly modern surreality, Tchaikovsky, Americana, narratives, ab- line and modernist aesthetic. We will specifi cally straction, Stravinsky and apotheosis. Each week we focus on the relationship between jazz music and will view, discuss, and analyze at least one major dance, looking not only at corporeal embodiments work within the theme. Prerequisite: Dance history of the blues, swing, bebop, and rhythm-and-blues, course. but also how jazz rhythm, improvisation, call-and- Highly recommended for students interested in response patterning and elements of swing altered music, dance and choreography. One meeting 3 the line, attack, speed, weight and phrasing of 20th hours. (E) {A} century American dance forms. We will investigate Not offered during 2005–06 the lineage and styles of all jazz-related dance forms, from social dances and tap dance to musi- Interpretation and Analysis of African Dance cal theatre dance and hip hop. Enrollment limited Seminar to 20 This course is an exploration of the various dance Constance Valis Hill styles, forms and symbols attributed to the classical Offered Spring 2006 societies of Western Africa. The course will focus on the historical dance forms found in the Old Mali Performing Musical Theatre: African-American Empire (Mali, Senegal, the Gambia, Guinea) as Infl uences on Broadway Song and Dance well as Benin and Ghana. Students will survey the A strong emphasis will be placed on both musical history and view video examples mainly from the staging and theoretical exploration. The study of bight of Benin to the United States, read available the relationship of the choreographer and dancer text that describe African form and African dance to theatrical movement will allow students to inves- content, and explore the way dance is viewed by tigate performing in a musical theater context while African Americans and Africans throughout the exploring the rich tapestry of the African-American diaspora. Enrollment limited to 20. experience through song and dance. Several Nia Love infl uential African American composers, writers, Offered Fall 2005 directors and choreographers will be studied as well as the emergence of folkloric, liturgical, tap 19th Century Dance dance, urban-popular and hip-hop. This class will This topic will focus on the characteristics and examine how these styles of dance and music con- impact of dance in the Romantic Period. Lectures tinue to inform the creativity of post–World War II are framed from three points of view: the virtuoso theater artists. Students will have the opportunity dancer, the composer and the performer, since to participate in the musical staging of sequences there is an intimate interrelationship between mu- from selected productions. Prerequisite: DAN 171; sic and dance of the period. Students will become intermediate level of ballet, modern dance and/or familiar with 19th-century ballets and the musical jazz dance. Enrollment limited to 20. works made for and used in ballet choreogra-

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phies. The prominence of the female ballerina, the may elect to fulfi ll course requirements from a emergence of the male dancer, and the impact of wide array of production-related responsibilities, both Fokine and Isadora Duncan are some of the including performance, choreography and stage topics that will be discussed and analyzed through crew. May be taken four times for credit, with a lectures, listening, reading, assignments and video maximum of two credits per semester. There will reviews. Enrollment limited to 25. (E) {A} be one general meeting on Monday, September 12, Julius Robinson 2005, at 4:10 p.m. in the Green Room, Theatre Offered Spring 2006 Building. Attendance is mandatory. {A} 1 credit Mark Davis Fleeting Images: Choreography On Film Offered Fall 2005 This selected survey of choreography on fi lm and video indulges in the purely kinesthetic experience 200 Dance Production of watching the dancing body on fi lm. We will focus Same description as above. There will one general on works that have most successfully effected a true meeting on Monday, January 30, 2006 at 4:10 p.m. synthesis of the two mediums, negotiating between in the Green Room, Theatre Building. Attendance is the spatial freedom of fi lm and the time-space-en- mandatory. May be taken four times for credit, with ergy fi elds of dance, the cinematic techniques of maximum of two credits per semester. {A} 1 credit camera-cutting-collage, and the vibrant continu- Mark Davis ity of the moving body. Viewing a range of visual Offered Spring 2006 materials, from silent physical comedies and back- stage–chorus line musicals to experimental dance fi lms, martial-arts action fl icks and music videos, C. Studio Courses we will discern the roles of the choreographer and director in shooting, pacing, editing and scoring Students may repeat studio courses two times for the moving image. The concept of dancing in fi lm credit. For a complete list of studio courses offered genres will hopefully be enlarged as we consider on the other four campuses, please consult the Five fi lm choreography as a distinct form of creative College Dance Department schedule available from expression that functions to maintain and assert the Smith dance offi ce. cultural and social identities, demonstrating the Studio courses receive two credits. Preregistra- holistic role of dance as a visual art form, an intrin- tion for dance technique courses is strongly rec- sic expression of a shared American culture. ommended. Enrollment is often limited to 25 stu- Constance Valis Hill (Hampshire) dents, and priority is given to seniors and juniors. Not offered during 2005–06 Normally, students must take these two-credit courses in addition to a full course load. Studio 400 Special Studies courses may also require outside reading, video For qualifi ed juniors and seniors. A four-credit Spe- and fi lm viewings, and/or concert attendance. No cial Studies is required of senior majors. Admis- more than 12 credits may be counted toward the sion by permission of the instructor and the Chair degree. “P” indicates that permission of the in- of the Department. Departmental permission forms structor is required. “L” indicates that enrollment required. {A} is limited. Placement will be determined within the 1 to 4 credits fi rst two weeks. Members of the department Repetition of studio courses for credit: The Five Offered both semesters each year College Dance Department faculty strongly recom- mends that students in the Five Colleges be allowed to take any one level of dance technique up to B. Production Courses three times for credit, and more with the permis- sion of the academic adviser. 200 Dance Production A laboratory course based on the preparation and performance of department productions. Students

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119 Beginning Contact Improvisation Techniques A duet form of movement improvisation. The technique will focus on work with gravity, weight Modern: Introductory through advanced study of support, balance, inner sensation and touch, to modern dance techniques. Central topics include develop spontaneous fl uidity of movement in rela- refi ning kinesthetic perception, developing effi - tion to a partner. Enrollment limited to 20. May be cient alignment, increasing strength and fl exibility, repeated once for credit. Alternates with DAN 217. broadening the range of movement qualities, ex- {A} 2 credits ploring new vocabularies and phrasing styles, and Fania Tsakalakos encouraging individual investigation and embodi- Offered Fall 2005 ment of movement material. 113 Modern Dance I 218 Floor Barre Movement Technique L {A} 2 credits This course combines classical and modern prin- Ariel Cohen, Fall 2005 ciples in a basic series performed on the fl oor. It To be announced, Spring 2006 is designed to help dance students achieve a more Offered both semesters each year at Smith consistent technical ability through added strength, and in the Five Colleges stretch and development of fl uid transition. Pre- requisite: two semesters of ballet or modern dance 114 Modern Dance II technique. Enrollment limited to 20. {A} 2 credits For students who have taken Modern Dance I or Rodger Blum the equivalent. L {A} 2 credits Offered Spring 2007 Tara Madsen, Fall 2005 To be announced, Spring 2006 219 Intermediate Contact Improvisation Offered Fall 2005, Spring 2006 A duet form of movement improvisation. The tech- 215 Modern Dance III nique will focus on work with gravity, weight sup- port, balance, inner sensation and touch, to devel- Prerequisite: 113 and a minimum of one year of {A} op spontaneous fl uidity of movement in relation to modern dance study. L 2 credits Mark Davis, a partner. Prerequisite: at least one previous dance Fall 2005 MHC, HC (To be announced), technique course or permission of the instructor. UM (Brown) Enrollment limited to 20. (E) {A} 2 credits To be announced Offered Fall 2005 To be arranged 216 Modern Dance IV Prerequisite: 215. L {A} 249 The Mindful Body: Resources for 2 credits Performing and Visual Artists To be announced Development of the ability to make choices and Offered Spring 2006 to fi nd support for artistic technique and expres- sion in dance, music, theatre and the visual arts, 317 Modern Dance V through basic anatomical and functional knowl- By audition/permission only. Prerequisite: 216. L edge of the body from an experiential approach. and P {A} 2 credits Prerequisite: One year of one of the following stu- Robin Prichard, Fall 2005 dio/performance courses: dance, art, music, Acting MHC (To be announced) I in theatre, or permission of the instructors. Not Offered Fall 2005 open to fi rst-year students. Enrollment limited to 318 Modern Dance VI 12. Cannot be repeated for credit. {A} 2 credits Audition required. Prerequisite: 317. L and P {A} To be announced 2 credits Offered Spring 2006 Robin Pritchard Offered Spring 2006

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Ballet: Introductory through advanced study of Jazz: Introductory through advanced jazz dance the principles and vocabularies of classical ballet. technique, including the study of body isolations, Class is comprised of three sections: Barre, Center movement analysis, syncopation and specifi c jazz and Allegro. Emphasis is placed on correct body dance traditions. Emphasis is placed on enhancing alignment, development of whole body movement, musical and rhythmic phrasing, effi cient alignment, musicality, and embodiment of performance style. performance clarity in complex movement combi- Pointe work is included in class and rehearsals at nations, and the refi nement of performance style. the instructor’s discretion. 130 Jazz I 120 Ballet I L {A} 2 credits L {A} 2 credits Section 1: Kellie Lynch, Fall 2005 Section 1: Fania Tsakalakos, Fall 2005 Section 2: Ching-Shan (Sandra) Parks, Fall 2005 Section 2: Ching-Shan (Sandra) Parks, Fall 2005 To be announced, Spring 2006 To be announced, Spring 2006 Offered both semesters each year at Smith Offered both semesters each year at Smith and in the Five Colleges and in the Five Colleges 131 Jazz II 121 Ballet II For students who have taken Jazz I or the equiva- For students who have taken Ballet I or the equiva- lent. L {A} 2 credits lent. L {A} 2 credits Amy Softic, Fall 2005 Ariel Cohen, Fall 2005 To be announced, Spring 2006 To be announced, Spring 2006 Offered both semesters each year Offered both semesters each year 232 Jazz III 222 Ballet III Further examination of jazz dance principles. L {A} Prerequisite: 121a or b or permission of the in- 2 credits structor. L {A} 2 credits Mark Davis, Fall 2005 Amy Softic UM (Kenney) MHC (To be announced) Offered Fall 2005 UM (Lipitz) Offered Fall 2005 233 Jazz IV Emphasis on extended movement phrases, com- 223 Ballet IV plex musicality, and development of jazz dance L {A} 2 credits styles. L {A} 2 credits To be announced To be announced MHC (To be announced) Offered Spring 2006 UM, (Lipitz) Offered Spring 2006 334 Jazz V Advanced principles of jazz dancing. L. By audition/ 324 Ballet V permission only. {A} 2 credits By audition/permission only. L {A} 2 credits Mark Davis, Fall 2005 Thomas Vacanti UM, (Kenney) UM (Lipitz) Offered Fall 2005 Offered Fall 2005 335 Jazz VI 325 Ballet VI Advanced principles of jazz dancing. L. By audition/ By audition/permission only. L {A} 2 credits permission only. {A} 2 credits Maryanne Kodzis Mark Davis MHC (To be announced) UM (To be announced) Offered Spring 2006 Offered Spring 2006

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136 Tap I African movement. This course explores the cross Introduction to the basic tap dance steps with fertilization of ritual, folk, contemporary, social, general concepts of dance technique. Performance concert and theatrical styles. Enrollment limited to of traditional tap step patterns and short combina- 30. {A} 2 credits tions. Enrollment limited to 15. {A} 2 credits Nia Love MHC (Raff), Fall 2005 Offered Spring 2006 Cultural Dance Forms I and II Cultural Dance Forms presents differing dance C. The Major traditions from specifi c geographical regions or Advisers: Rodger Blum, Susan Waltner. distinct movement forms that are based on the fusion of two or more cultural histories. The forms The dance major at Smith is offered through the include social, concert, theatrical, and ritual dance Five College Dance Department and culminates in and are framed in the cultural context of the identi- a bachelor of arts degree from Smith College. It is fi ed dance form. These courses vary in levels of designed to give a student a broad view of dance technique, beginning and intermediate (I), and in- in preparation for a professional career or further termediate and advanced (II) and focus according- study. Students are exposed to courses in dance ly on movement fundamentals, integration of song history and anthropology, creative and aesthetic and movement, basic through complex rhythms, studies, scientifi c aspects of dance, the language perfection of style, ensemble and solo performance of movement (Labanotation and Laban Movement when applicable. Some classes include repertory Analysis), and dance technique and performance. performance and therefore vary in credits. For studio courses, no more than four courses in a single idiom will be counted toward the major. At 142 West African Dance least two of these courses must be at the advanced This course introduces African dance, music and level and within the requirements of Emphasis I or song as a traditional mode of expression in vari- II (see next page). ous African countries. It emphasizes appreciation and respect for African culture and its profound History Dance in the 20th Century (DAN 171) and infl uence on American culture and art. Enrollment Dance and Culture (DAN 272) serve as the intro- limited to 30. {A} 2 credits duction to the major. At the advanced level there is Nia Love the Anthropological Basis of Dance (DAN 375) and MHC, AC (Middleton) more specialized period courses or topics. These Offered Fall 2005, Spring 2006 courses all examine the dance itself and its cultural context. 243 Cultural Dance Forms II: West African This course is an exploration of the various dance Creative and Aesthetic Studies (DAN 151, 252, styles, forms and symbols attributed to the classical 353 and 377) This sequence of courses begins societies of Western Africa. The course will focus with the most basic study of dance composition: on those dances whose origins are (historically) space, time, energy, and focuses on tools for fi nd- found in the Old Mali Empire (Mali, Senegal, the ing and developing movement. The second- and Gambia, Guinea) as well as Nigeria and Ghana. third-level courses develop the fundamentals of It will specifi cally examine the dance styles of the formal choreography and expand work in the Serer, Lebou, Djiolla, Bambara, Wolof, Sauce, Ma- manipulation of spatial design, dynamics, phras- linke, Manding, Yoruba and Twi peoples of these ing, rhythm, content and accompaniment. The regions. Enrollment limited to 30. {A} 2 credits movement materials that a student explores are not Not offered during 2005–06 limited to any particular style.

African Explorations Scientifi c Aspects of Dance (DAN 241, 342) An intermediate to advanced studio course in These courses are designed to develop the

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student’s personal working process and her phi- Requirements in Theoretical Practices of losophy of movement. The student studies selected Dance: aspects of human anatomy, physiology, biomechan- ics, and their relationships to various theories of 1. 171 and 272 technical study. 2. 241 3. 285 or 287, or a 200 level course in another Language of Movement (DAN 285) Courses in discipline this area train students to observe, experience and 4. 151, 200 (2 credits), and 375 notate qualitative aspects of movement (Laban 5. Five technique courses are required in the Movement Analysis) and to quantitatively perceive dance theory emphasis of the major. Dance and record movement (Labanotation). Theory students should explore at least two courses in two technique forms. Students should Music for Dancers (DAN 287) Sharpens under- reach intermediate level in at least one form. A standing of music fundamentals and makes these single level of technique courses may be taken applicable to dance. for credit up to three semesters. 6. Two courses from the following: 309, 342, 377, Emphasis I: Technique and Performance A 400. dancer’s instrument is her body and it must be 7. DAN 400 (4 credits) must be taken in the senior trained consistently. Students are encouraged to year. study several dance forms and styles. Students who will emphasize performance and choreography are expected to reach advanced level in one or more D. The Minor forms. Pubic performance, while optional and without additional credit, is encouraged to realize Advisers: Members of the Smith College Depart- dance skills before an audience ment of Dance.

Requirements in Technique and Performance Students may fulfi ll the requirements for the minor Emphasis: in dance in either of the following concentrations:

1. 171 and 272 1. Minor in Dance with an Emphasis 2. 241 in Theatrical Forms 3. 285 or 287 4. 151, 200 (2 credits), and 252 Requirements: Three core courses: 151, 171, and 5. Five courses are required in dance technique 272. Three 2-credit studio courses; one in dance for the major. Students can explore up to four production: 200; and one other dance theory courses in a single form. At least two semesters course chosen with the adviser, to fi t the interests must be at the advanced level. A single level of of the students. technique courses may be taken for credit up to three semesters. 2. Minor in Dance with an Emphasis 6. Two courses from the following: 309, 342, 353, in Cultural Forms 375, 377, 400. Requirements: 7. DAN 400 (4 credits) must be taken in the senior Three core courses: 151, 272, year. and 375. Three 2-credit studio courses in cultural dance forms; one course in dance production: 200; and one other dance theory course chosen Emphasis II: Theoretical Practices Dance stu- dents may prefer to concentrate on an academic with the adviser, to fi t the interests of the student. emphasis instead of dance performance. These stu- Studio Courses: dents are also encouraged to study several dance Studio courses receive two cred- forms and styles and they are expected to reach its. Pre-registration for dance technique courses is intermediate level in one or more forms. strongly recommended. Enrollment is often limited

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to 25 students, and priority is given to juniors and 431 Thesis seniors. Normally students must take partial-credit 8 credits courses in addition to a full-course load. No more Offered each Fall than 12 credits may be counted toward the degree. “P” indicates that permission of the instructor is required. “L” indicates that enrollment is limited. E. Five College Courses Placement will be determined within the fi rst two weeks of classes. Within limits, students may repeat Students should consult the Five College Dance studio courses for credit. Department course schedule (specifying times, locations and new course updates) online at www. Studio Courses: fi vecolleges.edu/dance/schedule.html 142 Beginning/Intermediate Cultural Dance Forms A. West African Adviser: Susan Waltner B. Comparative Caribbean Dance C. Cuban D. Haitian F. Graduate: M.F.A. Program E. Introduction to Flamenco F. Javanese Adviser: Robin Prichard G. Afro-Brazilian H. Middle Eastern “P” indicates that permission of the instructor is 243 Intermediate/Advanced Cultural Dance Forms required. A. West African II B. Comparative Caribbean Dance II 510 Theory and Practice of Dance IA 113 Modern Dance I Studio work in dance technique, including mod- 114 Modern Dance II ern, ballet, tap, cultural dance, and jazz. Eight to 215 Modern Dance III 10 hours of studio work and weekly seminars. P. 216 Modern Dance IV 5 credits 317 Modern Dance V Robin Prichard 318 Modern Dance VI Offered both semesters each year 120 Ballet I 121 Ballet II 520 Theory and Practice of Dance IIA 222 Ballet III Studio work in dance technique and weekly semi- 223 Ballet IV nars. Prerequisite: 510. P. 5 credits 324 Ballet V Robin Prichard 325 Ballet VI Offered both semesters each year 130 Jazz I 131 Jazz II 521 Choreography as a Creative Process 232 Jazz III Advanced work in choreographic design and relat- 233 Jazz IV ed production design. Study of the creative process 334 Jazz V and how it is manifested in choreography. Prereq- 335 Jazz VI uisite: two semesters of choreography. 5 credits 136 Tap I Susan Waltner 137 Tap II Offered Fall 2005

540 History and Literature of Dance Honors Emphasis will include: in-class discussion and study of dance history and dance research, current 430d Thesis research methods in dance, the use of primary and 8 credits secondary source material. Students will complete Full-year course; Offered each year a dance history research paper on a topic of their

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choice. Prerequisite: two semesters of dance his- Susan Waltner, Barbara Brehm-Curtis tory. 5 credits Offered Spring 2006 To be announced Offered Fall 2006 590 Research and Thesis Production project. 553 Choreography by Design 5 credits (Pending approval of the Committee on Academic Offered both semesters each year Priorities.) This class will examine and engage the choreo- 591 Special Studies graphic process through a study of the interaction 5 credits of expressive movement with concrete and abstract Offered both semesters each year design ideas. Music and sound, lighting, costum- ing, projected video and set/sculpture installations may all be analyzed as design elements to deepen Other Five College Dance the choreography of human movement. Choreo- graphic ideas developed in this class will be based Department Courses on the premise that design elements can be used as source material for choreographic intent. Cho- DANCE 316 Contemplative Dance—HC (Lowell) reography and theatrical design will be examined as art forms that merge to create a unifi ed vision Techniques (2 credits) of texture, color, gesture, shape and movement. In UM DANCE 291 Seminar: Yoga, Breath, Flow, addition to studies and projects, weekly writings Presence, Performance (Schwartz) will be assigned. Prerequisites: two semesters of choreography (or equivalent), familiarity with ba- Technique and Repertory (4 credits at AC, HC, sic music theory, coursework in theatrical produc- MHC, and SC; 3 credits at UM) tion (or equivalent) 5 credits UM DANCE 195R Classical Indian Dance I—UM To be announced (Devi) Offered Fall 2006 UM DANCE 295R Classical Indian Dance II—UM (Devi) 560 Scientifi c Principles in the Teaching of Dance Technique and Theory (4 credits at AC, HC, MHC This course is designed to assist graduate students and SC; 3 credits at UM) as they teach dance technique. The principles of DANCE 153 Dance as an Art Form—MHC anatomy, injury prevention and rehabilitation, and (Coleman) nutrition are examined in relation to fundamentals DANCE 261 Introduction to Dance—UM of dance pedagogy; expressive dance aesthetics (Schwartz) are examined formally within a context of current HA 294 The Embodied Imagination (Lowell) body science. Through analysis of body alignment, safe and effi cient movement patterns and proper Theory (4 credits at AC, HC, MHC and SC; 3 credits nutritional needs, students learn methods that at UM) increase effi ciency, clarity, strength and coordina- HA 153 Dance as an Art Form—HC (Nordstrom), tion and that ultimately achieve desired aesthetic MHC goals. Class work includes lectures, experiential Contemporary Artists Issues—AC (Woodson), application, and computer analyses to reinforce a MHC rigorous understanding of the scientifi c principles Art Criticism—MHC and body mechanics that are observed within HACU 278 Black Traditions in American Dance— dance performance as well as in excellent teaching HC (Hill) of dance. Prerequisite: DAN 241 or the equivalent. UM DANCE 273 Jazz Tap Dancing in America: {A} 5 credits History and Practice—UM (Hill)

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Lecturers Thomas Rohlich, Ph.D., Chair Yoon-Suk Chung, Ph.D. Weijia Li, Ph.D. Associate Professors Suk Massey, M.A. Maki Hirano Hubbard, Ph.D. Atsuko Takahashi, M.A. **1, *2 Deirdre Sabina Knight, Ph.D. Grant Xiaoguang Li, Ph.D. Ling Zhao, M.A. Assistant Professors Kimberly Kono, Ph.D. Teaching Assistant Sujane Wu, Ph.D. Mimi Domeki, B.A.

Visiting Assistant Professor Yuri Kumagai, Ed.D.

The Department of East Asian Languages and successfully may enroll in the Interterm course in Literatures offers a Major in East Asian Languages Kyoto (when it is offered) following completion of and Cultures with concentrations in China or the FYS course. Enrollment limited to 15 fi rst-year Japan, and a Minor in East Asian Languages and students. {H} WI 4 credits Literatures with concentrations in China, Japan, or Thomas Rohlich Korea. Students planning on spending their junior Offered Fall 2005 year abroad should consult the department con- cerning the list of courses to be credited toward EAL 115j Kyoto Then and Now the major or minor and must seek fi nal approval This course is an on-site study of the city of Kyoto, for the courses upon their return. Japan. During a two-week stay in Kyoto students will examine the spaces and places of one of Japan’s most famous cities, considered by many the Courses in English cultural heart of the country. Based on their work in the prerequisite First-Year Seminar course, stu- FYS 116 Kyoto Through the Ages dents will take turns leading the group to selected Kyoto is acclaimed by Japanese and foreigners alike museums, temples and shrines, craft and entertain- as one of the world’s great cities, the embodiment ment centers, and other cultural sites. Prerequisite: in space and spirit of Japan’s rich cultural heritage. successful completion of FYS 116, “Kyoto Through It is also a thriving modern metropolis of over a the Ages.” Enrollment limited to 15. Graded S/U million people, as concerned with its future as it is only. (E) 2 credits proud of its past. In this course students will study Thomas Rohlich Kyoto past and present, its culture and people, so Offered Interterm 2006 as to better understand how it became the city it is Three days at Smith and two weeks in Kyoto, Japan today. Students who complete the fi rst-year seminar during January 2006

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EAL 231 The Culture of the Lyric in Traditional Sujane Wu China Offered Spring 2006 This course surveys the masterworks of the Chinese lyric tradition from its oral beginnings in pre-Con- EAL 240 Japanese Language and Culture fucian times through the Yuan dynasty. Through This course is designed to enhance students’ the careful reading of selected works including knowledge and understanding of the Japanese shaman’s hymns, protest poetry and excerpts from language by relating linguistic, social and historical the great novels, students will inquire into how aspects of Japanese culture as well as the Japanese the spiritual, philosophical and political concerns perception of the dynamic of human interactions. dominating the poets’ milieu shaped the lyric lan- Starting with a brief review of structural and cultur- guage through the ages. No knowledge of Chinese al characteristics of the language, we will move on language or literature is required. (E) {L} 4 credits to examine predominant beliefs about the relation- Sujane Wu ship between Japanese language and cultural or Offered Fall 2005 interpersonal perceptions, including politeness and gender. Basic knowledge of Japanese is desirable. EAL 236 Modernity: East and West All readings are in English translation. {S} What can the project of modernity, particularly the 4 credits Enlightenment concern for human freedom, mean Maki Hubbard for Chinese writers and for us today? How can we Offered Spring 2006 understand current struggles for human rights in terms of the different directions modernity and its EAL 241 Court Ladies, Wandering Monks, critique have taken in Europe, Japan and China? and Urban Rakes: Literature and Culture in We will read selections from European and East Premodern Japan Asian philosophers and writers to consider theo- A study of Japanese literature and its cultural roots ries of modernity, histories of modern imperialism, from the 8th to the 19th centuries. The course will ideas of national culture, and literature’s function focus on enduring works of the Japanese literary in nationalist movements. Close readings of 20th- tradition, along with the social and cultural condi- century Chinese fi ction and fi lm will focus on ques- tions that gave birth to the literature. All readings tions of alienation and social responsibility. Works are in English translation. {L} 4 credits by Kant, Marx, Soseki, Lu Xun, Zhang Yimou and Thomas Rohlich others. {L} 4 credits Offered Fall 2005 Sabina Knight Offered Fall 2005 EAL 242 Modern Japanese Literature Selected readings in translation of Japanese litera- EAL 237 Chinese Poetry and the Other Arts ture from the Meiji period to the present. In the A study of traditional Chinese poetry from around past 150 years Japan has undergone tremendous 600 B.C. to A.D. 1300, including folk songs, old- change: rapid industrialization, imperial and co- style poems, rhapsodies, yuefu ballads, regulated lonial expansion, occupation following its defeat verses, ci lyrics and vernacular songs. Through in the Pacifi c War, and emergence as a global comparative study of the theoretical and practical economic power. The literature of modern Japan interaction of Chinese poetry with music, painting, refl ects the complex aesthetic, cultural and politi- calligraphy and other visual and plastic arts, we cal effects of such changes. Through our discus- will consider forms of art in a coherent intellectual sions of these texts, we will also address theoretical framework. In addition to linguistic characteristics, questions about such concepts as identity, gender, formal and thematic aspects, we will explore issues race, sexuality, nation, class, colonialism, modern- of gender and the historical, social and cultural ism and translation. All readings are in English contexts. Students, if interested, will also learn to translation. {L} 4 credits sing some traditional Chinese poems. All readings Kimberly Kono are in English translation. {L} 4 credits Offered Spring 2006

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EAL 245 Writing, Japan and Otherness half of the 20th century. We will address the diverse We will examine representations of “otherness” reactions to Japan’s colonial project and explore in Japanese literature and fi lm from the mid-19th the ways in which empire was manifest in a literary century until the present. How was (and is) Japan’s form. Looking at the different representations of identity as a modern nation confi gured through empire, the course will examine concepts such as representations of “others?” How are categories of assimilation, mimicry, hybridity, travel and trans- race, gender, nationality, class and sexuality used culturation in the context of Japanese colonialism. in the construction of “otherness?” We will discuss By bringing together different voices from inside the development of national and individual identi- and outside of Japan’s empire, students will gain a ties as well as explore issues of travel, colonialism, deeper understanding of the complexities of colo- immigration and military occupation. In conjunc- nial hegemony and identity. In particular, reading tion with these investigations, we will also address works by Japanese, Korean, Taiwanese and Chinese the varied ways in which Japan was represented as subjects will enable students to transcend simplis- “other” by writers from China, England, France, tic binary notions of colonizer and colonized while Korea and the United States. How do these images also acknowledging the complex reality of colonial of and by Japan converse with each other? All read- complicity. While the course will focus predomi- ings are in English translation. {L} 4 credits nantly on literature related to Japanese colonialism, Kimberly Kono students will also be assigned several examples of Offered Fall 2005 colonial fi ction from other literary traditions as well as some postcolonial theory. {L} 4 credits EAL 261 Major Themes in Literature: East- Kimberly Kono West Perspectives Offered Spring 2006 Topic: Gendered Fate. Is fate indifferent along lines of gender? What (and whose) interests are The Dream of the Red Chamber (also known as served by appeals to destiny? Close readings of The Story of the Stone) women’s narratives of desire, courtship, sexuality, The Dream of the Red Chamber is the most studied prostitution and rape will explore how belief in of all the novels in Chinese literature, and scholar- inevitability mystifi es the gender-based oppression ship on the novel now forms its own “Red School.” of social practices and institutions. Are love, mar- In modern times, the novel has also been frequent- riage and mothering biological imperatives? What ly transformed into TV drama series, movies, plays, are love, seduction and desire if not freely chosen? operas and dance performances. In this seminar, Or is freely chosen love merely a Western ideal? we will fi nish reading the novel’s 120 chapters How might women write to overcome fatalistic (translated into English in fi ve volumes) and study discourses that shape the construction of female the novel’s representations of both popular and subjectivity and agency? Works by Simone de Beau- high culture, from traditional society, arts, and voir, Hayashi Fumiko, Hong Ying, Nadine Gordimer, poetry to clothing, food and other everyday cus- Toni Morrison, and Wang Anyi. All readings in toms. Visual aides and Web sites will be provided English translation. Open to students at all levels. whenever needed. {L} 4 credits {L} 4 credits Sujane Wu Sabina Knight Offered Spring 2006 Offered Fall 2005 EAL 400 Special Studies EAL 360 Seminar: Topics in East Asian For students engaged in independent projects or Languages and Literatures research in connection with Japanese, Chinese or Korean language and literature. Writing Empire: Images of Colonial and Postco- 2 to 4 credits lonial Japan Offered both semesters each year We will read and discuss literary texts produced in and about the Japanese empire during the fi rst

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will be supplemented by audio-visual materials. East Asian Language Prerequisite: 221 or permission of the instructor. Courses {F} 4 credits Sujane Wu A language placement test is required prior to reg- Offered each Fall istration for students who have previously studied the language. CHI 302 Chinese III Introduction to the use of authentic written and Chinese Language visual documents commonly encountered in China today, with an emphasis on television news CHI 110 Chinese I (Intensive) broadcasts and newspaper articles. Exercises in An intensive introduction to spoken Mandarin and composition as well as oral presentations will modern written Chinese, presenting basic elements complement daily practice in reading and listening of grammar, sentence structures and active mastery comprehension. Prerequisite: 301 or permission of of the most commonly used Chinese characters. the instructor. {F} 4 credits Emphasis on development of oral/aural profi cien- Weijia Li cy, pronunciation, and the acquisition of skills in Offered each Spring reading and writing Chinese characters. 5 credits Sections as follows: CHI 350 Advanced Readings in Chinese: Grant Li, Weijia Li Modern Literary Texts Offered each Fall Development of advanced oral and reading profi - ciency through the study and discussion of selected CHI 111 Chinese I (Intensive) modern Chinese literary texts. Students will explore A continuation of 110. Prerequisite: CHI 110 or literary expression in original works of fi ction, in- permission of the instructor. {F} 5 credits cluding short stories, essays, novellas and excerpts Grant Li, Weijia Li of novels. Prerequisite: 302 or permission of the Offered each Spring instructor. {L/F} 4 credits Ling Zhao CHI 220 Chinese II (Intensive) Offered each Fall Continued emphasis on the development of oral profi ciency and functional literacy in modern Man- CHI 351 Advanced Readings in Chinese: darin. Conversation and narrative practice, reading Modern and Contemporary Texts exercises, short composition assignments, and In contrast with CHI 350, this course focuses on work with audio-visual materials. Prerequisite: 111 readings of political and social import. Through or permission of the instructor. {F} 5 credits the in-depth study and discussion of essays drawn Ling Zhao from a variety of sources, students will increase Offered each Fall their understanding of modern and contemporary China. Prerequisite: 302 or permission of the in- CHI 221 Chinese II (Intensive) structor. {L/F} 4 credits A continuation of 220. Prerequisite: CHI 220 or Ling Zhao permission of the instructor. {F} 5 credits Offered each Spring Ling Zhao Offered each Spring Japanese Language CHI 301 Chinese III JPN 110 Japanese I (Intensive) Building on the skills and vocabulary acquired in An introduction to spoken and written Japanese. Chinese II, students will learn to read simple essays Emphasis on the development of basic oral profi - on topics of common interest, and will develop ciency, along with reading and writing skills. Stu- the ability to understand, summarize and discuss dents will acquire knowledge of basic grammatical social issues in contemporary China. Readings patterns, strategies in daily communication, hira-

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gana, katakana and about 300 Kanji. Designed Prerequisite: JPN 302 or permission of the instruc- for students with no background in Japanese. {F} tor. {F} 4 credits 5 credits Kimberly Kono Maki Hubbard, Atsuko Takahashi Offered Fall 2005 Offered each Fall JPN 351 Contemporary Texts II JPN 111 Japanese I (Intensive) Continued study of selected contemporary texts A continuation of 110. Prerequisite: JPN 110 or including fi ction and short essays from print and permission of the instructor. {F} 5 credits electronic media. This course further develops Maki Hubbard, Atsuko Takahashi advanced reading, writing and discussion skills in Offered each Spring Japanese, and enhances students’ understanding of various aspects of contemporary Japanese society. JPN 220 Japanese II (Intensive) Prerequisite: JPN 302 or permission of the instruc- Course focuses on further development of oral tor. {F} 4 credits profi ciency, along with reading and writing skills. Atsuko Takahashi Students will attain intermediate profi ciency while Offered Spring 2006 deepening their understanding of the social and cultural context of the language. Prerequisite: 111 Korean Language or permission of the instructor. {F} 5 credits Yuri Kumagai, Atsuko Takahashi KOR 110 Korean I Offered each Fall An introduction to spoken and written Korean. Emphasis on oral profi ciency with the acquisition JPN 221 Japanese II (Intensive) of basic grammar, reading and writing skills. This A continuation of 220. Prerequisite: JPN 220 or course is designed for students with little or no permission of the instructor. {F} 5 credits background in Korean. 4 credits Yuri Kumagai Yoon-Suk Chung Offered each Spring Offered each Fall

JPN 301 Japanese III KOR 111 Korean I Development of high intermediate profi ciency in A continuation of 110. Prerequisite: 110 or permis- speech and reading through study of varied prose sion of the instructor. {F} 4 credits pieces and audio-visual materials. Prerequisite: Yoon-Suk Chung 221 or permission of the instructor. {F} 4 credits Offered each Spring Yuri Kumagai Offered each Fall KOR 220 Korean II This course places equal emphasis on oral/aural JPN 302 Japanese III profi ciency, grammar, and reading and writing A continuation of 301. Prerequisite: 301 or permis- skills. Various aspects of Korean society and cul- sion of the instructor. {F} 4 credits ture are presented with weekly visual materials. Yuri Kumagai Basic Chinese characters are introduced. Prerequi- Offered each Spring site: 111 or permission of the instructor. {F} 4 credits JPN 350 Contemporary Texts Yoon-Suk Chung Study of selected contemporary texts including Offered each Fall literature and journalism from print and elec- tronic media. Focus will be on developing reading KOR 221 Korean II and discussion skills in Japanese using original A continuation of 220. Prerequisite: 220 or permis- materials, and on understanding various aspects sion of the instructor. {F} 4 credits of modern Japan through its contemporary texts. Yoon-Suk Chung Offered each Spring

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KOR 301 Korean III Continued development of speaking, listening, The Major in East Asian reading and writing, with more advanced grammat- ical points and vocabulary. Korean proverbs and Languages and Cultures Chinese characters are introduced. Prerequisite: 221 or permission of the instructor. {F} 4 credits Prerequisites Suk Massey The fi rst year of Chinese (CHI 110 and 111) or Offered each Fall Japanese (JPN 110 and 111) is a prerequisite for admission to the major. A language placement test KOR 302 Korean III is required prior to registration for students who A continuation of 301. Prerequisite: 301 or permis- have previously studied the language. sion of the instructor. {F} 4 credits Suk Massey Advisers: Members of the department Offered each Spring Requirements: Students are expected to con- KOR 350 Advanced Studies in Korean centrate in China or Japan and take a total of 11 Language and Society courses (46 credits), distributed as follows: This course is designed to provide students with a thorough grounding in advanced reading, writing, 1. Language: and speaking skills in Korean to lay a fi rm founda- a. Second-year language courses (10 cred- tion for the clear understanding of Korean contem- its): JPN 220 and 221 or CHI 220 and 221 (2 porary culture. Selected current issues in Korean courses). society and culture will be addressed, and a wide b. Third-year language courses (8 credits): range of print and non-print materials will be cov- JPN 301 and 302 or CHI 301 and 302 (2 ered. Texts are all in Korean with advanced Chinese courses). Students whose profi ciency places characters. Prerequisite: 302 or permission of the them beyond the third year should substitute instructor. {F} 4 credits advanced language or literature courses for this Suk Massey requirement. Offered each Fall 2. Literature: KOR 351 Advanced Readings in Korean a. At least three EAL courses (12 credits) in the Language and Literature literature or culture of the student’s concentra- This course further develops advanced reading, tion, including a departmental seminar. Students writing and speaking skills through original literary concentrating on China are encouraged to take texts in Korean. Students will read a wide selection EAL 231 and 232, and they must take at least of the most representative modern Korean literary one of these two courses. Students focusing on works (including short stories, novellas, excerpts Japan are encouraged to take EAL 241 and 242, of novels, essays, poetry, and plays) by well-known and they must take at least one of these courses. Korean writers. Class will be conducted in Korean. b. At least one course (4 credits) focusing prin- Prerequisite: 350 or permission of the instructor. cipally on the literature of another East Asian {F} 4 credits country. Yoon-Suk Chung Offered each Spring 3. Electives: Three additional courses (12 credits) may be chosen from other advanced language or literature courses in the department, or, at the recommenda- tion of the adviser, from related courses in other departments.

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Of the eleven required courses, no more than fi ve normally shall be taken in other institutions, such Honors as Five Colleges, Junior Year Abroad programs, or Director: Thomas Rohlich summer programs. Students should consult their advisers prior to taking such courses. S/U grading 430d Thesis options are not allowed for courses counting to- (8 credits) ward the major. Native speakers of a language are Full-year course; Offered each year encouraged to take another East Asian language. 431 Thesis Advanced Language Courses: 8 credits CHI 310 Readings in Classical Chinese Prose and Offered each Fall Poetry CHI 350 Advanced Readings in Chinese: Modern Requirements: same as for the departmental Literary Texts major plus the thesis, normally written in both CHI 351 Advanced Readings in Chinese: Modern semesters of the senior year (430d), with an oral and Contemporary Texts examination on the thesis. In special cases, the JPN 350 Contemporary Texts I thesis may be written in the fi rst semester of the JPN 351 Contemporary Texts II senior year (431). KOR 350 Advanced Studies in Korean Language and Society KOR 351 Advanced Readings in Korean Language and Literature The Minor in East Asian Languages and Literatures Courses taught in English: EAL 231 The Culture of the Lyric in Traditional Advisers: Members of the department China EAL 232 Modern Chinese Literature The course requirements are designed so that a EAL 236 Modernity: East and West student will concentrate on one of the East Asian EAL 240 Japanese Language and Culture languages, but will have the option of being ex- EAL 241 Court Ladies, Wandering Monks, and posed to the other courses in the department. Urban Rakes: Literature and Culture in Premodern Japan Prerequisites EAL 242 Modern Japanese Literature The fi rst year of Chinese (CHI 110 and 111), Japa- EAL 243 Japanese Poetry in Cultural Context nese (JPN 110 and 111), or Korean (KOR 110 and EAL 244 Construction of Gender in Modern 111) is a prerequisite for admission. Japanese Women’s Writing EAL 245 Writing the “Other” in Modern Japanese Requirements: Literature A total of six courses (24 credits) in the following EAL 261 Major Themes in Literature: East-West distribution, no more than three of which shall be Perspectives (topic course) taken in other institutions. Students should consult EAL 360 Seminar: Topics in East Asian Languages the department prior to taking courses in other and Literatures (topic course) institutions.

1. Chinese II (CHI 220 and 221), Japanese II (JPN 220 and 221), or Korean II (KOR 220 and 221).

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2. Four courses, at least two of which must be EAL courses, chosen from the following:

EAL 231 The Culture of the Lyric in Traditional China EAL 232 Modern Chinese Literature EAL 236 Modernity: East and West EAL 240 Japanese Language and Culture EAL 241 Court Ladies, Wandering Monks, and Urban Rakes: Literature and Culture in Premodern Japan EAL 242 Modern Japanese Literature EAL 243 Japanese Poetry in Cultural Context EAL 244 Construction of Gender in Modern Japa- nese Women’s Writing EAL 245 Writing, Japan and Otherness EAL 261 Major Themes in Literature (topic course) EAL 360 Seminar: Topics in East Asian Languages and Literatures EAL 400 Special Studies CHI 301 Chinese III CHI 302 Chinese III (A continuation of 301) CHI 310 Readings in Classical Chinese Prose and Poetry CHI 350 Advanced Readings in Chinese: Modern Literary Texts CHI 351 Advanced Readings in Chinese: Modern and Contemporary Society JPN 301 Japanese III JPN 302 Japanese III (A continuation of 301) JPN 350 Contemporary Texts I JPN 351 Contemporary Texts II KOR 301 Korean III KOR 302 Korean III (A continuation of 301) KOR 350 Advanced Studies in Korean Language and Society KOR 351 Advanced Readings in Korean Language and Literature

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Visiting faculty and some lecturers are generally appointed for a limited term.

East Asian Studies Advisory Committee Maki Hirano Hubbard, Associate Professor of East Daniel K. Gardner, Professor of History Asian Languages and Literatures **1 Marylin Rhie, Professor of Art and of East Asian **1, *2 Deirdre Sabina Knight, Assistant Professor of Studies, Director East Asian Languages and Literatures †2 Peter N. Gregory, Professor of Religion and of Kimberly Kono, Assistant Professor of East Asian East Asian Studies Languages and Literatures †1 Dennis Yasutomo, Professor of Government Thomas Rohlich, Professor of East Asian Languages Suzanne Zhang-Gottschang, Assistant Professor of and Literatures East Asian Studies and Anthropology Sujane Wu, Assistant Professor of East Asian Languages and Literatures Participating Faculty Marnie Anderson, Lecturer in History Research Associate **1 Steven M. Goldstein, Professor of Government Rieko Kage Jamie Hubbard, Professor of Religion and Yehan Numata Lecturer in Buddhist Studies

nese 220 and 221, Japanese 220 and 221, or Kore- The Major an 220 and 221, or higher-level courses. Extensive language study is encouraged, but only two courses The major in East Asian studies offers students an at the second-year level or higher will count toward opportunity to develop a coherent and comprehen- the major. Students with native or near-native fl u- sive understanding of the great civilizations of the ency in an East Asian language must take a second Asia Pacifi c region. The study of East Asia should East Asian language. Native and near-native fl uency be considered an integral part of a liberal arts edu- is defi ned as competence in the language above the cation. Through an interdisciplinary study of these fourth-year level. diverse cultures, students engage in a comparative study of their own societies and values. The major 2) Survey Courses also refl ects the emergence of East Asia politically, economically, and culturally onto the world scene a) One survey course on the pre-modern civi- especially during the last century and anticipates lization of an East Asian country: HST 211, the continued importance of the region in the HST 212, or HST 220 future. It therefore helps prepare students for b) One survey course on modern East Asia: post-graduation endeavors ranging from graduate HST 221, ANT 252, or ANT 253 training to careers in both the public and private sectors dealing with East Asia. Note: Basis courses must cover more than one East Asian country

Requirements for the Major Electives (6 courses) Basis Courses: 1) Six elective courses, which shall normally be 1) An East Asian Language: The second year of an determined in consultation with the adviser East Asian language, which can be fulfi lled by Chi- from the list of approved courses.

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a) Four of the elective courses shall constitute EAS 218/HST 218 Thought and Art in China an area of concentration, which can be Topic: Confucian and Taoist Thought and Art. an emphasis on the civilization of one A survey of Confucian and Taoist teachings and country (China, Japan, or Korea) or a their expression in the visual arts from earliest thematic concentration (for example, the times. Open to fi rst-year students by permission of Confucian tradition, the Buddhist legacy, the instructors only. gender, imperialism, thought and art, politi- Daniel Gardner and Marylin Rhie cal economy, international relations, etc.) Offered Spring 2007 b) Electives must include courses in both the Humanities and Social Sciences EAS 270 Colloquium in East Asian Studies c) Electives must include courses on more Topic: Art of Korea. Architecture, sculpture, paint- than one East Asian country ing and ceramic art of Korea from Neolithic times d) One of the elective courses must be a Smith to the 18th century. {A/H} 4 credits seminar Marylin Rhie e) At least half of course credits toward the Offered Fall 2005 major must be taken at Smith. EAS 279 Colloquium: The Art and Culture of 2) Smith courses not included on the approved list Tibet may count toward the major under the following The architecture, painting, and sculpture of Tibet conditions: are presented within their cultural context from a) The course has a substantial East Asian the period of the Yarlung dynasty (7th century) component suitable for a comparative study through the rule of the Dalai Lamas to the present. of East Asia {A/H} 4 credits b) The student obtains the approval of the East Marylin Rhie Asian Studies Advisory Committee Offered Fall 2006 c) No more than one such course shall be applied toward the major. EAS 375 Seminar: Japan–United States 3) A student may honor in East Asian studies (EAS Relations 430d). Honors requires a 3.0 GPA overall and Analysis of political, economic, cultural, and racial 3.3 GPA in the major. The Honors thesis may roots of U.S.–Japan relations from the 19th cen- substitute for the seminar requirement. tury to the present. Emphasis on current mutual perceptions and their potential impact on future 4) Junior Year Abroad programs are encouraged bilateral relations. {S} 4 credits at college-approved institutions in East Asia. Dennis Yasutomo EAS recommends the Associated Kyoto Program Offered Spring 2007 for Japan, ACC for China, and Ewha Women’s University for Korea. Courses taken at JYA EAS 404 Special Studies programs, as well as courses taken away from 4 credits Smith at other institutions, may count toward the Offered both semesters each year major under the following conditions: a) The courses are reviewed and approved by EAS 408d Special Studies the East Asian Studies Advisory Committee 8 credits upon completion. Full-year course; Offered each year b) Courses taken away from Smith must not total more than half of the credits counted EAS 430d Honors Thesis toward the major. 8 credits Full-year course; Offered each year Advisers: Robert Eskildsen, Daniel K. Gardner, Peter Gregory, Marylin Rhie, Dennis Yasutomo, Suzanne Zhang-Gottschang

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EAL 240 Japanese Language and Culture Basis Courses EAL 241 Court Ladies, Wandering Monks, and Urban Rakes ANT 251 Women and Modernity in East Asia EAL 242 Modern Japanese Literature {S} 4 credits EAL 243 Japanese Poetry in Cultural Context Suzanne Zhang-Gottschang EAL 245 Writing, Japan and Otherness Offered Spring 2006 EAL 261 Major Themes in Literature: East-West Perspectives ANT 252 The City and the Countryside in EAL 360 Seminar: Topics in East Asian Languages China and Literatures {S} 4 credits EAS 270 Colloquium in East Asian Studies Suzanne Zhang-Gottschang EAS 279 Colloquium: The Art and Culture of Tibet Offered Fall 2006 HST 218 Thought and Art in China REL 110 Politics of Enlightenment ANT 253 Introduction to East Asian Societies REL 260 Buddhist Thought and Cultures REL 263 Zen (E) {S} 4 credits REL 265 Colloquium in East Asian Religions Suzanne Zhang-Gottschang REL 266 Colloquium in Buddhist Studies Offered Fall 2005, Spring 2007 REL 270 Japanese Buddhism REL 282 Violence and Non-Violence in Religious HST 211 (L) The Emergence of China Traditions of South Asia {H} 4 credits REL 360 Seminar: Problems in Buddhist Thought Daniel Gardner Offered Fall 2005, Fall 2006

HST 212 (L) China in Transformation, A.D. Approved Courses in the 750–1900 Social Sciences {H} 4 credits Daniel Gardner ANT 251 Women and Modernity in East Asia Offered Spring 2007 ANT 252 The City and the Countryside in China ANT 253 Introduction to East Asian Societies and HST 221 (L) The Rise of Modern Japan Culture {H} 4 credits ANT 342 Seminar: Topics in Anthropology Marnie Anderson EAS 219 Modern Korea Offered Fall 2005 EAS 270 Colloquium in East Asian Studies EAS 279 Colloquium: The Art and Culture of Tibet EAS 375 Seminar: Japan–United States Relations Approved Courses in the GOV 228 The Government and Politics of Japan GOV 230 The Government and Politics of China Humanities GOV 251 Foreign Policy of Japan GOV 344 Seminar on Foreign Policy of the Chinese ARH 101 Buddhist Art People’s Republic ARH 120 Introduction to Art History: Asia GOV 348 Seminar in International Politics: Confl ict ARH 222 The Art of China and Cooperation in Asia ARH 224 The Art of Japan HST 101 Geisha, Wise Mothers, and Working EAL 231 The Culture of the Lyric in Traditional Women China HST 211 The Emergence of China EAL 232 Modern Chinese Literature HST 212 China in Transformation EAL 236 Modernity: East and West HST 214 Aspects of Chinese History: The World of EAL 237 Chinese Poetry and the Other Arts Thought in Early China

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HST 218 Thought and Art in China HST 220 The Sources of Japanese Culture HST 221 The Rise of Modern Japan HST 222 Aspects of Japanese History: The Place of Protest in Early Modern and Modern Japan HST 223 Women in Japanese History: From Ancient Times to the Nineteenth Century HST 292 The 19th Century Crisis in East Asia The Minor The interdepartmental minor in East Asian studies is a program of study designed to provide a coher- ent understanding of and basic competence in the civilizations of China, Japan and Korea. It may be undertaken in order to broaden the scope of any major; to acquire, for comparative purposes, an Asian perspective within any of the humanistic and social-scientifi c disciplines; or as the basis of future graduate work and/or careers related to East Asia.

Requirements: The minor will consist of a total of six courses, no more than three of which shall be taken at other institutions. Courses taken away from Smith require the approval of the East Asian Studies Advisory Committee.

1) The second year of an East Asian language, which can be fulfi lled by Chinese 220 and 221, Japanese 220 and 221, or Korean 220 and 221, or higher level courses. Extensive language study is encouraged, but only two courses at the second year level or higher will count toward the minor. Students with native or near-native fl uency in an East Asian language must take a second East Asian language. Native and near- native fl uency is defi ned as competence in the language above the fourth year level.

2) Four elective courses, which shall be deter- mined in consultation with the adviser normally from the list of approved courses. Elective courses must be drawn from both the humani- ties and social sciences.

Advisers: Robert Eskildsen, Daniel K. Gardner, Peter Gregory, Marylin Rhie, Dennis Yasutomo, Suzanne Zhang-Gottschang

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associate Professors Frederick Leonard, Ph.D., Chair †2 Thomas A. Riddell, Ph.D. Mark Aldrich, Ph.D. James Miller, Ph.D., J.D. Andrew Zimbalist, Ph.D. Randall Bartlett, Ph.D. Assistant Professors Robert Buchele, Ph.D. **1 Roisin O’Sullivan, Ph.D. †1 Roger T. Kaufman, Ph.D. Lewis Davis, Ph.D. †2 Karen Pfeifer, Ph.D. Ardith Spence, Ph.D. **2 Elizabeth Savoca, Ph.D. Deborah Haas-Wilson, Ph.D. Lecturer Charles P. Staelin, Ph.D. Charles Johnson, A.B., M.B.A. Nola Reinhardt, Ph.D. †2 Mahnaz Mahdavi, Ph.D.

First-year students who are considering a major in bates on appropriate solutions. May not be counted the department and who hope to spend their junior toward the major or minor in economics. Open year abroad are strongly advised to take 150 and only to junior and senior non-economics majors 153 in the fi rst year and to take additional courses who have never taken an economics course. {S} in economics in the sophomore year. Majors in 4 credits. economics are strongly advised to take 250, 253 Karen Pfeifer, Robert Buchele and 190 as soon after the introductory courses as Offered Fall 2005, Spring 2006, Spring 2007 possible. Students considering graduate study in economics are advised to master the material in 125 Economic Game Theory ECO 255 and 240 as well as MTH 111, 112, 211, An examination of how rational people cooperate 212, 225 and 243. and compete. Game theory explores situations in which everyone’s actions affect everyone else, and everyone knows this and takes it into account A. General Courses when determining their own actions. Business, military and dating strategies will be examined. No 123 Cheaper by the Dozen: Twelve Economic economics prerequisite. Prerequisite: at least one Issues for Our Times semester of high school or college calculus. (E) This course for the concerned non-economist ad- {S} 4 credits dresses pressing issues in contemporary U.S. and James Miller world society, such as global economic integra- Offered Fall 2005 tion; poverty and inequality; education; healthcare; housing; social security; agriculture and the food 150 Introductory Microeconomics supply; the environment; unemployment; govern- How and how well do markets work? What should ment macro policy, the budget, and the national government do in a market economy? How do debt. Economic concepts in lay English and a few markets set prices, determine what will be pro- simple mathematical tools are used to help explain duced, and decide who will get the goods? We each social problem and to illuminate the core de- consider important economic issues including

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preserving the environment, free trade, taxation, (de)regulation, and poverty. {S} 4 credits B. Economic Theory Members of the department 240 Econometrics Offered both semesters each year Applied regression analysis. The specifi cation and estimation of economic models, hypothesis testing, 153 Introductory Macroeconomics statistical signifi cance, interpretation of results, An examination of current macroeconomic policy policy implications. Emphasis on practical applica- issues, including the short- and long-run effects tions using both cross-section and time-series data. of budget defi cits, the determinants of economic Prerequisites: 150, 153, and 190, and MTH 111. growth, causes and effects of infl ation, and the {S/M} 4 credits effects of high trade defi cits. The course will focus Robert Buchele, Elizabeth Savoca on what, if any, government (monetary and fi scal) Offered Fall 2005, Spring 2007 policies should be pursued in order to achieve low infl ation, full employment, high economic growth, 250 Intermediate Microeconomics and rising real wages. {S} 4 credits Focuses on the economic analysis of resource allo- Members of the department cation in a market economy and on the economic Offered both semesters each year impact of various government interventions, such as minimum wage laws, national health insur- ACC 223 Financial Accounting ance, and environmental regulations. Covers the The course, while using traditional accounting theories of consumer choice and decision making techniques and methodology, will focus on the by the fi rm. Examines the welfare implications of a needs of external users of fi nancial information. market economy, and of federal and state policies The emphasis is on learning how to read, interpret which infl uence market choices. Prerequisite: 150, and analyze fi nancial information as a tool to guide MTH 111 or its equivalent. {S} 4 credits investment decisions. Concepts rather than pro- James Miller, Deborah Haas-Wilson cedures are stressed and class time will be largely Offered both semesters each year devoted to problem solutions and case discussions. A basic knowledge of arithmetic and a familiarity 253 Intermediate Macroeconomics with a spreadsheet program is suggested. Cannot Builds a cohesive theoretical framework within be used for credit towards the economics major which to analyze the workings of the macroecono- and no more than four credits in accounting may my. Current issues relating to key macroeconomic be counted toward the degree. {S} 4 credits variables such as output, infl ation and unemploy- Charles Johnson ment are examined within this framework. The role Offered Spring 2006, Fall 2006, Spring 2007 of government policy, both in the short run and the long run, is also assessed. Prerequisite: 153, MTH 190 Introduction to Statistics and 111 or its equivalent. {S} 4 credits Econometrics Roger Kaufman, Roisin O’Sullivan Summarizing, interpreting and analyzing empirical Offered both semesters each year data. Attention to descriptive statistics and statisti- cal inference. Topics include elementary sampling, 255 Mathematical Economics probability, sampling distributions, estimation, The use of mathematical tools to analyze economic hypothesis testing and regression. Assignments problems, with emphasis on linear algebra and dif- include use of statistical software and micro com- ferential calculus. Applications particularly in com- puters to analyze labor market and other economic parative statics and optimization problems. Prereq- data. Prerequisite: 150 and 153 recommended. uisites: MTH 111, 112, 211, ECO 253, and 250 or {S/M} 4 credits permission of the instructor. {S/M} 4 credits Robert Buchele, Elizabeth Savoca Lewis Davis Offered both semesters each year Offered Spring 2006

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333 Seminar: Free Market Economics 231 The Sports Economy A research project involving a long paper and a The evolution and operation of the sports industry oral presentation concerning an issue or an area of in the United States and internationally. The course interest to a free market economy of your choos- will explore the special legal and economic cir- ing. Prerequisite: 233 or either 250 or 253. {S} cumstances of sports leagues, owner incentives, 4 credits labor markets, governance, public subsidies, and Frederick Leonard other issues. Prerequisite: ECO 150; ECO 190 is Offered Spring 2006, Spring 2007 recommended. {S} 4 credits Andrew Zimbalist 363 Seminar: Inequality Offered Spring 2006, Fall 2006 The causes and consequences of income and wealth inequality. Social class and social mobility 233 Free Market Economics in the U.S. International comparisons. The distri- Meaning and nature of economic freedom; struc- butional impact of technical change and globaliza- ture and institutions of a free market economy; tion. Is there a “trade-off” between equality and philosophical foundation underlying freedom; economic growth? The benefi ts of competition and macro- and microeconomic performance of a free cooperation. Experimental Economics: selfi shness, market economy; foundations, performance and altruism and reciprocity. Fairness and the dogma critique of alternatives to freedom offered by the of economic rationality. Does having more stuff American political left and right; analysis of eco- make us happier? Prerequisites: 190, 150 and 250 nomic and political issues such as the “fair” distri- (the last required for economics majors using this bution of income and wealth, social security, smok- course to fulfi ll the seminar requirement). {S} ing in public places and abortion, among many 4 credits others. Prerequisite: 150 or 153. {S} 4 credits Robert Buchele Frederick Leonard Offered Fall 2005 Offered Fall 2005, Fall 2006

260 Economics of the Public Sector C. The American Economy What is the role of government? This course examines theoretical arguments for government 224 Environmental Economics intervention in the market and analyzes govern- The causes of environmental degradation and the ment expenditure programs and tax policy. Topics role that markets can play in both causing and to be discussed include welfare reform, education, solving pollution problems. The effi ciency, equity, health care, social security, and tax reform. Prereq- and impact on economic growth of current and uisite: 250. {S} 4 credits proposed future environmental legislation. Prereq- Ardith Spence uisite: 150. {S} 4 credits Offered Spring 2006 To be announced Offered Spring 2007 265 Economics of Corporate Finance An investigation of the economic foundations for 230 Urban Economics investment, fi nancing and related decisions in the Economic analysis of the spatial structure of cit- business corporation. Basic concerns and respon- ies—why they are where they are and look like sibilities of the fi nancial manager, and the methods they do. How changes in technology and policy of analysis employed by them is emphasized. This reshape cities over time. Selected urban problems course is designed to offer a balanced discussion and policies to address them, include housing, of practical as well as theoretical developments in transportation, concentrations of poverty, and the fi eld of fi nancial economics. Prerequisites: 190, fi nancing local government. Prerequisite: 150. {S} 250, MTH 111. {S} 4 credits 4 credits Mahnaz Mahdavi Randall Bartlett Offered Fall 2005 Offered Spring 2006, Spring 2007

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272 Law and Economics 343 Seminar: The Economics of Global An economic analysis of legal rules and cases. Top- Climate Change ics include contract law, accident law, criminal law, Because global climate change has the potential to the Coase theorem and the economics of litigation. affect every person in every country—with the pos- Prerequisite: 250. {S} 4 credits sibility of catastrophic consequences—it is natural James Miller to ask why it is happening, and what can or should To be arranged be done about it. In this course, we will examine the sources of economic ineffi ciency causing 275 Money and Banking climate change and study the tradeoffs associated An investigation of the role of fi nancial instruments with slowing the process. How do policy options and institutions in the economy. Major topics in- to slow climate change compare with respect to clude the determination of interest rates, the char- effi ciency criteria? How do they affect equity do- acteristics of bonds and stocks, the structure and mestically, internationally and intertemporally? In regulation of the banking industry, the functions addressing these and other questions which inform of a modern central bank and the formulation and the debate on climate change policy, we will also implementation of monetary policy. Prerequisite: examine the importance of political and strategic 253. {S} 4 credits considerations, and the rate of technical change. Roisin O’Sullivan Prerequisites: ECO 190 and ECO 250. (E) {S} Offered Spring 2007 4 credits Ardith Spence 314 Seminar: Industrial Organization and Offered Fall 2005 Antitrust Policy An examination of the latest theories and empirical 351 Seminar: The Economics of Education evidence about the organization of fi rms and in- This course examines economic issues related dustries. Topics include mergers, advertising, stra- to the market for education. We will begin by tegic behaviors such as predatory pricing, vertical considering models that explain educational at- restrictions such as resale price maintenance or tainment both as an investment in human capital exclusive dealing, and antitrust laws and policies. and as a signal of ability. We will consider whether Prerequisite: 250. {S} 4 credits the government should subsidize educational at- Deborah Haas-Wilson tainment—and if so, how much? Our study of Offered Spring 2006, Spring 2007 primary and secondary education will focus on issues of current interest, including the use of 341 Economics of Health Care vouchers, the impact of class size and expenditures An examination of current economic issues in the on performance, and the scope for education health care industry, including the determinants fi nance reform. Our discussion of the market for of the supply of and demand for health and health higher education will examine the choices made care services, the growth of managed care, the by students and by institutions. We will attempt to implications of increasing competition in markets explain why college costs so much. We will also for physician services, hospital services, and health study the implications of preferential admissions care fi nancing, the challenges involved in defi ning policies, tenure and governance procedures, and and measuring health care quality, and the role of endowment spending rules practiced in America’s government in the health care industry. Prerequi- universities. Prerequisites: ECO 190 and ECO 250, sites: 250 and 190 or permission of the instructor. or permission of the instructor. Enrollment limited {S} 4 credits to 15. {S} 4 credits Deborah Haas-Wilson Ardith Spence Offered Spring 2006, Fall 2006 Offered Spring 2006

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214 The EU, the Mediterranean, and the D. International and Middle East: Hellenism or Bonapartism? The EU’s Euro-Mediterranean Partnership envi- Comparative Economics sions linked regional development in Africa and in 209 Comparative Economic Systems the Arab World, promoting goals like sustainable Methods of comparison of economic systems and development, poverty reduction, human resource economic performance, including distributional development, and extensions of ICT. The program equity as well as allocative effi ciency and economic replicates the EU paradigm, with its legal and growth. Reviews of theories and history of Western regulatory framework, and promotes liberalization, capitalist development and of socialist develop- privatization, transition to market-based econom- ment. The Soviet system in Russia and Eastern ics, and free trade according to WTO rules. It en- Europe, early reform programs there, the demise tails North-South integration via infrastructure net- of this system, and current issues regarding the works for transportation, telecommunications and transition from Soviet-type to market economies. energy. Do emerging patterns of aid, foreign invest- Comparative study of other regions, including ment, regional planning, and north-south trade, China, and East Asian economies, in the context of including the oil and arms markets, indicate net the debate over globalization and global economic benefi ts from these arrangements to the southern- justice. Prerequisite: Either 150 or 153. {S} 4 rim Mediterranean and Middle Eastern regions? credits Prerequisite: Either 150 or 153. {S} 4 credits Karen Pfeifer Karen Pfeifer Offered Spring 2006 Offered Fall 2005

211 Economic Development 295 International Trade and Commercial An overview of major economic issues in the devel- Policy oping countries of Asia, Latin America, Africa, and An examination of the trading relationships among the Middle East). Examines theory, institutions, and countries and of the fl ow of production factors development policy. Topics include trade policy throughout the world economy. Topics include (protectionism versus free trade), industrial and the theories of international trade, issues of com- agricultural development strategies, multinational mercial policy and the rise of protectionism, investment, employment, women in development, multilateral trade negotiations, preferential trade international fi nancial issues (lending, balance of agreements, the impact of multinational fi rms, and payments defi cits, the debt and fi nancial crises). trade and economic development. Prerequisite: Prerequisites: 150 and 153. {S} 4 credits 250. {S} 4 credits Nola Reinhardt Lewis Davis Offered Fall 2006 Offered Fall 2005

213 The World Food System 296 International Finance Examination of international patterns of food An examination of international monetary theory production and distribution. Consideration given and institutions and their relevance to national to major current issues, such as concentration in and international economic policy. Topics include agricultural production and marketing, causes of mechanisms of adjustment in the balance of pay- world hunger, food dependency in developing na- ments; macroeconomic and exchange-rate policy tions, technology transfer to developing countries, for internal and external balance; international causes and consequences of multinational invest- movements of capital; and the history of the in- ment in Third World agriculture, and environmen- ternational monetary system: its past crises and tal considerations of modern agricultural technol- current prospects; issues of currency union and ogy. Prerequisite: 150. {S} 4 credits optimal currency area; and emerging markets. Nola Reinhardt Prerequisite: 253. {S} 4 credits Offered Fall 2005, Spring 2007 Mahnaz Mahdavi Offered Spring 2006

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310 Seminar: Comparative Labor Economics courses in economics above the introductory level. Topic: Labor Economics and Compensation Sys- 4 credits tems. Why do lawyers and doctors make so much Offered both semesters each year more than college professors? Are corporate exec- utives paid too much or too little? How much of the 408d Special Studies male-female wage gap is due to discrimination? Is Admission by permission of the department, nor- education an investment in human capital, a signal, mally for majors and minors who have had four or a means of reproducing the class structure? semester courses in economics above the introduc- How has trade with developing countries affected tory level. Students contemplating a special studies wages in the United States? In this seminar we shall should read the guidelines for special studies in the apply and extend economic theory to analyze these department’s “Handbook for Prospective Majors” and other questions in labor economics. Prerequi- on the department’s webpage: www.smith.edu/eco- sites: Eco 250 and 190. {S} 4 credits nomics. 8 credits Roger Kaufman Full-year course; Offered each year To be arranged 318 Seminar: Latin American Economics The Major The Latin American economies have undergone a dramatic process of economic collapse and Advisers: Mark Aldrich, Randall Bartlett, Robert restructuring since 1980. We examine the back- Buchele, Deborah Haas-Wilson, Roger Kaufman, ground to the collapse and the economic reforms Frederick Leonard, Mahnaz Mahdavi, James Miller, implemented in response. We consider the cur- Roisin O’Sullivan, Karen Pfeifer, Nola Reinhardt, rent status and future prospects of the region’s Thomas Riddell, Elizabeth Savoca, Charles Staelin, economies. Prerequisites: 211, and 250 or 253, or Andrew Zimbalist permission of the instructor. {S} 4 credits Nola Reinhardt Adviser for Study Abroad: Karen Pfeifer Offered Fall 2005 Basis 150 and 153. 375 Seminar: The Theory and Practice of Central Banking Requirements: ECO 150 and 153 or their equiva- What role do central banks play in the management lent, ECO 190 (or MTH 245 and MTH 247 taken of short-run economic fl uctuations? What has driv- together), ECO 250, ECO 253, and fi ve other en the recent global trend towards more powerful courses in economics. One of these fi ve must be a and independent central-banking institutions? This 300 level course (or honors thesis) taken at Smith course will explore the theoretical foundations that that includes an economics research paper and an link central bank policy to real economics activity. oral presentation. MTH 111 or its equivalent is a Building on this theoretical background, the mon- prerequisite for ECO 250 and ECO 253. etary policy frameworks and operating procedures A student who passes the economics placement of key central banks will then be examined. Much exam for ECO 150 or ECO 153, or who passes the of the analysis will focus on the current practices AP examination in Microeconomics or Macroeco- of the U.S. Federal Reserve and the European nomics with a score of 4 or 5, may count this as Central Bank, with a view to identifying the relative the equivalent of ECO 150 or ECO 153, with course strengths and weaknesses of the two institutions. credit toward the major in economics. Students Prerequisite: ECO 253. {S} 4 credits with AP or IB credit are urged to take the place- Roisin O’Sullivan ment exams to ensure correct placement. To be arranged Economics credit will be given for public policy courses when taught by a member of the econom- 404 Special Studies ics department. Admission by permission of the department, The S/U grading option is not allowed for normally for majors who have had four semester courses counting toward the economics major. An

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exception may be made in the case of 150 and 153. Majors may spend the junior year abroad if they meet the college’s requirements. Majors may participate in the Washington Eco- nomic Policy semester at American University. See Thomas Riddell for more information. Majors may also participate in the Semester-in- Washington Program and the Washington Summer Internship Program administered by the Depart- ment of Government and described under the gov- ernment major. The Minor Advisers: Same as for the major.

Requirements: six courses in economics, consist- ing of 150, 153, 190, and three other courses in economics; or 150, 153, a statistics course taken outside of the department, and four other courses in economics. Crediting procedures are the same as for the major. Honors Director: Robert Buchele

430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered Fall 2005, Fall 2006

Requirements: A thesis and eight semester cours- es including 150, 153, 190, 250, 253, and three other economics courses. Students may elect either a yearlong thesis course (430d) or a fall semester course (431). The thesis for the year-long course must be submit- ted to the director by April 15. The thesis for the one-semester course must be submitted by the fi rst day of classes of the following semester. Examination: honors students must take an oral examination on the material in their theses.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Cathy Weisman Topal, M.A.T. Jake A. Lauer, B.A. Alan L. Marvelli, Ed.D. Janice Gatty, Ed.D. Brianna L. Marzziotti, B.A. Sue J. M. Freeman, Ph.D. Glenn Ellis, Ph.D. (Ford Motor Dana L. Pagar, B.A. Alan N. Rudnitsky, Ph.D., Chair Company Visiting Kathleen F. Perkins, B.A. Rosetta Marantz Cohen, Ed.D. Professor of Engineering Lawrence D. Robertson, B.A. Education) Associate Professors Advisory Committee †2 Susan M. Etheredge, Ed.D. Hamburg Exchange Lecturer Gwen Agna, M.Ed. †2 Sam Intrator, Ph.D. Patricia Nevers Carol Gregory, M.A. Johanna M. McKenna, M.A. Assistant Professor Tutor Supervisor Thomas E. Petray, Jr., M.Ed. *2 Lucy Mule, Ph.D. Marilyn London, M.A. Suzanne Scallion, M.Ed. Lecturers Beth Singer, Ed.D. Teaching Fellows Cathy Hofer Reid, Ph.D. Andrew R. Beal, B.S.

Students who, irrespective of major, desire to com- the period, including a consideration of social re- ply with the varying requirements of different states forms and scientifi c developments that infl uenced for licensure to teach in public schools are urged Dewey’s writing. to consult the department as early as possible dur- Rosetta Cohen ing their college career. Offered Fall 2005

340 Historical and Philosophical Perspectives 342 Growing Up American: Adolescents and and the Educative Process Their Educational Institutions A colloquium integrating foundations, the learning The institutional educational contexts through process, and curriculum. Open only to senior ma- which our adolescents move can powerfully infl u- jors. {S} 4 credits ence the growth and development of our youth. Sue Freeman Using a cross-disciplinary approach, this course Offered Fall 2005 will examine those educational institutions central to adolescent life: schools, classrooms, school extracurriculars, arts-based organizations, ath- Historical and Philosophical letic programs, community youth organizations, faith-based organizations, and cyber-communities. Foundations Three issues will be investigated. First, what theo- retical and socio-cultural perspectives shape these 336 Seminar in American Education: John educational institutions? Second, how do these Dewey and His World institutions serve or fail the diverse needs of Ameri- An in-depth study of America’s pre-eminent educa- can youth? Lastly, how and under what conditions tional philosopher. Close readings of Dewey’s most do these educational institutions matter to youth? infl uential work, as well as contextual readings on This course includes a service learning commit-

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ment and several evening movie slots. Enrollment 210 Literacy in Cross-Cultural Perspective limited to 35. {S} 4 credits A study of the nature of literacy and its signifi cance Sam Intrator for both societies and individuals. Key topics in- Offered Spring 2006 clude cultural variations in its forms and uses, the processes and institutions by which it is transmitted 552 Perspectives on American Education across generations, and its role in development Required of all candidates for the M.A., the Ed.M., and education. Relevant theories will be used to and the M.A.T. degrees. 4 credits address current debates over such issues as the Rosetta Cohen consequences of literacy, the determinants of suc- Offered Spring 2006 cess and failure in acquiring it, and its relationship to patterns of power and inequality in contempo- rary society. There will be fi eldwork opportunities Sociological and Cultural available for students. {S} 4 credits Lucy Mule Foundations Offered Fall 2005

200 Education in the City 232 The American Middle School and High The course explores how the challenges facing School schools in America’s cities are entwined with A study of the American secondary and middle social, economic and political conditions present school as a changing social institution. An analysis within the urban environment. Our essential ques- of the history and sociology of this institution, mod- tion asks how have urban educators and policy ern school reform, curriculum development, and makers attempted to provide a quality educational contemporary problems of secondary education. experience for youth when issues associated with Directed classroom observation. Not open to fi rst- their social environment often present signifi cant year students. Enrollment limited to 35. {S} obstacles to teaching and learning? Using relevant 4 credits social theory to guide our analyses, we’ll investigate Rosetta Cohen school reform efforts at the macro-level by look- Offered Fall 2005 ing at policy-driven initiatives such as high stakes testing, vouchers, and privatization and at the local 237 Comparative Education level by exploring the work of teachers, parents, This course will look at education from a compara- youth workers and reformers. There will be fi eld- tive perspective, using mainly the cultural approach work opportunities available for students. Enroll- to examine educational systems and practices in ment limited to 35. {S} 4 credits various parts of the world including Asia, Africa, Sam Intrator Europe and the United States. We will recognize Offered Fall 2005 schools as cultural sites and explore how schools and education are researched using ethnographic 205 Environmental Ethics and Environmental methodology and anthropological theory. We will Education take a comparative look at how some cultural pro- This course is designed to provide an introduction cesses occur in the hidden curriculum, classroom to the fundamentals of environmental ethics and practices, institutional processes, language and how they are refl ected in different approaches to communication, and power relations in schools as environmental education. Students will consider well as the effect of schools on students and teach- ethical positions oriented towards human needs ers’ cultures. {S} 4 credits vs those oriented towards ecocentric or environ- Lucy Mule mental needs, and the educational approaches that Offered Fall 2005 support both perspectives. To be offered once only. (E) {S} 4 credits 343 Multicultural Education Patricia Nevers (Hamburg Exchange) An examination of the multicultural approach, Offered Fall 2005 its roots in social protest movements and role in

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educational reform. The course aims to develop an temporary issues in the education of deaf children. understanding of the key concepts, developments {S} 4 credits and controversies in the fi eld of multicultural Alan Marvelli education; cultivate sensitivity to the experiences Offered Spring 2006 of diverse people in American society; explore alternative approaches for working with diverse 350 Learning Disabilities students and their families; and develop a sound Critical study of various methods of assessment and philosophical and pedagogical rationale for a mul- treatment of learning disabilities. Opportunity to ticultural education. Enrollment limited to 35. {S} work with students with learning problems. {S} 4 credits 4 credits Lucy Mule Sue Freeman Offered Spring 2006 Offered Spring 2006

510 Human Development and Education Learners and the Learning This course examines basic approaches to the study of human development, drawing on theoreti- Process cal perspectives and empirical studies. Students study the complex ways that individual and socio- 235 Child and Adolescent Growth and cultural elements interact in the formation of mind, Development body, and spirit from infancy through adolescence. A study of theories of growth and development of Bridging theory and practice in the fi elds of human children from prenatal development through ado- development and education is the primary focus of lescence; basic considerations of theoretical ap- this course. 4 credits plication to the educative process and child study. Susan Etheredge Directed observations in a variety of child-care and Offered Spring 2006 educational settings. Enrollment limited to 55. {S} 4 credits Janice Gatty Offered Fall 2005, Spring 2006 Curriculum and Instruction ESS 225 Education Through the Physical: 238 Educational Psychology Youth Sports This course combines perspectives on cognition This course is designed to explore how youth and learning to examine the teaching-learning sports impacts the health, education and well-be- process in educational settings. In addition to cog- ing of children. Class components will include an nitive factors the course will incorporate contextual examination of youth sport philosophies, literature factors such as classroom structure, teacher belief on cognitive and physical growth, approaches to systems, peer relationships, and educational policy. coach and parent education, and an assessment of Consideration of the teaching-learning process school and community-based programs. Students will highlight subject matter instruction and as- will be required to observe, analyze and report on sessment. Prerequisite: a genuine interest in better a local children’s sports program. {S} 4 credits understanding teaching and learning. Enrollment Donald Siegel limited to 55. {S/N} 4 credits Offered Spring 2006 Alan Rudnitsky Offered Spring 2006 231 Foundations and Issues of Early Childhood Education 249 Children Who Cannot Hear The purpose of this course is to explore and Educational, social, scientifi c and diagnostic examine the basic principles and curricular and consideration. Examination of various causes and instructional practices in early childhood educa- treatments of hearing losses; historical and con- tion. Students begin this examination by taking a close look at the young child through readings and

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discussion, classroom observations and fi eld-based 338 Children Learning to Read experiences in an early childhood setting. The This course examines teaching and learning issues course also traces the historical and intellectual related to the reading process in the elementary roots of early childhood education. This will lead classroom. Students develop a theoretical knowl- students to consider, compare and contrast a va- edge base for the teaching of reading to guide their riety of programs and models in early childhood instructional decisions and practices in the class- education. {S} 4 credits room setting. Understanding what constitutes a bal- Susan Etheredge anced reading program for all children is a goal of Offered Fall 2005 the course. Students spend an additional hour each week engaged in classroom observations, study 325 The Teaching of Writing group discussions, and fi eld-based experiences. Young people have a deep desire to represent their Prerequisite: EDC 238. Open to juniors and seniors experience through writing. They write because only with permission. {S} 4 credits they want to understand their lives. They write to Susan Etheredge persuade others, express what they know, and Offered Spring 2006 create beauty through their words. This course is designed to help pre-service teachers develop an 347 Individual Differences Among Learners understanding of the writing process in order to Examination of research on individual differences become informed decision-makers in their class- and their consideration in the teaching-learning rooms. Special emphasis will be placed on learn- process. Research and pre-practicim required. ing current theory and practice related to writing Prerequisites: 235 and 238 and permission of the processes, with emphasis on personal writing ex- instructor. {S} 4 credits periences, including topic selection, drafting, con- Sue Freeman ferencing, revising, editing and publishing. Other Offered Spring 2006 topics include evaluation, writing in various genres and about various subjects, motivating students to 305 The Teaching of Visual Art in the write and management of writing workshops. Open Classroom only to juniors and seniors. Enrollment limited to We live in a visual culture and children are visual 12. {S} 4 credits learners. The visual arts offer teachers a powerful Sam Intrator means of making learning concrete, visible and Offered Spring 2006 exciting. In this class students explore multiple teaching/learning strategies as they experience and 333 Information Technology and Learning analyze methods and materials for teaching visual This course examines the design, use, and effects arts and art appreciation. The class is designed for of educational technology. Particular attention is education majors seeking experience in and un- paid to how computers can be used to best struc- derstanding of the visual arts. Studio work is part of ture, present and infl uence learner interaction with each class. Since a practicum involving classroom information. To consider these questions, students teaching is required, this class works well for stu- will learn a variety of applications. These will dents who will be student teaching. Students who include the use of and design for the World Wide are not student teaching can expect to spend an Web, multimedia authoring, semantic network- additional hour each week working in an art class. ing, and the logo computer language. While the Admission by permission of the instructor. {S/A} course requires extensive work with computers, it 4 credits is intended for beginners with an interest in teach- Cathy Topal ing and learning. Permission of the instructor is Offered Fall 2005 required. {S} 4 credits Alan Rudnitsky 345d Elementary Curriculum and Methods Offered Fall 2005 A study of the curriculum and the application of the principles of teaching in the elementary school. Two class hours and a practicum involving directed

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classroom teaching. Prerequisite: three courses in HST 390 Teaching History the department taken previously, including 235 and A consideration of how the study of history, broadly 238, grade of B- or better in education courses. conceived, gets translated into curriculum for Admission by permission of the department. Pre- middle and secondary schools. Addressing a range registration meeting scheduled in April. {S} 12 of topics in American history, students will develop credits lesson and unit plans using primary and second- Susan Etheredge (Fall), Alan Rudnitsky (Spring) ary resources, fi lms, videos and internet materials. Full year course; Offered each year Discussions will focus on both the historical con- tent and on the pedagogy used to teach it. For up- 346 Clinical Internship in Teaching per-level undergraduate and graduate students who Full-time practicum in middle and high schools. have an interest in teaching. Does not count for Required prerequisite: EDC 232. Open to seniors seminar credit in the history major. {H} 4 credits only. {S} 8 credits Peter Gunn Offered Fall 2005 Offered Fall 2005

352 Methods of Instruction ENG 399 Teaching Literature Examining subject matter from the standpoint Discussion of poetry, short stories, short novels, of pedagogical content knowledge. The course essays and drama with particular emphasis on the includes methods of planning, teaching and assess- ways in which one might teach them. Consideration ment appropriate to the grade level and subject of the uses of writing and the leading of discussion matter area. Content frameworks and standards classes. For upper-level undergraduate and gradu- serve as the organizing themes for the course. This ate students who have an interest in teaching. {L} course is designed for students who are planning 4 credits to teach in the middle or high school. The specifi c Samuel Scheer subject matter sections of this course offered in Offered Fall 2005 a particular semester depend upon the level and subject matter of students in the educator prepara- FRN 480/SPN 481 The Teaching of French/ tion program. 4 credits Spanish Sam Intrator This course is designed for MAT students, majors Offered Fall 2005 and advanced students of French or Spanish, and focuses on the theoretical and practical aspects of 390 Colloquium: Teaching Science, teaching a foreign language. The course presents Engineering and Technology students with an overview of current theories of Breakthroughs in science, technology and engi- second language acquisition and learning, as well neering are occurring at an astounding rate. This as with “contemporary’ approaches to foreign lan- course will focus on providing you with the skills guage instruction. Students will: observe and teach and knowledge needed to bring this excitement different classes; create lesson plans and their own into the classroom. We will explore theories on materials and evaluate others’; explore their beliefs student learning and curriculum design, investigate about teaching and language learning. Other top- teaching strategies through hands-on activities, and ics include the use of technology in the classroom discuss current issues. Although the focus of the (specially the use of CMC), foreign cultural literacy, course is to prepare middle and secondary school the class as a learning-community and the National teachers, other participants are welcome: the ideas Standards. {F} 4 credits we will examine will help develop communica- Ana López-Sánchez tion and learning skills that can prepare you for a Offered Fall 2005 variety of careers. Not open to fi rst-year students. Enrollment limited to 20. {S} 4 credits 548 Student Diversity and Classroom Glenn Ellis Teaching Offered Fall 2005 An examination of diversity in learning and back- ground variables, and their consideration in pro-

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moting educational equity. Also, special needs as Part I. Nature of Sound factors in classroom teaching and student learning. Anatomy and physiology of hearing. Processes Research and pre-practicum required. {S} of auditory perception. Anatomy, physiology and 4 credits acoustics of speech. Types, causes and conse- Sue Freeman quences of hearing impairment. Characteristics of Offered Fall 2005 the speech of deaf children.

554 Cognition and Instructional Design Part II. Nature of Communication A course focusing on the latest developments in Speech as a code for language. Speech perception cognitive science and the potential impact of these and the effects of sensorineural hearing loss. Audi- developments on classroom instruction. Open to tory training and lip-reading instruction. Use of seniors by permission of the instructor. 4 credits hearing in the development of speech-production Alan Rudnitsky skills. Offered Fall 2005 566 Audiometry, Hearing Aids and Auditory Learning Smith College and Clarke Sound perception in hearing, hard of hearing and deaf individuals. Methods and equipment for test- School for the Deaf ing and developing sound perception skills. 2 credits Graduate Teacher Education Hollis Altman Program Offered Fall 2005

573 Audiometry, Acoustics and the Role of Foundations of Education of the the Teacher Deaf A.) Auditory feedback loop, from speech produc- tion to perception. B.) Cochlear Implants: Intro- 564 Perspectives on the Education, Guidance duction—History of cochlear implant develop- and Culture of the Deaf ment. Biological implications. Candidacy. Ethical History of the education of the deaf. Educational, issues. Surgical preparation. Hardware, program- vocational and social issues affecting deaf children ming, troubleshooting. Habilitation and classroom and adults in our society. 2 credits application—signal processing, speech percep- Alan Marvelli tion, speech production, language, evaluation. Offered Fall 2005 C.) Communication Access Assistive Devices. D.) Audiograms, amplifi cation, classroom acoustics, 568 Psychology of Exceptional Children IEP’s—putting it all together. Prerequisites: EDC Growth and development of children, signifi cance 565 and 566. Limited to candidates for the M.E.D. of early experiences. Personality development and degree. (E) 2 credits its relation to problems of formal learning for both Hollis Altman, Danial Salvucci hearing children and the deaf and hard of hearing. Offered Spring 2006 2 credits Yvonne Mullen Language and Communication Offered Fall 2005 561 Developing Auditory/Oral Speech Science and Audiology Communications in Deaf Children A detailed analysis of speech production covering 565 Hearing, Speech and Deafness phonetic transcription and developing and improv- 4 credits ing speech readiness, voice quality, speech breath- Hollis Altman ing, articulation, rhythm, phrasing, accent and Offered Summer 2005 fl uency. Demonstration plus extensive speech lab

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and classroom teaching experiences. 6 credits ing. Considerations of issues related to deafness Allison Holmberg and deaf culture. Participation in activities of the Full-Year Course, Offered Both Semesters deaf community. 4 credits Ruth P. Moore 562 Developing Language Skills in Deaf Offered Spring 2006 Children Principles and techniques used in development of 572 The Deaf Child: 0–5 Years language with deaf children. Study of linguistics The effects of deafness on the development of chil- and psycholinguistics. Consideration is given to dren and their families during the fi rst fi ve years of traditional and modern approaches to language life. Topics such as auditory, cognitive, language, development. 4 credits speech, social and emotional development in deaf Joanne O’Connell and Joyce Fitzroy infants and young children are discussed. Parent Offered Fall 2005 counseling issues such as emotional reactions to deafness, interpretation of test results and making educational choices are also presented. 4 credits 567 English Language Acquisition and Janice Gatty Deafness Offered Spring 2006 A psycholinguistic account of English language ac- quisition of hearing and deaf children. Both theory and empirical research are stressed, and links are made to contemporary developments in language Special Studies assessment and intervention. 4 credits 400 Special Studies Peter A. de Villiers 1 to 4 credits Offered Spring 2006 Offered both semesters each year Curriculum and Instruction 563 Elementary School Curriculum, Methods The Major and Media for the Deaf Principles and methods of the teaching of reading; Requirements: 10 semester courses selected in classroom procedures for the presentation of other consultation with the major adviser: usually these school subjects. Uses of texts and reference materi- will consist of one course in the Historical and als, plus summer sessions devoted to media devel- Philosophical Foundations (EDC 110 cannot be opment and utilization, microcomputer operations used to fulfi ll this requirement); one course in the and word processing. 4 credits Sociological and Cultural Foundations; two courses Members of the faculty in The Learning Process; one course in Curriculum and Instruction; EDC 345d; two additional courses, Student Teaching one of which must be an advanced course; EDC 340 taken during the senior year. 569 Observation and Student Teaching Students may elect to major without preparing A minimum of 400 hours of observation and stu- to teach by fulfi lling an alternative course of study dent teaching of deaf children in educational levels developed in consultation with the major adviser from preschool through eighth grade, in self-con- and with approval of the department. tained residential and day settings, plus integrated day classes. 8 credits Advisers: Members of the department Members of the faculty Adviser for Study Abroad: Lucy Mule Education of the Deaf Electives Director of Teacher Education: Susan Etheredge 571 Introduction to Signing and Deaf Culture Development of basic receptive and expressive skills in American Sign Language and fi ngerspell-

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 188188 77/26/05/26/05 9:15:109:15:10 AMAM Education and Child Study 189 The Minor d. Middle School or High School Advisers: Rosetta Cohen, Sam Intrator, Lucy Mule Required courses: EDC 235, Child and Adolescent Growth and Development; EDC 238, Educational EDC 232 The American Middle School and High Psychology. School EDC 342 Growing Up American Areas of concentration: four courses from an area EDC 346 Clinical Internship in Teaching of concentration. Courses accompanied by an (e) EDC 347 Individual Differences Among Learners on the following list are electives. The specifi c (e) courses taken by a student are worked out with a EDC 352 Methods of Instruction faculty adviser. One course from Historical and Philosophical a. Special Needs Foundations or Sociological and Cultural Founda- Adviser: Sue Freeman tions EDC 239 Counseling Theory and Education (e) e. Education Studies EDC 248 Individuals with Disabilities EDC 249 Children Who Cannot Hear (e) Advisers: Sam Intrator, Lucy Mule EDC 347 Individual Differences Among Learners This minor does not require EDC 235 and EDC (e) 238. EDC 350 Learning Disabilities (e) Six courses from: b. Child Development/Early EDC 200 Education in the City Childhood EDC 210 Literacy in Cross-Cultural Perspective (e) EDC 222 Philosophy of Education Adviser: Susan Etheredge EDC 232 The American Middle School and High School EDC 231 Foundations and Issues of Early EDC 234 Modern Problems of Education Childhood Education EDC 236 American Education EDC 341 The Child in Modern Society (e) EDC 237 Comparative Education EDC 345d Elementary Curriculum EDC 336 Seminar in American Education and Methods (e) EDC 343 Multicultural Education (e) EDC 347 Individual Differences Among Learners (e) Student-Initiated Minor c. Learning and Instruction Requirement: The approval of a faculty adviser, and permission from the members of the depart- Advisers: Susan Etheredge, Sam Intrator, Rosetta ment in the form of a majority vote. Cohen EDC 232 The American Middle School and High School (e) Honors EDC 333 Information Technology and Learning (e) Director: To be announced. EDC 338 Children Learning to Read (e) 431 Thesis EDC 343 Multicultural Education (e) 8 credits EDC 345d Elementary Curriculum and Methods (e) Offered fi rst semester each year EDC 356 Curriculum Principles and Design (e) EDC 540 Critical Thinking and Research in 432d Thesis Education (e) 12 credits EDC 554 Cognition and Instruction (e) Full-year course; Offered each year

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Requirements: those listed in the major; thesis Elementary 1–6 Baccalaureate and Post- (431, 432d) pursued either in the fi rst semester of Baccalaureate or throughout the senior year. Middle School Baccalaureate and Post- Baccalaureate An examination in the candidate’s area of concen- Integrated English/History tration. Integrated Science/Mathematics Visual Art PreK–8 Baccalaureate Subject Matter Educator Baccalaureate and Graduate Post-Baccalaureate Biology 5–8, 8–12 Advisers: Members of the department Chemistry 5–8, 8–12 Earth Science 5–8, 8–12 510 Human Development and Education English 5–8, 8–12 History 5–8, 8–12 540 Critical Thinking and Research in Foreign Language 5–12 French Education Foreign Language 5–12 Spanish Mathematics 5–8, 8–12 552 Perspectives on American Education Physics 5–8, 8–12 Political Science 5–8, 8–12 554 Cognition and Instruction Subject Matter Educator Baccalaureate Music: Vocal/Instrumental/General All Levels 548 Student Diversity and Classroom Technology/Engineering 5–12 Teaching Visual Art 5–12 Post-Baccalaureate Teacher of the Deaf and 559 Clinical Internship in Teaching Hard-of-Hearing Pre-K–8 4 credits Offered both semesters each year All students seeking Educator Licensure must have a major in the liberal arts and sciences. Students 567 English Language Acquisition and must also meet specifi c requirements including Deafness subject matter appropriate for the teaching fi eld and level, knowledge of teaching, pre-practicum 580 Advanced Studies fi eldwork, and a practicum experience. All students Open to seniors by permission of the department. seeking Educator Licensure must take and pass 4 credits the Massachusetts Tests for Educator Licensure Members of the department (MTEL). Smith College’s pass rate for 2004 was 90 percent. Students interested in obtaining Educator Li- Requirements for Programs censure and in preparing to teach should contact a member of the Department of Education and Child Leading to Educator Study as early in their Smith career as possible. Students can obtain a copy of the program require- Licensure ments for all fi elds and levels of licensure at the Smith College offers programs of study in which department offi ce in Morgan Hall. students may obtain a license enabling them to become public school teachers. Programs of study include the following fi elds and levels:

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Visiting faculty and some lecturers are generally appointed for a limited term.

Director, Picker Engineering Program Assistant Professors Linda E. Jones, Ph.D., Rosemary Bradford Hewlett Susan Voss, Ph.D. Professor of Engineering, Chair *1 Andrew Guswa, Ph.D. **1 Donna Riley, Ph.D. Professors *2 Judith Cardell, Ph.D. (Clare Booth Luce Ruth Haas, Ph.D. (Mathematics and Engineering) Assistant Professor of Computer Engineering) Associate Professor Visiting Assistant Professors Borjana Mikic, Ph.D. Susannah Howe, Ph.D. Associate Professor in Residence Timothy Doughty, Ph.D. Glenn Ellis, Ph.D.

A liberal arts education involves the acquisition required to take EGR 100 for the major, however. of general knowledge to develop the ability for Those students considering majoring in engineer- reasoned judgment and to prepare graduates to ing are strongly encouraged to take EGR 100 in live full and rewarding lives. In a technologically the fall semester. Introduction to engineering rich era, engineering must become an integral practice through participation in a semester-long part of the liberal arts environment. Engineering, team-based design project. Students will develop often referred to as the application of scientifi c and a sound understanding of the engineering design mathematical principles in the service of humanity, process, including problem defi nition, background is the bridge that connects the basic sciences and research, identifi cation of design criteria, develop- mathematics to the humanities and social sciences. ment of metrics and methods for evaluating alter- Students who major in engineering receive a native designs, prototype development and proof Bachelor of Science degree, which focuses on the of concept testing. Working in teams, students will fundamentals of all the engineering disciplines. present their ideas frequently through oral and With rigorous study in three basic areas—me- written reports. Reading assignments and in-class chanics, electrical systems and thermochemical discussions will challenge students to critically processes—students learn to structure engineering analyze contemporary issues related to the interac- solutions to a variety of problems using fi rst prin- tion of technology and society. {N} 4 credits ciples. Borjana Mikic, Susan Voss, Fall 2005 Prior to graduation, all students majoring in Judith Cardell, Borjana Mikic, Spring 2006 engineering are required to take the FE Exam Offered Fall 2005, Spring 2006 distributed by the national council of Examiners in Engineering and Surveying. The department covers 101 Structures and the Built Environment the cost of this exam for all engineering students. This course, designed for a general audience, examines the development of large structures 100 Engineering for Everyone (towers, bridges, domes) throughout history with EGR 100 serves as an accessible course for all emphasis on the past 200 years. Following the evo- students, regardless of background or intent to lution of ideas and materials, it introduces students major in engineering. Engineering majors are to the interpretation of signifi cant works from sci-

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entifi c, social and symbolic perspectives. Examples soil), hazardous waste management, resource include the Brooklyn Bridge, the Eiffel Tower and utilization, risk management, global climate change the Big Dig. {N} 4 credits and sustainable development. Course content has a Andrew Guswa substantial focus on quantitative analysis. Prerequi- Offered Fall 2005 sites (or corequisites): MTH 111 and 112, or MTH 114, CHM 111, or permission of the instructor. {N} 201/PHY 210 Mathematical Methods of 4 credits Physical Sciences and Engineering I Not offered during 2005–06 Choosing and using mathematical tools to solve problems in physical sciences. Topics include com- 220 Engineering Circuit Theory plex numbers, multiple integrals, vector analysis, Analog and digital circuits are the building blocks Fourier series, ordinary differential equations, of computers, medical technologies and all things calculus of variations. Prerequisites: MTH 111 and electrical. This course introduces both the funda- 112 or the equivalent. Enrollment limited to 20. mental principles necessary to understand how {N/M}} 4 credits circuits work and mathematical tools that have Malgorzata Zielinska-Pfabé widespread applications in areas throughout en- Offered Fall semester each year gineering and science. Topics include Kirchhoff’s laws, Thévenin and Norton equivalents, superposi- 202/PHY 211 Mathematical Methods of tion, responses of fi rst-order and second-order Physical Sciences and Engineering II networks, time-domain and frequency-domain Mathematical tools to solve advanced problems in analyses, frequency-selective networks. Prerequi- physical sciences. Topics include special functions, sites (or corequisites): PHY 118 and PHY 210 (or orthogonal functions, partial differential equations, equivalents) or permission of the instructor. {N} functions of complex variables, integral transforms. 4 credits Prerequisites: 210 or MTH 111, 112, 211 and 212 Judith Cardell or permission of the instructor. {N/M} 4 credits Offered Fall semester each year Malgorzata Zielinska-Pfabé Offered Spring semester each year MTH 241 Probability and Statistics for Engineers MTH 204 Differential Equations and Numerical This course gives students a working knowledge of Methods in Engineering basic probability and statistics and their application An introduction to the computational tools used to engineering. Computer analysis of data and sim- to solve mathematical and engineering problems ulation are emphasized using Matlab, with a focus such as error analysis, root fi nding, linear equa- on applications. Topics include random variables, tions, optimization, ordinary and partial differential probability distributions, expectation, estimation, equations. Prerequisites: MTH 112 or MTH 114 or testing, experimental design, quality control, re- permission of the instructor. {M} 4 credits gression and decision theory. Students will not be Christophe Golé given credit for both MTH 241 and MTH 245 or Offered Spring semester each year MTH 190. Prerequisites: PHY 210 or MTH 212 as well as CSC 111 (may be taken concurrently). For 210 Engineering, the Environment and fi rst- or second-year students in Engineering. En- Sustainability rollment limited to 25. (E) {M} 4 credits This course provides a quantitative introduction Nicholas Horton to the description and solution of environmental Offered Spring 2006 quality problems associated with engineering endeavors. Beginning with a holistic overview of 250/CSC 231 Microprocessors and Assembly engineering principles that are generally applicable Language to defi ning natural and anthropogenic environmen- An introduction to the architecture of the Intel tal perturbations, the course subsequently explores Pentium class processor and its assembly language specifi c applications in various media (water, air,

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in the Linux environment. Students write programs equivalent) or permission of the instructor. {N} in assembly and explore the architectural features 4 credits of the Pentium, including its use of the memory, Glenn Ellis the data formats used to represent information, the Offered Fall semester each year implementation of high-level language constructs, integer and fl oating-point arithmetic and how the 271 Continuum Mechanics II processor deals with I/O devices and interrupts. This is the second course in a two-semester Prerequisite: 112 or permission of the instructor. sequence designed to introduce students to fun- {M} 4 credits damental theoretical principles and analysis of Judy Franklin mechanics of continuous media, including solids Offered Fall semester each year and fl uids. Concepts and topics to be covered in this course include intensive and extensive thermo- 251/CSC 270 Digital Circuits and Computer physical properties of fl uids, control-volume and Systems differential expressions for conservation of mass, This class introduces the operation of logic and momentum and energy, dimensional analysis and sequential circuits. Students explore basic logic an introduction to additional topics such as viscous gates (and, or, nand, nor), counters, fl ip-fl ops, and open-channel fl ows. Prerequisite: EGR 270. decoders, microprocessor systems. Students have {N} 4 credits the opportunity to design and implement digital Paul Voss circuits during a weekly lab. Prerequisite: 231. Offered Spring semester each year Enrollment limited to 12. {M} 4 credits Judith Cardell 272 The Science and Mechanics of Materials Offered Spring 2007 This course introduces students to the fundamen- tals of materials science and the mechanics of ma- 260 Mass and Energy Balances terials. Structural behavior will be analyzed, along This course provides an introduction to fundamen- with the material and geometric contributions to tal principles that govern the design and analysis of this behavior. Lecture topics will be complemented chemical processes. The conversion of mass and with hands-on laboratory experiments. Topics energy will serve as the basis for the analysis of include stress and strain, deformations and defl ec- steady-state and transient behavior of reactive and tions, crystalline and amorphous materials, defects, non-reactive systems. Specifi c topics covered will dislocation and thermal behavior of materials. Pre- include a review of basic thermodynamics, behav- requistes: EGR 270 and CHM 111, or the equiva- ior of ideal and real gases, phase equilibria and lent. {N} 4 credits an application of these principles to the concept of Timothy Doughty industrial ecology. Prerequisites: MTH 112, CHM Offered Spring semester each year 111. {N} 4 credits Linda Jones 273 Mechanics Laboratory Offered Spring semester each year This is a required noncredit laboratory course that meets once a week. Corequisites: EGR 271 and/or 270 Continuum Mechanics I EGR 272. This is the fi rst course in a two-semester sequence Timothy Doughty, Paul Voss designed to introduce students to fundamental Offered Spring semester each year theoretical principles and analysis of mechanics of continuous media, including solids and fl uids. 274/PHY 220 Classical Mechanics Concepts and topics to be covered in this course Newtonian dynamics of particles and rigid bodies, include conservation laws, static and dynamic oscillations. Prerequisite: 115, 118, 210 or permis- behavior of rigid bodies, analysis of machines and sion of the instructor. {N} 4 credits frames, internal forces, centroids, moment of in- Malgorzata Zielinska-Pfabé ertia, vibrations and an introduction to stress and Offered Fall semester each year strain. Prerequisite: PHY 117, MTH 112 (or the

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290 Engineering Thermodynamics instructor. 4 credits Modern civilization relies profoundly on effi cient Paul Voss production, management and consumption of en- Offered Fall 2006 ergy. Thermodynamics is the science of energy trans- formations involving work, heat and the properties 315 Ecohydrology of matter. Engineers rely on thermodynamics to as- This course focuses on the movement of water sess the feasibility of their designs in a wide variety of through the environment, the connections between fi elds including chemical processing, pollution con- hydrology and ecology and the impacts of hu- trol and abatement, power generation, materials sci- man modifi cation to the natural hydrologic cycle. ence, engine design, construction, refrigeration and Students will gain a conceptual understanding of microchip processing. Course topics include fi rst hydrologic processes (precipitation, evapotrans- and second laws of thermodynamics, power cycles, piration, streamfl ow, etc.) and their statistical and combustion and refrigeration, phase equilibria, ideal mathematical representation. The latter portion of and non-ideal mixtures, conductive, convective and the semester includes the study of specifi c environ- radiative heat transfer. Prerequisites (or co-requi- ments of interest, such as cloud forests, semi-arid sites): EGR 260 and PHY 210 (or the equivalents) or grasslands and wetland ecosystems. Prerequisites: permission of the instructor. {N} 4 credits MTH 112 or 114. 4 credits Donna Riley Andrew Guswa Offered Fall semester each year Not offered during 2005–06

311/GEO 301 Aqueous Geochemistry 319/GEO 309 Groundwater Geology This project-based course examines the geochemi- A study of the occurrence, movement and ex- cal reactions that result from interaction of water ploitation of water in geologic materials. Topics with the natural system. Water and soil samples include well hydraulics, groundwater chemistry, collected from a weekend fi eld trip will serve as the the relationship of geology to groundwater occur- basis for understanding principles of pH, alkalinity, rence, basin-wide groundwater development and equilibrium thermodynamics, mineral solubility, groundwater contamination. A class project will soil chemistry, redox reactions and acid rain and involve studying a local groundwater problem. mine drainage. The laboratory will emphasize wet- Prerequisites: 111, 121 or FYS 134 and MTH 111. chemistry analytical techniques. Participants will Enrollment limited to 14. {N} 4 credits prepare regular reports based on laboratory analy- Robert Newton ses, building to a fi nal analysis of the project study Not offered during 2005–06 area. One weekend fi eld trip. Prerequisite: One geology course and CHM 111. Enrollment limited 320 Signals and Systems to 9. {N} 4 credits The concepts of linear system theory (e.g., Sig- Amy Rhodes nals and Systems) are fundamental to all areas of Offered Fall 2006 engineering, including the transmission of radio signals, signal processing techniques (e.g., medical 312 Thermochemical Processes in the imaging and speech recognition) and the design of Atmosphere feedback systems (e.g., in automobiles and power Air pollution is a problem of local, regional and plants). This course will introduce the basic con- global scale that requires an understanding of the cepts of linear system theory, including convolu- sources of pollutants in the atmosphere, their fate tion, continuous and discrete time Fourier analysis, and transport and their effects on humans and the Laplace and Z transforms, sampling, stability, environment. This course provides the technical feedback, control and modulation. Examples will background for understanding and address- be utilized from electrical, mechanical, biomedical, ing air pollution in both engineering and policy environmental and chemical engineering. Prereq- terms, with an emphasis on engineering controls. uisites: EGR 220 and PHY 210. {M} 4 credits Prerequisites: CHM 111, PHY 210 and EGR 210 Susan Voss (or equivalents) or EGR 260 or permission of the Offered Spring semester each year

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321 Digital Signal Processing Topics include water supply and treatment, sustain- Digital signal processing (DSP) is the application of able food production, energy systems and other engineering tools and techniques to the analysis of sig- technologies for meeting basic human needs. nals so that relevant information can be extracted. DSP Students will design and build a prototype for an is important in a broad range of engineering arenas, intermediate technology. Restricted to students with including biomedical, chemical, electrical, environ- junior standing in engineering or those who have mental and mechanical engineering. This course cov- obtained the instructor’s permission. Enrollment ers the fundamental concepts of digital signal process- limited to 12. (E) {N} 4 credits ing, including data acquisition, analog-to-digital and Donna Riley digital-to-analog conversion, digital fi ltering, discrete- Not offered during 2005–06 time Fourier Transform, Discrete Fourier Transform, sampling, random signals, time averages, auto- and 337/CHM 337 Materials Chemistry cross-correlation functions, windowing and linear This course provides an introduction to the inter- prediction. Prerequisite: EGR 320. {M} 4 credits disciplinary fi eld of materials from a chemist’s view- Susan Voss point. Students will learn fundamentals of solid state Not offered during 2005–06 chemistry as well as techniques used to synthesize and characterize materials (including crystalline and 322/PHY 312 Optics amorphous solids as well as thin fi lms). These con- Electromagnetic waves; absorption and dispersion. cepts will be applied to current topics in materials Refl ection and refraction of light. Interference, dif- chemistry, culminating in a fi nal paper and oral pre- fraction and polarization of light. Lasers and holog- sentation on a topic of each student’s choice. Prereq- raphy. Prerequisites: 210, 214, 222 or permission uisite: CHM 224 or equivalent or permission of the of the instructor. {N} 4 credits instructor. Offered in alternate years. {N} 4 credits Doreen Weinberger Kate Queeney Not offered in 2005–06 Offered Spring 2007

323/PHY 332 Solid State Physics 340 Mechanics of Granular Media The course covers fundamental topics in solid state An introduction to the mechanical properties of physics beginning with crystal structure, x-ray dif- materials in which the continuum assumption is fraction from periodic structures, lattice vibrations invalid. Topics include classifi cation, hydraulic and the nature of electron distributions in metals, conductivity, effective stress, volume change, stress- semiconductors and insulators. Topics are covered strain relationships and dynamic properties. While in-depth to provide an appreciation for the theo- soil mechanics will be a major focus of the class, retical approach and the close interplay between the principles covered will be broadly applicable. theory, experiment and application. Prerequisites: Students will apply these basic principles to explore 210, 214, 222. {N} 4 credits an area of interest through an in-depth project. Nathanael Fortune Prerequisite: EGR 272 or GEO 241. {N} 4 credits Not offered in 2005–06 Glenn Ellis Offered Spring 2006 324/PHY 314 Advanced Electrodynamics A continuation of PHY 214. Electromagnetic waves 346 Hydrosystems Engineering in matter; the potential formulation and gauge Through systems analysis and design projects, this transformations; dipole radiation; relativistic elec- course introduces students to the fi eld of water re- trodynamics. Prerequisite: PHY 211 or permission sources engineering. Topics include data collection of the instructor. {N} 2 credits and analysis, decision-making under uncertainty, Not offered during 2005–06 the hydrologic cycle, hydropower, irrigation, fl ood control, water supply, engineering economics and 330 Engineering and Global Development water law. Prerequisites: MTH 112 or 114, EGR This course examines the engineering and policy 271 (or permission of the instructor). 4 credits issues around global development, with a focus Andrew Guswa on appropriate and intermediate technologies. Not offered in 2005–06

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354/CSC 364 Computer Architecture opment of techniques in failure analysis, including Offers an introduction to the components present static failure theories, fatigue life prediction and inside computers and is intended for students who linear elastic fracture mechanics. These techniques wish to understand how the different components are used in many aspects of mechanical design and of a computer work and how they interconnect. the evaluation of structural integrity. Prerequisites: The goal of the class is to present as completely as EGR 270 and EGR 272 or equivalent statics and possible the nature and characteristics of modern- introductory solid mechanics. {N} 4 credits day computers. Topics covered include the inter- Borjana Mikic connection structures inside a computer, internal Offered Fall 2005 and external memories, hardware supporting input and output operations, computer arithmetic and 373 Skeletal Biomechanics fl oating point operations, the design of and issues Knowledge of the mechanical and material be- related to the instruction set, architecture of the havior of the skeletal system is important for processor, pipelining, microcoding and multipro- understanding how the human body functions, cessors. Prerequisites: 270, or 231. {M} 4 credits and how the biomechanical integrity of the tissues Dominique Thiébaut comprising the skeletal system are established dur- Offered Fall 2007 ing development, maintained during adulthood and restored following injury. This course will provide 360 Chemical and Environmental Reaction a rigorous approach to examining the mechanical Engineering behavior of the skeletal tissues, including bone, A quantitative review of physical, chemical and bio- tendon, ligament and cartilage. Engineering, basic logical fundamentals sets the stage for the analysis science and clinical perspectives will be integrated and prediction of rates of chemical and biochemi- to study applications in the fi eld of Orthopaedic cal conversion in homogeneous, heterogeneous Biomechanics. Enrollment limited to 16. Prerequi- and catalytic systems. Topics include mathematical sites include EGR 272 and BIO 111, or permission models to describe elementary and non-elementary of the instructor. {N} 4 credits reactions, isothermal and non-isothermal reactor Borjana Mikic design, catalysis, non-ideal reactors, steady-state Offered Spring 2006 and non steady-state systems. Prerequisite: EGR 260, or permission of the instructor. {N/M} 4 credits 378 Fundamentals of Vibrations Not offered in 2005–06 This course introduces the students to the funda- mentals of vibrations for single degree of freedom, 363 Mass and Heat Transfer multi-degree of freedom and continuous systems. This course covers mass transport phenomena Free and forced responses are addressed, with and unit operations for separation processes, with an emphasis on time and frequency analysis and applications in both chemical and environmental system identifi cation. The course also provides an engineering. Topics covered in the course include: introduction to nonlinear systems. Students apply mechanical separations, distillation, gas absorp- course theory in the analysis and simulation of real- tion, liquid extraction, leaching, adsorption and world electrical, mechanical and acoustic systems. membrane separations. Prerequisites: EGR 260 Possible examples include robotics, oscillations and either EGR 271 or EGR 290, or permission of in musical instruments, RLC circuits, earthquake the instructor. 4 credits ground motion, building response and sound trans- Donna Riley mission. Prerequisites: EGR 270, EGR 320 and MTH Offered Fall 2005 204 or permission of the instructor. {N} 4 credits Timothy Doughty 372 Advanced Solid Mechanics and Failure Offered Fall semester each year Analysis Building on the fundamentals of solid mechanics 380 Neuroengineering and materials science introduced in EGR 272, this This course explores how electric potentials are course provides students with an advanced devel- generated across the membranes of cells and

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how cells use these potentials to send messages. plication to model processes throughout the fi eld Specifi c topics include lumped- and distributed- of engineering. Some examples include earthquake parameter models of cells, core conductor and ground motion, fi nancial markets, water treatment cable models, action potentials, voltage clamp cur- and electrical systems. Acknowledging the interdis- rents, the Hodgkin-Huxley model, myelinated nerve ciplinary nature of AI, students will also investigate fi bers and salutatory conduction, ion channels and the possibilities of machine consciousness. Prereq- gating currents. After thorough study of these cel- uisite: MTH 204 or permission of the instructor. lular processes, the class focuses on three specifi c Glenn Ellis technologies that take advantage of electrically-ex- Offered Spring 2006 citable cells within the human body: the cochlear implant, the pacemaker and electrically-evoked 400 Special Studies potentials (e.g., EKG). Prerequisites: MTH 111 and With permission of the department, sophomores 112 and EGR 220 or PHY 118 and BIO 111 or 112 may petition the Administrative Board for permis- or permission of the instructor. {N/M} 4 credits sion to enroll. Susan Voss Variable credit 1–4 as assigned Offered Fall 2005 410d Engineering Design Clinic 390 Topics in Engineering This two-semester course synthesizes and marshals 4 credits the students’ previous coursework to address a real engineering design problem. Students work in Topic: Materials teams on year-long design projects, usually in col- Materials science and engineering is at the fore- laboration with industry and/or government. These front of technologies addressing elder care, ma- projects are supplemented by course seminars to nipulating weather, walking robots plastic bridges, prepare students for engineering design and pro- the body as a network, photonics, biomimetics and fessional practice. Seminars include such topics as fashion. At the heart of this conversation is the need the engineering design process, project manage- to understand material’s structure (defect chemis- ment, team dynamics, engineering economics, try) and the manipulation of this structure. Topics professional ethics and responsibility, regulations include the infl uence of structure on electrical, and standards, technical and professional commu- optical, thermal, magnetic and thermomechanical nication, universal design, work/life balance and behavior of solids. An emphasis will be placed on sustainability. Regular team design meetings weekly ceramics and glass. Students will address materi- progress reports, interim and fi nal reports and als selection with respect to thermomechanical multiple presentations are required. Prerequisite: design. Prerequisites: EGR 272 or permission of EGR 100 and Senior standing in Engineering or the instructor. permission of the instructor. 8 credits Linda Jones Susannah Howe Offered Fall 2005 Offered Fall and Spring semester each year Topic: Techniques for Modeling Engineering Processes The goal of this course is to introduce students to The Major several approaches used to model, understand, Advisers: Members of the department simulate and forecast engineering processes. One approach to be covered is the use of artifi cial neu- The value of more liberally educated engineers, who ral networks—a branch of artifi cial intelligence typically bring strong communication and abstract (AI) with connections to the brain. Other ap- reasoning skills to their work, has recently been proaches to be covered are based upon probability acknowledged by the national engineering accredit- and statistics and will include auto-regressive mov- ing board, which has moved to give greater weight ing average (ARIMA) processes. Although students to the liberal arts in designing curricular standards. will learn about the theory behind these approach- Consequently, the engineering major is based on a es, the emphasis of the course will be on their ap- rigorous plan of study integrated with the liberal arts.

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Smith offers an undergraduate curriculum the Latin Honors distribution requirements or by leading to a degree in engineering science, the submitting to the engineering faculty, for consider- broad study of the theoretical scientifi c underpin- ation and approval, a cogent proposal outlining an nings that govern the practice of all engineering alternative strategy for achieving this breadth. disciplines. The American Society for Engineering Students are strongly encouraged to take an Education, identifying the critical need for broadly additional course in the natural sciences (e.g., educated engineers, points out that the design of an biology, geology). engineering curriculum should “recognize the pit- In addition to majoring in engineering at Smith, falls of overspecialization in the face of an increas- students may pursue engineering studies through ing demand for graduates who can demonstrate two other options. The fi rst is a 3-2 dual degree adaptability to rapidly changing technologies and to program with the Thayer School of Engineering increasingly complex multinational markets.” at Dartmouth College where students spend three An integral component of the program is the years at Smith and two years at Dartmouth. Students continuous emphasis on the use of engineering interested in this dual degree program should note science principles in design. This culminates in that the curriculum, similar to Smith’s own major in a fi nal design project that incorporates broad- engineering, is very challenging and requires solid based societal aspects. Students are encouraged to preparation in math and science during the fi rst pursue a corporate and/or research internship to two years. Graduates of this program will receive supplement their classroom instruction. an A.B. from Smith and a B.E. from Dartmouth. The Engineers must be able to communicate ef- second option is an engineering minor (see below). fectively and work in team settings. Smith’s highly- regarded writing intensive fi rst year curriculum will ensure that engineering students begin their engi- The Minor neering curriculum with appropriate communica- tion skills that will be refi ned during the remainder Advisers: Major advisers also serve as advisers for of their studies. Virtually every engineering course the minor offered at Smith incorporates elements of team The requirements for the minor in engineering work and oral/written communication. comprise a total of 6 courses. These courses Requirements of the Major must include MTH 111 (or higher), PHY 117 (or higher), EGR 100 and three EGR Electives (at any Math: MTH 111 & 112 (or 114), PHY 210, MTH 204, MTH 241 level). No more than one course designed primar- ily for non-majors may be included. Physics: PHY 117, PHY 118 (or PHY 214), PHY 210 Chemistry: CHM 111 or higher Computer Science: CSC 111 Honors Engineering Core: 100, 220, 260, 270, 271, Director: Linda Jones 272, 290, 320, 410 (8 credit Design Clinic) Technical Electives: Three related engineering 430d Thesis courses (two of which must be at the 300 level or 8 credits higher) in one of the general concentration areas Full-year course; Offered each year of mechanics, electrical systems or thermochemi- cal processes. 432d Thesis Prior to graduation, students majoring in en- 12 credits gineering are required to take the Fundamentals Full-year course; Offered each year of Engineering Exam (the “FE”) distributed by the Requirements: the same as those for the major, National Council of Examiners in Engineering and with the addition of a research project in the senior Surveying. year, culminating in a written thesis and oral pre- Students are required to demonstrate breadth in sentation and defense of the thesis. 430d or 432d the liberal arts. This can be done by either fulfi lling may substitute for one 300-level course.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associate Professors Carol Christ, Ph.D. Gillian Murray Kendall, Ph.D. Dean Scott Flower, Ph.D. Nancy Mason Bradbury, Ph.D. †2 William Allan Oram, Ph.D. †1 Cornelia Pearsall, Ph.D. Jefferson Hunter, Ph.D. †2 Luc Gilleman, Ph.D. Douglas Lane Patey, Ph.D. Michael Thurston, Ph.D. Charles Eric Reeves, Ph.D. †2 Ambreen Hai, Ph.D. Elizabeth Wanning Harries, Ph.D. (English Assistant Professor Language and Literature and Comparative *1 Floyd Cheung, Ph.D. Literature) †1 Sharon Cadman Seelig, Ph.D. Senior Lecturers Michael Gorra, Ph.D., Chair Robert Ellis Hosmer, Jr., Ph.D. †1 Richard Millington, Ph.D. Ann E. Boutelle, Ph.D. Nora F. Crow, Ph.D. **1 Craig R. Davis, Ph.D. Lecturers *2 Patricia Lyn Skarda, Ph.D. Julio Alves, Ph.D. Naomi Miller, Ph.D. Debra L. Carney, M.F.A. Holly Davis, M.A. Professor-in-Residence Mary Koncel, M.F.A. Paul Alpers Brian Turner, M.F.A. Ellen Doré Watson, M.F.A. Elizabeth Drew Professor Sara London, M.F.A. lê thi diem thúy, B.A. Samuel Scheer, M.Phil. Grace Hazard Conkling Writer-in-Residence Nancy Coiner, Ph.D. Francie Lin, B.A. Daisy Fried

The purpose of the English major is to develop a critical and historical understanding of the English Level I language and of the literary traditions it has shaped Courses numbered 100–199: Introductory Cours- in Britain, in the Americas and throughout the es, open to all students. In English 118 and 120, world. During their study of literature at Smith, fi rst-year students have priority in the fall semester English majors are also encouraged to take allied and other students are welcome as space permits. courses in classics, other literatures, history, phi- losophy, religion, art and theatre. Fuller descrip- tions of each term’s courses, faculty profi les and First-Level Courses in Writing other important information for majors and those ENG 118 may be repeated, but only with a different interested in literary study can be found on the instructor and with the permission of the director. department’s Web page, accessible via the Smith Students who received scores of 4 and 5 on the College home page. Advanced Placement tests in English Language and To assist students in selecting appropriate Literature and English Language and Composition courses, the department’s offerings are arranged in may receive 4 credits each, providing they do not Levels I–V, as indicated and explained below. take English 118.

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118 Colloquia in Writing Clearing Customs: Locations and Dislocations in In sections limited to 15 students each, this course Travel Literature primarily provides systematic instruction and The readings for this course include a variety of practice in reading and writing academic prose, texts by writers exploring and reacting to unfamiliar with emphasis on argumentation. The course also lands, cultures and customs. Students will respond provides instruction and practice in conducting to the challenges posed by these texts and analyze research and in public speaking. Bilingual students the ideas they contain. Four short essays, a research and non-native speakers are especially encouraged paper and an oral report are required. WI to register for sections taught by Julio Alves. Prior- Debra Carney ity will be given to incoming students in the fall-se- Offered Fall 2005 mester sections. 4 credits Director: Julio Alves The Last Laugh: Writing About Humor Sections as listed below: Reading and writing about humor and its signifi - cance in our lives. Several informal and formal Writing, Identity and Culture analytical and argumentative essays will explore Practice in writing essays of observation, analysis topics such as the defi nition of humor, the forms of and argument. Readings cover a range of subjects humor and the cultural, political and social func- from questions of personal identity to public issues tions of humor. WI of culture and politics. A strong focus on working Mary A. Koncel with sources and developing research skills. WI Offered Fall 2005 Brian Turner Offered Fall 2005 First-Level Courses in Literature 112 Reading Contemporary Poetry Diversity, Community and the Complexities of This course offers the opportunity to read con- Difference temporary poetry and meet the poets who write Reading and writing analytic texts about the devel- it. Class sessions, led by the director of the Poetry opment of racial identity and related issues. Topics Center, will alternate with readings by visiting poets. include ethnic identity, racism, naming and identity, Graded Satisfactory/Unsatisfactory only. {L} 1 credit affi rmative action and the model minority myth. WI Ellen Doré Watson To be announced Offered Fall 2005, Spring 2006 To be arranged 120 Colloquia in Literature The Politics of Language Each colloquium is conducted by means of di- Reading, thinking and writing about the forces that rected discussion, with emphasis on close reading govern and shape language. A series of analytical and the writing of short analytical essays. Priority essays will focus on issues such as political cor- will be given to incoming students in the fall-se- rectness, obscenity, gender bias in language and mester sections of the colloquia. Other students censorship. WI should consult the course director about possible Holly Davis openings. Enrollment in each section limited to 20. Offered Fall 2005 4 credits Fiction Women and Social Change A study of the novel, novella and short story, stress- Reading and writing analytic texts on 20th-century ing the formal elements of fi ction, with intensive American women’s history. Strong emphasis on analysis of works by such writers as Austen, Dick- biographical writing and women’s history of activ- ens, James, Faulkner, Joyce, Lawrence and Woolf. WI ism. {L} WI To be announced Robert Hosmer, Sara London, Francie Lin, Eric To be arranged Reeves Offered Fall 2005, Spring 2006

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The Gothic in Literature and examines the construction of identity in terms Terror, guilt and the supernatural in novels, tales of masculinity, femininity, sexuality, ethnicity and and poems from the 18th to the 20th centuries. race. We will look at the narrative conventions Authors include Walpole, Lewis, Austen, Coleridge, of coming-of-age stories across different genres, Mary Shelley, Byron, the Brontës and James. {L} WI while investigating the question of what constitutes Nora F. Crow a “self.” Readings will include several fairy tales; Offered Fall 2005 poetry of Emily Dickinson and Louise Glück; novels by Edith Wharton, Edmund White, Gish Jen and Reading and Writing Short Poems Julia Alvarez; a memoir by Susanna Kaysen; stories Reading of lyric poetry from the point of view of by Ernest Hemingway, Ann Petry, Hisaye Yamamoto the poet. Selected poems from Donne to the pres- and Sherman Alexie. {L} WI ent. Writing includes critical essays, imitations and Michael Snediker original poetry. {L} WI Offered Fall 2005 Ann Boutelle Offered Fall 2005, Spring 2006 Modern Short Stories A study of the short story sequence as a character- Modern Drama istic modern genre, focusing on such writers as Reading of a selection of modern and contempo- Sherwood Anderson, Edna O’Brien, Eudora Welty, rary plays that investigate problems of language William Trevor and others. {L} WI and identity. Playwrights to include Pinter, Stop- Dean Flower pard, Churchill, Handke, Pomerance, Albee, Rabe, Offered Fall 2005 O’Neill, Beckett, Shaffer, Pirandello. {L} WI Luc Gilleman Love and the Literary Imagination Offered Fall 2005 A study of the way literary convention shapes and interprets the experience of love. Readings in po- Reading and Writing Short Stories etry, fi ction and drama, including such authors as Reading of short stories from the point of view of Plato, Shakespeare, Flaubert, Yeats, Joyce and Rich. the would-be writer, with special attention to such {L} WI problems as dialogue, narration, characterization Nancy Coiner and style. Writing includes analysis, imitation or Offered Fall 2005 parody and original stories. {L} WI Sara London Representing the Caribbean Offered Fall 2005, Spring 2006 Since the “discovery” of the New World, how have Europeans represented the Caribbean and for Celtic Worlds what purposes? More recently, how have writers A reading in translation of the imaginative literature from the Caribbean tried to represent their lands of medieval Wales and Ireland. We will explore and peoples? Why does it matter who represents conceptions of this and the Otherworld; the trans- a history or a region and for whom? This course migration of souls and cauldrons of rebirth; the will engage with the history and politics of the rep- dynamic relation between Christian and traditional resentation and construction of the Caribbean in values; the celebration of violence, sexuality and English literature. We will begin with The Tempest, motherhood; druidism, madness and prophecy; the work through 18th- and 19th-century texts such lives of the Celtic saints; and the earliest origins of as Oroonoko and Equiano’s Travels and end with the Arthurian legend. {L} WI 4 credits postcolonial writers like Rhys, Walcott, Naipaul and Craig R. Davis Kincaid. For additional contexts we will also look at Offered Fall 2005 some historical materials, art and fi lms. {L} Ambreen Hai Coming of Age Narratives Offered Spring 2006 A study of literature that tells stories of growing up

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Growing Up Asian American that shaped the literature of African Americans dur- An exploration of Asian American coming-of-age ing its period of origin. Texts will include poetry, narratives. How have writers imaginatively refl ected prose and works of fi ction. Writers include Har- on growing up on the United States of America with riet Jacobs, Frances Harper and Charles Chesnutt, an Asian-identifi ed face? We will read literature and Frederick Douglass, Phillis Wheatley. {L} 4 credits view fi lms about childhood and adolescence, rela- Daphne Lamothe tions with parents, transracial adoption, dating and Offered Fall 2005 travel to countries of heritage. {L} WI Floyd Cheung 199 Methods of Literary Study Offered Spring 2006 This course teaches the skills that enable us to read literature with understanding and pleasure. Ghost Stories By studying examples from a variety of periods and (Subject to the approval of the Committee on Aca- places, students will learn the workings of poetry, demic Priorities.) prose fi ction and drama; how to interpret them This course explores representation of what Toni and how to make use of interpretations by others. Morrison in Beloved calls “the loving activity of the English 199 seeks to produce perceptive readers dead”; their ambitions, their desires, their effects. who are well equipped to take on complex texts. In a wide variety of narratives the dead return, of- Readings in different sections will vary, but all will ten as fi gures of memory or history and raise trou- involve active discussion and frequent writing. {L} bling questions as to what it is they have to learn. WI 4 credits Authors will include Shakespeare, Defoe, Dickens, Michael Gorra, Ambreen Hai, Jefferson Hunter, James, Wharton, Kipling and Morrison, as well as Fall 2005 spiritualist and scientifi c treatises. Nancy Bradbury, Michael Thurston, Elizabeth Dean Flower Harries, Patricia Skarda, Spring 2006 Offered Spring 2006 Offered both semesters each year

The Uses of Storytelling Stories entertain us, but they also teach, convert, Level II mislead, mystify and console us; they shape the way we think and maybe even keep us alive. Readings Courses numbered 200–249. Open to all sopho- include a wide variety of narratives from different pe- mores, juniors and seniors and to qualifi ed fi rst- riods and settings, nonliterary as well as literary. {L} year students. These courses in particular are Nancy Bradbury designed to interest non-majors as well as majors. Offered Spring 2006 200 The English Literary Tradition I 170 The English Language A study of the English literary tradition from the An introductory exploration of the English lan- Middle Ages through the 18th century. Recom- guage, its history, current areas of change and mended for sophomores. Open to fi rst-year stu- future. Related topics such as how dictionaries are dents with SAT verbal score of 710 or higher and made and the structure of the modern publishing students with English AP score of 4 or 5. {L} WI industry. Students will learn about editing, proof- 4 credits reading and page layout; the course will also entail Douglas Patey a comprehensive review of grammar and punctua- Offered Fall 2005 tion. {L} WI Douglas Patey 201 The English Literary Tradition II Offered Spring 2006 A study of the English literary tradition from the 19th century to modern times. {L} WI 4 credits 184/AAS 113 Survey of Afro-American Nora F. Crow, Luc Gilleman Literature: 1746 to 1900 Offered Spring 2006 An introduction to the themes, issues and questions

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202/GLT 291 Western Classics in Translation, 207/HSC 207 The Technology of Reading and from Homer to Dante Writing Texts include the Iliad; tragedies by Aeschylus, An introductory exploration of the physical forms Sophocles and Euripides; Plato’s Symposium; that knowledge and communication have taken Virgil’s Aeneid; Dante’s Divine Comedy. {L} WI in the West, from ancient oral cultures to modern 4 credits print-literate culture. Our main interest will be Lecture and discussion in discovering how what is said and thought in a Ann Rosalind Jones (Comparative Literature) culture refl ects its available kinds of literacy and Nancy J. Shumate (Classical Languages and Lit- media of communication. Topics to include poetry eratures) and memory in oral cultures; the invention of writ- Elizabeth Wanning Harries, Director (English ing; the invention of prose; literature and science in Language and Literature) a script culture; the coming of printing; changing Offered Fall 2005 concepts of publication, authorship and originality; movements toward standardization in language; 203/GLT 292 Western Classics in Translation, political implications of different kinds and levels from Chrétien de Troyes to Tolstoy of literacy. {L} 4 credits Chrétien de Troyes’s Yvain; Shakespeare’s Antony Douglas Patey and Cleopatra; Cervantes’ Don Quixote; Lafay- Offered Fall 2005 ette’s The Princesse of Clèves; Goethe’s Faust; Tolstoy’s War and Peace. Prerequisite: GLT 291. 208 Science Fiction? Speculative Fiction? {L} WI 4 credits What sort of problems does science fi ction ad- Lecture and discussion dress, what are its conventions and how is it Robert Ellis Hosmer (English Language and Lit- related to other genres—utopia, fantasy, romance, erature) imaginary voyage? Particular attention to the theme Offered Spring 2006 of the “other” (monsters, aliens, robots, living planets). Readings in Wells, Zamyatin, Stapleton, ENG 204/CLT 204 Arthurian Legend Lem, Hoban, Dick, Le Guin and others. Recom- The legend of Arthurian Britain as it developed mended for non-majors. {L} 4 credits in Wales, France and England. Readings will in- William Oram clude early Welsh poems and tales, Geoffrey of Offered Spring 2006 Monmouth, Chrétien de Troyes, Marie de France, La Queste del Saint Graal, the Gawain-poet and 213 Introduction to Shakespeare Malory. {L} 4 credits The course will explore the characteristic concerns Nancy Bradbury and techniques of Shakespearean drama. Plays Offered Fall 2005 will include histories, comedies, tragedies and romances; in 2005–06, eight plays will be chosen 205 Telling and Retelling from among Richard III, Julius Caesar, Henry V, A study of recent novels and their famous anteced- The Merchant of Venice, Much Ado About Noth- ents. What are the pleasures of reading? What do ing, Othello, King Lear, Antony and Cleopatra we need to know to be good readers of contempo- and The Tempest. Film versions of many plays will rary fi ctions that revise or at least allude to work be shown. This course does not satisfy the English of the past? Texts include Dr. Jekyll and Mr. Hyde department’s major author requirement. Prerequi- and Mary Reilly; Jane Eyre and Wide Sargasso site: one college-level English course or permission Sea; King Lear and A Thousand Acres; Tess of of the instructor. {L} 4 credits the d’Urbervilles and The French Lieutenant’s Gillian Kendall Woman; Pride and Prejudice and Presumption: Offered Fall 2005 An Entertainment; Possession. Recommended for non-majors. {L} 4 credits 214 Medieval Welsh Patricia Skarda An introduction to the language and literature of Offered Spring 2006 medieval Wales in a series of graduated grammar

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lessons and readings from the fi rst branch of the tions and ’60s radicalism; and the shadow of the Mabinogi, Pwyll Prince of Dyfed (14th century), Holocaust. Must Jewish writing in America remain as well as from other tales of refracted Celtic my- on the margins, “too Jewish” for the mainstream thology, the early Arthurian legend and poems of yet not ethnic enough for the new multicultural praise, love, loss and Otherworld adventure. {L} 4 curriculum? Novels, short stories, poetry and es- credits says by recipients of the Nobel and Pulitzer Prizes, Craig R. Davis the National Book Award and many others. {L/H} Offered Fall 2005 4 credits Justin Cammy 227 Modern British Fiction Offered Spring 2006 Lectures, with occasional discussion, on the Eng- lish novel from Conrad to the present day. The his- 231 American Literature before 1865 torical contexts and the formal devices (manage- A study of American writers as they seek to defi ne a ment of narrative and plot, stylistic and structural role for literature in their changing society. Works innovations, characterization, literary allusiveness) by Emerson, Thoreau, Fuller, Hawthorne, Melville, of works by such writers as Joseph Conrad, E.M. Stowe, Douglass, Whitman, Dickinson and others. Forster, F.M. Ford, D.H. Lawrence, Virginia Woolf, {L} 4 credits Elizabeth Bowen, Doris Lessing, Shirley Hazzard, Michael Thurston V.S. Naipaul. {L} 4 credits Offered Fall 2005 Michael Gorra Offered Spring 2006 233 American Literature from 1865 to 1914 A survey of American writing after the Civil War, 228 Children’s Literature emphasizing the rise of vernacular style, the emer- This course progresses from the nature of the fairy gence of “realism” and “naturalism,” and the tale as genre, to the unique form of the picture transformation of Romantic mythology and conven- book, to a book written for adults that has meta- tion. Emphasis on writers who criticize and stand morphosed into children’s literature (Gulliver) apart from their societies. Fiction by Mark Twain, and a book written for children that has become a Henry James, Sarah Orne Jewett, Kate Chopin, book for adults (Alice). The syllabus covers com- Theodore Dreiser and Gertrude Stein; poetry by ing-of-age stories, dark stories fi lled with imagery Walt Whitman, Emily Dickinson and E.A. Robinson. of mortality and stories that ridicule what has been {L} 4 credits considered the standard literature for children. Dean Flower The course also explores the nature and function Offered Spring 2006 of fantasy written for children and ends with a good crop of ghost stories. {L} 4 credits 235 Modern American Writing Gillian Kendall American writing in the fi rst half of the 20th cen- Offered Spring 2006 tury, with emphasis on modernism. Fiction by Cather, Hemingway, Fitzgerald, Hurston, Faulkner; ENG 230/JUD 258 The Jewish Writer in poetry by Frost, Stevens, Eliot, Pound and Bishop. America {L} 4 credits The Jewish writer’s engagement with America, Dean Flower from the 1890s through the cultural upheavals of Offered Fall 2005 the 1960s. From writing on the margins in Yiddish to the central role of Jews in shaping American CLT 235 Fairy Tales and Gender literature after World War II. Narratives of im- A study of the literary fairy tale in Europe from the migration and acculturation; the myth of America 1690s to the 1990s, with emphasis on the ways and its discontents; negotiating anti-Semitism in the women have written, rewritten and transformed Anglo-American literary tradition; the rise of the them. Some attention to oral storytelling and to New York Intellectuals; comedy and satire; crises of related stories in other cultures. Writers will in- the Left involving Communism, Black-Jewish rela- clude Aulnoy, Perrault, le Prince de Beaumont,

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the Grimms, Andersen, Christina Rossetti, Angela Hawks; midsummer night’s dreams by Ingmar Carter, Sexton, Broumas. Prerequisite: at least one Bergman, Max Reinhardt and William Dieterle college-level course in literature. Not open to fi rst- and others. Readings in fi lm criticism, fi lm history year students. {L} 4 credits and the theory of comedy. Prerequisite: a college Elizabeth Harries course in fi lm or literature, or permission of the Offered Spring 2006 instructor. May be repeated under a different topic. {L/A} 4 credits 236/AAS 237 20th-Century Afro-American Jefferson Hunter Literature Offered Spring 2006 A survey of the evolution of African-American literature during the 20th century. This class will build on the foundations established in AAS 113, Level III Survey of Afro-American Literature. Writers include Langston Hughes, Richard Wright, James Baldwin, Courses numbered 250–299. Open to sopho- Toni Morrison and Paule Marshall. {L} 4 credits mores, juniors and seniors; fi rst-year students To be announced admitted only with the permission of the instructor. Offered Spring 2006 Recommended background: at least one English course above the 100 level, or as specifi ed in the 238 What Jane Austen Read: The 18th- course description. Century Novel A study of novels written in England from Aphra 250 Chaucer Behn to Jane Austen and Mary Shelley (1688– His art and his social and literary background. 1818). Emphasis on the novelists’ narrative models Emphasis on the Canterbury Tales. Students and choices, with special attention to novels by and should have had at least two semester courses in about women. (L) literature. {L} 4 credits Elizabeth Harries Nancy Mason Bradbury Offered Fall 2005 Offered Fall 2005

240 Modern British and American Drama 253/HST 236 (C) Authority and Legitimacy in A study of recent developments in British and the Age of More and Shakespeare American drama, emphasizing interconnected- An examination of the texts and historical context ness and cross-fertilization: theatre of passion; of Shakespeare’s Richard II, I Henry IV, Henry V, absurdism; language-oriented realism; talk drama; Richard III and King Lear, More’s Utopia and The and postmodern, performance-oriented plays. History of Richard III and other signifi cant works Works by Williams, Miller, Beckett, Osborne, of the 16th and early 17th centuries touching on Pinter, Albee, Shepard, Mamet, Rabe, Shaffer, the questions of order, authority and legitimacy. Churchill, Hwang. Occasional screenings of plays. Admission by permission of the instructors. {L/H} {L} 4 credits 4 credits Luc Gilleman William Oram, Howard Nenner Offered Spring 2006 Offered Fall 2005

ENG 241/FLS 241 Screen Comedy 256 Shakespeare Lectures, with occasional discussion, on fi lm com- A Midsummer Night’s Dream, As You Like It, I edies from a variety of places and times: American Henry IV, Measure for Measure, King Lear, Mac- screwball comedies and British Ealing comedies; beth, Coriolanus, The Tempest. Enrollment in battles of the sexes; the silent or non-verbal come- each section limited to 25. Not open to fi rst-year dy of Chaplin, Keaton and Jacques Tati; parodies of students. {L} 4 credits other fi lm genres; fast-talking comedy by the Marx Gillian Kendall Brothers, Monty Python, Woody Allen and Howard Offered Fall 2005

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257 Shakespeare 279 American Women Poets Romeo and Juliet, Richard II, Hamlet, Twelfth A selection of poets from the last 50 years, includ- Night, Troilus and Cressida, Othello, Antony and ing Sylvia Plath, Diane Gilliam Fisher, Elizabeth Cleopatra, The Winter’s Tale. Not open to fi rst- Bishop, Adrienne Rich, Audre Lorde, Sharon Olds, year students. {L} 4 credits Cathy Song, Louise Glück and Rita Dove. An explo- William Oram, Gillian Kendall ration of each poet’s chosen themes and distinctive Offered Spring 2006 voice, with attention to the intersection of gender and ethnicity in the poet’s materials and in the 259 Pope, Swift and Their Circle creative process. Not open to fi rst-year students. Discussion of the major fi gures, Pope and Swift, Prerequisite: at least one college course in litera- together with their contemporaries Defoe, Prior, ture. {L} Addison and Gay. {L} 4 credits Susan Van Dyne Nora F. Crow Offered Fall 2005 Offered Spring 2006 282/AAS 245 Colloquium: The Harlem 260 Milton Renaissance A study of the major poems and selected prose A study of one of the fi rst cohesive cultural move- of John Milton, radical and conservative, heretic ment in African-American history. This class will and defender of the faith, apologist for patriarchy focus on developments in politics and civil rights and advocate of human dignity, the last great Re- (NAACP, Urban League, UNIA), creative arts (po- naissance humanist, a poet of enormous creative etry, prose, painting, sculpture) and urban sociol- power and infl uence. {L} 4 credits ogy (modernity, the rise of cities). Writers and Eric Reeves subjects will include Zora Neale Hurston, David Offered Spring 2006 Levering Lewis, Gloria Hull, Langston Hughes and Nella Larsen, among others. Enrollment limited to 263 Romantic Poetry and Prose 40. {S} 4 credits Concentration on selected poems of the major Daphne Lamothe Romantics (Blake, Wordsworth, Coleridge, Byron, Offered Fall 2005 Shelley, Keats), with prose writings by the poets themselves and by Austen and Mary Shelley. {L} 293/ARH 292 The Art and History of the 4 credits Book (C) Patricia Skarda A survey of the book—as vehicle for the transmis- Offered Fall 2005 sion of both text and image—from the manuscripts of the middle ages to contemporary artists’ books. 269 Modern British Poetry The course will examine the principal techniques Twentieth-century poetry in England and Ireland. of book production—calligraphy, illustration, Emphasis on W.B. Yeats, T.S. Eliot, W.H. Auden, papermaking, typography, bookbinding—as well Philip Larkin and Seamus Heaney, with some atten- as various social and cultural aspects of book his- tion to such poets as Thomas Hardy, Ezra Pound, tory, including questions of censorship, verbal and D.H. Lawrence, Elizabeth Jennings, Stevie Smith, visual literacy, the role of the book trade and the Ted Hughes and Tony Harrison. Prerequisite: 200 book as an agent of change. In addition, there will or a college course in poetry or permission of the be labs in printing on the handpress and book- instructor. {L} 4 credits binding. Admission limited to 20 by permission of Michael Thurston the instructor. {H/A} 4 credits Offered Spring 2006 Martin Antonetti Eric Reeves Offered Fall 2005 Offered Fall 2005

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Advanced Courses in Writing 384/AMS 351 Writing About American Society Only one course in writing may be taken in any one An examination of contemporary American issues semester except by permission of the chair. through the works of such literary journalists as Courses in writing above the 100 level may be Jamaica Kincaid, John McPhee, Tom Wolfe, Joan repeated for credit only with the permission of the Didion and Jessica Mitford; and intensive practice instructor and the chair. For all writing courses in expository writing to develop the student’s own above the 100 level, no student will be admitted skills in analyzing complex social issues and ex- to a section until she has applied at the English pressing herself artfully in this form. May be re- offi ce in Pierce Hall 105, submitted appropriate peated with a different instructor and with the per- examples of her work and received permission of mission of the director of the program. Enrollment the instructor. Deadlines will be posted. limited. Admission by permission of the instructor. {L/S} 4 credits 290 Crafting Creative Nonfi ction George Colt A writers’ group designed to encourage profi cient Offered Spring 2006 students to look at their own and others’ essays as works of art. Expertise in mechanical matters to be assumed from the start. Admission by permission Level IV of the instructor. {L} 4 credits Robert Hosmer, Ann Boutelle, Sara London These courses are intended primarily for juniors Offered Fall 2005, Spring 2006 and seniors who have taken at least two literature courses above the 100-level. Other interested stu- 292 Reading and Writing Autobiography dents need the permission of the instructor. In this workshop, we will explore, through read- ing and through writing, the presentation of self in None listed for 2005–06. autobiography. A major focus will be on the inter- weaving of voice, structure, style and content. As we read the work of ourselves and of others, we will Level V. Seminars be searching for strategies, devices, rhythms, pat- terns and approaches that we might adapt in future Seminars are open only to juniors and seniors and writings. The reading list will consist of writings by admission is by permission of the instructor. 20th-century women. Admission by permission of All students who wish to take a seminar must ap- the instructor. {L} 4 credits ply at the English department offi ce by the last day Ann Boutelle of the pre-registration period. The instructor will Offered Spring 2006 select the students admitted from these applicants.

295 Poetry Writing 333 Seminar: A Major British or American Admission by permission of the instructor. {L} Writer 4 credits 4 credits Daisy Fried Offered Fall 2005, Spring 2006 Muriel Spark Heir to Waugh and Greene, Spark stands today in 296 Writing Short Stories the front rank of contemporary writers. A quick- Admission by permission of the instructor. {L} witted, keen-eared, sharp-eyed satirist, Spark 4 credits has—at the age of 78—just published her twen- lê thi diem thúy tieth novel, Dreams and Reality. In addition, she Offered Fall 2005, Spring 2006 has written short stories, stage plays, radio plays, essays, biographies, poems, books for children and two parts of an autobiography-in-process—all

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animated by her very particular viewpoint, a fusion Elfride Jelinek, Dario Fo and Vaclav Havel; essays of her religious faith and transcultural experience. by Sartre, Artaud, Bataille and Sue-Ellen Case. {L} This seminar will explore issues of gender, religion 4 credits and class in an effort to come to terms with the Luc Gilleman work of this contemporary woman writer to whom Offered Fall 2005 nothing seems impossible. Robert Hosmer 385 Going to Hell in Modern Poetry Offered Spring 2006 This course traces 20th-century English-language poets’ use of the classical topoi of the descent into George Eliot the underworld (katabasis) and encounter with Reading and discussion of the major novels, from the shades of the dead (nekuia). We will work to Adam Bede through Daniel Deronda, along with understand what poets are trying to accomplish by some of Eliot’s nonfi ctional prose. recourse to these ancient narratives. Readings by Douglas Patey Ezra Pound, T.S. Eliot, Hart Crane, Seamus Heaney, Offered Spring 2006 Tony Harrison, James Merrill, Derek Walcott, Ea- van Boand, H.D., Edna St. Vincent Millay, Charles T.S. Eliot Olson, Sterling Brown, Louis Zukofsky, Muriel Reading and discussion of Eliot’s major poetry Rukeyser and others, as well as some background and plays, with some consideration of his critical reading in Homer, Virgil and Dante. Class presenta- prose. We will explore such issues as Eliot’s role tion and long paper required. WI (E) {L} 4 credits in shaping 20th century Modernism, his interests Michael Thurston in popular culture and in metaphysical verse, his Offered Fall 2005 religious and mythological thinking, his strangely mingled Americanness and Englishness and the 391 Modern South Asian Writers controversies—both poetic and political—his A study of selected texts in the checkered tradition work has aroused. {L} of South Asian literature in English, from the early Jefferson Hunter poetry of Sarojini Naidu to the recent surge of In- Offered Spring 2006 dian and diasporic writers and fi lmmakers, such as Arundhati Roy and Hanif Kureishi. Topics include: 362 Satire: Execution by Words the (post)colonial fashioning of identities; the in- A consideration of theoretical problems (defi ni- terventions of women in nationalist discourse; the tions of satire, responses to satire, satiric strate- crafting of a new idiom in English; the choices of gies) followed by a study of the development of sat- genre and form (fi ction, poetry, memoir, fi lm); the ire from Horace and Juvenal through Shakespeare, problems of memory, historiography, trauma; dias- Swift, Pope, Austen and Byron to Waugh, West and pora and the making of “home.” Writers may in- Vonnegut. Some attention given to differences be- clude Anand, Narayan, Rao, Markandaya, Naipaul, tween male and female satirists. {L} 4 credits Desai, Rushdie, Suleri, Ghosh, Kureishi, Mukher- Nora F. Crow jee, Lahiri. Supplementary readings in postcolonial Offered Fall 2005 theory and criticism. {L} 4 credits Ambreen Hai CLT 368 The Play of Ideas Offered Spring 2006 Close textual study of modern Continental plays that deal with violence as a destructive and transforma- 399 Teaching Literature tive force in history. Manifestoes and theories about Discussion of poetry, short stories, short novels, the subversiveness of art and its complicity with essays and drama with particular emphasis on the the status quo, writing as private and social act, ways in which one might teach them. Consideration purposes of drama as imaginative transgression of the uses of writing and the leading of discussion and social responsibility. Topics include the French classes. For upper-level undergraduates and gradu- Revolution and the Holocaust; plays by Peter Weiss, ate students who have an interest in teaching. {L}

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4 credits Major Requirements Samuel Scheer Offered Fall 2005 Twelve semester courses are required for the ma- jor, distributed as follows: Cross-listed and 1. 199; 2. Two courses before 1832; Interdepartmental Courses 3. Semester courses on two of three major fi gures: Chaucer (216), Shakespeare (222 or 223) and Milton (260); CLT 205 Twentieth-Century Literature of 4. A seminar; Africa 5. Six additional courses.

CLT 240 Childhood in Literatures of Africa and The following courses fulfi ll requirement #2: 200, the African Diaspora 202, 203, 204, 213, 214, 231, 238, 250, 253, 256, 257, 259, 260, 263, 274, 362 and CLT 235. CLT 267 African Women’s Drama No course may be used to fulfi ll more than one CLT 272 Women Writing: 20th-Century Fiction requirement.

CLT 300 Contemporary Literary Theory Up to two courses in fi lm, a foreign or comparative literature, or dramatic literature offered through CLT 368 The Play of Ideas the theater department may count toward the major. Up to three advanced writing courses may THE 261 Writing for the Theatre count toward the major. Only one colloquium (120) may count toward the major. English 118 400 Special Studies does not count. No course counting toward the 1 to 4 credits major may be taken for an S/U grade. Offered both semesters each year We strongly recommend that all students take at 408d Special Studies least one historical survey sequence: English 200, 8 credits 201, English 202, 203, or English 231, 233. We Full-year course; Offered each year recommend that students interested in graduate school in English literature or in high school Eng- lish teaching take both the British (200, 201) and The Major the American (231, 233) surveys. Those consider- ing graduate school should be aware that most Advisers: Members of the department doctoral programs in English require a reading knowledge of two foreign languages and that prep- There are many paths into the English major: fi rst- aration in literary theory will be extremely useful. year students may choose to take ENG 120 followed by 199, or, if qualifi ed, they may choose to take ENG 202, or 203, or ENG 200, 201, as well as 199. Students planning to major in English normally The Minor take ENG 199 in their fi rst year. Each of these The minor in English consists of six courses: courses counts toward the major. English 199; a two-semester survey (ENG 200, 201, ENG 202, 203 or ENG 231, 233); plus three additional English courses chosen in consultation with the minor adviser, two of which must be above the 100 level.

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430d Thesis 8 credits Full-year course; Offered each year

Applicants to honors (which is done in addition to the requirements of the major) must have an average of B+ or above in the courses they count toward the major and an average of B or above in all other courses. During the senior year they will present a thesis, of which the fi rst complete formal draft will be due on the fi rst day of the sec- ond semester. After the readers of the thesis have provided students with their evaluations of this draft, the student will have time to revise her work in response to their suggestions. The fi nal com- pleted version of the thesis will be due a week after spring vacation, to be followed during April by the student’s oral presentation and discussion of her work. Students in honors will normally be given priority in seminars. In exceptional circumstances the department will permit a student to submit a work of fi ction, poetry, or creative nonfi ction for honors. Graduate

580 Graduate Special Studies Independent study for graduate students. Admis- sion by permission of the chair. 4 credits Offered both semesters each year

580d Graduate Special Studies 8 credits Full-year course; Offered each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Director †2 Shizuka Hsieh, Assistant Professor of Chemistry L. David Smith, Associate Professor of Biological †2 Robert G. Linck, Professor of Chemistry Sciences Katherine L. Queeney, Assistant Professor of Program Coordinator Chemistry Joanne McMullin Benkley Mark Aldrich, Professor of Economics Randall Bartlett, Professor of Economics Advisers *1 Andrew J. Guswa, Assistant Professor of *1 Elliot Fratkin, Associate Professor of Engineering Anthropology †1 Donna Riley, Assistant Professor of Engineering C. John Burk, Professor of Biological Sciences John B. Brady, Professor of Geology **1 Virginia Hayssen, Professor of Biological H. Robert Burger, Professor of Geology Sciences H. Allen Curran, Professor of Geology Thomas S. Litwin, Adjunct Associate Professor of †1 Robert M. Newton, Professor of Geology Biological Sciences and Director, Clark Science †2 Amy Larson Rhodes, Assistant Professor of Center Geology **1, *2 Robert B. Merritt, Professor of Biological †2 Donald C. Baumer, Professor of Government Sciences Gregory White, Associate Professor of Government Esteban Monserrate, Laboratory Instructor in †2 David Newbury, Professor of History and of Biological Sciences African Studies **1 Paulette Peckol, Professor of Biological Sciences Jeffry Ramsey, Associate Professor of Philosophy **1 Stephen G. Tilley, Professor of Biological Leslie King, Assistant Professor of Sociology Sciences

The environmental science and policy (ES&P) mi- not listed below, Five College courses, or courses nor is designed for students with a serious interest taken at other institutions and through summer in environmental issues and sustainability and a and/or semester-away programs may be counted commitment to scientifi cally based problem solv- toward the minor with pre-approval of the adviser. ing and policy analysis. The minor consists of six Students must satisfy the prerequisites for all courses chosen with the guidance and approval courses included in their minor program. No more of an ES&P minor adviser. Interested students are than three of the six courses may be taken at other urged to meet with the director, coordinator and/or institutions. an ES&P adviser early in their academic planning. EVS 300 Seminar in Environmental Science Requirements: six courses including one course and Policy from each of the following groups: chemistry, Current patterns of human resource consump- ecology, geology and environmental policy, plus tion and waste generation are not ecologically an elective in consultation with the minor adviser. sustainable. Effective solutions require a working The senior seminar, EVS 300, or the special stud- knowledge of the scientifi c, social, political and ies, EVS 400 (4-credit option), is also required. A economic factors surrounding environmental course in statistics (e.g. MTH 245 or the equiva- problems. This seminar examines the impact of lent) is recommended. Appropriate Smith courses human activities on natural systems; the histori-

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cal development of environmental problems; the ECOLOGY interplay of environmental science, education and BIO 110 Introductory Colloquia: Life Sciences policy; and efforts to build a sustainable society. for the 21st Century: Conservation Discussions will center on confl icting views of his- Biology torical changes, ecological design and sustainabil- BIO 260 Principles of Ecology and lab ity, biodiversity, environmental policy, media cover- BIO 264 Marine Ecology and lab age of environmental issues, ecological economics BIO 356 Plant Ecology and lab and environmental justice. An extended project will BIO 364 Topics in Environmental Biology: involve active investigation, analysis and presenta- Coral Reefs: Past, Present and Future tion of an environmental issue of local or regional EGR 390 Seminar: Advanced Topics in importance with the explicit goal of identifying Engineering: Pesticide Use and its sustainable alternatives. Prerequisite: all courses Impacts completed or concurrent for the Environmental GEOLOGY science and policy minor or by permission of the GEO 105 Natural Disasters: Confronting and instructor. {S/N} 4 credits Coping L. David Smith GEO 108 Oceanography: An Introduction to the Not offered during 2005–06 Marine Environment GEO 109 The Environment EVS 400 Special Studies GEO 111 Introduction to Earth Processes and 1–4 credits History Offered both semesters each year GEO 301 Aqueous Geochemistry* GEO 309 Groundwater Geology SOC 232 World Population GEO 311 Environmental Geophysics This course will introduce students to environmen- GEO 355 Geology Seminar: Coral Reefs: Past, tal, economic, feminist and nationalist perspectives Present and Future on population growth and decline. We will examine EGR 315 Ecohydrology current populations trends and processes (fertility, EGR 340 Geotechnical Engineering mortality and migration) and consider the social, political, economic and environmental implica- ENVIRONMENTAL POLICY tions of those trends. The course will also provide ANT 230 Population and Environment in Africa an overview of various sources of demographic ANT 236 Economy, Ecology and Society data as well as basic demographic methods. Cross- ANT 243 Colloquium in Political Ecology listed with environmental science and policy. {S} ECO 224 Environmental Economics 4 credits GOV 254 Politics of the Global Environment Leslie King GOV 306 Politics and the Environment Offered Spring 2006 GOV 353 Seminar in International Politics: The Global Environment and “Green CHEMISTRY Diplomacy” CHM 108 Environmental Chemistry SOC 233 Environment and Society CHM 379 Atmospheric Chemistry GEO 301 Aqueous Geochemistry ELECTIVES CHM 347 Instrumental Methods of Analysis Elective courses can be chosen from courses listed EGR 210 Engineering, the Environment and for the environmental science and policy minor Sustainability and outside the minor with consultation and ap- EGR 312 Physiocochemical Processes in the proval of the minor adviser. Examples are: Atmosphere ANT 348 Seminar: Topics in Development EGR 360 Chemical and Environmental Reaction Anthropology Engineering EGR 330 Engineering and Policy for Development EGR 346 Hydrosystems Engineering HST 299 Ecology and History in Africa

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PHI 238 Environmental Ethics PHI 304 Colloquium in Applied Ethics: Science, Policy and Society PPL 207 Politics of Public Policy PPL 220 Public Policy Analysis SOC 232 World Population

*GEO 301 Aqueous Geochemistry fulfi lls the re- quirements in both chemistry and geology (one course covers two requirements) Off-Campus Programs Students may elect to take two to three of their courses for the minor outside Smith College by participation in an environmentally oriented, off-campus program. Relevant Smith-approved programs include, but are not limited to, Duke University’s Organization for Tropical Studies, SEA Semester, The School for Field Studies and the Williams College-Mystic Seaport Program. Courses from other programs may also be eligible for credit with approval from the minor adviser.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers **1, *2 Donald Joralemon, Professor of Anthropology Myron Peretz Glazer, Professor of Sociology Albert Mosley, Professor of Philosophy, Director †1 Elizabeth V. Spelman, Professor of Philosophy

This minor offers students the opportunity to draw In recent years, courses at Smith, for example, together courses with a major focus on ethics and have included so to concentrate a part of their liberal arts educa- tion on those questions of right and wrong residing ANT 255 Dying and Death in nearly every fi eld of inquiry. Background in the PHI 221 Ethics and Society history and methods of ethical reasoning will be PHI 235 Morality, Politics and the Law completed by the study of normative and applied PHI 238 Environmental Ethics ethics in selected areas of interest. PHI 241 Ethical Issues in the Boardroom and the Classroom Requirements: PHI 222 and any four other cours- PHI 242 Topics in Medical Ethics es offered in various departments and programs at PHI 304 Colloquium in Applied Ethics Smith and the Five Colleges. The list tends to vary PHI/PSY 275 Topics in Moral Psychology from year to year, so be sure to consult one of the SOC 203 Qualitative Methods advisers. However, be sure to check the availability of cours- es each semester.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Suzanne Payne, M.Ed. Donald Steven Siegel, Ed.D., Chair Rosalie Peri, RN, CPT James H. Johnson, Ph.D. Barbara Roche Barbara Brehm-Curtis, Ed.D Nansee Rothenberg Christine M. Shelton, M.S. Melissa Schleich Jane M. Stangl, Ph.D. Lecturers David Stillman Tim Bacon, M.A. Judy Strong Kim Bierwert, B.S. Lisa Thompson Jacqueline Blei, M.S. Richard Cesario Teaching Fellows Carla Coffey, M.A. Marsa Daniel Craig Collins Brooke Diamond Christine Davis, M.S. Mary Fagan Liz Feeley Jennifer Steele Doreen Garde Michelle Walsh Jennifer Good Erica Wheeler Scott Johnson Bethia Woolf Karen Klinger, M.S. Elizabeth Yasser Phil Nielsen, M.A. Lynn Oberbillig, M.B.A. Lynne Paterson

symptoms of illness and/or injuries; b) implement A. Theory Courses proper procedures; c) administer appropriate care; d) achieve and maintain profi ciency in all 100 Introduction to Exercise and Sport skills; e) be responsible and behave in a profes- Studies sional manner; f) become certifi ed in Community An overview of the disciplines that address physical First Aid and CPR. Enrollment limited to 14. 2 activity and sport. The course takes into account credits the general effects of physical activity and how one Craig Collins studies and analyzes these experiences. Course Offered Fall 2005, Spring 2006 content includes an examination of behavioral, sociocultural, biophysical experiences and profes- 130 Stress Management sional possibilities. 4 credits The physical and psychological components of Tim Bacon and Jane Stangl stress, identifi cation of personal stress response Offered Fall 2005 patterns and techniques for daily stress manage- ment. Enrollment limited to 20. 2 credit 107 Emergency Care Mary Fagan and Brooke Diamond, Fall 2005 The ultimate goal is to teach emergency medical Jacqueline Blei, Spring 2006 care that will enable the student to a) recognize Offered Fall 2005, Spring 2006

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140 Health Behavior fi gures will be studied in depth to determine the The infl uence of behavior on health and well-be- costs assessed and rewards bestowed on those who ing. Students will examine the way in which factors battled racial, ethnic and/or sexual oppression in such as nutrition and dietary habits, stress percep- the athletic arena. {H/S} 4 credits tion and response and physical activity interact with Christine Shelton and Donald Siegel the physiological processes of health, disease and Offered Fall 2005 aging. (WI) {N} 4 credits IDP 208 Women’s Medical Issues Barbara Brehm-Curtis A study of topics and issues relating to women’s Offered Fall 2005 health, including menstrual cycle, contraception, sexually transmitted diseases, pregnancy, abortion, 150 Nutrition and Health menopause, depression, eating disorders, nutri- An introduction to the science of human nutrition. tion and cardiovascular disease. While the course We will study digestion, absorption and transporta- focus will primarily be on the physiological aspects tion of nutrients in the body and the way nutrients of these topics, some social, ethical and political are used to support growth and development and implications will be considered including the is- maintain health. We will also examine how per- sues of violence and the media’s representation of sonal dietary choices affect nutritive quality of the women. {N} 4 credits diet and health of an individual. The relationship Leslie Jaffe between diet and health will be explored through- Offered Spring 2006 out this course. Special topics will include diet and physical fi tness, weight control, vegetarianism and 210 Kinesiology women’s nutrition concerns. High school chemistry A course in applied anatomy and biomechanics. recommended but not required. {N} 4 credits Students learn basic structural anatomy as well as Barbara Brehm-Curtis the application of mechanics to human movement. Offered Spring 2006 Special emphasis is given to the qualitative analysis of human movement. {N} 4 credits 175 Applied Exercise Science James Johnson A experiential course designed to introduce stu- Offered Fall 2005 dents to applied exercise physiology and kinesiol- ogy. Such subjects as energy expenditure, energy 220 Psychology of Sport systems, aerobic power, effort perception, applied An examination of sport from a psychological per- anatomy and training principles are studied using spective. Topics include the role of stress, motiva- a system of lecture and laboratory sessions. Enroll- tion and personality in performance. Attention will ment limited to 20. (E) {N} 2 credits also be given to perceptual, cognitive and behavior- James Johnson al strategies that may be used to enhance achieve- Offered Fall 2005 ment level. Prerequisite: PSY 111 {S} 4 credits Tim Bacon 175j Applied Exercise Science Offered Spring 2006 Same description as 175 above. Mary Fagan 225 Education Through the Physical: Youth Offered during Interterm Sports This course is designed to explore how youth 200 Sport: In Search of the American Dream sports impacts the health, education and well-be- A study of whether sport has served to promote or ing of children. Class components will include an inhibit ethnic/minority participation in the Ameri- examination of youth sport philosophies, literature can Dream. Biological and cultural factors will be on cognitive and physical growth, approaches to examined to ascertain the reasons for success by coach and parent education and an assessment of some groups and failure by others as high-level school and community-based programs. Students participants. The lives of major American sports will be required to observe, analyze and report on

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a local children’s sports program. {S} 4 credits may count no more than four performance course Donald Siegel credits toward the degree. Courses with multiple Offered Spring 2006 sections may be repeated for credit, but individual course sections may not be repeated for credit. 230 Mediated Images of Sport and Physical Activity 901 Aquatic Activities An exploration of sporting images as projected through the media with primary emphasis on print Beginning Swimming and electronic journalism—to include written nar- A course in the development of basic swimming ratives, photography, television, fi lm and digital im- skills and the conquering of fear of the water. Pri- ages. The course will examine the (re)presentation ority will be given to establishing personal safety and (re)production of the athletic or healthy body and enhancing skills in the water. Persons enrolling as the standard for fi tness. The topic will include is- in this course will learn about the basic principles sues on embodiment, cultural symbolism, political of swimming in terms of buoyancy and propul- and moral ideologies, as well as commercializa- sion. The primary performance goals are survival tion. {S} 4 credits swimming skills and comfort in the water. A person Jane Stangl who can swim at least one length of the pool is not Offered Spring 2006 eligible for this course. Limited to 12 novice or non-swimmers. 1 credit 340 Women’s Health: Current Topics Brooke Diamond A seminar focusing on current research papers in Offered both semesters women’s health. An exploration of the scientifi c method used to test research questions about Advanced Beginning Swimming health and consideration of the implications of This course will focus on the improvement of research data for health care decisions. Prereq- swimming skills. Performance goals include being uisites: 140 or a strong biological sciences back- able to swim all four strokes and the turns associ- ground and permission of the instructor. Enroll- ated with those strokes at a level that surpasses ment limited to 14. {N} 4 credits initial performance by the end of the semester. Barbara Brehm-Curtis Students are assessed at the beginning and end of Offered Fall 2005 the semester with the aid of video feedback. Pre- requisite: ability to swim at least one length of the 400 Special Studies pool. Enrollment limited to 12. 1 credit 1 to 4 credits Craig Collins Members of the department Offered both semesters Offered both semesters Intermediate Swimming Theory and performance of swimming. Swimming B. Performance Courses— techniques including strokes, turns and survival methods. Enrollment limited to 18. 1 credit Credit Craig Collins Offered Fall 2005 Performance courses are offered for credit in a wide variety of activities. Each class is designed Springboard Diving to enhance the student’s physical skills, fi tness, The understanding of the principles and develop- knowledge of human movement and understand- ment of diving skills necessary to perform at least ing of the role of physical activity in a healthy 10 different dives from fi ve categories. Enrollment lifestyle. Each course encompasses a combination limited to eight. 1 credit of instruction in technique, readings, lecture and Kim Bierwert discussion. In general, each section involves an Offered both semesters average of two scheduled hours per week. Students

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SCUBA Diving I ming skills (crawl stroke, elementary backstroke, The use and care of equipment, safety and the sidestroke, breaststroke, survival stroke and sur- physiology and techniques of SCUBA diving. A face dive) at ARC Level VI profi ciency. Enrollment series of open-water dives leading to NAUI certifi - limited to 10. 2 credits cation is available. Prerequisite: satisfactory swim- Kim Bierwert ming skills and permission of the instructor. There Offered Spring 2006 is a fee. Enrollment limited to 17. 1 credit David Stillman 910 Badminton Offered both semesters The development of badminton skills, principles, evolution, strokes and strategy. Enrollment limited Swim Conditioning to 12. Course will meet fi rst seven weeks of the Swimming workouts to improve physical fi tness. semester. 1 credit Stroke improvement, exercise program design and Phil Nielsen a variety of aquatic training modalities will also be Offered Spring 2006 included. Intermediate swimming ability required. Enrollment limited to 20. 1 credit 920 Fencing Brooke Diamond Offered Spring 2006 Fencing I The basic techniques of attack and defense, foot- Aqua-Aerobics work, rules, equipment, strategies and techniques This fun-fi lled class teaches the value of vertical involved in foil fencing. A brief historical back- exercise in the water while shattering the myth that ground of the tradition and origins of fencing. En- it is primarily for senior citizens or people with rollment limited to 16 per section. 1 credit injuries. All exercises are choreographed to music Jacqueline Blei that is upbeat and motivating. Designed to have fun Offered both semesters and educate, this class is a great way to start your day. Enrollment limited to 20. 1 credit 925 Golf Craig Collins Offered both semesters Golf I—Beginner An introduction to the game of golf. Taught from 905 Water Safety “green to tee,” this course will teach the basic mechanics of the swing as well as correct club Lifeguard Training selection. The initial focus of the course will be American Red Cross Certifi cation in Lifeguard directed to the “short game” and develop toward Training and Basic First Aid and CPR for the Profes- appropriate use of mid-, and long irons, conclud- sional Rescuer. The Waterfront Lifeguard Module ing with woods/metals. Applied rules of golf and will also be taught if time permits. Prerequisites: etiquette will also be addressed. Pending weather, 500-yard swim using crawl, breast and side fi eld trip experience may be scheduled at the end strokes; retrieval of 10 lb. brick from 7 ft. depth; of the term. Equipment is provided. Class meets and treading water for two minutes using legs only. fi rst seven weeks of the fall semester. In the spring Enrollment limited to 10. 2 credits semester, class meets last 6 weeks. Enrollment Craig Collins limited to 12 per section. 1 credit Offered both semesters Michelle Walsh, Liz Feeley, Fall 2005 Liz Feeley, Michelle Walsh, Spring 2006 Water Safety Instructor Offered both semesters Instruction in techniques, theory and teaching methods of swimming to prepare participants to Golf II—Advanced Beginner teach swimming. American Red Cross certifi ca- Designed to further develop the student’s golf tion upon successful completion of the course. swing, this course will follow a “green to tee” ap- Prerequisites: Rescue and safety skills and swim- proach with emphasis on the mid- to long irons,

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woods/metals and shot-making. Applied rules of advanced levels on the fl at and over fences. Prereq- golf etiquette will be incorporated with the intent uisite: Equitation I. 1 credit to apply course management strategies. Field trips Suzanne Payne, Doreen Garde and Melissa to local ranges and courses are anticipated. Equip- Schleich ment is provided. Class is designed with the con- Offered both semesters tinuing Golf I student in mind. Prerequisite: Golf I or an entry-level Skills Test. Class meets fi rst seven Equitation III weeks of the fall semester. In the spring semester, For students in their third semester of riding at class meets last six weeks. Enrollment limited to 10 Smith. Low intermediate to advanced levels on the per section. 1 credit fl at and over fences. Prerequisite: Equitation II. 1 Jane M. Stangl, Fall 2005 credit Lynn Oberbillig, Judith Strong, Spring 2006 Suzanne Payne, Doreen Garde and Melissa Offered both semesters Schleich Offered both semesters Golf III—Intermediate For students with a relatively profi cient swing, Equitation IV knowledge of club selection and on-course play For students in their fourth semester of riding at experience; this course is designed to enhance fur- Smith. Intermediate to advanced levels on the fl at ther skill development and enrich on-course man- and over fences. Prerequisite: Equitation III. 1 credit agement skills. Increasing mastery of golf history, Suzanne Payne, Doreen Garde and Melissa rules and etiquette, tournament play are expected. Schleich Classtime will be spent on the course, pending Offered both semesters weather. Equipment is provided for those who do not have (access to) clubs. Class meets fi rst seven 935 Introduction to Wilderness Skills weeks of the fall semester only. Prerequisite: Golf I A course designed to teach the student the basics of and Golf II, or permission of the instructor pending outdoor travel on foot and on water. In addition to skill level. Enrollment limited to eight per section. boating and backpacking techniques, students will 1 credit learn some classic woodcraft skills, outdoor cook- Jane M. Stangl ing, fi rst aid and orienteering. Upon successful Offered Fall 2005 completion of the course, students should achieve suffi cient outdoor skills to be comfortable and safe 930 Equitation when traveling outdoors. Students should plan for A series of courses in hunter seat equitation and at least one overnight weekend trip. Enrollment basic dressage. Attention also given to safety, use limited to 14. 2 credits and care of equipment, equine health and stable Scott Johnson, Fall 2005 management. Students must attend registration Mary Fagan, Spring 2006 session (date and time to be announced). Offered both semesters All sections are to be arranged. There is a fee. 940 Outdoor Skills Equitation I For students in their fi rst semester of riding at Canoe Touring Smith. Sections range from beginner to advanced A class designed to teach students the basics of levels on the fl at and over fences. 1 credit long-distance canoe trips. Class meets weekly in Suzanne Payne, Doreen Garde and Melissa preparation for a weekend trip. Students will learn Schleich paddling, orienteering and camping skills. Class Offered both semesters meets fi rst seven weeks of the fall semester. Prereq- uisite: satisfactory swimming skills and a good state Equitation II of physical fi tness. Enrollment limited to 10. 1 credit For students in their second semester of riding at Erica Wheeler Smith. Sections range from advanced beginner to Offered Fall 2005

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Whitewater Kayaking 945 Physical Conditioning An introduction to solo whitewater kayaking. This class begins in the pool and pond with basic pad- Aerobics dling skills and progresses to local fast water riv- Exercise to music. Various exercise styles will ers. Students should expect to run Class II rapids. be introduced. This class will also cover basic In the spring semester, class meets last 10 weeks. exercise principles, injury prevention and the fun- Prerequisite: satisfactory swimming skills. Enroll- damentals of exercise program design. The goal of ment limited to eight per section. 1 credit this course is to enable students to enter any group Scott Johnson fi tness setting with confi dence. Enrollment limited Offered Spring 2006 to 35. 1 credit Rosalie Peri Whitewater Canoeing Offered both semesters An introduction to solo and tandem whitewater canoeing. This class is taught on local rivers dur- Kickboxing ing the spring. Class meets the last six weeks of the This class is recommended for both the curi- semester. Prerequisite: Canoeing or permission of ous beginner and the experienced kickboxer. It the instructor, plus satisfactory swimming skills. incorporates several types of martial art forms as Enrollment limited to 10. 1 credit well as standard boxing techniques. Students start James Johnson by learning proper form of the basis techniques Offered Spring 2006 before progressing to more complicated com- binations and sparring. Each class begins with a Coastal Kayaking 10-minute warm-up. Enrollment limited to 20 per This course is designed to introduce sea kayaking section. 1 credit to the novice. Ocean paddling, navigation, safe exit- Barbara Roche, To be announced ing, equipment and paddle techniques are covered. Offered both semesters Students should plan for one overnight weekend trip. Prerequisite: satisfactory swimming skills. Self-Paced Fitness Enrollment limited to 11. Course will meet the fi rst An introduction to the principles and methods seven weeks of the fall semester. In the spring se- of training to improve and maintain fi tness. Each mester, class meets last six weeks. 1 credit student designs and follows an individualized con- Jennifer Good ditioning program. Programs are tailored to the Offered both semesters needs of the student. Each individual is monitored throughout the semester and students are expected Rock Climbing to do most of their exercise out of class. Enroll- The objective of this course is to teach students the ment limited to 20. 1 credit fundamentals of rock climbing. This will include Karen Klinger familiarity with the equipment involved as well as Offered both semesters profi ciency with technical climbing skills, knots, anchors and belaying. Safety issues will be a strong Physical Conditioning emphasis in this course. The majority of class time A course designed to teach the basics of functional will take place on the Ainsworth Gym Climbing fi tness. Aerobic and anaerobic exercises are em- Wall. There will also be two to three off-campus phasized. Students are also taught the fundamentals trips held during class times to practice anchor of exercise training including basic principles, ex- setting in the outdoors. Please note that this class ercise prescription and the therapeutic aspects of will serve only as a basic introduction to outdoor exercise. Students are expected to exercise outside climbing and anchor setting and will not “certify” of class. Enrollment limited to 14. 1 credit or prepare the student for the full range of outdoor Erica Wheeler, Marsa Daniel, Fall 2005 climbing scenarios. For this, additional instruction Erica Wheeler, Spring 2006 is recommended. Enrollment limited to 12. 1 credit Offered both semesters Scott Johnson Offered both semesters

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Pilates Mat Training ment limited to 20. 1 credit This class teaches the mat exercises of Joseph Nansee Rothenberg Pilates. These exercises are designed to increase Offered both semesters core strength, increase joint mobility and stability and increase muscle tone and fl exibility. By the end 960 Squash of this course, the student will be able to develop and maintain their own Pilate’s matwork program. Squash I Enrollment limited to 25. 1 credit Instructions in basic strokes, rules, tactics and Rosalie Peri, To be announced strategy designed to allow the student to progress Offered both semesters to a USSRA level 2.0 to 2.5 (Beginner). Enrollment limited to 10 per section. 1 credit 945j Physical Conditioning Donald Siegel, To be announced, Fall 2005 A repetition of 945. 1 credit Jacqueline Blei, Spring 2006 Marsa Daniel Offered both semesters Offered during Interterm Squash II 950 Rowing Development in accuracy and skill in executing An introduction to crew and sculling techniques. shots, tactics, strategy, marking and refereeing, A variety of boats will be utilized including singles, designed to allow the student to progress to a USS- doubles and fours. Classes will be taught on Para- RA level 2.5 to 3.0 (Intermediate). Prerequisite: dise Pond and the Connecticut River. Course will Beginning Squash or permission of the instructor. meet the fi rst seven weeks of the fall semester. In Enrollment limited to 10. 1 credit the spring semester, class meets last 6 weeks. Pre- Jacqueline Blei requisite: satisfactory swimming skills. Enrollment Offered Spring 2006 limited to 10 per section. 1 credit Marsa Daniel 965 Tai Chi Offered both semesters Tai Chi I 955 Self Defense An introduction to the Chinese martial art that was developed over 300 years ago. Emphasis will be on Self Defense I learning and understanding the unique movements Progressive development of physical and mental of Chen Taijiquan, proper practice for health and self-defense skills and strategies. Personal protec- self-defense applications. No prerequisites. Enroll- tion awareness, situation evaluation and effective ment limited to 26 per section. 1 credit communication will be emphasized. Other topics Richard Cesario include assertiveness training, date rape and per- Offered both semesters sonal defense weapons. Enrollment limited to 20 per section. 1 credit Tai Chi II Nansee Rothenberg Twenty-four posture Tai chi, a standardized form Offered both semesters from mainland China. Prerequisite: Tai chi I or permission of the instructor. Enrollment limited to Kung Fu 26 per section. 1 credit Indonesian kung-fu is a traditional martial art Richard Cesario that offers students physical fi tness, coordination, Offered Spring 2006 increased focus, energy and awareness, self-disci- pline and personal growth. This course includes 970 Tennis meditation, breath and energy awareness, physical conditioning, stretching, self-defense, choreo- Tennis I—Beginning graphed sparring combinations and forms. Enroll- Students will be introduced to the basic strokes of tennis (forehand, backhand, volleys, serves).

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Singles and doubles play and basic positioning will Enrollment limited to 16 per section. 1 credit be introduced. Tennis rules and etiquette will be Elizabeth Yasser included in the curriculum. This class is designed Offered Spring 2006 to allow the student to progress to a USTA player rating level of 2.0 to 2.5. The USA Tennis I curricu- 975 Yoga lum will be followed. Enrollment limited to 16 per section. 1 credit Yoga I Elizabeth Yasser, Michelle Walsh, Christine Davis, B.K.S. Iyengar yoga postures, breathing and phi- Fall 2005 losophy. Designed to give students an opportunity Michelle Walsh, Spring 2006 to explore movement and breathing patterns in Offered both semesters an effort to strengthen the mind/body connection. Enrollment limited to 26 per section. 1 credit Tennis II—Advanced Beginning Elizabeth Thompson, Lynne Paterson, To be an- Students must have a working knowledge of the nounced, Fall 2005 four basic tennis strokes (forehand, backhand, Lynne Paterson, Elizabeth Thompson, Spring volleys, serves). The format for Tennis II is a “play 2006 and learn” environment. There will be emphasis Offered both semesters on positioning and basic strategies for singles and doubles. Lobs and overheads will be introduced. Yoga II In addition, tennis drills will be presented to help The yoga of B. K. S. Iyengar—continuing level. students refi ne and practice the four basic strokes. Refi nement of postures and breathing techniques The class is designed to allow the student to prog- taught in Yoga I. Introduction of new postures ress to a USTA rating of 2.5. Prerequisite: Tennis I along with continued discussions of yoga philoso- or permission of the instructor. Enrollment limited phy. Prerequisite: Yoga I. Enrollment limited to 26. to 16 per section. 1 credit 1 credit Jacqueline Blei, Fall 2005 Elizabeth Thompson Christine Davis, Christine Shelton, Spring 2006 Offered Spring 2006 Offered both semesters Riding Tennis III—Intermediate Students must have a working knowledge of the In addition to riding classes for credit, noncredit following tennis strokes: forehand, backhand, vol- riding instruction and participation in competi- leys, serves, lobs and overheads. Appropriate spins tive riding are available at Smith College. A fee is will be introduced for each stroke. The “play and charged for these courses, payable at Registration learn” structure will focus on developing singles each semester. Further information may be ob- and doubles strategies in a competitive setting. tained from Suzanne Payne, director of riding/team Class is designed to allow the student to progress coach, extension 2734. to a USTA player rating level of 2.5 to 3.0. Prereq- uisite: Tennis II or permission of the instructor. Enrollment limited to 16 per section. 1 credit The Minor in Exercise and Christine Shelton, Fall 2005 Elizabeth Yasser, Spring 2006 Sport Studies Offered both semesters Advisers: Barbara Brehm-Curtis, James H. John- Tennis IV—Advanced son The development of advanced tennis skills, tactics and strategy designed to allow the player to prog- The minor is designed to provide students with a ress to a USTA player rating level of 3.0 to 3.5. Pre- comprehensive introduction to exercise and sport requisite: Tennis III or permission of the instructor. studies. This course of study would be useful for students with an interest in exercise and sport

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and for those considering graduate study and/or a 506d Advanced Practicum in Coaching career in exercise science; community, worksite, Independent coaching and the study of advanced or other fi tness programs; and the health sciences coaching tactics and strategy in a specifi c sport. such as physical therapy and medicine. Prerequisite: 505d. 4 credits Christine Shelton, Tim Bacon, Jane M. Stangl Requirements: six courses including 100 and Full-year course; Offered each year either 210 or 215. The other courses (16 credits) may be selected from ESS departmental offerings. 507 Colloquium in Critical Thinking and In addition, one appropriate course from another Research in Coaching department may be substituted with the adviser’s A colloquium on current research in coaching. permission. Only 4 performance course credits Graduate students, ESS faculty and the coaching may be counted toward the minor. Course selec- staff of the athletics department will meet to discuss tion for the minor must be approved by a faculty and share work in progress as well as analyze adviser. coaching experiences and problems. May be re- peated for credit. 1 credit Jane M. Stangl D. Graduate Courses Offered Spring 2006 Adviser: Jane M. Stangl. 510 Biomechanics of Sport Emphasis on the concepts of biomechanics and 501 Seminar in Administration of Athletic applications in specifi c sports. Prerequisite: 210, Teams undergraduate kinesiology, or biomechanics. {N} The administration of sport and athletic teams is 4 credits the major focus of this course. The course focuses James H. Johnson on planning, organization, directing and control- Offered Spring 2006 ling various facets including scheduling, purchas- ing, budgeting and recruiting of a sports program. 540 Microcomputers in Exercise and Sport Limited to those enrolled in ESS 505 and 506. 2 Studies credits Examination of computer utilization in exercise Lynn Oberbillig and sport studies. Major course components Offered Fall 2005 include: (a) databases and spreadsheets, (b) Internet resources, (c) digitized video and (d) 502 Seminar in Philosophy & Ethics biochemical analysis. This class meets the fi rst 7 Selected topics in the philosophy of sport as they weeks of the semester. {M} 2 credits relate to coaching and the broader conception of Don Siegel sport in a democratic and capitalist culture. Draw- Offered Fall 2005 ing on case studies and contemporary sources, the course will examine beliefs about the value of com- 555 Sports Nutrition petitive sport, its relationship to higher education The purpose of this course is to provide students and its implication for coaches. 2 credits with a basic understanding of the relationships Christine Shelton and Linda Carpenter among nutrition, health and athletic performance. Offered Fall 2005 Students in this course will apply basic nutrition science information to sports training and competi- 505d Theoretical and Practical Foundations of tion. This course will focus extensively on what Coaching coaches and athletes need to know about nutrition Assisting in the coaching of an intercollegiate team. for optimal performance. 2 credits Weekly conferences on team management, coach Barbara Brehm-Curtis responsibilities and coaching aids. 4 credits Offered Spring 2006 Christine Shelton, Tim Bacon, Jane M. Stangl Full-year course; Offered each year

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560 Socio-cultural Analysis of Sport Sport is one of the most pervasive social institu- tions within U.S. and North American society. Sociological and cultural studies concepts will be employed to investigate sport as a social institution in its own right, as well as its inter-relationship with other institutions. Herein, sport is examined as a key agent in contemporary culture and ideologi- cal development. Graduate status only. Enrollment limited to 20. 4 credits Jane Stangl Offered Fall 2005

570 Seminar in Sport Psychology An examination of the theory and application of psychological skills training in sport from a cogni- tive-behavioral perspective. Included are strategies that affect behavior, motivation, perception and self-beliefs. Leadership and group dynamics will also be covered. Case studies will be used to facili- tate operationalizing theory. {S} 4 credits Don Siegel Offered Spring 2006

580 Special Studies Adapted physical education, administration, cur- rent problems, exercise physiology, kinesiology, motor learning or other approved topics. Hours scheduled individually. 1 to 4 credits Members of the department Offered both semesters

590 Thesis 4 credits Offered both semesters

590d Thesis 8 credits Full-year course

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Visiting faculty and some lecturers are generally appointed for a limited term.

Assistant Professors †1 Darcy Buerkle, Assistant Professor of History †1 Alexandra Keller, Ph.D. Dean Flower, Professor of English Language and Baba Hillman (Five College Assistant Professor of Literature Film and Video) Dawn Fulton, Assistant Professor of French Studies Lecturers Jefferson Hunter, Professor of English Language and Literature, Director Lucretia Knapp Barbara Kellum, Professor of Art Nancy Inouye †1 Richard Millington, Professor of English Carla Marcantonio Language and Literature Advisers †2 Frazer Ward, Assistant Professor of Art †1 Anna Botta, Associate Professor of Italian Language and Literature

200 Introduction to Film Studies and others. Readings in fi lm criticism, fi lm history An overview of cinema as an artistic and social and the theory of comedy. Prerequisite: a college force. Students will become familiar with the course in fi lm or literature, or permission of the aesthetic elements of cinema (visual style, edit- instructor. May be repeated under a different topic. ing, cinematography, sound, narration and formal {L/A} 4 credits structure), the terminology of fi lm production and Jefferson Hunter the relations among industrial, ideological, artistic Offered Spring 2006 and social issues. Films (both classic and contem- porary) will be discussed from aesthetic, histori- Melodrama and Nationalism cal and social perspectives, enabling students to This course investigates melodrama as an aesthetic approach fi lms as informed and critical viewers. and narrative form that is largely employed and Enrollment limited to 60. Priority given to Smith deployed in the service of disseminating the myths College fi lm studies minors and Five College fi lm of the nation. The nation is not only a political studies majors. {A} 4 credits concept, it is also, as Benedict Anderson has fa- Nancy Inouye mously theorized, an imagined community. Nations Offered Fall 2005 are communities of affect, often fi gured through images of the familial and domestic space—the 241 Genre/Period privileged stomping ground of melodrama. Melo- drama, moreover, is often thought of as a reaction- FLS 241/ENG 241 Screen Comedy ary genre, yet this course will aim to consider its Lectures, with occasional discussion, on fi lm com- multiple incarnations across the political spectrum. edies from a variety of places and times: American We will examine melodrama in its mode as foun- screwball comedies and British Ealing comedies; dational fi ction, as colonial fantasy and as imperial battles of the sexes; the silent or nonverbal comedy narrative. But most importantly, the course builds of Chaplin, Keaton and Jacques Tati; parodies of its investigation of melodrama cross-nationally in other fi lm genres; fast-talking comedy by the Marx order to ultimately wrestle with the following ques- Brothers, Monty Python, Woody Allen and Howard tions: What happens to fi lm melodrama, to its con- Hawks; midsummer night’s dreams by Ingmar ventions, its obsessive worlds, its emotional tones, Bergman, Max Reinhardt and William Dieterle its sexual triangulations, in the face of the supposed

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dissolution of national boundaries in favor of a Weerasethakul, Arturo Ripstein, Chantal Akerman globalized world? What are the new confi gurations and Catherine Breillat, among others. Readings by in which it expresses itself if it no longer does, or Giulana Bruno, Hélène Cixous and Gilles Deleuze. no longer can, participate in the ideologies that Prerequisite: FLS 280 or permission of the instruc- seek to forge national destiny? Examples of fi lms tor. Enrollment limited to 13. Priority given to include: The Birth of a Nation, Rome Open City, Smith College fi lm studies minors and Five College Matador, Indochine, Forrest Gump, The Crying fi lm studies majors. {A} 4 credits Game, In the Mood For Love, Hero, Y Tu Mamá Baba Hillman, Five College Assistant Professor of También. Papers and weekly screenings required. Film and Video May be repeated under a different topic. {A} Offered Fall 2005 4 credits Carla Marcantonio Topic: Dead Time in the Narrative Film Offered Spring 2006 In this advanced video production class students will develop and produce an original narrative 280 Introduction to Video Production short, while considering ways in which time and This video production course introduces the his- memory have been fashioned within various cin- tory and contemporary practice of video art and ematic narratives. To further the construction and provides the technical and conceptual skills to development of narrative, two of the fi lms will be complete creative individual video projects. Over read in relation to the novel from which they are the course of the semester, students will gain expe- adapted. Some of the fi lms screened will include La rience in preproduction, production and postpro- Jete, To Kill a Mockingbird, After Life, The Hours, duction techniques. Projects are designed to devel- Donnie Darko and The Virgin Suicides. Prereq- op basic technical profi ciency in the video medium uisite: FLS 280. Enrollment limited to 13. Priority as well as practical skills for the completion of the given to SSmith College fi lm studies minors and creative project. Prerequisite: 200 (which may Five College fi lm studies majors. be taken concurrently). Enrollment limited to 13. {A} 4 credits Priority given to Smith College fi lm studies minors Lucretia Knapp and Five College fi lm studies majors. {A} 4 credits Offered Spring 2006 Lucretia Knapp Offered Fall 2005 351 Film Theory This seminar explores main currents in fi lm theory, 282 Advanced Video Seminar including formalist, realist, auteurist, structuralist, psychoanalytic, feminist, poststructuralist, genre The Body and Space: Re-inventing the Narrative. studies, queer studies and cultural studies ap- This is an advanced video production/theory proaches to questions regarding the nature, func- course for students interested in exploring a wide tion and possibilities of cinema. range of approaches to experimental narrative. We Film theory readings are understood through will investigate narrative structure through a study the sociocultural context in which they are de- of fi lms and videos that question and challenge veloped. Particular attention is also given to the constructions based on literary and painterly mod- history of fi lm theory: how theories exist in con- els. In particular, we will consider the determining versation with each other, as well as how other role of the body and space within visual narrative intellectual and cultural theories infl uence the structure. We will also explore the theories and development, nature and mission of theories of the practice of editing narrative through analysis of moving image. We will emphasize the written texts editing structures and through individual and col- (Bazin, Eisenstein, Kracauer, Vertov, Metz, Mulvey, laborative editing exercises. Students will complete DeLauretis, Doty, Hall, Cahiers du Cinema, etc.), a series of narrative projects. The course will in- but will also look at instantiations of fi lm theory clude workshops in lighting, sound and advanced that are themselves acts of cinema (Man with a editing techniques. Screenings will include works Movie Camera, Rock Hudson’s Home Movies, The by Nagisa Oshima, Wong Kar Wai, Apichatpong Meeting of Two Queens). The course is designed

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as an advanced introduction and assumes no prior Requirements: six semester courses to be taken at exposure to fi lm theory. Fulfi lls fi lm theory require- Smith or, by permission of the director, elsewhere ment for the minor. Priority given to seniors, then among the Five College institutions. juniors. Enrollment limited to 12. Prerequisite: 200 or the equivalent. Priority given to Smith College Required courses: fi lm studies minors and Five College fi lm studies FLS 200 Introduction to Film Studies majors. {A} 4 credits FLS 351 Film Theory Carla Marcantonio Offered Spring 2006 Electives: AAS 350 Seminar: Race and Representation: Afro 400 Special Studies Americans in Film 1–4 credits ARH 280 Film and Art History Offered both semesters each year ENG 120 Colloquia in Literature: Shakespeare and Film FLS 241 Genre/Period Crosslisted Courses FLS 245 British Film and Television FLS 280 Introduction to Video Production AMS 221 Documenting Environmental History FLS 281 Video Production Workshop in the Digital Age FLS 282 Advanced Video Seminar FLS 350 Questions of Cinema FRN 244 French Cinema FRN 244 French Cinema Topic: Cities of Light: Urban Spaces in Franco- FYS 127 Adaptation phone Film GER 230 German Cinema Dawn Fulton ITL 342 Italian Cinema Offered Fall 2005 SPN 246 Topics in Latin American Literature: Topic: Latin American Film as Visual Topic: French Cinema: Paris on Screen Narrative Martine Gantrel SPN 246 Topic: The Bronze Screen: Performing Offered Spring 2006 Latina/on Film and in Literature THE 317 Movements in Design FYS 127 Adaptation Jefferson Hunter Offered Fall 2005 Five College Film Studies Major The Minor The Five College fi lm studies major is in fi lm stud- Advisers: Barbara Kellum, Dean Flower, Jefferson ies as opposed to fi lm production. While the fi lm Hunter, Dawn Fulton faculty believes that all students should be familiar with fi lm and video production, the major is not The Film Studies Program offers the opportunity for designed to train students to enter the fi lm industry in-depth study of the history, theory and criticism without further training. As with all liberal arts of fi lm and other forms of the moving image. The majors, fi lm is studied in relation to all the arts, program’s primary goal is to expose students to a humanities and social sciences and can lead to wide range of cinematic works, styles and move- careers in teaching, arts administration, Web de- ments in order to cultivate critical understanding sign or freelance work in non-industry venues. The of the medium’s signifi cance as an art form, as a major comprises 10 courses, one of which may means of cultural and political expression and as a be a component course. (A core course is one in refl ection of social ideologies and mentalities. which fi lm is the primary object of study; a compo- nent course is one in which fi lm is signifi cant but

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not the focus of the course.) Of these 10 courses, at least two (but no more than fi ve) must be taken outside the home institution. In addition, each student must have an adviser on the home cam- pus and the requirements for the major may vary slightly from campus to campus.

Program of Study: 1. Introduction to Film (must be taken on the home campus) 2. Film History (either a general, one-semester survey or a course covering approximately 50 years of international fi lm history) 3. One course in fi lm theory 4. One course in a fi lm genre/authorship 5. One course in a national or transnational cin- ema (generally a single director or group of directors) 6. One special topics course (may be a component course) 7. One advanced seminar in a special topic 8. One fi lm, video or digital production course, but no more than two courses may be used toward the major. * Two electives from any category (may be a com- ponent course) * A thesis is optional.

In the course of fulfi lling the program of study, at least one course must focus on non-narrative fi lm (documentary or experimental) and at least four courses should be at the advanced level. Courses can fi t into more than one category, but a single course may not be used to satisfy two of the num- bered requirements above.

Smith College Advisers Barbara Kellum, Department of Art Jefferson Hunter, Department of English Language and Literature Dean Flower, Department of English Language and Literature Dawn Fulton, Department of French Studies

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Visiting faculty and some lecturers are generally appointed for a limited term.

FYS 114 Turning Points selections are set at Smith. By reading about the How have women (and some men) in the Ameri- real and fi ctional experiences of others, students cas understood defi ning moments in life? We will may come to understand their own. In addition read fi ctional and autobiographical narratives and to some serious analytical essays, students will view fi lms and documentaries that seek to under- make presentations (alone and with others) on the stand different kinds of turning points: coming of works material in the Smith archives and the issues age, coming out, coming to freedom, coming to under consideration. Enrollment limited to 16 fi rst- consciousness. We will consider turning points year students. {L} WI 4 credits in history (migrations, internment, war) as well Patricia Skarda (English) as personal turning points (falling in love, leaving Offered Fall 2005 home, resisting oppression) and ask how history and memory, the political and the personal defi ne FYS 121 The Evolution and Transformation of each other. We will ask how these stories can help the Northampton State Hospital us understand and tell stories about turning points This seminar explores the history of the in our times and lives. Enrollment limited to 16 Northampton State Hospital, its impact on the city fi rst-year students. Counts toward the women’s of Northampton and the current planning pro- studies major. {L} WI 4 credits cess around the redevelopment of the site. The Marilyn R. Schuster Northampton State Hospital grounds lie adjacent to Offered Fall 2005 Smith College. The facility was opened in the mid- 1800s as the third hospital for the insane in Mas- FYS 116 Kyoto Through the Ages sachusetts. At its height, a century later, it had over Kyoto is acclaimed by Japanese and foreigners alike 2,000 patients and over 500 employees. In 1978, as one of the world’s great cities, the embodiment a federal district court consent decree ordered in space and spirit of Japan’s rich cultural heritage. the increased use of community-based treatment It is also a thriving modern metropolis of over a as one part of a process of deinstitutionalizing the million people, as concerned with its future as it is mentally ill in Western Massachusetts. In 1993 the proud of its past. In this course students will study hospital was offi cially closed. Now, 120 acres of Kyoto past and present, its culture and people, so land and 45 buildings on the “campus” have been as to better understand how it became the city it is made available by the state for reuse and future today. Students who complete the fi rst-year seminar development. As a case study of socioeconomic successfully may enroll in the Interterm course in change and public policy, this seminar will explore Kyoto (when it is offered) following completion of the history of the Northampton State Hospital, de- the FYS course. Enrollment limited to 15 fi rst-year institutionalization and the hospital’s closing and students. {H} WI 4 credits the prospects for the site. Students will develop Thomas H. Rohlich (East Asian Languages and background and skills, including map reading, site Literatures) visits and historical research, to appreciate both Offered Fall 2005 the past and the future of the hospital grounds. Enrollment limited to 14 fi rst-year students. {H/S} FYS 118 The Groves of Academe WI 4 credits A study of short stories, novels, memoirs and fi lms Thomas Riddell (Economics) that describe and interpret the postsecondary aca- Offered Fall 2005 demic experience of the 20th century. Many of the

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FYS 124 African-American Folk Culture FYS 126 Biography in African History “Who are the folk?” and “What is culture?” This Biography is fascinating in itself. It is also one of course will provide students with an opportunity to the foundations of history. In this course we will discover the multiple answers to these questions look at biographies from Africa, both in print and in the process of exploring African-American non- in fi lm presentations, assessing the lives represent- elite cultural expressions; through an investigation ed as refl ections of history in practice. We will in- of folk art, music, dance, theatre, literature, humor, clude examples from many regions of Africa; from material culture and religious belief systems, for precolonial, colonial and more recent periods; example. Particular attention will be given to the from women as well as men; from common people role of folklore in the perception and transmis- as well as leaders; and from Africans abroad. This sion of shared values, beliefs and attitudes among course will stress writing skills as well as careful Americans of African descent. Students will be in- reading skills; students will be asked to write short troduced to the role of ethnographic fi eldwork and essays on the books read and to refl ect critically on the collection of folklore through an analysis of the relationship of biography and history. Enroll- selected publications of anthropologist and literary ment limited to 15 students. {H} WI 4 credits fi gure Zora Neale Hurston. Through in-depth dis- David Newbury (History) cussion and analysis of assigned readings and the Offered Fall 2005 development of individual and/or group research projects, students will gain a greater understand- FYS 127 Adaptation ing of anthropological fi eldwork and ethnographic How is something written turned into something writing, the dynamics of culture(s) in general and fi lmed? What are the inevitable losses and possible of African-American non-elite cultures in particu- gains in the process of screen adaptation? How is lar. (E) WI 4 credits adaptation a form of interpretation? What are some Adrianne Andrews differences between adapting for the cinema and Offered Fall 2005 adapting for television? What are, fi nally, some es- sential differences between texts and fi lms, reading FYS 125 Of Women Delivered: Midwifery in and viewing? We’ll examine these questions and Historical and Cross-Cultural Perspective others by reading Hemingway short stories, Henry While most births worldwide are still attended by James’s The Turn of the Screw, Dickens’s Bleak midwives and almost all births before 1900 oc- House, Kazuo Ishiguro’s The Remains of the Day curred at home in the presence of friends and and Susan Orlean’s The Orchid Thief; and by view- midwives, the midwife in the U.S. today is a rare ing fi lms by Robert Siodmak, Jack Clayton, James attendant. This course will examine the history Ivory and Ismail Merchant and Spike Jonze and of midwives and midwifery in the European and a British television miniseries by Ross Devenish. American traditions, with particular attention to Practice in class discussion, in doing online and the manuals written by midwives to instruct other in-print research and in giving short oral reports; women about birth and women’s health. Alternately frequent short papers in analysis and criticism, feared and revered, the midwife has often served as one of which will include embedded fi lm clips; a bellwether to how a society values its women and and a fi nal creative project—a detailed proposal children. The course will also examine the varieties for adapting a written work chosen by the student. of birth experiences possible from cross-cultural Enrollment limited to 16 fi rst-year students. WI perspectives. Because the Pioneer Valley is an area {L/A} 4 credits with particularly active groups of professional and Jefferson Hunter (English) direct-entry (lay) midwives, there will be opportu- Offered Fall 2005 nities to meet and discuss these issues with current practitioners. {H/S} WI 4 credits FYS 129 Rites of Passage Erika Laquer (History) How does Western literature represent the passage Offered Fall 2005 to adulthood of young women and young men? What are the myths, rituals, images and metaphors

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associated with this passage and how do historical tion of the way cities affect people and William representations intersect with modern lived experi- H. White’s pioneering approach to capturing ence? We will read narratives of transition from information about the behavior of people in urban archaic and classical Greece and 20th-century Eu- spaces will guide our exploration of the dynamic rope and North America, including Homer’s Odys- processes and relationships involving people in cit- sey, the Homeric Hymn to Demeter, the poems ies. Lecture, computing labs, fi eld observation and of Sappho and novels by Alain-Fournier, Thomas discussion. Enrollment limited to 16. Quantitative Mann and Willa Cather. Enrollment limited to 16 Skills 4 credits fi rst-year students. {L} WI 4 credits Fletcher Blanchard (Psychology) Justina Gregory Offered Fall 2005 Offered Fall 2005 FYS 141 Reading, Writing and Placemaking: FYS 134 Geology in the Field Landscape Studies Clues to over 500 million years of earth history Landscape studies is the interdisciplinary consid- can be found in rocks and sediments near Smith eration of how we view, defi ne and use the land, College. Students in this course will attempt to whether it be our backyard, a moonscape or a decipher this history by careful examination of fi eld national park. How does land become a landscape? evidence. Class meetings will take place principally How does space become a place? Scientists study outdoors at interesting geological localities around and manipulate landscapes and so do politicians, the Connecticut Valley. Participants will prepare builders, hunters, children, artists and writers, regular reports based on their observations and among others. In this course, we will examine how reading, building to a fi nal paper on the geologic writers, in particular, participate in placemaking history of the area. The course normally includes a and how the landscape infl uences and inhabits weekend fi eld trip to Cape Cod. Enrollment limited literary texts. The course will include some land- to 20. {N} WI 4 credits scape history and theory, visits by people who study John Brady landscape from nonliterary angles and the discov- Offered Fall 2005 ery of how landscape works in texts in transform- ing and surprising ways. (E) {L} WI 4 credits FYS 135 Women of Discovery Ann Leone (French Studies) The story of women’s exploration is largely un- Offered Fall 2005 known. But women have set forth on journeys of exploration across the centuries, stepping into the FYS 142 Reenacting the Past: History as unknown, challenging tradition, expanding the Hypothesis world. Who were these women? What does it feel Reenacting the Past is an interdepartmental, fi rst- like to go into the unknown? How did they plan year seminar based on historical role playing. In it their trips, fi nd their way? What dangers did they students reenact moments of high drama from the encounter? In this seminar we will survey several distant and not-so-distant past and from cultures famous explorations and some not so famous ones. strange and engrossing. The seminar consists of Students will work with historical documents, study two or three competitive games, with subjects navigation (including celestial) and develop their varying depending on the section. These games ability to make oral and written presentations. include: “The Threshold of Democracy: Athens in Enrollment limited to 16 fi rst-year students. WI 403 B.C.”; “Confucianism and the Succession Crisis Quantitative Skills. 4 credits of the Wanli Emperor”; “The Trial of Anne Hutchin- James Johnson (Exercise and Sport Studies) son”; “Henry VIII and the Reformation Parliament” Offered Fall 2005 (a new game just developed); “Rousseau, Burke and the Revolution in France, 1791”; and “Defi ning FYS 136 People and the American City: Visual a Nation: Gandhi and the Indian Subcontinent on Display of Complex Information the Eve of Independence, 1945.” In the “Athens” An introduction to the graphical representation game, for example, students constitute themselves of quantitative ideas. Jane Jacob’s classic concep- as the Athenian Assembly after the Peloponnesian

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War; assigned roles corresponding to the factions FYS 151 Making Sense of the Pre-Columbian of the day, they quarrel about such issues as the The Aztec, Inka and Maya. Today these are the most democratic character of the regime and the re- famous pre-Columbian cultures. How did these sumption of an imperial foreign policy, the fate of ancient people become so famous? Is their “fame” Socrates. In the “Wanli” game they are the Hanlin well-deserved? What is the pre-Columbian past Academy of 16th-century China, where a succes- and how has it been constructed, reconstructed sion struggle inside the Ming dynasty is underway. and represented—both in antiquity and in the In the “Hutchinson” game they are the General present? Focusing on ancient Latin American art, Court of Massachusetts, conducting the trial of architecture and archaeology, this seminar will Anne Hutchinson, accused of heresy. Similarly in consider what is under excavation today and how the other games, students are members of a court archaeological practice produces knowledge of the of law or legislative body. Class sessions are run past; how museums shape current thinking about by students; the instructor sets up the games and pre-Columbian cultures; the ethics and economics functions as an adviser. Students work in groups, of collecting pre-Columbian antiquities and con- debate issues, negotiate agreements, cast votes nections between tourism and pre-Columbian ar- and strive to achieve the group’s objectives. Some chaeology. Ancient looters and colonial cabinets of students take on individual roles, such as Thomas curiosity, contemporary fi lm and computer imaging More in the “Henry VIII” game, Lafayette in the software will also play a role in our investigation of “French Revolution” game, or Mahatma Gandhi in pre-Columbian histories. WI 4 credits the “India” game. Course materials include game Dana Leibsohn (Art) rules, historical readings, detailed role assign- Offered Fall 2005 ments and classic texts (e.g., Plato’s Republic, the Analects of Confucius, Machiavelli’s The Prince, FYS 152 The Voice of the Courtesan and Rousseau’s Social Contract). Papers are all game- Lover and role-specifi c; there are no exams. If space is This is a seminar about opera and writing about available, upper-level students may also enroll un- opera. We will hear and see some celebrated oper- der the label IDP 110. {H} WI 4 credits atic masterpieces and read the stories that inspired Sections: them. We will discuss the issues that arise when Section 1: David Cohen (Mathematics) words are adapted to notes and discover what oth- Section 2: William Oram (English) ers have said about that process. Using Jacques Offered Fall 2005 Barzun’s handbook Simple & Direct as a guide to good writing, you will compose and revise a series FYS 150 Sherlock Holmes and the Scientifi c of short papers dealing with your own reactions to Method our listening, reading and discussion. The musi- If it were not for murder and other dastardly cal fare will include Verdi’s La Traviata, Bizet’s deeds, Sherlock Holmes probably would have been Carmen and other works by Berlioz, Wagner and a scientist, based upon his classic method involv- Massenet. Texts will include a play by Shakespeare ing observations, hypotheses, tests of hypotheses (Romeo and Juliet), a novel by Goethe (The and fi nally conclusions. We will read a variety of Sorrows of Young Werther) and a short story by Sherlock Holmes stories, learn to make geological Thomas Mann (The Blood of the Walsungs). En- observations, take fi eld trips to observe natural rollment limited to 16 fi rst-year students. {A} WI settings, rivers, cemeteries and then write our own 4 credits Sherlock Holmes stories illustrating the scientifi c Peter Bloom (Music) method. This is a writing intensive course that Offered Fall 2006 requires creativity and the ability to observe and reason, but has no other prerequisites. Enrollment limited to 14 fi rst-year students. {L/N} WI (E) 4 credits Larry Meinert Offered Fall 2005

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Visiting faculty and some lecturers are generally appointed for a limited term.

The courses listed below are fully described in the EAL 240 Japanese Language and Culture originating department or program, shown by the EAL 241 Traditional Japanese Literature initial three-letter designation. (See pages 64–66 EAL 242 Modern Japanese Literature for the key to department/program designations.) EAL 243 Japanese Poetry in Cultural Context EAL 244 Construction of Gender in Modern For other courses that include literature in transla- Japanese Women’s Writing tion, see the listings in Comparative Literature and EAL 245 Writing the “Other” in Modern Film Studies. Japanese Literature EAL 261 Major Themes in Literature: East-West CLS 190 The Trojan War Perspectives CLS 227 Classical Mythology EAL 360 Seminar: Topics on East Asian CLS 232 Paganism in the Greco-Roman World Languages and Literatures CLS 233 Gender and Sexuality in Greco-Roman Culture FRN 280 Renaissance Comedy and Satire CLS 234 Rites of Passage CLS 235 Life and Literature in Ancient Rome GER 227 Topics in German Studies CLS 236 Cleopatra: Histories, Fictions, GER 230 Topics in German Cinema Fantasies ITL 252 Italy “La Dolce Vita” CLT 275 Literatures of Zionism RUS 126 Readings in 19th-Century Russian EAL 231 The Culture of the Lyric in Traditional Literature China RUS 127 Readings in 20th-Century Russian EAL 232 Modern Chinese Literature Literature EAL 236 Modernity: East and West RUS 238 Russian Cinema RUS 239 Major Russian Writers

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors *2 Mary Ellen Birkett, Ph.D. Dawn Fulton, Ph.D. †2 Ann Leone, Ph.D. Nicolas Russell, Ph.D. *1 Janie Vanpée, Ph.D. †1 Eglal Doss-Quinby, Ph.D. Visiting Assistant Professor Martine Gantrel, Agrégée de l’Université, Docteur Cheryl Demharter, Ph.D. en Littérature Française, Chair Denise Rochat, Ph.D. Lecturers Christiane Métral, Lic. ès. L. Associate Professors Fabienne Bullot, D.E.A. Arts du spectacle Jonathan Gosnell, Ph.D. Hélène Visentin, M.A., D.E.A, Docteur de Visiting Lecturer from the École Normale L’Université Supérieure in Paris Mélanie Bost-Fievet, M.A.

All classes and examinations in the department and 102 may qualify for study in Paris or Geneva are conducted in French with the exception of by taking three courses at the 220 level and higher cross-listed courses unless otherwise indicated. In in their sophomore year. Students must complete all language courses, multimedia and work in the both 101 and 102 to fulfi ll the honors distribution Center for Foreign Languages and Cultures (CFLAC) requirement for a foreign language. Enrollment will supplement classroom instruction. limited to 20 per section. Priority will be given to Students who receive scores of 4 or 5 on the fi rst-year students. 5 credits Advanced Placement tests in French Language and Cheryl Demharter, Ann Leone, Christiane Métral Literature may not apply that credit toward the Offered each Fall degree if they complete any course in the sequence prior to 230. 102 Accelerated Intermediate French Qualifi ed students may apply for residence in La Emphasis on the development of oral profi ciency, Maison Française, Dawes House. with special attention to reading and writing skills using authentic materials such as poems and short stories. Students completing the course normally Language enter FRN 220. Prerequisite: FRN 101. Enrollment limited to 20 per section. Priority will be given to 101 Accelerated Elementary French fi rst-year students. {F} 5 credits An accelerated introduction to French based on Cheryl Demharter, Ann Leone, Christiane Métral the video method French in Action. Emphasis on Offered each Spring the acquisition of listening, speaking, and writing skills, as well as cultural awareness. Four class 120 Intermediate French meetings per week and daily video and audio work. Review of basic grammar and emphasis on oral Students completing the course normally enter FRN expression through role plays and discussions. Ma- 102. First-year students who complete both 101 terials include a fi lm, video clips, poems, articles.

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Prerequisite: two or three years of high school 255j Speaking (Like The) French: Conversing, French. Students completing the course normally Discussing, Debating, Arguing go on to FRN 220. Enrollment limited to 25 per A total immersion course in French oral expres- section. Four class hours per week plus work in sion. Using authentic cultural materials—French the Center for Foreign Languages and Cultures fi lms and television programs such as round table (CFLAC). {F} 4 credits discussions, formal interviews, intellectual ex- Fabienne Bullot, Christiane Métral changes and documentary reporting—students will Offered each Fall analyze and learn how the French converse, argue, persuade, disagree and agree with one another. In- 220 High Intermediate French tensive practice of interactive multimedia exercises, Comprehensive review of language skills through role playing, debating, presenting formal exposés, weekly practice in writing and class discussion. and correcting and improving pronunciation. Materials may include a movie or video, a comic Prerequisite: one course above FRN 220 or permis- book, a play, and a novel. Prerequisite: three or sion of the instructor. Admission by interview with four years of high school French, FRN 102 or 120 instructor during advising week. Normally, this or permission of the department. Students com- course does not count as preparation for Smith pleting the course normally go on to FRN 230 or Junior Year Abroad programs in Paris and Geneva. above. Enrollment limited to 25 per section. {F} Enrollment limited to 14. {F} 4 credits 4 credits Fabienne Bullot Mélanie Bost-Fievet, Cheryl Demharter, Offered Interterm 2006 Offered each Fall 300 Advanced Grammar and Composition. 220 High Intermediate French Emphasis on some of the more diffi cult points of A continuation of FRN 120. Review of language grammar. Weekly compositions; some work in skills through weekly practice in writing and class phonetics. Discussions and reports based on short discussion. Materials may include a movie or texts and fi lms. Prerequisite: normally, one course video, a comic book, a play and a novel. Prereq- in French at the 250 level or permission of the uisite: FRN 120, or permission of the department. instructor. {F} 4 credits Students completing the course normally go on to Denise Rochat FRN 230 or above. Enrollment limited to 25 per Offered Fall 2005 section. {F} 4 credits Mary Ellen Birkett, Jonathan Gosnell, Nicolas 385 Advanced Studies in Language Russell Topic: Global French: The Language of Business Offered each Spring and International Trade An overview of commercial and fi nancial terminol- 221 Conversation ogy against the backdrop of contemporary French Discussion of contemporary French and franco- business culture, using case studies, French televi- phone issues, with emphasis on conversational sion and newspapers, and the Internet. Emphasis strategies and speech acts of everyday life. Activi- on the acquisition of essential technical vocabulary, ties will include role playing and group work. Use the development of skills in reading and writing of authentic materials such as songs, newspaper business documents, and oral communication in a articles, fi lms, cultural objects, audio segments and business setting. Prepares students for the Diplôme Francophone Web sites. Optional course open only de Français des Affaires, 1er degré (DFA1) granted to students concurrently enrolled in FRN 220. En- by the Paris Chamber of Commerce and Industry rollment limited to 15. Graded S/U only. {F} and administered at Smith College. Prerequisite: a 1 credit 300-level course, a solid foundation in grammar Amel Toumi, Fall 2005 and excellent command of everyday vocabulary or Xenia Melo, Spring 2006 permission of the instructor. {F} 4 credits Offered each Fall and Spring Hélène Visentin Offered Spring 2006

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creativity and self-discovery. Readings from 19th- Intermediate Literature and and 20th-century French and francophone authors Culture such as Colette, Maupassant, Alain-Fournier, Coc- teau. Films by directors such as Truffaut, Malle, 230 Readings in Modern Literature and others. {L/F} 4 credits An introduction to literature, designed to develop Mélanie Bost-Fievet skills in oral expression and expository writing. A Offered Spring 2006 transition from language courses to more advanced courses in literature and culture. A student may Women Writers of Africa and the Caribbean take only one section of FRN 230. Prerequisite: An introduction to works by contemporary women FRN 220, or permission of the instructor. {L/F} writers from francophone Africa and the Caribbe- 4 credits an. Topics to be studied include colonialism, exile, Offered each Fall and Spring motherhood and intersections between class Sections as follows: and gender. Our study of these works and of the French language will be informed by attention to Fantasy and Madness the historical, political and cultural circumstances A study of madness and its role in the literary of writing as a woman in a former French colony. tradition. Such authors as Maupassant, Flaubert, Texts will include works by Mariama Bâ, Maryse Myriam Warner-Vieyra, J.-P. Sartre, Marguerite Condé, Gisèle Pineau and Myriam Warner-Vieyra. Duras. the imagination, its powers and limits in the {L/F} 4 credits individual and society. {L/F} 4 credits Dawn Fulton Mélanie Bost-Fievet Offered Spring 2006 Offered Fall 2005 244 French Cinema A Reader’s Romance with Paris Visions of Paris, both mythical and real, through Topic: Cities of Light: Urban Spaces in Franco- novels, poetry, short stories, and popular songs phone Film from the seventeenth to twentieth centuries. The From Paris to Fort-de-France, Montreal to Dakar, history, culture, and quartiers of Paris as portrayed we will study how various fi lmmakers from the by authors such as Hugo, Zola, Baudelaire, Mo- francophone world present urban spaces as sites diano, Corneille. (E) {L/F} 4 credits of confl ict, solidarity, alienation and self-discovery. Mélanie Bost-Fievet How do these portraits confi rm or challenge the Offered Fall 2005 distinction between urban and non-urban? How does the image of the city shift for “insiders” and Elements of Mystery “outsiders”? Other topics to be discussed include Probably the most structured of popular fi ction, the immigration, colonialism and globalization. Works “detective story” balances a credible plot with be- by Sembene Ousmane, Denys Arcand, Mweze Ngan- lievable characters and a setting that both comple- gura and Euzhan Palcy. Offered in French. Prereq- ments and integrates the action. We will explore uisite: FRN 230, or permission of the instructor. how authors such as Simenon, Boileau-Narcejac, Weekly required screenings. {L/A/F} 4 credits and Japrisot create carefully suspense, bring order Dawn Fulton out of disorder, and treat questions of justice and Offered Fall 2005 morality. Prerequisite: FRN 220 or permission of the instructor. {L/F} 4 credits Topic: French Cinema: Paris on Screen Mary Ellen Birkett Few cities have inspired artists more than Paris. In Offered Fall 2005 and Spring 2006 this course, we will see how the most signifi cant French fi lm directors of the last fi fty years have rep- Childhood and Self-Discovery resented the City of Light and its changes. Films by An examination of the representation of childhood Godard, Chabrol, Varda, Sautet, Rohmer, Denis and and its relationship to family, society, memory, Jeunet. Readings by Truffaut, Chabrol, Varda and

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others. Weekly required screenings. Prerequiste: Arthurian romance, lyric, farce, mock epic and FRN 230, or permission of the instructor. {L/A/F} essay, viewed in their cultural context. Students will 4 credits acquire a critical framework and a vocabulary for Martine Gantrel discussing and analyzing these texts in French. We Offered Spring 2006 will also consider manuscript images, architecture and modern fi lms. Topics may include chivalry and 250 Cross-Cultural Connections: Student Life the courtly code, love in the Western tradition, oral in France and America culture and the rise of literacy, humanism, scien- This course will explore and develop students’ tifi c inquiry, religious reform. Basis for the major. understanding of certain abstract aspects of French Prerequisite: a course of higher level than FRN 220 culture and of fundamental cultural differences or permission of the instructor. {L/S/F} 4 credits between Americans and the French, in such areas Nicolas Russell as cultural attitudes, cultural values and the young Offered Spring 2006 adult’s place/role in society, family and school. Through a customized online forum and group 254 France Before the Revolution interactions using the latest webcam and video- conferencing technology, students will discuss Topic: Power and Resistance in the Ancien Ré- “Frenchness” and “American-ness” with an ad- gime vanced English class in France. Complementing the The 17th and 18th centuries gave rise to new social course’s intensive writing component, we will study dynamics in France. The “honnête homme,” the short literary, historical and cultural texts dealing “précieuse,” the “courtisan” and the “philosophe” with contemporary issues; one French fi lm and its coexist with—and often contest—the established American remake; and several popular songs and social order. We will examine the tension between their remakes. Prerequisite: FRN 230 or higher. these new social categories and offi cial power, Counts as preparation for the Smith Junior Year expressed through satire, literary and intellectual Abroad programs in Paris or Geneva if the student battles, and other literary genres. Basis for the ma- will have taken another course at the FRN 251 jor. Prerequisite: a course above 220 or permission level or higher (excluding FRN 255j) before going of the instructor. {L/S/F} 4 credits abroad. Enrollment limited to 16. {F} 4 credits Hélène Visentin To be announced Offered Fall 2005 Offered Spring 2006 Topic: Orienting French Identity 251 The French Press Online Over the course of the 17th and 18th centuries A study of contemporary French social, economic, France forged itself the cultural and political political and cultural issues through daily readings identity that still underlies French identity today. of French magazines and newspapers online. Pre- We will study how this identity was fashioned and requisite: a course above FRN 220 or permission of represented in literary works that focus on the the instructor. {S/F} 4 credits confrontation of the French with the Other—for- Jonathan Gosnell, Fall 2005 eign political and cultural powers such as the Otto- Mélanie Bost-Fievet, Spring 2006 man empire, Hapsburg Spain, ancient Greece, and Offered Fall 2005, Spring 2006 the civilizations discovered in the Americas and beyond. Readings from a variety of literary genres 253 Medieval and Renaissance France from authors such as Molière, Racine, Corneille, An introduction to the main historical, sociopoliti- Voltaire, Françoise de Graffi gny and Diderot. Some cal, artistic and intellectual currents that shaped fi lm screenings. Basis of the major. Prerequisite: a pre-modern France, a period whose values and course of higher level then FRN 220 or permission concept of “literature” were dramatically different of the instructor. {L/F} 4 credits from our own. Close readings of the major literary Janie Vanpée forms of the 12th through 16th centuries, such as Offered Spring 2006

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256 From Revolution to Revolution: 1789 to 1968 Advanced Literature and An introduction to important transformations in 19th- and 20th-century French society. We will Culture examine various historic events and analyze their Prerequisite: two courses in literature or culture impact on political, social and cultural develop- at the 200 level or permission of the instructor. ments. We will gain a sense of how these symbolic moments have transformed French language and 340 Topics in 17th-/18th-Century Literature political thought, and how they are refl ected in Topic: “Family Values” in the Enlightenment cultural forms such as literature, music, art and Premarital sex, adultery, divorce, birth control, fi lm. Prerequisite: a course above FRN 220 or per- women’s education, women’s right to political mission of the instructor. {F/H/S} 4 credits representation, these controversial issues were at Jonathan Gosnell the core of debates over woman’s changing legal, Offered Fall 2005 social and cultural status and of her role in the family in 18th-century France. We will examine 260 Literary Visions woman’s changing role as represented in the fi c- tion and philosophical texts of the French Enlight- Topic: Analysis and Performance of Contempo- enment. Readings from l’Abbé Prévost, Françoise rary Dramatic Texts de Graffi gny, Diderot, Rousseau, Isbelle de Char- Since waiting for Godot, 20th-century theater has rière, Laclos, Olympe de Gouges, the Encyclopédie become a source of new modes of expression and and some legal documents and treatises. {F/L} 4 provocative visions of the world. Having abolished credits the traditional rules associated with drama, con- Janie Vanpée temporary authors have imagined completely novel Offered Spring 2006 ways of representing reality and have thus thor- oughly renewed this literary genre. In this course, 360 Topics in 19th-/20th-Century Literature we will read, analyze and stage scenes from four Images of the “Other”: Female Domestic Servants plays by Jean-Claude Grumberg, Bernard-Marie in French Fiction. Koltès, Jean-Luc Lagarce and Noëlle Renaude. The In this course, we will read works by major French course will alternate between discussion of the authors of the 19th and 20th centuries, in which texts and rehearsal of the scenes. The course will a female domestic servant is the main character. culminate in a public performance. {A/F/L} 4 What happens to a novel or a play when the do- credits mestic servant is given fi rst place? Which concerns Fabienne Bullot or anxieties does the servant character embody Offered Fall 2005 or convey to the reader? To what extent have such works changed the way women are represented in Topic: Love Triangles literature and redefi ned the relationship of litera- We will read famous 19th- and 20th-century novels ture to politics, society and the self? Authors such and see how a depiction of a brilliant and highly as Lamartine, George Sand, the Goncourts, Flau- cultured society typically sinks into the day-to-day bert, Zola and Genet. {L/F} 4 credits mechanics of an often-disappointing love triangle. Martine Gantrel Novels by Balzac, Flaubert, Proust and Duras. First- Offered Fall 2005 year students with a strong background in French and an interest in literature most welcome. Prereq- 365 Francophone Literature and Culture uisite: a course above FRN 220 or permission of (Pending approval of the Committee on Academic the instructor. {L/F} 4 credits Priorities.) Martine Gantrel Topic: Literature of the Caribbean Offered Spring 2006 An exploration of the poetics, theory and politics of Caribbean writing from the Négritude movement through the elaboration of the notions of Antilla-

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nité and Créolité. Works by such authors as Aimé Césaire, Edouard Glissant, Maryse Condé, Joseph Seminars Zobel, Patrick Chamoiseau, Gisèle Pineau. {L/F} Prerequisite: one course at the 300 level. 4 credits Dawn Fulton 392 Topics in Culture Offered Fall 2005 French Intellectuals: Observing and Contesting Social-Order 370 Genre Studies We will study the fi gure of the intellectual from the Topic: Representation of Self and Society, 17th to the 20th centuries as well as some of the 1750–1850 debates, polemics, intellectual activism in each During the period of turbulent politics, unstable period concerning subjects such as political power, economics and dramatic social upheaval that intolerance, racism, fanaticism, feminism and the reigned in France from the mid-eighteenth to the death penalty. We will discuss how these debates mid-nineteenth centuries, individualism as we have transformed French society, intellectual life understand it today came into being. Literature and and political thought; and we will examine the visual culture played sometimes complementary, emergence of the public intellectual (“l’intellectuel sometimes oppositional roles in this redefi nition of engage”) and the antecedents of this recent con- selfhood as a unique, emotional presence rather cept by reading relevant scholarship and analyzing than as a social persona. This course will investi- controversal ideas expressed through satire, philo- gate intersections and interferences of social image sophical texts and intellectual battles by authors and personal identity across categories of power, such as La Bruyère, Molière, Voltaire, Hugo, Zola, style, class-consciousness, gender roles, social Sartre, Beauvoir, Bourdieu and Halimi. {L/F} aspirations and morality. Using the resources of the 4 credits Smith College Museum of Art and works by such Hélène Visentin authors as Restif de la Bretonne, Madame de Graf- Offered Spring 2006 fi gny, Rousseau, Chateaubriand, Madame de Duras, George Sand, Balzac, Stendhal, we will compare 404 Special Studies how images and texts situate the individual in soci- Admission by permission of the department; nor- ety. {L/F} 4 credits mally for junior and senior majors and for quali- Mary Ellen Birkett fi ed juniors and seniors from other departments. Offered Fall 2005 4 credits Offered both semesters each year 380 Topics in French Cultural Studies Topic: “La France des 5 continents”: Colonial or FRN 480/SPN 481 The Teaching of French/ Postcolonial France? Spanish Can France be reproduced outside its geographic This course is designed for MAT students, majors borders, far beyond European shores? What mani- and advanced students of French or Spanish, and festations of French culture, identity and language focuses on the theoretical and practical aspects of can be found in the world today and why? This teaching a foreign language. The course presents course will examine the objectives and conse- students with an overview of current theories of quences of French colonial activity on three conti- second language acquisition and learning, as well nents—North America, Asia and Africa—through as with ‘contemporary’ approaches to foreign lan- a close reading of historical, political, cultural and guage instruction. Students will observe and teach literary texts. {H/S/F} 4 credits different classes; create lesson plans and their own Jonathan Gosnell materials and evaluate others’; explore their beliefs Offered Spring 2006 about teaching and language learning. Other top- ics include the use of technology in the classroom (specially the use of CMC), foreign cultural literacy,

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the class as a learning-community and the National following: FRN 253, 254, 256, 260, or a course at Standards. {F} 4 credits a higher level. FRN 255j normally will not count Ana López-Sánchez as preparation for Smith College study abroad Offered Fall 2005 programs. Courses Cross-Listed with The Major Other Departments and Advisers: Mary Ellen Birkett, Dawn Fulton, Mar- tine Gantrel, Jonathan Gosnell, Ann Leone, Nicolas Programs Russell, Hélène Visentin CLT 272 Women Writing: 20th-Century Fiction Marilyn Schuster, Spring 2006 Requirements Ten four-credit courses at the 230 level or above, CLT 274 The Garden: Paradise and Battlefi eld including: Ann Leone, Spring 2006 1. The basis for the French studies major: FRN 253, 254, or an equivalent accepted by the de- CLT 278 Gender and Madness in African and partment; Caribbean Prose 2. The language requirement: two four-credit, 300- Dawn Fulton, Spring 2006 level language courses; 3. Seven additional four-credit courses, as detailed FYS 141 Reading Writing and Placemaking: below, two of which must be taken at the ad- Landscape Studies vanced level in the senior year. Ann Leone Students majoring in French studies must have a minimum of fi ve 300-level French courses, includ- ing the language requirement. Majors must take Study Abroad in Paris or at least two courses in periods before the 19th Geneva century and one course covering the 19th or 20th century; FRN 253 and above may count toward this distribution requirement. In consultation with the Advisers: Paris: Hélène Visentin major adviser, a student may take up to two, four- Geneva: Jonathan Gosnell credit courses from appropriate offerings in other departments; the focus of approximately two-thirds Majors in French studies who spend the year in of each course should be on France and/or the Paris or Geneva will normally meet certain of the francophone world for the course to count to- requirements during that year. ward the French major. Only one course counting toward the major maybe taken for an S/U grade. Recommendations for study abroad: Students considering graduate school in French studies are encouraged to take CLT 300, Contem- Normally, students going on Smith College Junior porary Literary Theory. Year Abroad programs to Paris or Geneva should have completed a minimum of four four-credit courses of college French, of which at least one Honors should be taken in the spring semester preced- ing study abroad. Students beginning French with Director: Mary Ellen Birkett FRN 101 and 102 or FRN 110 and 111 must take three more four-credit French courses in their 430d Thesis sophomore year. Students should take one of the 8 credits Full-year course; Offered each year

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431 Thesis 8 credits Offered Fall semester each year

Requirements: a student eligible for the honors program may enter it as a junior or before the end of the second week of classes in September of her senior year. It is possible to enter the honors pro- gram as early as the second semester of the junior year. In addition to the normal requirements of the major, the candidate will write a thesis over the course of either one or two semesters. FRN 430d or 431 may substitute for one 300-level French course. A one-semester thesis is due in the fi rst week of the second semester of the senior year. A two-semester thesis is due by April 15 of the senior year. In the second semester of the senior year, the candidate will take an oral examination based on her thesis and the fi eld in which it was written. The thesis may be written in either English or French. The choice of language must be approved by the thesis director and the honors adviser. Prospec- tive entrants are advised to begin planning their work well in advance and undertake preliminary research and reading during the second semester of the junior year. Graduate Adviser: Ann Leone

580 Advanced Studies Arranged in consultation with the department. 4 credits Offered both semesters each year

580d Advanced Studies 8 credits Full-year course; Offered each year

590 Research and Thesis 4 or 8 credits Offered both semesters each year

590d Research and Thesis 8 credits Full-year course; Offered each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professor H. Robert Burger, Ph.D. †2 Amy Larson Rhodes, Ph.D. H. Allen Curran, Ph.D. John B. Brady, Ph.D., Chair Lecturer †1 Robert M. Newton, Ph.D. Mark E. Brandriss, Ph.D.

Professor-in-Residence Laboratory Instructor Lawrence Meinert, Ph.D. Steven Gaurin, M.S., M.phil.

Associate Professor Bosiljka Glumac, Ph.D.

Students contemplating a major in geology should Discussion topics also include the changes that elect 111, 108, 121 or FYS 134 and see a depart- humans have been making to their environments, mental adviser as early as possible. All 100-level and the possible consequences and predictions for courses may be taken without prerequisites. the future of our planet. {N} 4 credits Mark Brandriss 105 Natural Disasters: Confronting and Offered Spring 2006, Spring 2007 Coping An analysis of earthquakes, tsunami, fl oods, hur- 108 Oceanography: An Introduction to the ricanes and tornadoes, volcanic eruptions, land- Marine Environment slides and wildfi res. Topics include the current An introduction to the global marine environment, status of predicting disasters, how to minimize their with emphasis on seafl oor dynamics, submarine impacts, public policy issues, the effect of disasters topography and sediments, the nature and cir- on the course of human history, and the record of culation of oceanic waters, ocean-atmosphere past great disasters in myth and legend. Discussion interactions, coastal processes, marine biologic sections will focus on utilizing GIS (Geographic productivity, and issues of ocean pollution and Information Systems) to investigate disaster mitiga- the sustainable utilization of marine resources by tion. {N} 4 credits humans. One fi eld trip to the Massachusetts coast Robert Burger and one optional oceanographic training cruise. Offered Fall 2005, Fall 2006 Lab sections meet Monday, Tuesday and Thursday; only the Thursday lab section is designated writing 106 Global Change Through Time intensive. {N} WI 4 credits A journey through the 4.6 billion-year history of Steven Gaurin global change focuses on the extraordinary events Offered Spring 2006, Spring 2007 that shaped the evolution of the Earth and life. Some of these events include the origin of life, 109 The Environment the buildup of oxygen in the atmosphere, mass An investigation of the earth’s environment and its extinctions of dinosaurs and other organisms, con- interrelationship with people, to evaluate how hu- tinental glaciations, and the evolution of humans. man activity impacts the earth and the sustainability

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of natural resources. We will study various natural fundamental elements of GIS and connects course processes important for judging environmental activities to GIS applications in landscape archi- issues currently faced by citizens and governments. tecture, urban and regional planning, archeology, Topics include land-use planning within water- fl ood management, sociology, coastal studies, sheds, water supply, nonrenewable and renewable environmental health, oceanography, economics, energy, air pollution and global climate change. disaster management, cultural anthropology and {N} 4 credits art history. Enrollment limited to 20. {N} 4 credits Amy Rhodes Robert Burger Offered Spring 2006, Spring 2007 Offered Spring 2006, Spring 2007

111 Introduction to Earth Processes and FYS 150 Sherlock Holmes and the Scientifi c History Method An exploration of the concepts that provide a unify- If it were not for murder and other dastardly ing explanation for the causes of earthquakes and deeds, Sherlock Holmes probably would have been volcanic eruptions and the formation of mountains, a scientist, based upon his classic method involv- continents and oceans. A discussion of the origin of ing observations, hypotheses, tests of hypotheses life on earth, the patterns of evolution and extinc- and fi nally conclusions. We will read a variety of tion in plants and animals, and the rise of humans. Sherlock Holmes stories, learn to make geological Labs and fi eld trips in the local area will examine observations, take fi eld trips to observe natural evidence for ancient volcanoes, earthquakes, riv- settings, rivers, cemeteries, and then write our own ers, ice ages and dinosaur habitats. {N} 4 credits Sherlock Holmes stories illustrating the scientifi c Mark Brandriss, Fall 2005 method. This is a writing intensive course that Amy Rhodes, Fall 2006 requires creativity and the ability to observe and Offered Fall 2005, Fall 2006 reason, but has no other prerequisites. {L/N} WI (E) 4 credits FYS 134 Geology in the Field Larry Meinert Clues to over 500 million years of earth history Offered Fall 2005 can be found in rocks and sediments near Smith College. Students in this course will attempt to 221 Mineralogy decipher this history by careful examination of fi eld A project-oriented study of minerals and the infor- evidence. Class meetings will take place principally mation they contain about planetary processes. The outdoors at interesting geological localities around theory and application to mineralogic problems the Connecticut Valley. Participants will prepare of crystallography, crystal chemistry, crystal optics, regular reports based on their observations and x-ray diffraction, quantitative x-ray spectroscopy reading, building to a fi nal paper on the geologic and other spectroscopic techniques. The course history of the area. The course normally includes a normally includes a weekend fi eld trip to important weekend fi eld trip to Cape Cod. Enrollment limited geologic localities in the Adirondack Mountains. to 20. {N} WI 4 credits Prerequisite: 111, 108, 121 or FYS 134. {N} John Brady 4 credits Offered Fall 2005, Fall 2006 Mark Brandriss, Fall 2005 John Brady, Fall 2006 150 Modeling Our World: An Introduction to Offered Fall 2005, Fall 2006 Geographic Information Systems A geographic information system (GIS) manages 222 Petrology location-based (spatial) information and provides An examination of typical igneous and metamor- the tools to display and analyze it. GIS provides phic rocks in the laboratory and in the fi eld in the capabilities to link databases and maps and to search of clues to their formation. Lab work will overlay, query and visualize those databases in or- emphasize the microscopic study of rocks in thin der to analyze and solve problems in many diverse section. Weekend fi eld trips to Cape Ann and Ver- fi elds. This course provides an introduction to the mont are an important part of the course. Prereq-

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uisite: 221. {N} 4 credits reference is made to examples in the New England John Brady region and the classic landforms of the world. Offered Spring 2006, Spring 2007 During the fi rst part of the semester, laboratories will involve learning to use geographic information 231 Invertebrate Paleontology and system (GIS) software to analyze landforms. Dur- Paleoecology ing the second part of the semester, laboratories A study of the major groups of fossil invertebrates will include fi eld trips to examine landforms in the including their phylogenetic relationships, paleo- local area. Prerequisite: 111, 108,121 or FYS 134. ecology, and their importance for geologic-bio- {N} 4 credits stratigraphic problem solving. Special topics in- Robert Newton clude speciation, functional adaptations, paleoenvi- Offered Spring 2007 ronments, consideration of the earliest forms of life and the record of extinctions. Weekend fi eld trip to 270j Carbonate Systems and Coral Reefs of New York State. Prerequisite: 111, 108, 121 or FYS the Bahamas 134; open without prerequisite to majors in the A fi eld-oriented course to examine the diverse car- biological sciences. {N} 4 credits bonate sediment-producing, modern environments Allen Curran typical of the Bahama Islands, including a variety Offered Fall 2005, Fall 2006 of shallow subtidal shelf environments, coral reefs, lagoons, beaches, dunes and lakes. The Quaternary 232 Sedimentology rocks that cap the islands will be studied to estab- A project-oriented study of the processes and prod- lish paleoenvironmental analogues to the modern ucts of sediment formation, transport, deposition environments and to understand better the pro- and lithifi cation. Modern sediments and deposi- cesses that modify sediments in the transition to the tional environments of the Massachusetts coast are rock record. Students will conduct an individual or examined and compared with ancient sedimentary small group project. Prerequisites: completion of rocks of the Connecticut River Valley and eastern an introductory-level geology course and permis- New York. Field and laboratory analyses focus on sion of the instructors. Enrollment limited to 16. the description and classifi cation of sedimentary {N} 3 credits rocks and on the interpretation of their origin. The Allen Curran, Bosiljka Glumac results provide unique insights into the geologic Offered January 2006 history of eastern North America. Two weekend fi eld trips. Prerequisite: 111, 108, 121 or FYS 134. 301/EGR 311 Aqueous Geochemistry {N} 4 credits This project-based course examines the geochemi- Bosiljka Glumac cal reactions that result from interaction of water Offered Spring 2006, Fall 2006 with the natural system. Water and soil samples collected from a weekend fi eld trip will serve as the 241 Structural Geology basis for understanding principles of pH, alkalinity, The study and interpretation of rock structures, equilibrium thermodynamics, mineral solubility, with emphasis on the mechanics of deformation, soil chemistry, redox reactions, and acid rain and behavior of rock materials and methods of analy- mine drainage. The laboratory will emphasize wet- sis. Weekend fi eld trip to Rhode Island. Prerequi- chemistry analytical techniques. Participants will site: 108, 111, 121 or FYS 134, and 232 or 222. prepare regular reports based on laboratory analy- {N} 4 credits ses, building to a fi nal analysis of the project study Robert Burger area. One weekend fi eld trip. Prerequisite: One Offered Spring 2006, Spring 2007 geology course and CHM 111. Enrollment limited to 9. {N} 4 credits 251 Geomorphology Amy Rhodes The study of landforms and their signifi cance in Offered Fall 2005 terms of the processes that form them. Selected

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309/EGR 319 Groundwater Geology all intermediate-level required courses in geology, A study of the occurrence, movement and ex- any of which may be taken concurrently; geology ploitation of water in geologic materials. Topics minors with permission of the instructor. {N} include well hydraulics, groundwater chemistry 4 credits the relationship of geology to groundwater occur- Mark Brandriss rence, basin-wide groundwater development, and Offered Spring 2006, Spring 2007 groundwater contamination. A class project will involve studying a local groundwater problem. 400 Advanced Work or Special Problems in Prerequisites: 111, 121 or FYS 134, and MTH 111. Geology Enrollment limited to 14. {N} 4 credits Admission by permission of the department. Pro- Robert Newton posals must be submitted in writing to the project Offered Fall 2006 director by the end of the fi rst week of classes. 1 to 4 credits 311 Environmental Geophysics Members of the department Theory and environmental applications of geo- Offered both semesters each year physical techniques including refl ection and refrac- ______tion seismology, gravimetry, electrical resistivity and magnetics. Extensive fi eldwork including The following two engineering courses are consid- delineating aquifer geometries, determining buried ered equivalent to a 300-level geology course and landfi ll boundaries and mapping leachate plumes. can be used to satisfy the elective advance-level Prerequisites: two geology courses at the interme- course requirement. diate level, and MTH 111. Enrollment limited to 12. {N} 4 credits EGR 315 Ecohydrology Robert Burger This course focuses on the movement of water Offered Fall 2006 through the environment, the connections between hydrology and ecology, and the impacts of human AST 330 FC30a Seminar: Topics in modifi cation to the hydrologic cycle. Students will Astrophysics—Asteroids gain a conceptual understanding of hydrologic pro- cesses (precipitation, evapotranspiration, stream- 334 Carbonate Sedimentology fl ow, etc.) and their statistical and mathematical A detailed study of the formation, deposition, lith- representation. The latter portion of the semester ifi cation and diagenesis of carbonate sediments. includes the study of specifi c environments of in- Topics include modern carbonate-producing terest, such as cloud forests, semi-arid grasslands, environments and the history of carbonate rocks and wetland ecosystems. Prerequisites: MTH 112 from the Precambrian to the present. Class meet- or 114, 4 credits. 4 credits ings will include faculty and student presentations Andrew Guswa and practical work with thin sections and hand Not offered during 2005–06 samples. One weekend fi eld trip to classic carbon- ate localities in New York State. Prerequisite: 232. EGR 340 Mechanics of Granular Media Enrollment limited to 14. {N} 4 credits An introduction to the mechanical properties of Bosiljka Glumac materials in which the continuum assumption is Offered Spring 2007 invalid. Topics include classifi cation, hydraulic conductivity, effective stress, volume change, stress- 361 Tectonics and Earth History strain relationships and dynamic properties. While A study of the interactions between global tectonic soil mechanics will be a major focus of the class, processes, continental growth and evolution, the the principles covered will be broadly applicable. formation and destruction of marine basins, and Students will apply these basic principles to explore the history of life as revealed from the rock and an area of interest through an in-depth project. fossil record of planet Earth. Student presenta- Prerequisite: EGR 272 or GEO 241. {N} 4 credits tions and discussions about recent developments Glenn Ellis in geology are central to the course. Prerequisites: Offered Spring 2007

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For additional offerings, see Five College Course Requirements: six semester courses including Offerings by Five College Faculty. 111, or 108, or 121 or FYS 134 and a total of no more than three courses at the 100 level. The Major Honors Advisers: for the class of 2006, John Brady; for the class of 2007, Robert Burger; for the class of Directors: John Brady, 2005–06; Robert Burger, 2008, Bosiljka Glumac; for the class of 2009, Amy 2006–07. Rhodes. 430d Thesis Advisers for Study Abroad: Bosiljka Glumac, 8 credits 2005–06; Amy Rhodes, 2006–07. Full-year course; Offered each year

Basis: 111, or 108, or FYS 134/GEO 121. 432d Thesis 12 credits Requirements: eight semester courses above the Full-year course; Offered each year basis and including the following: 221, 222, 231, 232, 241, 251, 361 and one additional course at Basis: 111, or 108, or 121, or FYS 134. the advanced level. Majors planning for graduate school will need introductory courses in other Requirements: seven semester courses above the basic sciences and mathematics. Prospective ma- basis and including the following: 221, 222, 231, jors should see a departmental adviser as early as 232, 241, 251, and 361. An honors project (430d possible. or 432d) pursued during the senior year. Entrance by the beginning of the fi rst semester of the senior A summer fi eld course is strongly recommended year. Presentation and defense of the thesis. for all majors and is a requirement for admission to some graduate programs. Majors may petition the department to have a summer fi eld course sub- Field Experiences stitute for the requirement of a second advanced- level course. The department regularly sponsors a fi eld-based course. Normally the course takes place one year in the Bahamas during Interterm and the following The Minor year in Death Valley, California or Hawaii during spring break. The Bahamas course concentrates on Advisers: same as for the major. modern and ancient coral reefs and carbonate en- vironments and utilizes the facilities of the Gerace Many emphases are possible within the geology Research Center on San Salvador Island. The Death minor. For example, a student interested in earth Valley course focuses on the currently active struc- processes and history might take 106, 111, GEO tural and geomorphologic processes responsible 121/FYS 134, 231, 232, 251, 361, and an elective for Death Valley’s present landscape. course. A student concerned about environmental and resource issues might take 105, 111, 108, The geology department is a member of the Keck 109, 221, 232, and 309. Students contemplating Geology Consortium, a group of twelve liberal arts a minor in geology should see a departmental ad- colleges funded by the Keck Foundation to spon- viser as early as possible to develop a minor course sor cooperative student/faculty summer research program. This program must be submitted to the projects at locations throughout the United States department for approval no later than the begin- and abroad. ning of the senior year.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professor Jocelyne Kolb, Ph.D., Chair Joel Westerdale, Ph.D. *1 Gertraud Gutzmann, Ph.D. §1 Joseph George McVeigh, Ph.D. Lecturer Judith Keyler-Mayer, M.A.

Students who enter with previous preparation in a basis for classroom discussion and short written German will be assigned to appropriate courses on assignments. Students who successfully complete the basis of a placement examination. this yearlong course and take GER 200 and GER Students who receive a score of 4 or 5 on the 220 will be eligible for the Junior Year Abroad in Advanced Placement test may not apply that credit Hamburg. {F} 8 credits toward the degree if they complete for credit 100y, Section 1: Jocelyne Kolb, Fall 2005 101y, 115, 200, or 220. Section 2: Joel Westerdale, Fall 2005 Students who plan to major in German studies Gertraud Gutzmann, Spring 2006 or who wish to spend the junior year in Hamburg Full-year course; Offered each year should take German in the fi rst two years. Students enrolled in 220, 221 or 222 should consider tak- 101y Elementary German for Engineering and ing the Zertifi kat Deutsch examination adminis- the Sciences tered by the Goethe Institute offered each spring on An introduction to spoken and written German that campus. The Zertifi kat Deutsch is highly regarded incorporates technical vocabulary and expressions by private and public sector employers in all Ger- in conversational practice and grammar instruc- man-speaking countries as proof of well-developed tion. Through simple written exercises, as well as communicative skills in basic German. Courses in practice in listening and reading comprehension, European history and in other literatures are also students in engineering and the sciences will de- recommended. velop basic writing and conversational skills with practical, social and technical applications. The course offers an introduction to the culture of Ger- A. German Language man-speaking people and countries. Students who successfully complete this yearlong course and Credit is not granted for the fi rst semester only of take GER 200 and GER 220 will be eligible for the the yearlong elementary language courses. Junior Year Abroad in Hamburg. {F} 8 credits Judith Keyler-Mayer 100y Elementary German Offered Fall 2005 An introduction to spoken and written German, and to the culture and history of German-speaking 200 Low Intermediate German people and countries. Emphasis on grammar and A review of basic grammatical concepts and the practical vocabulary for use in conversational prac- study of new ones, with emphasis on vocabulary tice, written exercises, and listening and reading building. An introduction to contemporary German comprehension. By the end of the year, students culture through literary and journalistic texts, with will be able to read literary and journalistic texts as regular practice in written and oral expression.

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Students who successfully complete GER 200 and GER 220 will be eligible for the Junior Year Abroad B. German Literature in Hamburg. Prerequisite: 100y, permission of the and Culture (Taught in instructor, or by placement. {F} 4 credits Judith Keyler-Mayer, Joel Westerdale German) Offered Fall 2005 222 Topics in German Culture and Civilization 220 High Intermediate German {F/L} 4 credits Introduction and practice of more advanced ele- ments of grammar, with an emphasis on expanding German Culture and Civilization vocabulary. Discussion of topics in modern Ger- This course surveys major historical events and man culture; development of reading skills using movements that have shaped German cultural and unedited literary and journalistic texts; weekly political identity from medieval times to the early writing assignments. Students are eligible to take 19th century. Students are expected to submit three the examination for the Zertifi kat Deutsch that is papers and give several oral presentations. Read- administered at Smith each spring by the Goethe ings include a variety of texts, fi lms and Internet Institute. The Zertifi kat Deutsch is highly regarded materials. Conducted in German. Highly recom- by private and public sector employers in all Ger- mended for students wishing to participate in the man-speaking countries as proof of well-developed Junior Year Abroad in Hamburg. Prerequisite: 221, communicative skills in basic German. Students permission of the instructor, or by placement. who successfully complete GER 220 will be eligible Gertraud Gutzmann for the Junior Year Abroad in Hamburg. Prerequi- Offered Spring 2006 site: 200, permission of the instructor, or by place- ment. {F} 4 credits 351 Advanced Topics in German Studies Judith Keyler-Mayer Each topic will focus on a particular literary epoch, Offered Spring 2006 movement, genre or author from German literary culture. All sections taught in German. {L/F} 221 Conversation and Composition 4 credits Intensive practice of spoken and written German. Weekly assignments in various forms of writing, The Enlightenment such as the business and personal letter, vita, di- A study of the aesthetic and social tensions and ary and essay. Highly recommended for students inventions characteristic of the Enlightenment, with wishing to participate in the Junior Year Abroad an emphasis on literary innovations such as the in Hamburg. Prerequisite: 220, permission of the bürgerliches Trauerspiel; on the role of journals instructor, or by placement. {F} 4 credits and correspondence; on the emerging cult of ge- Joel Westerdale, Gertraud Gutzmann nius; on the emancipation of women and Jews; and Offered Fall 2005, Spring 2006 with a consideration of Germany’s position in Euro- pean Enlightenment. Works by, for example, Less- 340 Advanced Composition, Conversation, ing, Wieland, Moses Mendelssohn, the Gottscheds, and Style Therese Huber and Mozart. A course intended to hone writing skills and per- Jocelyne Kolb fect spoken German. Practice in different types of Offered Fall 2005 writing (descriptions, narration, formal letters, research papers) and sophisticated grammatical German Art and Literature 1900 to 1945 structures. Exercises include translations, discus- The course explores the emergence of Modernism sions, and reports based on literary and journalis- in German-speaking countries. It looks at Vienna tic texts, video and fi lm. {F} 4 credits. (Schnitzler, Freud), Prague (Kafka, Rilke), Munich Judith Keyler-Mayer (Der blaue Reiter), Dresden (Die Brücke) and Offered Fall 2005 Berlin as centers for the rise of modernist move- ments in literature and art—impressionism, ex-

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pressionism, Dadaism and for the development of femininity; imaginations of the Other. With special modern media and mass culture. The politicization focus on the fi lms of Leni Riefenstahl. For com- of modernist art with the rise of Nazism as well as parison we will draw on some American examples leftist counter movements in the late twenties and (F. Capra, C. Chaplin, F. Zinnemann). Films to be early thirties in Germany will receive special atten- studied: Hitler Youth Quex; Triumph of the Will; tion, as will the efforts of artists after 1933 in their Olympia; Jew Suess, Muenchhausen and others. overseas exiles. Literary readings by Kafka, Schnit- Conducted in English. {L/H/A} zler, Rilke, Thomas Mann, Brecht, Irmgard Keun Jocelyne Kolb and Anna Seghers will be complemented through- Offered Fall 2005 out the semester by fi lms (Mädchen in Uniform, Der blaue Engel, Die Dreigroschenoper) and 250 Jews in German Culture other artistic works. A survey of the Jewish-German dialogue from the Gertraud Gutzmann 18th century to contemporary Germany: the impor- Offered Spring 2006 tance of the Jewish presence in German culture; representations of the Jew in German literature, 404 Special Studies fi lm, and opera; the role of anti-Semitism in Ger- Arranged in consultation with the department. man history; Jewish life in Germany today. Texts by Admission for senior majors by permission of the G.E. Lessing, Grimm Brothers, H. Heine, K. Marx, department. 4 credits R. Wagner, A. Schnitzler, Thomas Mann and others. Offered both semesters each year {L} 4 credits Jocelyne Kolb Offered Spring 2006 C. Courses in English 227 Topics in German Studies D. Courses Offered on the {L/H} 4 credits (Topic pending approval by the Committee on Aca- Junior Year Abroad Program demic Priorities.) Topic: All About Evil. An exploration of the central in Hamburg role that evil has played in German culture since 260 Orientation Program in Hamburg the 18th century. This course examines portrayals The Orientation Program has three main goals: of evil in literature, theory and fi lm, looking at the 1) to ensure daily practice in spoken and written relationship between evil and the development of German needed for study at the University of Ham- the modern autonomous individual, the intersec- burg; 2) to offer a comprehensive introduction to tion of morality, freedom and identity, and the con- current affairs in Germany (political parties, news- frontation of literary and historical evil in the 20th papers and magazines, economic concerns); 3) to century. Literary works by Goethe, Kleist, E.T.A. offer extensive exposure to the cultural and social Hoffman, Kafka, Thomas Mann; theoretical texts life of Hamburg and its environs. Students are also from Nietzsche, Freud, Arendt; fi lms from Marnau, introduced to German terminology and methodol- Wiene. Conducted in English. {L/H} 4 credits ogy in their respective majors, to German academic Joel Westerdale prose style and to a characteristic German form Offered Spring 2006 of academic oral presentation, the Referat. The Orientation Program culminates in the presentation 230 Topics in German Cinema of a Referat on a topic in each student’s academic Topic: Nazi Cinema. A study of German cinema area of concentration. during the Third Reich: the legacy of Weimar cin- 2 credits ema; popular and high culture in Nazi ideology; the Manfred Bonus, Rainer Nicolaysen and staff political function of entertainment; the question of Offered Fall 2005 for fi ve weeks on the Junior fascist esthetics; constructions of masculinity and Year in Hamburg

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270 German History and Culture from 1871 Emphasis in class will be on treatment of complex to 1945 grammatical structures as well as dictations, gram- This course covers the Wilhelminian Empire, the mar and listening comprehension. Students taking Weimar Republic, and the Third Reich. For the the course in the winter semester will be taught Weimar Republic, the focus will be on the political, how to compose a term paper (Hausarbeit) in economic, social and cultural issues the republic the German fashion. In addition, there will be an was facing. For the Third Reich, we will focus on optional weekly phonetics tutorial. Preparation for the establishment of dictatorship; the persecution the qualifying exam “Deutsch als Fremdsprache” at of Jews; everyday life in Hitler Germany; World War the University of Hamburg. Prerequisite: 290 or by II; resistance and opposition; the end of the Third placement. {F} 4 credits Reich. Limited to students enrolled in the JYA pro- Jutta Gutzeit gram. {H/F} 4 credits. Offered Fall 2005, Spring 2006 on the Junior Rainer Nicolaysen Year in Hamburg Offered Fall 2005 on the Junior Year in Hamburg 320 Germany 1945–90: Politics, Society, and Culture in the Two German States 280 Theater in Hamburg: Topics and Trends in This course, which provides a continuation of 270, Contemporary German Theater will cover the post-war period of occupation; the This course offers an introduction to the Ger- founding of two German states; German-German man theater system; through concentration on its relations during the Cold War; and the reunifi cation historical and social role, its economics and ad- of Germany. Historical analysis; reading of selected ministration. We will study the semiotics of theater literary works; screening of fi lms. Prerequisite: and learn the technical vocabulary to describe and 270, or permission of the instructor. Limited to judge a performance. Plays will be by German au- students enrolled in the JYA program. {L/H/F} thors from different periods. The JYA program will 4 credits cover the cost of the tickets. Attendance at four or Rainer Nicolaysen fi ve performances is required. Limited to students Offered Spring 2006 on the Junior Year in enrolled in the JYA program. {L/A/F} 4 credits Hamburg Jutta Gutzeit Offered Fall 2005 on the Junior Year in Hamburg The Major 290 Studies in Language II Advisers: for the class of 2006, Gertraud The objective of this course is to improve written Gutzmann; for the class of 2007, Joseph McVeigh; and oral skills by building on work done during for the class of 2008, Jocelyne Kolb; for the class of the orientation program. Emphasis in class will be 2009, Judith Keyler-Mayer on treatment of complex grammatical structures as well as dictations, grammar and listening compre- Adviser for Study Abroad: Jocelyne Kolb (Fall hension. Students will be taught how to compose a 2005); Gertraud Gutzmann (Spring 2006) term paper (Hausarbeit) in the German fashion. In addition, there will be an optional weekly pho- Basis: GER 200 netics tutorial. {F} 4 credits Jutta Gutzeit Requirements: Nine courses above the basis, of Offered Fall 2005 and Spring 2006 on the which at least six (6) must be selected from the Junior Year in Hamburg following: 220; 221 or 290; 222 (may be repeated with a different topic); 270; 280; 310; 320; 351 310 Studies in Language III (may be repeated with a different topic). The objective of this course is to improve written and oral skills by building on work done during Up to three (3) English-language courses may the orientation program or the winter semester. be taken from among the following: 227 (may

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be repeated with a different topic); 230 (may be repeated with a different topic); 240; and any CLT Honors courses taught by faculty of the German studies Director: Jocelyne Kolb department. 430d Thesis GER 270, 280, 290 and 310 can only be taken on 8 credits the Junior Year Abroad in Hamburg. Full-year course; Offered each year Courses other than those in the Smith Catalogue Requirements: the same as for the major, with the taken during the Junior Year Abroad in Hamburg addition of a thesis, to be written over the course of will be numbered differently and will be consid- two semesters, and an oral examination in the gen- ered equivalent to (and upon occasion can be sub- eral area of the thesis. The topic of specialization stituted for) required courses offered on the Smith should be chosen in consultation with the director campus, subject to the approval of the department. of honors during the junior year or at the begin- Students are encouraged to take courses out- ning of the senior year. side the Department of German Studies, specifi cally courses in comparative literature, art history, music history, history, government and philosophy. The Minor Advisers: for the class of 2006, Gertraud Gutzmann; for the class of 2007, Jocelyne Kolb (fall); Gertraud Gutzmann (spring); for the class of 2008, Jocelyne Kolb; for the class of 2009, Judith Keyler-Mayer

Basis: GER 200

Requirements: Six (6) courses above the basis.

Up to two English-language courses taught by the German Studies Department.

Four German-language courses above the basis offered in the German studies department.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Adjunct Associate Professor Susan C. Bourque, Ph.D. Robert Hauck, Ph.D. **1 Steven Martin Goldstein, Ph.D. Assistant Professor †2 Donna Robinson Divine, Ph.D. *2 Jacques Hymans, Ph.D. Martha A. Ackelsberg, Ph.D. (Government and Women’s Studies) Lecturer †2 Donald C. Baumer, Ph.D., Chair Jon Western †1 Dennis Yasutomo, Ph.D. †1 Patrick Coby, Ph.D. Washington Scholar in Residence **1 ,*2 Catharine Newbury, Ph.D. Sally Katzen Dyk, J.D. Associate Professors Associated Faculty Howard Gold, Ph.D. Gwendolyn Mink, Ph.D. (Women’s Studies) Velma E. Garcia, Ph.D. Mellon Post-Doctoral Fellow Gregory White, Ph.D. Fabry Mikulas Alice L. Hearst, J.D., Ph.D. †2 Gary Lehring, Ph.D. Research Associate Mlada Bukovansky, Ph.D. Michael Clancy Marc Lendler, Ph.D.

For fi rst-year students in their fi rst semester, admis- 102 Reenacting the Past sion to 200-level courses is only by permission of A departmental version of the historical role-play- the instructor. ing First-Year Seminar by the same name, featur- Seminars require the permission of the instruc- ing games high in political content and a little tor and ordinarily presume as a prerequisite a 200- more advanced—initially “Rousseau, Burke and level course in the same fi eld. Revolution in France, 1791” and “Henry VIII and the Reformation Parliament.” An elective, earning 100 Introduction to Political Thinking I students credit toward their government major, Open to all students. Students considering a gov- but satisfying none of the department’s distribution ernment major are strongly encouraged to take requirements. Open to all classes of students, with GOV 100 in their fi rst or second year. A study of an enrollment limit of 21. {S/H} 4 credits the leading ideas of the Western political tradition, Patrick Coby focusing on such topics as justice, power, authority, Offered Spring 2007 freedom, equality and democracy. Two lectures and one discussion. One or more discussion sections 190 Empirical Methods in Political Science are designated as Writing Intensive (WI). {S} The fundamental problems in summarizing, 4 credits interpreting and analyzing empirical data. Top- Martha Ackelsberg and Members of the Depart- ics include research design and measurement, ment, Fall 2005, descriptive statistics, sampling, signifi cance tests, Offered Fall 2005, Fall 2007 correlation and regression. Special attention will

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be paid to survey data and to data analysis using and structure of the communities in which they computer software. {S/M} 4 credits live. {S} 4 credits Howard Gold Martha Ackelsberg Offered Fall 2005, Spring 2007 Offered Spring 2006

American Government 205 Colloquium: Law, Family and State Explores the status of the family in American 200 is suggested preparation for all other courses political life and its role as a mediating structure in this fi eld. between the individual and the state. Emphasis will be placed on the role of the courts in articulating 200 American Government the rights of the family and its members. Limited A study of the politics and governance in the United enrollment. Suggested preparation GOV 202 or States. Special emphasis is placed on how the ma- WST 225. {S} 4 credits jor institutions of American government are infl u- Alice Hearst enced by public opinion and citizen behavior and Offered Spring 2006 how all of these forces interact in the determination of government policy. The course will include at 206 The American Presidency least one Internet-based assignment. {S} 4 credits An analysis of the executive power in its constitu- Donald Baumer, Spring 2006 tional setting and of the changing character of the Marc Lendler, Spring 2007 executive branch. {S} 4 credits Offered Spring 2006, Spring 2007 Marc Lendler Offered Spring 2006, Fall 2006 201 American Constitutional Interpretation The study of Supreme Court decisions, documents 207 Politics of Public Policy and other writings dealing with constitutional the- A thorough introduction to the study of public ory and interpretation. Special attention is given to policy in the United States. A theoretical overview understanding the institutional role of the Supreme of the policy process provides the framework for Court. Not open to fi rst-year students. {S} 4 credits an analysis of several substantive policy areas, to be Alice Hearst announced at the beginning of the term. {S} Offered Fall 2005, Fall 2006 4 credits Donald Baumer 202 American Constitutional Law: The Bill of Offered Fall 2005 Rights and the Fourteenth Amendment Fundamental rights of persons and citizens as in- 208 Elections in the Political Order terpreted by decisions of the Supreme Court, with An examination and analysis of electoral politics emphasis on the interpretation of the Bill of Rights in the United States. Voting and elections are and the Fourteenth Amendment. {S} 4 credits viewed in the context of democracy. Topics include Alice Hearst electoral participation, presidential selection, cam- Offered Spring 2006, Spring 2007 paigns, electoral behavior, public opinion, parties and congressional elections. Special attention will 204 Urban Politics be paid to the 2000 presidential election. {S} The growth and development of political communi- 4 credits ties in metropolitan areas in the United States, with Howard Gold specifi c reference to the experiences of women, Offered Fall 2006 black and white. Focus on the social structuring of space; the ways patterns of urban development 210 Public Opinion and Mass Media in the refl ect prevailing societal views on relations of United States race, sex and class; intergovernmental relations; This course examines and analyzes American and the efforts of people—through governmental public opinion and the impact of the mass media action or popular movements—to affect the nature on politics. Topics include political socialization,

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political culture, attitude formation and change, and permission of the instructor. Enrollment lim- linkages between public opinion and policy and the ited to 20. (E) {S} 4 credits use of surveys to measure public opinion. Empha- Marc Lendler sis on the media’s role in shaping public prefer- Offered Fall 2005 ences and politics. {S} 4 credits Howard Gold 216 Minority Politics Offered Spring 2006 An examination of political issues facing the mi- nority communities of American society. Topics 211 Colloquium: The Regulatory Process: A include social movements, gender and class issues. Window into How the Federal Government {S} 4 credits Works Velma Garcia Regulations constitute an important instrument Offered Fall 2006 of government and are one of the easiest ways for a President to make his/her mark. We will study 217 Colloquium: The Politics of Wealth and the institutional interests and the role—in theory Poverty in the U.S. and in practice—of the various entities that are This course examines changing patterns of wealth involved in the regulatory process, including Con- and income inequality in the U.S. We will explore gress, the president, the agencies (both executive how these inequalities have developed over time branch and independent regulatory agencies), the and various responses to them, both at the level of Offi ce of Management and Budget and the courts. public policy and of popular activism and/or social We will explore the procedures the agencies follow mobilizations. We’ll pay particular attention to the in developing regulations, especially those involv- ways gender, race, sexuality and ethnic differences ing the public and the role of science and econom- interact in the structuring of social and political, ics in the decision-making process. Specifi c case as well as economic, inequalities. Enrollment is studies, including seat belt and air bag regulations, limited to 20 students. Prerequisite: Gov 100 or a various environmental regulations and safety and course in U.S. politics. {S} 4 credits health regulations, will be used to illustrate how Martha Ackelsberg the principles associated with American govern- Offered Spring 2007 ment—such as separation of powers, federalism and accountability—play out in Washington, D.C. 304 Seminar in American Government Limited enrollment {S} 4 credits {S} 4 credits Sally Katzen Dyk Offered Spring 2006 Pathologies of Power A comparative examination of McCarthyism, Water- 214 Colloquium: Free Speech in America gate and Iran-Contra. A look at how our political An examination of the application of the First institutions function under stress. Prerequisite: a Amendment in historical context. Special attention 200-level course in American government. to contemporary speech rights controversies. Lim- Marc Lendler ited enrollment. {S} 4 credits Offered Spring 2007 Marc Lendler Offered Fall 2006 306 Seminar in American Government {S} 4 credits 215 Colloquium: The Clinton Years This is a course about the eight years of the Clin- Politics and the Environment ton presidency. It will cover the elections, policy An examination of environmental policy making debates, foreign policy, battles with the Republican within the federal government, with special em- Congress and impeachment. The purpose is to be- phasis on how Congress deals with environmental gin the task of bringing perspective to those years. policy issues. A variety of substantive policy areas Prerequisites: One American government course from clean air to toxic waste will be covered. Stu-

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dents will complete research papers on an environ- 413 Washington Seminar: The Art and Craft of mental policy topic of their choice. Prerequisite: a Political Science Research 200-level course in American government. This seminar is designed to provide students par- Donald Baumer ticipating in the Washington Internship Program Offered Spring 2006 with an overview of the various approaches to conducting research in the discipline of political 307 Seminar in American Government science. Students will be introduced to methods of Topic: Latinos and Politics in the U.S. An exami- quantitative and qualitative research, data acquisi- nation of the role of Latinos in society and politics tion and hypothesis testing. The seminar’s more in the U.S. Issues to be analyzed include immigra- specifi c goal is to help students understand the tion, education, electoral politics and gender. {S} process of planning, organizing and writing an ana- 4 credits lytical political science research paper. Enrollment Velma Garcia limited to juniors and seniors in the Washington Offered Fall 2006 Internship Program. {S} 2 credits Robert J.P. Hauck 311 Seminar in Urban Politics Offered Fall 2005, Fall 2006 This course will examine a variety of movements, both historical and contemporary, that have been Comparative Government centered in cities, in an effort to understand their special characteristics and the relationship be- 220 Introduction to Comparative Politics tween urban spaces and political action. {S} This course introduces the study of comparative 4 credits political analysis through the comparative study Martha Ackelsberg of democratization. It weaves conceptual ap- Offered Fall 2005 proaches with case studies of historic as well as contemporary political systems. The focus is on the 312 Seminar in American Government major approaches and controversies in the study Topic: Political Behavior in the United States. An of democratization as well as the manner in which examination of selected topics related to American this conceptual literature has been applied to—but political behavior. Themes include empirical analy- also reshaped by—the evolution of specifi c politi- sis, partisanship, voting behavior and turnout, pub- cal systems. {S} 4 credits lic opinion and racial attitudes. Student projects Steven Goldstein will involve analysis of survey data. {S} 4 credits Offered Spring 2007 Howard Gold Offered Spring 2006 221 European Politics This course focuses on the development of Europe- 411 Washington Seminar in American an democratic institutions in the context of military Government and economic confl ict and cooperation. Includes Policy making in the national government. Open an introduction to the process of European integra- only to members of the Semester-in-Washington tion. {S} 4 credits Program. Given in Washington, D.C. 4 credits Mlada Bukovansky Robert Hauck Offered Fall 2005 Offered Fall 2005, Fall 2006 226 Latin American Political Systems 412 Semester-in-Washington Research A comparative analysis of Latin American political Project systems. Emphasis on the politics of development, Open only to members of the Semester-in-Washing- the problems of leadership, legitimacy and regime ton Program. 8 credits continuity. A wide range of countries and political Donald Baumer issues will be covered. {S} 4 credits Offered Fall 2005, Fall 2006 Velma Garcia Offered Spring 2006, Spring 2007

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227 Contemporary African Politics 232 Women and Politics in Africa This survey course examines the ever-changing po- This course will explore the genesis and effects of litical and economic landscape of the African con- political activism by women in Africa, which some tinent. The course aims to provide students with an believe represents a new African feminism and its understanding of the unique historical, economic implications for state/civil society relations in con- and social variables that shape modern African temporary Africa. Topics will include the historical politics and will introduce students to various theo- effects of colonialism on the economic, social and retical and analytical approaches to the study of political roles of African women; the nature of Africa’s political development. Central themes will urban/rural distinctions; and the diverse responses include the ongoing processes of nation-building by women to the economic and political crises of and democratization, the constitutional question, postcolonial African polities. Case studies of spe- the international relations of Africa, issues of peace cifi c African countries, with readings of novels and and security and Africa’s political economy. {S} 4 women’s life histories as well as analyses by social credits scientists. {S} 4 credits Catharine Newbury Catharine Newbury Offered Spring 2007 Offered Fall 2005

228 Government and Politics of Japan 237 Colloquium: Politics and the U.S./Mexico An introductory survey and analysis of the develop- Border ment of postwar Japanese politics. Emphasis on This course examines the most important issues Japanese political culture and on formal and infor- facing the U.S./Mexico border: NAFTA, industrializa- mal political institutions and processes, including tion and the emergence of the maquiladoras (twin political parties, the bureaucracy, interest groups plants); labor migration and immigration; the envi- and electoral and factional politics. {S} 4 credits ronment; drug traffi cking; the militarization of the Dennis Yasutomo border; and border culture and identity. The course Offered Fall 2006 begins with a comparison of contending perspec- tives on globalization before proceeding to a short 229 Government and Politics of Israel overview of the historical literature on the creation A historical analysis of the establishment of the of the U.S./Mexico border. Though at the present State of Israel and the formation of its economy, time the border has become increasingly milita- society and culture. Discussions will focus on the rized, the boundary dividing the U.S. and Mexico Zionist movement in Europe and the United States, has traditionally been relatively porous, allowing the growth and development of Jewish economic people, capital, goods and ideas to fl ow back and and political institutions in the land of Israel and forth. The course will focus on the border as a re- the revival of the Hebrew language. {S} 4 credits gion historically marked both by confl ict and inter- Donna Robinson Divine dependence. Open to majors in government and/or Offered Fall 2005 Latin American studies; others by permission of the instructor. Enrollment limited to 20. {S} 4 credits 230 Government and Politics of China Velma Garcia Treatment of traditional and transitional China, Offered Spring 2006, Spring 2007 followed by analysis of the political system of the People’s Republic of China. Discussion centers on 322 Seminar in Comparative Government such topics as problems of economic and social Topic: Mexican Politics from 1910–Present. An change, policy formulation and patterns of party in-depth examination of contemporary political and state power. {S} 4 credits and social issues in Mexico. The country, once Steven Goldstein described as the “perfect dictatorship,” is in the Offered Fall 2005, Fall 2006 process of undergoing a series of deep political and economic changes. This seminar provides an ex- amination of the historical foundations of modern

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Mexican politics, beginning with the Revolution. In 242 International Political Economy addition, it examines a series of current challenges, This course begins with an examination of the including the transition from one-party rule, the broad theoretical paradigms in international politi- neoliberal economic experiment and NAFTA, bor- cal economy (IPE), including the liberal, economic der issues, the impact of drug traffi cking and rebel- nationalist, structuralist and feminist perspec- lion in Chiapas. {S} 4 credits tives. The course analyzes critical debates in the Velma Garcia post–World War II period, including the role of Offered Fall 2005 the Bretton Woods institutions (World Bank group and IMF), international trade and development, the 323 Seminar in Comparative Government and debt question, poverty and global inequality and Political Theory the broad question of “globalization.” Prerequisite: Topic: Warring for Heaven and Earth: Jewish 241 or permission of the instructor. {S} 4 credits and Muslim Political Activism in the Middle Gregory White East. This seminar explores the rise and spread of Offered Spring 2006 Jewish and Muslim political activism in the Middle East with a special focus on those which operate 246 Perspectives on War in Egypt, Lebanon, Israel, the Palestinian territo- In this course we analyze war by asking the fol- ries and in Saudi Arabia. The particular groups lowing questions: What is war? What causes it to addressed include Gush Emunim, Kach, Israel’s break out, escalate and terminate? How is war Redemption Movements, Hamas Hizbullah, Islamic experienced by kings and presidents, military of- Jihad in both the Palestinian territories and in Egypt fi cers, foot soldiers and civilians? What are its lon- and al-Queda. The reading material focuses on ger-range political and social consequences? And the conditions giving rise to these various activist when, if ever, is it justifi ed? Prerequisite: 241 or groups and examines their political objectives. The permission of the instructor. {S} 4 credits social organization of these movements will also be Jacques Hymans explored particularly with regard to gender and the Offered Spring 2006 consequences of globalization. {S} 4 credits Donna Robinson Divine 248 The Arab-Israeli Dispute Offered Fall 2005 An analysis of the causes of the dispute and of ef- forts to resolve it; an examination of Great Power International Relations involvement. A historical survey of the infl uence of Great Power rivalry on relationships between Israel 241 is suggested preparation for all other courses and the Arab States and between Israelis and Pales- in this fi eld. tinian Arabs. Consideration of the several Arab-Is- raeli wars and the tensions, terrorism and violence 241 International Politics unleashed by the dispute. No prerequisites. {S} An introduction to the theoretical and empirical 4 credits analysis of states in the international system. Em- Donna Robinson Divine phasis is given to the role of international institu- Offered Spring 2006 tions, the infl uence of the world economy on inter- national relations and the increasing prominence 251 Foreign Policy of Japan of global issues such as the environment, human The sociocultural, political and economic founda- rights and humanitarian aid. Enrollment limited to tions of Japanese foreign policy. Emphasis on the 70. {S} 4 credits post–World War II period and the search for a Mlada Bukovansky, Fall 2005 global role. {S} 4 credits Jacques Hymans, Spring 2006 Dennis Yasutomo Gregory White, Fall 2006 Offered Spring 2007 Mlada Bukovansky, Spring 2007 Offered both semesters each year

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252 International Organizations 341 Seminar in International Politics What role do international organizations play in Topic: International Perspectives on Contem- world politics and what role should they play? Do porary Security Issues. This seminar explores international organizations represent humanity’s the similarities and differences between American higher aspirations or are they simply tools of the and foreign understandings of some of the central wealthy and powerful? This course explores the security challenges facing the world today. How problems and processes of international organiza- do American policymakers conceive of and try to tions by drawing on theoretical, historical and deal with, security threats such as weapons of mass contemporary sources and perspectives. We focus destruction and terrorism? How do other policy- on three contemporary organizations: the United makers around the world—from Western Europe Nations, the World Trade Organization and the to the South Pacifi c—approach these threats? Is European Union. it possible to bridge the gaps between these ap- Prerequisite: 241 or permission of the instructor. proaches? Prerequisite: GOV 241 or permission of {S} 4 credits the instructor. {S} 4 credits Mlada Bukovansky Jacques Hymans Offered Spring 2006 Offered Fall 2005

254 Colloquium: Politics of the Global 343 Seminar in International Politics Environment Topic: Corruption and Global Governance. What An introductory survey of the environmental im- can international institutions such as the Interna- plications of the international political economy. tional Monetary Fund and the World Bank do about The focus is on the changing role of the state and corruption? This seminar explores the theoretical the politics of industrial development. Special em- and practical dimensions of the problem of cor- phasis is devoted to the controversies and issues ruption and analyzes how states and international that have emerged since the 1950s, including the organizations have attempted to combat the prob- tragedy of the commons, sustainable development, lem. {S} 4 credits global warming and environmental security. Special Mlada Bukovansky attention is also accorded to North-South relations Offered Spring 2007 and the politics of indigenous peoples. Prerequi- site: 241 or permission of the instructor. Enroll- 345 Seminar in International Politics ment limited to 20. {S} 4 credits Topic: American Hegemony and Global Politics Gregory White in the 21st Century. This course explores how Offered Fall 2005 decisions and strategic positioning by the United States will infl uence the global security and po- 256 Colloquium: International Labor Migration litical climate in the coming decades. It begins This course examines the politics of labor migra- with a broad overview of the global political and tion within the context of globalization. It also security environment and the nature and sources treats the recent injection of security imperatives of American power. We will explore multiple con- into migration policy, especially after 9-11-01. ceptions of American power and examine the role Although we discuss a wide array of cases and ex- of American exceptionalism and liberal ideals as a amples, the seminar focuses on case studies from basis of American hegemony. The course will then three geographic areas: the Mediterranean basin, critically examine the effects of American power the Persian Gulf and North America. Materials used as it relates to likely trends in great power politics, include social science analyses, ethnographies, WMD proliferation, terrorism, religious funda- documentary and feature-length fi lms and diaries. mentalism, economic development, environmental Enrollment limited to 20. {S} 4 credits degradation, resource scarcity, demographic stress Gregory White and global public health. Previous course work in Offered Spring 2006, Spring 2007 world politics is required. {S} 4 credits Jon Western Offered Fall 2005

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347 Seminar in International Politics and boundaries of the EU be drawn? This seminar will Comparative Politics address these issues by examining the political Topic: North Africa in the International System. economy of European integration. {S} 4 credits This seminar examines the history and political Mlada Bukovansky economy of Morocco, Tunisia and Algeria—the Offered Spring 2006 Maghreb—focusing on the post-independence era. Where relevant, Mauritania and Libya will be EAS 375 Seminar: Japan–United States treated. The seminar sets Maghrebi politics in the Relations broader context of its regional situation within {S} 4 credits the Mediterranean (Europe and the Middle East), Dennis Yasutomo as well as its relationship to sub-Saharan Africa Offered Spring 2007 and North America. Study is devoted to: 1) the independence struggle; 2) the colonial legacy; 3) Political Theory contemporary political economy; and 4) post- colonial politics and society. Special attention will 261 Ancient and Medieval Political Theory be devoted to the politics of Islam, the “status” of An examination of the classical polis and the women and democratization. {S} 4 credits Christian commonwealth as alternatives to the na- Gregory White tion-state of the modern world. Topics considered Offered Fall 2005, Spring 2007 include the moral effects of war and faction; the meaning of justice, citizenship, regimes and natural 348 Seminar in International Politics law; the relation of politics and philosophy; and Topic: Confl ict and Cooperation in Asia. The the contest between secular and religious authority. seminar will identify and analyze the sources and Readings from Plato, Aristotle, Cicero, Augustine, patterns of confl ict and cooperation among Asian Aquinas and Marsilius and others. Depending on states and between Asian and Western countries in the number of students enrolled, the course might the contemporary period. The course will conclude incorporate the “Athens” game from the “Reenact- by evaluating prospects for current efforts to create ing the Past” seminar, in which case the readings a new “Asia Pacifi c Community.” Permission of the will change and some authors will be dropped. {S} instructor is required. {S} 4 credits 4 credits Dennis Yasutomo Patrick Coby Offered Fall 2006 Offered Fall 2006

349 Seminar in International Relations and 262 Early Modern Political Theory, 1500– Comparative Politics 1800 Topic: The Political Economy of the Newly In- A study of Machiavellian power-politics and of dustrializing Countries of Asia. An examination efforts by social contract and utilitarian liberals of the post-war development of Hong Kong, South to render that politics safe and humane. Topics Korea, Singapore and Taiwan. {S} 4 credits considered include political behavior, republican Steven Goldstein liberty, empire and war; the state of nature, natural Offered Spring 2007 law/natural right, sovereignty and peace; limitations on power, the general will and liberalism’s relation 352 Seminar in Comparative Government and to moral theory, religion and economics. Read- International Relations ings from Machiiavelli, Hobbes, Locke, Rousseau, Topic: European Integration. What factors ac- Hume and Smith; also novels and plays. Depending count for the character and timing of the process on the number of students enrolled, the course of European integration? How has European inte- might incorporate the “French Revolution” game gration infl uenced national identities and domestic from the “Reenacting the Past” seminar, in which politics within the states of the European Union case the readings will change and some authors and relations between the EU and other states? Are will be dropped. {S} 4 credits the institutions of the European Union democratic Patrick Coby and accountable to all citizens? Where should the Offered Spring 2007

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263 Political Theory of the 19th Century 364 Seminar in Political Theory A study of the major liberal and radical political Topic: Feminist Theory. An examination of femi- theories of the 19th century, with emphasis on the nist perspectives on political participation and citi- writings of Hegel, Marx, Tocqueville, Mill and Ni- zenship. Prerequisite: one course in political theory etsche. Not open to fi rst-year students. {S} or permission of the instructor. {S} 4 credits 4 credits Martha Ackelsberg Gary Lehring Offered Spring 2007 Offered Spring 2006 368 Seminar in Political Theory 267 Problems in Democratic Thought Topic: Theorizing Multiculturalism. The last two What is democracy? We begin with readings of decades have seen the rise of distinct “identity poli- Aristotle, Rousseau and Mill to introduce some tics” movements, centered on the efforts of histori- issues associated with the ideal of democratic self- cally marginalized groups to secure recognition government: participation, equality, majority rule and protection of their legal and cultural identity. vs. minority rights, the common good, pluralism, These demands at both a national and international community. Readings will include selections from level have generated signifi cant political confl ict. liberal, radical, socialist, libertarian, multicultural- This seminar inquires into the politics of cultural ist and feminist political thought. Not open to fi rst- recognition and accommodation, looking at how a year students. {S} 4 credits liberal democracy such as the United States might Martha Ackelsberg create an inclusive political culture. {S} 4 credits Offered Fall 2006 Alice Hearst Offered Fall 2006 269 Politics of Gender and Sexuality An examination of gender and sexuality as subjects of theoretical investigation, historically constructed Cross-listed Courses in ways that have made possible various forms of regulation and scrutiny today. We will focus on the WST 225 Women and the Law way in which traditional views of gender and sexu- {S} 4 credits ality still resonate with us in the modern world, Gwendolyn Mink helping to shape legislation and public opinion, Offered Spring 2006 creating substantial barriers to cultural and politi- WST 245 Poverty Law and Social Policy in the cal change. {S} 4 credits U.S. Gary Lehring {H/S} Offered Fall 2005 4 credits Gwendolyn Mink Offered Fall 2005 362 Seminar in Political Theory Topic: Revolution to Consolidation. A look at WST 311 Seminar: Mothers in Law and Policy how American political thinkers and activists justi- {S} 4 credits fi ed a war for independence, puzzled through the Gwendolyn Mink construction of a new political order, thought about Offered Fall 2005 creating a democratic nation state and argued over issues such as individual rights, the role of political WST 317 Seminar: Feminist Legal and Policy parties and the capabilities of citizens for self-gov- Theory ernment. We will look at specifi c debates between {H/S} 4 credits 1776 and 1800 and also an overview of the most Gwendolyn Mink important contributors: Jefferson, Madison, Ham- Offered Fall 2006 ilton and John Adams. Prerequisite: Some previous WST 318 Seminar: Feminism and Crime course on American government or permission of {S/H} 4 credits the instructor. {S} 4 credits Gwendolyn Mink Marc Lendler Offered Spring 2007 Offered Spring 2006

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404 Special Studies Majors may spend the junior year abroad if they Admission for majors by permission of the depart- meet the college requirements. ment. 4 credits Offered both semesters each year The Minor 408d Special Studies Advisers: Same as those listed for the major. Admission for majors by permission of the depart- ment. Based on 100. The minor consists of 6 courses, 8 credits which shall include 5 additional courses, including Full-year course; Offered each year at least one course from two of the four fi elds iden- tifi ed as requirements for the major. The Major Honors Advisers: Martha Ackelsberg, Donald Baumer, Director: Gary Lehring. Mlada Bukovansky, Patrick Coby, Donna Robinson Divine, Velma Garcia, Howard Gold, Steven Gold- Students are eligible for the Honors Program who stein, Alice Hearst, Jacques Hymans, Gary Lehring, have at least a 3.3 GPA in courses in their major. Marc Lendler, Catherine Newbury, Gregory White, Eligible students are encouraged to apply in the Dennis Yasutomo Spring of their junior year, but Fall applications are allowable so long as they are received before the Prelaw Adviser: Alice Hearst end of the fi rst week of classes in September. Janu- ary graduates are on a different schedule. Graduate School Adviser: Steven Goldstein 430d Thesis Director of the Jean Picker Semester-in-Wash- 8 credits ington Program: Donald Baumer Requirements: Basis: 100 1. Students in Honors must fulfi ll the general re- Requirements: 10 semester courses, including quirements for the major, that is, 10 courses of the following: which 430d Thesis counts for two electives. 1. 100; 2. one course at the 200 level in each of the fol- 2. The core of the program is a thesis paper, a lowing fi elds: American government, compara- complete draft of which is due on the fi rst day tive government, international relations and of the second semester. Students will spend the political theory; Spring semester revising their papers and will 3. two additional courses, one of which must be a submit the fi nal version by April 1. seminar and both of which must be related to one of the courses taken under (2); they may 3. Following submission of the fi nal paper, stu- be in the same subfi eld of the department, or dents will take an oral examination based on the they may be in other subfi elds, in which case a thesis and on the fi eld in which it was written. rationale for their choice must be accepted by The fi eld is defi ned by the student herself, who the student and her adviser; and at the time of the exam will identify three cours- 4. three additional elective courses. Majors are es which she believes bear upon the topic of encouraged to select 190 as one of their elec- her thesis. The choice of these courses should tives. be made with a view to the wider concerns of political science.

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431 Thesis For satisfactory completion of the Semester-in- 8 credits Washington Program, 14 credits are granted: four Offered Fall 2005, Fall 2006 credits for a seminar in policymaking (411); two credits for GOV 413, seminar on political science Requirements: research; and eight credits for an independent re- search project (412), culminating in a long paper. Requirements for honors for students in 431 will No student may write an honors thesis in the be the same as for those taking 430d, except that same fi eld in which she has written her long paper the fi nal thesis will be due on the fi rst day of classes in the Washington seminar, unless the department, of the second semester. Students must apply for upon petition, grants a specifi c exemption from admission to 431 in the preceding spring semester. this policy. The program is directed by a member of the Smith College faculty, who is responsible for se- Jean Picker Semester-in- lecting the interns and assisting them in obtaining placement in appropriate offi ces in Washington and Washington Program directing the independent research project through tutorial sessions. The seminar is conducted by an The Jean Picker Semester-in-Washington Program adjunct professor resident in Washington. is a fi rst-semester program open to Smith junior Students participating in the program pay full and senior government majors and to other Smith tuition for the semester. They do not pay any fees juniors and seniors with appropriate background for residence at the college, but are required to pay in the social sciences. It provides students with an for their own room and board in Washington dur- opportunity to study processes by which public ing the fall semester. policy is made and implemented at the national level. Students are normally resident in Washington from the June preceding the semester through December. Applications for enrollment should be made through the director of the Semester-in-Washington Program no later than November 1 of the preced- ing year. Enrollment is limited to 12 students and the program is not mounted for fewer than six. Before beginning the semester in Washington, the student must have satisfactorily completed at least one course in American national govern- ment at the 200 level selected from the following courses: 200, 201, 202, 206, 207, 208, 209, 210 and 211. In addition, a successful applicant must show promise of capacity for independent work. An applicant must have an excess of two credits on her record preceding the semester in Washington.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associated Faculty **1 Howard Nenner, LL.B., Ph.D. Daniel Horowitz, Ph.D. (American Studies and **1 Neal Salisbury, Ph.D, History) *1, *2 Joachim W. Stieber, Ph.D. Helen Lefkowitz Horowitz, Ph.D. (American Studies Daniel K. Gardner, Ph.D., Chair and History) †2 David Newbury, Ph.D. (History and African Studies) Lecturers Marnie S. Anderson Associate Professors Daniel Brown, Ph.D. Ann Zulawski, Ph.D. (History and Latin American Debbie Cottrell, Ph.D. Studies) Sean Gilsdorf, Ph.D. †1 Ernest Benz, Ph.D. Peter Gunn, M.Ed. Richard Lim, Ph.D. Jennifer Hall-Witt, Ph.D. W. Lane Hall-Witt Assistant Professors †1 Robert A. Eskildsen, Ph.D. Research Associates †1 Darcy Buerkle, Ph.D. Alan Cottrell, Ph.D. †2 Jennifer Guglielmo, Ph.D. Debbie Cottrell, Ph.D. Erika Laquer, Ph.D. Five College Assistant Professor of Russian Marylynn Salmon, Ph.D. History Revan Schendler, Ph.D. Sergey Glebov, Ph.D. Robert E. Weir, Ph.D.

History courses at the 100- and 200-levels are methods of historical analysis. Recommended for open to all students unless otherwise indicated. all students with an interest in history and those Admission to seminars (300-level) assumes prior considering a history major or minor. {H} 4 credits preparation in the fi eld and is by permission of the instructor. Topic: Greek Sports and Roman Games A reading knowledge of foreign languages is The development from Greek competitive sports highly desirable and is especially recommended for to Roman spectator shows such as chariot races students planning a major in history. and gladiatorial combats. Their organization, per- Cross-listed courses and seminars retain their formance and signifi cance, focusing on the roles home department or program designations. For of amateurs and professionals; careers of athletes, the full description of such a course please see the actors, charioteers and gladiators; the importance home department or program listing. of play, contest and violence to ancient society; “bread and circuses” as symbolic benefaction and 101 Introduction to Historical Inquiry urban strategy. Comparative readings in the socio- Colloquia with a limited enrollment of 20 and anthropology of sports. Enrollment limited to 20. surveys with open enrollment, both designed to be {H} 4 credits introductions to the study of history for students at Richard Lim the beginning level. Emphasis on the sources and Offered Fall 2005, Fall 2006

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Topic: Geisha, Wise Mothers and Working technological exchanges between China, India and Women Rome. The interactions between these sedentary Images of Japanese women that are prevalent in societies and their nomadic neighbors. The rise the West and to some extent Japan. Focus will be and fall of nomadic empires such as that of the on three key fi gures considered to be defi nitive Mongols. Trade, exploration and conquest on the representations of Japanese women: the geisha, the Eurasian continent. We will sample pertinent travel good wife/wise mother and the working woman. accounts as a form of ethnographical knowledge Popular treatments including novels such as Arthur that reproduces notions of cultural identity and Golden’s Memoirs of a Geisha, primary sources civilization. {H} 4 credits including an autobiography written by a geisha and Richard Lim scholarly articles. Sorting through these images, Offered Spring 2007 distinguishing prescription versus reality. Enroll- ment limited to fi rst-year students and sopho- 202 (L) Ancient Greece mores. {H} 4 credits The emergence of the Greek world from the Dark Marnie Anderson Age to Philip II of Macedon, c. 800–336 B.C.E., Offered Fall 2005 focusing on the politics, society and culture of late archaic and classical Greece. Main topics include Topic Latin America and the United States colonization, tyranny, hoplites and city-state society; This class offers an overview of U.S. policy in Latin the Persian Wars; Sparta and Athens; Athenian America from the 19th century to the present. empire and democracy; the rise of Macedon. {H} However its main focus is on Latin America; it is 4 credits intended to be a view from the south. From the Richard Lim Monroe Doctrine and Manifest Destiny to the Cold Offered Fall 2005 War, the drug war and the war against terrorism this class will examine how Latin American govern- 203 (L) Alexander the Great and the ments and citizens have collaborated with, chal- Hellenistic World lenged and resisted U.S. hegemony in the hemi- Following Alexander of Macedon’s conquest of the sphere. Enrollment limited to fi rst-year students Persian Empire, a Greek-speaking commonwealth and sophomores. {H} 4 credits stretched from the Mediterranean to India. This Ann Zulawski course examines this dynamic period of history Offered Spring 2007 to the coming of the Romans. Main topics include Topic: To be announced Alexander and his legacy; Greek conquerors and Neal Salisbury native peoples in contact and confl ict; kings, cit- Offered Spring 2007 ies and experimentation with multi-ethnic society; unity and diversity in Hellenistic Egypt, Syria and Judea; new developments in science and religion. Lectures and Colloquia {H} 4 credits Richard Lim Lectures (L) are unrestricted as to size. Colloquia Offered Spring 2006 (C) are primarily reading and discussion courses limited to 20. Lectures and colloquia are open to 204 (L) The Roman Republic all students unless otherwise indicated. In certain A survey of the developing social, cultural and polit- cases, students may enroll in colloquia for seminar ical world of Rome as the city assumed dominance credit with permission of the instructor. in the Mediterranean. Achievements of the Roman state, plebeians and patricians, the Roman family Antiquity and slavery; encounters with local cultures in North Africa, Gaul and the Greek East; problems of impe- 201 (L) The Silk Road rial expansion and social confl icts. {H} 4 credits The premodern contacts, imagined and real, Richard Lim between East and West. Cultural, religious and Offered Fall 2006

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205 (L) The Roman Empire called “clash” between Islamic civilization and the A survey of the history and culture of the Roman West. Changing perceptions of the Crusades, begin- Empire from the principate of Augustus to the rise ning with primary documentary records and with of Christianity in the fourth century. The role of the special attention to Middle Eastern sources. Early emperor in the Roman world, Rome and its rela- Muslim responses to the crusaders, the emergence tionship with local cities, the maintenance of an im- of heroic fi gures, cultural and social interactions perial system; rich and poor, free and slave, Roman enabled by the Crusades and the construction of a and barbarian; the family, law and society; military modern image of crusaders as monsters. {H} monarchy persecution of Christians; pagans, Chris- 4 credits tians and Jews in late Antiquity. {H} 4 credits Daniel Brown Richard Lim Offered Fall 2005 Offered Spring 2007 East Asia 206 (C) Aspects of Ancient History Topic: Greek and Roman Slavery. The historical 211 (L) The Emergence of China roles of slaves within the social and economic fab- Chinese society and civilization from c. 1000 B.C. ric of classical Greece and Rome. The scope and to A.D. 750. Topics include neolithic cultures of limits of ancient evidence in literary and artistic China, Bronze Age, formation of a Chinese state, representations, as well as modern interpretive Golden Age of Chinese philosophy, creation of a comparisons with other slave societies. Critical centralized empire, relations with non-Chinese, examination of concepts such as class, social mo- family structure, roles of women and introduction bility, social order and status, along with gender of Buddhism. Open to fi rst-year students. {H} and ethnicity. {H/S} 4 credits 4 credits Richard Lim Daniel Gardner Offered Spring 2006 Offered Fall 2005, Fall 2006 Islamic Middle East 214 (C) Aspects of Chinese History Topic: The World of Thought in Early China. 208 (L) The Shaping of the Modern Middle Readings from the major schools of Chinese East, 1789–1956 thought, such as Confucianism, Mohism, Daoism, A survey of Middle Eastern history from the decline Legalism and Buddhism. Open to fi rst-year stu- of the Ottoman Empire to the end of the era of dents. {H/L} 4 credits European imperialism. The historical background Daniel Gardner necessary to understand the major movements, Offered Spring 2006 fi gures and ideologies of the modern Middle East; the rise and impact of European imperialism and 218 (C) Thought and Art in China fascism; the emergence of Arab and Turkish Na- Topic: Confucian and Taoist Thought and Art. tionalism, the impact of Zionism and the develop- A survey of Confucian and Taoist teachings and ment of new nation states and ideologies after the their expression in the visual arts from earliest World War I. {H} 4 credits times. Open to fi rst-year students by permission of Daniel Brown the instructors only. {H/A} 4 credits Offered Spring 2006 Daniel Gardner, Marylin Rhie (Art and East Asian Studies) 209/REL 250 (C) Aspects of Middle Eastern Offered Spring 2007 History Topic: The Crusades and the Clash of Civiliza- 221 (L) The Rise of Modern Japan tions. In 1099 a European army entered Jerusa- Japan from the Tokugawa period to its occupation lem, inaugurating the Crusader era in the Middle by the United States and the “economic miracle.” East. Almost a millennium later, the Crusades Elite politics and political economy, the arrival of remain one of the most potent symbols of the so- European imperialists, the Meiji Restoration, Japa-

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nese imperialism and war, cultural transformation the cult of saints, the emergence of the papacy, and confl ict within Japanese society. {H} the changing roles of ritual and authority, kinship 4 credits and kingship. The course ends with Charlemagne, Marnie Anderson the Carolingian renaissance, literacy and learning Offered Fall 2005 and the decline of the Carolingian empire and the Viking invasions. {H} 4 credits 222 (C) Aspects of Japanese History Sean Gilsdorf Topic: The Place of Protest in Early Modern and Offered Fall 2005 Modern Japan. Histories of social confl ict, pro- test and revolution in early modern and modern 225 (L) The Making of the Medieval World, Japan. In the early modern period (1600–1867), 800–1350 peasant resistance and protest, urban uprisings, From the crowning of Charlemagne in 800 through popular culture, “world-renewal” movements and the High Middle Ages to the Black Death in the restorationist activism of the Tokugawa period. 1348. Topics include cathedrals and universities, In the modern period, the incipient democratic struggles between popes and emperors, pilgrimage movements and the new millenarian religions of and popular religion, the Crusades and crusader the Meiji era (1868–1912), radical leftist activism, kingdoms, heresy and the Inquisition, chivalry and mass protest and an emerging labor movement Arthurian romance, the expansion and consolida- in the Taisho era (1912–1926), anti-imperialist tion of Europe. {H} 4 credits movements in China during the prewar years and Sean Gilsdorf fi nally, a range of citizens’ movements in the post- Offered Spring 2006 war decades. {H/S} 4 credits Marnie Anderson 227 (C) Colloquium: Aspects of Medieval Offered Spring 2006 European History Topic: Heresy and Heterodoxy in the Middle Ages. 223 (L) Women in Japanese History: From Examination of the process by which “orthodox” Ancient Times to the 19th Century Christianity was defi ned through its opposition The dramatic transformation in gender relations to a variety of religious doctrines and practices, is a key feature of Japan’s premodern history. How from the early days of offi cial Christianity to the Japanese women and men have constructed norms years preceding the Protestant Reformation (c. of behavior in different historical periods, how 300–1500). Topics include debates on the nature gender differences were institutionalized in social of Christ and free will; the role of “heresy” within structures and practices and how these norms movements for church reform; dualism (in par- and institutions changed over time. The gendered ticular Catharism); and lay spirituality (including experiences of women and men from different the doctrines of Wyclif and Hus). {H} 4 credits classes from approximately the seventh through Sean Gilsdorf the nineteenth centuries. Consonant with current Offered Spring 2006 developments in gender history, exploration of vari- ables such as class, religion and political context 230 (L) Europe from 1300 to 1530 and the which have affected women’s and men’s lives. (E) Civilization of the Renaissance in Italy {H/S} 4 credits Society, culture and politics at the end of the Mid- Marnie Anderson dle Ages. Topics include the Black Death, the pa- Offered Spring 2006 pacy as an institution of government, the challenge to papal authority by church councils, the Italian Europe Renaissance and the early voyages of discovery. Open to fi rst-year students. {H} 4 credits 224 (L) The Early Medieval World, 300–1050 Joachim Stieber From the rise of Christianity and the fall of Rome Offered Spring 2007 to the age of conversion. The monastic ideal and

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231 (L) Early Modern Europe in the Age of 4 credits Reformation, 1460–1660 Howard Nenner, William Oram (English Lan- European society on the eve of the Reformation; guage and Literature) the humanist movement north of the Alps; religion Offered Fall 2005 and politics in the Protestant Reformation; Roman Catholic reform and the Counter-Reformation. 239 (L) Russia and its Cultural Frontiers Open to fi rst-year students. {H} 4 credits Topic: Empire and Nations, 1552–1914. The Joachim Stieber emergence, expansion and maintenance of the Offered Spring 2006 Russian Empire, as well as the development of the multitude of nations and ethnic groups conquered 232 (C) Aspects of Late Medieval and Early by or included into that empire. The dynamics of Modern Europe pan-imperial institutions and processes (imperial Topic: Lordship and Community in Europe in dynasty, peasantry, nobility, intelligentsia, revo- the Later Middle Ages (1300–1500) and the lutionary movement) and specifi c developments Origins of Constitutional Government in Early in the Western borderlands (Ukraine, Finland, Modern Times in Europe (1300–1700) and in Poland, the Baltic lands), the Caucasus, Central the British Colonies in North America (1620– Asia, Siberia, etc. Focus on how the multinational 1800). Conceptions of lordship, community, the Russian Empire dealt with pressures of moderniza- defi nition of the common good and of consent tion (nationalist challenges in particular), internal (including the right of resistance) as well as of instability and external threats. {H} 4 credits the appropriate limits of ecclesiastical and civil Sergey Glebov jurisdiction in major clerical and lay authors. The Offered Fall 2005, Fall 2006 impact of religious divisions in the Age of Refor- mation on political thought and partisanship. The 245 (C) The Middle Ages and the extension of European conceptions of government Renaissance in European Thought, 1750– and society to colonial settlements in New Spain 1870 (Mexico) and New England. {H} 4 credits The images of the Middle Ages and of the Renais- Joachim Stieber sance in England, Germany and France, both Offered Spring 2007 before and after the French Revolution. The Gothic Revival as a reaction against classicism in arts and 234 (L) Tudor England letters, against the political and social values of The development of the early modern English state, the French Revolution as well as against industrial from its 15th-century origins to the death of Eliza- modernization and economic liberalism. An epi- beth. Dynasticism, religious upheaval and the place logue will survey the Gothic Revival in the United and power of English monarchs from Richard III States (c. 1830–1930). {L/H} 4 credits to James I. Suitable for fi rst-year students {H} 4 Joachim Stieber credits Offered Spring 2006 Howard Nenner Offered Fall 2005 246 (C) Representing the Past Topic: Memory and History. Contemporary 236 (C) Authority and Legitimacy in the Age debates among European historians, artists and of More and Shakespeare citizens over the place of memory in political and An examination of the texts and historical context social history. The effectiveness of a range of rep- of Shakespeare’s Richard II, I Henry IV, Henry V, resentational practices from the historical mono- Richard III and King Lear, More’s Utopia and The graph to visual culture, as markers of history and History of Richard III and other signifi cant works as creators of meaning. Can it be more dangerous of the 16th and early 17th centuries touching on to remember history than to forget it? {H} 4 credits the questions of order, authority and legitimacy. Darcy Buerkle Admission by permission of the instructors. {L/H} Offered Fall 2006

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247 (C) Aspects of Russian History 251 (L) Europe in the 20th Century Topic: Affi rmative Action Empire: Soviet Experi- Ideological and military rivalries of the contempo- ences of Managing Diversity. How the Communist rary era. Special attention to the origin, character rulers of the Soviet Union mobilized national iden- and outcome of the two World Wars and to the tities to maintain control over the diverse popula- experience of Fascism, Nazism and Communism. tions of the USSR. World War I and the Revolution Open to fi rst-year students. {H} 4 credits of 1917 opened a window of opportunities for the Ernest Benz nationalities of the former Russian Empire. Soviet Offered Spring 2006 policies of creating, developing and supporting national identities among diverse Soviet ethnic 252 (L) Women in Modern Europe, 1789– groups in light of collectivization, industrialization, 1918 expansion of education and Stalin’s Terror. How A survey of European women’s experiences from World War II and post-war reconstruction became the French Revolution through World War I, focus- formative experiences for today’s post-Soviet na- ing on Western Europe. Women’s changing rela- tions. {H/S} 4 credits tionships to work, family, politics, society and the Sergey Glebov body, as well as shifting conceptions of femininity Offered Spring 2006, Spring 2007 and masculinity, as revealed in treatises, letters, paintings, plays and various secondary sources. 248 (C) The French Revolution as Epic {H} 4 credits Cultural and social interpretations of the funda- Jennifer Hall-Witt, Fall 2005 mental event in modern history. The staging of poli- Darcy Buerkle, Fall 2006 tics from the tribune to the guillotine. History as a Offered Fall 2005, Fall 2006 literary art in prose, poetry, drama and fi lm. Focus on Paris 1787–1795. {L/H} 4 credits 253 (L) Women in Contemporary Europe Ernest Benz A survey of European women’s experiences dur- Offered Spring 2006 ing the 20th century. Topics include the changing meanings of gender, work, women’s relationship to 249 (L) Early Modern Europe 1618–1815 the State, motherhood and marriage, shifting popu- A survey of the ancient régime. On behalf of the lation patterns and the expression and regulation central State, war-making absolutists, Enlightened of sexuality. Sources include novels, fi lms, treatises philosophies and patriotic republicans assailed and memoirs. {H} 4 credits privileges. The era culminated in the leveling of Darcy Buerkle European societies through the French Revolution Offered Spring 2007 and the industrial revolution. Open to fi rst-year students. {H} 4 credits 254 (C) 19th-Century European Thought Ernest Benz Rethinking individual and community in the wake Offered Fall 2006 of the French and industrial revolutions. Readings from de Maistre, Saint-Simon, Comte, Durkheim, 250 (L) Europe in the 19th Century Fourier, Schopenhauer, Burckhardt, Nietzsche, 1815–1914: a century of fundamental change Marx and Mill. Also considered are their views on without a general war. The international order art, religion, science and women. {H/S} 4 credits established at the Congress of Vienna and its chal- Ernest Benz lengers: liberalism, nationalism, Romanticism, Offered Fall 2006 socialism, secularism, capitalism and imperialism. Open to fi rst-year students. {H} 4 credits 255 (C) 20th-Century European Thought Ernest Benz The cultural context of fascism. Readings from Offered Fall 2005, Spring 2007 Nietzsche, Sorel, Wilde, Pareto, Marinetti, Mus- solini and Hitler, as well as studies of psychology, degenerate painting and music. Both politicians

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and artists claimed to be Nietzschean free spirits. Africans, Europeans and Native Americans to the Who best understood his call to ruthless creativity? new multi-ethnic societies that emerged during {H/S/A} 4 credits the three centuries of colonization and resistance. Ernest Benz The study of sexuality, gender ideologies and the Offered Fall 2005 experiences of women are integral to the course and essential for understanding political power and Africa cultural change in colonial Latin America. Open to fi rst-year students. {H} 4 credits FYS 126 Biography in African History Ann Zulawski Offered Fall 2005, Fall 2006 257 (L) East Africa in the 19th and 20th Centuries HST 261/LAS 261 (L) National Latin America, A comparative introduction to the peoples of 1821 to the Present Tanzania, Uganda, and Kenya and surrounding A thematic survey of Latin American history in the areas. Topics include: the dynamics of precolo- 19th and 20th centuries focusing on the develop- nial cultures, ecologies and polities; the effects of ment of export economies and the consolidation of the Indian Ocean slave trade; changing forms of the state in the 19th century, the growth of political imperialism; local forms of resistance and accom- participation by the masses after 1900 and the ef- modation to imperial power; nationalist struggles forts of Latin Americans in the second half of the and decolonization; postcolonial crises and present 20th century to bring social justice and democracy challenges. Open to fi rst-year students. {H/S} 4 to the region. Open to fi rst-year students. {H} credits 4 credits David Newbury Ann Zulawski Offered Fall 2005 Offered Spring 2006, Spring 2007

258 (L) History of Central Africa 263 (C) Continuity and Change in Spanish Focusing on the former Belgian colonies of Congo, America and Brazil Rwanda and Burundi from the late 1800s, this Topic: Latin America and the United States. course seeks to explore and then transcend, the This class offers an overview of U.S. policy in Latin powerful myths that adhere to this area of the America from the 19th century to the present. world, the setting for Joseph Conrad’s Heart of However its main focus in on Latin America; it is in- Darkness. Topics include precolonial cultural tended to be a view from the south. From the Mon- diversities; economic extraction in the Congo Free roe Doctrine and Manifest Destiny to the Cold War, State; the colonial encounter and colonial experi- the drug war and war against terrorism this class ences; decolonization and the struggles over defi n- will examine how Latin American governments and ing the state; and postcolonial catastrophes. {H/S} citizens have collaborated with, challenged and 4 credits resisted U.S. hegemony in the hemisphere. {H/S} David Newbury 4 credits Offered Spring 2006 Ann Zulawski Offered Fall 2005 AAS 218 History of Southern Africa United States Latin America 265 (L) North America in an Age of Empires HST 260/LAS 260 (L) Colonial Latin America, and Revolutions, 1500–1800 1492–1825 An introduction to the social, political and cultural The development of Latin American society during history of the peoples of North America during the the period of Spanish and Portuguese rule. Social eras of colonization and the American Revolution. and cultural change in Native American societies Suitable for fi rst-year students. {H} 4 credits as a result of colonialism. The contributions of Neal Salisbury Offered Spring 2007

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267 (L) The United States since 1865 since 1865. Focus on social and cultural history Survey of the major economic, political and social to understand how women have both experienced changes, primarily from the perspectives of ordi- and shaped the defi ning events of this period, in- nary people, to understand their role in shaping cluding colonization, emancipation from slavery, the defi ning events of this period, including colo- racial segregation, industrial capitalism, imperial- nization, emancipation from slavery, racial segre- ism, mass migration, urbanization, mass culture, gation, industrial capitalism, imperialism, mass nationalism, war, liberatory movements for social migration, urbanization, mass culture, nationalism, justice and global capitalism. Suitable for fi rst-year war, liberatory movements for social justice and students. Students who have taken HST 178 cannot global capitalism. Suitable for fi rst-year students. take this class for credit. {L/H} 4 credits {H} 4 credits Jennifer Gugliemo W. Lane Hall-Witt Offered Spring 2006 Offered Spring 2006 279 (L) The Culture of American Cities 268 (L) Native American Indians, 1500– The social, economic, cultural and political pro- Present cesses shaping the city from the 18th century to An introduction to the economic, political and cul- the present. The impact of commercial capitalism, tural history of Native Americans and their relations industrialization, immigration and suburbaniza- with non-Indians. Suitable for fi rst-year students. tion. Particular attention to urban space and place, {H} 4 credits gender and the creation of new cultural forms. Neal Salisbury Case-studies of New York, Chicago and Los Angeles. Offered Fall 2005, Fall 2006 {H} 4 credits Helen Horowitz 270 (C) Aspects of American History Offered Fall 2005, Fall 2006 Topic: The American Southwest. This course will examine the historical origins, development and 280 (C) Problems of Inquiry identities of the American Southwest, paying par- Topic: Women Writing Resistance. Women’s testi- ticular attention to racial issues and the politics of mony as a tool for understanding U.S. history in the slavery, the signifi cance of borderlands and bound- 19th and 20th centuries. How women have used aries in the region and the issues of expansionism cultural work to unmask power relations in their and nationalism as part of the region’s history. confrontations with colonialism, racism, patriarchy, An integral part of the course will be studying the war and capitalism. Women’s writing—speeches, Southwest as a distinctive area, as well as in com- journalism, essays, journal entries, etc.—in com- parison to other regions. {H} 4 credits parison with other forms of creative expression Debbie Cottrell such as visual art, oral history, music, folklore and Offered Spring 2006 political action. Central focus on the production of knowledge and experience to explore what consti- 273 (L) Contemporary America tutes history. {H/L} 4 credits The United States’ rise to global power since 1945, Jennifer Guglielmo the Cold War, McCarthyism, the political upheaval Offered Spring 2006 of the 1960s and the politics of scarcity and the reorientation of American politics at the end of the AAS 278 The ’60s: A History of Afro- 20th century. {H} 4 credits Americans in the United States from 1954 to Daniel Horowitz 1970 Offered in 2006–07 AMS 302 Seminar: The Material Culture of 278 (L) Women in the United States, 1865 to New England, 1630–1860 Present Explores how women have created culture, com- munity and consciousness in the United States

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289 (C) Aspects of Women’s History {H/S} 4 credits Topic: The History of Sexuality from the Victo- Darcy Buerkle rians to the Kinsey Report. This course traces the Offered Spring 2007 history of sexuality in the West from the early 1800s to the 1950s. By investigating a variety of primary 355 Topics in Social History sources, including the writings of evangelicals, Topic: History of Fertility Control. From hunt- freethinkers, doctors, social purity reformers, sex- ing-gathering to population explosions worldwide. ologists, literary fi gures, eugenicists and pro-natal- Europe as the homeland of late marriage, wide- ists, it examines how sexuality came to be seen as a spread contraception and feminism. Special atten- central component of both individual identity and tion to the British case from 1540 to the present. national strength during this period. By examin- {H/S} 4 credits ing sources that focus on how the average person Ernest Benz thought about sex, it also goes beyond public dis- Offered Spring 2007 course to the realm of lived experience, at least as related in diaries, letters and surveys. {H} 4 credits 361 Problems in the History of Spanish Jennifer Hall-Witt America and Brazil Offered Spring 2006 Topic: Public Health and Social Change in Latin America, 1850–Present. The relationship between scientifi c medicine and state formation in Latin Colloquia in Comparative America. Topics include Hispanic, Native American and African healing traditions and 19th-century History politics; medicine and liberalism; gender, race and medicine; eugenics and Social Darwinism; the Rockefeller Foundation’s mission in Latin America; Seminars medicine under populist and revolutionary govern- ments. {H/S} 4 credits 335 Topics in British History Ann Zulawski Topic: English Constitutional Revolutions of the Offered Fall 2006 17th Century. An examination of two constitutional watersheds, the trial and execution of Charles I in LAS 301 Topics in Latin American Studies 1649 and the settlement following the “Glorious Topic: Culture and Society in the Andes. {H/S} Revolution” of 1688–89. Among the issues to be in- 4 credits vestigated will be divine right, the right of resistance, Ann Zulawski the rule of law, republicanism, popular sovereignty Offered Spring 2006 and succession to the crown. {H/S} 4 credits Howard Nenner 370 The Age of the American Revolution Offered Fall 2005 Topic: Social Change and the Birth of the United States, 1760–1800. Relationships between the 350 Modern Europe revolution, ideology and social changes, with Topic: The History of Psychoanalysis. Psychoanal- particular attention to questions of class, race and ysis as an important moment in the social, intel- gender. {H} 4 credits lectual and cultural history in Europe from the late Neal Salisbury 18th to early 20th centuries. The emerging tradi- Offered Fall 2005, Fall 2006 tions of psychiatry that predate Freud’s work. Topics include the origins of psychiatric professionalism, 372 Problems in American History mental medicine and degenerationist theory, psy- 4 credits chiatry and the beginnings of medical sexology, the rise of legal psychiatry, the role of gender in early Topic: Globalization, Im/migrant Cultures and psychiatry. Wide readings in primary texts and se- Transnational Politics in United States History lected historical monographs. Historicizing the phenomenon of globalization by investigating the signifi cance of immigrant

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cultures and transnational cultural-political move- ments to the 20th-century United States. How have The Major these movements challenged narratives of global Advisers: Ernest Benz, Daniel Gardner, Jennifer capitalism as a positive process of “investment,” Guglielmo, Richard Lim, Howard Nenner, David “progress” and “development”? What are the his- Newbury, Neal Salisbury, Joachim Stieber, Ann torical roots to such contemporary cross-border Zulawski. movements as labor radicalism, Black Liberation, feminism and anti-colonialism? How have people The history major comprises 11 semester courses, historically responded to experiences of displace- at least six of which shall normally be taken at ment and migration by redefi ning the meanings Smith, distributed as follows: of home and citizenship? How do contemporary diasporic and “post-colonial” movements in music, 1. Field of concentration: fi ve semester courses, at art and literature, emerge out of a long history of least one of which is a Smith history department transnational activism? {H} 4 credits seminar. Two of these may be historically ori- Jennifer Guglielmo ented courses at the 200-level or above in other Offered Fall 2005 disciplines approved by the student’s adviser Fields of concentration: Antiquity; Islamic Mid- Topic: History of Consumer Culture in the Unit- dle East; East Asia; Europe, 300–1650; Europe, ed States, 1880–1980 1650–to the present; Africa; Latin America; Daniel Horowitz United States. Offered Fall 2005 Note: A student may also design a fi eld of con- centration, which should consist of courses 383 Research in U.S. Women’s History: The related chronologically, geographically, meth- Sophia Smith Collection odologically or thematically (e.g., Britain, Com- Topic: American Women in the 19th and 20th parative Colonialism, Russian and Soviet history Centuries. and culture, Women’s History) and must be {H} 4 credits approved by an adviser. Helen Horowitz 2. Additional courses: six courses, of which four Offered Spring 2006, Spring 2007 must be in two fi elds distinct from the fi eld of concentration. Two of these six may be cross- 390 Teaching History listed courses in the history department. A consideration of how the study of history, broadly 3. No more than two courses taken at the 100-level conceived, gets translated into curriculum for may count toward the major. middle and secondary schools. Addressing a range 4. Geographical breadth: among the 11 semester of topics in American history, students will develop courses counting towards the major there must lesson and unit plans using primary and secondary be at least one course each in three of the fol- resources, fi lms, videos and Internet materials. lowing geographical regions. Discussions will focus on both the historical con- Africa tent and on the pedagogy used to teach it. Open to East Asia and Central Asia upper-level undergraduates and graduate students. Europe Does not count for seminar credit in the history Latin America major. {H} 4 credits Middle East and South Asia Peter Gunn North America Offered Fall 2005 Courses both in the fi eld of concentration and outside the fi eld of concentration may be used to 404 Special Studies satisfy this requirement. AP credits may not be used By permission of the department. to satisfy this requirement. 4 credits The S/U grading option is not allowed for Offered both semesters each year courses counting toward the major.

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A student may count one (but only one) AP The honors program is a one-year program taken examination in history with a grade of 4 or 5 as the during the senior year. Students who plan to enter equivalent of a course for 4 credits toward the ma- honors should present a thesis project, in consulta- jor. If the examination is in American history and tion with an adviser, no later than preregistration the student’s fi eld of concentration is United States, week of the spring semester of their junior year. the course it replaces must be in the concentration; Students spending the junior year away should otherwise, the course it replaces must be one of submit their proposal to the director of honors in the additional courses. Similarly, if the examina- the spring semester and must apply not later than tion is in European history, the student may use it the second day of classes of the fall semester of toward the concentration in Europe, 1650 to the their senior year. present; otherwise, the course it replaces must be The central feature of the history honors pro- one of the additional courses. gram is the writing of a senior thesis, which is due on the fi rst day of the spring semester of the senior year. The preparation of the thesis counts for eight Study Away credits during the fall semester of the senior year. Each honors candidate defends her thesis in the A student planning to study away from Smith during week before spring recess at an oral examination the academic year or during the summer must con- in which she relates her thesis topic to a broader sult with a departmental adviser concerning rules fi eld of historical inquiry, defi ned with the approval for granting credit toward the major or the degree. of the director of honors. Students must consult with the departmental ad- The history honors major comprises 11 semes- viser for study away both before and after their ter courses, at least six of which shall normally be participation in Junior Year Abroad programs. taken at Smith, distributed as follows:

Adviser for Study Away: Joachim Stieber. 1. Field of concentration: four semester courses, at least one of which is a Smith history department seminar. Two of these may be historically ori- The Minor ented courses at the 200-level or above in other disciplines, approved by the student’s adviser. Advisers: same as those listed for the major. 2. The thesis counting for two courses (eight cred- its). The minor comprises fi ve semester courses. 3. One semester course in ancient history. At least three of these courses must be related 4. Four history courses or seminars (16 credits) chronologically, geographically, methodologically in a fi eld or fi elds other than the fi eld of con- or thematically. At least three of the courses will centration. One of these may be a course cross- normally be taken at Smith. Students should con- listed in the history department. sult their advisers. 5. No more than two courses taken at the 100-level The S/U grading option is not allowed for may count toward the major. courses counting toward the minor. 6. Geographical breadth: among the 11 semester courses counting towards the major there must be at least one course each in three of the fol- Honors lowing geographical regions. Africa Director: Ann Zulawski East Asia and Central Asia Europe 431 Thesis Latin America 8 credits Middle East and South Asia Offered Fall semester each year North America

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Courses in the fi eld of concentration and outside the fi eld of concentration may be used to satisfy this requirement. AP credits may not be used to satisfy this requirement. Graduate

511 Problems in European History to 1300 {H} 4 credits

521 Problems in Early Modern History {H} 4 credits

541 Problems in Modern European History {H} 4 credits

571 Problems in American History {H} 4 credits

580 Special Problems in Historical Study Arranged individually with graduate students. {H} 4 credits Offered both semesters each year

590 Research and Thesis {H} 4 credits Offered both semesters each year

590d Research and Thesis {H} 8 credits Full-year course; offered each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Jeffry Ramsey, Associate Professor of Philosophy, Lâle Aka Burk, Senior Lecturer in Chemistry Director David Dempsey, Museum of Art Nicholas Russell, Assistant Professor of French Robert Dorit, Associate Professor of Biological Studies Sciences Marjorie Senechal, Professor of Mathematics and *1 Craig Felton, Professor of Art of History of Science and Technology †1 Nathanael Fortune, Associate Professor of Physics Gregory Young, Instructor, Science Center Machine †1 Laura Katz, Associate Professor of Biological Shop Sciences Albert Mosley, Professor of Philosophy Kennedy Professor in Renaissance Studies Douglas Lane Patey, Professor of English Language Andreas Kleinert (2006) and Literature

Smith’s Program in the History of Science and 207/ENG 207 The Technology of Reading and Technology is designed to serve all Smith students. Writing Courses in the program examine science and tech- (Pending CAP approval.) nology in their historical, cultural and social con- An introductory exploration of the physical forms texts and the ways in which they have shaped and that knowledge and communication have taken continue to shape human culture (and vice versa). in the West, from ancient oral cultures to modern Linking many disciplines and cultures, the minor print-literate culture. Our main interest will be complements majors in the humanities, social sci- in discovering how what is said and thought in a ences and the natural sciences. culture refl ects its available kinds of literacy and media of communication. Topics to include poetry 112 Images and Understanding and memory in oral cultures; the invention of writ- Plato contended that god did not give the universe ing; the invention of prose; literature and science in eyes because, since the universe contains every- a script culture; the coming of printing; changing thing, there is nothing external to see. On the other concepts of publication, authorship and originality; hand, we use the expression “I see” as a synonym movements toward standardization in language; for “I understand.” In this course we will study political implications of different kinds and levels key historical events that have shaped the images of literacy. [3e] {L} 4 credits through which we understand the world. Top- Douglas Patey ics and questions to be considered include: the Offered Fall 2005 structure of the eye and the process of perception; theories of light; visual instrumentation; imaging in 211 Perspectives in the History of Science science and in art; and the use of visual metaphors Topic: Renaissance and Revolution in Science, in scientifi c thinking. {H/N} 4 credits 1350 to 1700 Jeffry Ramsey Discussion of the interactions between economic, Offered Fall 2005 technological and cultural phenomena such as

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 275275 77/26/05/26/05 9:15:249:15:24 AMAM 276 Program in the History of Science and Technology

Humanism and Renaissance, the new art of print- and studying pottery, skeletal remains, stone and ing, the Lutheran Reformation and the Enlighten- metal objects and organic materials. Archaeologi- ment etc. and outstanding achievements in early cal theory and method and how each affects the modern science (e.g. the work of Copernicus, reconstruction of the past. Illustrative material, Vesalius, Galileo, Kepler and Newton). The impact both prehistorical and historical, will be drawn of instruments on culture and science will also be primarily but not exclusively from the culture of the addressed. {H/N} 4 credits Mediterranean Bronze Age and the time of Homer. Andreas Kleinert Enrollment limited to 30. {H/S} 4 credits Offered Fall 2006 Susan Allen Offered Fall 2005 285/CLT 285 Mnemosyne: Goddess or Demon For the ancient Greeks, Mnemosyne (the Greek AST 102 Sky I: Time word for memory) was a goddess who gave them Explore the concept of time, with emphasis on the control over time and truth. More recently, the astronomical roots of clocks and calendars. Ob- Western tradition has described memory rather serve and measure the cyclical motions of the sun, as a source of uncertainty and chaos. However, the moon and the stars and understand phases of whether in fear or in awe, the West has always the moon, lunar and solar eclipses, seasons. En- described memory as central to the human experi- rollment limited to 25 per section. {N} 3 credits ence. This course will explore literary and scientifi c Suzan Edwards, Meg Thacher descriptions of memory in several periods from Offered both semesters each year antiquity to the present. Texts by Hediod, Pindar, Plato, Augustine, Aquinas, Petrarch, Marguerite EGR 101 Structures and the Built de Navarre, Freud, Proust, Borges and Kis, among Environment others. {L} 4 credits This course, designed for a general audience, Nicolas Russell examines the development of large structures Offered Fall 2005 (towers, bridges, domes) throughout history with emphasis on the past 200 years. Following the evo- 404 Special Studies lution of ideas and materials, it introduces students 4 credits to the interpretation of signifi cant works from sci- Offered both semesters each year entifi c, social and symbolic perspectives. Examples include the Brooklyn Bridge, the Eiffel Tower and the Big Dig. {N} 4 credits Cross-Listed Courses Andrew Guswa Offered Fall 2005 ANT 248 Medical Anthropology The cultural construction of illness through an PHI 224 Philosophy and History of Scientifi c examination of systems of diagnosis, classifi cation Thought and therapy in both non-Western and Western Case studies in the history of science are used societies. Special attention given to the role of the to examine philosophical issues as they arise in traditional healer. The anthropological contribution scientifi c practice. Topics include the relative to international health care and to the training of importance of theories, models and experiments; physicians in the United States. Enrollment limited realism; explanation; confi rmation of theories and to 30. {S/N} 4 credits hypotheses; causes; and the role of values in sci- Donald Joralemon ence. {N} 4 credits Offered Fall 2005 Jeffry Ramsey Offered Spring 2007 ARC 211 Introduction to Archaeology An introduction to interdisciplinary archaeological PHY 105 Principles of Physics: Seven Ideas inquiry. The goals of archaeology; concepts of time that Shook the Universe and space; excavation techniques; ways of ordering This conceptual course explores the laws of

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mechanics, electricity and magnetism, sound and light, relativity and quantum theory. It is designed for nonscience majors and does not rely on math- ematical tools. Lecture demonstrations and some hands-on investigation will be included. {N} 4 credits Malgorzata Zielinska-Pfabé Offered Spring 2006

PPY 209 Philosophy and History of Psychology The course will examine how the child learns her fi rst language. What are the central problems in the learning of word meanings and grammars? Evi- dence and arguments will be drawn from linguis- tics, psychology and philosophy and cross-linguis- tic data as well as English. Prerequisite: either PSY 111, PSY 233, PHI 100, or PHI 236, or permission of the instructor. {N} 4 credits Peter de Villiers and Jill de Villiers Offered Spring 2006 The Minor Requirements: Two courses in the natural or mathematical sciences and two courses in history, chosen in consultation with the student’s minor adviser and two courses in (or cross-listed in) the history of science and technology program. Nor- mally one of the history of science and technology courses will be Special Studies, 404a or 404b, but another course may be substituted with the approv- al of the adviser. Work at the Smithsonian Institu- tion in the Picker Program counts as one course toward the minor. Students considering a minor in the history of the science and technology are urged to consult with their advisers as early as possible.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 277277 77/26/05/26/05 9:15:249:15:24 AMAM 278 International Relations

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers †2 Mahnaz Mahdavi, Professor of Economics **1 Steven Martin Goldstein, Professor of Mlada Bukovansky, Associate Professor of Government Government, Director Elizabeth Erickson Hopkins, Professor of Robert A. Eskildsen, Assistant Professor of History Anthropology *2 Jacques Hymans, Assistant Professor of *1 Elliot Fratkin, Professor of Anthropology Government Gregory White, Associate Professor of Government

The international relations minor offers an oppor- ECO 211 Economic Development tunity for students to pursue an interest in interna- ECO 213 The World Food System tional affairs as a complement to their majors. The GEO 109 The Environment program provides an interdisciplinary course of GOV 233 Problems in Political Development study designed to enhance the understanding of the GOV 246 Perspectives on War complex international processes—political, eco- GOV 252 International Organizations nomic, social, cultural and environmental—that GOV 254 Politics of the Global Environment are increasingly important to all nations. GOV 341 Seminar in International Politics: In keeping with the interdisciplinary nature of International Perspectives on the minor, beyond completion of GOV 241, stu- Contemporary Security Issues dents may take no more than two courses in any 2. One course in international economics or one department to count toward the minor. fi nance: Requirements: six semester courses including ECO 209 Comparative Economic Systems GOV 241, plus one course from each of the follow- ECO 296 International Finance ing fi ve groups: GOV 242 International Political Economy

1. One course in global institutions or problems, 3. One course in contemporary American foreign such as international law or organizations, policy: economic development, arms control and disarmament, the origins of war, resource and GOV 244 Foreign Policy of the United States environmental issues, or world food problems. HST 273 Contemporary America Among courses at Smith would be the following: ANT 232 Third World Politics: Anthropological 4. One course in modern European history or Perspectives government with an international emphasis: ANT 241 Anthropology of Development GOV 221 European Politics ANT 243 Indigenous Traditions and Ecology GOV 352 Seminar in Comparative Government ANT 340 Seminar: Postcolonial Politics: Identity, and International Relations: European Power and Confl ict in the Developing Integration World HST 239 Russia and Its Cultural Frontiers ANT 341 Seminar: End Time: Sacred Power in HST 245 The Middle Ages and the Renaissance Global Politics in European Thought, 1750–1870

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HST 247 Aspects of Russian History REL 275 Religious History of India (Ancient and HST 250 Europe in the 19th Century Classical) HST 251 Europe in the 20th Century REL 276 Religious History of India (Medieval and Modern) 5. One course on the economy, politics, or society of a region other than the United States and Eu- Middle East rope: GOV 224 Islam and Politics in the Middle East Africa GOV 229 Government and Politics of Israel GOV 248 The Arab-Israeli Dispute ANT 232 Third World Politics: HST 208 The Shaping of the Modern Anthropological Perspectives Middle East ECO 311 Seminar: Topics in Economic HST 209 Aspects of Middle Eastern History Development: Topic: Economic REL 245 The Islamic Tradition Development in East Asia GOV 224 Islam and Politics in the Middle East Latin America GOV 227 Contemporary African Politics GOV 232 Women and Politics in Africa ANT 237 Native South Americans: Conquest GOV 345 Seminar in International Politics: and Resistance South Africa in the Globalized Context ECO 318 Seminar: Latin American GOV 346 Seminar in International Relations: Economics Regionalism and the International GOV 226 Latin American Political Systems System GOV 322 Seminar in Comparative Government: GOV 347 Seminar in International Politics and Mexican Politics from 1910–Present Comparative Politics: Algeria in the HST 261 National Latin America, 1821 to the International System Present HST 263 Continuity and Change in Spanish Asia America and Brazil GOV 228 Government and Politics of Japan At the discretion of the adviser, equivalent courses GOV 230 Government and Politics of China may be substituted. GOV 344 Seminar on Foreign Policy of the Chinese People’s Republic: The Cross-Strait Controversy: Taiwan, the United States and the People’s Republic of China GOV 348 Seminar in International Politics: Confl ict and Cooperation in Asia GOV 349 Seminar in International Relations and Comparative Politics: The Political Economy of the Newly Industrializing Countries of Asia HST 212 China in Transformation A.D. 700–1900 HST 218 Thought and Art in China: Confucian and Taoist Thought and Art HST 221 The Rise of Modern Japan HST 222 Aspects of Japanese History REL 260 Buddhist Thought

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 279279 77/26/05/26/05 9:15:249:15:24 AMAM 280 Interterm Courses Offered for Credit

Visiting faculty and some lecturers are generally appointed for a limited term.

EAL 115j Kyoto Then and Now (2 credits)

ESS 175j Applied Exercise Science (2 credits) ESS 910j Badminton (1 credit) ESS 945j Physical Conditioning (1 credit)

FRN 255j Speaking (Like The) French: Conversing, Discussing, Debating, Arguing (4 credits)

GEO 223j Geology of Hawaiian Volcanoes (1 credit) GRK 101j Readings in the Greek New Testament (1 credit)

IDP 100j Critical Reading and Discussion: ‘Booktitle’ (1 credit) Sectioned course Tom Riddell, Course Director

IDP 108j Intellectual Inquiry (1 credit)

SPN 218j Speaking Spanish in Context (4 credits)

A schedule of important dates and information applicable to January Interterm courses is issued by the registrar’s offi ce prior to preregistration in the fall.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 280280 77/26/05/26/05 9:15:249:15:24 AMAM 281 Italian Language and Literature

Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Senior Lecturer Alfonso Procaccini, Ph.D. Vittoria Offredi Poletto, M.A. Giovanna Bellesia, Ph.D, Chair Lecturers Associate Professor Serena Grattarola, M.A. †1 Anna Botta, Ph.D. (Italian and Comparative Rosetta Caponetto, M.A. Literature) Maria Succi-Hempstead

Assistant Professor Assistant Federica Anichini, Ph.D. Marino Forlino, Laurea

Students planning to major in Italian and/or in- 110y Elementary Italian tending to spend their Junior Year in Italy should One-year course that covers the basics of Italian start studying Italian in their fi rst semester in order language and culture and allows students to enroll to meet all requirements. ITL 110y, the Accelerated in ITL 220, ITL 230 and ITL 250 the following Beginning Italian course, carries 10 credits and year. Preference is given to all fi rst-year students meets for both the fall and spring semesters. planning to go to Italy for their junior year. Three All students going to Florence for their Junior class meetings per week plus required weekly Year Abroad must take ITL 250 in the spring of multimedia work and a discussion session. Enroll- their sophomore year. Those students who decide ment limited to 16 per section. Students entering in belatedly to begin their study of Italian in the sec- the spring need permission of the department and ond semester, must take ITL 111 in the spring. In must take a placement exam. Students must stay in their sophomore year they will also be required the same section all year. {F} 10 credits to do some extra readings during Winter Break in Giovanna Bellesia, Director, Fall 2005 order to be ready for ITL 250. Serena Grattarola, Director, Spring 2006 Students who did not take Italian in their fi rst Members of the department year and wish to apply to the JYA program in Flor- Full year course; Offered each year ence must successfully complete an intensive sum- mer program approved by the Italian department. 111 Accelerated Elementary Italian I One-semester course designed for students who might have missed the opportunity to take our A. Language highly recommended yearlong ITL 110y course. It will cover two-thirds of the material of ITL 110y in Credit is not granted for the fi rst semester only of one semester. Three class meetings per week plus our introductory language course ITL 110y. No required weekly multimedia work and a discussion satisfactory/unsatisfactory grades allowed in Italian session. Preference is given to all fi rst-year students language courses. planning to go to Italy for their junior year. Enroll- ment limited to 16 per section. 5 credits Members of the department Offered each Spring

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220 Intermediate Italian sance. Students must also enroll in a discussion Comprehensive review through practice in writing section where they will do intensive work on their and conversation. Discussion, compositions and writing skills. Prerequisite: ITL 220, and/or 230, oral reports based on Italian literary texts and cul- and/or 231 or permission of the instructor. {L/F} tural material. Weekly conversation meetings and 5 credits multimedia work required. Prerequisite: ITL 110y Alfonso Procaccini, Federica Anichini, To be or ITL 111 or permission of the department. {F} announced 4 credits Offered each Spring Giovanna Bellesia, Vittoria Poletto Offered each Fall 251 Survey of Italian Literature II A continuation of ITL 250, concentrating on repre- 230 High Intermediate Italian sentative literary works from the High Renaissance Readings of contemporary literary texts. Review to the modern period. Normally to be taken of grammar, regular practice to improve oral during Junior Year in Florence. May be taken in and written expression. Open by permission only. Northampton as a Special Studies with the permis- Prerequisite: ITL 110y or permission of the depart- sion of the chair of the department. Prerequisite: ment. {F} 4 credits ITL 250 or permission of the chair. Rosetta Caponetto, Serena Grattarola Offered each Fall 252 ITALY: “La Dolce Vita” To acknowledge it with an adjective of its own 231 Advanced Italian making, Italy continues to project and exemplify A continuation of 220 or 230, with emphasis on a way of life that can only be described simply refi ning linguistic expression. Speaking and writing as «Italian.» We will look at Italy’s rich cultural are strongly emphasized. This course has a section history, thus examine its illustrious artistic tradi- that critically examines, through a study of a few tion as well as some of the reasons why Italy has recent Italian fi lms, political and social tensions achieved over the centuries the recognition and the that are shaping contemporary Italy. Highly recom- mystique of cultivating a philosophy of living best mended for those students planning to go to Flor- expressed by the title of Fellini’s classic fi lm, La ence for their Junior Year Abroad who need extra dolce vita. Following Fellini’s masterpiece we will work on their language skills. Prerequisite: 220 or explore the premise that art provides imaginative permission of the department. {F} 4 credits ways of viewing and enjoying, as well as offering Rosetta Caponetto unique insights into how we may learn to fashion Offered Spring 2006 creative responses to many of life’s more bitter and tragic experiences—a recurring theme present throughout Italian cultural history, from Dante’s B. Literature own classic epic The Divine Comedy (1304), to Bocaccio’s subversive/playful Decameron (1350), The prerequisite for ITL 250 is ITL 220 or ITL 230 to Puccini’s melodramatic opera Tosca (1900), to or ITL 231. Benigni’s recent popular fi lm Life is Beautiful. The class will follow a lecture/discussion format: invited The prerequisite for 300-level courses is ITL 230 Smith faculty members from other departments will or ITL 231 or permission of the instructor. join the class to share their passion and special- ized knowledge of Italian culture. Required work includes weekly readings, oral presentation in class 250 Survey of Italian Literature I and regular fi lm viewings. Knowledge of Italian Prerequisite for students applying for Junior Year is recommended but not required. Conducted in Abroad in Florence. Reading of outstanding works English. {L} 4 credits. and consideration of their cultural and social Alfonso Procaccini backgrounds from the Middle Ages to the Renais- Offered each Fall

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332 Dante: Divina Commedia—Inferno de Caldas Brito. Limited enrollment, permission of Detailed study of Dante’s Inferno in the context of the instructor required. Conducted in Italian. {L} his other works. Conducted in Italian. {L/F} 4 credits 4 credits Giovanna Bellesia Alfonso Procaccini, Fall 2005 Offered Spring 2006 Offered each year 333 Dante: Divina Commedia—Purgatorio and Cross-listed Courses Paradiso Detailed study of Dante’s Purgatorio and Paradiso No cross-listed courses will be offered in 2005–06. in the context of his other works. Conducted in Italian. {L/F} 4 credits 404 Special Studies Federica Anichini, Spring 2006 By permission of the chair, for senior majors. Offered each year 4 credits Members of the department 335 Senior Seminar: Mystical Choices: The Offered both semesters each year Power of Marginality A close comparative study of the religious outlook 408d Special Studies of women in medieval culture and 20th-century po- By permission of the chair, for senior majors. etry. The course will focus on the role of the medi- 8 credits eval mystical literature (Chiara d’Assisi, Agnese de Full-year course; Offered each year Boemia, Angela da Foligno, among others) in soci- ety, culture and literature through a close reading of primary texts and a thorough introduction to the The Major in Italian fi eld of religious experience in the Middle Ages. We will explore how, by means of radical choices, such Language and Literature as voluntary poverty and the mortifi cation of their bodies, the mistiche are located on the margins of society, yet are able to threaten the central authority Advisers: Federica Anichini, Giovanna Bellesia, of 13th-century culture. We will also investigate the Anna Botta, Alfonso Procaccini infl uence of the mistiche on culture in the 20th century (readings will include Alda Merini and Advisers for Study Abroad: Federica Anichini, Cristina Campo). Conducted in Italian. Nonmajors Giovanna Bellesia, Anna Botta, Alfonso Procaccini may do written work in English. {F/L} 4 credits Federica Anichini Basis: ITL 110y or ITL 111, ITL 220 or ITL 230 (or Offered Fall 2005 permission of the department).

344 Italian Women Writers Requirements: the basis, ten semester courses. Topic: Women in Italian Society: Yesterday, To- day and Tomorrow. This course provides an in- The following courses are compulsory for majors depth look at the changing role of women in Italian attending the JYA in Florence: society. Authors studied include Sibilla Aleramo, Sophmore year—Spring : ITL 250 Elsa Morante, Natalia Ginzburg and Dacia Maraini. JYA—Fall: Survey 2 A portion of the course is dedicated to the new JYA—Spring: ITL 235 multicultural and multi-ethnic Italian reality. The The following courses are compulsory for majors selection of texts written during the last ten to fi f- not attending the JYA in Florence: teen years by contemporary women immigrants in 250, 231, 251 Italy include works by Igiaba Scego and Christiana

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All majors in Italian language and literature must Italian faculty members outside the Italian depart- attend ITL 332 and 333 (2 semesters) and a senior ment will also fulfi ll the requirement (for instance seminar in Italian during their senior year. CLT 305 or CLT 355) when all written work is done The rest of the courses can be chosen among in Italian. Independent Studies and Honor Theses the following: 334, 338, 340, 342, 344, 346, 404, may count as part of this category. 408d, 430d, CLT 305, CLT 355. (All written work in the CLT courses and in the courses taught in Eng- Three courses in other Smith departments/pro- lish must be done in Italian to be accepted for the grams or at the University of Florence. These Italian major). courses will be chosen in accordance with the interests of the student and with the approval of the Courses taken during the Junior Year Abroad in Italian department adviser. Florence will be numbered differently and will be considered as equivalent to those offered on Relevant departments include but are not limited the Smith campus, subject to the discretion of the to American studies, archeology, art history, com- department. parative literature, classics, education, fi lm studies, government, history, history of science, interna- Majors in Italian language and literature are re- tional relations, linguistics, music, philosophy, quired to take ITL 332 and 333 (2 semesters) and religion, sociology. at least one advanced literary seminar in Italian during their senior year. One senior literature seminar (all work done in Italian). In special cases, ITL 340 (Theory and Students considering graduate school in Italian Practice of Translation), can be taken instead of language and literature are encouraged to take CLT the senior literature seminar (department permis- 300. sion required).

One semester of ITL 332 or 333 (Dante). All work The Major in Italian Studies must be done in Italian. Students should normally enroll in the fi rst semester (ITL 332) unless there Advisers: Federica Anichini, Giovanna Bellesia, is a scheduling confl ict. Anna Botta, Alfonso Procaccini Basis: ITL 110y or ITL 111, ITL 220 or ITL 230. The Minor Italian studies majors are expected to achieve com- Advisers: Federica Anichini, Giovanna Bellesia, petence in both written and spoken Italian. Partici- Anna Botta, Alfonso Procaccini pation in the Junior Year Abroad in Florence is not required but it is strongly recommended. A minor in Italian offers the student the opportu- nity to acquire the basic skills and a reasonable Requirements: the basis plus additional ten se- knowledge of the Italian language as well as an mester courses which include: overview of the history of Italian literature and culture. Furthermore, it offers the possibility for ITL 231 or 235 (offered only in Florence) students returning from study abroad to continue ITL 250 with Italian on a limited program. If a student does not wish to major in Italian, a minor would grant Three (nonlanguage) courses taken in the Italian her the opportunity of offi cial recognition for the Department on campus or during the JYA in Flor- courses taken. ence. Courses in Florence must be approved by the chair of the Italian department to count towards Basis: ITL 110d, ITL 220 or ITL 230, or permission the major in Italian studies. All courses taught by of the department.

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Requirements: Six semester courses including the following: 231and 250. Choice of two from two dif- ferent periods including: 251, 332y, 334, 338, 340, 342, 343, 344, 346, 404. At least one 300-level course must be taken during senior year.

Courses taken during the Junior Year Abroad in Florence will be numbered differently and will be considered as equivalent to those offered on the Smith campus, subject to the discretion of the department. Honors Director: Alfonso Procaccini

430d Thesis 8 credits Full-year course; Offered each year Graduate Advisers: Giovanna Bellesia, Anna Botta, Alfonso Procaccini.

An excellent knowledge of both written and spoken Italian is a prerequisite for the program. Candi- dates spend their fi rst year in Florence, enrolled at the University of Florence and at the Smith Center. Required minimum of 32 credits. The thesis is written during the second year, on campus, under the direction of a member of the department.

550d Research and Thesis 8 credits Full-year course; Offered each year

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 285285 77/26/05/26/05 9:15:259:15:25 AMAM 286 Jewish Studies

Visiting faculty and some lecturers are generally appointed for a limited term.

**2 Justin Cammy, Ph.D., Assistant Professor of **2 Justin Cammy, Assistant Professor of Jewish Jewish Studies Studies, Director Yehudit Heller, M.Ed., Lecturer in Jewish Studies †1 Lois Dubin, Associate Professor of Religion Myron Peretz Glazer, Professor of Sociology Jewish Studies Advisory Committee **1, *2 Joel Kaminsky, Associate Professor of Religion Ernest Benz, Associate Professor of History Ellen W. Kaplan, Associate Professor of Theatre Silvia Berger, Lecturer in Spanish and Portuguese Jocelyne Kolb, Professor of German Studies †1 Darcy Buerkle, Assistant Professor of History

The Jewish Studies Program fosters the interdis- pagan world, then with varieties of Christianity and ciplinary study of Jewish civilization from ancient Islam, infl uenced shifts in Jewish religious, national times until today. Students take courses in the pro- and cultural identities. The relationship between gram, as well as offerings from other departments Jews as “People of the Book” and everyday experi- in Jewish literature, history, politics, religion and ence, the pull of assimilation and the push of anti- culture. Semitism, Israel and diaspora. Journeys to great The program highly recommends the study of centers of Jewish life thorough the ages (ancient Hebrew. Students who wish to pursue advanced Israel, medieval Babylon, the Sephardic Golden Age work in Jewish studies should begin Hebrew as in Spain, Europe between enlightenment and tradi- soon as possible. JUD 100y or equivalent is re- tion, America and Israel today). An interdisciplin- quired before beginning a junior year of study in ary approach to major issues in Jewish religion, Israel. history and cultural studies over time. {H/L} 4 credits 100y Elementary Modern Hebrew Justin Cammy, Spring 2006 A yearlong introduction to modern Hebrew. Em- To be announced, Spring 2007 phasis on developing skills necessary for fl uent Offered Spring 2006, Spring 2007 reading, speaking and writing. Vocabulary and grammar are enhanced through cultural explora- 200 Intermediate Modern Hebrew tion of Israeli poetry, fi lm and music from the Top A semester-long interaction with modern Hebrew, 40. Enrollment limited to 20. {F} 8 credits with emphasis on oral profi ciency in practical Yehudit Heller conversational Hebrew and on reading and writ- Full-year course; Offered 2005–06, 2006–07 ing. Students review grammar, develop their skills as readers and writers in modern Hebrew, and 187 Text and Tradition: Jewish Civilization gain an understanding of the language as a living Through the Ages culture. Explorations of Hebrew popular culture The development of Jews and Judaism from antiq- through newspapers, fi lm, music, and readings uity through the rabbinic, medieval, and modern from Israeli short stories and poetry. Prerequisite: periods. Close readings of classic texts (bible, at least one year of college Hebrew or equivalent, talmud, midrash, mystical works, folklore, Hasidic or permission of the instructor. {F} 4 credits stories), historical documents, memoirs and more Yehudit Heller recent examples of modern Jewish literature and Offered Fall 2005 contemporary thought. How interactions with the

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CLT 218 Holocaust Literature CLT 277 At Home with Kafka: Jewish Writing Creative responses to the destruction of European of the 20th Century Jewry, differentiating between literature of the Ho- From the comedy and strangeness of the Kaf- locaust (texts written in extremis in the ghettos, kaesque to Bashevis Singer’s demons and dybbuks, camps or in hiding) and post-war literature about from the chaos of war and revolution to utopian the Holocaust. Does Holocaust literature build and dystopian landscapes, Jewish authors defi ned upon existing archetypes from Jewish literature of the modern predicament. Relationships between catastrophe or establish itself as an entirely new art and exile, language and identity, homeless literary tradition? In what ways do dynamics of ar- imaginations and imagined homecomings, folklore tistic representation respond to shifts in language, and avant-garde culture, the particularity of Jewish cultural and ideological context, audience and the experience and the universality of the Jew. Implica- passage of time? Who is authorized to tell the story tions of the choice between writing as a Jew in a of the Holocaust? How to balance competing claims so-called minor language (Hebrew and Yiddish) of individual and collective experience, the rights and writing as a minority in a major European lan- of the imagination and the pressures for historical guage. Readings from 20th-century masters of the accuracy? Considers texts from a variety of artistic novel, short story and literary theory with particular genres (diary, memoir, reportage, poetry, novel, attention to the link between modernist experimen- oral testimony, comic book, fi lm, monument, tation and the crisis of modernity. Open to students museum and literary theory), balancing works by at all levels. {L} 4 credits well-known European and American writers, and Justin Cammy the recovery of Hebrew and Yiddish voices, all in Offered Fall 2006 translation. Open to students at all levels. {H/L} 4 credits 284 The Jews of Eastern Europe Justin Cammy The history of the largest Jewish community in Offered Fall 2005 the world, from subjection under the tsars until its extermination in World War II. The interaction JUD 258/ENG 230 The Jewish Writer in between external pressures on the Jews (tsarist America legislation; pogroms; war, Revolution and Sovietiza- The Jewish writer’s engagement with America, tion; Polish nationalism) and Jewish self-assertion from the 1890s through the cultural upheavals of and modernization (religious revitalization under the 1960s. From writing on the margins in Yiddish Hasidism and its opponents; domestic forces of En- to the central role of Jews in shaping American lightenment; the new Jewish woman; language wars literature after World War II. Narratives of im- between Yiddish and Hebrew; the birth of modern migration and acculturation; the myth of America Jewish literature; the role of folklore in consolida- and its discontents; negotiating anti-Semitism in the tion of national identity; varieties of Jewish political Anglo-American literary tradition; the rise of the expression in Zionism and socialism; the shtetl and New York Intellectuals; comedy and satire; crises of ‘Yiddishland’ as virtual homeland; the Jew and the the Left involving Communism, Black-Jewish rela- multicultural city). Provides perspective on minor- tions, and 60s radicalism; and the shadow of the ity and marginality, nationalism and transnational- Holocaust. Must Jewish writing in America remain ism, collective memory and self-fashioning, and the on the margins, “too Jewish” for the mainstream Jewish question in European historical conscious- yet not ethnic enough for the new multicultural ness. Open to students at all levels. {H} 4 credits curriculum? Novels, short stories, poetry, and es- Justin Cammy says by recipients of the Nobel and Pulitzer Prizes, Offered Fall 2006 the National Book Award, and many others. {L/H} 4 credits 400 Special Studies Justin D. Cammy 1 to 4 credits Offered Spring 2006 Offered both semesters each year

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 287287 77/26/05/26/05 9:15:259:15:25 AMAM 288 Jewish Studies The Minor II. Language JUD 100y Elementary Modern Hebrew Advisers: Ernest Benz, Silvia Berger, Justin Cammy, JUD 200 Intermediate Modern Hebrew Lois Dubin, Joel Kaminsky, Ellen W. Kaplan, Joc- REL 295 Hebrew Religious Texts I elyne Kolb REL 296 Hebrew Religious Texts II Students contemplating a minor in Jewish Studies should see an adviser as early as possible to de- III. History velop a minor course program. GOV 248 The Arab-Israeli Dispute Any student who entered Smith before Sep- JUD 265 Jews and Judaism in America, tember 2005, even those who are not yet declared 1650–Present minors in Jewish studies, will be permitted to JUD 284 The Jews of Eastern Europe complete a minor in Jewish studies if she meets JUD 285 Jews and Islamic Civilization the requirements as articulated in the 2004–2005 REL 110 Archaeology of Israel and Palestine catalogue. REL 223 Insiders/Outsiders I: Jews in Modern Europe Requirements for students entering Fall 2005 REL 224 Insiders/Outsiders II: Jews and Judaism or later in Europe and America, 19th–20th A total of six courses: centuries 1. JUD 187 the basis of the minor; REL 320 Tying and Untying the Knot: Women, 2. Five additional courses to be chosen from the Marriage and Divorce in Judaism list below, and distributed over at least three of the areas of Jewish Studies (i.e., classical texts, IV. Thought language, history, thought, literature and the arts, and contemporary issues). Some courses JUD 284 The Jews of Eastern Europe appear in more than one area. A student may REL 221 Jewish Spirituality: Philosophers and use such a course to fulfi ll either one or the Mystics other of the distribution requirements, but may REL 223 Insiders/Outsiders I: Jews in Modern not use the same course to satisfy more than Europe one such requirement. Normally, a Jewish stud- REL 224 Insiders/Outsiders II: Jews and Judaism ies minor shall take four of her courses toward in Europe and America, 19th–20th the minor at Smith. The year-long JUD 100y centuries counts as one course toward the minor. The REL 227 Judaism/Feminism/Women’s Spirituality Program in Jewish studies highly encourages the study of Hebrew. V. Literature and the Arts CLT 201 Literary Anti-Semitism I. Classical Texts CLT 218 Holocaust Literature REL 210 Introduction to the Bible I CLT 275 Literatures of Zionism REL 211 Wisdom Literature and Other Books CLT 277 At Home With Kafka: Jewish Writing of from the Writings the 20th Century REL 213 Prophecy in Ancient Israel GER 250 Jews in German Culture REL 215 Introduction to the Bible II JUD 258/ENG 230 The Jewish Writer in America REL 217 The Dead Sea Scrolls, Judaism and JUD 260 Between Two Worlds: Yiddish Literature Christianity and Culture from 1862 to the Present REL 310 Sibling Rivalries: Israel and the Other in JUD 261 The Same or Other: Images of Jews in the Hebrew Bible Russian Cinema REL 315 The Search for the Historical Jesus JUD 262 Jewish American Literature, Culture and Performance

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JUD 362 Post-War American Fiction REL 110 People of the Story SPN 246 Life Stories by Latin American Jewish Writers (in Spanish) SPN 280 Life Stories by Latin American Jewish Writers THE 241 Staging the Jew VI. Contemporary Issues CLT 218 Holocaust Literature CLT 275 Literatures of Zionism CLT 277 At Home With Kafka: Jewish Writing of the 20th Century GOV 229 Government and Politics of Israel GOV 248 The Arab-Israeli Dispute GOV 323 Warring for Heaven and Earth: Jewish and Muslim Political Activism in the Middle East JUD 258/ENG 230 The Jewish Writer in America JUD 362 Post-War American Fiction REL 227 Judaism/Feminism/Women’s Spirituality Study Away Students interested in studying away from Smith, including summer study in Hebrew or Yiddish, should consult the adviser for study away, Justin Cammy.

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Visiting faculty and some lecturers are generally appointed for a limited term.

†2 Ann Leone, Professor of French Studies, Director Helen Lefkowitz Horowitz, Professor of American Nina Antonetti, Lecturer in Landscape Studies Studies and of History Jeffrey Blankenship, Lecturer in Landscape Studies Barbara Kellum, Professor of Art Michael Marcotrigiano, Professor of Biological Associated Faculty Science and Director of the Botanic Garden Carl John Burk, Professor of Biological Sciences Douglas Patey, Professor of English Language and Dean Flower, Professor of English Language and Literature Literature Gretchen Schneider, Lecturer in Art *1 Andrew Guswa, Assistant Professor of Engineering

LSS 100 Issues in Landscape Studies Veterans Memorial. (E) {H/S/A} 4 credits Through readings, discussions and a series of lec- Nina Antonetti tures by Smith faculty and guests, we will examine Offered Fall 2005 the history and infl uences out of which landscape studies is emerging. We will look at the relationship LSS 200 Socialized Landscapes: Private of this new fi eld with literary and cultural studies, Squalor and Public Affl uence art, art history, landscape architecture, history, Certain landscapes dissolve economic, political, biology and environmental sciences. What is land- social, cultural constructs to foster diversity on scape studies? Where does it come from? Why is it common ground. This course will trace the devel- important? How does it relate to, for instance, land- opment of these socialized landscapes, specifi cally scape painting and city planning? How does it link in Europe and North America in the last two centu- political and aesthetic agendas? Students may take ries, as places of reform, respite and refuge. Focus- this course twice for credit. S/U only. (E) {H/S/A} ing on a series of case studies—including urban 2 credits parks, cemeteries, shopping malls, hiking and bike Ann Leone, Director; Nina Antonetti, Co-Director trails, and amusement parks—we will character- Offered Spring 2006 ize what makes a place a socialized landscape, identify how that lanscape can improve communi- LSS 105 Introduction to Landscape Studies ties, and consider how a dysfunctional space might This introductory course will be a chronological be transformed into a socialized landscape. This and thematic exploration of the issues that defi ne discussion-based course will have a practical, i.e., the evolving fi eld of landscape studies. Topics will studio, component, as each student will attempt to range from ancient to contemporary, scientifi c to socialize a local site. Prerequisite: LSS 105 or per- artistic, cultural to political, theoretical to practical. mission of the instructor. Enrollment limited to 20. We will consider corporate, domestic, industrial, (E) {H/S/A} 4 credits post-industrial, tourist, landfi ll and agricultural Nina Antonetti landscapes. Attention will be paid to such designs Offered Spring 2006 as Versailles, Royal Botanical Garden at Kew, Boston’s Back Bay, Central Park, and the Vietnam LSS 210 Suburbia: The Middle Landscape Rural and urban landscapes are ancient, but sub-

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urban ones are modern. This course will explore LSS 300 Rethinking Landscape suburbia as its own landscape and as a borderland This seminar on landscape theory will explore between countryside and city. From the 19th-cen- myriad issues in the fi eld—including territory, tury town-planning initiatives in England to today’s expansion, sexuality, disjunction, fantasy, dwelling, sprawl in America, we will consider such com- memory, nationalism—in the context of critical munities as Port Sunlight near Liverpool, England; approaches such as modernism, deconstruction, Shaker Heights, Ohio; Levittown, New York; Co- structuralism, poststructuralism, phenomenol- lumbia, Maryland; and Celebration, Florida. Read- ogy, and feminism. Priority given to seniors, then ings on culture, politics, economics and regional juniors. Enrollment limited to12. Prerequisite: two planning will highlight some of the contradictions of the following: LSS 100, LSS 105, LSS 200, LSS that plague the conception, development and future 210 or permission of the instructor. {H/S/A} (E) of suburbia, most notably transportation/isolation, 4 credits homogeneity/inclusion, safety/security, histori- Nina Antonetti cism/utopianism, biophilia/biophobia, conformity/ Offered Spring 2006 comfort, and capitalism/pastoral aesthetic. This discussion-based course will have a pratical, i.e. LSS 350 Landscape Studies Studio—Theory studio, component, but no prior experience is nec- and Application essary. Prerequisite: LSS 105 or permission of the (Pending approval of the Committee on Academic instructor. Enrollment limited to 20. (E) {H/S/A} Priorities.) 4 credits This studio will build on the theories and concepts Nina Antonetti introduced in other landscape studies and related Offered Fall 2005 courses by considering how landscape architects, horticulturalists, engineers, and urban, regional, LSS 250/ARS 281 Landscape Studies and environmental planners reshaped the spaces Introductory Studio in which we live. Students will gain experience with This studio will consider landscapes as a loca- the design and planning processes employed by tion of evolving patterns, processes and histories professionals, while maintaining a line with current created by the interaction of humans and their theories guiding this interdisciplinary discourse. environment. We will explore the sociocultural and Projects will explore the range of visual media used environmental consequences of these interactions to communicate to 12 students. Prerequisites: LSS within the context of a process-driven workshop 100 and 105. Admission by permission of the in- format. Through a series of projects that involve structor. Priority will be given to LSS minors (start- researching, interpreting, documenting and pro- ing with seniors). (E) {A/S} 4 credits posing alternatives to local cultural landscapes, Jeffrey Blankenship each student will assemble portfolios representing Offered Spring 2006 her evolving understanding of the opportunities and constraints inherent in the management of landscape resources. These multimedia assemblies Cross Listed Courses will be composed of drawings, images and writings that range from rough thumbnail sketches to more ENG 221 Reading the Landscape composed works of interpretation. The course is A study of the ways in which language and litera- limited to 12 students. Prerequisites: LSS 100 and ture inscribe the landscape, shaping as well as 105. Admission by permission of instructor. Prior- being shaped by it. Discussion of such problematic ity given to LSS minors (starting with seniors), and issues as wilderness mythology, modern ecology, then to students with one or no previous studios. non-intervention theories, ecofeminism, nativist (E) {A/S} 4 credits perspectives and the eye as designer. Emphasis on Jeffrey Blankenship American essays, poems and narratives written in Offered Fall 2005 the aftermath of Rachel Carson’s Silent Spring, including works by Annie Dillard, Wendell Berry, Mary Oliver, Terry Tempest Williams, Edward Ab-

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bey, Barry Lopez and Gretel Ehrlich, but with some attention to 19th-century nature writers like Coo- The Minor in Landscape per, Audubon, Thoreau and Mary Austin—whose Studies works are now seen to address modern ecological issues. At least one fi eld trip. Open to non-majors. The minor consists of six courses, to be chosen in (E) {L} 4 credits consultation with a LSS adviser. One course should Dean Flower normally be at the 300 level. LSS 300 is strongly Not offered in 2005–06 recommended.

FRN 230 Readings in Modern Literature Requirements for all minors include: Topic: Dream Places and Nightmare Spaces: 1. A one-semester introductory course: LSS 105 French Literary Landscapes 2. One other LSS course: LSS 200, 210 (colloquia), Through texts by authors from Louis XIV to Colette, or LSS 100 taken twice we will discuss questions about literary uses of 3. Biology 202 and 203 (Landscape Plants and landscape: Why do we fl ee or search for a land- Issues, plus lab) scape? What makes us cherish or fear a particular place? What do landscapes tell us that the narrator We do not require a studio course in LSS or ARS, or characters cannot or will not tell? Other authors although we strongly recommend at least two stu- may include Rousseau, Victor Hugo, Chateaubri- dios for any student considering graduate studies and, Maupassant, Apollinaire, Robbe-Grillet and in landscape related fi elds. James Sacré. {L/F} 4 credits Ann Leone Students will select three other courses from the Not offered in 2005–06 list of related courses below. We encourage you to concentrate these three courses in one of the CLT 288 Bitter Homes and Gardens: Domestic following areas, in consultation with your minor Space and Domestic Discord in Three Modern adviser: Women Novelists – Landscape design, history, and theory We will analyze the ways Edith Wharton, Colette and (examples: LSS 250 and LSS 300, related Elizabeth von Arim depict domestic discord—loss, courses in art history and literature) rage, depression—through local landscapes and – Land use and development (examples: environ- domestic spaces: houses, rooms and gardens. Texts mental science and policy, engineering, urban will include Wharton’s essays on landscape and studies, sociology, studio courses) domestic design, and novels, short stories, letters, – Horticulture and plant biology and autobiographical writings by all three authors. {L} 4 credits For courses across the curriculum that are related Ann Leone to landscape studies and that may count for an Not offered 2005–06 independently designed landscape studies minor, please see our Web site FYS 141 Reading, Writing, and Placemaking http://www.Pmith.edu/landscapestudies. Ann Leone Offered Fall 2005

CLT 274 The Garden: Paradise and Battlefi eld Ann Leone Offered Spring 2006

EGR 101 Structure and the Built Environment Andrew Guswa Offered Fall 2005

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers and Members of the Latin American Michelle Joffroy, Assistant Professor of Spanish and and Latino/a Studies Committee Portuguese Marina Kaplan, Associate Professor of Spanish and Susan C. Bourque, Professor of Government Portuguese and of Latin American and Latino/a Ginetta Candelario, Assistant Professor of Sociology Studies and of Latin American and Latino/a Studies **1, †2 Dana Leibsohn, Associate Professor of Art, Velma García, Associate Professor of Government, Director (Fall) Director (Spring) Nola Reinhardt, Professor of Economics †1 Maria Estela Harretche, Associate Professor of **2 Nancy Saporta Sternbach, Professor of Spanish Spanish and Portuguese and Portuguese Marguerite Itamar Harrison, Assistant Professor of Ann Zulawski, Associate Professor of History and of Spanish and Portuguese Latin American and Latino/a Studies

FYS 151 Making Sense of the Pre-Columbian the history of Latin American and Latina (primarily The Aztec, Inka and Maya. Today these are the most Chicana) feminist thought and activism. A central famous pre-Columbian cultures. How did these goal of the course is to provide an understand- ancient people become so famous? Is their “fame” ing of the relationship between feminist thought, well-deserved? What is the pre-Columbian past, women’s movements and local/national contexts and how has it been constructed, reconstructed and conditions. The writings of Latin American and and represented—both in antiquity and in the Latina feminists will comprise the majority of the present? Focusing on ancient Latin American art, texts; thus we are limited to the work of those who architecture and archaeology, this seminar will write and/or publish in English. (Students who consider what is under excavation today and how are profi cient in Spanish or Portuguese will have archaeological practice produces knowledge of the an opportunity to read feminist materials in those past; how museums shape current thinking about languages for their written projects.) Prerequisites: pre-Columbian cultures; the ethics and economics SOC 101, LAS 100 or WST 150. {H/S} 4 credits of collecting pre-Columbian antiquities, and con- Ginetta Candelario nections between tourism and pre-Columbian ar- Offered Fall 2005 chaeology. Ancient looters and colonial cabinets of curiosity, contemporary fi lm and computer imaging LAS 260/HST 260 (L) Colonial Latin America, software will also play a role in our investigation of 1492–1821 pre-Columbian histories. (WI) 4 credits The development of Latin American society dur- Dana Leibsohn (Art) ing the period of Spanish and Portuguese rule Offered Fall 2005 (approximately 1500–1825). Social and cultural change in Native American societies as a result of LAS 244/SOC 244 Feminisms and Women’s colonialism. The contributions of Africans, Europe- Movements: Latin American Women’s and ans and Native Americans to the new multi-ethnic Latinas’ Pursuit of Social Justice societies that emerged during the three centuries of This course is designed to familiarize students with colonization and resistance. The study of sexuality,

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gender ideologies and the experiences of women tory and humorous, with echoes of the Popol Vuh are integral to the course and essential for under- and of Cortázar. We will strengthen this hybridity, standing political power and cultural change in as well as the interdisciplinary focus of LALS, by colonial Latin America. Basis for LALS major. {H} reading other texts from other disciplines (such 4 credits as a Puerto Rican novel, or a sociological account Ann Zulawski of women and protest in Argentina). Our goal will Offered Fall 2005, Fall 2006 be to test the explanatory power of theory against practice—and the other way around. The theory LAS 261/HST 261 (L) National Latin America, includes representative readings of Ranajit Guha 1821 to the Present and Dipesh Chakrabarty, from India, the Latin A thematic survey of Latin American history in the Americanists John Beverly, Joanne Rappaport, Wal- 19th and 20th centuries focusing on the develop- ter Mignolo, and other primary texts by José Marti ment of export economies and the consolidation of and Fernando Ortiz. {L} 4 credits the state in the 19th century, the growth of political Marina Kaplan participation by the masses after 1900, and the Offered Spring 2006 efforts of Latin Americans in the second half of the 404 Special Studies 20th century to bring social justice and democracy 4 credits to the region. Basis for the LALS major. {H} Offered both semesters each year 4 credits Ann Zulawski Offered Spring 2006, Spring 2007 The Major 301 Seminar: Topics in Latin American and This major builds on a basic understanding of Latino/a Studies the history of Latin America and a developing profi ciency in Spanish. (A reading knowledge of Culture and Society in the Andes Portuguese is also recommended.) Following this, This seminar examines the history and culture a program of studies is developed that includes of the core area of Andean civilization (Ecuador, courses related to Spanish America and/or Brazil Peru, and Bolivia) from the pre-Columbian period from the disciplines of anthropology, art, dance, to the present. We will study Andean cosmology economics, government, history, literature, sociol- and the area’s unique social and economic orga- ogy and theatre. nization before the arrival of the Spanish; changes The S/U grading option is not allowed for in social structure and gender ideologies under courses counting towards the major. colonialism; capitalist expansion, liberalism and Students choosing to spend the junior year native protest; indigenismo, labor organization studying in a Latin American country should con- and the Left; gender and Aymara and Quechua sult with the appropriate advisers: culture today; the struggle against neoliberalism. {H/S} 4 credits Adviser for Study Abroad in Spanish America: Ann Zulawski Majors should see their academic advisers. Offered Spring 2006 Adviser for Study Abroad in Brazil: Marguerite Latin American Subaltern Studies and Interdis- Harrison, Department of Spanish and Portuguese ciplinarity What is left of Third World studies after global- Five-Year option with Georgetown University: ization? Or what is left of resistance today? As a students interested in pursuing graduate studies in possible response to such questions, we will read LAS have the option of completing an M.A. in Latin some theoretical approaches to subaltern studies, American studies at Georgetown University in only as well as documents of the Zapatista revolution one extra year and a summer. Those interested in Chiapas. Subcomandante Marcos’s Zapatista must consult with an LALS adviser during their chronicles are political, but also literary, denuncia- sophomore year or early in their junior year.

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Students primarily interested in Latin American 318 Seminar: Latin American Economists literature may wish to consult the major programs Offered Fall 2005 available in the Department of Spanish and Portu- guese. Government Basis: LAS 260/HST 260 and LAS 261/HST 261 216 Minority Politics Offered Fall 2006 Other Requirements: 226 Latin American Political Systems 1. Two courses in Spanish American literature usu- Offered Spring 2006, Spring 2007 ally SPN 260 and SPN 261. Advanced language 237 Colloquium: Politics of the U.S./Mexico students may replace one of these with a topics Border course, such as SPN 372 or SPN 373. A reading Offered Spring 2006, Spring 2007 knowledge of Portuguese and/or one course 307 Seminar in American Government related to Brazil is recommended. Topic: Latinos and Politics in the United States 2. Six semester courses (at the intermediate or Offered Fall 2006 advanced level) dealing with Spanish America 322 Seminar in Comparative Government and Brazil; at least two of the six must be in the Topic: Mexican Politics from 1910–Present social sciences (anthropology, economics, his- Offered Fall 2005 tory, government, sociology); at least one four- credit course must be in the arts (art history, History dance, theatre, fi lm); at least two of the six must 260 Colonial Latin America, 1492–1825 be at the 300-level. Offered Fall 2005, Fall 2006 261 National Latin America, 1821 to the Present Offered Spring 2006, Spring 2007 Approved courses for 263 Continuity and Change in Spanish America and Brazil 2005–06: Topic: Latin America and the United States Offered Fall 2005 Anthropology 361 Problems in the History of Spanish America and Brazil 237 Native South Americans Topic: Public Health and Social Change in Offered Fall 2005 Latin America, 1850–Present Offered Fall 2006 Art 130 Introduction to Art History: Africa, Oceania, Sociology and the Indigenous Americas 213 Ethnic Minorities in the U.S. Offered Spring 2006 Offered Spring 2006 204 Ancient America: Art, Architecture, and 214 Sociology of Hispanic Caribbean Communities Archaeology in the United States Offered Spring 2006 Offered Fall 2005 260 Current Issues in Latin American Art 222 Blackness in the Americas Offered Fall 2005 Offered Spring 2006 244 Latina and Latin American Feminisms Economics Offered Spring 2006 314 Seminar in Latina/o Identity: Latina/o Racial 213 World Food Systems Identities in the United States Offered Fall 2005 Offered Fall 2007

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Spanish and Portuguese nomics, government, history and literature. They must include LAS 260/HST 260, LAS 261/HST 261, POR 220 Topics in Portuguese and Brazilian and SPN 260 or SPN 261, and at least one course at Literature and Culture the 300 level. Topic: Contemporary Cityscapes: Mapping Brazilian Culture Onto an Urban Grid Offered Fall 2005 Minor in Latino/a Studies POR 221 Topics in Portuguese and Brazilian Requirements: six courses which must include Literature and Culture the following: LAS 260/HST 260 or LAS 261/HST Topic: Brazil x Five: A Journey Through 261, SPN 260 or SPN 261, one other class on Its Multicultural Regions Latin America to be chosen from anthropology, Offered Spring 2006 art, economics, government, history, or literature; POR 280 Portuguese and Brazilian Voices in and three classes in Latino/a studies to be chosen Translation from CLT 268, GOV 216, GOV 307, SOC 214, SOC Topic: Literature on the Margins of 314, or any other course in LALS, SPN, etc. dealing Modernity with Latino/a studies. At least one of the six courses Offered Spring 2006 must be at the 300-level. Students may count one POR 381 Seminar in Portuguese and Brazilian course in Latino/a studies from another Five Col- Studies lege institution towards the minor; students may Topic: Brasil Profundo: Writing the also substitute a Spanish-language class at the 200 Brazilian Countryside level for SPN 260/SPN 261. Offered Fall 2005 SPN 230 Topics in Latin American and Peninsular Literature Honors Topic: Representations of Violence in Latin American Literature Director: Michelle Joffroy Offered Fall 2005 SPN 246 Topics in Latin American Literature 430d Thesis Topic: Reinterpreting Magical Realism 8 credits in Literature and Film Full-year course; Offered each year Offered Spring 2006 Topic: Negotiating the Borderlands: 431 Thesis Text, Film, Music 8 credits Offered Spring 2006 Offered each Fall SPN 260 Survey of Latin American Literature I Offered Fall 2005, Fall 2006 Admission by permission of the Latin American and SPN 261 Survey of Latin American Literature II Latino/a Studies Committee. Offered Spring 2006 SPN 371 Latin American Literature in a Regional Requirements: the same as those for the major; Context a thesis proposal, preferably prepared during the Topic: The Southern Cone second semester of the student’s junior year and Offered Fall 2005 submitted for consideration no later than the end of the fi rst week of classes the following Septem- The Minor in Latin ber; a thesis and an oral examination on the thesis. For Five-College Certifi cate in Latin American Stud- American Studies ies see the description on page 416. Requirements: six courses dealing with Latin America to be selected from anthropology, art, eco-

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers **1 James Henle, Professor of Mathematics **1, 2* Jay Garfi eld, Professor of Philosophy, Director Albert Mosley, Professor of Philosophy

In this century, logic has grown into a major disci- PHI 203 Topics in Symbolic Logic pline with applications to mathematics, philosophy, Applications of logic to fundamental issues in phi- computer science, linguistics and cognitive science. losophy, mathematics and computer science. Pre- The goal of the logic minor is to provide students requisite: LOG 100 or PHI 202. Topic: Fuzzy Logic. with the tools, techniques and concepts necessary After the initial meeting, the course will meet for to appreciate logic and to apply it to other fi elds. the second half of the semester. {M} 2 credits To be announced 100 Valid and Invalid Reasoning: What Offered Spring 2007 Follows from What? Formal logic and its application to the evaluation PHI 220 Incompleteness and Inconsistency: of everyday arguments, the abstract properties of Topics in the Philosophy of Logic logical systems, the implications of inconsistency. Among the most important and philosophically Examples drawn from law, philosophy, economics, intriguing results in 20th-century logic are the literary criticism, political theory, commercials, limitative theorems such as Gödel’s incompleteness mathematics, psychology, computer science, off- theorem and Tarski’s demonstration of the indefi n- topic debating, and the popular press. Deduction ability of truth in certain languages. A wide variety and induction, logical symbolism and operations, of approaches to resolving fundamental mathemati- paradoxes, and puzzles. May not be taken for cal and semantical paradoxes have emerged in the credit with PHI 202. {M} WI 4 credits wake of these results, as well as a variety of alterna- James Henle (Mathematics), Jay Garfi eld (Phi- tive logics including paraconsistent logics in which losophy) contradictions are tolerated. This course examines Offered Fall 2005 logical and semantic paradoxes and their philo- sophical signifi cance, as well as the choice between PHI 202 Symbolic Logic accepting incompleteness and inconsistency in Symbolic logic is an important tool of contempo- logic and knowledge. Prerequisite: one course in rary philosophy, mathematics, computer science logic. {M} 4 credits and linguistics. This course provides students with Albert Mosley a basic background in the symbols, concepts and Offered Spring 2006 techniques of modern logic. It will meet for the fi rst half of the semester only. Enrollment limited to 404 Special Studies 20. {M} 2 credits 4 credits To be announced Offered both semesters each year Offered Spring 2007

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The Minor Minors in logic, to be designed in consultation with a co-director, will consist of at least 20 credits including:

LOG 100 or PHI 202, but not both MTH 153 or CSC 250 MTH 217 or PHI 220

Additional courses may be chosen from the follow- ing list:

CSC 111 Computer Science I CSC 250 Foundations of Computer Science CSC 270 Digital Circuits and Computer Systems CSC 290 Introduction to Artifi cial Intelligence CSC 294 Introduction to Computational Linguistics LOG 404 Special Studies in Logic MTH 153 Discrete Mathematics MTH 217 Mathematical Structures PHI 203 Topics in Symbolic Logic PHI 220 Logic and the Undecidable PHI 236 Linguistic Structures PHI 322 Topics in Advanced Logic

Depending on the topic, the courses listed below may also be taken for Logic minor credit:

CSC 390 Seminar in Artifi cial Intelligence MTH 224 Topics in Geometry MTH 238 Topics in Number Theory MTH 343 Topics in Mathematical Analysis MTH 350 Topics in the History of Mathematics PHI 362 Seminar: Philosophy of Language

There are also courses at Five College institutions that may be acceptable, courses in linguistics and law, for example.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 298298 77/26/05/26/05 9:15:279:15:27 AMAM 299 Marine Science and Policy

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers C. John Burk, Professor of Biological Sciences H. Allen Curran, Professor of Geology, Co-Director L. David Smith, Associate Professor of Biological **1 Paulette Peckol, Professor of Biological Sciences, Co-Director Sciences, Co-Director

The marine sciences and policy minor permits Geology students to pursue interests in coastal and oceanic systems through an integrated sequence of courses 231 Invertebrate Paleontology and in the natural and social sciences. Paleoecology An introduction to marine sciences is obtained 232 Sedimentology through completion of the two basis courses. Stu- 270j Carbonate Systems and Coral Reefs of dents then may choose to concentrate their further the Bahamas study principally on the scientifi c investigation 311 Environmental Geophysics of the oceans or on the policy aspects of ocean 355 Geology Seminar: Coral Reefs: Past, exploitation and management. Students should Present and Future consult with one of the co-directors as early as possible in the course selection process. Social Sciences ECO 224 Environmental Economics Requirements: six courses, no more than three of which can be taken at other institutions, including GOV 254 Politics of the Global Environment three required courses as follows: GOV 306 Politics and the Environment GEO 108 Oceanography; BIO 264 Marine Ecology GOV 404 Special Studies (BIO 265 must be taken concurrently); a Special Studies or seminar course chosen in consultation Five College Course Possibilities with the minor adviser; and three elective courses Courses can be chosen with consultation and ap- from the following areas, only two of which may be proval of minor advisers; examples would be (all counted in a major: UMass):

Biological Sciences Biology 524s: Coastal Plant Ecology 242/243 Invertebrate Zoology and required Geology 591f: Marine Micropaleontology Concurrent Laboratory 243 Geography 392As: Coastal Resource Policy 260 Principles of Ecology and optional WF Conser. 261: Fisheries Conservation and Man- Concurrent Laboratory 261 agement 338 Algae and Fungi 356/357 Plant Ecology and required Concurrent Off-Campus Course Possibilities Laboratory Some students may elect to take two or three of 364 Topics in Environmental Biology their courses for the minor away from Smith Col- Coral Reefs: Past, Present and Future lege by participation in a marine-oriented, off-cam- 400 Special Studies

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pus program. In recent years Smith students have been enrolled in the following programs:

Marine Biological Laboratory (Boston University Marine Program, fall semester) and Woods Hole Oceanographic Institution (summer)—Smith is an affi liate through the Five College Coastal and Marine Sciences Program; Williams/Mystic Seaport Program (Smith is an affi liate); SEA Semester; Duke University Marine Laboratory, Semester and Summer Program; marine programs of School for Field Studies, and Shoals Marine Laboratory.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Yoonjin Lee, Ph.D. Marjorie Lee Senechal, Ph.D. Nicholas Horton, D.Sc. †1 James Joseph Callahan, Ph.D. Michael O. Albertson, Ph.D. Visiting Assistant Professors David Warren Cohen, Ph.D. Catherine McCune, Ph.D. **1 James M. Henle, Ph.D. Sarah Reznikoff, Ph.D. **1 Katherine Taylor Halvorsen, D.Sc. Ruth Haas, Ph.D., Chair Visiting Instructor Christopher Hardin, M.S. Associate Professors †2 Patricia L. Sipe, Ph.D. Senior Lecturer Pau Atela, Ph.D. Mary Murphy, M.A.T. **2 Christophe Golé, Ph.D. Lecturer Assistant Professors Linda Cavanaugh, M.S. Leanne Robertson, Ph.D.

A student with three or four years of high school for credit; or 8 credits if she does not take 111, algebra (the fi nal year may be called analysis, 112, or 114 for credit. She can receive credit for at precalculus, trigonometry, functions, or AP math- most one of these examinations. A student who has ematics) but no calculus, will normally enroll a score of 4 or 5 on the AP Statistics Examination in Calculus I (111). A student with a year of AB may receive 4 credits, providing she does not take calculus will normally enroll in Calculus: Effective 107, 190, or 245 for credit. Computation and Power Series (114) or Discrete Students who are considering a major or minor Mathematics (153)—or both—during her fi rst in mathematics should talk with members of the year. If a student has a year of BC calculus, she may department. omit MTH 114. For further information about the mathemat- A student with two years of high school algebra, ics program, consult A Guide to Mathematics at but no calculus or precalculus, should enroll in Smith (available from department members and at Elementary Functions (102). This course provides our Web site, www.math.smith.edu). a solid basis for calculus and some of our majors start here. 101/QSK 101 Algebra Discovering Mathematics (105), and Statistical This course is intended for students who need Thinking (107) are intended for students not ex- additional preparation to succeed in courses con- pecting to major in mathematics. taining quantitative material. It will provide a sup- A student who chooses to accelerate and who portive environment for learning or reviewing, as has a score of 4 or 5 on the AB Calculus Examina- well as applying, pre-calculus mathematical skills. tion may receive 4 credits, providing she does not Students develop their numerical, statistical and take 111 or 112 for credit. If she has a score of algebraic skills by working with numbers drawn 4 or 5 on the BC Examination she may receive 4 from a variety of current media sources. Enroll- credits providing she does not take 111 or 112 ment limited to 20. Permission of the instructor

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required. This course does not count towards the 112 Calculus II major. Applications of the integral, dynamical systems, Tom Schicker infi nite series and approximation of functions. The Offered Spring 2006 scientifi c context of calculus is emphasized. Pre- requisite: MTH 111 or the equivalent. {M} 4 credits 102 Elementary Functions Members of the department Linear, polynomial, exponential, logarithmic and Offered both semesters each year trigonometric functions; graphs, mathematical models and optimization. For students who need 114 Calculus: Effective Computation and additional preparation before taking calculus or Power Series quantitative courses in scientifi c fi elds, economics, Power series and convergence, differential equa- government and sociology. Also recommended for tions, difference equations, dynamical systems: prospective teachers whose precalculus mathemat- numerical methods and qualitative analysis. The ics needs strengthening. {M} 4 credits scientifi c context of calculus is emphasized. Intend- Mary Murphy ed for students who have had a year of calculus Offered Fall 2005 elsewhere. Students may not receive credit for both 114 and 112. {M} 4 credits 105 Discovering Mathematics Members of the department Topic: What is mathematics? A survey of important Offered both semesters each year ideas from the major areas of mathematics. Topics selected on the basis of esthetics and lasting im- 153 Introduction to Discrete Mathematics pact. Laboratories explore the role of experimenta- An introduction to discrete (fi nite) mathematics tion in mathematics. WI {M} 4 credits with emphasis on the study of algorithms and on Michael Albertson applications to mathematical modeling and com- Offered Spring 2006 puter science. Topics include sets, logic, graph 107 Statistical Thinking theory, induction, recursion, counting and combi- An introduction to statistics that teaches broadly natorics. {M} 4 credits relevant concepts. Students from all disciplines are Members of the department welcome. Topics include graphical and numeri- Offered both semesters each year cal methods for summarizing data; binomial and normal probability distributions; point and interval 190/PSY 140 Statistical Methods for estimates for means and for proportions; one- and Undergraduate Research two-sample tests for means and for proportions; An overview of the statistical methods needed for principles of experimental design. The class meets undergraduate research. The course emphasizes in a computer lab and emphasizes using the com- methods for data collection, data description and puter for analysis of data. We will design our own statistical inference including an introduction to experiments, collect and analyze the data, and confi dence intervals, testing hypotheses, analysis write reports on our fi ndings. Prerequisite: high of variance and regression analysis. Techniques school algebra. {M} 4 credits for analyzing both quantitative and categorical data To be announced will be discussed. Applications will be emphasized, Offered Fall 2005 and students will learn to use the SPSS statistical software for data analysis. Classes meet for lecture/ 111 Calculus I discussion and for a required weekly laboratory. Rates of change, differential equations and their Lab sections limited to 20. This course satisfi es the numerical solution, integration, differentiation and Basis requirement for the psychology department the fundamental theorem of the calculus. The sci- major and is recommended for all psychology stu- entifi c context of calculus is emphasized. {M} dents. Other students who have taken MTH 111, AP 4 credits Calculus, or the equivalent should take MTH 245. Members of the department Students will not be given credit for both MTH 190 Offered both semesters each year

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and MTH 245. (E) {M} 4 credits 222 Differential Equations Nicholas Horton, David Palmer Theory and applications of ordinary differential Offered Fall 2005 equations. Prerequisites: MTH 211, and MTH 212; MTH 212 may be taken concurrently. {M} 4 credits 204 Differential Equations and Numerical Patricia Sipe Methods in Engineering Offered Fall 2005 An introduction to the computational tools used to solve mathematical and engineering problems 224 Topics in Geometry such as error analysis, root fi nding, linear equa- Prerequisite: MTH 211 or permission of the in- tions, optimization, ordinary and partial differential structor. {M} 4 credits equations. Prerequisites: MTH 112 or MTH 114 or Christophe Golé permission of the instructor. {M} 4 credits Offered Fall 2005 Christophe Golé Offered Spring 2006 225 Advanced Calculus Functions of several variables, vector fi elds, diver- 211 Linear Algebra gence and curl, critical point theory, implicit func- Vector spaces, matrices, linear transformations, tions, transformations and their Jacobians, theory systems of linear equations. Applications to be and applications of multiple integration, and the selected from differential equations, foundations of theorems of Green, Gauss, and Stokes. Prerequi- physics, geometry, and other topics. Prerequisite: sites: MTH 211 and MTH 212, or permission of the MTH 112 or the equivalent, or MTH 111 and MTH instructor. {M} 4 credits 153; MTH 153 is suggested. {M} 4 credits Catherine McCune Members of the department Offered Spring 2006 Offered both semesters each year 227 Topics in Modern Mathematics 212 Calculus III The goal of the course is to create mathematical Theory and applications of limits, derivatives, and sculptures made of metal strips or other appro- integrals of functions of one, two and three vari- priate materials which represent mathematically ables. Curves in two and three dimensional space, signifi cant three-dimensional geometrical objects. vector functions, double and triple integrals, polar, We will study their mathematical context and prop- cylindrical, spherical coordinates. Path integra- erties, initially visualizing them on the computer. tion and Green’s Theorem. Prerequisites: MTH Using the computer for reference, we will then 112 or MTH 114. It is suggested that MTH 211 be work in groups to physically construct them. The taken before or concurrently with MTH 212. {M} course has 3 main components: 1) Elements of 4 credits computer 3D Visualization, 2) Mathematical study James Henle, Fall 2005 of the objects, 3) Construction. Prerequisites: MTH Christophe Golé, Spring 2006 112, MTH 114, or permission of the instructor. Offered both semesters each year {M} 4 credits Pau Atela 217 Mathematical Structures Offered Spring 2006 The logic, language and methods of proof. Topics include sets, relations and functions, and proofs in 233 An Introduction to Modern Algebra the contexts of introductory analysis and algebra. An introduction to the concepts of abstract alge- Prerequisites: LOG 100, PHI 121, or a 200-level bra, including groups, quotient groups, rings, and mathematics course, or permission of the instruc- fi elds. Prerequisites: MTH 112 or the equivalent, tor. (MTH 153 is recommended). {M} 4 credits and MTH 211, or permission of the instructor. {M} Offered during 2006–07 4 credits Ruth Haas Offered Fall 2005

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238 Topics in Number Theory laboratory. Laboratories emphasize computer Topic: The integers, prime numbers, congru- analysis of real data and a laboratory section is of- ences, Diophantine problems, arithmetical func- fered for biological sciences majors. Prerequisite: tions. Applications will be drawn from computing, MTH 111, or MTH 153, or one year of high school cryptography and coding theory. Prerequisite: MTH calculus, or permission of the instructor. Lab sec- 153, MTH 211, or permission of the instructor. tions limited to 24. {M} 4 credits {M} 4 credits Katherine Halvorsen, Nicholas Horton, Virginia Leanne Robertson Hayssen (Biological Sciences) Offered Spring 2006 Offered both semesters each year

241/MTH 241 Probability and Statistics for 246 Probability Engineers An introduction to probability, including combina- This course gives students a working knowledge torial probability, random variables, discrete and of basic probability and statistics and their appli- continuous distributions. Prerequisites: MTH 153 cation to engineering. Computer analysis of data and MTH 212, or permission of the instructor. {M} and simulation are emphasized using Matlab, with 4 credits a focus on applications. Topics include random Katherine Halvorsen variables, probability distributions, expectation, Offered Fall 2005 estimation, testing, experimental design, quality control, regression and decision theory. Limited to 247 Statistics: Introduction to Regression 25 students. Students will not be given credit for Analysis both MTH 241 and MTH 245 or MTH 190. Prereq- The analysis of data using linear models. Applica- uisites: PHY 210 or MTH 212 as well as CSC 111 tions of least squares theory including regression, (may be taken concurrently). For fi rst- or second- analysis of variance. Prerequisites: one of the fol- year students in engineering. Enrollment limited to lowing: MTH 107, MTH 245, ECO 190, SSC 190, 25. (E) {M} 4 credits PSY 113. {M} 4 credits Nicholas Horton Offered during 2006–07 Offered Spring 2006 248 Design of Experiments 243 Introduction to Analysis An introduction to statistical methods needed for The topological structure of the real line, compact- scientifi c research, including planning data collec- ness, connectedness, functions, continuity, uniform tion and data analyses that will provide evidence continuity, sequences and series of functions, about a research hypothesis. The course empha- uniform convergence, introduction to Lebesgue sizes four basic designs: completely randomized measure and integration. factorial designs, randomized block designs, Latin- Prerequisites: MTH 211 and MTH 212, or permis- Squares and split-plot/repeated measures designs. sion of the instructor. {M} 4 credits The course includes one-way and two-way analyses Christophe Golé of variance, interactions, contrasts, multiple com- Offered Fall 2005 parisons and graphical methods. Statistical soft- ware will be used for data analysis. Prerequisites: 245 Introduction to Probability and Statistics MTH 245, or a score of 4 or 5 on the AP Statistics An application-oriented introduction to statistical examination, or the equivalent. {M} 4 credits inference: descriptive statistics; random variables; Nicholas Horton bionomial and normal probability distributions; Offered Fall 2005 sampling distributions; point and interval estimates; standard parametric and nonparametric hypothesis 254 Combinatorics tests; type I and type II test errors; correlation; and Enumeration, including recurrence relations and regression. A wide variety of applications from the generating functions. Special attention paid to sciences and social sciences will be used. Classes binomial coeffi cients, Fibonacci numbers, Catalan meet for lecture and discussion and for a required numbers and Stirling numbers. Combinatorial

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designs, including Latin squares, fi nite projective 346 Seminar: Mathematical Statistics planes Hadamard matrices and block designs. An introduction to the mathematical theory of Necessary conditions and constructions. Error statistics and to the application of that theory to correcting codes. Applications. Prerequisites: MTH the real world. Topics include random variables, 153 and MTH 211 or permission of the instructor. special distributions, introduction to the estimation {M} 4 credits of parameters and hypothesis testing. Prerequisites: Offered during 2006–07 MTH 212 and MTH 246. {M} 4 credits Offered during 2006–07 255 Graph Theory The course will begin with the basic structure of 353 Advanced Topics in Discrete Applied graphs including connectivity, paths, cycles and Mathematics planarity. We will proceed to study independence, Topic: Computational Complexity. Good versus bad stability, matchings and colorings. Directed graphs algorithms, easy versus intractable problems. The and networks will be considered. In particular, complexity classes P, NP and an through investiga- some optimization problems including maximum tion of NP-Completeness. Connections with Graph fl ow will be covered. The material will include the- Theory, Number Theory, Logic and Computer Sci- ory and mathematical proofs as well as algorithms ence. Prerequisites: MTH 254, MTH 255, or CSC and applications. Prerequisites: MTH 153 and MTH 252 or permission of the instructor. {M} 4 credits 211 or permission of the instructor. {M} 4 credits Michael Albertson Michael Albertson Offered Fall 2005 Offered Spring 2006 364 Advanced Topics in Continuous Applied 325 Complex Analysis Mathematics Complex numbers, functions of a complex variable, Topic: An Introducation to Dynamical Systems algebra and geometry of the complex plane. Dif- and Phyllotaxis. Pine cones, artichokes, caulifl ow- ferentiation, integration, Cauchy integral formula, ers, pineapples, asparagus, sunfl owers—a great calculus of residues, applications. Prerequisite: number of plants exhibit spirals. Most often, when MTH 225 or MTH 243, or permission of the in- counting the number of spirals, we get the Fibo- structor. {M} 4 credits nacci numbers 1, 2, 3, 5, 8, 13, 21,.34... (each one Patricia Sipe is the sum of the previous two). This course will be Offered Spring 2006 an introduction to the theory of discrete dynami- cal systems and its application to phyllotoxis, the 333 Topics in Abstract Algebra study of spirals in plants (see www.math.smith. Topic: Galois Theory. The formula for the solution edu/phyllo). Prerequisites: MTH 211 and MTH 212 to a quadratic equation is well known. There are or permission of the instructor. {M} 4 credits similar formulae for cubic and quartic equations, Pau Atela but no formula is possible for quintics. The course Offered Fall 2005 explains why this happens. Topics include: Irreduc- ible polynomials and factoring polynomials. Rings, 399 Mathematical Intelligencer Workshop Fields, fi eld extensions, splitting fi elds, normal and Topic: Mathematical Communities. The students separable extensions. Groups of automorphisms, will read and discuss articles that have appeared fi xed fi elds. The fundamental theorem of Galois in The Mathematical Intelligencer’s “Mathematical theory. The solubility of polynomials of degree at Communities” column over the past eight years and most 4. The insolubility of quintic equations. {M} help select 20–25 to be published in book form. 4 credits Prerequisite: any mathematics course numbered Ruth Haas 310 or higher (maybe taken concurrently). (E) Offered Spring 2006 {M} 2 credits Marjorie Senechal Offered Spring 2006

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400 Special Studies requirement is one course in algebra (MTH 233 or By permission of the department, for majors who MTH 238) and one course in analysis (MTH 225 have had at least four semester courses at the inter- or MTH 243). Alternatively, a student may concen- mediate level. trate in statistics; students concentrating in statistics 1–4 credits are not required to take a course in algebra but Offered both semesters each year instead must complete MTH 245, MTH 246, MTH 346, and either MTH 247 or MTH 248. Beginning with students who declare in the Fall Cross-Listed Courses of 2004, majors will be required to take at least one advanced course. This is the depth require- CSC 250 Foundations of Computer Science ment. An advanced course is a mathematics course at Smith numbered between 310 and 390. PHI 202 Symbolic Logic (2 credits) With the approval of the department, the re- quirements may be satisfi ed by a course outside the PHI 203 Topics in Symbolic Logic (2 credits) department. A total of 40 credits is required for the major. At most eight of these credits can be at the PHI 220 Logic and the Undecidable 100 level. At most four credits can be counted from MTH 200 and MTH 300. Up to eight credits can PHY 211 Mathematical Methods of Physical be replaced by twice that number in courses from Sciences and Engineering II other departments or programs provided that such courses contain substantial mathematical content CSC 252 and CSC 274 count as 2 math major and the student completes a major or minor in the credits each if the student majors or minors in corresponding department or program. To deter- computer science. mine how much credit any course taken at another institution can be counted towards her math major, ECO 227 counts as 2 credits toward the math a student should consult with her adviser. major. Normally, all courses that are counted towards either the major or minor must be taken for a let- LOG 100 counts as 2 math major credits if the ter grade. student does not take PHI 202. These credits are not counted against the 8-credit limit on 100-level courses counted toward the major. The Minor The minor in mathematics consists of 211 plus 16 The Major other credits selected from any one of the groups below. In the applied mathematics minor, four of Advisers: Michael Albertson, Pau Atela, James the credits may be replaced by eight credits from Callahan, David Cohen, Christophe Golé, Ruth the list in the description of major requirements Haas, Katherine Halvorsen, James Henle, Nicholas found above or by other courses approved by the Horton, Leanne Robertson, Patricia Sipe. department. Adviser for Study Abroad: To be announced. Applied Mathematics Minor Requirements: The Mathematics major has an 153, 204, 212, 222, 225, 233, 243, 245, 246, 247, entryway requirement, a core requirement, a depth 254, 255, 264, 270, 325, 346, 353, 364, PHY 211 requirement, and a total credit requirement. The entryway requirement consists of MTH 153, MTH Discrete Mathematics Minor 211, and MTH 212. An exceptionally well prepared 153, 270, PHI 220, 233, 238, CSC 250, 254, 255, student might place out of some of these. The core 333, 353

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Algebra-Analysis-Geometry Minor Requirements: in addition to the credits required for the major, students must take 431 or 432d (for 153, 212, 217, PHI 220, 224, 233, 238, 243, 325, either eight or twelve credits) in the senior year. 333, 342, 343 Directed reading, exposition, and a thesis. The Mathematical Statistics Minor topic of specialization should be chosen in consul- tation with the director during the junior year or at 212, 246, 247, 248, 346 the beginning of the senior year. Some courses, including topics courses and Spe- Examination: in addition to the requirements for cial Studies, might fall into different groups in dif- the major, each honors student must take an oral ferent years depending on the material covered. examination in the area of her honors thesis. The Minor in Applied Statistics The minor in applied statistics consists of 5 cours- Graduate es: MTH 111, MTH 245, MTH 247, MTH 248 AND one (or more) from the following: BIO 260, PSY 580 Special Studies in Topology and Analysis 303, SOC 203, ECON 280, MTH 246, MTH 346. 4 credits Offered both semesters each year Students who have taken calculus or AP statistics in high school will not have to repeat these courses 581 Special Studies in Modern Geometry at Smith, but they will be expected to complete 5 4 credits statistics courses to satisfy the requirements for the Offered both semesters each year minor. Other courses might include other applica- tions courses taken at the Five Colleges. Approval 582 Special Studies in Algebra for such courses may be granted by the statistics 4 credits minor advisor. Offered each Fall Honors Director: To be announced.

430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered each Fall

432d Thesis 12 credits Full-year course; Offered each year

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 307307 77/26/05/26/05 9:15:289:15:28 AMAM 308 Medieval Studies

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers and Members of the Medieval Nancy Mason Bradbury, Associate Professor of Studies Council English Language and Literature †2 John Connolly, Professor of Philosophy Brigitte Buettner, Associate Professor of Art **1 Craig R. Davis, Professor of English Language Vera Shevzov, Associate Professor of Religion, and Literature Director †1 Eglal Doss-Quinby, Professor of French Studies Federica Anichini, Assistant Professor of Italian Alfonso Procaccini, Professor of Italian Language Language and Literature and Literature Sean Gilsdorf, Lecturer in History Joachim Stieber, Professor of History

The interdepartmental major and minor in medi- 100d is taken, four credits may be counted toward eval studies provide students with an opportunity the basis. to study the civilization of medieval Europe from a multidisciplinary perspective. Subjects that belong Latin Requirement: today to separate academic disciplines were rarely All medieval studies majors are expected to achieve so separated in the Middle Ages, and it is therefore a working knowledge of the Latin language. This appropriate that students be given an opportunity requirement may be satisfi ed by taking at least one to bring these subjects together again. The great Latin course (for four credits) at the 200 level or diversity of regional cultures in medieval Europe above. If a student has no prior Latin or is insuf- was balanced by a conscious attempt to hold to a fi ciently prepared for a 200-level course, she will unifi ed view of the world that embraced religious take Latin 100d (for eight credits) in order to fulfi ll and social ideals, Latin and vernacular literature, this requirement. All students are urged to con- and music and the visual arts. tinue Latin until they have taken at least one course at the 200 level. The medieval studies major and minor provide students with an opportunity to recreate for them- Required Courses: selves, through courses in a variety of related A total of 8 semester courses from the list of ap- disciplines, an understanding of the unity and of proved courses below, excluding the basis and the diversity of European civilization in the Middle the Latin requirement. A minimum of two courses Ages. The medieval studies major and minor are in medieval history are required. Normally, these designed so that they can form valuable comple- should include HST 224 and HST 225, one of ments to a major or minor in one of the participat- which may be taken as part of the basis (four cred- ing departments. its) or both of which (eight credits) may be taken as part of the eight courses in the major (six distri- bution and two concentration) indicated below: The Major 1. Distribution: six courses at the 200 level or above, distributed in four areas as follows: 1) Basis: medieval history (four credits); 2) medieval Two semester courses in different departments, religion (four credits); 3) one course (four chosen from among the following: ENG 200; FRN credits) in either medieval art or music; 4) two 253; HST 224 or 225; ITL 250; SPN 250. If LAT courses (eight credits) in medieval language

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and/or literature, not necessarily taken in the English same department: one course in classical Latin literature may be taken in fulfi llment of this re- 120 Scandinavian Mythology quirement; and one other course (four credits) 120 Celtic Worlds in any of the disciplines above. CLT/ENG 204 Arthurian Legend 2. Concentration: two additional courses, including 210 Old English at least one at the 300 level, must be taken in 211 Beowulf one of the four areas listed above. 214 Medieval Welsh 250 Chaucer In addition to courses listed below, courses that are devoted to medieval material for at least eight French weeks of the semester may be taken for credit in the major, upon petition to the Medieval Studies 253 Medieval and Renaissance France Council, provided that the student’s principal writ- ten work deals with a medieval subject. German None listed for 2005–06 Students are advised to consult the current Five College Medieval Studies brochure when selecting their courses. History 224 The Early Medieval World 300–1050 225 The Making of the Medieval World, The Minor 800–1350 227 Aspects of Medieval History Required Courses: Topic: Heresy and Heterdoxy in the Students who wish to qualify for a minor in me- Middle Ages dieval studies have the option of demonstrating a 230 Europe from 1300 to 1530 and the working knowledge of Latin as per the major re- Civilization of the Renaissance in Italy quirement or demonstrating a working knowledge 232 Aspects of Late Medieval and Early of one of the medieval vernaculars (these currently Modern Europe: include ENG 216, ENG 217, ENG 218, ITL 332, Topic: Lordship and Community in and SPN 250). Beyond the language requirement, Late Medieval and Early Modern students must take four courses from the list of Europe approved medieval studies courses at the 200 level 245 The Middle Ages and the Renaissance in or above: these courses must include at least one European Thought, 1750–1870 course in history and one course in art or music. Students are encouraged to select courses that deal Italian with different aspects of the same time period and comprise together a meaningful examination of a 332 Dante’s Divina Commedia—Inferno segment of medieval civilization. 335 Mystical Choices: The Power of Marginality Approved courses for 2005–06 are as follows: Latin Art 213 Virgil, Aeneid 220 Community and Contemplation: The Architecture of Monasticism 228 Islamic Art and Architecture Philosophy 234 The Age of Cathedrals 124 History of Ancient and Medieval Philosophy 334 Mind: Philosophy of Human Action

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Religion 231 The Making of Christianity 245 The Islamic Tradition Spanish and Portuguese 250 Survey of Medieval Spanish Literature

404 Special Studies Admission by permission of the instructor and the Medieval Studies Council. 4 credits Offered both semesters each year

408d Special Studies 8 credits Full-year course; Offered each year

Honors 430d Thesis Admission by permission of the Medieval Studies Council. 8 credits Full-year course; Offered each year

Requirements: the same as those for the major, except that the thesis (eight credits) shall count as one course (four credits) in the area of concentra- tion. The subject of the thesis should, preferably, be determined during the second semester of the junior year. There shall be an oral examination on the thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Senior Lecturers §1, *2 Peter Anthony Bloom, Ph.D. Grant Russell Moss, D.M.A. *2 Donald Franklin Wheelock, M.Mus. Jonathan Hirsh, D.M.A., Director of Orchestral and †1 Richard Jonathan Sherr, Ph.D. Choral Activities *2 Monica Jakuc, M.S. Lecturer and Choral Director **2 Ruth Ames Solie, Ph.D., Chair Deanna Joseph Karen Smith Emerson, M.M. †2 Jane Bryden, M.M. Lecturers Associate Professors Deborah Gilwood, M.M. Raphael Atlas, Ph.D. Ron Gorevic *1 Margaret Sarkissian, Ph.D. Daniel Warner *1 Joel Pitchon, M.M. Jeffrey Zeigler. M.Mus. Assistant Professors Teaching Fellow Steve Waksman, Ph.D. Katie Kroll Visiting Assistant Professor Michael Cuthbert

Exemption from introductory courses required who did not place into 110. {A} for the major may be obtained on the basis of Ad- Raphael Atlas, Fall 2005 vanced Placement or departmental examinations. Ruth Solie, Spring 2006 Prospective majors are advised to take 110 and Offered both semesters each year 111 in the fi rst year and 200 or 201 in the sopho- more year. The Art of Listening An introduction to music for audience members, dealing primarily with the standard classical reper- Introductory Courses tory. How basic knowledge of composers, genres and style periods—and the information conveyed 100 Colloquia on concert programs—can focus musical expecta- Colloquia are especially designed for those with tions and heighten understanding and enjoyment. no previous background in music. Limited to 20 Attendance at concerts will be stressed. {A} students, they will emphasize class discussion and Ruth Solie written work, which will be either music or critical Offered Fall 2005 prose as appropriate to the topic. Open to all stu- dents, but particularly recommended for fi rst-year Music and Gender in the World students and sophomores. 4 credits This course explores the ways in which music func- tions in society to refl ect or construct gender rela- Fundamentals of Music tions and the degrees to which a society’s gender An introduction to music notation and to principles ideology and resulting behaviors affect its musical of musical organization, including scales, keys, thought and practice. Using non-Western case rhythm and meter. Limited to beginners and those studies as points of departure, particular emphasis

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will be placed upon the ways scholars write about performance on a placement test or completion of gendered musical lives. {A/S} WI Fundamentals of Music. {A} 4 credits Margaret Sarkissian Ruth Solie, Donald Wheelock Offered Fall 2006 Offered Fall 2005

101 Introduction to World Music 111 Analysis and Repertory A survey of the world’s musical traditions, usually A continuation of 110. Prerequisite: 110 or permis- including areas of Africa, Latin America, the Middle sion of the instructor. {A} 4 credits East, India, Indonesia and East Asia. Each unit will Ruth Solie contain a general overview of the region, detailed Offered Spring 2006 study of one or more genres, and a discussion of contemporary popular musics. Ability to read mu- sic is not necessary. {A/S} 4 credits Intermediate and Advanced Margaret Sarkissian Offered Spring 2006 Courses

103 Sight-Singing 200 Topics in the History of Music Instruction and practice in singing intervals, Detailed consideration of important periods, rhythms and melodies; in interpreting time and key genres and composers in the history of Western signatures; and in acquiring other aural skills es- music. sential to basic musicianship. Recommended back- Topic: Music in the Age of Process. A consider- ground: a basic knowledge of pitch and rhythmic ation of the music of the last one hundred years or notation. Enrollment limited to 12. {A} 1 credit so with particular attention to musical devices or Deanna Joseph techniques that allow a small quantity of material to Offered Fall 2005, Spring 2006 generate some or all aspects of a larger work. The course will deal with serialism, minimalism and 105 Roll Over Beethoven: A History of Rock music by, among others, Igor Stravinsky, Arnold This course will provide a critical survey of rock Schoenberg and John Cage. Open to all students music, tracing the music’s development from blues (including fi rst years) who have previous musical and blackface minstrelsy to heavy metal, grunge experience or who have obtained permission of the and techno. Emphasis throughout will be placed instructor. {A/H} 4 credits upon understanding musical developments in the Michael Cuthbert context of American race and gender relations and Offered Fall 2005 the politics of youth cultures in the U.S. Topics to be covered include: Elvis Presley as minstrel; Jimi 201 Music from the Pre-Classic to the Post- Hendrix and the blues; women performers in rock; Modern heavy metal and masculinity; and the (supposed) A historical survey of the principal styles and death of rock ’n’ roll. Enrollment limited to 100. monuments of Western music from the time of {H/A} 4 credits Haydn and Mozart to the time of Stravinsky and Steve Waksman beyond. Open to all students (including fi rst-years) Offered Fall 2005 who have had previous musical experience or who have obtained permission of the instructor. {H/A} PHY 107 Musical Sound 4 credits Michael Cuthbert 110 Analysis and Repertory Offered Spring 2006 An introduction to formal analysis and tonal har- mony, and a study of familiar pieces in the standard 205 Topics in Popular Music musical repertory. Regular written exercises in har- Topic: Improvising History: The Development of mony and critical prose. One hour of ear training Jazz. The course will combine exploration of jazz per week outside of class. Prerequisite: satisfactory music with examination of topics in the social and

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cultural history of jazz. Musically, the development 233 Composition of jazz will be traced from the early styles that took Basic techniques of composition, including melody, root in New Orleans and Chicago to the challeng- simple two-part writing, and instrumentation. ing “free jazz” sounds of the 1960s and the 1970s, Analysis of representative literature. No previous and into the current “postmodern” moment of jazz composition experience required. Prerequisite: history. Historically, the course will consider such 110 or permission of the instructor. {A} 4 credits issues as the key importance of race to the social Donald Wheelock development of jazz, the shifting status of jazz as Offered Fall 2005 “popular” or “art” music, and the nature and sig- nifi cance of improvisation as a medium of creative 241 English and Italian Diction for Singers expression in 20th-century American culture. Some Prerequisite: voice or permission of the instructor. previous knowledge of African American music and {A} 1 credit history or permission of the instructor required. Karen Smith Emerson Enrollment limited to 20. {H/A} 4 credits Offered Fall 2005 Steve Waksman Offered Spring 2006 242 German and French Diction for Singers Prerequisite: voice or permission of the instructor. 210 Advanced Tonal Analysis {A} 1 credit Advanced study of tonal music through analysis and Karen Smith Emerson composition. Prerequisite: 111 or permission of Offered Spring 2006 the instructor. Offered in alternate years. {A} 4 credits 251 The History of the Opera Raphael Atlas History of the form from its inception to the pres- Offered Spring 2006 ent, with emphasis on selected masterworks. {H/ A} 4 credits 212 Analysis and Repertory: 20th Century Richard Sherr Study of major developments in 20th-century mu- Offered Spring 2007 sic. Writing and analytic work including non-tonal harmonic practice, serial composition and other 305 Music of the High Baroque musical techniques. Prerequisite: 111 or permis- The music of Bach and Handel, concentrating on sion of the instructor. {A} 4 credits their vocal works. Prerequisite: 110 or permission Raphael Atlas of the instructor. {A} 4 credits Offered Fall 2005 Richard Sherr Offered Fall 2006 220 Topics in World Music Topic: The Music of Japan. An introduction to the 307 Beethoven and His World music of Japan focusing on selected ritual, instru- A look at Beethoven’s inheritance from Haydn and mental, theatrical and popular music genres. In Mozart; a survey of Beethoven’s music concentrat- addition to placing music within its sociocultural ing on the piano sonatas, concertos, string quartets context, the course will explore how distinctly and symphonies; and a consideration of some Japanese genres have developed in response to recent Beethoven literature that takes us into the internal social changes and contacts with foreign composer’s workshop and on to his wider world. cultures. There are no prerequisites for this class. Prerequisite: 201 or permission of the instructor. {A} 4 credits {A} 4 credits Margaret Sarkissian Peter Bloom Offered Spring 2006 Offered Fall 2007

AAS 222 Introduction to African American 331 Topics in Theory Music: Gospel, Blues, Jazz Topic: Analytical conversations. Study of selected well-known works in various genres by Mozart,

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Beethoven, Brahms, Stravinsky, and others, and including comparisons of classical and romantic Performance compositions to those of the present day. {A} Admission to performance courses is determined 4 credits by audition. To the extent that places in perfor- Raphael Atlas, Donald Wheelock mance courses are available, students are accepted Offered Spring 2006 on the basis of musicianship, competence and po- tential ability. There are fees for all courses involv- AMS 341 Symposium in American Studies: ing individual instruction. Making Sense of Sound: American Popular When no instructor for a particular instrument Music is available at Smith College, or when no place is available on the roster of a Smith College per- 341 Seminar in Composition formance instructor, every effort will be made to Prerequisite: a course in composition. Admission provide qualifi ed students with qualifi ed instructors by permission of the instructor. May be repeated from the Five College community. Such arrange- for credit. {A} 4 credits ments may require Smith students to travel to other Donald Wheelock valley colleges. Offered Spring 2006 Courses in performance normally require one hour of individual instruction per week. Students 345 Electro-Acoustic Music taking four-credit courses for the year in perfor- Introduction to musique concrète, analog synthe- mance are expected to practice a minimum of one sis, digital synthesis and sampling through practical hour a day; those taking eight-credit courses for the work, assigned reading and listening. Enrollment year in performance, two hours a day. Two perfor- limited to eight. Admission by permission of the mance courses may not be taken concurrently with- instructor. Prerequisites: a semester course in out permission of the department. This restriction music theory or composition and permission of the does not apply to chamber music or conducting. instructor. {A} 4 credits First- and second-year courses in performance Daniel Warner must be taken above a regular program—that Offered Fall 2005 is, eight four-credit courses per year—and are counted as four-credit courses for the year. Excep- CSC 354 Seminar in Digital Sound and Music tion: a sophomore who plans a music major may, Processing with the permission of the Department, elect the second-year course in performance within a 32- 400 Special Studies credit program for eight credits for the year. In the history of music, world music, composition, Third- and fourth-year courses in performance or in the theory or analysis of music. By permission may be taken within a regular program as an eight- of the department, for juniors and seniors. credit course for the year, with the permission of 1 to 4 credits the instructor, or above a regular program as either Offered both semesters each year an eight-credit or a four-credit course for the year. While all performance students are urged con- comitantly to study music in the classroom, those Graduate Courses who wish to continue individual instruction beyond the fi rst- and second-year courses must take either The department offers no graduate program but Fundamentals of Music (Music 100), or 110 and will in exceptional circumstances consider admit- either Music 200 or 201 during their years at Smith ting an advanced student whose independent stud- College. It is recommended that these courses be ies leading to the M.A. degree would be overseen taken prior to the junior year. by the appropriate members of the faculty. A minimum grade of B or permission of the instructor is required for admission to courses in performance beyond the fi rst year of study.

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No more than 24 credits earned in courses in per- M Clarinet formance may be counted toward graduation. N Bassoon O French Horn Auditions must be scheduled with the secretary of P Trumpet the department upon arrival on campus. Singers, Q Trombone pianists and other instrumentalists will be expected R Tuba to perform one or more works of their own choice. S Percussion Courses in organ are not normally open to fi rst- T Guitar year students, but those who demonstrate profi - U Lute ciency in piano may receive permission to register V Harp for organ in the fi rst year. W Other Instruments Registration for performance courses takes place X Jazz Piano at the department offi ce (as well as with the Reg- Y Jazz Voice istrar), and is tentative until audition results are Z Other Jazz Instruments posted. Piano. Monica Jakuc, Deborah Gilwood Undergraduate performance courses carry the Organ. Prerequisite: piano 914y or the equivalent. following numbering sequence, credits, and sec- Grant Moss tion letters: Harpsichord. Prerequisite: piano 914y or permis- 914y {A} 4 credits, fi rst year of performance study sion of the instructor. Grant Moss. 924y {A} 4 credits, second year of performance study Voice. Karen Smith Emerson, Jane Bryden 928y {A} 8 credits, music majors in second year Violin. Joel Pitchon of performance study who, with their teacher’s per- mission, wish to study for full credit. Prerequisite: Viola. Ron Gorevic MUS 914y. Violoncello. Jeffrey Zeigler 930y {A} Advanced level for variable credit (4 or 8 credits). Can be repeated once. Prerequisite: Double bass. (UMass) MUS 924y or 928y. 940y {A} Intensive preparation for a senior re- Viola da Gamba. Alice Robbins cital for those admitted to the Concentration in Wind Instruments. Ellen Redman, fl ute; Lynn Performance. Two hour lessons per week. May Sussman, clarinet; Emily Samuels, recorder be substituted for one or two elective classroom courses above the one hundred level in the major. Trumpet. Donna Gouger Prerequisites: four semesters of performance for French Horn. Fred Aldrich credit or the equivalent; audition and permission of the department. 8 credits. Trombone, Tuba. (Umass) A Piano Percussion. (UMass) B Organ Guitar. Phillip de Fremery (Mount Holyoke) C Harpsichord D Voice Lute. Robert Castellano E Violin Other Instruments. F Viola G Violoncello Jazz Piano. Michele Feldheim H Double Bass Jazz Voice. I Viola da Gamba Justina Golden J Flute Other Jazz Instruments K Recorder L Oboe

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901 Music Ensembles enrolled in vocal and instrumental performance Chamber Music Ensemble courses. S/U only. (E) 1 credit Karen Smith Emerson (Smith College), Robert Open on a limited basis to qualifi ed students who Eisenstein (Mount Holyoke College), Drew Minter are studying their instruments. This course re- (Vassar College), Lanfranco Marcelletti (Univer- quires a one-hour lesson and three hours of prac- sity of Massachusetts) tice per week. May be repeated. Permission of the instructor required. {A} 1 credit Smith College Orchestra Joel Pitchon, Members of the department Offered both semesters each year A symphony orchestra open to Smith students, Five-College students, and community members. 903 Conducting The orchestra gives one concert each semester and performs at annual events such as POPS!, Autumn Baton technique, score reading, problems of con- Serenade, and Christmas Vespers. Rehearsals on ducting choral and instrumental ensembles. Abil- Tuesday evenings. ity to read bass and treble clef required. May be Jonathan Hirsh, Conductor repeated for credit. Admission by permission of the instructor. {A} 2 credits Smith College Gamelan Ensemble Deanna Joseph Offered Spring 2006 One concert each semester. Open (subject to space) to Smith students, other Five College stu- 905j Five College Opera Production dents, faculty and staff. No experience necessary. Rehearsals on Wednesday evenings. Topic for 2006: La Liberzione di Ruggiero (Fran- Sumarsam and Margaret Sarkissian, Directors cesca Caccini); L’enfant et les sortileges (Maurice Ravel). Smith College Jazz Ensemble The music departments of the Five Colleges will One rehearsal per week; at least two concerts per sponsor an intensive workshop during the month semester. Open to Smith and Five College students, of January to mount a full operatic produc- and members of the community, with all levels of tion of two one-act operas: La liberazione di prior jazz training. Ruggiero’dall Isola d’ Aleina (Francesca Caccini) Bruce Diehl, Director and L’enfant et les sortileges (Maurice Ravel). Works will be sung in English with performances Smith College Wind Ensemble on February 3–5, 2006, in Theatre 14, Performing One rehearsal per week; at least one concert per Arts Center, Smith College, in cooperation with the semester. Open by audition to Smith and Five Col- Smith College Theatre Department. Rehearsals will lege students, and members of the community. be daily during the January interterm period and Karen Atherton, Director evenings during production week (the fi rst week of second semester classes). Students will be cast in solo and chorus roles, and as members of the Choral Ensembles orchestra. All music must be prepared in advance of the fi rst rehearsal. Singers will begin rehearsals The Choral Program at Smith includes three on January 11, 2006; instrumentalists will begin ensembles. Each ensemble performs annually at rehearsals on January 18, 2006. POPS!, Autumn Serenade, Christmas Vespers, and at College events such as Convocation, Rally Day Classes for singers will consist of coaching (musi- and Chapel services. All the ensembles perform a cal and dramatic) and staging. Students will gain varied repertoire including classical, world music, experience in stage movement, role characteriza- popular songs and Smith songs. At least once each tion and vocal performance. Instrumentalists will year, the Glee Club, and occasionally the College work with staff conductor on matters of style, en- Chorus, performs a major work with a visiting semble and individual performance issues. Men’s Glee Club, orchestra and soloists. In alter- Admission to this course is by audition only. Spe- nate years, the Chamber Singers perform on tour in cial consideration will be given to those currently the United States and abroad.

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Glee Club: open by audition to sophomores, ju- further courses in music history; and two further niors, seniors, Ada Comstock Scholars and gradu- classroom courses above the 100-level (under ate students. Rehearsals on Monday and Wednes- certain circumstances a colloquium may be substi- day afternoons. tuted for one of these). Jonathan Hirsh, Conductor Foreign languages: students are urged to acquire Chamber Singers: open to selected members of some knowledge of German, French, and Italian. the choral ensembles by audition. Normally offered in alternate years. Students who are contemplating graduate work in Jonathan Hirsh, Conductor music should consider taking 210 and any seminar.

College Chorus and Chamber Choir: open by Music Major with Concentration in audition to all classes and Ada Comstock Schol- Performance ars. Rehearsals either on Monday evenings and Majors who have demonstrated an extraordinary Wednesday afternoons or on Monday afternoons level of achievement in performance may, before and Wednesday evenings. March of the junior year, seek via audition before Deanna Joseph, Conductor a representative committee of the department, to substitute 940y (for 8 credits) in their senior year for one or two of the courses designated as “two The Five College Collegium further classroom courses above the one hundred and Early Music at the Five level” in the requirements of the major. Colleges The Minor The Five College Early Music Program seeks to pro- Advisers: Members of the department vide educational and musical experience for those interested in the instrumental and vocal music of Basis: 110, 111, 200 or 201 the Middle Ages, the Renaissance, and the baroque period. An extensive collection of medieval, Re- Requirements: six semester courses: 110, 111, naissance and baroque instruments is available to 200 or 201, and three further classroom courses students for study and performance, and there are of which at least one should be above the 100-level large holdings in the music libraries of the Five Col- and of which at least one should be a course or leges. Students may participate in the Five College colloquium dealing with non-Western music. Collegium (open by audition), may join ensembles organized on the various campuses, and may take, Honors for a fee, individual and noncredit group instruc- tion. Smith students should contact Jane Bryden, Director: Donald Wheelock Emily Samuels or Alice Robbins for further details. 430d Thesis 8 credits The Major Full-year course; Offered each year 431 Thesis Advisers: Members of the department 8 credits Adviser for Study Abroad: Raphael Atlas Offered each Fall Basis for the major: 110, 111, 200 or 201, and 101 Requirements: students will fulfi ll the require- or 220 ments of the major. Students will also present a thesis (430d or 431) or a composition normally Requirements: 11 semester courses: 110, 111, equivalent to eight credits. Examination: students 200 or 201, 101 or 220; two further courses in will take an oral examination on the subject of the music theory, analysis, or composition; three thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Neuroscience Committee *2 Stefan Bodnarenko, Associate Professor of Margaret E. Anderson, Professor of Biological Psychology Sciences, Director Michael Barresi, Assistant Professor of Biological †1 Mary Harrington, Professor of Psychology Sciences **1 Virginia Hayssen, Professor of Biological Adam C. Hall, Assistant Professor of Biological Sciences Sciences Richard Olivo, Professor of Biological Sciences Susan Voss, Assistant Professor of Engineering **1 Stylianos Scordilis, Professor of Biological †2 Maryjane Wraga, Assistant Professor of Sciences Psychology David Bickar, Associate Professor of Chemistry Beth Powell, Lecturer in Psychology

230 Experimental Methods in Neuroscience 400 Special Studies A laboratory course exploring anatomical research A scholarly project completed under the supervi- methods, neurochemical techniques, behavioral sion of any member of the program. Permission of testing, design of experiments and data analysis. the instructor required. Prerequisites: PSY 210 and CHM 111 or 118 or 1–5 credits permission of the instructor. Enrollment limited to Offered both semesters each year 14. {N} 4 credits Beth Powell Offered both semesters each year The Major 311 Neuroanatomy Core courses: BIO 111, CHM 111 or 118, 222, A survey of the structural organization of the mam- 223, PSY 210, 221, either BIO 230/231 or BIO malian brain and the behavioral changes associat- 256/257, NSC 230 and two of the following: BIO ed with brain damage. Laboratory covers research 325/326, BIO 330/331, NSC 311 techniques in neuroanatomy. Prerequisites: 210 or 211, an introductory BIO course or permission of Two electives: the instructor. Enrollment limited to 20. Laboratory Select one from BIO 230, 234, 256, 352, 353, sections limited to 10. {N} 5 credits 346/347, EGR 380, PSY 218, 219, 222 Stefan Bodnarenko Offered Fall 2005 Select one from NSC 312, 400 (special studies, 4 or 5 credits), 430d/432d (Thesis), PSY 326. 312 Seminar in Neuroscience A total of 53 credits are required in the major. The General Anesthesia. This seminar will explore the S/U option may not be used for courses in the ma- history of general anesthesia, current anesthetic jor. A student who places out of required courses practices and the molecular mechanisms of anes- with AP or IB credits is expected to replace those thetic actions in the brain. Prerequisite: either BIO courses with others offered in the major. NSC 200 230, 256, 325 or 330. Enrollment limited to 12. is not open to seniors. Credits should be earned by {N} 4 credits taking an additional elective. Adam C. Hall Offered Fall 2005

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BIO 230 (Cell Biology) and BIO 256 (Animal BIO 234 Genes and Genomes Physiology) can be taken as either core or elective, An exploration of genes and genomes that stresses but one course cannot be counted as both core the connections between molecular biology, genet- and elective. ics, cell biology and evolution. Topics will include DNA and RNA structure, recombinant DNA analysis, BIO 111 Molecules, Cells and Systems gene cloning, gene organization, gene expression, This course is an introduction to the study of life RNA processing, mobile genetic elements, gene ex- at the level of cells and organs. Specifi c topics in- pression and development, the molecular biology of clude: cell, organelle and membrane structure and cancer, the comparative analysis of whole genomes function, biomolecules, metabolism, bioenergetics, and the origin and evolution of genome structure and the molecular basis of inheritance and infor- and content. Prerequisites: BIO 111, BIO 112. mation transfer; the organization and physiology Laboratory 235 is optional. {N} 4 credits of selected plant and animal systems; homeostatic Steven Williams, Robert Dorit control mechanisms for regulation of the internal Offered Spring 2006 environment, including the role of hormones in homeostasis and reproduction; principles of BIO 256 Animal Physiology neurophysiology. Investigative laboratory exercises Functions of animals, including humans, required explore basic concepts through observation, self- for survival (movement, respiration, circulation, designed experiments, and data collection and etc.); neural and hormonal regulation of these analysis. {N} 4 credits functions; and the adjustments made to challenges Richard Briggs (Director) presented by specifi c environments. Prerequisites: Offered Fall 2005, Spring 2006 BIO 111 and CHM 111 or CHM 118. Laboratory (257) is optional but strongly recommended. {N} BIO 230 Cell Biology 4 credits The structure and function of eukaryotic cells. This Margaret Anderson course will examine contemporary topics in cel- Offered Fall 2005 lular biology: structural biology, organelle function, membrane and endomembrane systems, cellular BIO 257 Animal Physiology Laboratory regulation, signaling mechanisms, motility, bio- Experiments will demonstrate concepts presented electricity, communication and cellular energetics. in BIO 256 and illustrate techniques and data Students may not elect to take both BIO 230 and analysis used in the study of physiology. Additional 236. This course is a prerequisite for Biochemistry prerequisite: BIO 256, which must be taken con- I. Prerequisites: BIO 111, CHM 222. Laboratory currently. {N} 1 credit (231) is optional. {N} 4 credits Margaret Anderson Stylianos Scordilis Offered Fall 2005 Offered Fall 2005 BIO 325 Cellular and Molecular Neuroscience BIO 231 Cell Biology Laboratory Molecular level structure-function relationships in Inquiry-based laboratory using techniques such as the nervous system. Topics include development spectrophotometry, enzyme kinetics, bright fi eld, of neurons, neuron-specifi c gene expression, and fl uorescence light microscopy and scanning mechanisms of neuronal plasticity in learning and electron microscopy. There will be an emphasis on memory, synaptic release, molecular biology of student-designed projects. Additional prerequisite: neurological disorders, and molecular neurophar- BIO 230, which should be taken concurrently. {N} macology. Prerequisites: BIO 230, BIO 234, or BIO 1 credit 236 and two semesters of chemistry, or permission Graham Kent of the instructor. Laboratory (326) must be taken Offered Fall 2005 concurrently. Enrollment limited to 20. (E) {N} 4 credits Adam C. Hall Offered Spring 2006

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BIO 326 Cellular and Molecular Neuroscience grant proposal. Prerequisite: a course in molecular Laboratory genetics (BIO 232 or BIO 234), and cell biology This laboratory initially uses tissue culture tech- (BIO 236 or BIO 230). Laboratory (347) is op- niques to study the development of primary tional, but recommended. {N} 4 credits neurons in culture (e.g. extension of neurites and Michael Barresi growth cones). This is followed by an introduction to DNA microarray technology for studying gene BIO 347 Developmental Biology Laboratory expression in the brain. The rest of the laboratory Observation, analysis, and manipulation of various uses the Xenopus oocyte expression system to phenomena in the development of various organ- study molecular structure-function. Oocytes (frog isms using both classic and modern techniques. eggs) are injected with DNA encoding for a variety During the second half of the semester, students of ion channels. The second half of the semester will design and carry out their own experiments involves a lab project using the expression system focused on neural development using zebrafi sh as to investigate channel characteristics or pharma- a model system. Lecture 346 must be taken con- cology. BIO 325 must be taken concurrently. En- currently. Enrollment limited to 12. {N} 1 credit rollment limited to 20 (E) {N} 1 credit Michael Barresi Adam C. Hall Offered Fall 2005 Offered Spring 2006 BIO 352 Animal Behavior BIO 330 Neurophysiology Examination of the many approaches to the study of The function of nervous systems. Topics include animal behavior. Topics include history of the fi eld, electrical signals in neurons, synapses, the neural physiological bases of behavior, and behavioral basis of form and color perception, and the gen- ecology and evolution. Additional prerequisite: one eration of behavioral patterns. Prerequisites: BIO of the following: BIO 242, 244, a statistics course 230, 236 or 256. Laboratory (331) must be taken or permission of the instructor. {N} 3 credits concurrently. {N} 4 credits Virginia Hayssen Richard Olivo Offered Fall 2006 Offered Spring 2006 BIO 353 Animal Behavior Laboratory BIO 331 Neurophysiology Laboratory Research design and methodology for fi eld and Electrophysiological recording of signals from laboratory studies of animal behavior. Additional neurons, including an independent project in the prerequisite, one of the following: BIO 242, 244, second half of the semester. BIO 330 must be taken a statistics course or permission of the instructor. concurrently. {N} 1 credit Enrollment limited to 15 students. {N} 2 credits Richard Olivo Virginia Hayssen Offered Spring 2006 Offered Fall 2005

BIO 346 Developmental Biology EGR 380 Neuroengineering Developmental biology is the study of the amaz- This course explores how electric potentials are ing processes by which a fertilized egg becomes a generated across the membranes of cells and multicellular organism with thousands of different how cells use these potentials to send messages. cell types. Observations of these remarkable phe- Specifi c topics include: lumped- and distributed- nomena are presented in concert with the experi- parameter models of cells, core conductor and ments underlying our current understanding of the cable models, action potentials, voltage clamp cur- control of these events. Emphasis is also placed on rents, the Hodgkin-Huxley model, myelinated nerve learning to design experiments to answer questions fi bers and salutatory conduction, ion channels and about cause and effect in biological systems, devel- gating currents. After thorough study of these cel- oping or otherwise. In addition to textbook reading lular processes, the class focuses on three specifi c assignments, students will learn to read and pres- technologies that take advantage of electrically-ex- ent primary literature and compose an abbreviated citable cells within the human body: the cochlear

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implant, the pacemaker, and electrically evoked topics as perception and encoding, cerebral later- potentials (e.g., EKG). Prerequisites: MTH 111 and alization and specialization, the control of action, 112 and EGR 220 or PHY 116 and BIO 111 or 112 executive function, and the problem of conscious- or permission of the instructor. {N/M} 4 credits ness. Prerequisite: PSY 111 or PSY 210 or permis- Susan Voss sion of the instructor. {N} 4 credits Offered Fall semester in alternating years; Maryjane Wraga, Spring 2006 Offered Fall 2005 Mary Harrington, Spring 2007 Offered Spring 2006, Spring 2007 PSY 210 Introduction to Neuroscience (Pending approval of the Committee on Academic PSY 222 Psychopharmacology Priorities.) This course will examine the effects of drugs on An introduction to the organization and function of the nervous system and associated changes in the mammalian nervous system. An in-depth explo- mood, cognition and behavior. Legal and illegal ration of the brain using multiple levels of analysis recreational drugs will be considered, as well ranging from molecular to cognitive and behavioral as therapeutic agents used to treat psychological approaches. An appreciation of how brain cells illnesses such as depression and schizophrenia. interact to orchestrate adaptive responses and ex- Focus will be on understanding the effects of drugs periences will be gained. The material is presented on synaptic transmission, as well as how neural at a level accessible for science as well as non- models might account for tolerance and addiction. science majors. This course has no prerequisites. The course will also cover issues with social impact {N} 4 credits such as the effects of drugs on fetal development, Sheri Treshner the pharmaceutical industry and effective treat- Offered Spring 2006, Spring 2007 ments for drug abuse. Prerequisite: 210 or 221 or permission of the instructor. {N} 4 credits PSY 221 Physiology of Behavior Beth Powell Introduction to brain-behavior relations in humans Offered Spring 2006 and other species. An overview of anatomical, neural, hormonal and neurochemical bases of PSY 326 Seminar in Biopsychology behavior in both normal and clinical cases. Major Topic: Brain Plasticity. Recent studies have dem- topics include the biological basis of sexual behav- onstrated that the “mature” brain retains its ability ior, sleep, emotions, depression, schizophrenia, to change and even add new elements. We will autism, ADHD and neurological disorders. Open to research and discuss a series of dogma-altering entering students. {N} 4 credits fi ndings that have revolutionized the way neurosci- Beth Powell entists think about the brain. Readings will refl ect Offered Fall 2006 the behavioral, cellular and molecular approaches that have been used to demonstrate that the brain PSY 218 Cognitive Psychology continues to change throughout its lifetime. Discus- Theory and research on current topics in cogni- sions will include the moral, ethical and public tion, including attention, perception, concept policy implications of these discoveries. Prerequi- formation, imagery, memory, decision making and sites include PSY 210, 221 and permission of the intelligence. Prerequisite: 111 or permission of the instructor. Enrollment limited to 12. {N} 4 credits instructor. {N} 4 credits Stefan Bodnarenko Maryjane Wraga, Jill de Villiers Offered Spring 2006 Offered Spring 2006, Spring 2007 Adviser for Study Abroad: Virginia Hayssen, Fall; PSY 219 Cognitive Neuroscience Richard Olivo, Spring Cognitive neuroscience uses neuroimaging tech- niques such as PET and fMRI to examine issues Adviser for Transfer Students: Margaret Ander- related to the mind/brain. This course covers such son

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 321321 77/26/05/26/05 9:15:309:15:30 AMAM 322 Neuroscience The Minor Required core courses: PSY 210, 221, and a 300-level course selected in consultation with the adviser.

Choose three electives from: Either BIO 230 or 256, BIO 325/326, 330/331, 352/353, NSC 311, 312, PSY 222, 326.

The S/U option may not be used for courses fulfi ll- ing the requirements of the minor. Honors Director: Stefan Bodnarenko

430d Thesis 8 credits Full-year course; offered each year

432d Thesis 12 credits Full-year course; offered each year

Requirements: the same as for the major, with 8 or 12 thesis credits in the senior year involving an individual investigation culminating in a written thesis and an oral presentation. A course in statis- tics is strongly recommended for students complet- ing honors in neuroscience.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associate Professors Jill G. de Villiers, Ph.D. (Psychology and †1 Nalini Bhushan, Ph.D. Philosophy) **2 Susan Levin, Ph.D. †2 John M. Connolly, Ph.D., Chair Jeffry Ramsey, Ph.D. †1 Elizabeth V. Spelman, Ph.D. (Philosophy and Lecturer Women’s Studies) Ernest Alleva, Ph.D. **1, *2 Jay L. Garfi eld, Ph.D. Albert Mosley, Ph.D. Visiting Lecturer Angeliek von Hout Research Associates Janice Moulton, Ph.D. Meredith W. Michaels, Ph.D.

Introductory and intermediate courses are open them. {H/L} 4 credits to all students, unless otherwise noted. Upper-level Jay Garfi eld (Philosophy), Andrew Rotman courses assume some previous work in the depart- (Religion) ment or in fi elds related to the particular course Offered Fall 2005 concerned. The 300-level courses are primarily for juniors and seniors. Where special preparation 124 History of Ancient and Medieval is required, the prerequisite is indicated in the Philosophy description. A study of Western philosophy from the early Greeks to the end of the Middle Ages, with empha- LOG 100 Valid and Invalid Reasoning: What sis on the pre-Socratics, Plato, Aristotle, the Stoics Follows from What? and Epicureans and some of the scholastic philoso- James Henle (Mathematics), Jay Garfi eld phers. {H/M} 4 credits Offered Fall 2005 Susan Levin Offered Fall 2005 108/REL 108 The Meaning of Life This course asks the big question, “What is the 125 History of Modern Philosophy meaning of life?” and explores a range of answers A study of Western philosophy from Bacon through offered by philosophers and religious thinkers the 18th century, with emphasis on Descartes, from a host of different traditions in different eras Spinoza, Leibniz, Locke, Berkeley, Hume and es- of human history. We will explore a variety of forms pecially Kant. Maximum number of students per of philosophical and religious thinking and the section 15. {H/M} 4 credits ways in which philosophical and religious think- Jeffry Ramsey ing can be directly relevant to our own lives. We Offered Spring 2006 will take these texts and ideas seriously; we will approach them critically; and we will learn from

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200 Philosophy Colloquium include biomedical ethics (abortion, euthanasia, Intensive practice in writing and discussion in reproductive technologies, rationing), business applying philosophical methods to key problems ethics (advertising, accounting, whistle-blowing, discussed in essays written by members of the phi- globalism), sexual ethics (harassment, coercion, losophy department. Required for majors, optional homosexuality), animal rights (vegetarianism, for minors. Normally taken in the sophomore year. vivisection, experimentation), social justice (war, Prerequisite: Two college courses in philosophy, affi rmative action, poverty, criminal justice), envi- one of which may be taken concurrently, or per- ronmental ethics (preserving species and places, mission of the instructor. WI 4 credits genetically modifi ed foods, global warming) and John Connolly and members of the department other topics. {H/S} 4 credits Offered Spring 2006 Albert Mosley Offered Fall 2005 211 The Philosophy of Ludwig Wittgenstein Ludwig Wittgenstein is arguably the most infl uential 222 Ethics philosopher of the 20th century. It is impossible to An examination of the works of some major moral understand the principal philosophical movements theorists of the Western philosophical tradition of this century without an appreciation of his ideas. and their implications for our understanding of the In this course we will read his most important phil- nature of the good life and the sources and scope osophical texts (Tractatus Logico-Philosophicus of our moral responsibilities. Enrollment limited to and Philosophical Investigations), among other 25 students. {H/S} 4 credits things. Prerequisites: At least one course in phi- Ernest Alleva losophy. Enrollment limited to 20. {H/M} 4 credits Offered Fall 2005 John Connolly Offered Spring 2006 230 American Philosophy Topic: Pragmatism and Neo-Pragmatism. This 220 Incompleteness and Inconsistency: course will survey the unique contributions of Topics in the Philosophy of Logic American philosophers to the development of the Among the most important and philosophically Western philosophical tradition. Pragmatism reject- intriguing results in 20th-century logic are the ed a number of the basic assumptions of ancient, limitative theorems such as Gödel’s incompleteness medieval and modern philosophy and has played theorem and Tarski’s demonstration of the indefi n- a leading role in reconfi guring our conceptions ability of truth in certain languages. A wide variety of knowledge, truth, beauty and morality. We will of approaches to resolving fundamental mathemati- read selections from the founders of pragmatism cal and semantical paradoxes have emerged in the (Ralph Waldo Emerson, Charles Peirce, William wake of these results, as well as a variety of alterna- James, John Dewey, George Herbert Mead, Alaine tive logics including paraconsistent logics in which Locke) and from neo-pragmatists (W.V. Quine, contradictions are tolerated. This course examines Hilary Putnam, Richard Rorty, Stanley Cavell, Rich- logical and semantic paradoxes and their philo- ard Shusterman) in order to show the relevance of sophical signifi cance, as well as the choice between pragmatism to contemporary debates concerning accepting incompleteness and inconsistency in the nature of science, technology, aesthetics, poli- logic and knowledge. Prerequisite: one course in tics and the law. {H} 4 credits logic. {M} 4 credits Albert Mosley Albert Mosley Offered Spring 2006 Offered Spring 2006 236 Linguistic Structures 221 Ethics and Society Introduction to the issues and methods of modern This course will survey current topics in applied linguistics, including morphology, syntax, seman- ethics. It will introduce the major sources of moral tics, phonology and pragmatics. The focus will be theory from religious and secular sources and on the revolution in linguistics introduced by Noam show how these theories are applied. Topics will Chomsky and the profound questions it raises for

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human nature, linguistic universals and language informed consent; resource allocation and social acquisition. {N/M} 4 credits justice; reproductive technologies and genetic Jill de Villiers screening; euthanasia and the withdrawal of life- Offered Spring 2006 sustaining treatment; and the experimental use of human subjects. Recommended background: one 238 Environmental Ethics course in philosophy or health studies. {S} The goal of this course is to prepare students to 4 credits understand and critically evaluate various ethical Susan Levin perspectives on human beings’ interactions with Offered Spring 2006 nature and these perspectives’ applications to environmental issues. The principal ethical per- 253j Indo-Tibetan Buddhist Philosophy and spectives studied are anthropocentrism, biocentric Hermeneutics individualism, environmental holism and environ- This intensive course is taught at the Central In- mental pragmatism. We will study representative stitute of Higher Tibetan Studies in Sarnath, India, descriptions and defenses of these perspectives as part of the Hampshire/Five Colleges in India and will examine in particular whether they can program. Students take daily classes in Buddhist validly and effectively help us resolve environmen- philosophy, Indo-Tibetan hermeneutics and Tibetan tal problems. We will study controversies about history and culture, taught by eminent Tibetan biodiversity, wilderness protection, global climate scholars and attend regular discussion sessions change and pollution. Enrollment limited to 40. as well as incidental lectures on topics including {S/H} 4 credits Tibetan art history and iconography, Tibetan astrol- Jeffry L. Ramsey ogy and medicine and Tibetan politics. Students Offered Fall 2005 explore Varanasi and we visit important Buddhist historical and pilgrimage sites. Each student is 241 Ethical Issues in the Boardroom and the paired with a Tibetan student “buddy” so as to get Classroom an inside view of Tibetan culture. Enrollment lim- An investigation of ethical questions that arise in ited to 15 and requires application and acceptance the world of business, including the business of the by the H/5CIP. Pay attention to calls for early ap- academy and scrutiny of the moral principles that plication. Deadlines fall mid-October. No prerequi- may enable us to cope successfully with these ques- sites. {H/S/M} 3 credits tions. Issues to be discussed include the respon- Jay Garfi eld sibilities of businesses and the academy toward Offered January 2006 their various clients, to society at large and to the environment; the ethics of investment, including 254 African Philosophy endowments; product liability; advertisement and This course will explore the debate as to whether the principle of caveat emptor; sexual harassment; traditional African beliefs should be used as the employee rights; and special privileges of the acad- foundation of contemporary African philosophy; emy (academic freedom, tenure, etc.); cheating. the relationship between tradition and modernity in The case-study method will be used. Not open to colonial and postcolonial Africa; and the relation- fi rst-year students. Enrollment limited to 40. {S} ship between African and African-American beliefs 4 credits and practices. In exploring this issue we will read John M. Connolly selections from Africans (Mbiti, Senghor, Houn- Offered Fall 2005 tondji, Bodunrin, Wiredu, Appiah, Sodips, Eze), African-Americans (Blyden, Dubois, Mosley, Gates, 242 Topics in Medical Ethics Gilroy), Europeans (Levy-Bruhl, Tempels, Horton) An exploration of key issues in the area of medi- and European-Americans (Crawford, Bernasconi, cal ethics. Following the consideration of relevant Janz). (E) {L/H/S} 4 credits philosophical background, topics to be addressed Albert Mosley include patient autonomy and medical paternalism; Offered Fall 2005

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255 Philosophy and Literature 324 Seminar in Ancient Philosophy Of late there has been talk of philosophy’s being Topic: Conceptions of the Best Life. This seminar at an end or at least in need of transformation. In will explore the refl ections of ancient philosophers order to provide a measure of renewal, people are on the topic of human fl ourishing. Questions to be considering whether approaches taken and insights addressed include: What role should reason and expressed in literature might enrich the study of thought play in the best life for human beings? What philosophy. We will explore this issue through an value should be assigned to emotions and desires examination of philosophical and literary treat- and to interpersonal relationships? Can individuals ments of friendship from different periods in the fl ourish in isolation, or does the best life neces- Western tradition and of literary and philosophical sarily involve engagement in human communities? refl ections on human fl ourishing in the 20th cen- We will focus on the views expressed by Plato, Ar- tury. We will also consider work by contemporary istotle, Epicurus, Greek and Roman Stoics and the philosophers on the topic of what literature might ancient Skeptics. Recommended background: PHI have to contribute to the philosophical enterprise. 124 or the equivalent. {H} 4 credits Prerequisite: one course in philosophy or permis- Susan Levin sion of the instructor. {H} 4 credits Offered Spring 2006 Susan Levin Offered Fall 2005 334 Seminar: Mind Topic: Philosophy of Human Action. A study of 275/PSY 275 Topics in Moral Psychology the central concepts in practical philosophy, with This course explores alternative approaches to special attention to classical and medieval sources. central questions of moral psychology. How do 4 credits people make moral judgments and decisions? What John Connolly psychological processes are involved in morally Offered Fall 2005 evaluating people, actions or social practices and institutions and in morally motivating action? What 362 Seminar: Philosophy of Language roles do knowledge or reasoning play? What roles A study of the basic concepts involved in language do emotions or feelings, such as compassion, such as meaning, reference, truth, interpretation love, guilt or resentment, play? How does morality and conceptual systems. Does each language bring develop in individuals? Is moral virtue a product of with it a distinct conceptual system? Could there education? How does morality vary across individu- be conceptual systems radically different from als and cultures? Are there gender differences in ours? Recommended: two intermediate philosophy moral development? Do non-human animals have courses. {M} 4 credits moral capacities? Readings will include work by Jill de Villiers classical and contemporary philosophers, as well Offered Fall 2005 as recent work by psychologists, social scientists and biologists. (E) 4 credits Time in Language Ernest Alleva The seminar looks at different conceptions of time Offered Spring 2006 and the ways we express reference to time in lan- guage, how we order states and events on the time 315 Seminar: Philosophy of Science line. How do different grammars mark progression Topic: Philosophy of Biology. This course dis- of time and how do they represent simultaneity? cusses the structure of evolutionary theory and its We will compare English with other languages to relation to other biological disciplines is treated. obtain an idea of crosslinguistic variation in this Finally the implications of the theory for such con- domain. We will also examine the question from troversial issues as creationism, teleology, nature the perspective of the language learner and see verus nurture and sociobiology are examined. how children develop their abilities to produce {N/M} 4 credits narratives in which time fl ows (or doesn’t). Jeffry Ramsey Understanding the order of events is crucial in Offered Spring 2006 understanding texts and a better insight into how

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language accomplishes this and the complexities tics, psychology and philosophy and cross-linguis- of the learning task will be an important goal of the tic data as well as English. Prerequisite: either PSY course. Prerequisites: some coursework in Linguis- 111, PSY 233, PHI 100, or PHI 236, or permission tics or philosophy of mind, such as PHI/PSY 213, of the instructor. {N} 4 credits PHI 236, PHI 262, or permission of the instructor. Jill de Villiers {M} 4 credits Offered Fall 2005 Angeliek van Hout Offered Spring 2006 REL 235 The Catholic Philosophical Tradition

400 Special Studies Cross-Listed Courses For senior majors, by arrangement with the depart- ment. HSC 112 Images and Understanding 1 to 4 credits Plato contended that god did not give the uni- Offered both semesters each year verse eyes because, since the universe contains everything, there is nothing external to see. On 408d Special Studies the other hand, we use the expression “I see” as For senior majors, by arrangement with the depart- a synonym for “I understand.” In this course we ment. will study key historical events that have shaped the 8 credits images through which we understand the world. Full-year course; Offered each year Topics and questions to be considered include the structure of the eye and the process of perception; theories of light; visual instrumentation; imaging in The Major science and in art; and the use of visual metaphors in scientifi c thinking. {H/N} 4 credits Advisers: Members of the department Jeff Ramsey Offered Fall 2005 Adviser for Study Abroad: Jay Garfi eld, fall 2005, John Connolly, Spring 2006 MTH 217 Mathematical Structures Requirements: Ten semester courses in philoso- 209/PSY Philosophy and History of phy including two courses in the history of philoso- Psychology phy, at least one of which must be PHI 124 or PHI An examination of the philosophical issues that 125; either LOG 100 or PHI 202; three 200-level have troubled psychology as a science, such as courses, one from three of the following areas: determinism and free will, conscious and uncon- Value Theory and Social Philosophy (210, 222, scious processes, the possibility and effi cacy of 233, 234, 235, 240, 241, 242, 245, 246, 255); self-knowledge, development of knowledge and Continental Philosophy and Cultural Critique (211- morality, behaviorism vs. mentalism, realism and Wittgenstein, 225, 237-Nietzsche, 260); Metaphys- constructivism and the relation of mind and brain. ics and Epistemology (210, 226, 230, 234, 246, Prerequisite: at least one 100-level course in phi- 250, 252); Language, Logic and Science (202, 203, losophy or psychology. {N} 4 credits 220, PHI/PSY 209, PHI/PSY 213, 224, 236, 262); Peter de Villiers PHI 200b, normally to be taken in the sophomore Offered Fall 2005 year; two 300-level courses. (Note: Topics courses, such as 210, may fall under different rubrics in 209/PSY 213 Language Acquisition different years.) The course will examine how the child learns her fi rst language. What are the central problems in the Courses in related departments may be included learning of word meanings and grammars? Evi- in the major program of ten semester courses only dence and arguments will be drawn from linguis- with approval of the department. Petitions for ap-

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proval must be fi led with the department at least one week before the beginning of the semester in Honors which the course is offered. Director: Jeffry Ramsey

430d Thesis The Minor 8 credits Yearlong course; Offered each year Advisers for the Minor: Members of the depart- ment 431 Thesis 8 credits Students may minor in philosophy by (a) fulfi lling Offered each Fall the requirements of one of the following sequenc- es, or (b) designing, with departmental approval, 432d Thesis their own sequence of courses. In both cases, the 12 credits minor consists of a two-course “basis” and a three- Yearlong course; Offered each year course “concentration.” Requirements: a minimum of 10 semester cours- Concentration 1: Linguistics and the es in philosophy and a thesis; an oral examination Philosophy of Language on the material discussed in the thesis. Honors Basis: LOG 100 or PHI 202; and 236 students are expected to satisfy the requirements for the major. In addition to the basis, 262 and PHI/PSY 213 are required. Any of the following may be counted toward the minor with permission of the instructor Graduate and the minor adviser: 220, 260, 262, 310, 334, 362. Advisers: Members of the department

580 Advanced Studies Concentration 2: Philosophy and the By permission of the department, for graduates Humanities and qualifi ed undergraduates: Theory of Probable Basis: any two from among the following: LOG 100 Inference, Topics in Logical Theory, Philosophy of or PHI 202, 100, 200, 124, 125, 126, 127. Language, Contemporary Ethics. 4 or 8 credits In addition to the basis, three courses from among Offered both semesters each year the following: 210, 222, 224, 225, 226, 233, 234, 235, 237, 241, 242, 246, 255, 260, 304, 310, 324 580d Advanced Studies and 334. By permission of the department, for graduates and qualifi ed undergraduates: Theory of Probable Concentration 3: Philosophy, Inference, Topics in Logical Theory, Philosophy of Feminism and Society Language, Contemporary Ethics. 8 credits Basis: any two from among the following: LOG 100 Yearlong course; Offered each year or PHI 202, 100, 200, 124, 125. 590 Research and Thesis In addition to the basis, three courses from among 4 or 8 credits the following: 224, 235, 240, 304, 305. Courses Offered both semesters each year from related departments and Five College offer- 590d Research and Thesis ings may be substituted for the above-listed courses 8 credits with the approval of the department. Yearlong course; Offered each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Lecturer **2 Malgorzata Zielinska-Pfabé, Ph.D. Janet Van Blerkom, Ph.D. Piotr Decowski, Ph.D. Nalini Easwar, Ph.D., Chair Laboratory Instructor Joyce Palmer-Fortune, Ph.D. Associate Professors *2 Doreen A. Weinberger, Ph.D. Laboratory Supervisor †1 Nathanael A. Fortune, Ph.D. Jerzy W. Pfabé, M.Sc.

Assistant Professor Gary Felder, Ph.D.

Students planning to major in physics are advised ics include string and air vibrations, perception to elect both 115/117 and 118 and courses in of tone, auditorium acoustics, musical scales and mathematics in the fi rst year. intervals and the construction of musical instru- Students entering with a strong background ments. {N} 4 credits in physics are urged to confer with a member of Janet Van Blerkom the department at the beginning of their fi rst year Offered Fall 2005, Fall 2007 about taking a more advanced course in place of 115/117 and 118. 108 Optics is Light Work Students who receive scores of 4 and 5 on the This course for nonscience majors reveals the Advanced Placement tests in physics B and C may intriguing nature of light in its myriad interactions apply that credit toward the degree unless they with matter. From Newton’s corpuscular theory, complete 115/117 and 118 for credit. through the triumph of wave optics, to the revo- lutionary insights of quantum theory, our under- 106 The Cosmic Onion: From Quantum World standing of the nature of light has come full circle. to the Universe Yet questions still remain. In this class each student Basic concepts of quantum mechanics governing will explore in depth an optical phenomenon of the atomic and subatomic worlds. Structure of at- her own choosing. Enrollment limited to 16. Of- oms, atomic nuclei and matter. The evolution of the fered in alternate years. {N} 4 Credits Universe and its relation to the subatomic physics. Doreen Weinberger The course is designed for nonscience majors. It Not offered 2005–06 and 2006–07 does not involve mathematical tools. {N} 4 credits Piotr Decowski PHY 109/AST 109 The Big Bang and Beyond Offered Spring 2006, Spring 2008 According to modern science the universe as we know it began expanding about 14 billion years 107 Musical Sound ago from an unimaginably hot, dense fi reball. This course for non-science majors explores Why was the universe in that particular state? How through lectures and laboratory demonstrations did the universe get from that state to the way it is the physical basis of musical sound. Sample top- today, full of galaxies, stars and planets? What evi-

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dence supports this “big bang model”? Throughout 112 or the equivalent. Enrollment limited to 20. this course we will focus not simply on what we {N/M} 4 credits know about these questions, but also on how we Malgorzata Zielinska-Pfabé know it and on the limitations of our knowledge. Offered every Fall Designed for nonscience majors. Enrollment lim- ited to 25. (E) {N} 4 credits 211/EGR 202 Mathematical Methods of Gary Felder Physical Sciences and Engineering II Offered Spring 2007 Mathematical tools to solve advanced problems in physical sciences. Topics include special functions, 115 General Physics orthogonal functions, partial differential equations, The concepts and relations describing motion of functions of complex variables, integral transforms. objects (Newtonian and relativistic). Prerequisite: Prerequisites: 210 or MTH 111, 112, 211 and 212 one semester of introductory calculus, (MTH 111 or permission of the instructor. {N/M} 4 credits Calculus I or equivalent). Permission of the in- Malgorzata Zielinska-Pfabé structor required if taken concurrently. {N} Offered Spring 2006, 2008 5 credits Doreen Weinberger, Fall 2005, Spring 2006, 214 Electricity and Magnetism Spring 2007 Electrostatic fi elds, polarization, magnetostatic Nathanel Fortune, Fall 2006 fi elds, magnetization, non-relativistic electrody- Offered both semesters each year namics and electromagnetic waves. Prerequisite: 115 and 118 or the equivalent, 210 or permission 117 Advanced General Physics I of the instructor. {N} 4 credits A more mathematically advanced version of PHY Piotr Decowski 115. Prerequisites: MTH 112 (Calculus II) or MTH Offered every Spring 114 (Calculus: Effective Computation and Power Series) or permission of the instructor. Students 220/EGR 274 Classical Mechanics cannot receive credit for both PHY 115 and 117. Newtonian dynamics of particles and rigid bodies, {N} 5 credits oscillations. Prerequisite: 115/117, 118, 210 or Gary Felder permission of the instructor. {N} 4 credits Offered both semesters each year Malgorzata Zielinska-Pfabé, Fall 2005 Nalini Easwar, Fall 2006 118 General Physics II Offered every Fall A continuation of 115/117. Electromagnetism, optics, waves and elements of quantum physics. 222 Relativity and Quantum Physics Prerequisite: 115 or permission of the instructor. The special theory of relativity, particle and wave {N} 5 credits models of matter and radiation, atomic structure Nalini Easwar, Fall 2005, Spring 2006 and an introduction to quantum mechanics. Pre- Janet Van Blerkom, Fall 2006 requisite: 115/117 and 118 or permission of the Nathanael Fortune, Spring 2007 instructor. {N} 4 credits Offered both semesters each year Piotr Decowski Offered every Fall 210/EGR 201 Mathematical Methods of Physical Sciences and Engineering I 224 Electronics Choosing and using mathematical tools to solve A semester of experiments in electronics, with em- problems in physical sciences. Topics include com- phasis on designing, building and trouble shooting plex numbers, multiple integrals, vector analysis, circuits. Discrete electronic components: diodes, Fourier series, ordinary differential equations, transistors and their applications. Analog and calculus of variations. Prerequisites: MTH 111 and digital IC circuits: logic gates, operational ampli- fi ers, timers, counters and displays. Final individual

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design project. Prerequisite: 115/117 and 118 or in-depth to provide an appreciation for the theo- permission of the instructor. {N} 4 credits retical approach and the close interplay between Nalini Easwar theory, experiment and application. Offered every Spring Prerequisites: PHY 210, PHY 214, PHY 222, PHY 340. {N} 4 credits 299 Current Topics In Physics Nalini Easwar For this course we will read recent articles on Offered Fall 2006 diverse topics in physics. The emphasis will be put on oral presentation and discussion of the new 340 Quantum Mechanics phenomena using knowledge from other physics The formal structure of nonrelativistic quantum courses. Prerequisite: PHT 222. Restricted to ju- mechanics, including operator methods. Solutions niors and seniors. {N} 1 credit for a number of potentials in one dimension and Gary Felder for central potentials in three dimensions, includ- Offered Spring 2006, Fall 2006 ing spin. Prerequisites: 210, 220 and 222. {N} 4 credits 312/EGR 322 Optics Doreen Weinberger Electromagnetic waves; absorption and dispersion. Offered every Spring Refl ection and refraction of light. Interference, dif- fraction and polarization of light. Lasers and holog- 341 Advanced Quantum Mechanics raphy. Prerequisites: 210, 214, 222 or permission A continuation of PHY 340. Applications of non-rel- of the instructor. {N} 4 credits ativistic quantum mechanics to systems of identical Doreen Weinberger particles; perturbation theory analysis. Prerequi- Offered Fall 2007 site: PHY 340. {N} 2 or 4 credits Doreen Weinberger 314/EGR 324 Advanced Electrodynamics Offered Fall 2005 A continuation of PHY 214. Electromagnetic waves in matter; the potential formulation and gauge 348 Thermal Physics transformations; dipole radiation; relativistic elec- Statistical mechanics, kinetic theory of gases, in- trodynamics. Prerequisite: PHY 214 or permission troduction to thermodynamics. Prerequisites: 210, of the instructor. {N} 2 credits 220, 222. {N} 4 credits Piotr Decowski Gary Felder Offered Spring 2006 Offered every Fall

322 Nuclear and Particle Physics 400 Special Studies Properties of atomic nuclei. Nuclear decays. De- By permission of the department, for students who tection of nuclear particles. Nuclear reactions. have had at least four semester courses in interme- Quarks, leptons and intermediate bosons. diate physics. Prerequisites: PHY 210, PHY 222, PHY 340. {N} 1 to 4 credits 4 credits Offered both semesters each year Piotr Decowski Offered Spring 2007 The Major 332/EGR 323 Solid State Physics The course covers fundamental topics in solid state Advisers: Piotr Decowski, Nalini Easwar, physics beginning with crystal structure, x-ray dif- Nathanael A. Fortune, Gary Felder, Malgorzata fraction from periodic structures, lattice vibrations Zielinska-Pfabé, Doreen Weinberger and the nature of electron distributions in metals, semiconductors and insulators. Topics are covered

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The following courses are required: 115, 118, 210, 211, 214, 220, 222, 224, 299, 340, 348 and one additional 300-level physics course PHY 312, 322, 332, or 350 or AST 335, or CHM 331, 337, 347.

Students planning graduate study in physics are advised to take additional advanced physics and mathematics courses.

Students are advised to acquire a facility in com- puter programming. The Minor Advisers: Members of the department

The minor in physics consists of: 115, 118, 222 and at least two additional 200 or 300 level physics courses. Honors Director: Malgorzata Zielinska-Pfabé

430d Thesis 8 credits Full-year course; Offered each year

432d Thesis 12 credits Full-year course; Offered each year

Requirements: same as for the major, plus an honors project and thesis (430d or 432d) nor- mally pursued throughout the senior year. An oral defense of the honors thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers †2 Thomas Riddell, Associate Professor of Martha Ackelsberg, Professor of Government Economics Richard Fantasia, Professor of Sociology Gregory White, Associate Professor of Government, †2 Karen Pfeifer, Professor of Economics Director Andrew Zimbalist, Professor of Economics

404 Special Studies 2. History 4 credits Offered both semesters each year ECO 204 American Economic History: 1870–1990 The purpose of the political economy minor is to ECO 208 European Economic Development foster an interdepartmental approach to the study GOV 244 Foreign Policy of the United States of advanced industrial societies. This approach SOC 318 Seminar: The Sociology of Popular incorporates both mainstream and critical theo- Culture retical visions. It provides a focus on European and American society from a political-economic perspective; i.e., a perspective that emphasizes the 3. Contemporary Applications roots of political development in the material basis of a society. ECO 209 Comparative Economic Systems ECO 222 Women’s Labor and the Economy The political economy minor consists of six ECO 224 Environmental Economics courses, drawn from among the courses listed ECO 230 Urban Economics under the three fi elds described below. At least one GOV 204 Urban Politics course must be taken from each fi eld; two courses GOV 254 Politics of the Global Environment in theory are strongly recommended. Majors in a GOV 347 Seminar in International Politics and participating department may take no more than Comparative Politics four courses toward the political economy minor SOC 212 Class and Society in that department. SOC 213 Ethnic Minorities in America SOC 216 Social Movements At the discretion of the adviser, equivalent courses SOC 218 Urban Sociology may be substituted. 4. Special Studies (PEC 404) 1. Theory To be taken in any of the above fi elds, with any of ECO 256 Marxian Political Economy the faculty participants in the minor, as approved ECO 357 Growth and Crisis in the United States by the advisory board. Economy GOV 242 International Political Economy GOV 263 Political Theory of the 19th Century SOC 250 Theories of Society

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors Jill G. de Villiers, Ph.D. (Psychology and †2 Maryjane Wraga, Ph.D. Philosophy) **2 Byron L. Zamboanga, Ph.D. Peter A. de Villiers, Ph.D. Benita Jackson, Ph.D. Randy O. Frost, Ph.D. Fletcher A. Blanchard, Ph.D. Lecturers †1 Mary Harrington, Ph.D. Beth Powell, Ph.D. David Palmer, Ph.D. Adjunct Professor Marlo Henderson Maureen A. Mahoney, Ph.D. Christopher Overtree Sheralee Treshner Associate Professors Michele Wick, Ph.D. Philip K. Peake, Ph.D., Chair *2 Stefan R. Bodnarenko, Ph.D. Assistant in Statistics **1 Patricia M. DiBartolo, Ph.D. David Palmer, Ph.D. Bill E. Peterson, Ph.D. *1 Lauren E. Duncan, Ph.D. Research Associates Robert Teghtsoonian, Ph.D. Adjunct Associate Professor Martha Teghtsoonian, Ph.D. Barbara B. Reinhold, Ed.D. George Robinson, Ph.D. Eric Hurley, Ph.D.

others. {N} WI 4 credits Bases for the Major Benita Jackson, Marlo C. Henderson, Fall 2005 Jill de Villiers, Lauren Duncan, Bill Peterson, 111 Introduction to Psychology Spring 2006 An introductory course surveying fundamental Offered both semesters each year principles and fi ndings in contemporary psychol- ogy. Students must section for discussion. Discus- 113 Statistical Methods in Psychology sion sections are limited to 22. {N} 4 credits An overview of statistical methods needed for Peter de Villiers, Director undergraduate research. The course emphasizes Peter de Villiers, Maryjane Wraga, Byron L. Zam- methods for data collection, data description and boanga, Michele T. Wick statistical inference including an introduction to Offered Fall 2005 confi dence intervals, testing hypotheses, analysis of variance and regression analysis. Techniques 112 Introduction to Research Methods for analyzing both quantitative and categorical data Introduces students to a variety of methods used will be discussed. Applications will be emphasized in psychological research. May focus on experi- and students will learn to use the SPSS statistical mental, survey and observational methods, among software for data analysis. Classes meet for lecture/

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discussion and for a required weekly laboratory. the mammalian nervous system. An in-depth explo- Enrollment limited to 40. Lab size limited to 15 ration of the brain using multiple levels of analysis students. {M} 4 credits ranging from molecular to cognitive and behavioral Philip Peake, David Palmer approaches. An appreciation of how brain cells Offered Spring 2006 interact to orchestrate adaptive responses and ex- periences will be gained. The material is presented 140/MTH 190/ Statistical Methods for at a level accessible for science as well as non- Undergraduate Research science majors. This course has no prerequisites. An overview of statistical methods needed for {N} 4 credits undergraduate research. The course emphasizes Stefan Bodnarenko methods for data collection, data description and Offered Spring 2006, Spring 2007 statistical inference including an introduction to confi dence intervals, testing hypotheses, analysis 213/PHI 213 Language Acquisition of variance and regression analysis. Techniques The course will examine how the child learns her for analyzing both quantitative and categorical data fi rst language. What are the central problems in the will be discussed. Applications will be emphasized learning of word meanings and grammars? Evi- and students will learn to use the SPSS statistical dence and arguments will be drawn from linguis- software for data analysis. Classes meet for lecture/ tics, psychology and philosophy, and cross-linguis- discussion and for a required weekly laboratory. tic data as well as English. Prerequisite: either PSY Lab sections limited to 20. This course satisfi es the 111, PSY 233, PHI 100, or PHI 236, or permission Basis requirement for the psychology department of the instructor. {N} 4 credits major and is recommended for all psychology stu- Jill de Villiers dents. Other students who have taken MTH 111, AP Offered Fall 2005 Calculus, or the equivalent should take MTH 245. Students will not be given credit for both MTH 190 215 Brain States and MTH 245. (E) {M} 4 credits An exploration of how states of consciousness arise Nicholas Horton, David Palmer from differential brain activity. Analysis of neuro- Offered Fall 2005 logical case studies, emotions, stress, genes and behavior. Associated writing assignments. Colloqui- um intended for sophomore and junior students. A. Brain and Cognition Enrollment limited to 20. {N} 4 credits Mary Harrington 209/PHI 209 Philosophy and History of Offered Fall 2006 Psychology An examination of the philosophical issues which 218 Cognitive Psychology have troubled psychology as a science, such as Theory and research on current topics in cogni- determinism and free will, conscious and uncon- tion, including attention, perception, concept scious processes, the possibility and effi cacy of formation, imagery, memory, decision making and self-knowledge, development of knowledge and intelligence. Prerequisite: 111 or permission of the morality, behaviorism vs. mentalism, realism and instructor. {N} 4 credits constructivism, and the relation of mind and brain. Jill de Villiers Prerequisite: at least one 100-level course in phi- Offered Fall 2006 losophy or psychology. {N} 4 credits Peter de Villiers 219 Cognitive Neuroscience Offered Fall 2005 Cognitive neuroscience uses neuroimaging tech- niques such as PET and fMRI to examine issues 210 Introduction to Neuroscience related to the mind/brain. This course covers such (Pending approval of the Committee on Academic topics as perception and encoding, cerebral later- Priorities.) alization and specialization, the control of action, An introduction to the organization and function of executive function and the problem of conscious-

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ness. Prerequisite: PSY 111 or PSY 210 or permis- mental imagery and hemispatial neglect. Prerequi- sion of the instructor. {N} 4 credits site: PSY 111 or permission of the instructor. {N} Maryjane Wraga, Spring 2006 4 credits Mary Harrington, Spring 2007 Maryjane Wraga Offered Spring 2006, Spring 2007 Offered Spring 2006

NSC 311 Neuroanatomy A survey of the structural organization of the mam- B. Health and Physiology of malian brain and the behavioral changes associat- ed with brain damage. Laboratory covers research Behavior techniques in neuroanatomy. Prerequisites: 210 or 221, an introductory BIO course, or permission of ESS 220 Psychology of Sport the instructor. Enrollment limited to 20. Laboratory An examination of sport from a psychological per- sections limited to 10. {N} 5 credits spective. Topics include the role of stress, motiva- Stefan Bodnarenko tion and personality in performance. Attention will Offered Fall 2005 also be given to perceptual, cognitive and behavior- al strategies that may be used to enhance achieve- NSC 312 Seminar in Neuroscience ment level. Prerequisite: PSY 111 {S} 4 credits General Anesthesia. This seminar will explore the Tim Bacon history of general anesthesia, current anesthetic Offered Spring 2006 practices and the molecular mechanisms of anes- thetic actions in the brain. Prerequisite: either BIO 221 Physiology of Behavior 230, 256, 325 or 330. Enrollment limited to 12. Introduction to brain-behavior relations in humans {N} 4 credits and other species. An overview of anatomical, Adam C. Hall neural, hormonal and neurochemical bases of Offered Fall 2005 behavior in both normal and clinical cases. Major topics include the biological basis of sexual behav- 313 Seminar in Psycholinguistics ior, sleep, emotions, depression, schizophrenia, Topic: Language Diversity and Child Language autism, ADHD, and neurological disorders. Open Assessment. The seminar will focus on assessment to entering students. {N} 4 credits of language development, considering issues of Beth Powell dialect and cultural differences, and the nature of Offered Fall 2006 language disorders in 3–7-year-old children. The background research, design and data from the 222 Psychopharmacology fi rst testing of a new diagnostic test for children This course will examine the effects of drugs on who speak African American English, and from the nervous system and associated changes in a new test for bilingual Spanish speakers, will be mood, cognition and behavior. Legal and illegal central topics of the seminar. Prerequisites: One recreational drugs will be considered, as well of: PSY/PHI 213, PHI 236, PSY 233, EDC 235, or as therapeutic agents used to treat psychological permission of instructor. {N} 4 credits illnesses such as depression and schizophrenia. Jill de Villiers Focus will be on understanding the effects of drugs Offered Fall 2006 on synaptic transmission, as well as how neural models might account for tolerance and addiction. 314 Seminar in Foundations of Behavior The course will also cover issues with social impact Topic: Adventures in Space Perception. This such as the effects of drugs on fetal development, course takes an in-depth look at how human be- the pharmaceutical industry and effective treat- ings perceive the layout of their environment, and ments for drug abuse. Prerequisite: 210 or 221 or how the brain stores that information. We will read permission of the instructor. {N} 4 credits and discuss primary sources from both cognitive Beth Powell psychology and cognitive neuroscience. Topics Offered Spring 2006, Spring 2007 include distance and size perception, perception,

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224 Learning and Behavior Change: Methods, 325 Seminar in Health Psychology Theory, and Practice Topic: Issues in Mind/Body Medicine. Focusing Complex behavior interpreted from a behavioral on the role of psychological processes, we will perspective, supplemented, when possible, with examine the state of empirical support for various evolutionary and neurophysiological accounts. In modalities of healing physical health problems the laboratory component of the course, students across allopathic and complementary/alternative will shape a chain of responses in a pigeon and will medicine perspectives. Emphasis will be placed on experiment with instructional technology with hu- critically evaluating current research and designing mans. Enrollment limited to 16. {N} 4 credits appropriate future studies. Recurrent psychological David Palmer process themes across modalities will be highlight- Offered Fall 2005, Fall 2006 ed, e.g., the placebo effect, emotion and the social context of healing. A previous course in health 225 Introduction to Health Psychology psychology is recommended. Prerequisite: 112 or Health psychology is a burgeoning fi eld that ex- permission of the instructor. {N} 4 credits amines the relationship between psychosocial Benita Jackson factors and health. This course will provide a Offered Fall 2005 broad overview using the basic concepts, theories, methods and applications of health psychology. 326 Seminar in Biopsychology We will critically examine state-of-the-art research Topic: Brain Plasticity. Recent studies have dem- as well as current gaps in knowledge to explore onstrated that the “mature” brain retains its ability topics including defi nitions of health and illness; to change and even add new elements. We will stress and coping; health behaviors; how the mind research and discuss a series of dogma-altering infl uences specifi c physical health conditions fi ndings that have revolutionized the way neurosci- and vice versa; patient-practitioner relations and entists think about the brain. Readings will refl ect health promotion. Emphasis will be placed on the the behavioral, cellular and molecular approaches ways psychological factors interact with the social, that have been used to demonstrate that the brain cultural, economic and environmental contexts of continues to change throughout its lifetime. Discus- health. Prerequisite: 112. {N} 4 credits sions will include the moral, ethical and public Benita Jackson policy implications of these discoveries. Prerequi- Offered Spring 2006, Spring 2007 sites include PSY 210, 221 and permission of the instructor. Enrollment limited to 12. {N} 4 credits 226 Society, Psychology, and Health Stefan Bodnarenko In the United States and worldwide, there are grow- Offered Spring 2006, Spring 2007 ing disparities in major chronic physical health outcomes as a function of race/ethnicity, socioeco- nomic status, gender and other social categories. C. Culture and Development The fi eld of health psychology contributes to how we understand and address these issues. In this Director of the Child Study Committee: Patricia course, we will focus on how environments—so- DiBartolo cial, cultural and physical—shape psychological factors which in turn infl uence physical health. 233 Child Development Emphasis will be placed on critically evaluating A review of theory and research on specifi c devel- primary sources, drawing from empirical studies in opmental topics: children’s understanding of their behavioral medicine, public health and nursing, as physical and social world, pretense and theory well as psychology. Prerequisite: PSY 225. {S} of mind, language and reasoning. Viewed from 4 credits biological, cognitive and cultural perspectives. Two Benita Jackson observation periods to be arranged. {S/N} Offered Fall 2005 4 credits Peter de Villiers Offered Spring 2006, Spring 2007

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EDC 238 Educational Psychology 333 Seminar in Developmental Psychology This course combines perspectives on cognition Topic: Identity in Psychology, Fiction and Au- and learning to examine the teaching-learning tobiography. How do humans develop a sense of process in educational settings. In addition to cog- unity and purpose in their lives? This is a funda- nitive factors the course will incorporate contextual mental question for theorists of identity, and we will factors such as classroom structure, teacher belief consider it by using psychological theory to inter- systems, peer relationships and educational policy. pret fi ctional and autobiographical accounts of self. Consideration of the teaching-learning process Possible texts include works by Erikson, McAdams, will highlight subject matter instruction and as- Angelou and Ishiguro. {N} 4 credits sessment. Prerequisite: a genuine interest in better Bill Peterson understanding teaching and learning. Enrollment Offered Fall 2005 limited to 55. {S/N} 4 credits To be announced 335 The Empirical Study of Youth and Offered Spring 2006 Emerging Adults An introduction to research techniques through the 241 Psychology of Adolescence and Emerging discussion of current research, design and execu- Adulthood tion of original research in selected areas such Exploring adolescents’ developing identity, psycho- as acculturation and ethnocultural identity, health social and cultural adjustment and their needs for and well-being, and alcohol-related cognitions and acceptance, autonomy and intimacy in light of the behaviors in youth and emerging adults. Prereq- major physical, cognitive, and cultural changes of uisites: 112, 113, or 140, and permission of the this phase. Emphasis will be given to cultural diver- instructor. {N} 4 credits sity issues and multicultural concepts in adolescent Byron L. Zamboanga psychology and development. {S/N} 4 credits Offered Spring 2006 Byron L. Zamboanga Offered Spring 2006 340 Seminar in Gender and the Life Course A seminar on the development of gender identity. 243 Adult Development Special attention will be given to critical reading The study of adult lives from a life-span perspec- of psychological theory and research on gender tive. In addition to the psychology of aging we will identifi cation. Topics will include a comparative investigate societal infl uences on aging. Topics analysis of psychoanalytic, social-learning and include theories of the life-cycle, identity formation, cognitive-developmental theories. Recent work in the experience of growing older, personality stabil- feminist theory and the psychology of gender will ity and psychological adjustment to the myths and be used as a counterpoint to classical formulations. realities of age. {S/N} 4 credits {S/N} 4 credits Bill Peterson Maureen Mahoney Offered Fall 2005, Fall 2006 Offered Fall 2006

247 Psychology of the Black Experience Designed to facilitate an understanding of Afro- D. Clinical Psychology American psychological experience. The course critically reviews historical and traditional ap- EDC 239 Counseling Theory and Education proaches to the psychological study of Black Study of various theories of counseling and their people and focuses on the themes, models and application to children and adolescents in educa- research currently being generated by psycholo- tional settings. {S} 4 credits gists attempting to redefi ne the study of the Black Not offered in 2005–06 experience. {S/N} 4 credits To be announced 252 Abnormal Psychology Offered Spring 2007 A study of psychopathology and related issues. Course will cover a broad range of mental and

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personality disorders. Recent clinical and experi- behavior, and efforts to develop treatments for this mental fi ndings stressed, particularly as they relate condition. Related constructs such as compulsive to major conceptions of mental illness. Prerequi- buying and acquisition, materialism, kleptomania site: 111. {N} 4 credits and psychopathologies of acquisition will also be Chris Overtree, Fall 2005 addressed. Prerequisites; 252 or 254. Permission Randy Frost, Fall 2006 of the instructor required. {N} 4 credits Offered Fall 2005, Fall 2006 Randy Frost Offered Spring 2006, Spring 2007 253 Child Clinical Psychology Survey of child psychopathology from a develop- 358 Experimental Investigation in Clinical mental perspective. Course will cover theories of Psychology etiology as well as clinical treatment interventions An introduction to research methods in clinical for a range of childhood disorders and diffi culties. psychology and psychopathology. Includes discus- Prerequisite: 111 and 252 or 233 or permission of sion of current research as well as design and ex- the instructor. {N} 4 credits ecution of original research in selected areas such Patricia DiBartolo as anxiety disorders, eating disorders and depres- Offered Spring 2007 sion. Prerequisite: 112 and 252 and permission of the instructor. {N} 4 credits 254 Clinical Psychology Patricia DiBartolo An overview of clinical psychology focusing on Offered Fall 2005, Fall 2006 the settings, clients and activities of the clinical psychologist. Attention given to the conceptual and methodological issues facing the clinical psycholo- E. Social and Personality gist, methods of assessment, forms of psychother- apy and evaluation of the success of psychological Psychology interventions. Prerequisite: 111 and 252, or per- 266 Psychology of Women and Gender mission of the instructor. {N} 4 credits An exploration of the psychological effects of Michele Wick, Spring 2006 gender on females and males. We will examine Patricia DiBartolo, Fall 2006 the development of gender roles and stereotypes, Offered Spring 2006, Fall 2006 and the impact of differences in power within the family, workplace and politics on women’s lives 352 Seminar in Advanced Clinical Psychology and mental health. This course will emphasize how Topic: Child and Adolescent Anxiety Disorders. psychologists have conceptualized and studied Examination of the empirical and theoretical women and gender, paying attention to empirical research relevant to anxiety disorders and their examinations of current controversies (e.g., bio- associated features in youth. Using a developmental logical versus cultural bases of gender differences). perspective, we will focus on risk factors, theoreti- {S/N} 4 credits cal models, and methods of assessment and inter- Lauren Duncan vention. Prerequisite: 111 and 252 or 254. Permis- Offered Fall 2006 sion of the instructor required. {N} 4 credits Patricia DiBartolo 269 Colloquium: Categorization and Offered Fall 2005, Spring 2007 Intergroup Behavior A broad consideration of the nature of prejudice, 354 Seminar in Advanced Abnormal stereotypes and intergroup relations from the Psychology perspective of social cognition with emphasis on Topic: The Meaning of Possessions. A seminar issues of race and ethnicity. We will encounter on the role of possessions in people’s lives, espe- theories and research concerning the processes of cially as related to compulsive hoarding, a form of self-and-other categorization, self-identity, stereo- obsessive compulsive disorder. We will study the typing, prejudice and strategies from the reduction empirical research, theories of OCD and hoarding

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of intergroup hostility that these approaches in- ment. In this course we examine psychological form. {S/N} 4 credits issues girls face in their adolescent years. Topics Fletcher Blanchard may include body image, self-esteem, academic Offered Spring 2006, Spring 2007 achievement, peer and dating relationships, and gender socialization. This is a community-based 270 Social Psychology learning course that offers an opportunity to The study of social behavior considered from a volunteer as a mentor to an adolescent girl in the psychological point of view. Topics include inter- Northampton area. Recommended pre- or co-req- personal behavior, intergroup behavior, and social uisite: PSY 266 or WST 150, and permission of the cognition. {N} 4 credits instructor. {S/N} 4 credits Fletcher Blanchard Lauren Duncan Offered Fall 2005, Fall 2006 Offered Fall 2006 271 Psychology of Personality 370 Seminar in Social Psychology The study of the origin, development, structure, Topic: Social Psychology of Leadership. A survey and dynamics of personality from a variety of theo- of contemporary theory and research regarding retical perspectives. {N} 4 credits leadership and the exercise of power in social Philip Peake settings with special attention to approaches that Offered Spring 2006, Spring 2007 emphasize the interaction of situational and dispo- sitional concerns. Field observations. Prerequisite: 275/PHI 275 Topics in Moral Psychology 270, 271 or 278; 112 and 113 are strongly recom- This course explores alternative approaches to mended. {S/N} 4 credits central questions of moral psychology. How do Fletcher Blanchard people make moral judgments and decisions? What Offered Spring 2006 psychological processes are involved in morally evaluating people, actions or social practices and 371 Seminar in Personality institutions, and in morally motivating action? What Topic: Well Being. A survey of current psycho- roles do knowledge or reasoning play? What roles logical research on the factors that contribute do emotions or feelings, such as compassion, to a person’s sense of well-being. What are the love, guilt or resentment, play? How does morality components of happiness? What are the biological, develop in individuals? Is moral virtue a product of personality, and contextual factors that contribute education? How does morality vary across individu- to that happiness? How does a person’s sense of als and cultures? Are there gender differences in well-being infl uence health, relationships and other moral development? Do non-human animals have important life outcomes? Prerequisites: 270 or moral capacities? Readings will include work by 271. {S/N} 4 credits classical and contemporary philosophers, as well Philip Peake as recent work by psychologists, social scientists Offered Fall 2005 and biologists. (E) 4 credits 374 Psychology of Political Activism Ernest Alleva Offered Spring 2006 Political psychology is concerned with the psycho- logical processes underlaying political phenomena. 278 Behavior in Organizations This seminar focuses on people’s motivations to The application of social psychological theory and participate in political activism, especially activism research fi ndings to understanding and managing around social issues. Readings include theoretical individual and group behavior in work situations. A and empirical work from psychology, sociology lab with enrollment limited to 20. Prerequisite: 270 and political science. We will consider accounts or permission of the instructor. {S/N} 4 credits of some large-scale social movements in the U.S. To be announced (e.g., Civil Rights Movement, Women’s Movement, Offered Spring 2007 White Supremacy Movements.) {S/N} 4 credits Lauren Duncan 366 Seminar: Topics in the Psychology of Offered Spring 2006, Spring 2007 Women Topic: Issues in Adolescent Gender Role Develop-

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Students planning careers in academic or pro- F. Advanced Courses fessional psychology, social work, personnel work involving guidance or counseling, psychological 303 Advanced Research Design and research or paraprofessional occupations in men- Statistical Analysis tal health settings or special education programs A survey of critical issues in research methods and should consult their major advisers regarding de- statistical analysis with in-depth consideration of sirable sequencing of courses. analysis of variance and experimental design. Com- Information about graduate programs in psy- puter-assisted computation procedures employed. chology and allied fi elds may be obtained from Prerequisites: 113, MTH 190/PSY 140, and 112 or members of the department. permission of the instructor. Enrollment limited to 12. {N/M} 4 credits David Palmer The Minor Offered Fall 2005, Fall l2006 Advisers: Members of the department 400 Special Studies Requirements: six semester courses including By permission of the instructor, for qualifi ed ju- two of the three courses that comprise the basis niors and seniors. A scholarly project conducted for the major, and four additional courses selected under the supervision of any member of the de- from at least two of the fi ve tracks A–F. In addition, partment. one of these four courses must be either a labora- 1 to 4 credits tory course or a seminar. Offered both semesters each year Honors The Major Director: Patricia DiBartolo Advisers: Members of the department 431 Thesis Adviser for Study Abroad: Fletcher Blanchard 8 credits Offered each Fall Basis: 111, 112 and 113 or MTH 190/PSY140. 432d Thesis Each student, with the approval of her major ad- 12 credits viser, elects a carefully planned program of course Full-year course; Offered each year selections designed to meet the following require- ments: 10 semester courses including the Basis. The Requirements: These are the same as for the ma- Basis must be completed before entering the senior jor, with the following qualifi cations. The honors year. Competence in the major is demonstrated by student must complete a thesis. Normally this will suffi cient breadth of course selections from the be a yearlong project (432d) for 12 credits, the various substantive areas, as well as adequate depth equivalent of three semester courses. Under the in at least one track. Normally, breadth is achieved condition of accelerated graduation, a student may by selecting at least one course from four of the fi ve elect 431 for eight credits. Honors students under- curricular tracks, A–E. Depth is achieved by select- take an oral presentation of the thesis to the faculty ing at least three courses in a substantive track (A– and an examination on that work. The thesis cred- E) or by a constellation of courses from more than its may be used to fulfi ll one of the three semester one area that represents a focus important to the courses required for depth but cannot be used to student and recognized by the department. Students fulfi ll the breadth requirement. In addition, they are strongly advised to work with their major ad- may be used for another semester course counting viser to defi ne their program of study for the major. toward the total of ten required for the major. It One course in the track of depth must be a labora- is recommended that students elect a laboratory, tory course or a seminar. seminar, or special studies in the area of the thesis Students are encouraged to attend departmental prior to the senior year. In addition, it is recom- colloquia. mended that honors students take PSY 303.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Director Advisers †2 Donald Baumer, Professor of Government Randall Bartlett, Professor of Economics John Burk, Professor of Biological Sciences Lecturer H. Allen Curran, Professor of Geology Paul Newlin, M.A. Deborah Haas-Wilson, Professor of Economics

The program in public policy provides students GOV 211 Colloquium: The Regulatory Process: with an opportunity to explore, from a multidisci- A Window into How the Federal Government plinary perspective, both the processes of making Works social choices and the content of contemporary Regulations constitute an important instrument of policy issues. Most courses in the program are government, and are one of the easiest ways for intended to serve as interdisciplinary complements a president to make his/her mark. We will study to departmental offerings. Likewise, the minor in the institutional interests and the role—in theory public policy is designed to be a valuable comple- and in practice—of the various entities that are ment to majors in both the social and the natural involved in the regulatory process, including Con- sciences. gress, the president, the agencies (both executive branch and independent regulatory agencies), the GOV 207 Politics of Public Policy Offi ce of Management and Budget, and the courts. A thorough introduction to the study of public We will explore the procedures the agencies follow policy in the United States. A theoretical overview in developing regulations, especially those involving of the policy process provides the framework for the public, and the role of science and econom- an analysis of several substantive policy areas, to be ics in the decision-making process. Specifi c case announced at the beginning of the term. {S} studies, including seat belt and air bag regulations, 4 credits various environmental regulations, and safety and Donald Baumer health regulations, will be used to illustrate how Offered Fall 2005 the principles associated with American govern- ment—such as separation of powers, federalism, IDP 208 Women’s Medical Issues and accountability—play out in Washington, D.C. A study of topics and issues relating to women’s Limited enrollment {S} 4 credits health, including menstrual cycle, contraception, Sally Katzen Dyk sexually transmitted diseases, pregnancy, abortion, Offered Spring 2006 menopause, depression, eating disorders, nutri- tion and cardiovascular disease. While the course 220 Public Policy Analysis focus will primarily be on the physiological aspects Analysis of the institutions and processes of public of these topics, some social, ethical and political policy formation and implementation. Explores implications will be considered including the is- models designed to explain policy and also those sues of violence and the media’s representation of whose purpose is to “improve” policy. Develops women. {N} 4 credits and uses analytical tools of formal policy analysis. Leslie Jaffe (Health Services) Examines the debate over the possible and proper Offered Spring 2006

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uses of these analytic tools. {S} 4 credits will consider poverty law and social policy through Randall Bartlett (Economics) a focus on relationships among the welfare state, Offered Fall 2006 democratization and persistent inequality. Par- ticular attention will be given to welfare policy, an 222 Colloquium: U.S. Environmental History arena of vexed interactions among the politics of and Policy gender, race and class. {H/S} 4 credits Students will explore the human-environment rela- Gwendolyn Mink tionship and its role in shaping U.S. history as well Offered Fall 2005 as informing current environmental regulation and policy. There are no prerequisites. There will be a 250 Race and Public Policy in the United mid-term report on history as well as an end of the States semester project in which the students will work Explanation of current policy issues regarding race. in teams to develop and present an environmental Topics include voting rights, compensation, public policy. There will be some quizzes, but no fi nal and private education, bilingual education, and exam. Extensive reading and class participation affi rmative action in employment. Recommended will be required. Enrollment limited to 20 students. background: PPL 220a or a course in American {H/S} 4 credits government. {S} 4 credits Paul Newlin Randall Bartlett Offered Spring 2006 Offered Fall 2005

ECO 224 Environmental Economics GOV 306 Seminar: Politics and the The causes of environmental degradation and the Environment role that markets can play in both causing and Topic: Politics and the Environment. An exami- solving pollution problems. The effi ciency, equity, nation of environmental policy making within the and impact on economic growth of current and federal government, with special emphasis on how proposed future environmental legislation. Prereq- Congress deals with environmental policy issues. A uisite: 150. {S} 4 credits variety of substantive policy areas from clean air to To be announced toxic waste will be covered. Students will complete Offered Spring 2007 research papers on an environmental policy topic of their choice. Prerequisite: a 200-level course in SOC 232 World Population American government. {S} 4 credits This course will introduce students to environmen- Donald Baumer tal, economic, feminist, and nationalist perspectives Offered Spring 2006 on population growth and decline. We will examine current populations trends and processes (fertility, EGR 330 Engineering and Global Development mortality and migration) and consider the social, This course examines the engineering and policy political, economic and environmental implica- issues around global development, with a focus tions of those trends. The course will also provide on appropriate and intermediate technologies. an overview of various sources of demographic Topics include water supply and treatment, sustain- data as well as basic demographic methods. Cross- able food production, energy systems and other listed with environmental science and policy. {S} technologies for meeting basic human needs. 4 credits Students will design and build a prototype for an Leslie King intermediate technology. Restricted to students with Offered Spring 2007 junior standing in engineering or those who have obtained the instructor’s permission. Enrollment WST 245 Poverty, Law and Social Policy in limited to 12. Offered in alternating years. (E) {N} the U.S. 4 credits This course will examine the development of the Donna Riley U.S. welfare state in light of its gendered and racial- Offered Spring 2007 ized politics and impacts. Readings and lectures

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ECO 343 Seminar: The Economics of Global 390 Senior Public Policy Workshop Climate Change An assessment of current policy controversies Because global climate change has the potential to undertaken as group projects. Policy recommen- affect every person in every country—with the pos- dations made by groups should be based on both sibility of catastrophic consequences—it is natural technical advisability and political feasibility. Lim- to ask why it is happening, and what can or should ited to seniors who are completing the program in be done about it. In this course, we will examine public policy, or other seniors with permission of the sources of economic ineffi ciency causing the instructor. {S} 4 credits climate change and study the tradeoffs associated Paul Newlin with slowing the process. How do policy options Offered Spring 2006 to slow climate change compare with respect to effi ciency criteria? How do they affect equity do- 404 Special Studies mestically, internationally and intertemporally? In By permission of the director. addressing these and other questions which inform 4 credits the debate on climate change policy, we will also Offered both semesters each year examine the importance of political and strategic considerations, and the rate of technical change. Prerequisites: ECO 190 and ECO 250. (E) {S} The Minor 4 credits Ardith Spence Director: Donald Baumer, professor of govern- Offered Fall 2005 ment

ECO 351 Seminar: The Economics of Advisers: Randall Bartlett (economics); Donald Education Baumer (government); John Burk, (biological Why does college cost so much? What is the state sciences); H. Allen Curran (geology); Deborah of America’s public schools, and what can be done Haas-Wilson (economics) to improve them? In this course we will study these questions and others related to the economics of The minor consists of six courses: primary, secondary and higher education. We will GOV 207 or PPL 220 develop models of educational choice (is school- Any two public policy electives; ing an investment or a signal?), analyze the role for Any two courses from departmental offerings that government in the market for education (should it have substantial policy content (to be selected in provide fi nancial support for schools?), and study consultation with a minor adviser); the implications of institutional policies, including PPL 390. preferential admissions, tenure and governance procedures, and endowment spending rules as they are practiced in America’s universities. Prerequi- sites: ECO 190 and 250. {S} 4 credits Ardith Spence Offered Spring 2006

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Visiting faculty and some lecturers are generally appointed for a limited term.

The following courses engage students in quantita- BIO 110 Introductory Colloquia: Life Sciences tive analysis. These courses do not have prerequi- for the 21st Century: sites. Women and Exercise—What Is Really Going On in Our Muscles (Q, R, L) AST 100 A Survey of the Universe Muscle is a very plastic tissue and responds to en- Discover how the forces of nature shape our vironmental changes and stresses in ways we don’t understanding of the cosmos. Explore the origin, even notice. It atrophies from disuse, hypertro- structure and evolution of the earth, moons and phies from weight lifting and is constantly changing planets, comets and asteroids, the sun and other in response to daily exercise. In this course we will stars, star clusters, the Milky Way and other gal- explore the effects of exercise on ourselves. With axies, clusters of galaxies, and the universe as a the aid of various microscopies, we will examine whole. Designed for non-science majors. {N} different muscle cell types. We will carry out bio- 4 credits chemical analyses of metabolites such as glucose Suzan Edwards and lactate, and enzymes such as creatine kinase Offered Fall 2005 and lactate dehydrogenase, to elucidate changes due to exercise. We will also explore some physi- AST 102 Sky I: Time ological and molecular alterations that help our Explore the concept of time, with emphasis on the bodies compensate for new exercise patterns. En- astronomical roots of clocks and calendars. Ob- rollment limited to 15. serve and measure the cyclical motions of the sun, Stylianos Scordilis the moon and the stars and understand phases of Offered Fall 2005 the moon, lunar and solar eclipses, seasons. De- signed for non-science majors. Enrollment limited CHM 111 Chemistry I: General Chemistry to 25 per section. {N} 3 credits An introductory course dealing with atomic and Suzan Edwards, Meg Thacher molecular structure and properties, and with Offered both semesters each year chemical reactions. The laboratory includes tech- niques of chemical synthesis and analysis. Enroll- AST 103 Sky II: Telescopes ment limited to 60 per lecture section, 16 per lab View the sky with the telescopes of the McConnell section. {N} 5 credits Rooftop Observatory, including the moon, the sun, Kate Queeney, Kevin Shea, Shizuka Hsieh, David the planets, nebulae and galaxies. Learn to use a Bickar, Virginia White, Fall 2005 telescope on your own, and fi nd out about celestial To be announced, Fall 2006 coordinates and time-keeping systems. Designed Offered Fall 2005, Fall 2006 for non-science majors. Enrollment limited to 20 students per section. {N} 2 credits CHM 118 Advanced General Chemistry James Lowenthal, Meg Thacher This course is designed for students with a very Offered Fall 2005 strong background in chemistry. The elementary theories of stoichiometry, atomic structure, bond- ing, structure, energetics and reactions will be

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quickly reviewed. The major portions of the course ECO 123 Cheaper by the Dozen will involve a detailed analysis of atomic theory and This course for the concerned non-economist ad- bonding from an orbital concept, an examination dresses pressing issues in contemporary U.S. and of the concepts behind thermodynamic arguments world society, such as global economic integra- in chemical systems, and an investigation of chemi- tion; poverty and inequality; education; healthcare; cal reactions and kinetics. The laboratory deals housing; social security; agriculture and the food with synthesis, physical properties and kinetics. supply; the environment; unemployment; govern- The course is designed to prepare students for ment macro policy, the budget and the national CHM 222/223 as well as replace both CHM 111 debt. Economic concepts in lay English and a few and CHM 224. A student who passes 118 cannot simple mathematical tools are used to help explain take either 111 or 224. Enrollment limited to 32. each social problem and to illuminate the core de- {N} 5 credits bates on appropriate solutions. May not be counted Robert Linck, Maria Bickar, Fall 2005 toward the major or minor in economics. Open Elizabeth Jamieson, Maria Bickar, Fall 2006 only to junior and senior non-economics majors Offered Fall 2005, Fall 2006 who have never taken an economics course. {S} 4 credits. CSC 102 How the Internet Works Karen Pfeifer, Robert Buchele An introduction to the structure, design and opera- Offered Fall 2005, Spring 2006, Spring 2007 tion of the Internet, including the electronic and physical structure of networks; packet switching; ECO 125 Economic Game Theory how e-mail and Web browsers work, domain An examination of how rational people cooperate names, mail and fi le transfer protocols, encoding and compete. Game theory explores situations and compression, http and HTML, the design of in which everyone’s actions affect everyone else, Web pages, and the operation of search engines, and everyone knows this and takes it into account beginning JavaScript; the DOM. Both history and when determining their own actions. Business, societal implications are explored. Prerequisite: military and dating strategies will be examined. No basic familiarity with word processing. Enrollment economics prerequisite. Prerequisite: at least one limited to 30. The course will meet for half of the semester of high school or college calculus. (E) semester only. {M} 2 credits {S} 4 credits Joseph O’Rourke, Fall 2005, Spring 2006 James Miller Offered half of both semesters each year Offered Fall 2005

CSC 103 How Computers Work ECO 150 Introductory Microeconomics An introduction to how computers work. The goal How and how well do markets work? What should of the course is to provide students with a broad government do in a market economy? How do understanding of computer hardware, software markets set prices, determine what will be pro- and operating systems. Topics include the history duced and decide who will get the goods? We of computers; logic circuits; major hardware com- consider important economic issues including ponents and their design, including processors, preserving the environment, free trade, taxation, memory, disks and video monitors; programming (de)regulation and poverty. {S} 4 credits languages and their role in developing applica- Members of the department tions; and operating system functions, including fi le Offered both semesters each year system support and multitasking, multiprogram- ming and timesharing. Weekly labs give hands-on ECO 153 Introductory Macroeconomics experience. Enrollment limited to 30. {M} 2 credits An examination of current macroeconomic policy Judith Cardell issues, including the short and long-run effects Offered fi rst half of the semester, Fall 2005 of budget defi cits, the determinants of economic growth, causes and effects of infl ation, and the effects of high trade defi cits. The course will focus on what, if any, government (monetary and fi scal)

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policies should be pursued in order to achieve low include the Brooklyn Bridge, the Eiffel Tower, and infl ation, full employment, high economic growth, the Big Dig. {N} 4 credits and rising real wages. {S} 4 credits Andrew Guswa Members of the department Offered Fall 2005 Offered both semesters each year EGR 102/HSC 211 Ancient Inventions ECO 190 Introduction to Statistics for The dramatic pace of technological change in the Economists 20th century obscures the surprising fact that most Summarizing, interpreting and analyzing empirical of the discoveries and inventions on which modern data. Attention to descriptive statistics and statisti- societies have been constructed were made in cal inference. Topics include elementary sampling, prehistoric times. Ancient inventions tell detailed probability, sampling distributions, estimation, stories of complex knowledge for which no written hypothesis testing and regression. Assignments records exist. In the fi rst part of the course, we will include use of statistical software and micro com- survey what is known about the technology of daily puters to analyze labor market and other economic life in several very ancient societies. In the second data. Prerequisite: 150 and 153 recommended. part, we will study one important technology, the {S/M} 4 credits production of textiles, in detail. During the third Robert Buchele, Elizabeth Savoca part of the course students will work on group Offered both semesters each year projects in the Science Center machine shop, re- constructing an ancient invention of their choice. EGR 100 Designing the Future: An {H/N} 4 credits Introduction to Engineering Not offered 2005–06 Introduction to engineering practice through par- ticipation in a semester-long team-based design FYS 130 Lions: Science and Science Fiction project. Students will develop a sound understand- This seminar will explore lions from many per- ing of the engineering design process, including spectives. We will look at how lions are viewed problem defi nition, background research, identi- by scientists, science fi ction writers, directors of fi cation of design criteria, development of metrics documentary fi lms and movie producers. We will and methods for evaluating alternative designs, also compare different kinds of science fi ction and prototype development and proof of concept test- different kinds of mammals, exploring the science ing. Working in teams, students will present their of fi ction and the fi ction of science. Readings will ideas frequently through oral and written reports. be by OS Card, CJ Cherryh, J Crowley, G Schallar, Reading assignments, in-class discussions, and and others. Enrollment limited to 16 fi rst-year stu- local fi eld trips will challenge students to critically dents. {N} WI, Quantitative Skills 4 credits analyze contemporary issues related to the interac- Virginia Hayssen (Biological Sciences) tion of technology and society. {N} 4 credits Not offered 2005–06 Borjana Mikic, Susan Voss, Fall 2005 Judith Cardell, Spring 2006 FYS 133 What Can We Know? Offered Fall 2005, Spring 2006 An exploration of the development of physical ideas from the deterministic nature of Newtonian EGR 101 Structures and the Built physics to the random nature of modern quantum Environment theory from a scientifi c and philosophical point of This course, designed for a general audience, view. Topics include the necessity of using chance examines the development of large structures and probability to achieve answers to questions in (towers, bridges, domes) throughout history with chemical, atomic and nuclear systems, the occur- emphasis on the past 200 years. Following the evo- rence of unpredictability because of slightly dif- lution of ideas and materials, it introduces students ferent initial conditions—chaos theory—and the to the interpretation of signifi cant works from sci- requirements that chance and probability play in entifi c, social and symbolic perspectives. Examples quantum theory, including the quantum

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mechanical paradoxes. The course is designed to constraints? This seminar offers a hands-on explo- give fi rst-year students a general understanding of ration of renewable energy technologies, with an the mysteries of modern scientifi c thought. Enroll- emphasis on the underlying scientifi c principles. ment limited to 20 fi rst-year students. {H/N} WI, Students will investigate the exponential growth of Quantitative Skills 4 credits worldwide energy demand, estimate how quickly Robert Linck (Chemistry), Piotr Decowski the world’s resources will be depleted, study the (Physics) limits to improved energy effi ciency, perform a Not offered 2005–06 home energy audit, and explore the science and technology of solar heating and solar power, wind FYS 135 Women of Discovery power and hydropower. The course consists of The story of women’s exploration is largely un- presentations by class members in weekly seminars known. But women have set forth on journeys of and a series of hands-on experiments. Enrollment exploration across the centuries, stepping into the limited to 16 fi rst-year students. (E) {N} {Q} unknown, challenging tradition, expanding the 4 credits world. Who were these women? What does it feel Nathanael Fortune (Physics) like to go into the unknown? How did they plan Not offered 2005–06 their trips, fi nd their way? What dangers did they encounter? In this seminar we will survey several GOV 190 Empirical Methods in Political famous explorations and some not so famous ones. Science Students will work with historical documents, study The fundamental problems in summarizing, navigation (including celestial), and develop their interpreting and analyzing empirical data. Top- ability to make oral and written presentations. ics include research design and measurement, Enrollment limited to 16 fi rst-year students. WI descriptive statistics, sampling, signifi cance tests, Quantitative Skills. 4 credits correlation, and regression. Special attention will James Johnson (Exercise and Sport Studies) be paid to survey data and to data analysis using Offered Fall 2005 computer software. {S/M} 4 credits Howard Gold FYS 136 People and the American City: Visual Offered Fall 2005, Spring 2007 Display of Complex Information An introduction to the graphical representation LOG 100 Valid and Invalid Reasoning of quantitative ideas. Jane Jacob’s classic concep- Formal logic and its application to the evaluation tion of the way cities affect people and William of everyday arguments, the abstract properties of H. White’s pioneering approach to capturing logical systems, the implications of inconsistency. information about the behavior of people in urban Examples drawn from law, philosophy, economics, spaces will guide our exploration of the dynamic literary criticism, political theory, commercials, processes and relationships involving people in cit- mathematics, psychology, computer science, off- ies. Lecture, computing labs, fi eld observation and topic debating and the popular press. Deduction discussion. Enrollment limited to 16. Quantitative and induction, logical symbolism and operations, Skills. 4 credits paradoxes, and puzzles. May not be taken for Fletcher Blanchard (Psychology) credit with PHI 202. {M} WI 4 credits Offered Fall 2005 James Henle (Mathematics), Jay Garfi eld (Philosophy) FYS 139 Renewable Energy Offered Fall 2005 (Note: E status has expired) The United States’ reliance on nonrenewable MTH/QSK 101 Algebra resources to satisfy its growing energy demands This course is intended for students who need comes at a severe environmental, economic and additional preparation to succeed in courses con- political cost. Are there alternatives? Are they af- taining quantitative material. It will provide a sup- fordable? What are the scientifi c tradeoffs and portive environment for learning or reviewing, as

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well as applying, pre-calculus mathematical skills. MTH 111 Calculus I Students develop their numerical, statistical and Rates of change, differential equations and their algebraic skills by working with numbers drawn numerical solution, integration, differentiation, and from a variety of current media sources. Enroll- the fundamental theorem of the calculus. The sci- ment limited to 20. Permission of the instructor entifi c context of calculus is emphasized. {M} required. This course does not count towards the 4 credits major. Members of the department Tom Schicker Offered both semesters each year Offered Spring 2006 MTH 190/PSY 140 Statistical Methods for MTH 102 Elementary Functions Undergraduate Research Linear, polynomial, exponential, logarithmic and An overview of the statistical methods needed for trigonometric functions; graphs, mathematical undergraduate research. The course emphasizes models and optimization. For students who need methods for data collection, data description and additional preparation before taking calculus or statistical inference including an introduction to quantitative courses in scientifi c fi elds, economics, confi dence intervals, testing hypotheses, analysis government and sociology. Also recommended for of variance and regression analysis. Techniques prospective teachers whose precalculus mathemat- for analyzing both quantitative and categorical data ics needs strengthening. {M} 4 credits will be discussed. Applications will be emphasized, Mary Murphy and students will learn to use the SPSS statistical Offered Fall 2005 software for data analysis. Classes meet for lecture/ discussion and for a required weekly laboratory. MTH 105 Discovering Mathematics Lab sections limited to 20. This course satisfi es the Topic: What is mathematics? A survey of impor- Basis requirement for the psychology department tant ideas from the major areas of mathematics. major and is recommended for all Psychology stu- Topics selected on the basis of esthetics and lasting dents. Other students who have taken MTH 111, AP impact. Laboratories explore the role of experi- Calculus, or the equivalent should take MTH 245. mentation in mathematics. WI {M} 4 credits Students will not be given credit for both MTH 190 Michael Albertson and MTH 245. (E) {M} 4 credits Offered Spring 2006 Nicholas Horton, David Palmer Offered Fall 2005 MTH 107 Statistical Thinking An introduction to statistics that teaches broadly PHI 202 Symbolic Logic relevant concepts. Students from all disciplines are Symbolic logic is an important tool of contempo- welcome. Topics include graphical and numeri- rary philosophy, mathematics, computer science cal methods for summarizing data; binomial and and linguistics. This course provides students with normal probability distributions; point and interval a basic background in the symbols, concepts and estimates for means and for proportions; one- and techniques of modern logic. It will meet for the two-sample tests for means and for proportions; fi rst half of the semester only. Enrollment limited to principles of experimental design. The class meets 20. {M} 2 credits in a computer lab and emphasizes using the com- Not offered 2005–06 puter for analysis of data. We will design our own experiments, collect and analyze the data, and PHY 105 Principles of Physics: Seven Ideas write reports on our fi ndings. Prerequisite: high That Shook the Universe school algebra. {M} 4 credits This conceptual course explores the laws of me- To be announced chanics, electricity and magnetism, sound and Offered Fall 2005 light, relativity and quantum theory. It is designed for nonscience majors and does not rely on math-

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ematical tools. Lecture demonstrations and some will be discussed. Applications will be emphasized, hands-on investigation will be included. {N} 4 and students will learn to use the SPSS statistical credits software for data analysis. Classes meet for lecture/ Not offered 2005–06 discussion and for a required weekly laboratory. Enrollment limited to 40. Lab size limited to 15 PHY 106 The Cosmic Onion: From Quantum students. {M} 4 credits World to the Universe Philip Peake, David Palmer Basic concepts of quantum mechanics governing Offered Spring 2006 the atomic and subatomic worlds. Structure of at- oms, atomic nuclei and matter. The evolution of the PSY140/MTH 190 Statistical Methods for Universe and its relation to the subatomic physics. Undergraduate Research The course is designed for nonscience majors. It An overview of statistical methods needed for does not involve mathematical tools. {N} 4 credits undergraduate research. The course emphasizes Piotr Decowski methods for data collection, data description, and Offered Spring 2006, Spring 2008 statistical inference including an introduction to confi dence intervals, testing hypotheses analysis of PHY 107 Musical Sound variance and regression analysis. Techniques for This course for nonscience majors explores analyzing both quantitative and categorical data through lectures and laboratory demonstrations will be discussed. Applications will be emphasized, the physical basis of musical sound. Sample top- and students will learn to use the SPSS statistical ics include string and air vibrations, perception software for data analysis. Classes meet for lecture/ of tone, auditorium acoustics, musical scales and discussion and for a required weekly laboratory. intervals and the construction of musical instru- Lab sections limited to 20. This course satisfi es the ments. {N} 4 credits Basis requirement for the psychology department Janet Van Blerkom major and is recommended for all psychology stu- Offered Fall 2005, Fall 2007 dents. Other students who have taken MTH 111, AP Calculus, or the equivalent should take MTH 245. PHY 108 Optics Is Light Work Students will not be given credit for both MTH 190 This course for nonscience majors reveals the and MTH 245. (E) {M} 4 credits intriguing nature of light in its myriad interactions Nicholas Horton, David Palmer with matter. From Newton’s corpuscular theory, Offered Fall 2005 through the triumph of wave optics, to the revo- lutionary insights of quantum theory, our under- standing of the nature of light has come full circle. Yet questions still remain. In this class each student will explore in depth an optical phenomenon of her own choosing. Enrollment limited to 16. Of- fered in alternate years. {N} 4 credits Doreen Weinberger Not offered 2005–06

PSY 113 Statistical Methods in Psychology An overview of statistical methods needed for undergraduate research. The course emphasizes methods for data collection, data description and statistical inference including an introduction to confi dence intervals, testing hypotheses, analysis of variance and regression analysis. Techniques for analyzing both quantitative and categorical data

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors Carol G. Zaleski, Ph.D. **1,*2 Andy Rotman, Ph.D. †2 Peter N. Gregory, Ph.D., Chair Suleiman Ali Mourad, Ph.D. Jamie Hubbard, Ph.D. (Professor of Religion and Yehan Numata Professor of Buddhist Studies) Lecturers Elizabeth E. Carr, Ph.D. Associate Professors Linda Barakat, G.S.D. †1 Lois C. Dubin, Ph.D. Vera Shevzov, M.Div., Ph.D. Research Associates **1, *2 Joel S. Kaminsky, Ph.D. Benjamin Braude, Ph.D. Philip Zaleski, B.A. Edward Feld, M.H.L.

Language courses in Hebrew, Greek, Arabic, etc. 108/PHI 108 The Meaning of Life are listed on p. 355. This course asks the big question, “What is the Meaning of Life?” and explores a range of answers 200-level courses are open to all students unless offered by philosophers and religious thinkers otherwise stated. from a host of different traditions in different eras of human history. We will explore a variety of forms Colloquia are primarily reading and discussion of philosophical and religious thinking and the courses limited to 20 students unless otherwise ways in which philosophical and religious think- indicated. ing can be directly relevant to our own lives. We will take these texts and ideas seriously; we will approach them critically; and we will learn from 100-Level Courses them. {H/L} 4 credits Jay Garfi eld (Philosophy), Andy Rotman (Reli- gion) Introduction to the Study of Religion Offered Fall 2005

105 Introduction to World Religions 110 Colloquia: Thematic Studies in Religion An examination of the ideas and practices of Directed discussion of themes and approaches to Hinduism, Buddhism, Confucianism or Taoism, the study of religion. Recommended for upper-level Judaism, Christianity, and Islam. Classical texts, as well as fi rst-year students. rituals, and visual materials will be considered. {H} 4 credits 4 credits Peter Gregory, Carol Zaleski The Inklings: Religion and Imagination in the Offered Spring 2006 Works of J.R.R. Tolkien, C.S. Lewis and Charles Williams Introduction to a group of scholars and friends centered in Oxford during the decades surround-

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ing World War II, whose works of allegory, mythol- Introduction to the Bible II (Rel 215) before ogy, fantasy and theology have had a far-reaching proceeding to more specialized 200-level courses infl uence on recent religious thought. Readings or seminars within this area. Rel 210 and 215 are include essays and letters by Tolkien, Lewis, Wil- general introductions to the critical study of the liams, Owen Barfi eld and others associated with Bible and are open to all students including fi rst- the Inklings, as well as selections from their major year students. works of fi ction and nonfi ction. Enrollment limited to 20. {H/L} 4 credits 210 Introduction to the Bible I Carol Zaleski The Hebrew Scriptures (“Tanakh/Old Testament”). Offered Fall 2006 A survey of the Hebrew Bible and its historical and cultural context. Critical reading and discussion Women Mystics’ Theology of Love of its narrative and legal components as well as an This course studies the mystical writings of Hil- introduction to the prophetic corpus and selections degard of Bingen, Hadewijch, Julian of Norwich, from the wisdom literature. {H/L} 4 credits and Teresa of Avila, and their relevance to contem- Joel Kaminsky porary spirituality. Focus on their life journeys in Offered Fall 2005 terms of love, creativity, healing and spiritual lead- ership. Occasional fi lms and music. {H} Jewish Traditions Elizabeth Carr Offered Spring 2006 223 Colloquium: Insiders/Outsiders I: Jews and Judaism in Modern Europe An exploration of Jewish history, thought and religious practice from the expulsion from Spain 200-Level Courses (1492) to the attainment of citizenship in Revolu- No prerequisites unless specifi ed. tionary France (1791–92). Emphasis on changing roles and perceptions of Jews as outsiders and in- Religious Studies: Critical and siders in western, central and eastern Europe, with a sideglance at the Ottoman Empire and New World Comparative colonies. Examines the ongoing tension between 200 Colloquium: Approaches to the Study of cohesion as a minority community and integration Religion with majority societies, and the interplay between An introduction to various approaches that have religious and social/political identities. Reading characterized the modern and postmodern critical of religious, philosophical and mystical works as study of religion. The course explores the develop- well as primary sources on the lives of Jewish men ment of the fi eld as a whole and its interdisciplin- and women and on family, community, politics and ary nature. The fi rst part of the course focuses on messianism. {H} 4 credits approaches found in disciplines such as anthropol- Lois Dubin ogy, sociology, psychology and phenomenology. Offered Fall 2005 The second part examines the application of these approaches to the study of one particular religious Christian Traditions phenomenon. Topic for Spring 2006: Ritual. {H/S} 4 credits 231 The Making of Christianity Suleiman Mourad, Vera Shevzov (Pending approval of the Committee on Academic Offered Spring 2006 Priorities.) The formation of Christian thought and the varieties of Christian experience from early through medi- Biblical Literature eval Christian times. Christian images and writings Students interested in biblical literature are best from Palestine and Syria, the Egyptian desert, the served by beginning their course of study with Mediterranean, Northern Europe, Africa and Asia. either Introduction to the Bible I (Rel 210) or Topics include the Bible and its interpreters; God,

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Christ, and humanity; martyrs, monks and mission- Islamic Traditions aries. Liturgical, devotional, mystical and theologi- cal texts; art, music and fi lm. (E) {H/L} 4 credits 245 The Islamic Tradition Vera Shevzov, Carol Zaleski The Islamic religious tradition from its beginnings Offered Fall 2005 in 7th century Arabia through the present day, with particular emphasis on the formative period (A.D. 234 Contemporary Christianity: Crisis and 600–1000) and on modern efforts at reinterpreta- Refl ection tion. Topics include Muhammad and the Qur’an, Readings of prominent Protestant, Roman Catholic prophetic tradition, sacred Law, ritual, sectarian- and Eastern Orthodox thinkers of the 20th and ism, mysticism, dogmatic theology and popular early 21st centuries. Their diverse responses to practices. Emphasis on the ways Muslims in differ- infl uential modern and postmodern social, political ent times and places have constructed and recon- and philosophical trends including “modernism,” structed the tradition for themselves. {H} 4 credits Marxism, World War II and the Holocaust, femi- Suleiman Mourad nism, pluralism, globalism and 9-11. Particular Offered Fall 2005 attention to liberation theologies. Occasional fi lms. {H} 4 credits 246 Islamic Thought and the Challenge of Vera Shevzov Modernity Offered Spring 2006 Major themes addressed by Muslim thinkers since the 18th century, such as Islamic reform and re- 235 The Catholic Philosophical Tradition vival, the encounters with colonialism and imperial- Faith and reason, worship and the intellectual life, ism, nationalism and other modern ideologies; and the meaning of redemption and the nature of Ca- Islamic discussions of modernity, liberalism, con- tholicism according to major thinkers in the Catho- servatism, fundamentalism and militancy. Reading lic tradition. Readings from Augustine, Anselm, of primary sources in translation. {H} 4 credits Aquinas, Pascal, John Henry Newman, G.K. Ches- Suleiman Mourad terton, Simone Weil, Hans Urs von Balthasar, Karol Offered Spring 2006 Wojtyla (Pope John Paul II), Alasdair MacIntyre and others. {H} 4 credits 250/HST 209 (C) Aspects of Middle Eastern Carol Zaleski History Offered Spring 2006 Topic: The Crusades and the Clash of Civiliza- tions. In 1099 a European army entered Jerusa- 238 Mary: Images and Cults lem, inaugurating the Crusader era in the Middle Whether revered as the Birth-Giver of God or East. Almost a millennium later, the Crusades remembered as a simple Jewish woman, Mary remain one of the most potent symbols of the so- has both inspired and challenged generations of called “clash” between Islamic civilization and the Christian women and men. This course focuses on West. Consequently, a close examination of histori- key developments in the “history of Mary” since cal writing on the Crusades presents the student of Christian times to the present. How has her im- history with a unique opportunity to examine how age shaped Christianity? What does her image in our perceptions of history are shaped. This course any given age tell us about personal and collective will survey changing perceptions of the Crusades, Christian identity? Topics include Mary’s “life”; rise beginning with primary documentary records, and of the Marian cult; differences among Protestant, with special attention to Middle Eastern sources. Catholic and Orthodox Christians; apparitions (e.g., The course will examine the early Muslim re- Guadalupe and Lourdes); miracle-working icons; sponses to the Crusaders, the emergence of heroic Mary, liberation and feminism. Liturgical, devotion- fi gures, cultural and social interactions enabled by al, and theological texts, art and fi lm. {H} 4 credits the Crusades, and the construction of a modern Vera Shevzov image of crusaders as monsters. {H} 4 credits Offered Fall 2005 Daniel Brown Offered Fall 2005

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 353353 77/26/05/26/05 9:15:359:15:35 AMAM 354 Religion Buddhist Traditions 300-Level Courses 260 Buddhist Thought Enduring patterns of Buddhist thought concerning Prerequisites as specifi ed. the interpretations of self, world, nature, good and evil, love, wisdom, time, and enlightenment as re- 310 Seminar: Hebrew Bible vealed in a careful reading of two major Mahayana Topic: Sibling Rivalries: Israel and The Other. texts. Enrollment limited to 35. {H} 4 credits Advanced readings, critical discussion and directed Peter N. Gregory research into specifi c biblical books or larger Offered Fall 2005 themes within the Hebrew Bible. Prerequisite: REL 210, 215, any other college-level Bible course, or 263 Zen permission of the instructor. {H/L} 4 credits Introduction to the history, teachings and practice Joel Kaminsky of Zen Buddhism in China, Japan and the United Offered Fall 2005 States. Special attention to Zen’s conception of its history and how this conception relates to under- 320 Seminar: Jewish Religion and Culture standings of enlightenment, the role of practice, Topic: Tying and Untying the Knot: Women, Mar- the nature of mind and the limitations of language. riage and Divorce in Judaism. An exploration of Enrollment limited to 35. {H} 4 credits marriage and divorce as important moments in Peter N. Gregory Jewish women’s lives and as structured by religion, Offered Spring 2006 law and society. How were religious norms put into practice by Jewish societies in different historical 270 Japanese Buddhism: Ancient Japan periods? How were Jewish women’s private lives Through the 19th Century affected by public regulation, and how did Jewish The development of Buddhism and other religious women negotiate the forces of community, family, traditions in Japan from prehistory through the religion and the state? Examination of legal and 19th century. Topics include doctrinal develop- religious texts, case-studies and fi ction drawn from ment, church/state relations and the diffusion of antiquity to the present. {H/L} 4 credits religious values in Japanese culture, particularly Lois Dubin in the aesthetic realm (literature, gardens, tea, the Offered Fall 2005 martial arts, etc.). {H} 4 credits Jamie Hubbard 360 Seminar: Problems in Buddhist Thought Offered Fall 2005 Topic: Enlightenment. Buddhists the world over understand the Buddha as an enlightened being and Buddhahood as the highest goal of Buddhist South Asian Traditions practice, but there is little agreement beyond this. 276 Religious History of India: Medieval and What do Buddhas know? Is enlightenment our in- Modern Periods nate nature or a nurtured quality? Is nirvana a state An introduction to the ideas and practices of South of joyous ecstasy or the elimination of all passions Asian Hindus, Buddhists, Jains, Muslims, Sikhs, and pleasures? Can women be Buddhas? How can Parsis and Jews, with emphasis on how these re- a Buddha simultaneously be free from all desire yet ligious identities are constructed and contested. want to save all beings? Can Buddhas be found in Materials to be considered will include philosophi- the world today? Does this ideal still make sense in cal writings, ritual texts, devotional poetry, comic light of contemporary psychology? Is Prozac easier books, legal treatises, newspaper clippings, per- and faster than meditation? We will explore con- sonal memoirs as well as ethnographic and popu- temporary views of Buddhahood as well as earlier lar fi lms. {H} 4 credits ideas drawn from the classical Theravada, Tibetan Andrew N. Rotman and East Asian traditions. Prerequisite: one course Offered Fall 2005

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in Buddhist traditions or permission of the instruc- about personal well-being, family, work and tell- tor. {H} 4 credits ing the time). The course combines a profi ciency Jamie Hubbard and content-based approach that stresses reading, Offered Spring 2006 writing as well as speaking skills. Students are also introduced to using an Arabic dictionary. 400 Special Studies {F} 8 credits By permission of the department, normally for Linda Barakat senior majors who have had four semester courses Offered Fall 2005, Spring 2006 above the introductory level. 2 to 4 credits Offered both semesters each year The Major 408d Special Studies Advisers: Lois Dubin, Peter N. Gregory, Jamie By permission of the department, normally for Hubbard, Joel Kaminsky, Suleiman Mourad, An- senior majors who have had four semester courses drew Rotman, Vera Shevzov, Carol Zaleski above the introductory level. 8 credits Adviser for Study Abroad: Carol Zaleski Full-year course; Offered each year New Requirements for majors Students who declared a major or minor in reli- Language Courses gion prior to September 2005 may follow either the old or the new requirements, and should discuss Credit is not granted for the fi rst semester only of their programs with their advisers. an introductory language course. 12 semester courses are required. Courses count- Note: A reading knowledge of foreign languages, ing toward the major may not be taken S/U. No both modern and classical, is highly desirable course may be counted twice toward the fulfi llment and is especially recommended for those students of the requirements. planning a major or minor in the area of religious studies. Breadth (Courses 1–4) A student will normally take four 200-level courses Students who take the introductory courses in Latin in the religion department choosing one each from or Greek in the Classics Department, or Hebrew in four of the following six categories: (i) Biblical the Jewish Studies Program, will receive credit for literature; (ii) Jewish traditions; (iii) Christian these toward their religion major upon completion traditions; (iv) Islamic traditions; (v) Buddhist tra- of an advanced course in religious texts (REL 295, ditions; (vi) South Asian traditions. In fulfi lling this 296, 297). Similar arrangements can be made for requirement, a student may not count more than other languages (for example, Arabic, Chinese, two courses in Biblical literature, Jewish traditions, Sanskrit). Students interested in pursuing Directed and Christian traditions. A student may also count Reading courses at an advanced level in a particu- one of the broad-based departmental introductory lar language should contact department members. courses (e.g., REL 105, REL 108) in place of one of these four courses. ARA 100y Elementary Arabic A yearlong course that introduces the basics of Colloquium (Course 5) Modern Standard Arabic, also known as Classical A student will take Approaches to the Study of Arabic. It begins with a coverage of the alphabet, Religion (REL 200). then develops vocabulary for everyday use and provides essential communicative skills relating Seminar (Course 6) to real-life and task-oriented situations (queries A student will take a seminar in the religion department

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Depth (Courses 7–8 or 7–9) A student will take three related courses, defi ned The Minor by religious tradition, geographical area, discipline or theme. Examples of possible concentrations are Advisers: Same as for the major. Bible and its subsequent interpretations, philoso- phy of religion, women and gender, religion and New Requirements for minors politics, religion and the arts, ritual studies and 5 semester courses are required. Courses counting religion in America. In most cases, this will involve toward the minor may not be taken S/U. No course adding two more courses to one already counted, may be counted twice toward the fulfi llment of the though in some cases it may involve three courses requirements. independent of those counted above. A student will defi ne her concentration in consultation with Breadth (Courses 1–3) her adviser and will submit it to the curriculum A student will normally take three 200-level cours- committee for approval. A student may count any es, choosing one each from three of the following departmental course toward this requirement, but six categories: (i) Biblical literature; (ii) Jewish no more than one 100-level course. A student may tradition; (iii) Christian traditions; (iv) Islamic also count one course taken outside the depart- traditions; (v) Buddhist traditions; (vi) South Asian ment toward this requirement. traditions. In fulfi lling this requirement, a student may not count more than two courses in Biblical Electives (Courses 9–12 or 10–12) literature, Jewish traditions, and Christian tradi- A student will take three or four additional religion tions. courses to complete the twelve courses for the major. If no course outside the religion department Electives (Courses 4–5) has been used to count toward the depth require- A student will take two additional courses of her ment, a student may take two relevant courses choice in the religion department. outside the department as electives. If one outside course has been used to count toward the depth Old Requirements for majors requirement, only one outside course may be taken 12 semester courses, two of which, at the recom- as en elective. These courses are to be determined mendation of the adviser, may be related courses in in consultation with the student’s adviser. other departments. Each major’s course program must meet the following requirements. No course Examples of related courses outside the may be counted twice toward the fulfi llment of the department include: requirements.

ANT 233 Anthropology of Religion 1. Breadth ARH 220 Relics, Reliquaries, and Pilgrimage Fulfi lled normally by taking two courses: a 200- ARH 228 Islamic Art and Architecture level course in a monotheistic tradition and a ARH 230 Early Medieval Art 200-level course in a non-monotheistic tradi- CLS 227 Classical Mythology tion. 105 (Introduction to World Religions) may HST 218 Thought and Art in China be taken in place of one of these two courses. HST 224 Early Medieval World 2. Depth HST 225 The Making of the Medieval World At least one course from each of the following JUD 187 Text and Tradition: Jewish Civilization four groups, of which at least three will nor- through the Ages mally be taken in the department PHI 126 History of Medieval Philosophy Note: course numbers as they were listed prior PHI 127 Indian Philosophy to 2004–05 are in parentheses: PHI 252 Buddhist Philosophy a. textual interpretation: 210, 215 (220) PHI 253j Indo-Tibetan Buddhist Philosophy and b. critical and systematic refl ection: 205 Hermeneutics (263), 206 (260)

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c. non-monotheistic traditions: 260 (272), 263, 275 (270), 276 (271) Honors d. monotheistic traditions: 221 (235), 223, Director: Carol Zaleski 224, 231 (230), 233 (232), 234 (240), 238 (242), 245 (275). 430d Thesis 3. Every major must take 200 (201) (Approaches 8 credits to the Study of Religion). Full-year course; Offered each year 4. Every major must take at least one seminar originating in the department. 431 Thesis 5. Courses counting toward the major may not be 8 credits taken S/U. Offered each Fall Two courses outside the department upon con- Requirements sultation with the adviser, may be counted toward The same as for the major, with the addition of the major. a thesis and an oral examination on the thesis. A Examples include: student will normally write her thesis during the ANT 233 Anthropology of Religion two semesters of her senior year, though in special ARH 220 Relics, Reliquaries, and Pilgrimage cases she may do so in the fi rst semester of her ARH 228 Islamic Art and Architecture senior year. ARH 230 Early Medieval Art CLS 227 Classical Mythology HST 218 Thought and Art in China Graduate HST 224 Early Medieval World HST 225 The Making of the Medieval World Adviser: Carol Zaleski JUD 187 Text and Tradition: Jewish Civilization 580 Advanced Studies Through the Ages 4 credits PHI 126 History of Medieval Philosophy Offered both semesters each year PHI 252 Buddhist Philosophy 590 Research and Thesis Old Requirements for minors 4 or 8 credits 1. 5 semester courses. At least one course must be Offered both semesters each year drawn from each of the following four groups. 590d Research and Thesis No course may be counted twice toward the 8 credits fulfi llment of the requirements. Full-year course; Offered each year Note: course numbers as they were listed prior to 2004–05 are in parentheses. Admission to graduate study in religion will nor- a. textual interpretation: 210, 215 (220) mally be restricted to those qualifi ed applicants b. critical and systematic refl ection: 205 whose personal circumstances preclude their ap- (263), 206 (260) plication to regular graduate programs elsewhere. c. non-monotheistic traditions: 260 (272), In addition to the eight courses and thesis required 263, 275 (270), 276 (271) by college rules for the master’s degree, the depart- d. monotheistic traditions: 221 (235), 223, ment may require a course or courses to make up 224, 231 (230), 233 (232), 234 (240), for defi ciencies it fi nds in the general background 238 (242), 245 (275). of a candidate. Candidates must demonstrate a working knowledge of at least one of the languages 2. Courses counting toward the minor may not be (other than English) used by the primary sources taken S/U. in their fi eld. Courses taken to acquire such profi - ciency will be in addition to the eight required for the degree. An oral examination on the completed thesis is expected.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Senior Lecturer **1 Maria Nemcová Banerjee, Ph.D., Chair, Fall Catherine Woronzoff-Dashkoff, A.B. *1 Alexander Woronzoff-Dashkoff, Ph.D., Chair, Spring Lecturer Mikhail Mikeshin, Ph.D.

338 Seminar in Language and Literature A. Language Advanced study of a major Russian literary text. {L/F} 4 credits Credit is not granted for the fi rst semester only of an introductory language course. Topic: Tolstoy’s Anna Karenina Discussion, conversation, oral reports, papers. 100y Elementary Russian Prerequisite: 332 or permission of the instructor. Four class hours and laboratory. {F} 8 credits Catherine Woronzoff-Dashkoff Catherine Woronzoff-Dashkoff Offered Spring 2005 Full-year course; Offered each year Topic: Readings of Pushkin Discussion, conversation, oral reports, papers. 220y Intermediate Russian Prerequisite: 332 or permission of the instructor. General grammar review. Selections from Russian Catherine Woronzoff-Dashkoff texts, not exclusively literary. Prerequisite: 100y or Offered Spring 2007 the equivalent. {F} 8 credits Catherine Woronzoff-Dashkoff, Fall 2005 Topic: Mikhail Bulgakov’s Master and Margarita Alexander Woronzoff-Dashkoff, Spring 2006 Discussion, conversation, oral reports, papers. Full-year course; Offered each year Prerequisite: 332 or permission of the instructor. {L/F} 4 credits 331 Advanced Russian Catherine Woronzoff-Dashkoff Readings and discussion of texts taken from clas- Not offered during 2005–06 sical and Soviet literature, as well as current jour- nals. Intensive practice in writing. Prerequisite: 220 Topic: Russian Fairy Tales or permission of the instructor. {F} 4 credits Prerequisite: 332 or permission of the instructor. Catherine Woronzoff-Dashkoff Catherine Woronzoff-Dashkoff Offered Fall 2005 Offered Fall 2005

332 Advanced Russian A continuation of 331. Extensive translation of B. Literature current material from Russian to English, and 126 Readings in 19th-Century Russian intensive practice in writing. Prerequisite: 331. {F} 4 credits Literature Catherine Woronzoff-Dashkoff Topic: Alienation and the Search for Identity. A Offered Spring 2006 study of the individual’s struggle for self-defi nition in society: from the superfl uous man, through the

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underground man, to the role of women. Emphasis 340 Seminar: Russian Thought on the social, political and ideological context of The myth of St. Petersburg—a celebration of the the works considered. Authors treated include city’s tricentennial. The seminar will explore Peter Pushkin, Lermontov, Gogol, Goncharov, Turgenev, the Great’s capital in the north of Russia and the Tolstoy, Dostoevsky and Chekhov. In translation. {L} long line of artists, writers and thinkers who were 4 credits inspired by its beauty and contradictions. Readings Maria Banerjee in Russian and audio-visual presentations. Prereq- Offered Fall 2005 uisites: RUS 331 or RUS 332 or permission of the instructor. {L/F} 4 credits 127 Readings in 20th-Century Russian Mikhail Mikeshin Literature Offered Spring 2006 Topic: Literature and Revolution. The theme of revolution as a central concern of Soviet litera- ture. Authors treated include Gorky, Bely, Blok, Cross-Listed Courses Mayakovsky, Pilnyak, Zamiatin, Gladkov, Babel, Sholokhov, Pasternak, Solzhenitsyn. In translation. CLT 305 The Philosophical Novel {L} 4 credits This course charts the evolution of the theme of Alexander Woronzoff-Dashkoff reason and its limits in the European novel of the Offered Spring 2006 modern era. Beginning with an examination of humanist assumptions about the value of reason in 235 Dostoevsky Rabelais, the course will focus on the Central Euro- A close reading of all the major literary works by pean novel of the 20th century, the age of “terminal Dostoevsky, with special attention to the philo- paradoxes.” Texts will include Dostoevsky’s Notes sophical, religious and political issues that inform from the Underground, Kafka’s The Trial, Musil’s Dostoevsky’s search for a defi nition of Russia’s Man Without Qualities, and Kundera’s The Joke, spiritual and cultural identity. In translation. {L} The Farewell Party and The Unbearable Lightness 4 credits of Being. Maria Banerjee Offered Fall 2005 GLT 292 Western Classics in Translation, from Chrétien de Troyes to Tolstoy 237 The Heroine in Russian Literature from Chrétien de Troyes’s Yvain; Shakespeare’s Antony The Primary Chronicle to Turgenev’s On the Eve and Cleopatra; Cervantes’ Don Quixote; Lafay- Examination of the changing portrayal of the exem- ette’s The Princesse of Clèves; Goethe’s Faust; plary female identity and destiny and the attendant Tolstoy’s War and Peace. Prerequisite: GLT 291. literary conventions in some of the major texts of {L} WI 4 credits the following periods: medieval (Kievan and Mus- covite), classical (18th century), and the age of 404 Special Studies romantic realism. In translation. {L} WI 4 credits By permission of the department, for majors who Offered in 2006–07 have had four semester courses above the intro- ductory level. 239 Major Russian Writers 4 credits A study of Russian culture from medieval times to Offered both semesters each year the present through its major writers. Emphasis will be given to artistic, historical, geographical, so- 408d Special Studies cial and spiritual forces in the development of Rus- By permission of the department, for majors who sian culture. Course material will include primary have had four semester courses above the intro- texts as well as audio-visual presentations. Con- ductory level. 8 credits ducted in English. No prerequisites. {L} 4 credits Full-year course; Offered each year Mikhaill Mikeshin Offered Spring 2006

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 359359 77/26/05/26/05 9:15:369:15:36 AMAM 360 Russian Language and Literature The Majors Honors Adviser for Study Abroad: Alexander Woronzoff- Director: Maria Nemcová Banerjee Dashkoff 431 Thesis 8 credits Russian Literature Full-year course; Offered each year Advisers: Members of the department Russian Literature Basis: 220y, 126 and 127. Basis: same as for Russian literature major.

Required courses: 331 and 332 and one semes- Required courses: same as for Russian literature ter of 338 and two of the following: 234, 235, 236, major. In addition, a thesis written in the fi rst se- 237, 238, 239, CLT 223, CLT 305, GLT 292. mester of the senior year.

One required seminar: 340, 346, HST 340, REL Russian Civilization 335. Basis: same as for Russian civilization major. Strongly recommended: HST 238, HST 247, and Required courses: same as for Russian civiliza- REL 236. tion major. In addition, a thesis written in the fi rst semester of the senior year. Russian Civilization Advisers: Members of the department

Basis: 220y.

Required courses: 331 and 332 and two of the following: 126, 127, 234, 235, 237, 238, 239, CLT 223, CLT 305, GLT 292 and three of the following: ECO 209, GOV 221, HST 237, HST 240, HST 247, REL 236.

One required seminar: 340, 346, HST 340, REL 335.

Strongly recommended: 338

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Visiting faculty and some lecturers are generally appointed for a limited term.

Courses at the introductory or intermediate level CHM 100 The World Around Us that do not count toward the major are numbered CHM 108 Environmental Chemistry 100–109 and 200–209. CHM 111 Chemistry I: General Chemistry

Introductory science courses that serve as the basis CSC 102 How the Internet Works of the major ususally are numbered 111 (and 112 CSC 103 How Computers Work if they continue into a second semester). Physics CSC 104 Issues in Artifi cial Intelligence offers basis courses for students with differing CSC 105 Interactive Web Documents backgrounds. Hence, after consulting with a faculty CSC 111 Computer Science I member, beginning students may choose between CSC 112 Computer Science II two physics courses PHY 115 and 116. Students GEO 105 Natural Disasters: Understanding and with AP credit should consult with individual de- Coping partments about advanced placement. GEO 106 Global Change Through Time GEO 108 Oceanography: An Introduction to the Of the following courses, most have no prerequi- Marine Environment sites. Read the course descriptions for complete GEO 109 The Environment information. GEO 111 Introduction to Earth Processes and History AST 100 A Survey of the Universe FYS 134 Geology in the Field AST 102 Sky I: Time AST 103 Sky II: Telescopes IDP 208 Women’s Medical Issues AST 110 Exploring the Universe MTH 102 Elementary Functions AST 111 Introduction to Astronomy MTH 105 Discovering Mathematics (Spring) AST 113 Telescopes and Techniques MTH 107 Statistical Thinking AST 215 History of Astronomy MTH 111 Calculus I MTH 190 Statistical Methods for Undergraduate BIO 101 Modern Biology for the Research Concerned Citizen BIO 102 Human Genetics PHY 105 Principles of Physics: Seven Ideas that BIO 104 Human Biology Shook the Universe BIO 111 Molecules, Cells and Systems PHY 106 The Cosmic Onion: From Quantum BIO 112 Exploring Biological Diversity World to the Universe BIO 202 Landscape Plants and Issues PHY 107 Musical Sound BIO 204 Horticulture PHY 108 Optics is Light Work BIO 205 Horticulture Laboratory PHY 115 General Physics I BIO 258 Conservation Biology Colloquium PHY 116 General Physics II PHY 117 Advanced General Physics PSY 111 Physiology of Behavior

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors Myron Peretz Glazer, Ph.D. Elizabeth Wheatley, Ph.D. Richard Fantasia, Ph.D. Ginetta Candelario, Ph.D. (Sociology and Latin American Studies) Associate Professors Leslie King, Ph.D. Patricia Y. Miller, Ph.D. †1 Nancy Whittier, Ph.D. Lecturers Marc Steinberg, Ph.D., Chair Alice Julier, Ph.D. Kimberly Lyons, M.A.

The prerequisite for all sociology courses is 101a 202 Methods of Social Research or b, or permission of the instructor. All 300-level An introduction to the logic and methods of courses require the permission of the instructor. quantitative research, and a practicum designed to develop skill in survey design and techniques. 101 Introduction to Sociology Topics include: questionnaire construction, sample For fi rst-year students and sophomores; juniors design, data analysis, causation, and explanatory and seniors with permission of the course director. research. Prerequisite: 201. {S/M} 4 credits Perspectives on society, culture, and social interac- Patricia Miller tion. Topics include the self, emotions, culture, Offered Spring 2006, Spring 2007 community, class, ethnicity, family, sex roles, devi- ance and economy. Colloquium format. {S} 203 Qualitative Methods 4 credits A basic exploration of qualitative methods, this Patricia Miller, Director course focuses on the practical and ethical compo- Patricia Miller, Elizabeth Wheatley, Leslie King, nents of ethnography, interviewing, textual analysis, Kimberly Lyons, Fall 2005 visual methods, and multi-method approaches to Alice Julier, Kimberly Lyons, To be announced, sociological research. The relationship between Spring 2006 theory and practice will be examined via a semes- Offered both semesters each year ter long research project. Prerequisite: 201. {S} 4 credits 201 Evaluating Information Alice Julier, Spring 2006 An introduction to statistical and other strategies Offered Spring 2006, Spring 2007 for summarizing and evaluating sociological data. Topics include: descriptive statistics, probability 210 Deviant Behavior theory, correlation, presentation and assessment of An exploration of theories of deviance, research research fi ndings, deduction and induction, error studies, and literature and fi lm aimed at under- and bias, confi dence. {M} 4 credits standing origins of and responses to mental illness, To be announced drug abuse, rape and other crimes against women, Offered Fall 2005, Fall 2006 white collar crime, corporate and governmental deviance, crime and juvenile delinquency, homo-

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sexuality and homophobia, and rebellion. {S} Prerequisite: 101. (E) {S} 4 credits 4 credits Kimberly Lyons Patricia Miller Offered Spring 2006 Offered Fall 2005, Fall 2006 216 Social Movements 212 Class and Society This course provides an in-depth examination of An introduction to classical and contemporary major sociological theories of collective action and approaches to class relations, status and social social movements. Emphasis will be placed on the inequality. Topics include Marxian and Weberian analysis of social movement dynamics including analysis, social mobility, class consciousness, class recruitment and mobilization, strategies and tactic, reproduction and the place of race and gender in and movement outcomes. The empirical emphasis the class order. {S} 4 credits will be on modern American social movements Alice Julier, Fall 2005 including student protest, feminist, civil rights, and Offered Fall 2005, Fall 2006 sexual identity movements. {S} 4 credits Marc Steinberg 213 Ethnic Minorities in America Offered Spring 2006, Spring 2007 The sociology of a multiracial and ethnically di- verse society. Comparative examinations of several 218 Urban Sociology American groups and subcultures. {S} 4 credits A study of the sociological dimensions of urban Ginetta Candelario life. Main areas of inquiry: the processes of urban Offered Spring 2006, Fall 2007 change; the city as a locus of various social rela- tionships and cultural forms; urban poverty and 214 Sociology of Hispanic Caribbean social confl ict; homelessness; and strategies for Communities in the United States urban revitalization. {S} 4 credits This service learning course surveys social science Richard Fantasia research, literary texts and fi lm media on Cuban, Offered Spring 2006 Dominican and Puerto Rican communities in the United States. Historic and contemporary causes 219 Medical Sociology and contexts of (im)migration, settlement patterns, In this course, we will draw on sociological and labor market experiences, demographic profi les, interdisciplinary frameworks to examine features identity formations and cultural expressions will of the structural organization of medical care, the be considered. Special attention will be paid to social construction, production and distribution of both inter- and intra-group diversity, particularly disease, the culture of medicine, and the experi- along the lines of race, gender, sexuality and class. ence of illness. In this process, we will consider Students are required to dedicate four (4) hours medicine as a social institution and profession, per week to a local community based organization. as well as the wider social relations that infl uence {S} 4 credits health and shape the experience of illness. {S} Ginetta Candelario 4 credits Offered Fall 2005 To be announced Offered Fall 2006 215 The Sociology of Crime Critical analyses of sociological theories of crime 220 The Sociology of Culture and the social construction of criminality, with Drawing upon a variety of sociological perspec- empirical emphasis on institutional approaches to tives and analytical methods, this course considers crime control. Various social forces infl uencing the the place of culture in social life and examines its construction and application of criminal defi nitions socially constituted character. Culture, treated as a in society will be explored. Particular attention will set of distinctive practices, as symbolic representa- be paid to theories of crime and to the political tion, and as a domain of creative expression, will dimensions of crime control in the United States. be viewed contextually, in specifi c social, historical,

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and institutional locations. The course will consid- 232 World Population er such matters as the relationship between culture This course will introduce students to environmen- and social inequality, culture and social change, the tal, economic, feminist and nationalist perspectives commoditization of cultural goods, global cultural on population growth and decline. We will examine markets, and the complex processes by which current population trends and processes (fertility, cultural forms are used, appropriated, and trans- mortality and migration) and consider the social, formed by social groups. {S} 4 credits political, economic and environmental implica- To be announced tions of those trends. The course will also provide Offered Fall 2005, Fall 2006 an overview of various sources of demographic data as well as basic demographic methods. Cross- 222 Blackness in America listed with environmental science and policy. {S} This course will comparatively examine the African 4 credits experience in both Central and South American Leslie King and Caribbean contexts, historically and contem- Offered Spring 2007 porarily. A relative consideration of the impact of these various hemispheric race ideologies will be 233 Environment and Society undertaken. Enrollment limited to 20. Prerequi- This class will explore the relationship between sites: SOC 101 required; LAS 100 or AAS 117 help- people and their natural environments. Using ful. {S} 4 credits sociological theories, we will examine how envi- Ginetta Candelario ronmental issues are constructed and how they are Offered Spring 2006 contested. In examining a series of particular envi- ronmental problems, we will consider how social, 223 Introduction to Mass Media political and economic structures are related to This course is a general introduction to concepts, environmental degradation. Cross-listed with envi- theories and issues related to mass media. It will ronmental science and policy. {S} 4 credits address telegraphy, newspapers, magazines, books, Leslie King fi lm, radio, television, recorded music and new Offered Fall 2005, Fall 2006 digital media. From information exchange, to news, to entertainment, to advertising, this course will 244/LAS 244 Feminisms and Women’s address the impact of the different types of commu- Movements: Latin American Women’s and nication. This course is less about analyzing mass Latinas’ Pursuit of Social Justice media “texts” than about how they are produced, This course is designed to familiarize students with why some messages enter mass media channels the history of Latin American and Latina (primarily and others do not, how these messages affect audi- Chicana) feminist thought and activism. A central ences and how audiences receive them, and the goal of the course is to provide an understand- general impact of mass media on contemporary ing of the relationship between feminist thought, society, culture and politics. Prerequisite: SOC 101. women’s movements and local/national contexts (E) {S} 4 credits and conditions. The writings of Latin American and To be announced Latina feminists will constitute the majority of the Offered Spring 2006 texts; thus we are limited to the work of those who write and/or publish in English. (Students who 229 Sex and Gender in American Society are profi cient in Spanish or Portuguese will have An examination of the ways in which the social an opportunity to read feminist materials in those system creates, maintains and reproduces gender languages for their written projects.) Prerequisites: dichotomies with specifi c attention to the sig- SOC 101, LAS 100 or WST 150. {H/S} 4 credits nifi cance of gender in interaction, culture and a Ginetta Candelario number of institutional contexts, including work, Offered Fall 2005 politics, families and sexuality. {S} 4 credits To be announced Offered Spring 2006

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249 AIDS and Society ing of the topic in question. Prerequisite: 250a or In this course we will draw on sociological and permission of the instructor. {S} 4 credits interdisciplinary frameworks to examine AIDS as a Marc Steinberg social, cultural and political phenomenon. We will Offered Spring 2007 consider AIDS as a biomedical entity, illness experi- ence, and discursive production that exerts devas- 314 Seminar in Latina/o Identity tating material effects in local and global contexts. Topic: Latina/o Racial Identities in the United Our readings include perspectives from sociology, States. This seminar will explore theories of race cultural studies, political economy, social history, and ethnicity, and the manner in which those theo- anthropology, history of science, and public health. ries have been confronted, challenged and/or as- Course readings, lectures, and discussions will em- simulated by Latina/os in the United States. Special phasize the following themes: AIDS “Knowledge:” attention will be paid to the relationship of Latina/ Biomedical and Cultural Representations, Experi- os to the white/black dichotomy. A particular con- encing AIDS: Patients’ and Doctors’ Accounts, AIDS cern throughout the course will be the theoretical Science: Visions and Revisions, Mobilizing Commu- and empirical relationship between Latina/o racial, nities: Problems and Prospects, AIDS Activism and national, class, gender and sexual identities. Stu- Social Change, AIDS Risk: Behavioral, Cultural, and dents will be expected to engage in extensive and Structural Perspectives, AIDS in Local and Global intensive critical reading and discussion of course Contexts. (E) {S} 4 credits texts. 4 credits To be announced Ginetta Candelario Offered Spring 2007 Offered Spring 2007

250 Theories of Society 315 Seminar: The Body in Society Critical analysis and application of “classical” In this seminar we will draw on sociological and theories of society focused chiefl y on the works of interdisciplinary perspectives to consider features Marx, Weber and Durkheim (and their feminist of the social construction, regulation, control, and and African-American contemporaries), with em- experience of the body. Through diverse theoretical phasis on their theories of societal development frameworks, we will view the body both as a prod- and social change, stratifi cation, social structure, uct of discourses (such as medical knowledge and group confl ict and consequences of capitalism for practice, media representations, and institutional modern societies. Enrollment limited to 40 with regimens), and as an agent of social activities and majors and minors having priority. {S} 4 credits interactions in daily life. We will consider the sa- Marc Steinberg lience of bodies in constituting identities, relation- Offered Fall 2005, Fall 2006 ships and differences; as bases for inequalities and forms of suffering; and as sites of resistance and 311 Seminar: Contemporary Sociological struggles for change. {S} 4 credits Theory Elizabeth Wheatley A comparative analysis of the wide variety of para- Offered Fall 2005 digms in contemporary social theory. These exami- nations will be topic-based focusing on such issues 320 Special Topics in the Sociology of Culture as gender, race, power, class, self, post-modernity, 4 credits culture, social change, ideology and conscious- ness. Topics will be chosen in consultation with Sociology of the Arts participants. Paradigms will include cultural and Sociological perspectives on the arts in society, radical feminism, neo-Marxism, post-structuralism, with particular attention to the fi ne arts (primar- phenomenology, neo-functionalism, rational choice ily painting), to literature, and to theatre, among and other perspectives. Each unit will focus on how other forms of cultural expression. Theories of the several such perspectives inform our understand- place of art in society, the social context of artistic production and the social production of the artist,

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as well as sociological perspectives on the chang- with an emphasis on the role of states, interna- ing nature of arts institutions and audiences, and tional organizations and social movements. Why, the social position and aesthetic disposition of the with a global population of over 6 billion, would artist. Prerequisite: SOC 220, permission of the numerous national governments be attempting to instructor. {S/A} 4 credits raise birth rates? Should nations-states be allowed Richard Fantasia to control migration into and out of their territo- Offered Fall 2005 ries? Why do programs designed to lower birth rates work in some places and not in others? Spe- The Sociology of Rock and Pop Music cifi c topics will include abortion politics; teenage This seminar will survey studies of rock and pop childbearing; pro- and anti-natalist policies; AIDS; music from theoretical perspectives in the sociol- and migration and citizenship. Permission of the ogy of culture and cultural studies. The course will instructor required. (E) 4 credits concentrate on analyses of rock and pop music Leslie King from the last three decades. We will fi rst take an Offered Spring 2006, Spring 2007 overview of theories of culture that inform many recent studies. Topics covered will include the role of music in everyday life, the political economy General Courses of production, cultural control and resistance, youth cultures and local scenes, gender, race, and 404 Special Studies the role of music in politics and protest. Writing By permission of the department, for junior and requirements will include weekly reading critiques senior majors. and a fi nal research paper. Priority will be given to 4 credits senior majors and those who have taken SOC 220. Offered both semesters each year {S} 4 credits Marc Steinberg 408d Special Studies Offered Spring 2006 8 credits Full-year course; Offered each year 323 Seminar: Gender and Social Change Theory and research on the construction of and change in gender categories in the United States, The Major in Sociology with particular attention to social movements that seek to change gender defi nitions and stratifi ca- Advisers: Ginetta Candelario, Richard Fantasia, tion, including both feminist and anti-feminist Myron Glazer, Leslie King, Patricia Miller, Marc movements. Theoretical frameworks are drawn Steinberg, Nancy Whittier from feminist theory and social movement theory. Readings examine historical shifts in gender rela- Adviser for Study Abroad: Richard Fantasia tions and norms, changing defi nitions of gender in contemporary everyday life, and politicized strug- Basis: 101 gles over gender defi nitions. Themes throughout the course include the social construction of both Requirements: 10 semester courses beyond the femininity and masculinity; the intersection of race, introductory course (SOC 101): 250, 201, either class and sexual orientation with gender; and the 202 or 203, four courses at the 200 or 300 level, growth of a politics of identity. Case studies include two additional courses either in sociology or, with feminist, lesbian and gay, right-wing, self help, anti- approval of the major adviser, in related fi elds, and abortion and pro-choice movements. {S} 4 credits one seminar at Smith during the senior year—ei- To be announced ther SOC 311, 314, 315, 320, and 323. Majors Offered Spring 2007 should consult with their advisers about the list of recommended courses approved by the depart- 334 Seminar: The Politics of Population ment before selecting courses in related fi elds for This course will examine the politics of population major credit. Majors are strongly urged to take 201

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and 250 in their sophomore or junior year. Nor- mally, majors may not take 201, 202, 203 or 250 Graduate on a satisfactory/unsatisfactory basis. 580 Special Studies Such subjects as advanced theory, social organiza- tion and disorganization, culture contacts, prob- The Minor in Sociology lems of scientifi c methodology. 4 credits Advisers: Ginetta Candelario, Richard Fantasia, Offered both semesters each year Myron Glazer, Leslie King, Patricia Miller, Marc Steinberg, Elizabeth Wheatley, Nancy Whittier 590 Research and Thesis 4 or 8 credits Requirements: 101, 201 and 250, three addi- Offered both semesters each year tional courses at the 200 or 300 level. 590d Research and Thesis 4 or 8 credits Honors Full-year course; Offered each year Director: Leslie King

Basis: same as for the major.

430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered each Fall

432d Thesis 12 credits Full-year course; Offered each year

Requirements: 10 semester courses beyond the introductory course (SOC 101): 1. 250, 201, either 202 or 203, four courses at the 200 or 300 level, and a senior seminar most appropriate to the thesis research; 2. a thesis (430, 432) written during two semes- ters; or a thesis (431) written during one se- mester; 3. an oral examination on the thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Senior Lecturer §1, **2 Nancy Saporta Sternbach, Ph.D. (Spanish and Nicomedes Suárez Araúz, Ph.D. Portuguese and Women’s Studies) Lecturers Associate Professors Silvia Berger, Ph.D. Marina Kaplan, Ph.D. (Spanish and Portuguese and Phoebe Ann Porter, Ph.D. Latin American Studies) §1 Patricia González, Ph.D. †1 María Estela Harretche, Ph.D. Ana López-Sánchez, M.A. Reyes Lázaro, Ph.D., Chair Hugo Viera, Ph.D. Molly Falsetti-Yu, M.A. Assistant Professors Malcolm McNee, Ph.D. Michelle Joffroy, Ph.D. Melissa Belmonte Marguerite Itamar Harrison, Ph.D. Molly Monet-Viera

Instructors Teaching Assistants Ibtissam Bouachrine, M.A. Próspero Garcia Maria Helena Rueda, M.A. Juan Pablo Jiménez Esther Cuesta

The department has two abbreviations for the lan- with the Program for Mexican Culture and Society guage and culture of three broad areas of study: for Study Abroad in Puebla, Mexico, and with POR (Portuguese-speaking world), and SPN Brown in Brazil for Study Abroad in Rio de Janeiro. (Spain and Spanish America). Many other programs in Latin America and Spain All courses are taught in Spanish or Portuguese are also approved for study abroad. unless otherwise indicated. Students with prior Those intending to spend a Junior Year or Spanish language experience must take the place- semester abroad in a Spanish or Portuguese-speak- ment test. ing country should consult the advisers for study Approved courses on Latina/o literature, CLT, abroad. LAS, WST are cross-listed after POR and SPN. Prerequisite for 300-level courses is SPN 250 The Department strongly encourages students or 251 or 260 or 261 or permission of the instruc- to spend a semester or a year studying abroad in tor. A student may repeat a course when the topic a Spanish- or Portuguese-speaking country. In is different. recent years, some 40–50 students have benefi ted Note: Maximum enrollment in all language from this experience, profi ting from the total cul- course sections is 18 students unless otherwise tural immersion and the wide array of specialized indicated. Also, please note that the pass/fail option courses offered in institutions of higher learning in is normally not granted for language classes. nine different countries. Credit is not granted for the fi rst semester only The Department has offi cial affi liations with of a yearlong language course. PRESHCO, for Study Abroad in Córdoba, Spain,

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POR 220 Topics in Portuguese and Brazilian Portuguese and Brazilian Literature and Culture

Studies Contemporary Cityscapes: Mapping Brazilian POR 100y Elementary Portuguese Culture onto an Urban Grid A one-year elementary course in spoken and writ- This course will address a broad range of urban, ten Brazilian Portuguese. Emphasis fi rst semester social and cultural issues while also strengthen- will be on development of oral profi ciency and ing skills in oral expression, reading and writing, acquisition of reading and writing skills. Second through the medium of short stories, essays, ar- semester will also include the use of music and ticles, images, music and fi lm. In order to promote videos to improve listening comprehension, as well a hands-on approach to understanding culture, as readings and discussion of short texts by mod- class assignments will also encourage students to ern writers of the Portuguese-speaking world from explore the Brazilian community in Boston. Pre- Brazil, Portugal, Angola, Mozambique, Cabe Verde. requisite: POR 100Y or POR 125 or the equivalent. {F} 8 credits {F/L} 4 credits Marguerite Itamar Harrison (2005–06) Marguerite Itamar Harrison Full-year course (with a one-semester option Offered Fall 2005 for Smith Spanish majors only) Offered each year POR 221 Topics in Portuguese and Brazilian Literature and Culture POR 125 Elementary Portuguese for Spanish Speakers Brazil x Five: A Journey Through Its Multicultural A one-semester introduction to Brazilian Portu- Regions. guese designed for speakers of Spanish, aimed at This course will examine Brazil from the stand- basic profi ciency in all four language modalities: point of its regional diversity, from which the listening, speaking, reading and writing. Classes country’s cultural richness is drawn. We will study will be in Portuguese and students’ individual works of literature, visual culture, music and culi- knowledge of Spanish will support the accelerated nary history, in order to discuss Brazil’s regional, pace of the course, with contrastive approaches to economic and racial differences, for the purpose of pronunciation and grammar. The course will also analyzing its identity as a multidimensional nation. provide an introduction to aspects of the cultures Moreover, because of the country’s size and geo- of Brazil, Portugal and Portuguese-speaking Africa, graphical location, students interested in compara- with discussion of authentic audio-visual materials tive studies within Latin America will have a chance and short texts. Prerequisite: SPN 220 or its equiva- to look at each of Brazil’s regions in relation to its lent. {F} 4 credits closest South American and Caribbean neighbors. Malcolm McNee {L/F} 4 credits Offered Fall 2005, Spring 2006 Marguerite Itamar Harrison Offered Spring 2006 POR 215 Advanced Conversation and Composition POR 280 Portuguese and Brazilian Voices in This course will focus on developing skills in both Translation spoken and written Portuguese and is designed Topic: Literature on the Margins of Modernity. for students who have already mastered the funda- This course will introduce celebrated writers from mentals of grammar. Topics for compositions, class the Portuguese-speaking world. While some of discussions and oral reports will be based on short these writers have achieved international acclaim, literary texts as well as articles from the media, the location of their writing at the edges of global fi lms and music. Prerequisite: POR125 or POR200 modernity is vital to understanding not only the or permission of the instructor. {F} 4 credits. aesthetic and thematic force of their works but also Malcolm McNee the frameworks for their reception in translation. Offered Spring 2006

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In addition to close-readings of a limited selec- tion of works, we will discuss the place of these Spanish Language, writers in their respective national literatures, a Literature and Culture transnational Portuguese-language literature and world literature today. Writers may include: José Credit is not normally granted for the fi rst semester Saramago (Portugual); Machado de Assis, Clarice only of a year-long language course. Lispector, Luis Fernando Verissimo (Brazil); Mia Couto (Mozambique). Course conducted in Eng- SPN 112y Accelerated Elementary Spanish lish. {A/L} 4 credits An accelerated introduction to Spanish aimed at Malcolm McNee basic profi ciency, emphasizing the acquisition of Offered Spring 2006 the following skills: listening, speaking, reading and writing; in addition, the course will provide POR 381 Seminar in Portuguese and Brazilian an introduction to Hispanic culture. Audio-visual Studies materials will be used on a weekly basis. 5 contact Topic: Brasil Profundo: Writing About the Bra- hours (3 regular class hours and 2 discussion zilian Countryside. With urbanization a recent hours) plus lab work at the Center for Foreign Lan- ongoing phenomenon in Brazil, the language and guages and Cultures (CFLAC). Priority will be given memory of rural life and landscapes intimately to fi rst and second year students. When registering inhabit its cities and its national imaginary. Our for this course, students must choose a discussion course will focus on diverse representations of section. {F} 12 credits rural Brazil, from colonial histories, 19th-century Director: Hugo Viera romantic prose and chapbook poetry, 20th-century Phoebe Porter, Molly Falsetti-Yu, Hugo Viera, Fall fi ction and fi lm, and the contemporary poetry and 2005 song of Landless activists. Questions we will bring Hugo Viera, To be announced, Spring 2006 to these texts include: How is national meaning in- Full-year course; Offered each year scribed onto natural environments? How are rural cultures written as authentic registers of Brazilian- SPN 120 Intermediate Spanish ness? What is the discursive relationship between An intensive low intermediate course. Five contact rurality and modernity in Brazil? Works by José de hours plus lab work at CFLAC. Prerequisite: at Alencar, Monteiro Lobato, Graciliano Ramos, Gui- least one year of elementary Spanish. SPN 120 is marães Rosa, Nelson Pereira dos Santos, Suzana designed to solidify the skills that students have Amaral, Diogo Mainardi, among others. Course acquired in basic language courses. All areas of conducted in Portuguese. Enrollment limited to 12. language acquisition: reading, writing, listening {F/L} 4 credits and comprehension and oral profi ciency, will be Malcolm McNee equally stressed. However, special attention will be Offered Fall 2005 given to grammatical structures and oral communi- cation. {F} 6 credits POR 400 Special Studies in Portuguese and Director: Ana López-Sánchez Brazilian Literature Ana López-Sánchez, To be announced, Fall 2005 By permission of the department, normally for Offered Fall 2005 senior majors. 1–4 credits SPN 125 Spanish for Heritage Speakers Offered both semesters each year This course is designed for students of Hispanic heritage who have been exposed to spoken Span- ish in an informal context and who consider themselves heritage speakers, but who have not studied Spanish formally. The structure of the course is divided into three basis components:

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culture, grammar and composition. Through these We will study several literary works from differ- components students will broaden their knowledge ent countries in the region, written between 1941 of the cultural regions which compose the His- and 1994, analyzing how their use of violence as a panic world, will formalize their understanding of literary subject refl ects on many confl icts of Latin Spanish language grammar and will develop their American societies. Close attention will be paid to linguistic abilities in four skill areas: comprehen- how literary representation is a way to deal with sion, conversation, reading and writing. There will real life violence in the region. Prerequisites: SPN be a specifi c emphasis on the study, discussion and 220 or above. {L/F} 4 credits presentation of themes relevant to the Hispanic María Helena Rueda world as seen through a series of cultural materi- Offered Fall 2005 als. {F} 4 credits Michelle Joffroy Representations of the indio Offered Fall 2005 This course will examine representations of other indio by both non-indigenous writers, through the SPN 200 Grammar, Composition and Reading lens of empire/nation building and cultural auton- Comprehensive grammar review through practice omy. Two perspectives of “El problema del indio” in writing and class discussion. Discussion, com- (The Indian question or problem) will be juxta- positions and oral reports based on Spanish and posed: The Problem with Indians (as in Indians as Latin American cultural texts. Prerequisite: SPN problems) and “Los problemas de los indígenas” 112y, 120 or the equivalent. {F} 4 credits or the conditions endured by Indians. Course Director: Molly Falsetti-Yu readings will include oral histories of the Mapuche Molly Falsetti-Yu, Maria Helena Rueda, To be Indians and others, as well as texts by a selection announced, Fall 2005 of Spanish-American and Spanish authors such Molly Falsetti-Yu, Ibtissam Bouachrine, Spring as Estéban Echeverria, Clorinda Matto de Turner, 2006 Juan Rulfo, Mariano Azuela, José Carlos Mariátegui, Offered both semesters each year Rigoberto Menchú, Ulrico Shhmidl, El Inca Gar- cilaso de la Vega, Lope de Vega, and others. Prereq- SPN 220 Intermediate Conversation and uisites: SPN 220 or above. {L/F} 4 credits Composition Molly Falsetti-Yu Intensive oral and written work on cultural topics Offered Spring 2006 and issues related to the Spanish-speaking world. Special emphasis on development of comprehen- SPN 241 Culturas de España sion skills and pronunciation through the use of A study of the Spain of today through a look at its interactive video and computer-assisted instruction past in history, art, fi lm and popular culture. The and fi lms. Students are required to spend at least course focuses on Spain’s complex multicultural- one hour per week in CFLAC. Prerequisite: SPN ism, from the past relations among Jews, and 120, 200 or the equivalent. {F} 4 credits Christians and Muslims to its present ethnic and Hugo Viera, Phoebe Porter, Fall 2005 linguistic diversity. Highly recommended for those Hugo Viera, Silvia Berger, Ana López-Sanchez, considering JYA in Spain. Also recommended for Spring 2006 those students looking for a transitional course to Offered both semesters each year the upper-level, and looking forward to an environ- ment in which oral and written communication SPN 230 Topics in Latin American and are privileged. A satisfactory command of Spanish Peninsular Literature is required (SPN 220 or above, or the permission of the instructor). Not open for students returning Representations of Violence in Latin American from JYA in Spain. {L/F} 4 credits Literature Reyes Lázaro An overview of the representation of violence in Offered Fall 2005 Latin American narratives from the 20th century.

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SPN 244 Advanced Composition literary movements as ideological constructs. Pre- A course intended to develop writing skills with requisites: SPN 220 or above. {L/F} emphasis on the practice of various types of writ- Silvia Berger ing: formal letter writing; description, narration Offered Fall 2005 and analysis of events; analysis of literary texts; research paper writing. It includes a general gram- Section 2: Reinterpreting Magical Realism in mar review as an integral part of the process of Literature and Film composition. Prerequisite: suffi cient profi ciency in Magical realism has been studied as a way of Spanish. Enrollment limited to 15. {F} 4 credits representing reality that is particularly suited to Silvia Berger, Fall 2005 Latin American needs for expression. This class Ana López-Sánchez and Silvia Berger, Spring will explore the rationale behind this conception, 2006 in terms of how the representative strategies of Offered both semesters each year magical realism approach the confl ictive histories of Latin America. Students will analyze the implica- SPN 245 Topics in Latin American and tions of this approach in fi lms and literary works Peninsular Literature that use this type of discourse. Prerequisite: SPN Topic: Spanish Film as Visual Narrative. The 220 or above. representation of reality in contemporary Spanish Maria Helena Rueda cinema has produced a variety of documentaries Offered Spring 2006 which emphasize the fi ctional aspects of their production. At the same time, many contemporary Section 3: Negotiating the Borderlands: Text, Spanish fi ctional fi lms display a clear will to docu- Film, Music ment reality. By analyzing both “fi ctional documen- This course will explore a variety of representa- taries” and “realist fi ctions” such as these, we will tions of the U.S.–Mexico border, as constructed explore both how contemporary Spanish cinema by writers, fi lmmakers and musicians from the positions itself with respect to Spanish society, and borderlands. Of particular interest will be the ways how these fi lms reformulate the terms “real” and in which representations of this specifi c region “realism.” This course is taught in Spanish. It offers have changed historically, politically and culturally ample opportunities to develop oral and written as the border has become more and more a factor expression in the language, through discussion, in both U.S. and Mexican cultural discourses. We presentations, fi lm-reviews, a mid-term paper and will examine such questions as: What is the border? a short video project. Requirements: SPN 220 or Where does it begin/end? How does language affect above, or permission of the instructor. {F/L} representation? How have different mediums been 4 credits employed to express the variety of experiences Reyes Lázaro contained in the borderlands? Who represents the Offered Spring 2006 border, and how? Course materials primarily in Spanish. Prerequisite: SPN 220 or above. SPN 246 Topics in Latin American Literature Michelle Joffroy {L/F} 4 credits Offered Spring 2006

Section 1: Life Stories by Latin American Jewish SPN 250 Survey of Medieval Spanish Writers Literature This course will study 20th-century poetry, short The Social Order in Medieval Iberia. The Middle stories, essays, and novels by Jewish writers of Ages were not a period of monolithic political or Spanish America. Beginning with early immigrant religious domination in Spain. Medieval Iberia sim- writers, we will explore how recent authors portray ply lacked the fi xation that would enable an institu- issues of identity and belonging. Special attention tion such as the Church to completely control the will be given to the social context of works and to social order. We will examine how religious, social,

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political, and even linguistic boundaries were in to be explored include literary periods and move- constant negotiation and fl ux. This fl uidity is ex- ments as ideological constructs, and the Latin emplifi ed both in the public and private roles of American adaptation of European models. {L/F} women in society. Ali Ibn Hazm (994–1064) and 4 credits Fernando de Rojas (1465–1541) refer, in different Marina Kaplan contexts, to the occupations held by women, such Offered Spring 2006 physician, healer, teacher, scribe and trader, to cite only a few. Other texts that we will read, such as the SPN 340 Renaissance and Baroque Prose 13th-century Andalusi manuscript Qissat Bayÿd and Topic: Between the Familiar and the Alien: The Riyÿd, reveal that even the domestic space, which Construction of the “Other” in Cervantes. In traditionally has been viewed as a realm of subor- this course we will read El ingenioso hidalgo Don dination, was constantly reinvented and negotiated Quijote de la Mancha (1605, 1615) and a selec- to allow for movement and transgressions. {L/F} tion of other prose works by Miguel de Cervantes 4 credits (1547–1617) in their Mediterranean cultural and Ibtissam Bouachrine literary contexts. Of particular interest to us are Offered Fall 2005 issues of gender and alterity, and how they are constructed through an ambivalent discourse of SPN 251 Survey of Modern Spanish Literature encounter and disencounter, permissibility and A Genealogy of the Modern Spanish Novel. This prohibition, limits and contradictions. We will also course explores the social, political, and cultural read and apply modern theoretical works, includ- development of Spain through the modern novel ing selections from Judith by Butler, Michel Fou- from about 1870 to the present day. We will study cault and Edward Waif. {L/F} 4 credits the representative literary movements including Ibtissam Boucahrine neoclassicism, romanticism, realism, naturalism, Offered Fall 2005 the avant-garde, modernism and postmodernism. Special attention will be paid to the representation SPN 356 Close-Reading, Translation and and at times repression of modern Spain’s mul- Performance: Don Juan tiple and shifting cultural identities. We will read Close reading in the original Spanish of three of the novels by Benito Pérez Galdós, Ramón Sender and Don Juan plays read in English in CLT 364 (Tirso’s, Magdalena Lasala, in light of theoretical writings by Valale-Inclán’s and Azorin’s). This course provides Sami Nair, Juan Goytisolo, Albert Memmi and José opportunities to practice literary reading and com- Ignacio. {L/F} 4 credits municative skills in Spanish, and to perfect pronun- Ibtissam Bouachrine ciation and exposition through brief performances Offered Spring 2006 and translations, and two fi lm reviews in Spanish. Highly recommended in combination with SPN 364 SPN 260 Survey of Latin American Literature I for Spanish majors and CLT students concentrating A historical perspective of Latin American literature in Spanish. Prerequisite: SPN 230 or above or per- as an expression of the cultural development of the mission of the instructor. (E) {F/L} 1 credit continent within the framework of its political and Reyes Lázaro economic dependence, from the colonial period Offered Spring 2006 until the present time. {L/F} 4 credits Marina Kaplan CLT 364 Tradition and Dissent: Don Juan, Offered Fall 2005 World’s Traveler Don Juan has been called a scoundrel, a romantic SPN 261 Survey of Latin American Literature II hero, a quintessential “macho,” a homosexual, A study of the development of genres and periods a rebel against stifl ing social and sexual mores, in Latin American literature. Special attention will an emblem of Spain. Different attitudes towards be given to the relationship between the evolution Don Juan reveal how countries and ages interpret of literary forms and social context. Some topics conquest, patriarchal power, religion, sex, gender,

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freedom and rebellion. This course traces the SPN 373 Literary Movements in Spanish world travels and transformations of the character America from sinner and philosopher in the 17th century City Life/City Lives: Urban Spaces and Migrant (Tirso and Molière, respectively), to a symptom of Identities in Latin America. This course exam- the arrival of modern sensibility (Mozart-Da Ponte) ines the intersection of the modern phenomena and a nationalistic symbol in 19th- and 20th-cen- of urban development, transnational capitalism, tury Spain (Zorrilla, Valle-Inclán, Azorin). Films by and the formation of migrant identities as they are Losey and Sellars (Don Giovanni). Frears (Dan- represented in contemporary fi ction, essays, and gerous Liaisons), Levin (Don Juan De Marco), fi lms from Latin America. Among the issues we will Mediero (Don Juan, My Love). Taught in English, explore are the construction and representation of the Spanish texts are offered in the original in the urban spaces as locations of identity; the tensions one-credit course SPN 356. {L} 4 credits between time, place and memory in the migrant Reyes Lázaro and diasporic experience; and the linguistic, politi- Offered Spring 2006 cal, economic and social complexities of forging a cultural place in a reality defi ned by movement. SPN 371 Latin American Literature in a {F/L} 4 credits Regional Context Michelle Joffroy Topic: The Southern Cone. This course will con- Offered Spring 2006 centrate on the intellectual creativity and the social turmoil of “the sixties,” and on their aftermath SPN 400 Special Studies in Spanish and in Chile and Argentina. Through stories, poems, Spanish American Literature fi lms and political texts, we will study the literary By permission of the department, normally for revolution of the time and its tension with politi- senior majors. cal utopia. Specifi cally, we will study some of the 1 to 4 credits literature of Jorge Luis Borges, Julio Cortázar and Offered both semesters each year Pablo Neruda, but also some texts by or about Che Guevara and Eva Perón. We will conclude with a SPN 481/FRN 480 The Teaching of French/ recent novel and an essay, both dealing, broadly, Spanish with cultural memory and social institutions in post This course is designed for MAT students, majors revolutionary times. {L/F} 4 credits and advanced students of French or Spanish, and Marina Kaplan focuses on the theoretical and practical aspects of Offered Fall 2005 teaching a foreign language. The course presents students with an overview of current theories of SPN 372 Topics in Latin American Literature second language acquisition and learning, as well Meanings of Travel in Modern Latin American as with “contemporary” approaches to foreign lan- Culture. This class will study Latin American cul- guage instruction. Students will observe and teach ture since Independence as portrayed in a series different classes, create lesson plans and their own of journeys. We will read texts that deal with the materials and evaluate others’ and explore their movement of people and ideas from the Old World beliefs about teaching and language learning. Other to the New, from colonial times to moderniza- topics include the use of technology in the class- tion, between Europe and Latin America, as well room (specially the use of CMC), foreign cultural as South and North of the Americas. Some of the literacy, the class as a learning-community and the works also represent travels within the nations: National Standards. {F} 4 credits from the city to the country or the jungle and vice Ana López-Sánchez versa, in literary quests motivated both by artistic Offered Fall 2005 and social aspects. {F/L} 4 credits Maria Helena Rueda Offered Spring 2006

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 374374 77/26/05/26/05 9:15:389:15:38 AMAM Spanish and Portuguese 375 Cross-Listed Courses Major in Spanish Ten semester courses. Two core courses (any CLT 364 The Don Juan Theme (same as SPN combination of SPN 250/251/260/261). Advanced 364) Composition (SPN 244), one semester of Introduc- Reyes Lázaro tory Portuguese (POR 100)*, two 300-level cours- es taken during the senior year. Of the remaining LAS 301 Latin American Subaltern Studies four courses, two may be Spanish language courses and Interdisciplinarity 200 and above, Portuguese 200 or above; one Marina Kaplan course may be taught in English. Cross-listed Offered Spring 2006 courses can count at the 200 level if at least one third of the work is done in Spanish and Portu- guese. For students who study abroad their junior The Majors year, credit will be granted at the 200-level. ______Majors, as well as non-majors interested in gaining *All majors are encouraged to take a full year of intensive linguistic and cultural profi ciency, are Portuguese, but will be required to take one se- strongly encouraged to go abroad for one semester mester. or one year. The following preparation is recom- mended for students who intend to major in Span- ish: courses in classics, either in the original or in Portuguese-Brazilian Studies Major translation; courses in other European literatures Requirements: POR 100y, POR 200 and either and history; a reading knowledge of another for- POR 220 or POR 221. Five other semester courses eign language. CLT 300 is strongly recommended related to the Portuguese-speaking world, one for graduating seniors. of which must be at the 300-level. Courses to be Teacher Certifi cation: A major in Spanish and selected from literature and language, history fi ve courses in Education will certify students to (especially 260 and 261), Afro-American studies, teach in Massachusetts. anthropology, art, dance, music, economics, and The S/U grading option is not allowed for government. courses counting toward the majors. The S/U op- tion is normally not available for courses SPN 220 Latin American Area Studies Major and below. 300-level courses that are the basis for the For students interested not only in literature, but majors are normally to be taken at Smith College in such fi elds as anthropology, art, economics, during the senior year. government, history and sociology. See Interdepart- mental Major and Minor in Latin American Studies. Advisers for the Spanish Major: Members of the department The Minors Adviser for the Portuguese-Brazilian Studies Major: Malcolm McNee Advisers: Members of the department

Advisers for Study Abroad Spanish Minor For students interested in going to Spain: Ana Requirements: Five semester courses in Spanish López Sánchez, and Michelle Joffroy for students above the 100-level. A maximum of two can be interested in going to Spanish America. Malcolm language courses. McNee, for students interested in going to Brazil.

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Portuguese-Brazilian Studies Minor Requirements: POR 100y, POR 200 and either POR 220 or POR 221. Two other semester courses relat- ed to the Portuguese-speaking world, one of which must be at the 300-level. Courses to be selected from literature, history (especially 260 and 261), Afro-American studies, anthropology, art, dance, music, economics, and government. Latin American Area Studies Minor See Interdepartmental Major and Minor in Latin American Studies. Honors Director: Nancy Saporta Sternbach

430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered each Fall Spanish and Latin American Literature Requirements: Same as those of the Spanish ma- jor. A thesis, normally to be written during the fi rst semester of the senior year. An examination on the thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Visiting Assistant Professor *1 Leonard Berkman, D.F.A. Holly Derr, M.F.A. †2 Catherine H. Smith, M.F.A. Lecturers †1 John D. Hellweg, Ph.D. †1 Nan Zhang, M.F.A. Andrea Hairston, M.A. (Theatre and Afro-American Edward Check, M.F.A. Studies), Chair Jonathan Wyman Associate Professors Ellen W. Kaplan, M.F.A. †1 Paul Zimet, B.A. §1 Kiki Gounaridou, Ph.D.

198 Theatre History and Culture: Ancient be discussed. Lectures and discussions will be Greece to English Restoration complemented by video screenings of recent pro- This course will survey the history of theatre, ductions of some of the plays under discussion. drama, design, and performance from Ancient {L/H/A} 4 credits Greece to the seventeenth century. The focus will Holly Derr be on the theatres of Europe and their relation- Offered Spring 2006 ship to their respective cultures during the Ancient Greek and Roman periods, the Middle Ages, Italian Renaissance, Elizabethan and Jacobean England, A. History, Literature, Spanish Golden Age, French Neoclassicism, and English Restoration. Non-western issues in regards Criticism to Asian, African, Australian, and South American theatres will also be discussed. Lectures and dis- 213 American Theatre and Drama cussions will be complemented by video screenings A survey of theatre history and practices, as well of recent productions of some of the plays under as dramatic literature, theories, and criticism, discussion. {L/H/A} 4 credits and their relationship to the cultural, social, and Holly Derr political environment of the United States from the Offered Fall 2005 beginning of colonial to contemporary theatre. Lectures, discussions, and presentations will be 199 Theatre History and Culture: Eighteenth complemented by video screenings of recent pro- Century to the Present ductions of some of the plays under discussion. This course will survey the history of theatre, dra- {L/H/A} 4 credits ma, design, and performance from the eighteenth Holly Derr century to the present. The focus will be on the Offered Spring 2006 theatres of Europe and the United States and their relationship to their respective cultures during the 215 Minstrel Shows from Daddy Rice to Big eighteenth, nineteenth, and twentieth centuries. Momma’s House Non-western issues in regard to Asian, African, This course explores the intersection of race, Australian, and South American theatres will also theatre, fi lm and performance in America. We

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consider the history and legacy of minstrel shows included, within the context of political/personal from the 1820s to the present. Reading plays by issues of gender, class, race, sexuality, and cultural Alice Childress, Loften Mitchell, Lorraine Hans- identity in English Canadian and French Canadian berry, Douglas Turner Ward, Ntozake Shange, drama of the past four decades. Other playwrights George Wolfe, Pearl Cleage, Carlyle Brown and focused on will be: Judith Thompson, George Suzan-Lori Parks, we investigate the impact of Walker, Erika Ritter, David French, Rene Daniel the minstrel performance of blackness on the DuBois, Margaret Hollingworth, Anne-Marie Mc- American imagination. What is the legacy of this Donald, Sally Clark, and Sharon Pollock. {L/A} most popular of forms in the current entertain- 4 credits ment world? How have monumental works such as Leonard Berkman Uncle Tom’s Cabin shaped American performance Offered Spring 2006 traditions and identity? How have historical and contemporary fi lms incorporated minstrel images and performances? How have artists and audiences B. Theory and Performance responded to the comedic power of minstrel im- ages? Is a contemporary audience entertained in In the following section: “L” indicates that enroll- the same way by Martin Lawrence as they were by, ment is limited; “P” indicates that permission of say, Stepin Fetchit? {L/H/A} 4 credits the instructor is required. Please note: registra- Andrea Hairston tion without securing permission of the instructor Offered Fall 2005 where required will not assure course admittance.

The following advanced courses in history, 141 Acting I literature, and criticism may have limited Introduction to physical, vocal and interpretative enrollments as indicated. aspects of performance, with emphasis on creativ- ity, concentration and depth of expression. Enroll- 241 Staging the Jew ment limited to 14. Intensive study of selected plays and fi lm from the {A} 4 credits U.S., Israel and the Jewish diaspora, examining Sec. 1: Ellen Kaplan, Fall 2005 the ways in which Jewish identity is rendered on Sec. 2: Kim Mancuso, Fall 2005 stage. Particular focus is given to texts by Jewish Sec 3: Hillary Bucs, Fall 2005 authors, and their treatment of issues of authentic- Sec. 1: Holly Derr, Spring 2006 ity and identity. We draw on texts which challenge Sec. 2: To be announced, Spring 2006 or interrogate prevailing intragroup defi nitions, as Offered Fall 2005, Spring 2006 well as those which offer positive and reinforcing viewpoints. We look at religious and communal life 142 Voice for Actors in Yiddish plays from Eastern Europe; plays of the An introduction to the study of voice, exploring the Holocaust, with emphasis on the ways rendering connections between thought, feeling, and vocaliza- catastrophe has evolved; assimilation and mod- tion through exercises that strengthen and enhance ernization in the U.S. Black-Jewish relationships an actor’s (or speaker’s) understanding and com- explored on stage; and selected texts on the Israeli mand of vocal expression. Enrollment limited to experience, as depicted from within Judaism. {L} 15. {A} 4 credits 4 credits To be announced Ellen W. Kaplan Offered Fall 2005, Spring 2006 Offered Fall 2005 200 Theatre Production 316 Contemporary Canadian Drama A laboratory course based on the preparation and Michel Tremblay and contemporary Canadian play- performance of department productions. Students wrights. Particular emphasis on plays by women, in the fi rst semester of enrollment are assigned to with Tremblay among the few male playwrights a production run crew. In subsequent semesters of

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enrollment students elect to fulfi ll course require- vocal training. {A} 4 credits ments from a wide array of production-related Don Jordan responsibilities. May be taken four times for credit, Offered Fall 2006 with a maximum of two credits per semester. There will be one general meeting on Monday, September Topic: Improvisation 12, 2005, at 4:10 p.m. Attendance is mandatory; An intensive exploration of specifi c approaches attendance at weekly production meetings for some to improvisation (authentic movement, contact assignments may be required. Grading for this improvisation, Johnstone, Boal, transformational course is satisfactory/unsatisfactory. 1 credit exercises and theatre games) that enhance the agil- Andrea Hairston ity, resourcefulness and creativity of the performer. Offered Fall 2005 Prerequisites: one semester of acting or one se- mester of dance. Enrollment limited to 16. 200 Theatre Production John Hellweg Same description as above. There will be one Offered Spring 2006 general meeting on Monday, January 30, 2006, at 4:10 p.m. in the Green Room, Theatre Building. 252 Set Design I Attendance is mandatory; attendance at weekly Topic: Set Designing for the Theatre. The course production meetings for some assignments may be will develop overall design skills for designing required. Grading for this course is satisfactory/un- sets for the theatre. After reading assigned plays, satisfactory. 1 credit students will learn how to develop their designs Andrea Hairston by concentrating on the action of the play. Visual Offered Spring 2006 research, sketches and basic drafting skills are some of the areas in which students will learn to FRN 260 Literary Visions develop their ideas. Along with teaching artistic Topic: Analysis and Performance of Contem- and technical skills, this course will emphasize the porary Dramatic Texts. Since waiting for Godot, importance of collaborating with fellow designers 20th-century theater has become a source of new when facing design challenges. {A} 4 credits modes of expression and provocative visions of Edward Check the world. Having abolished the traditional rules Offered Fall 2005, Spring 2006 associated with drama, contemporary authors have imagined completely novel ways of representing 253 Lighting Design I reality and have thus thoroughly renewed this liter- This course is designed as an introduction to the ary genre. In this course, we will read, analyze, and theory and practice of stage lighting design. The stage scenes from four plays by Jean-Claude Grum- class will work on developing sensitivity towards berg, Bernard-Marie Koltès, Jean-Luc Lagarce and images and environments composed by light; Noëlle Renaude. The course will alternate between becoming familiar with the mechanical aspects of discussion of the texts and rehearsal of the scenes. lighting instrumentation, control systems and safe The course will culminate in a public performance. electrical practice; developing skills in the observa- {L/A/F} 4 credits tion, evaluation and execution of lighting design for Fabienne Bullot theatre through script analysis, design and drafting Offered Fall 2005 projects, written responses of theatre productions and production support experiences. Enrollment 242 Acting II limited to 12. {A} 4 credits Acting II offers intensive focus on different, specifi c Jonathan Wyman topics pertaining to acting training. THE 242 can Offered Fall 2005, Spring 2006 be repeated for credit up to three times provided the content is different. Prerequisites: Acting I (THE 254 Costume Design I 141) or its equivalent. Preference for admission to The elements of line, texture, color, and gesture, Acting II will be given to students who have com- and their application to design and character delin- pleted Voice for Actors (THE 142) or equivalent eation. Analysis of clothing construction. Research

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of clothing styles of various cultures and eras. En- and which should be built as sets. Each student rollment limited to 15. {A} 4 credits will then make design choices for the entire script. Catherine Smith Whether picking out locations or creating interiors Offered Fall 2005, Spring 2006 to be shot on a soundstage, this class will examine what makes one design choice better than another. 261/ENG 291 Writing for the Theatre Students will also learn the basic skills to com- The means and methods of the playwright and the municate their designs through storyboards, model writer for television and the cinema. Analysis of building and drafting. Prerequisites: Set Design I. the structure and dialogue of a few selected plays. Permission of the instructor required. Enrollment Exercises in writing for various media. Plays by limited to 12 students. {A} 4 credits students will be considered for staging. L and P Edward Check with writing sample required. {A} 4 credits Offered Spring 2006 Andrea Hairston, Fall 2005 Leonard Berkman, Spring 2006 344 Directing I Offered Fall 2005, Spring 2006 This course focuses upon interpretative approach- es to performance pieces (texts, scores, impro- 262 Writing for the Theatre visations, etc.) and how they may be realized and Intermediate and advanced script projects. animated through characterization, composition, Prerequisite: 261. L and P. {A} 4 credits movement, rhythm and style. Prerequisites: Acting Andrea Hairston, Fall 2005 I or its equivalent. Preference for admission to Leonard Berkman, Spring 2006 Directing I will be given to students who have com- Offered Fall 2005, Spring 2006 pleted Voice for Actors (THE 142) or equivalent vocal training. Enrollment limited to 12. {A} 314 Masters and Movement in Performance 4 credits Topic: Shakespeare and Calderon. This is a semi- John Hellweg, Fall 2005 nar course in performance, focusing on poetic Ellen Kaplan, Spring 2006 expression and heightened language in the works Offered Fall 2005, Spring 2006 of Shakespeare, Lope de Vega and Pedro Calde- ron de la Barca. We will research, analyze, and 345 Directing II compare selected works with particular attention Theoretical and practical aspects of directing for to top unifying themes, rhetorical strategies and the stage. Structural analysis of dramatic texts, with historical perspectives, attempting to understand emphasis on articulating a unique vision for a text. the requisites of performance. The class has a Work on problems of visual composition, rehearsal studio component designed to develop skills in techniques and development, in collaboration textual analysis, physical and vocal expressiveness with actors and designers, of the inner score of and theatrical imagination. Students are required action and its physical expression the stage. Final to complete three performance projects and two presentation will be a substantial directing project research papers, and to present their research in (one-act play or equivalent) for the stage. Prereq- an oral report to the class. uisites: Directing I (THE 344) or its equivalent, Ellen Kaplan and permission of the instructor. Preference for Offered Spring 2006 admission to Directing II will be given to students who have completed Voice for Actors (THE 142) 318 Masters and Movement in Design or equivalent vocal training. In addition, Acting II Topic: Production Design for Feature Films. Mov- (THE 242) and a 200-level design class are strong- iemaking is storytelling. A story can be told by the ly recommended, and may be taken concurrently. actors or by its visuals. Every feature fi lm employs a Enrollment limited to 4. {A} 4 credits production designer who is in charge of the visual John Hellweg, Fall 2005 design of the fi lm. In this class students will learn Ellen Kaplan, Spring 2006 how a production designer breaks down a script to Offered Fall 2005, Spring 2006 determine which scenes should be shot on location

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346 Acting for Directing required outside of the class meeting time. Prereq- Students in this course perform in monologues, uisites: 254 and P. {A} 4 credits exercises, and scenes directed by students in Di- Catherine Smith recting I and II. The class requires approximately Offered Spring 2006 two hours per week for rehearsals outside of class time. Grading for the course is satisfactory/unsatis- 361 Screenwriting factory only. Enrollment limited to 12. {A} 2 credits The means and methods of the writer for televi- John Hellweg, Fall 2005 sion and the cinema. Analysis of the structure and Ellen Kaplan, Spring 2006 dialogue of a few selected fi lms. Prerequisite: 261 Offered Fall 2005, Spring 2006 or 262 or permission of the instructor. Enroll- ment limited to 12. Writing sample required. {A} 352 Set Design II 4 credits Topic: Set Designing for Dance, Musicals, and Andrea Hairston Opera. This course is a continuation of Set Design Offered Spring 2006 I. Students will look at the advanced challenges in- volved in designing period plays as well as multiset 362 Screenwriting productions. We will examine the special concerns Intermediate and advanced script projects. Prereq- facing designers of opera as well as musical theatre uisite: 361. L and P. {A} 4 credits and dance sets. Students will also learn scene- Andrea Hairston painting techniques which apply to these different Offered Spring 2006 types of scenery. Prerequisite: Set Design I. Enroll- ment limited to 12. {A} 4 credits 400 Special Studies Edward Check For qualifi ed juniors and seniors. Admission by Offered Fall 2005 permission of the instructor and the chair of the department. Departmental permission forms re- 353 Lighting Design II quired. THE 353 is an advanced study in lighting design 1 to 4 credits which further explores the role light plays, and Offered both semesters each year the role lighting designers play in artistic col- laborations. The course will focus on the different considerations in designing for different genres of The Major performing arts such as drama, dance and opera. The students will be introduced to automated light- Advisers: Members of the department ing instruments and computer software such as Lightwright, and Vectorworks. The class will design Adviser for Study Abroad: Ellen Kaplan for the annual Smith College Spring Dance Concert in the Hallie Flanagan Studio Theatre. Permission Basis: 198 and 199 of the Instructor required. Enrollment limited to 12. {A} 4 credits Requirements: ten semester courses, including Jonathan Wyman the following: Offered Spring 2006 1. 198 and 199 as the basis. 354 Costume Design II 2. A sampling of three courses from Division A: The integration of the design elements of line, history, literature, criticism. Courses in other texture, color, gesture and movement into uni- departments that focus wholly on dramatic lit- fi ed production styles. Further study of the history erature may be counted toward fulfi llment of the of clothing, movement in costume, construction history, literature, and criticism requirements techniques, and rendering. Production work is for the major. 3. Three courses from Division B: Theory and

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Performance. These must be chosen as follows: Requirements for the degree with honors: one acting or four-credit dance course (141 or a four-credit dance course); one design or 1. Production-linked proposals for the honors technical course (151, 252, 253, or 254); one program must be submitted to the department directing, choreography, or playwriting course in the semester preceding entrance into the (344, 261, or DAN 353). honors program and no later than March 1 of 4. Four semesters (or four credits) of 200. the second semester of the junior year. Non- 5. One additional course from either Division A or production-linked proposals must be submitted Division B. to the Director of Theatre Honors no later than April 4. The department recommends that all All majors are encouraged to include courses in art prospective theatre honors students enter the and music in their programs as well as dramatic program at the outset of the junior year. literature in any of the language departments. 2. Fulfi llment of the general requirements of the major. These, listed above, should be taken as early as possible to allow for seminars and The Minor independent study in the department and in approved related departments during the junior Advisers: Members of the department and senior years. 3. Completion of honors work will be: Requirements: six courses. a. a thesis in literature, aesthetics, critical analy- ses, or history of any of the theatre arts; or Basis: 198 and 199. b. a creative project in acting, dance, design, direction, playwriting, choreography, or In addition to the basis: one semester course ap- stagecraft. Performance projects should be proved by an adviser in each of three of the follow- supplemented by production materials (logs, ing different divisions plus one four-credit course directors’ notebooks, etc.) as requested by of the student’s choice (including, as an option, the department. All creative projects are to be four credits of 200 Theatre Production): supplemented as well by a research paper re- a. History, Literature, Criticism; lating the project to its specifi c theatrical con- b. Acting, Dance, Choreography, Directing, or Play- text (historical, thematic, stylistic, or other). writing; and 4. Work for a one-semester thesis or project/paper c. Costume, Lighting, or Scene Design. must be done in the fi rst semester of the senior year, and the thesis or component research paper is due on the fi rst day of the second se- Honors mester. Work for a two-semester thesis or proj- ect/paper must be done during the senior year, Director: Leonard Berkman, Spring, 2006 and the thesis or component research paper is due on April 15. 430d Thesis 5. Two examinations: a general examination in 8 credits the theatre arts and an oral examination in the Full-year course; Offered each year general fi eld of the student’s honors thesis or project/paper. 431 Thesis 8 credits Offered each Fall Graduate 432d Thesis Adviser: Leonard Berkman 12 credits Full-year course; Offered each year M.F.A. in playwriting, please refer to p. 58.

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512 Advanced Studies in Acting, Speech, and Movement 4 credits Members of the department Offered both semester each year

513 Advanced Studies in Design 4 credits A. Set Design Edward Check B. Lighting Design Jonathan Wyman C. Costume Design and Cutting Catherine Smith D. Technical Production To be announced Offered both semesters each year

515 Advanced Studies in Dramatic Literature, History, Criticism, and Playwriting 4 credits Members of the department Offered both semesters each year

A. Dramatic Literature B. Theatre History C. Dramatic Criticism D. Playwriting

580 Special Studies 4 credits Members of the department Offered both semesters each year

590d Research and Thesis Production Project 8 credits Members of the department Full-year course; Offered each year

590 Research and Thesis Production Project 4 credits Members of the department Offered both semesters each year

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 383383 77/26/05/26/05 9:15:399:15:39 AMAM 384 Third World De vel op ment Studies

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Nola Reinhardt, Professor of Economics, Elizabeth Hopkins, Professor of Anthropology, Co-Director Co-Director Gregory White, Associate Professor of Government †2 David Newbury, Professor of History and African Studies

Third World development studies, a multidisci- 252 The City and the Countryside in China plinary social science program, explores the trans- 253 Introduction to East Asian Societies and formation of African, Asian, Latin American and Cultures Middle Eastern societies since the 16th century. 254 Gender, Media and Culture in India The program offers the student the opportunity to 258 Performing Culture systematically analyze processes of social, econom- 341 Seminar: End Time: Sacred Power in ic, political and ideological change in these regions Global Politics as they respond to contact with the West. 342 Seminar: Topics in Anthropology: The The minor is designed to introduce the par- Anthropology of Food ticipant to the diverse analytical perspectives of 348 Seminar: Topics in Development: Health anthropology, economics, history and political in Africa science while ensuring that the student has a sus- tained familiarity with one geographical region. Economics Requirements: six semester courses with at least one but no more than two courses from each 209 Comparative Economic Systems of the four disciplines participating in the minor. 211 Economic Development Two of the courses in the minor must refl ect a re- 213 The World Food System gional concentration on Africa, Asia, Latin America 214 The EU, the Mediterranean, and the Middle or the Middle East. See departmental and program East listings for course prerequisites. Comparable 318 Seminar: Latin American Economics courses at other colleges may be included with the consent of the minor adviser. Government 226 Latin American Political Systems Anthropology 227 Contemporary African Politics 230 Peoples of Africa: Population and 230 Government and Politics of China Environment Issues 232 Women and Politics in Africa 232 Third World Politics: Anthropological 237 Colloquium: Politics and the U.S./Mexico Perspectives Border 236 Economy, Ecology, and Society 242 International Political Economy 237 Native South Americans: Conquest and 248 The Arab-Israeli Dispute Resistance 252 International Organizations 241 Anthropology of Development 254 Politics of the Global Environment 251 Women and Modernity in East Asia 256 Colloquium: International Migration

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332 Seminar: Mexican Politics from 1910–Present 323 Seminar in Comparative Government: Warring for Heaven and Earth: Jewish and Muslim Political Activism in the Middle East 343 Seminar in International Politics 347 Seminar: North Africa in the International System 348 Seminar: Confl ict and Cooperation in Asia 349 Seminar: The Political Economy of the Newly Industrializing Countries of Asia History 101 Introduction to Historical Inquiry: Latin America and the United States 212 China in Transformation, A.D. 700–1900 257 East Africa in the 19th and 20th Centuries 258 History of Central Africa 260 Colonial Latin America, 1492–1825 261 National Latin America, 1821–Present 263 Continuity and Change in Spanish America and Brazil 292 The 19th-Century Crisis in East Asia 299 Ecology and History in Africa 361 Seminar: Problems in the History of Spanish America and Brazil AAS 218 History of Southern Africa (1600 to about 1900) AAS 258 Twentieth-Century Africa: A Modern History FYS 126 Biography in African History LAS 244 Feminisms and Women’s Movements: Latin American Women’s and Latinas’ Pursuit of Social Justics LAS 301 Topics in Latin American Studies: Culture and Society in the Andes

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Sam Intrator, Associate Professor of Education and Martha Ackelsberg, Professor of Government Child Study Randall Bartlett, Professor of Economics, Director Gretchen Schneider, Lecturer in Art Richard Fantasia, Professor of Sociology

The minor in urban studies offers students a Economics chance to study the processes and problems of urbanization from a variety of perspectives. It is 230 Urban Economics designed with enough fl exibility to allow a student to choose among many possible combinations, but Education requires her to experience at least three different disciplinary approaches. 200 Education in the City

The minor consists of six courses from the fol- Government lowing list but must contain choices from at least 204 Urban Politics three different departments or programs. Courses 311 Seminar in Urban Politics offered at other Five College campuses may be in- cluded in the minor, with the approval of one of the advisers. Please consult home departments for year History and semester each course is offered. 279 (L) The Culture of American Cities Afro-American Studies Sociology 278 The ’60s: A History of Afro-Americans in the 213 Ethnic Minorities in America United States from 1954 to 1970 218 Urban Sociology 313 Seminar: America’s People Art Topic: Immigrants and Exiles 212 Ancient Cities and Sanctuaries 280 Introduction to Architecture, City Planning, and Landscape Design 281 Landscape Studies Introductory Studio 285 Great Cities 288 Colloquium: Architectural Studies 386 Topics in Architecture: Stitches and Seams; the Architecture of Edges and Connections 388 Advanced Architecture: Complex Places, Multiple Spaces

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Visiting faculty and some lecturers are generally appointed for a limited term.

Members of the Women’s Studies Program Helen Lefkowitz Horowitz, Professor of American Committee for 2005–06 Studies Susan Van Dyne, Professor of Women’s Studies, **1 Gwendolyn Mink, Professor of Women’s Studies Chair †1 Cornelia Pearsall, Associate Professor of English Martha Ackelsberg, Professor of Government and Language and Literature of Women’s Studies †1 Kevin Quashie, Associate Professor of Afro- **1 Elisabeth Armstrong, Assistant Professor of American Studies Women’s Studies **1 Donna Riley, Assistant Professor of Engineering Ginetta Candelario, Assistant Professor of Sociology *1 Margaret Sarkissian, Associate Professor of and Latin American Studies Music †2 Jennifer Guglielmo, Assistant Professor of History Marilyn Schuster, Professor of Women’s Studies †2 Ambreen Hai, Associate Professor of English Christine Shelton, Professor of Exercise and Sport Language and Literature Studies Marguerite Harrison, Assistant Professor of Spanish **2 Ruth Solie, Professor of Music and Portuguese †1 Elizabeth V. Spelman, Professor of Philosophy Alice Hearst, Associate Professor of Government and of Women’s Studies Michelle Joffroy, Assistant Professor of Spanish and **2 Nancy Saporta Sternbach, Professor of Spanish Portuguese and Portuguese and of Women’s Studies †2 Ann R. Jones, Professor of Comparative †1 Nancy Whittier, Associate Professor of Sociology Literature Kimberly Kono, Assistant Professor of East Asian Lecturer Languages and Literatures Judith Halberstam, Ph.D. †2 Gary Lehring, Associate Professor of Government

Director: The chair of the program committee will on women in intellectual, political and cultural serve as the director of the major and the minor life because women’s experiences are considered and will verify completion of the major and the signifi cant in a variety of social and historical con- minor on recommendation of the student’s adviser. texts. The construction and the meanings of gender are understood, not in isolation, but as constituted through their intersections with race, class, ethnic- Goals for the Women’s ity, cultures, and sexuality. A central premise of our interdisciplinary major is that only through Studies Major multiple academic disciplines can the operation of gender, thus conceived, be fully understood. The women’s studies major fosters a feminist, Equally important, by comparing and contrasting interdisciplinary, cross-cultural, and critical the conventions and ideological assumptions of understanding of human experience, cultural disciplinary frameworks, students acquire a critical production, and the construction of knowledge. understanding of their strengths and limits. Our perspective is feminist: we begin with a focus

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Our perspective is critical, both of traditional chosen from a list compiled yearly by the Women’s disciplines and of ourselves. On the one hand, by Studies program. All Smith courses accepted for providing more information about women’s lives major credit are listed on the WST website, www. and work, women’s studies revises existing theories smith.edu/wst. Requirements include: which, despite their claim to universality, are large- ly based on men’s experiences. We are self-critical 1. WST 150: Introduction to Women’s Studies, because debates within feminist thought and differ- normally taken in the fi rst or second year, and ent political and intellectual perspectives on issues which may not be elected S/U of importance to women are addressed and valued 2. One Queer Studies course. (WST 100, among within our program. others, fulfi lls this requirement.) A women’s studies major provides perspectives 3. Beginning with the class of 2007, two (2) throughout the entire curriculum. It enriches more courses in the concentration in Women, Race traditional disciplinary approaches not simply by and Culture, one course each on U.S. and inter- including the study of women and the operation of national topics. gender, but by transforming the categories through 4. Three courses concentrating in one of the fol- which knowledge is produced and disseminated. lowing six concentrations. One of these courses The academic fi eld of women’s studies is joined to must be at the 300 level: a) forms of literary or an understanding of the forms of feminist activism artistic expression {L/A}; b) historical perspec- around the globe. Research and theory emerges tives {H}; c) forms of political/social/economic from these everyday realities and feminist theory, in thought/action/organization {S}; d) modes of turn, informs our analysis and political choices. scientifi c inquiry {S/M}; e) queer studies; or f) The women’s studies major encourages stu- women, race and culture. dents to survey the interdisciplinary and cross-cul- 5. Three WST courses (or 12 credits), one of tural character of feminist scholarship. In addition, which must be at the 300 level.* students choose a concentration that will either 6. Two additional 300 level courses, in area of allow them to gain some specialized knowledge of concentration or in WST. disciplinary methods or to gain depth in a thematic ______area. All majors and minors learn to appreciate * Courses satisfying this requirement may include the importance of race and sexuality in studying those listed in 1, 2 or 3 above gender, and will take at least one course address- ing women, race and culture and one course in the Transfer students are expected to complete at least queer studies area. Starting with the class of 2007, half of their major (or 5 courses) at Smith (or majors will be required to take at least one course approved 5 college courses). each in U.S. and international topics within the Students with double majors may count a maxi- Women, Race and Culture concentration. Finally, mum of three courses toward both majors. women’s studies encourages students to pursue In the senior year, a student will complete a advanced work in women’s studies by taking sev- statement refl ecting on the connections among the eral courses at the 300 level. The major also asks courses in her major, and identifying what ques- students to refl ect on the path they choose through tions have been the most important to her. the major and the connections they fi nd among their courses by completing a senior statement. Requirements for the Requirements for the Major Women’s Studies Minor The major requires the completion of ten semester In consultation with an adviser from the Women’s courses, totaling forty (40) credit hours.* These Studies Program committee, a student will elect six courses shall be comprised of WST courses and women’s studies courses (or a total of 24 credits). department-based courses cross-listed in WST, The courses must include:

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1. WST 150, Introduction to Women’s Studies, age, coming out, coming to freedom, coming to normally taken in the fi rst or second year, and consciousness. We will consider turning points which may not be elected S/U. in history (migrations, internment, war) as well 2. One Queer Studies course. as personal turning points (falling in love, leaving 3. One Women, Race and Culture course. home, resisting oppression) and ask how history 4. Three additional WST courses. and memory, the political and the personal defi ne each other. We will ask how these stories can help Minors are strongly encouraged to elect at least us understand and tell stories about turning points one WST course at the 300 level. in our times and lives? Enrollment limited to 16 fi rst-year students. Counts toward the Women’s Studies major. WI {L} 4 credits Advising Marilyn R. Schuster Offered Fall 2005 All members of the Women’s Studies Program Committee serve as advisers for the major and mi- WST 100 Issues in Queer Studies nor in women’s studies. Section 1 This course introduces students to issues raised by and in the emerging interdisciplinary fi eld of queer Honors studies. Through a series of lectures by Smith fac- ulty members and invited guests, students will learn A student may honor in women’s studies by com- about subject areas, methodological issues and pleting an eight-credit two-semester thesis in ad- resources in queer studies. May not be repeated dition to the 10 courses in the major and fulfi lling for credit. Offered for 2 credits, graded satisfac- all the general requirements. Eligibility of students tory/unsatisfactory only. {H/S/L} for honors work, and supervision and evaluation of Gary Lehring the thesis are determined by the Women’s Studies Offered Spring 2006 Program Committee. Section 2 400 Special Studies This course combines the lectures of WST 100 with For qualifi ed juniors and seniors. Admission by a weekly discussion meeting. Students will pursue permission of the instructor and director of the the topics in greater depth through additional read- program. ing and writing assignments. Enrollment limited to 1 to 4 credits 30 students, permission of the instructor required. Offered both semesters each year Recommended for majors, minors and prospective majors. 4 credits {H/S/L} 430d Thesis Gary Lehring 8 credits Offered Spring 2006 Full-year course; Offered each year WST 110 Colloquium: Feminist Public Cultures Approved courses for This course spans the early second wave women’s movement in the mid-sixties to present women’s 2005–06 activism to understand how feminist protest shapes public culture in the United States. In the early FYS 114 Turning Points sixties, women began to speak the private and the How have women (and some men) in the Ameri- personal in public, about reproductive health, cas understood defi ning moments in life? We will sexual desire, forced sterilization and abortion. read fi ctional and autobiographical narratives and Their audacity demanded new forms of expression view fi lms and documentaries that seek to under- and carved our new feminist publics in relation to stand different kinds of turning points: coming of other emerging social movements and the wider

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public sphere. This course looks at the history of WST 240 Global Women, Feminized Work feminism in post-war United States through the lens Advertisements for Madison Avenue fashions gloss of its cultural production: of high art and everyday over the necessary labor of picking cotton and contestation. We will trace the history of DIY (do- sewing cloth. Similarly, the women who wear the it-yourself) feminist cultures from consciousness clothes have scant knowledge of the people who raising groups to blogs, mimeographed newsletters make them. This course pulls the thread of profi t to zines, and super 8 fi lm to video. Course assign- that connects disparate places and far-fl ung people ments will include use of the Sophia Smith ar- in the global assembly line. As women take the chives, frequent writing assignments, and interview frontlines of cheapened work, they develop new projects to develop local histories of feminist pub- methods of resistance and hone old means of sur- lic culture. Course restricted to fi rst year students vival. This course relies upon intensive research only. Enrollment limited to 20. (E) {L/A} 4 credits projects alongside historical, sociological, oral and Elisabeth Armstrong written narratives to examine gender and work in Offered Fall 2007 economies of slavery, colonialism and multina- tional capitalism. {H/S} 4 credits WST 150 Introduction to Women’s Studies Elisabeth Armstrong An introduction to the interdisciplinary fi eld of Offered Fall 2007 women’s studies through a critical examination of feminist histories, issues and practices. Focus on WST 245 Poverty Law and Social Policy in the the U.S. with some attention to the global context. U.S. Primarily for fi rst and second year students. Lec- This course will examine the development of the ture and discussion, students will be assigned to U.S. welfare state in light of its gendered and racial- sections. {H/S} 4 credits ized politics and impacts. Readings and lectures Marilyn Schuster, Director, Martha Ackelsberg, will consider poverty law and social policy through Susan Van Dyne, Spring 2006 a focus on relationships among the welfare state, Marilyn Schuster, Director, Elisabeth Armstrong, democratization and persistent inequality. Par- Susan Van Dyne, Spring 2007 ticular attention will be given to welfare policy, an Offered Spring 2006, Spring 2007 arena of vexed interactions among the politics of Further work in Women’s Studies usually gender, race and class. {H/S} 4 credits requires WST 150, Introduction to Women’s Gwendolyn Mink Studies, as a prerequisite. Offered Fall 2005

WST 225 Women and the Law WST 252 Colloquium: Debates in Feminist This course will examine U.S. constitutional and Theory statutory developments affecting women’s legal Topic: “The Subject.” This course provides a fo- rights and gender equality. Through a close reading cused, historical understanding of vital debates in of judicial opinions, we will consider how the law feminist theory. Contentious and challenging points historically has offi ciated gender relations; how of view will center on one analytic theme, although the law has responded to women’s gender-based that theme will change from year to year. This claims for equality; how inequalities based on course will cover topics such as “the subject” (Fall class/race/sexuality inform (or not) feminist law 2004), representation, the body, nation/identity reform; and how gendered asymmetries in families, and translation. Readings, lectures and discussions the economy, and society challenge conceptions of will ground widely differing perspectives, modes of and strategies for equality. Readings and lectures analysis and arguments in their political, social and will emphasize: 1) constitutional and statutory historical context. Enrollment limited to 20. Pre- frameworks for equality; 2) fundamental rights and requisites: WST 150 and one other Women’s Stud- intimate life; and 3) legal remedies for inequality. ies course. Permission of the instructor required. {S} 4 credits {H/S} 4 credits Gwendolyn Mink Elisabeth Armstrong Offered Fall 2006 Offered Fall 2005

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 390390 77/26/05/26/05 9:15:409:15:40 AMAM Women’s Studies 391

WST 260 The Cultural Work of Memoir WST 150 and one other Women’s Studies course This course will explore how queer subjectivity and permission of the instructor. {H/S} 4 credits intersects with gender, ethnicity, race and class. Gwendolyn Mink How do individuals from groups marked as socially Offered Fall 2005 subordinate or non-normative use life writing to claim a right to write? The course uses life-writ- WST 312 Queer Resistances: Identities, ing narratives, published in the U.S. over roughly Communities, and Social Movements the last 30 years, to explore the relationships The course will examine constructions of lesbian, between politicized identities, communities and gay, queer, bisexual and transgender at the levels social movements. Students also practice writing of individual and collective identities, communities autobiographically. Prerequisites: WST 150, and a of various forms and social protest, with a focus on literature course. {L/H} 4 credits the interplay between resistance and accommoda- Susan Van Dyne tion at each of these levels of analysis. Drawing on Offered Spring 2006 historical, theoretical, narrative and ethnographic sources, we will examine multiple sites of queer CLT 272 Women Writing: 20th and 21st resistance including local communities, academic Century Fiction institutions, media, the state, social movement or- A study of the pleasures and politics of fi ction by ganizations and the Internet. We will pay explicit at- women from English-speaking and French-speak- tention to queer identities, communities and move- ing cultures. How do women writers engage, sub- ments as racialized, shaped by class, gendered and vert, and/or resist dominant meanings of gender, contextual. We will examine the consequences of sexuality, race and ethnicity and create new narra- various theories of gender, sexuality and resistance tive spaces? Who speaks for whom? How does the for how we interpret the shapes that queer, lesbian, reader participate in making meaning(s)? How do gay, bisexual and transgender identity, community, different theoretical perspectives (feminist, lesbian, and social movements take. Readings will include queer, psychoanalytic, postcolonial, postmodern) primary source documents from diverse groups, change the way we read? Writers such as Woolf, including published newsletters, organizational Colette, Condé, Larsen, Morrison, Duras, Rule, position papers, individual narratives, and material Kingston, Shields and Atwood. Not open to fi rst- from organizational and personal Web sites and year students. {L/H} 4 credits discussion groups, and students will conduct their Marilyn Schuster own research using such primary sources. Prereq- Offered Spring 2006 uisites: WST 150 and one other Women’s Studies course and permission of the instructor. {H/L} 4 All 300-level courses in WST are seminars and credits are normally limited to 12 juniors or seniors; Nancy Whittier seminars have prerequisites and all require Not offered during 2005–06 permission of the instructor to enroll. WST 315 Sexual Histories, Lesbian Stories WST 311 Mothers in Law and Policy In this seminar we will focus on two moments in This seminar will explore how law and policy regu- 20th-century gay and lesbian history: the 1920s late motherhood based on the class, race, culture, and the 1950s. The 1920s saw the publication and sexuality and marital status of pregnant women trial of Radclyffe Hall’s The Well of Loneliness in and mothers. Simultaneously considered will be England, the Harlem Renaissance in the U.S. and various feminist policy-theoretical perspectives on an active cultural life in Paris in which American and remedies for intersectional inequalities among expatriates played an important role. We will look mothers in family and child welfare law as well as at historical studies and texts by early sexologists in social policy. Specifi c topics may include the of this period along with fi ction, blues lyrics, mem- right to be a mother; the rights of pregnant women; oirs and other narratives by sexually transgressive equity issues in assisted reproduction; and govern- women. The post World War II homophile move- mental promotion of fatherhood. Prerequisites: ment in the U.S. in the 1950s has been the focus of

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groundbreaking historical studies. In addition to dents will be asked to theorize the problems posed historical narratives we will study the Daughters of for law by asymmetries of power and resources Bilitis and The Ladder, pulp fi ction, butch/femme among women and between women and men; and histories, novels and short stories. Throughout the on the signifi cance of rights to women’s prospects seminar we will ask: What contradictions and con- for equality. Prerequisites: WST 150 or 225 and tinuities mark the expression and social control of one other Women’s Studies course and permission female sexualities that were considered transgres- of the instructor. {H/S} 4 credits sive at different moments and in different cultural Gwendolyn Mink contexts? Whose stories get told? How are they Offered Fall 2006 read? How can the multiple narratives of control, resistance and cultural expression be useful to us WST 318 Seminar: Feminism and Crime in the 21st century? Prerequisites: WST 150 and Examines U.S. feminist legal approaches to vio- one other Women’s Studies course and permission lence against women, to women offenders and to of the instructor. {H/L} 4 credits incarcerated women in the context of the racialized Marilyn Schuster penal state. Considers vectors of intersectional Offered Fall 2005 inequality in the criminalization of violence, poverty and sexuality; in the treatment of victims; in the vic- WST 316 Seminar: Feminist Theories of Cross- timization of detained women; and in the impacts Border Organizing of the criminal justice system on communities of Border crossing forms the cornerstone of feminist color. Topics will include policing sexuality; legal solidarity, whether across the bounds of propriety, and policy responses to domestic violence; rape or the defi nitions of racialized identities or the law reform; prosecuting reproduction; mothers police checkpoints of the nation-state. This semi- who kill; women in prison. Prerequisites: WST 150 nar centers on feminist theories that imagine how and/or 225; and consent of instructor. Offered in to recognize strangers, defer citizenship, nurture alternate years. {S/H} 4 credits desire and remember the very histories that divide Gwendolyn Mink cohorts in struggle. We will also discuss emerging Offered Spring 2007 methods of organizing women that inspire these theories. Course assignments include frequent short papers and in-class presentations. A back- Approved Departmental ground in feminist theory is required. Prerequi- sites: WST 150, one additional WST course, and Core Courses permission of the instructor. (E) {S} 4 credits Elisabeth Armstrong Please see home department for descriptions. Offered Fall 2005, Spring 2007 AAS 209 Feminism, Race and Resistance: WST 317 Seminar: Feminist Legal and Policy History of Black Women in America Theory Paula Giddings Common reading and discussion will consider U.S. Offered Spring 2006 feminist legal theories of subordination and differ- ence as well as feminist legal and policy theories AMS 120 Scribbling Women of sex and gender justice. We will pay particular Sherry Marker attention to the ways in which intersecting sta- Offered Spring 2006, Spring 2007 tuses, identities and interests based on race, class, sexuality and gender can stratify different women’s ANT 244 Colloquium: Gender, Science and relationships to the same laws and can undermine Culture the distribution of women’s rights to all women. Frédérique Apffel-Marglin Topics addressed will include work, reproduction, Offered Fall 2005 family formation, violence and sexuality as sites of women’s oppressions. Throughout the course, stu-

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ANT 251 Women and Modernity in East Asia EAL 261 Major Themes in Literature: East- Suzanne Zhang-Gottschang West Perspectives Offered Spring 2006 Topic: Gendered Fate Sabina Knight ANT 254 Gender, Media and Culture in India Offered Fall 2005 Ravina Aggarwal Offered Fall 2006 ENG 279 American Women Poets Susan Van Dyne ANT 342 Seminar: Topics in Anthropology Offered Fall 2005 Topic: Motherhood Suzanne Zhang-Gottschang ENG 292 Reading and Writing Autobiography Offered Spring 2006 Ann Boutelle Offered Spring 2006 CLS 236 Cleopatra: Histories, Fictions, Fantasies FRN 230 Women Writers of Africa and the Nancy Shumate Caribbean Offered Spring 2006 Dawn Fulton Offered Spring 2006 CLT 234 The Adventure Novel: No Place for a Woman? FRN 360 Topics in 19th/20th Century Margaret Bruzelius Literature: Images of the “Other”: Female Offered Spring 2006 Domestic Servants in French Fiction Martine Gantrel CLT 235 Fairy Tales and Gender Offered Fall 2005 Elizabeth Harries Offered Spring 2006 FYS 125 Of Women Delivered: Midwifery in Historical and Cross-Cultural Perspective CLT 267 African Women’s Drama Erika Laquer Katwiwa Mule Offered Fall 2005 Offered Spring 2006 GOV 204 Urban Politics CLT 272 Women’s Writing: 20th and 21st Martha Ackelsberg Century Fiction Offered Spring 2006 Marilyn Schuster Offered Spring 2006 GOV 205 Colloquium: Law, Family and State Alice Hearst CLT 278 Gender and Madness in African and Offered Spring 2006 Caribbean Prose Dawn Fulton GOV 232 Women and Politics in Africa Offered Spring 2006 Catharine Newbury Offered Fall 2005 CLT 293 Writings and Rewritings: Antigone Ann Jones GOV 269 Politics of Gender and Sexuality Offered Spring 2006 Gary Lehring Offered Fall 2005 EAL 245 Writing Japan and Otherness Kimberly Kono GOV 364 Seminar in Political Theory Offered Fall 2005 Topic: Feminist Theory Martha Ackelsberg Offered Spring 2007

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HST 101 Introduction to Historical Inquiry LAS 244/SOC 244 Feminisms and Women’s Topic: Geisha, Wise Mothers and Working Movements: Latin American Women’s and Women Latinas’ Pursuit of Social Justice Marnie Anderson Ginetta Candelario Offered Fall 2005 Offered Fall 2005

HST 252 Women in Modern Europe, 1789– MUS 100 Colloquium: Music and Gender in 1918 the World To be announced, Fall 2005 Margaret Sarkissian Darcy Burkle, Fall 2006 Offered Fall 2006 Offered Fall 2005, Fall 2006 PSY 266 Psychology of Women and Gender HST 253 Women in Contemporary Europe Prerequisite: PSY 112 or permission of the To be announced, Spring 2006 instructor. Darcy Burkle, Spring 2007 Lauren Duncan Offered Spring 2006, Spring 2007 Offered Fall 2006

HST 278 Women in the United States, 1865 PSY 366 Seminar: Topics in the Psychology of to Present Women Topic: Gender in the Study of Latin American Topic: Issues in Adolescent Gender Role Develop- History ment. To be announced Lauren Duncan To be arranged Offered Fall 2006

HST 280 Problems of Inquiry REL 110 Women Mystics’ Theology of Love Topic: Women Writing Resistance Elizabeth Carr Jennifer Guglielmo Offered Spring 2006 Offered Fall 2005 REL 238 Mary: Images and Cults HST 289 Aspects of Women’s History Vera Shevzov Topic: The History of Sexuality from the Victori- Offered Fall 2005 ans to the Kinsey Report. Jennifer Hall-Witt REL 320 Seminar: Jewish Religion and Culture Offered Spring 2006 Topic: Tying and Untying the Knot: Women, Mar- riage and Divorce in Judaism. HST 383 Research in U.S. Women’s History: Lois Dubin The Sophia Smith Collection Offered Fall 2005 Topic: American Women in the 19th and 20th Centuries. SOC 213 Ethnic Minorities in America Helen Horowitz Ginetta Candelario Offered Spring 2006, Spring 2007 Offered Spring 2006

IDP 208 Women’s Medical Issues SOC 222 Blackness in the Americas Leslie Jaffe Ginetta Candelario Offered Spring 2006 Offered Spring 2006

ITL 344 Italian Women Writers SOC 229 Sex and Gender in American Society Giovanna Bellesia To be announced Offered Spring 2006 Offered Fall 2006

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SOC 244/LAS 244 Feminisms and Women’s AMS 230 Colloquium: The Asian American Movements: Latin American Women’s and Experience: Topic: Asian Women Latinas’ Pursuit of Social Justice Living in the Americas Ginetta Candelario ARH 101 Approaches to Visual Representation: Offered Fall 2005 Women in the Arts ARH 360 Studies in American Art: Women and SOC 314 Seminar in Latina/o Identity Art at the Turn of the Century Topic: Latina/o Racial Identities in the United CLS 233 Gender and Sexuality in Greco-Roman States. Culture Ginetta Candelario CLT 229 Topics in Renaissance Culture: The Offered Spring 2007 Renaissance Gender Debate CLT 230 “Unnatural” Women: Mothers Who Kill SOC 315 Seminar: The Body and Society Their Children Elizabeth Wheatley CLT 268 Latina and Latin American Women Offered Fall 2005, Fall 2006 Writers CLT 279 Women Writers of the Middle Ages SOC 323 Seminar: Gender and Social Change CLT 315 Feminist Novel in Africa To be announced EAL 244 Construction of Gender in Modern Offered Spring 2007 Japanese Women’s Writing EAL 360 Seminar: Topics in East Asian THE 215 Minstrel Shows from Daddy Rice to Literatures: Various Topics: Big Momma’s House The Tale of the Genji and Its Legacy Andrea Hairston Contemporary Chinese Women’s Offered Fall 2005 Fiction ENG 120 Fiction: Section: Women Coming of Age The following approved departmental core ENG 120 Fiction: Section: American Women courses are not offered in 2005–06 Writers ENG 278 Writing Women: Asian-American Women AAS 211 Black Cultural Theory Writers AAS 212 Culture and Class in the Afro-American ENG 280 Advanced Essay Writing: Essays by Family Women AAS 220 Women of the African Diaspora ENG 284 Victorian Sexualities AAS 248 Gender in the Afro-American Literary ENG 300 Seminar: Willa Cather’s Fiction Tradition ENG 302 Seminar: American Literature AAS 300 Writing Race, Writing Gender ENG 310 Early Modern Women Writers and the AAS 326 The Socio-Cultural Development of the Art of Self-Fashioning Afro-American Woman ENG 365 Seminar: The Bröntes AAS 348 Black Women Writers ENG 374 Seminar: Virginia Woolf AAS 350 Seminar: Race and Representation: ENG 376 Contemporary British Women Writers Afro-Americans in Film ENG 379 Seminar: Women and Literature AAS 366 Seminar: Contemporary Topics in ESS 550 Women in Sport Afro-American Studies. Various Topics: FLS 241 Women and American Cinema: Readings in Black and Queer Representation, Spectatorship, Womanist/Feminist Thought Authorship Ida B. Wells and the Struggle Against FRN 320 Women Writers of the Middle Ages Racial Violence FRN 340 Topics in 17th/18th Century Literature Black Gay Intellectuals: James Baldwin, Topic: Women Writers and Images of Marlon Riggs, Essex Hemphill Women in 17th-Century French AMS 221 Colloquium: Women’s History through Literature Documentary

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GOV 367 Seminar in Political Theory: Topic: Gay and Lesbian Politics and Theory HST 178 Women in the United States since 1865 HST 263 Continuity and Change in Spanish America and Brazil HST 289 Aspects of Women’s History: Topic: Were the Victorians Prudish? HST 299 Medieval Queens HST 325 Early European History to 1300: Topic: Heloise: Scholar, Writer, Abbess LAS 202/ARH 298 Talking Back to Icons: Latino/Artistic Expression LAS 301 Topics in Latin American Studies: Topic: Contemporary Latina Playwrights. PHI 240 Gender and Philosophical Tradition PHI 305 Topics in Feminist Theory: Topic: Dependency, Autonomy and Motherhood POR 221 Topics in Portuguese and Brazilian Literature and Culture: The Brazilian Body: Representing Women in Brazil’s Literature and Culture PSY 268 Lesbian Identity and Experience PSY 340 Seminar in Gender and the Life Course REL 227 Judaism/Feminism/Women’s Spirituality RUS 238 Russian Cinema: Topic: Women in Russian Cinema RUS 239 Major Russian Writers’: Women’s Memoirs and Autobiographical Writings in Russia SOC 224 Family and Society SOC 228 Women, Gender, and Globalization SOC 310 The Sociology of Courageous Behavior: Gender, Community and the Individual THE 214 Black Theatre THE 319 Shamans, Shapeshifters, and the Magic If THE 314 Masters and Movement in Drama Topic: Women and War

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 396396 77/26/05/26/05 9:15:419:15:41 AMAM 397 Interdepartmental and Extradepartmental Course Offerings

Visiting faculty and some lecturers are generally appointed for a limited term.

ACC 223 Financial Accounting Nancy J. Shumate (Classical Languages and The course, while using traditional accounting Literatures) techniques and methodology, will focus on the Elizabeth Wanning Harries, Director (English needs of external users of fi nancial information. Language and Literature) The emphasis is on learning how to read, interpret Offered Fall 2005 and analyze fi nancial information as a tool to guide investment decisions. Concepts rather than pro- GLT 292/ENG 203 Western Classics in cedures are stressed and class time will be largely Translation, from Chrétien de Troyes to devoted to problem solutions and case discussions. Tolstoy A basic knowledge of arithmetic and a familiarity Chrétien de Troyes’s Yvain; Shakespeare’s Antony with a spreadsheet program is suggested. No more and Cleopatra; Cervantes’ Don Quixote; Lafay- than four credits in accounting may be counted ette’s The Princesse of Clèves; Goethe’s Faust; toward the degree. {S} 4 credits Tolstoy’s War and Peace. Prerequisite: GLT 291. Charles Johnson {L} WI 4 credits Offered Spring 2006, Fall 2006, Spring 2007 Lecture and Discussion Robert Ellis Hosmer (English Language and EDP 290 Mellon Mays Undergraduate Fellows Literature) Research Seminar Offered Spring 2006 Seminar on research design and conduct. The development and conduct of research projects IDP 100 Critical Reading and Discussion: including question defi nition, choice of methodol- “Book Title” ogy, selection of evidence sources and evidence The goal of this course is to continue dialogues and evaluation. Participants will present their own discussions similar to those between students and research design and preliminary fi ndings. Limited faculty on the annual summer reading book for to recipients of Mellon Mays Undergraduate Fel- entering students during orientation. It represents lowships. Graded S/U only. (E) 2 credits an opportunity for students and faculty to engage Randy Bartlett in a sustained conversation about a mutual inter- Offered Fall 2005 est. A book will be selected by an instructor as the To be arranged to accommodate schedules of core reading for the course. The group will meet MMUF Fellows (90 minutes per week) no fewer than fi ve times in an informal setting to discuss the book. Attendance and participation is GLT 291/ENG 202 Western Classics in required. Each student will write a fi ve-page essay Translation, from Homer to Dante (or a series of essays). This course to be graded Texts include the Iliad; tragedies by Aeschylus, S/U only. (E) 1 credit Sophocles, and Euripides; Plato’s Symposium; Tom Riddell, Course Director Virgil’s Aeneid; Dante’s Divine Comedy. {L} WI Maureen Mahoney, Members of the department 4 credits Offered January 6, 11, 13, 18, 20, noon– Lecture and discussion 1 p.m., Campus Center Ann Rosalind Jones (Comparative Literature)

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IDP 105 The Arts Around Us which women’s scientifi c contributions take place This course offers the opportunity for students and the consequences of the infl ux of women into to attend live performances in music, dance and traditionally male-dominated fi elds of scientifi c theatre, as well as museum exhibits, fi lms and inquiry. The course will emphasize 1) the histori- other artistic experiences. Students discuss and cal role of women in the sciences, and feminist write about their responses, and meet some of the critiques of that role; 2) the particular challenges performing artists involved in performance events. faced by women scientists and engineers and the Graded S/U only. No prerequisite. (E) 1 credit structural barriers that slow or impede greater Carol Christ, Grant Moss representation of women in the sciences; 3) pos- Offered Fall 2005, Spring 2006 sible structural, institutional and educational inno- T 4–5 p.m. vations that will change the landscape of scientifi c opportunities for women. Format consists primar- IDP 108 Intellectual Inquiry ily of lectures and discussion sessions conducted An introduction to the disciplines and methods, by invited faculty as well as by members of the Five the possibilities and limitations, the pleasures and College community. Students are expected to attend the perils of academic investigation. Students will the lecture series, as well as to participate in the seek to answer three questions posed by the course small group seminars or panel discussions that directors. The questions will not be limited in any accompany the lectures. (E) 2 credits way and may come from any corner of the liberal Robert Dorit arts. In pursuing their research, students will have Not offered during 2005–06 available all the facilities of the college: libraries, laboratories, computers, collections, etc. They will QSK 101 Quantitative Skills work in groups with assistance from selected up- This course is intended for students who need per-level students and from members of the college additional preparation to succeed in courses con- staff. Enrollment limited to fi rst-year students, 15 taining quantitative material. It will provide a sup- per section. (E) 1 credit portive environment for learning or reviewing, as Jeffrey Ramsey, Dana Leibsohn, Jim Henle well as applying, pre-calculus mathematical skills. Offered January 17, 18, 19, 20, 9–9:50 a.m.; Students develop their numerical, statistical and January 21, 9 a.m.–noon algebraic skills by working with numbers drawn from a variety of current media sources. Enroll- IDP 208 Women’s Medical Issues ment limited to 20. Permission of the instructor A study of topics and issues relating to women’s required. (E) {M} 4 credits health, including menstrual cycle, contraception, To be announced sexually transmitted diseases, pregnancy, abortion, To be arranged menopause, depression, eating disorders, nutrition and cardiovascular disease. While the course focus QSK 102 Precalculus and Modeling Skills will primarily be on the physiological aspects of This course is intended for students who have these topics, some social, ethical and political im- taken QSK 101 and wish to continue their math- plications will be considered including the issues ematical preparation. It will build on material from of violence, the media’s representation of women QSK 101 to develop a thorough understanding of and gender bias in health care. {N} 4 credits the most widely used algebraic and trigonometric Leslie Jaffe (Health Services) functions, using applications drawn from a variety Offered Spring 2006 of disciplines. Students completing QSK 102 will be prepared to start the calculus sequence, or to IDP 210 Feminism and Science: Engendering handle the mathematical functions used in many the Sciences science and social science applications. Enrollment This course hopes to engage the Smith community limited to 20. Prerequisite: QSK 101 or permission in a year-long discussion of the history, status and of the instructor. (E) {M} 4 credits role of women in the sciences. We will examine To be announced the role of gender in science, the social contexts in To be arranged

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SPE 100 The Art of Effective Speaking This one-credit course will give students systematic practice in the range of public speaking challenges they will face in their academic and professional careers. During each class meeting, the instructor will present material on an aspect of speech craft and delivery; each student will then give a presenta- tion refl ecting her mastery of that week’s material. The instructor videotapes each student’s presenta- tions and reviews them in individual conferences. During one class meeting, the students will also review and analyze videotapes of notable speeches. Two sections, each limited to 10 students. Classes will be held for six weeks of the spring semester, beginning the week of February 2. Conferences will be scheduled separately. Students must come to the fi rst class prepared to deliver a 3- to 5-minute speech of introduction: Who I Am and Where I’m Going. Students also need to bring a blank videotape to class. All the speeches students make during class will be recorded on this tape. Offered spring semester every year. (E) 1 credit Debra Carney, Mary Koncel Not offered during 2005–06

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 399399 77/26/05/26/05 9:15:429:15:42 AMAM 400 Five College Course Offerings by Five College Faculty

Visiting faculty and some lecturers are generally appointed for a limited term.

Five College Supervised Independent genocide and mass murder in the 20th century. Language Program, Five College Center for Topics include the nature, causes and consequenc- the Study of World Languages, University es of genocide in Rwanda, regional dynamics, the of Massachusetts (under the Five College failure of the international community to intervene Program) and efforts to promote justice through the U.N. Elementary-level courses are currently offered in International Criminal Tribunal for Rwanda. We the following languages: Bulgarian, Czech, Dari, will also consider theories of genocide and their Modern Greek, Hungarian, Indonesian, Norwegian, applicability to Rwanda, exploring comparisons Persian, Romanian, Serbo-Croatian, Slovak, Thai, with other cases such as the Armenian genocide, Turkish, Turkmen, Twi, Urdu, Yoruba, Vietnamese the Holocaust, the destruction of the Herero, and and Wolof. For further information, including war in Liberia and Sierra Leone. information on registration, consult the Web site First semester. Mount Holyoke College (http://www.umass.edu/fclang). Second Semester: On sabbatical leave

Five College Mentored Language Program, Five College Center for the Study of World Arabic Languages, University of Massachusetts (under the Five College Program) Mohammed Mossa Jiyad, Senior Lecturer in Ara- Elementary, intermediate and advanced courses bic (at Mount Holyoke College in the Five College are currently offered in the following languages: Program). Modern Standard Arabic, colloquial Arabic (dia- lects are offered in rotation), Hindi and Swahili. Asian 130f. Elementary Arabic I For further information, including information on This course covers the Arabic alphabet and el- registration and prerequisites, consult the Web site ementary vocabulary for everyday use, including (http://www.umass.edu/fclang). courtesy expressions. Students will concentrate on speaking and listening skills and basic Arabic syn- tax and morphology, as well as basic reading and African Studies writing. MWF 1:15–2:05 p.m. First semester. Mount Holyoke College Catharine Newbury, Professor of Government (at Smith College in the Five College Program). Arabic 100F. Elementary Arabic I Same description as Asian 130f. MWF 10–11 a.m. Politics 398. The Rwanda Genocide in First semester. Smith College Comparative Perspective In 1994 Rwanda was engulfed by violence that Arabic 230F. Intermediate Arabic I caused untold human suffering, left more than half This course continues Elementary Arabic I, study of a million people dead, and reverberated through- modern standard Arabic. It covers oral/aural skills out the Central African region. Using a comparative related to interactive and task-oriented social situ- perspective, this seminar explores parallels and ations, including discourse on a number of topics contrasts between Rwanda and other cases of and public announcements. Students read and

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write short passages and personal notes containing formation, construction and negotiation? Moreover, an expanded vocabulary on everyday objects and how does the study of their history and experi- common verbs and adjectives. MW 2:30–4 p.m. ences force us to rethink the concepts of “China” F 2:30–3:30 p.m. and “Chinese-ness”? These are the main questions First semester. Mount Holyoke College that we seek to answer in this introductory course to the history of the Chinese diaspora. We will Asian 130S. Elementary Arabic II begin by looking into some of the historiographi- Continuation of Elementary Arabic I. Students cal issues in Chinese Studies as to what constitutes will expand their command of basic communica- “China” and “Chineseness,” then we will take a tion skills, including asking questions or making look into the history of selected Chinese diasporic statements involving learned material. Also, they communities in the world, specifi cally those in will expand their control over basic syntactic and Southeast Asia, North America and Australia. All morphological principles. Reading materials (mes- throughout the course we will examine how these sages, personal notes, and statements) will contain diasporic people and their families manipulated formulaic greetings, courtesy expressions, queries and continue to manipulate attempts by dominant about personal well-being, age, family, weather and groups to control their bodies and resources. time. Students will also learn to write frequently Other questions to be discussed are: What caused used memorized material such as names, forms, these people to move? How do they understand personal notes and addresses. their own identities? What forms of discrimination Second semester. Mount Holyoke College do they experience? Themes to be included are ethnicity, race, empire, gender, nationalism, trans- Arabic 100S. Elementary Arabic II nationalism and globalization. Same description as Asian 130S First semester. Smith College Second semester. Smith College History 297P. “Empire,” “Race,” and the Arabic 230S. Intermediate Arabic II Philippines: Indigenous Peoples and the This course continues Elementary Arabic I, study of Spanish, U.S. and Japanese Imperial Projects modern standard Arabic. It covers oral/aural skills Is the United States an “empire?” Today, U.S. politi- related to interactive and task-oriented social situ- cal, military and economic involvement in many ations, including discourse on a number of topics parts of the world such as Iraq and Haiti makes and public announcements. Students read and this an urgent and important question. This course write short passages and personal notes containing addresses the issue of American imperial power by an expanded vocabulary on everyday objects and examining the history of U.S. presence in the Pa- common verbs and adjectives. cifi c, particularly in the Philippine Islands, during Second semester. Mount Holyoke College the fi rst half of the 20th century, and by comparing it with that of two other imperial powers that also colonized the Philippines—Spain and Japan. We Asian/Pacifi c/American will also investigate how indigenous peoples nego- tiated, manipulated, resisted or thwarted attempts Studies by colonial and postcolonial dominant groups to control their minds, bodies, resources, espe- Richard Chu, Assistant Professor of History (at the cially through racial and gendered classifi cations. University in the Five College Program). Themes to be discussed include religion, ethnicity, gender, imperialism, colonialism, orientalism, Race, Empire, and Transnationalism: Chinese postcolonialism, neo-colonialism and nationalism. Diasporic Communities in the World Requirements: a midterm and a fi nal exam, occa- How does a study of the Chinese diasporic com- sional quizzes, and an individual or group research munities in Southeast Asia and the United States project. help us understand the questions of ethnic identity First semester. University of Massachusetts Amherst

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Pacifi c Empires of the 19th and 20th and ethnic community membership and belonging; Centuries and the A/P/A Communities: The the dynamics of interracial relationships; identity, Race to World Dominance and the Domination authenticity, and choice; and the gender identities of Race of mixed race individuals. This course highlights How does a study of “empire” help us understand the simultaneous fl uidity and social construction of the history of migration? This course seeks to race while marking its real impact on everyday and examine this question by focusing on the Pacifi c structural aspects of American life. empires of the 19th and 20th centuries in order to First semester. Amherst College help us better understand the diasporic movement of Asian-Pacifi c Islanders to the United States. This Anthr 216-01. Cracking the Color Lines: Asian course will therefore focus on the Chinese, Japa- American and Black Relations in the United nese, Spanish, American and British empires in the States Asia-Pacifi c region, and will include a general over- This course examines the causes and consequenc- view of the A/P/A communities impacted by their es of Black and Asian cooperation and confl ict in general projects. Themes to be discussed include the U.S. Through an anthropological and cultural imperialism, racism, gender, colonialism, neocolo- studies lens, we will thematically and chrono- nialism, globalization, and migration. TTh logically cover the following topics: interactions Second semester. Hampshire College between Filipinos and Blacks in the 1700s, Black Nationalism’s impact on the Asian American Move- TBA ment, Asian/Black marriages, the 1992 Los Angeles Second semester. University of riots, and the presence of Asian Americans in hip Massachusetts Amherst hop. A focus on inter-minority relations disrupts a Black/White binary of American race relations and we will also analyze collective cultural and American Studies political youth expressions to reveal the presence of contemporary inter-minority alliances. MW 11 Nitasha Sharma, Visiting Assistant Professor of a.m.–12:15 p.m. American Studies (at Amherst College in the Five First semester. Mount Holyoke College College Program) Second semester course not known yet.

American Studies 28. Hapa Issues: Asian Americans of Mixed Racial Descent Dance Growing numbers of interracial marriages and the products of these marriages—children of mixed Constance Valis Hill, Visiting Associate Professor racial descent—have contributed to the increasing of Dance (at Hampshire College in the Five College diversity of America in the 21st century. Refl ect- Program). ing this heterogeneity, the 2000 Census allowed people to claim more than one racial background Dance 171. Twentieth-Century American for the fi rst time. In this course, we will evaluate Dance: Sixties Vanguard to Nineties Hip-Hop the experiences of hapas—Asians of mixed racial This survey of late 20th-century dance moves from descent—through a historical and comparative the sixties—a decade of revolt and redefi nition in framework. This class will explore interracial and American modern dance that provoked new ideas inter-ethnic marriage trends in various Asian com- about dance, the dancer’s body and a radically munities in the U.S. in order to highlight the com- changed dance aesthetic—the radical postmod- plexity of the Asian American experience. Addition- ernism of the nineties, when the body continued to ally, we will compare the experiences of hapas rep- be the site for debates about the nature of gender, resenting a range of backgrounds, including those ethnicity and sexuality. We will investigate how the of Asian/White ancestry as well as Asian/Black political and social environment of the sixties— heritage. Some of the specifi c topics that will be particularly the Black Power/Black Arts Movement covered in this course include the following: racial and Women’s Movement—informed the work of

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succeeding generations of dance artists and yielded nial dance artists who insist on speaking to a new new theories about the relationship between cul- generation. This course coincides with the 2006 tural forms and the construction of identities. TTh Trisha Brown residency and Brown’s resetting of 11 a.m.–12:30 p.m. Set/Reset in the Five College Dance department. First Semester. University of Massachusetts MW 2–3:30 p.m. Amherst Second Semester. Hampshire College

Dada and Surrealist Vision. Instructors: Karen Koehler, Architectural History; Film/Video Eva Reuschman, Cultural Studies; Constance Valis Hill, Dance Baba Hillman, Assistant Professor of Video/Film M 6:30–9:30 p.m. Production (at Hampshire College in the Five Col- First Semester. Hampshire College (Franklin lege Program). Patterson West Lecture Hall) FLS282. The Body and Space: Re-inventing Jazz Tap Dancing America: History and the Narrative Practice This is an advanced video production/theory Embellishing upon Ralph Ellison’s astute remark course for students interested in exploring a wide that much in American life is “jazz shaped,” this range of approaches to experimental narrative. We course presents a multidisciplinary introduction will investigate narrative structure through a study to the study of jazz and its infl ection of American of fi lms and videos that question and challenge expressive culture, particularly jazz and tap dance constructions based on literary and painterly mod- forms. We will learn about how jazz, as an Ameri- els. In particular, we will consider the determining can vernacular musical form with a distinct African role of the body and space within visual narrative heritage, made its cross-disciplinary mark in the structure. We will also explore the theories and literary, visual and performing arts; and was (liter- practice of editing narrative through analysis of ally) instrumental in shaping a distinctly modern editing structures and through individual and col- line and modernist aesthetic. We will specifi cally laborative editing exercises. Students will complete focus on the relationship between jazz music and a series of narrative projects. The course will in- dance, looking not only at corporeal embodiments clude workshops in lighting, sound and advanced of the blues, swing, bebop, and rhythm-and-blues, editing techniques. Screenings will include works but also how jazz rhythm, improvisation, call-and- by Nagisa Oshima, Wong Kar Wai, Apichatpong response patterning and elements of swing altered Weerasethakul, Arturo Ripstein, Chantal Akerman the line, attach, speed, weight and phrasing of and Catherine Breillat among others. Readings by 20th-century American dance forms. M 7–10 p.m. Giulana Bruno, Hélène Cixous and Gilles Deleuze. Second Semester. Smith College W 1–4 p.m. Screening Th 7–9 p.m. First Semester: Smith College Three Millennium Choreographers This course focuses on three contemporary chore- HACU 255. Architectonics of the Body and ographers—Trisha Brown, Bill T. Jones and Ren- Urban Space: “Bodies are like cities, their nie Harris—whose body of works and aesthetic temporal coordinates transformed into spatial of dancemaking have catapulted American dance ones...” Celeste Olalquiaga. into the 21 century. While each artist represents This is an advanced interdisciplinary fi lm produc- a distinct style and tradition of modern dance tion and theory class that explores movement, im- (Brown, sixties proto-feminist experimentalism age, text and space in the context of relationships that juxtaposes the visual and verbal; Jones, radical between the body in motion and the visual kinetics postmodernism that challenges representations of and social organization of urban space. Students race and gender; Harris, new jazz that translates will complete individual and group projects based hip-hop onto the concert stage), altogether, they on experimentation with a range of aesthetic, have inspired a fresh group of cutting-edge millen- conceptual and experiential possibilities in installa-

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tion, performance and fi lm. The class will explore relationships between biological and architectural International Relations bodies and will consider a range of performa- Michael T. Klare, Professor of Peace and World tive and cinematic representations of the city as Security Studies (at Hampshire College in the Five a utopian or dystopic space. The class will study College Program). installations and fi lms by Gerhard Richter, Pipilotti Rist, Marguerite Duras, Chantal Akerman, and SS 2XX: Political Writing And Communication Peter Greenaway and readings from Guy Debord, This course is intended for students who seek an Celeste Olalquiaga, Walter Benjamin and the Criti- intensive experience in political research, writing, cal Art Ensemble. A $50 lab fee entitles students and communication. The goal of the course is to to use camera and recording equipment, transfer enhance students’ ability to analyze critical social, and editing facilities, plus video and computer pro- political and economic issues of the day and to duction and postproduction equipment. Students communicate positions on such issues to the wider must purchase their own fi lm and animation sup- public. Students who enroll in the course will be plies and pay their own processing fees. Required expected to study a particular contested issue in screenings and workshops sometimes occur in the considerable depth and to write a research memo- evening. Registration is by instructor permission. randum on this topic during the fi rst third of the FPB classroom T 12:30–3:20 p.m., FPB classroom semester. Students will then draw on this memo- T 7–9 p.m. screening. randum to produce a variety of written and oral First Semester. Hampshire College presentations, including a magazine article, several Professor Hillman will be on sabbatical spring newspaper commentaries and a mock statement to semester. Congress (or radio interview). These products will be given considerable feedback by the instructor and possibly discussed in class. Students who en- Geosciences roll in the course should be prepared to do consid- erable writing and to prepare several drafts of each J. Michael Rhodes, Professor of Geochemistry (at item submitted. Limited to 14 students; instructor’s the University of Massachusetts in the Five College permission required to enroll. Program). First semester. Hampshire College GEO-105. Dynamic Earth IR 241. Global Resource Politics Mountain building and plate tectonics; landscapes An intensive examination of the international and the underlying rocks and structures; earth his- politics surrounding disputes over the ownership, tory; the role of earthquakes, volcanoes, coastlines, extraction, and utilization of vital natural resources, rivers, glaciers and wind; natural hazards; survey of including fresh water, petroleum, arable land, tim- resources of water, energy and minerals. Students ber, minerals and oceanic fi sheries. The course will needing or wanting a laboratory component may assess the growing pressures being brought to bear register for GEO-SCI 131 (Gen. Ed. PS). on the world’s resource base, including population First semester. University of Massachusetts growth, globalization, unsustainable consumption Amherst and climate change. It will also examine the vari- ous ways (war, adjudication, conservation, innova- GEO 515. X-Ray Fluorescence Analysis tion) in which various actors (states, regional and Theoretical and practical application of X-ray international organizations, multinational corpora- fl uorescence analysis in determining major and tions, warlords, civil society groups and so on) are trace element abundances in geological materials. responding to contemporary resource disputes. Prerequisites: Analytical Geochemistry, or consent Each student will select a particular resource prob- of instructor. lem or dispute to study in considerable depth and First semester. University of Massachusetts prepare a research paper and oral presentation on Amherst

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that topic. terrorism, economic development, environmental First semester. Mount Holyoke College degradation, resource scarcity, demographic stress Second semester. Professor Klare will be on and global public health. Previous course work in sabbatical. world politics is required. First semester. Smith College Jon Western, Assistant Professor of International Relations (at Mount Holyoke College under the Five IR 270 American Foreign Policy College Program). This course examines the ideological and institu- tional evolution of American foreign policy over IR 319f. U.S. Foreign Policy, Human Rights the past two centuries. The course provides an and Democracy extensive historical overview of American foreign Is the United States committed to promoting policy and diplomatic history and pays particular democracy and human rights abroad or just ad- attention to the relationship between interests and vancing its own strategic and domestic corporate values in the conduct of American foreign policy. interests? What infl uence does the U.S. have on the As a country with great power, the United States development of democracy around the world and often determines, sometimes inadvertently, the on the emergence of—and compliance with—in- outcome of some of those hostilities. Indeed, as a ternational human rights conventions, protocols country with great power, the United States often and laws? This seminar begins with a historical precipitates those hostilities. A close examination overview of American democracy and human rights of those core values will allow us to predict better rhetoric and policies, and seeks to uncover the the policy choices and options of the United States range of political, economic, cultural and geostra- in the future. tegic motivations underlying U.S. behavior. We will Second semester. Mount Holyoke College then examine American foreign policy responses to contemporary human rights and democracy PS 62. U.S. Foreign Policy, Human Rights and issues as they relate to women, regional and civil Democracy violence, state-sponsored violence and repression, See description for IR 319f. development, globalization, and environmental Second semester. Amherst College degradation and resource scarcity. Throughout the semester we will examine how these policies have infl uenced events in Latin America, East Asia, East- Italian ern Europe and sub-Saharan and southern Africa. This course fulfi lls the requirement for advanced Elizabeth H. D. Mazzocco, Associate Professor of seminar in political science. Italian and Director of the Five College Center for First semester. Mount Holyoke College the Study of World Languages (at the University of Massachusetts in the Five College Program). American Hegemony and International Teaching Leave Security in the 21st Century This course explores how decisions and strategic positioning by the United States will infl uence the Russian, East European, global security climate in the coming decades. It begins with a broad overview of the global security Eurasian Studies environment and the nature and sources of Ameri- can power. We will explore multiple conceptions of Sergey Glebov, Assistant Professor of History (at American power and examine the role of American Smith College in the Five College Program). exceptionalism and liberal ideals as a basis of American hegemony. The course will then critically HST239. (L) Russia and Its Cultural Frontiers examine the effects of American power as it relates Empire and Nations, 1552–1914. The goal of this to traditional sources of international security and course is to introduce students to the emergence, confl ict and likely trends in WMD proliferation, development, and dissolution of one of the last

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great multinational empires in the world. The course will focus on those aspects of Russia history that are relevant to our understanding of the role of nationalities, as well as on those aspects of state, society and culture that shed light on the interac- tion between the imperial center/centers and periphery/peripheries. Although the course follows the traditional periodization of Russian history, our approach will be on the varieties of imperial expe- riences rather than on a single narrative of Russian state and society. At the same time, we will explore how the Russian Empire as a whole dealt with pressures of modernization and how the boundary between Russia and the West was constructed and maintained. As a result of this course, students will gain greater understanding of how multinational states managed diversity. They will gain understanding of contemporary theorizing of modern nationalism and will be better suited to navigate themselves in the often complex situation of the post-Soviet world. The students will also learn about colo- nialism and “orientalism,” mobile diasporas and supranational institutions. Finally, they will be tempted to think of the history of multinational empires as a model of world history, and explore parallels between modernization processes in the Russian empire and globalization. First semester. Smith College

247(C) Aspects of Russian History: Affi rmative Action Empire: Soviet Experiences of Managing Diversity How the Communist rulers of the Soviet Union mobilized national identities to maintain control over the diverse populations of the USSR. World War I and the Revolution of 1917 opened a window of opportunities for the nationalities of the former Russian Empire. Soviet policies of creating, devel- oping, and supporting national identities among diverse Soviet ethnic groups in light of collectiviza- tion, industrialization, expansion of education, and Stalin’s Terror. How World War II and post-war reconstruction became formative experiences for today’s post-Soviet nations. Second semester. Smith College

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 406406 77/26/05/26/05 9:15:439:15:43 AMAM 407 Five College Certificate in African Studies

The Five College African Studies Certifi cate Pro- taken in Africa, but normally at least three of the gram allows students on each of the fi ve campuses required courses must be taken in the Five Col- to develop a concentration of study devoted to leges. Africa that complements any major. The certifi cate 3. A candidate must earn a grade of B or better in course of study is based on six courses on Africa to every course for the certifi cate; none may be be selected with the guidance and approval of an taken on a pass/fail basis. African studies certifi cate program adviser. 4. Unusual circumstances may warrant substituting certifi cate requirements; therefore a candidate through her/his African studies faculty adviser Five College Certificate may petition the Faculty Liaison Committee (the Program Requirements in Five College committee of certifi cate program advisers) at least one full semester before grad- Detail: uation for adjustments in these requirements. A successful petition will satisfy the interdisciplin- A. Six courses, chosen from at least four differ- ary character of the certifi cate program. ent disciplines or programs: (Each course should carry at least three semester credits and its content D. Recommendations: should be at least 50 percent devoted to Africa per 1. Students are encouraged to spend a semester se.) or more in Africa. Study abroad opportunities 1. History. Minimum of one course providing an currently available through the Five Colleges introductory historical perspective that surveys include University of Massachusetts programs at the entire African continent; the American University in Cairo, Egypt; the Uni- 2. Social Science. Minimum of one course on versity of Fort Hare, South Africa; Mount Holy- Africa in the social sciences (i.e., anthropology, oke College Program in Senegal at l’Université economics, geography, political science, sociol- Cheikh Anta Diop, Dakar; and independent ogy); programs approved by each college. Admission 3. Arts and Humanities. Minimum of one course to these exchange programs is open to qualifi ed on Africa in the fi ne arts and humanities (i.e. students from all fi ve colleges. Further informa- art, folklore, history, literature, music, philoso- tion about these and other Africa programs is phy, religion). available at the college’s study abroad offi ce. 2. Students are encouraged to complete their B. Language Requirement: Profi ciency through the level of the second year in college, in an indig- certifi cate program with an independent study enous or colonial language of Africa other than project that integrates and focuses their course English. This requirement maybe met by examina- work in African studies. tion or course work; such language courses may For further details, consult one of the Smith College not count towards the six courses required in Sec- advisers: tion A. Elliot Fratkin, Department of Anthropology C. Further Stipulations: Elizabeth Hopkins, Department of Anthropology 1. No more than three courses in any one dis- Katwiwa Mule, Comparative Literature and Afro- cipline or program may count toward the six American Studies Catharine Newbury, Department of Government required in Section A. David Newbury, Department of History 2. A certifi cate candidate may present courses Louis Wilson, Department of Afro-American Studies

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Mission Statement 2. At least fi ve elective courses. Students must take at least one course from each of the following The Five College Asian/Pacifi c/American Studies categories. (Three of these fi ve courses should Certifi cate Program enables students to pursue be chosen from among the core courses and concentrated study of the experiences of Asians two may be taken from among the component and Pacifi c Islanders in the Americas. Through courses.) courses chosen in consultation with their campus a) Expressions. These courses are largely program adviser, students can learn to appreciate devoted to the study of APA cultural expres- APA cultural and artistic expressions, understand sion in its many forms. and critique the racial formation of Asian/Pa- b) U.S. Intersections. These courses are dedi- cifi c/Americans, and investigate how international cated substantially to the study of Asian/ confl icts, global economic systems and ongoing Pacifi c/Americans but are further devoted to migration affect APA communities and individuals examining intersections between APA ex- and their intersections with others. Drawing upon periences and non-APA experiences within diverse faculty, archival and community-based the United States. resources, the Five College program in Asian/Pa- c) Global Intersections. These courses have cifi c/American studies encourages students not their focus outside the United States but only to develop knowledge of the past experiences offer special perspectives on the experiences of Asian/Pacifi c/Americans, but also to act with of Asian/Pacifi c/Americans. responsible awareness of their present material 3. Special Project. Normally fulfi lled in the third conditions. or fourth year, this requirement involves the completion of a special project based on intensive study of an Asian/Pacifi c/American Requirements community, historical or contemporary, either through research, service-learning, or creative A minimum of SEVEN courses, distributed work (e.g. community-based learning project, among the following categories. (As always, to action-research, internship, performing or fi ne be counted toward graduation, courses taken at arts project). Normally the requirement will be another campus must be approved by campus fulfi lled while enrolled in an upper-level, special advisers.) topics or independent study course, although 1. One foundation course. Normally taken during other courses may be used subject to approval the fi rst or second year, this course offers an of the campus program adviser. Projects should interdisciplinary perspective on historical and include both self-refl ective and analytic compo- contemporary experiences of Asian/Pacifi c/ nents. Students fulfi lling this requirement will Americans. Attention will be paid to interrogat- meet as a group at least once during the semes- ing the term Asian/Pacifi c/American and to ter to discuss their ongoing projects, and at the comparing different APA populations distin- end of the semester to present their completed guished, for example, by virtue of their different projects at a student symposium or other public geographical or cultural derivations, their distri- presentation. Students’ plans for completing the bution within the Americas, and their historical requirement should be approved by a campus experience of migration. program adviser in the previous semester.

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Further Stipulations • Grades: Students must receive the equivalent Administration and of a “B” grade or better in all courses counted Advisement toward the certifi cate. (In the case of Hampshire students taking courses at Hampshire, “B” Each year, each campus will designate two or more equivalence will be determined by the Hamp- faculty members to advise students seeking the Five shire program adviser, based on the written College Certifi cate in Asian/Pacifi c/American Stud- evaluations supplied by course instructors.) ies. These advisers will constitute the Five College • Courses counted toward satisfaction of campus- Asian/Pacifi c/American Studies Certifi cate Program based major requirements may also be counted Committee, and will review and approve applica- toward the Five College Certifi cate. tions for the certifi cate in spring semester of the • No course can be counted as satisfying more senior year. Upon the committee’s certifi cation that than one certifi cate distribution requirement. a student has completed all requirements of the • Courses taken abroad may be used to fulfi ll the program, the committee will notify the registrar at distribution requirement with the approval of the student’s campus so that award of the certifi cate the campus program adviser. can be noted on the offi cial transcript. Students completing program requirements will also receive Recommendation a certifi cate recognizing their achievement. • Students are encouraged to attain some profi - ciency in at least one language other than Eng- Smith College Advisers: lish, especially if such profi ciency facilitates the completion of the Special Project component Floyd Cheung, Department of English and of the Certifi cate Program. While English is suf- American Studies Program fi cient and appropriate for the completion of Peter N. Gregory, Department of Religion and many projects involving Asian/Pacifi c/American East Asian Studies Program communities, many sources and communities Bill E. Peterson, Department of Psychology can be consulted only through other languages.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 409409 77/26/05/26/05 9:15:439:15:43 AMAM 410 Five College Buddhist Studies Certif i cate Program

Because Buddhist studies is an interdisciplinary List of Requirements: fi eld—straddling anthropology, art history, Asian 1. The certifi cate must comprise at least seven studies, history, language study, literary and textual courses, at least two of which must be at an studies, philosophy and religious studies—stu- advanced level (300 or above at Hampshire, dents are often unaware of the integrity of the fi eld Mt Holyoke, or Smith; 500 or above at UMass; or of the range of resources available for its study courses nominated by the appropriate faculty at in the valley. Amherst).

Each student pursuing the Buddhist studies certifi - 2. Students must take at least one course in three cate will choose, in consultation with the Buddhist different disciplines of Buddhist studies (anthro- studies adviser at his/her college, a course of study pology, art history, Asian studies, philosophy, comprising no fewer than seven courses. At least religious studies, etc.). fi ve of these courses should be drawn from the Buddhist studies courses listed below (list subject 3. Students must take at least one course address- to modifi cation from year to year). Two others ing classical Buddhism and one course address- may be drawn from this list or may be chosen ing contemporary Buddhist movements (19th- from elsewhere in the Five Colleges to support the 21st century), and they must study Buddhism in student’s Buddhist studies program from other at least two of the following three geographical disciplinary perspectives. Each proposed course of areas: South and Southeast Asia, East Asia and study must be approved by the coordinating com- the Tibeto-Himalayan region. mittee for the Buddhist studies certifi cate. 4. Up to two canonical or appropriate colloquial For students who may wish to pursue a certifi cate Asian language courses may count towards the in Buddhist studies as preparation for graduate certifi cate. study in this fi eld, we strongly recommend the study of at least one canonical language (Sanskrit, 5. Students must receive a grade of at least “B” in Pali, Chinese or Tibetan) and/or the modern lan- each course counting towards the certifi cate. guage of at least one Buddhist culture (especially for those who have an ethnographic interest in 6. Courses must be of three credit-hours or more Buddhism). Up to two courses in a relevant lan- to count towards the certifi cate. guage can count towards the certifi cate, although we strongly encourage these students to continue 7. Courses taken abroad or outside the Five Colleg- language study beyond the fi rst-year level. Lan- es may count towards the certifi cate only if they guage study is not required, however. would be approved for credit towards the major in the appropriate department of the student’s home institution.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 410410 77/26/05/26/05 9:15:439:15:43 AMAM 411 Five College Coastal and Marine Sciences Certificate Program

Coastal and Marine Sciences Certifi cate will enable Campus Advisers students to carefully select from a wide variety of courses in marine sciences, including coastal and Amherst College marine ecology/geology, resource management Anna Martini and public policy, oceanography and coastal engi- Hampshire College neering to create a cohesive concentration. Under Charlene D’Avanzo the guidance of faculty advisers on each campus, Steve Roof students choose a progressive series of courses available within the fi ve campuses and in academic Mount Holyoke College off-campus programs (e.g., Sea Semester Educa- Jill Bubier tion, School for Field Studies). Students will be Stan Rachootin required to participate in intensive fi eld courses or Al Werner similar experiences to obtain competence in fi eld Smith College studies. Finally, students participate in a “capstone” C. John Burk independent, marine-related research project that H. Allen Curran will count toward the certifi cate. Paulette Peckol The certifi cate includes the following areas of L. David Smith study critical to a broad understanding of marine sciences: University of Massachusetts Bruce Byers I. Organismal biology Paul Godfrey II. Marine and coastal ecology Francis Juanes III. Marine geology, chemistry and other Mark Leckie related sciences We strongly believe our collaborative efforts in the IV. Resource management and public policy Coastal and Marine Sciences Program, providing unique educational and research opportunities for Requirements undergraduates, remain vital to the program and should be continued and in some cases further Students interested in working toward the certifi - enhanced. Offering a Five College Certifi cate in cate must begin by selecting a faculty advisor from Coastal and Marine Sciences will strengthen and the list below. The student’s campus advisor must promote the curriculum now in place. review and approve the program of study proposed by the student to ensure a strong concentration in marine sciences as well as the necessary fi eld experience. Students must receive a “B” grade or Overview and Rationale of better for all courses contributing to the certifi cate the C & MS Certifi cate requirements. Marine science is an inherently interdisciplinary The Five College Certifi cate in Coastal and Marine fi eld of study that requires students to develop Sciences consists of six courses, with at least one broad training across disciplines. The Five College course in each of the previous four categories

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 411411 77/26/05/26/05 9:15:439:15:43 AMAM 412 Five Col lege Coastal & Marine Sciences Cer tifi cate

(courses listed in Table 1) or the equivalent from MHC ES 321 Conference Courses in off-campus programs. At least three of the courses Environmental Studies: must be above the introductory level. Students will Conservation Biology also complete an independent, marine-related re- MHC ES 321f Conference Courses in search project through an internship, thesis, Divi- Environmental Studies: sion III project, independent study, or other activity Contaminants in the acceptable to their home campus advisers. Each Environment student must show competency in fi eld studies by MHC ES 321(2) Conference Courses in either completing a project with a fi eld component Environmental Studies: or participating in an intensive Five College fi eld Water Issues and Policies course or approved semester-away program (e.g., MHC Bio 331f Ecology Seminar: Natural and Sea Semester, School for Field Studies semester Physical Sciences with Lab with coastal settings). Students work with their MHC ES 200f Environmental Science campus adviser to fulfi ll the requirements of the MHC ES 100f Introduction to Environmental certifi cate, which is awarded by the Five College Studies Coastal and Marine Sciences Steering Committee. SC Bio 364 Biology and Geology of Coral Reefs: Past, Present and Future SC Bio 258 Conservation Biology Table 1. Courses and Categories for the Five SC Bio 264 Marine Ecology College SC Bio 356 Plant Ecology Certifi cate in Coastal and Marine Sciences UM WFCon 569 Biodiversity Conservation UM Bio 524 Coastal Plant Ecology UM WFCon 470 Ecology of Fish Organismal Biology UM Bio 287 Introductory Ecology UM Geo 541 Paleoecology AC Geo 27 Invertebrate Paleontology UM Bio 421 Plant Ecology MHC Bio 310f Invertebrate Zoology UM Jan. term Tropical Ecology of San Salvador MHC Geo 321 Paleontology Island, Bahamas SC Geo 231 Invertebrate Paleontology and UM Bio 497h Tropical Field Biology Paleoecology SC Bio 242 Invertebrate Zoology Geology/Chemistry SC Bio 280 Morphology of Algae and Fungi UM Bio 485 Aquatic Vascular Plants AC Geo 34 Sedimentology UM Bio 397c Biology of Marine Vertebrates AC Geo 39 The Global Environment: UM Bio 542 Ichthyology A Biogeologic Approach UM Bio 548 Mammology HC NS 107 Evolution of the Earth UM Geo 591m Marine Micropaleontology HC NS 194 Geological Controversies UM Bio 544 Ornithology HC NS 109 Weather MHC Chem 200s Environmental Chemistry Marine and Coastal Ecology MHC Geo 101 Environmental Geology MHC Geo 240 Geological Resources and the AC Geo 06 Perspectives on the Environment Environment AC Geo 12 Principles of Environmental MHC Geo 326 Global Change Science MHC Geo 227 Groundwater HC NS 207 Ecology MHC Geo 102 History of Life HC NS 180 Marine and Freshwater Ecology MHC Geo 226 Introduction to Oceanography HC NS 195 Pollution and Our Environment MHC Geo 324 Stratigraphy-Sedimentology MHC ES 321s Conference Courses in MHC Geo 203 Surface Processes Environmental Studies: MHC Geo 250 The Biosphere Coastal Resources SC Geo 301 Aqueous Geochemistry

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 412412 77/26/05/26/05 9:15:449:15:44 AMAM Five Col lege Coastal & Marine Sciences Cer tifi cate 413

SC Geo 270j Carbonate Systems and Coral SC PPL 303 Seminar in Public Policy for Reefs of the Bahamas Marine and Coastal SC Chem 150 Environmental Chemistry Resources SC Geo 355 Geology and Biology of Coral UM Geo 392b Coastal Resource Policy Reefs: Past, Present and Future UM WFCon 587 Digital Remote Sensing SC Geo 309 Groundwater Geology UM NRC 597m Ecosystem Management SC Geo 1 I1 Introduction to Earth Processes UM WFCon 261 Fish Conservation and and History Management SC Geo 108b Oceanography UM WFCon 571 Fisheries Science and SC Geo 232 Sedimentology Management SC Geo 361 Tectonics and Earth History UM WFCon 5928 GIS in Natural Resources SC Geo 109 The Environment Management SC Geo 485 Applied Environmental Geology UM Geo 420 Human Impact on the Natural SC Geo 519 Aqueous and Environmental Environment Geochemistry UM Geo 591r Remote Sensing and Image UM Geo 354 Climatology and Climate Change Processing UM Geo 285 Environmental Geology UM WFCon 597r Watershed Science and UM Bio 280 Evolution: Diversity of Life Management Through Time UM WFCon 261 Wildlife Conservation UM Geo 100 Global Environmental Change UM WFCon 564 Wildlife Habitat Management UM Geo 201 History of the Earth UM Geo 415 Introduction to Geochemistry UM Geo 103 Introductory Oceanography UM Geo 595d Oceans and Climate UM Geo 615 Organic and Biogeochemistry UM Geo 592 Paleoceanography UM Geo 517 Sedimentary Geochemistry UM Geo 597b Stable Isotope Geochemistry UM Geo 101 The Earth UM Geo 666 The Water’s Edge Resource Management/Policy MHC Econ 203s Environmental Economics MHC Geogr 204 Human Dimensions of Environmental Change MHC Politics 256s The International Protection of the Environment MHC ES 304 Planning and the Environment MHC Geo 307 Remote Sensing SC Econ 224b Environmental Economics SC PPL 260 Global Warming: Science and Policy SC Gov243 International Law SC Gov 254 Politics of the Global Environment SC PPL 220 Public Policy Analysis SC PPL 230 Public Policy and Natural Resources

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 413413 77/26/05/26/05 9:15:449:15:44 AMAM 414 Five Col lege Cer tifi cate in Culture, Health and Science

The Five College Certifi cate in Culture, Health, Requirements: and Science complements a traditional disciplin- The Five College Certifi cate in Culture, Health and ary major by allowing students to deepen their Sciences consists of seven courses with a grade of knowledge of human health, disease and healing “B” or better, with at least one course in each of through an interdisciplinary focus. Under the guid- the six categories. No course may be used to satisfy ance of faculty program advisers on each campus, more than one category. At least four of the courses students choose a sequence of courses available must be above the introductory level. Students are within the fi ve campuses and identify an indepen- urged to begin with courses in Categories I and II, dent research project that will count toward the and to take courses in Category II that will expose certifi cate. The certifi cate represents areas of study them to knowledge of health and disease processes critical to understanding health and disease from a at the level of the population as well as the indi- biocultural perspective: vidual or sub-organism levels. Students must also complete an independent research project through I. Overviews of biocultural approaches: covering an internship, thesis, Division III project, course biocultural and comparative approaches to hu- project, independent study, or other activity accept- man health and disease. able to their local campus adviser. At the discretion of the campus adviser, courses from the student’s II. Mechanisms of disease transmission: mecha- major can count toward the certifi cate. Certifi cate nisms of health and disease growth and trans- students are strongly urged to take at least four mission within individuals and populations. semesters—or its equivalent—of a second lan- guage. Such language training may be required for III. Population, health, and disease: the relation- students seeking internships and summer research ship among social, behavioral, economic, and positions available through the program. other aggregate population forces and human health and disease. For further details consult the Smith College repre- sentatives: IV. Healers and treatment: the organization, inter- Suzanne Zhang-Gottschang, Department of pretation, and function of healers and treatment. Anthropology; Elizabeth Wheatley, Department of Sociology V. Ethics and philosophy: structures of knowledge about health and health care decision-making, http://www-unix.oit.umass.edu/~culhs/chs.html including ethical and philosophical issues.

VI. Research design and analysis: concepts of evidence, data collection, research ethics, mea- surement, and/or analysis.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 414414 77/26/05/26/05 9:15:449:15:44 AMAM 415 Five College Certificate in In ter na tion al Relations

The International Relations Certifi cate Program of- No more than four of these courses in any one fers an opportunity for students to pursue an inter- department can be counted toward the certifi cate, est in international affairs as a complement to their and no single course can satisfy more than one majors. The program provides a disciplined course requirement. Students who complete the required of study designed to enhance the understanding of courses with a grade of B or better (no pass/fail the complex international processes—political, options) will receive the certifi cate. economic, social, cultural and environmental— that are increasingly important to all nations. The There is at least one adviser on each campus for Five College Certifi cate in International Relations the International Relations Certifi cate: essentially parallels the Smith College minor in international relations. They differ in the former’s Amherst College: Javier Corrales, Pavel Machala, inclusion of language and grade requirements and, Ronald Tiersky, William Taubman, Political Science of course, its conduct under the rubric of Five Col- lege cooperation. Hampshire College: Michael Klare, Peace and World Security Studies; Fred Weaver, Social Science The certifi cate program consists of a minimum of eight courses covering the following areas of study: Mount Holyoke College: Vincent Ferraro, Poli- 1. Introductory world politics; tics; Sohail Hashmi, International Relations; Kavita 2. Global institutions or problems; Khory, Politics; Jon Western, International Relations 3. The international fi nancial and/or commercial system; Smith College: Mlada Bukovansky, Steven Gold- 4. A modern (post–1815) history course relevant stein, Jacques Hymans, Gregory White to the development of international systems; 5. Contemporary U.S. foreign policy; UMass: James DerDerian, Political Science; Ste- 6. A contemporary foreign language up to a profi - phen Pelz, History; Eric Einhorn, Political Science; ciency level of the second year of college; Peter Haas, Political Science; M.J. Peterson, Politi- 7. Two courses on the politics, economy and/or cal Science society of foreign areas, of which one must in- volve the study of a developing region.

A complete list of the Five College courses for each of the seven requirements is available at www. mtholyoke.edu/acad/intrel/5col/homepage.htm. Not every Five-College course is accepted at Smith for degree credit; students should consult with their advisers as to whether particular courses are acceptable for Smith and certifi cate credit.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 415415 77/26/05/26/05 9:15:449:15:44 AMAM 416 Five College Certificate in Latin American Studies

The Five College Certifi cate in Latin American Other requirements: Studies offers students the opportunity to show an 1. Profi ciency in Spanish or Portuguese through area of specialization in Latin American studies in the level of the fourth semester of college language conjunction with or in addition to their majors. study. Students must take one of these languages to The program provides a disciplined course of study the intermediate level and/or demonstrate in an allowing students to draw on the rich resources of interview the ability to conduct a normal conversa- more than 50 Latin Americanist faculty members tion and read and interpret a text. in the Five College area and is designed to enhance 2. Students must receive a grade of B or better in students’ understanding of the complex region that every course that qualifi es for the minimum certifi - comprises contemporary Latin America. cate requirement.

Minimum course requirements (minimum of At least three of the eight courses must be taken ei- three credits each): ther at another of the fi ve colleges or be taught by a 1. A broadly based introductory course providing faculty member not of the student’s own institution. an overview of the social and political history of Latin America (such as History 260/261); The certifi cate adviser on each campus is the direc- 2. One course in the humanities, including courses tor of the Latin American studies program at that focusing on Latin American culture from the campus or another individual designated by that pre-Columbian period to the present (such as body. art, art history, dance, fi lm, folklore, literature, music, religion and theatre); 3. One course in the social sciences, including anthropology, economics, geography, political science and sociology, that offers substantial attention to Latin America and/or the Caribbean; 4. Four other courses which should be more ad- vanced and more specifi c in focus; 5. A seminar which gives the student’s course work in Latin American studies an interdisciplinary force.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 416416 77/26/05/26/05 9:15:449:15:44 AMAM 417 Five College Certificate Program in Logic

“How critical is logic? I will tell you: in every Students must receive grades of at least ‘B’ in each corner of the known universe, you will fi nd either course counting towards the certifi cate. the presence of logical arguments or, more signifi - cantly, the absence.” For a complete list of courses fulfi lling certifi cate – V. K. Samadar requirements, consult the program Web site, www.fi vecolleges.edu/sites/logic listed with other Logic is a part of every discipline. There is reason- certifi cate programs at the Five College Web site ing in every fi eld of inquiry. There are rules behind (www.fi vecolleges.edu). Or consult a program every work of art, behind every natural language. adviser (Alexander George, Philosophy; Dan Velle- There is inference in every intelligence, human man, Mathematics). and inhuman. Every issue of law and public policy bends to the power of logic. Complete list of logic courses: The study of logic itself is thus of the greatest importance. The Logic Certifi cate Program brings Introductory symbolic logic courses: together aspects of logic from different regions of Smith, Logic 100, Philosophy 202 the curriculum: philosophy, mathematics, comput- Amherst, Philosophy 13 er science and linguistics. The program is designed UMass, Philosophy 110 to acquaint students with the uses of logic and initi- ate them in the profound mysteries and discoveries Critical thinking courses: of modern logic. U Mass, Philosophy 192R The basic requirement for the logic certifi cate Mount Holyoke, Philosophy 210 is six courses from the list of Five College logic courses. Introductory symbolic logic for mathematics No more than four courses can be counted students: towards the certifi cate from any single discipline Amherst, Math 34 (philosophy, linguistics, mathematics, computer UMass, Philosophy 513, 514 science). Mount Holyoke, Philosophy 225 At least two courses must be taken at an ad- vanced level (500 or above at UMass, 300 or above Incompleteness: at Smith, Hampshire or Mount Holyoke, 30 or Smith, Philosophy 220 above at Amherst). Amherst, Math 34 At least one course should expose students to UMass, Philosophy 514 the basic metatheory of fi rst order logic including Mount Holyoke, Philosophy 327 incompleteness. Courses satisfying this require- ment include: Various topics in logic and philosophy: Smith, Philosophy 203 Smith, Philosophy 220 Amherst, Philosophy 50 Amherst, Math 34 UMass, Philosophy 310, 511, 512, 594, 710 UMass, Philosophy 514 Hampshire, CS 210 Mount Holyoke, Philosophy 327

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 417417 77/26/05/26/05 9:15:449:15:44 AMAM 418 Five College Certifi cate Program in Logic

Various topics in computer science: Smith, Computer Science 250, 270, 290, 294 Amherst, Computer Science 14, 24, 38 UMass, CMPSCI 601 Hampshire, CS 175, CS 236

Various topics in mathematics: Smith, Mathematics 217 Amherst, Math 34 UMass, Philosophy 594S

Various topics in Linguistics: Smith, Computer Science 294 UMass, Ling 610 UMass, Ling 620 UMass, Ling 720 Hampshire, CS 166, CS 210

Special Events: Every fall a distinguished logician is invited to Smith College to give the annual Alice Ambrose Tom Ty- moczko Logic Lecture. This year Professor Marcia Groszek from Dartmouth College was the invited speaker. The previous year’s lecturer was Professor Raymond Smullyan, Indiana University, emeritus. We are pleased to announce that the AA/TT/LL will be Professor Anil Gupta from the University of Pittsburgh.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 418418 77/26/05/26/05 9:15:449:15:44 AMAM 419 Five College Certificate in Middle East Studies

The Five College Certifi cate provides an opportunity 3. Five courses from the following categories. for students to complement a disciplinary major Students must take at least one course from each of with multidisciplinary studies and linguistic attain- the fi rst three groups, and no more than two from ments. Because of the wide range of courses avail- any single group. able through the fi ve colleges, students must design Group one: Religion/Philosophy a program that will meet their intellectual, academ- Group two: History/Literature/Arts ic and prospective professional needs in conjunc- Group three: Social Sciences tion with an adviser from their home institution. Group four: Additional language study The program is administered by the Five College beyond what is required to Committee for Middle East Studies, which includes satisfy the language require- the program advisers from each campus. Students ment above. are encouraged to declare intentions and begin work with an adviser during the sophomore year. A list of courses offered at the fi ve colleges satisfy- In addition to the courses offered through each ing each of the requirements is available from the of the fi ve institutions, students are encouraged to advisers listed below and through the Five College spend time in the Middle East, learning Arabic and Center or on the Five College Web page (www.fi ve- other languages and immersing themselves in the colleges.edu). Courses not listed, whether taken at culture of the area. Plans for study abroad should one of the fi ve colleges or elsewhere, must be ap- be designed in consultation with the student’s ad- proved by the committee on the recommendation viser. Courses from outside the fi ve colleges will be of the campus adviser. counted as contributing toward the fulfi llment of certifi cate requirements on the recommendation of There is at least one adviser on each campus in the campus adviser and the approval of the com- Middle East Studies. Any of the following faculty mittee. Students must receive a grade of B or better members of the Middle East Studies Committee in every course counted toward the certifi cate. at Smith College may serve as your adviser: Justin Cammy (Jewish Studies), Donna Robinson Divine Requirements: (Government), Karen Pfeifer (Economics), Grego- 1. Knowledge equivalent to at least two years of ry White (Government). college study of a language of the region. Arabic and Modern Hebrew are currently taught in the Please contact Five Colleges, Inc., or see their Web Five Colleges; in consultation with an adviser, other site at www.fi vecolleges.edu/deptprog/mideast/ for languages of the region may be substituted. the most up to date information on the Certifi cate 2. Two introductory courses providing a historical in Middle East Studies. overview of the medieval and modern periods.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 419419 77/26/05/26/05 9:15:449:15:44 AMAM 420 Five College Certificate in Native American Indian Studies

The Five College Certifi cate in Native American B. At least six additional courses. For a list of Indian Studies provides students with the oppor- courses currently approved by the Five Col- tunity to acquire a knowledge and understanding lege NAIS Committee as counting toward the of the development, growth and interactions of certifi cate go to the program’s Web site (www. the indigenous peoples and nations of the Western fi vecolleges.edu/sites/natam). The six additional Hemisphere. The program emphasizes the many courses must be selected from this list. (Courses long histories of Native American Indians as well not on this list may be approved for inclusion by as their contemporary lives and situations. A ho- campus program advisors in consultation with listic and comparative interdisciplinary approach the committee.) underlies the certifi cate program’s requirements, enabling students to become familiar with the C. Grades. Students must receive a grade of B or diversity of indigenous lifeways, including cultural higher in all 7 courses to receive a Certifi cate. forms, institutions, political economies and modes of self-expression. In addition to this broader per- Smith College Advisers: spective, the program places some emphasis on the Frédérique Apffel-Marglin, Department of native peoples of the Northeast so that Five College Anthropology students can become acquainted with the history, Neal Salisbury, Department of History culture and presence of indigenous peoples in this region.

Requirements At least seven courses are required for completion of the Five College Certifi cate in Native American Indian Studies: a foundation course plus six ad- ditional courses, with no more than three of the seven courses from a single discipline. A student’s program must be approved by the program advisor from her or his campus.

A. One foundation course. Offered at various levels, foundation courses provide an opportunity to hear Native perspectives and are taught from a philosophical perspective that refl ects Native Studies theories, pedagogies and methodolo- gies. For a list of foundation courses offered in the current academic year, please consult a program adviser or go to the program’s Web site (www.fi vecolleges.edu/sites/natam).

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 420420 77/26/05/26/05 9:15:459:15:45 AMAM 421 Five College Film Studies Major

The Five College Film Studies major is in fi lm no more than two courses may be used toward studies as opposed to fi lm production. While the the major. fi lm faculty believes that all students should be * Two electives from any category (may be a familiar with fi lm and video production, the major component course) is not designed to train students to enter the fi lm * A thesis is optional. industry without further training. As with all liberal arts majors, fi lm is studied in relation to all the In the course of fulfi lling the program of study, at arts, humanities and social sciences and can lead least one course must focus on non-narrative fi lm to careers in teaching, arts administration, Web (documentary or experimental) and at least four design or freelance work in non-industry venues. courses should be at the advanced level. Courses The major comprises ten courses, one of which can fi t into more than one category, but a single may be a component course. (A core course is course may not be used to satisfy two of the num- one in which fi lm is the primary object of study; a bered requirements above. component course is one in which fi lm is signifi - cant but not the focus of the course.) Of these ten Smith College Advisers courses, at least two (but no more than fi ve) must Barbara Kellum, Department of Art be taken outside the home institution. In addition, Jefferson Hunter, Department of English Language each student must have an adviser on the home and Literature campus and the requirements for the major may Dean Flower, Department of English Language and vary slightly from campus to campus. Literature Dawn Fulton, Department of French Studies Program Of Study 1. Introduction to Film (must be taken on the home campus) 2. Film History (either a general, one-semester survey or a course covering approximately fi fty years of international fi lm history) 3. One course in fi lm theory 4. One course in a fi lm genre/authorship 5. One course in a national or transnational cin- ema (generally a single director or group of directors) 6. One special topics course (may be a component course) 7. One advanced seminar in a special topic 8. One fi lm, video or digital production course, but

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 421421 77/26/05/26/05 9:15:459:15:45 AMAM 422 Five College Self-In struc tion al Language Program

The Five College Self-Instructional Language Pro- In general, these courses carry one-half of the gram affords students the opportunity to study credit carried by a traditional language course, but languages that are not currently offered through there are contingencies on every campus. The pro- traditional classroom instruction. At the beginning gram director can provide additional information. of the semester the student is given a goal to be These courses do not satisfy the language require- reached by the semester’s end. The student works ment on any campus. The only languages offered independently on his/her home campus throughout are those not offered in the classroom situation on the semester using a textbook, workbook, audio any of the fi ve campuses. tapes, video tapes, and computer programs (vari- ous components are available for different lan- The self-instructional language program is admin- guages). The student is assigned a native-speaker istered in the Five College Center for the Study of (usually an international student from the home World Languages, 102 Bartlett Hall, University of campus) who serves as conversation partner for Massachusetts, by the Center’s director, Elizabeth one hour of conversation per week. At the end of H.D. Mazzocco. the semester, a professor of the target language is brought to campus to administer a 20-30 minute Examples of Language Courses Offered oral exam; from that exam, the professor deter- Czech I, II, III, IV mines a grade for the course. Hindi I, II, III, IV Hungarian I, II, III, IV This program is designed for students who are Indonesian I, II, III, IV extremely self-motivated and secure in foreign Modern Greek I, II, III, IV language study. Students must have a personal Norwegian I, II, III, IV interview with the program director; those with Serbo-Croation I, II, III, IV limited knowledge of a language must schedule Swahili I, II, III, IV a placement exam the semester before language Thai I, II, III, IV study begins. Turkish I, II, III, IV Urdu I, II, III, IV

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 422422 77/26/05/26/05 9:15:459:15:45 AMAM The Athletic Program 423 The Athletic Program

Lynn Oberbillig, M.B.A., Director of Athletics Coaches Kimberly Allen, M.S., Associate Athletic Director Tim Bacon, M.A., Coach of Squash Bethia Woolf, Coach of Novice Crew Senior Coaches Liz Feeley, B.A., Coach of Basketball Kim Bierwert, B.S., Senior Coach of Swimming and Phil Nielsen, M.A., Coach of Soccer Diving Ellen O’Neil, M.S.T., Coach of Cross Country Carla Coffey, M.A., Senior Coach of Track and Field Steve Samolewicz, J.D., Coach of Skiing Christine Davis, M.S., Senior Coach of Tennis Wendy Walker, M.A., Coach of Lacrosse Karen Klinger, M.S., Senior Coach of Crew Bonnie May, M.S., Senior Coach of Softball and Sports Medicine Staff Volleyball Deb Coutu, M.S., Athletic Trainer Suzanne Payne, M.Ed., Senior Coach of Equestrian Kelli Steele, M.S., Athletic Trainer Judy Strong, B.S., Senior Coach of Field Hockey

The athletic program offers opportunities for ath- New England Women’s and Men’s Athletic Confer- letic participation to all students of the college, at ence (NEWMAC) and belongs to Division III of the the intercollegiate, recreational and club levels. National Collegiate Athletic Association (NCAA) and Students interested in athletic instruction should the Eastern College Athletic Conference (ECAC). consult the exercise and sport studies department listings beginning on p. 215. Although Smith does In 2005–06, the college will fi eld the following not offer athletic scholarships, fi nancial aid is intercollegiate teams: available on the basis of need. Inquiries should be addressed to the Director of Athletics, Ainsworth Basketball. Season: Oct 15–March. Practice Gymnasium, Smith College, Northampton, MA hours: M T W Th F 4–6 p.m., Liz Feeley. 01063. Crew. Season: September–October, February–May. Practice hours: M T W Th F 4–6 p.m. or 6–8 A. Intercollegiate Athletics a.m. and as schedules permit, Head Coach Karen Klinger and Bethia Woolf, novice crew coach. The intercollegiate program emphasizes the pursuit of athletic excellence and the enjoyment of compe- Cross Country. Season: September–November. tition with other highly skilled athletes. The mission Practice hours: M T W Th 4–6 p.m., F 3:30–5:30 of the athletic program is to develop scholar-ath- p.m., Ellen O’Neil. letes who demonstrate positive self images, a sense of fair play and good citizenship, commitment and Field Hockey. Season: September–November and dedication to themselves and their team, enthusi- April. Practice hours: M T W Th 4–6 p.m., asm for participation, leadership skills, improved F 3:30–5:30 p.m., Judy Strong. skills, performance, fi tness and team play. There is opportunity for post-season play on a regional Lacrosse. Season: Sept 15–Oct 15 and Febru- and national level for all teams and individuals ary–May. Practice hours: M T W Th 4–6 p.m., who qualify. Smith is a founding member of the F 3:30–5:30 p.m., Wendy Walker.

44.CatCourseListing05-06.indd.CatCourseListing05-06.indd 423423 77/26/05/26/05 9:15:459:15:45 AMAM 424 The Athletic Program

Equestrian. Season: September–November, Febru- ary–May. Practice hours: To be arranged, Suzanne B. Recreation and Sport Payne. Clubs Skiing. Season: January–March. Practice hours: The focus of the recreation program is on regular, Oct 15–December, M T W Th F 4–6 p.m. Inter- noncredit fi tness activities as well as one day spe- term: 7 a.m.–4 p.m. February and March, to be cial event competitions. The fi tness activities may arranged, Steve Samolewicz. include aerobic dance, kickboxing, weight lifting clinics, pilates and yoga. Soccer. Season: September–November and April. The 34 houses vie with friendly rivalry in special Practice hours: M T W Th F 4–6 p.m., Phil Nielsen. events such as a novice crew regatta (the Head of the Paradise), campus runs, inner tube water polo, Softball. Season: February–May and Sept 15–Oct fl ag football, triathlon and Midnight Madness. 15. Practice hours: M T W Th 4–6 p.m., F 3:30– The club sports are a group of independent 5:30 p.m., Bonnie May. clubs under the guidance of the Smith College Athletic Association. They are supported by dues, Squash. Season: October–March. Practice hours: fundraisers, SGA activities, fee allocations and the M T W Th 4–6 p.m., F 3:30–5:30 p.m., Tim Bacon. Athletic Association. Open to Smith students of any ability level, club sports provide a resource to learn Swimming and Diving. Season: October–March. a new sport or practice a familiar one. Presently, Practice hours for swimming: M W 4–6 p.m., T Th there are nine clubs: Fencing, Golf, Ice Hockey, 3–5 p.m., F 3:30–5:30 p.m.; practice hours for Outing, Riding (dressage), Rugby, Synchronized diving: M T W Th 5:45–7:30 p.m., F 1–3 p.m., Kim Swimming, Ultimate Frisbee and Water Polo. Bierwert.

Tennis. Season: September–October, February– May. Practice hours: M T W Th 4–6 p.m., F 3:30–5:30 p.m., Christine Davis.

Track and Field. Season: Mid–November through December, preseason conditioning; technique and strength work. January–May, indoor/outdoor com- petition. Practice hours: M T W Th 4–6 p.m., and F 3:30–5:30 p.m., Carla Coffey.

Volleyball. Season: September–November and April. Practice hours: M T W Th 4–6 p.m., F 3:30– 5:30 p.m., Bonnie May.

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Amelia S. Kegan ’05 The Board of Trustees Student Government Trustee Carol Tecla Christ, President Winnetka, IL Northampton, MA Janet Wright Ketcham ’53 Mary Patterson McPherson ’57 LLD 1981 Seattle, WA Chair of the Board Stanley Kogelman MSW ’75 New York, NY Mount Kisco, NY Phoebe A. Haddon ’72 Elizabeth A. Liedel ’04 Vice Chair of the Board Student Government Trustee Philadelphia, PA Somerville, MA Judith Bronstein Milestone ’66 Alexander C. Lindsey Vice Chair of the Board Seattle, WA Atlanta, GA Victoria Murden McClure ’85 Nancy Keebler Bissell ’61 Louisville, KY Alumnae Trustee Janet A. Clarke McKinley ’76 Tucscon, AZ San Francisco, CA Jane Chace Carroll ’53 Louise M. Parent ’72 New York, NY New York, NY Susan Komroff Cohen ’62 Alumnae Trustee Jane Lofgren Pearsall ’57 Riverside, CT Oak Park, IL Susan Porth ’70 Peggy Block Danziger ’62 New York, NY Ross, CA Tracy Garrett Rubin ’77 Elizabeth Mugar Eveillard ’69 Alumnae Trustee Needham, MA New York, NY Agnes Bundy Scanlan ’79 William C. Gipson Alumnae Trustee Philadelphia, PA Cambridge, MA Nancy Godfrey Schacht ’56 Sidney H. Golub Corona del Mar, CA New York, NY Cornelia Mendenhall Small ’66 Joanne Sawhill Griffi n ’72 AASC President New York, NY St. Louis, MO James Wei Jane Lakes Harman ’66 LLD 1994 Princeton, NJ (on leave) Anita Volz Wien ’62 Washington, DC New York, NY Ira Michael Heyman Phoebe Pederson Wood ’75 Berkeley, CA Alumnae Trustee Gayle White Jackson ’67 Louisville, KY St. Louis, MO Rebecca C. Lindsey, Secretary of the Board of Trustees and Assistant to the President Ann F. Kaplan ’67 New York, NY Georgia Yuan, General Counsel and Secretary of the College

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Robert Lee Ellis Faculty Treasurer Emeritus (1984) Ruth J. Simmons Robert Torsten Petersson President Emerita (2001) Professor Emeritus of English Language and Jill Ker Conway Literature (1985) President Emerita (1989) Andrée Demay Mary Maples Dunn Professor Emerita of French Language and President Emerita (1995) Literature (1985) Dorothy Carolin Bacon Rita May Benson Robert A. Woods Professor Emerita of Eco nom ics Associate Professor Emerita of Exercise and (1970) Sport Studies (1985) Elizabeth Dorothy Robinton Herman Edelberg Professor Emerita in the Biological Sciences Associate Physician Emeritus (1985) (1973) Helen Krich Chinoy Vera A. Joseph Professor Emerita of Theater (1986) College Physician Emerita (1975) Kenneth Amor Connelly Jr. Charlotte Hackstaff Fitch Professor Emeritus of English Language and Professor Emerita of Theatre and Speech (1976) Literature (1986) Helen Benham Bishop Frank H. Ellis Registrar Emerita (1976) Mary Augusta Jordan Professor Emeritus of En glish Language and Literature and Adjunct Florence Isabel Macdonald (Hon.) Curator of Queen Anne Pamphlets, Mortimer Secretary Emerita of the Board of Trustees Rare Book Room (1986) (1976) Charles Henderson Jr. Edith Kern Professor Emeritus of Classical Languages and Doris Silbert Professor Emerita in the Literatures (1986) Hu man i ties (Comparative Literature) (1977) James Holderbaum Helen Louise Russell Professor Emeritus of Art (1986) Dean of Students Emerita and Professor Emerita of Physical Education (1979) B. Elizabeth Horner Myra M. Sampson Professor Emerita of Joaquina Navarro Bi o log i cal Sciences (1986) Professor Emerita of Spanish and Portuguese (1981) Jess J. Josephs Professor Emeritus of Physics (1986) Mary DeWolf Albro Director Emerita of the Career Development Richard P. Wilbur Offi ce (1981) Poet Emeritus (1986) Dilman John Doland Adrienne Auerswald Professor Emeritus of Psychology (1982) Iva Dee Hiatt Professor Emerita of Music (1987) John H. Detmold Louis Cohn-Haft Director Emeritus of Development (1982) Professor Emeritus of History (1987) Rosalind Shaffer deMille Paul Pickrel Professor Emerita of Dance (1984) Professor Emeritus of English Language and Literature (1987)

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Klemens von Klemperer Stanley Maurice Elkins L. Clark Seelye Professor Emeritus of History Sydenham Clark Parsons Professor Emeritus of (1987) History (1992) H. William Gilbert Lawrence A. Fink Business Manager Emeritus (1987) Professor Emeritus of Education and Child Study (1992) Margherita Silvi Dinale Professor Emerita of Italian Language and W. Bruce Hawkins Lit er a ture (1989) Professor Emeritus of Physics (1992) Anne F. Keppler Josephine Louise Ott Director Emerita of Financial Aid (1989) Professor Emerita of French Language and Literature (1992) Joan E. Morgenthau College Physician Emerita, Director Emerita of Lory Wallfi sch Health Services (1989) Iva Dee Hiatt Professor Emerita of Music (1992) David Andrew Haskell Robert Mitchell Haddad Professor Emeritus of Biological Sciences (1990) Sophia Smith Professor Emeritus of History and Professor Emeritus of Religion and Biblical Nelly Schargo Hoyt Lit er a ture (1993) Achilles Professor Emerita of History (1990) Stanley Rothman Iole Fiorillo Magri Mary Huggins Gamble Professor Emeritus of Professor Emerita of Italian Language and Government (1993) Literature (1990) Elizabeth Gallaher von Klemperer Patricia C. Olmsted Esther Cloudman Dunn Professor Emerita of Dean Emerita of the Sophomore Class and English Language and Literature (1993) As so ci ate Dean Emeritus for Intercollegiate Study (1990) J. Diedrick Snoek Professor Emeritus of Psychology (1994) Lorna R. Blake Director Emerita of Admission (1991) Lois Ann Hartman Dean Emerita of the Smith College School for Jean Higgins Social Work and Elizabeth Marting Treuhaft Professor Emerita of Religion and Biblical Professor Emerita of the Smith College School for Lit er a ture (1991) Social Work (1994) Joan Hatch Lennox Erna Berndt Kelley Associate Professor Emerita of Sociology (1991) Professor Emerita of Spanish and Portuguese Caryl Miriam Newhof (1995) Professor Emerita of Exercise and Sport Stud ies Murray James Kiteley (1991) Sophia Smith Professor Emeritus of Philosophy Charles Langner Robertson (1995) Professor Emeritus of Government (1991) Melvin S. Steinberg Joan Maxwell Bramwell Professor Emeritus of Physics (1995) Professor Emerita of English Language and Charles L. Johnson Literature (1992) Associate Treasurer Emeritus (1995) Gemze de Lappe Yechiael E. Lander Artist in Residence Emerita, Dance De part ment Jewish Chaplain Emeritus (1995) (1992)

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Jack W. Simpkin Taitetsu Unno Director Emeritus of Personnel Services (1995) Jill Ker Conway Pro fes sor Emeritus of Religion and East Asian Studies (1998) Peter Niles Rowe Professor Emeritus of Gov ern ment (1995) Kenneth P. Hellman Professor Emer i tus of Chemistry (1999) Alice Rodriguez Clemente Professor Emerita of Span ish and Portuguese Francis Murphy and of Comparative Literature (1996) Professor Emer i tus of English (1999) Quentin Quesnell Lawrence Alexander Joseph Roe/Straut Professor Emer i tus in the Professor Emeritus of French Language and Humanities (Re li gion and Biblical Lit er a ture) Literature (2000) (1996) Thomas Hastings Lowry Margaret L. Shook Professor Emeritus of Chemistry (2000) Professor Emerita of En glish Language and Philipp Otto Naegele Lit er a ture (1996) William R. Kenan, Jr. Professor Emeritus of Robert Teghtsoonian Mu sic (2000) Professor Emeritus of Psy chol o gy (1996) Helen E. Searing Igor Zelljadt Alice Pratt Brown Professor Emerita of Art Professor Emeritus of Russian Language and (2000) Literature (1996) Frances Cooper Volkmann Elizabeth Ann Tyrrell Harold Edward and Elsa Siipola Israel Professor Professor Emerita of Biological Sciences (1996) Emerita of Psychology (2000)

Phyllis Joan Cassidy Raymond A. Ducharme, Jr. Professor Emerita of Mathematics (1997) Professor Emeritus of Education and Child Study (2001) Bruce Theodore Dahlberg Professor Emeritus of Religion and Biblical George Fleck Lit er a ture (1997) Professor Emeritus of Chemistry (2001) D. Dennis Hudson Patricia Weed Professor Emeritus of World Religions (2001) Professor Emerita of French Language and Lit er a ture (1997) Mary Helen Laprade Lecturer Emerita in Biological Sciences (2001) Marie-José Madeleine Delage Professor Emerita of French Language and Walter Morris-Hale Literature (1998) Professor Emeritus of Government and Afro-Amer i can Studies (2001) Philip Green Sophia Smith Professor Emeritus of Brian White Government (1998) Professor Emeritus of Geology (2001) Seymour William Itzkoff R. Jackson Wilson Professor Emeritus of Education and Child Study Sydenham Clark Parsons Professor Emeritus of (1998) History (2001) Cynthia Taft Morris Kathyrn Addelson Charles N. Clark Professor Emerita of Mary Huggins Gamble Professor Emerita of Economics (1998) hi los o phy (2002)

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David Ball Yvonne Daniel Professor Emeritus of French Language and Professor Emerita of Dance and Afro-American Lit er a ture and Comparative Literature (2002) Studies (2004) Charles Cutler Kenneth Edward Fearn Professor Emeritus of Spanish and Portuguese Professor Emeritus of Music (2004) (2002) Lester K. Little Ronald Perera Dwight W. Morrow Professor Emeritus of History Elsie Irwin Sweeney Professor Emeritus of (2004) Music (2002) Elliot Melville Offner Philip D. Reid Andrew W. Mellon Professor Emeritus in the Louise C. Harrington Professor Emeritus of Humanities (Art) and Printer Emeritus to the Biological Sciences (2002) College (2004) James Sacré Donald Leonard Robinson Doris Silbert Professor Emeritus in the Charles N. Clark Professor Emeritus of Humanities (French Language and Literature ) Government (2004) (2002) Eleanor Rothman Malcolm B. E. Smith Director Emerita of Ada Comstock Scholars Professor Emeritus of Philosophy (2002) Program (2004) Richard White Harold Lawrence Skulsky Professor Emeritus of Astronomy (2002) Mary Augusta Jordan Professor Emeritus of English Language and Literature (2004) Joan M. Afferica L. Clark Seelye Professor Emerita of History Hans Rudolf Vaget (2003) Helen and Laura Shedd Professor Emeritus of German Studies and Professor Emeritus of Robert T. Averitt Comparative Literature (2004) Professor Emeritus of Economics (2003) Karl Paul Donfried Kathryn Burnett Elizabeth A. Woodson 1922 Professor Emeritus of Associate Librarian Emerita (2003) Religion and Biblical Literature (2005) Thomas Sieger Derr, Jr. Ann Arnett Ferguson Professor Emeritus of Religion and Biblical Associate Professor Emerita of Afro-American Literature (2003) Studies (2005) Jaroslaw Volodymyr Leshko Caroline Houser Professor Emeritus of Art (2003) Professor Emerita of Art (2005) Peter B. Pufall Chester J. Michalik Professor Emeritus of Psychology (2003) Professor Emeritus of Art (2005) Donald Baldwin Reutener, Jr. John Porter Sessions Professor Emeritus of Psychology (2003) Professor Emeritus of Music (2005) Peter I. Rose Sophia Smith Professor Emeritus of Sociology and Anthropology (2003) William P. Wittig Professor Emeritus of Music (2003)

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Mary Ellen Birkett Professors Professor of French Studies Martha A. Ackelsberg A.B. Smith College, M.Phil., Ph.D. Yale University. Professor of Government and of Women’s Fletcher A. Blanchard Studies Professor of Psychology B.A. Radcliffe College, M.A., Ph.D. Princeton B.A. University of New Hampshire, Ph.D. University University. of Colorado. Michael O. Albertson Peter Anthony Bloom L. Clark Seelye Professor of Mathematics Grace Jarcho Ross 1933 Professor of Humanities, B.S. Michigan State University, Ph.D. University of (Music) Pennsylvania. B.A. Swarthmore College, M.A., Ph.D. University of Mark Aldrich Pennsylvania. Marilyn Carlson Nelson Professor of Economics Susan C. Bourque B.A. Middlebury College, M.A. University of Esther Booth Wiley Professor of Government and California at Berkeley, Ph.D. University of Texas. Provost/Dean of the Faculty Paul Alpers B.A., Ph.D. Cornell University. Professor-in-Residence Scott A. Bradbury Margaret E. Anderson Professor of Classical Languages and Literatures Professor of Biological Sciences B.A. Amherst College, B.A., M.A. Corpus Christi B.A. Augustana College, Ph.D. Stanford University. College, Oxford University, Ph.D. University of California at Berkeley. Frédérique Apffel-Marglin Professor of Anthropology John B. Brady B.A., Ph.D. Brandeis University. Mary Elizabeth Moses Professor of Geology A.B. Harvard College, M.S. University of California Maria Nemcová Banerjee at Los Angeles, Ph.D. Harvard University. Professor of Russian Language and Literature Baccalauréat, Collège Marie de France, Montreal, Barbara Brehm-Curtis M.A. Université de Montréal, Ph.D. Harvard Professor of Exercise and Sport Studies University. B.A. Duke University, M.A., Ed.D. Columbia University. Randall Bartlett Professor of Economics Richard T. Briggs A.B. Occidental College, M.A., Ph.D. Stanford Professor of Biological Sciences University. B.A. College of Wooster, Ph.D. University of Kansas. Donald C. Baumer Jane Bryden Professor of Government Iva Dee Hiatt Professor of Music B.A. Ohio University, M.A., Ph.D. Ohio State B.M., M.M. New England Conservatory. University. Robert Buchele Giovanna T. Bellesia Professor of Economics Professor of Italian Language and Literature B.S. University of California at Los Angeles, M.S. Ph.D. University of North Carolina at Chapel Hill, Massachusetts Institute of Technology, Ph.D. Dottore in Lingue e Letterature Straniere, I.U.L.M., Harvard University. Milano. H. Robert Burger Leonard Berkman Achilles Professor of Geology Anne Hesseltine Hoyt Professor of Theatre B.S. Yale University, A.M., Ph.D. Indiana University. B.A. Columbia College, M.F.A., D.F.A. Yale University.

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Carl John Burk John Davis Elsie Damon Simonds Professor of Biological Alice Pratt Brown Professor of Art Sciences A.B. Cornell University, M.A., M.Phil., Ph.D. A.B. Miami University, M.A., Ph.D. University of Columbia University. North Carolina. Jill G. de Villiers A. Lee Burns Professor of Philosophy and Sophia and Austin Professor of Art Smith Professor of Psychology B.A., M.S., M.F.A. University of Iowa. B.Sc. Reading University, England, Ph.D. Harvard University. James Joseph Callahan Professor of Mathematics Peter A. de Villiers B.A. Marist College, Ph.D. New York University. Sophia and Austin Smith Professor of Psychology B.A. Rhodes University, South Africa, B.A. Oxford Carol T. Christ University, Ph.D. Harvard University. President and Professor of English Language and Literature Piotr Decowski B.A. Douglass College, M.Ph., Ph.D. Yale University. Professor of Physics M.Sc., Ph.D. University of Warsaw. J. Patrick Coby Professor of Government Donna Robinson Divine B.A., M.A., Ph.D. University of Dallas. Morningstar Family Professor in the Field of Jewish Studies and Professor of Government David Warren Cohen B.A. Brandeis University, Ph.D. Columbia University. Professor of Mathematics B.S. Worcester Polytechnic Institute, M.S., Ph.D. Eglal Doss-Quinby University of New Hampshire. Professor of French Studies B.A. State University of New York at Stony Brook, Rosetta Marantz Cohen M.A., Ph.D. New York University. Professor of Education and Child Study B.A. Yale University, M.F.A. Columbia University, Nalini Easwar M.Ed., Ed.D. Teachers College, Columbia. Professor of Physics B.Sc., M.Sc. University of Bombay, India, M.S., John M. Connolly Ph.D. University of Pittsburgh. Professor of Philosophy B.A. Fordham College, M.A. Oxford University, Suzan Edwards Ph.D. Harvard University. Professor of Astronomy B.A. Dartmouth College, M.S., Ph.D. University of Nora F. Crow Hawaii. Professor of English Language and Literature A.B. Stanford University, A.M., Ph.D. Harvard Karen Smith Emerson University. Professor of Music B.A. Luther College, M.M. University of Illinois. H. Allen Curran William R. Kenan, Jr. Professor of Geology Richard Fantasia B.S. Washington and Lee University, M.S., Ph.D. Professor of Sociology University of North Carolina at Chapel Hill. B.S. Upsala College, M.S. State University of New York at Buffalo, Ph.D. University of Massachusetts R. Craig Davis at Amherst. Professor of English Language and Literature B.A. College of William and Mary, M.A. University of Craig M. Felton Wales, Ph.D. University of Virginia. Professor of Art B.A. Saint Vincent College, M.A., Ph.D. University of Pittsburgh.

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Dean Scott Flower Michael Gorra Professor of English Language and Literature Mary Augusta Jordan Professor of English A.B. University of Michigan, Ph.D. Stanford Language and Literature University. A.B. Amherst College, Ph.D. Stanford University. Elliot Mayer Fratkin Justina Winston Gregory Professor of Anthropology Professor of Classical Languages and Literatures B.A. University of Pennsylvania, M.Phil. University of A.B. Smith College, M.A., Ph.D. Harvard University. London, Ph.D. Catholic University of America. Peter Gregory Sue J. M. Freeman Jill Ker Conway Professor of Religion and East Professor of Education and Child Study Asian Studies B.A. Rutgers University, M.S., Ph.D. University of B.A. Princeton University, M.A. Claremont Graduate Wisconsin. School, Ph.D. Harvard University. Daisy Fried Gertraud Gutzmann Grace Hazard Conkling Writer-in-Residence Professor of German Studies B.A., M.A. Middlebury College, Ph.D. University of Randy O. Frost Massachusetts at Amherst. Harold Edward and Elsa Siipola Israel Professor of Psychology Ruth Haas B.A., M.A., Ph.D. University of Kansas. Professor of Mathematics and of Engineering B.A. Swarthmore College, M.S., Ph.D. Cornell Martine Gantrel University. Professor of French Studies Agrégée de l’Université, Docteur de Troisième Deborah Haas-Wilson Cycle en Littérature Française, La Sorbonne, Paris, Professor of Economics France. B.A. University of Michigan, M.A., Ph.D. University of California at Berkeley. Daniel K. Gardner Dwight W. Morrow Professor of History Andrea Hairston A.B. Princeton University, Ph.D. Harvard University. Professor of Theatre and Afro-American Studies A.B. Smith College, A.M. Brown University. Jay L. Garfi eld Doris Silbert Professor of Philosophy Katherine Taylor Halvorsen A.B. Oberlin College, M.A., Ph.D. University of Professor of Mathematics Pittsburgh. B.A. University of Michigan, M.Ed. Boston University, M.S. University of Washington, D.Sc. Paula J. Giddings Harvard School of Public Health. Professor of Afro-American Studies and Editor of Meridians Elizabeth Wanning Harries B.A. Howard University. Laura Shedd Professor of English Language and Literature and of Comparative Literature Myron Peretz Glazer A.B. Vassar College, M.A.T., Ph.D. Yale University. Barbara Richmond Professor in the Social Sciences Mary Harrington B.A. City College of New York, M.A. Rutgers Tippit Professor in the Life Sciences University, M.A., Ph.D. Princeton University. (Psychology) B.Sc. Pennsylvania State University, M.A. University Steven Martin Goldstein of Toronto, Ph.D. Dalhousie University. Sophia Smith Professor of Government B.A. Tufts College, M.A. Fletcher School of Law and Diplomacy, Ph.D. Columbia University.

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Virginia Hayssen Monica Jakuc Professor of Biological Sciences Elise Irwin Sweeney Professor of Music B.A. Pomona College, Ph.D. Cornell University. B.S., M.S. Juilliard School of Music. Susan Heideman James H. Johnson Professor of Art Professor of Exercise and Sport Studies B.F.A. Boston University School for the Arts, M.F.A. B.S., M.S., Ph.D. Louisiana State University. Indiana University. Ann Rosalind Jones John D. Hellweg Esther Cloudman Dunn Professor of Professor of Theatre Comparative Literature B.A. University of California at Riverside, M.A. B.A. University of California at Berkeley, M.A. Stanford University, Ph.D. University of California at Columbia University, Ph.D. Cornell University. Berkeley. Linda E. Jones James M. Henle Director, Picker Engineering Program, Rosemary Professor of Mathematics Bradford Hewlett ’40 Professor A.B. Dartmouth College, Ph.D. Massachusetts B.S. Mary Washington College, M.S., Ph.D. Institute of Technology. Pennsylvania State University. Elizabeth Erickson Hopkins Donald Joralemon Professor of Anthropology Professor of Anthropology B.A. Wellesley College, M.A., Ph.D. Columbia B.A. Oberlin College, M.A., Ph.D. University of University. California at Los Angeles. Daniel Horowitz Roger T. Kaufman Mary Huggins Gamble Professor of American Professor of Economics Studies, and Associated Member of History B.A. Williams College, Ph.D. Massachusetts Institute B.A. Yale College, Ph.D. Harvard University. of Technology. Helen Lefkowitz Horowitz Barbara A. Kellum Sydenham Clark Parsons Professor of History Professor of Art and Professor of American Studies A.B., A.M. University of Southern California, A.M. B.A. Wellesley College, M.A., Ph.D. Harvard University of Michigan, Ph.D. Harvard University. University. Jocelyne Kolb Deborah Howard Professor of German Studies Kennedy Professor in Renaissance Studies (Art) B.A. Smith College, Ph.D. Yale University. Jamie Hubbard Frederick Leonard Professor of Religion and Yehan Numata Professor of Economics Lecturer in Buddhist Studies B.S., M.A. Miami University, Ph.D. University of B.A. Webster University, M.A., Ph.D. University of Michigan. Wisconsin. Ann Leone Jefferson Hunter Professor of French Studies Professor of English Language and Literature A.B. Smith College, M.A., Ph.D. Brown University. B.A. Pomona College, B.A. University of Bristol, Robert G. Linck Ph.D. Yale University. Professor of Chemistry Leslie R. Jaffe, M.D. B.S. Case Institute of Technology, Ph.D. University Adjunct Associate Professor of Biological of Chicago. Sciences and College Physician

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Mahnaz Mahdavi Howard Allen Nenner Professor of Economics Roe/Straut Professor in the Humanities B.A. N.I.O.C. College of Accounting and B.A. Queens College, LL.B. Columbia University, Finance, M.A. Eastern Michigan University. Ph.D. University of California at Berkeley. Maureen A. Mahoney Catharine Newbury Adjunct Professor of Psychology and Dean of the Professor of Government College B.A. Willamette University, M.A., Ph.D. University of B.A. University of California at Santa Cruz, Ph.D. Wisconsin, Madison. Cornell University. David Newbury Alan L. Marvelli Gwendolen Carter Professor of African Studies Professor of Education and Child Study, Director (History) of the Smith College-Clarke School for the Deaf B.A. Williams College, M.A., Ph.D. University of Teacher Education Program Wisconsin, Madison. B.S. Bridgewater State College, M.E.D. Smith Robert M. Newton College, Ed.D. University of Massachusetts at Professor of Geology Amherst. B.A. University of New Hampshire, M.A. State Joseph George McVeigh University of New York at Binghamton, Ph.D. Professor of German Studies University of Massachusetts. B.A. La Salle College, M.A., Ph.D. University of Herbert Nickles Pennsylvania. Director of Information Technology Services Lawrence Meinert B.A., M.A. University of California, Riverside. Professor-in-Residence Jessica F. Nicoll B.A. Carleton College, Ph.D. Stanford University. Director of the Smith College Museum of Art and Robert B. Merritt Chief Curator Professor of Biological Sciences A.B. Smith College, M.A. University of Delaware. B.A., Ph.D. University of Kansas. Gary L. Niswonger Richard Millington Professor of Art Sylvia Dlugasch Bauman Professor of American B.A. Miami University, M.Ed. Ohio University, M.F.A. Studies and Professor of English Language and Rhode Island School of Design. Literature Richard Francis Olivo A.B. Harvard College, M.A., M.Phil., Ph.D. Yale Professor of Biological Sciences University. A.B. Columbia University, A.M., Ph.D. Harvard Gwendolyn Mink University. Charles N. Clark Professor of Women’s Studies William Allan Oram B.A. University of California, Berkeley, Ph..D. Helen Means Professor of English Language and Cornell University. Literature Barry Moser B.A. Yale College, B.A. Merton College, Oxford, Professor-in-Residence, Art Ph.D. Yale University. B.S. University of Chattanooga. Joseph O’Rourke Albert Mosley Spencer T. and Ann W. Olin Professor of Computer Science and Professor of Mathematics Professor of Philosophy B.S. St. Joseph’s University, M.S., Ph.D. University of B.S., Ph.D. University of Wisconsin, Madison. Pennsylvania.

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Thalia Alexandra Pandiri Denise Rochat Professor of Classical Languages and Literatures Professor of French Studies and of Comparative Literature B.A. Southeastern Massachusetts University, M.A., A.B. City College of New York, A.M., Ph.D. Ph.D. Brown University. Columbia University. Thomas H. Rohlich Douglas Lane Patey Professor of East Asian Languages and Sophia Smith Professor of English Language and Literatures Literature B.A., M.A., Ph.D. University of Wisconsin-Madison. A.B. Hamilton College, M.A. (Philosophy), M.A. Alan N. Rudnitsky (English), Ph.D. University of Virginia. Professor of Education and Child Study Paulette Peckol B.S. Drexel University, M.Ed. University of Louise Harrington Professor of Biological Massachusetts at Amherst, Ph.D. Cornell University. Sciences Neal E. Salisbury B.A. Wittenberg University, Ph.D. Duke University. Professor of History Karen Pfeifer B.A., M.A., Ph.D. University of California at Los Professor of Economics Angeles. B.A. University of Connecticut, M.A. State University Elizabeth Savoca of New York at Binghamton, Ph.D. American Professor of Economics University. B.A. Douglass College of Rutgers University, M.A., Dwight Pogue Ph.D. University of California at Berkeley. Professor of Art Marilyn Schuster B.F.A., M.S. Kansas State College, M.F.A. University Andrew W. Mellon Professor in the Humanities of Oklahoma. (Women’s Studies) Alfonso Procaccini B.A. Mills College, M.Phil., Ph.D. Yale University. Professor of Italian Language and Literature Stylianos P. Scordilis B.A. Rider College, M.A. Middlebury College, Ph.D. Professor of Biological Sciences Johns Hopkins University. A.B. Princeton University, Ph.D. State University of Charles Eric Reeves New York at Albany. Professor of English Language and Literature Sharon Cadman Seelig B.A. Williams College, M.A., Ph.D. University of Professor of English Language and Literature Pennsylvania. B.A. Carleton College, M.A., Ph.D. Columbia Nola Reinhardt University. Professor of Economics Marjorie Lee Senechal A.B. University of Connecticut, M.A., Ph.D. Louise Wolff Kahn Professor in Mathematics and University of California at Berkeley. History of Science and Technology; Director of Barbara B. Reinhold the Kahn Institute Director of the Career Development Offi ce and B.S. University of Chicago, M.S., Ph.D. Illinois Adjunct Associate Professor of Psychology Institute of Technology. B.A. Hood College, M.Ed., C.A.G.S., Ed.D. Christine M. Shelton Northeastern University. Professor of Exercise and Sport Studies Marylin Martin Rhie B.S. Madison College, M.S. James Madison Jessie Wells Post Professor of Art and Professor of University. East Asian Studies M.A., Ph.D. University of Chicago.

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Richard Jonathan Sherr Stephen G. Tilley Caroline L. Wall ’27 Professor of Music Myra A. Sampson Professor of Biological B.A. Columbia University, M.F.A., Ph.D. Princeton Sciences University. B.S. Ohio State University, M.S., Ph.D. University of Michigan. Donald Steven Siegel Professor of Exercise and Sport Studies Susan R. Van Dyne B.S. Brooklyn College, M.S. University of Professor of Women’s Studies Massachusetts at Amherst, Ed.D. University of B.A. University of Missouri at Columbia, Ph.D. North Carolina at Greensboro. Harvard University. Patricia Lyn Skarda Janie Vanpée Professor of English Language and Literature Professor of French Studies B.A. Sweet Briar College, Texas Tech University, B.A. Smith College, M.Phil., Ph.D. Yale University. Ph.D. University of Texas at Austin. Susan Kay Waltner Catherine H. Smith Professor of Dance Professor of Theatre B.A. Occidental College, M.S. University of A.B. Smith College, M.A. University of Virginia, Wisconsin. M.F.A. University of Texas. Donald Franklin Wheelock Ruth Ames Solie Irwin and Pauline Alper Glass Professor of Music Sophia Smith Professor of Music A.B. Union College, M.Mus. Yale School of Music. A.B. Smith College, M.A., Ph.D. University of Steven A. Williams Chicago. Gates Professor of Biological Sciences Elizabeth V. Spelman B.A., M.S., Ph.D. University of California at Davis. Barbara Richmond 1940 Professor in the Louis Wilson Humanities, Professor of Women’s Studies and Professor of Afro-American Studies of Philosophy B.A. California State University, M.A., Ph.D. B.A. Wellesley College, Ph.D. Johns Hopkins University of California at Los Angeles. University. Alexander Woronzoff-Dashkoff Charles P. Staelin Professor of Economics and Dean for Academic Professor of Russian Language and Literature Development/Director of Sponsored Research B.A. University of California at Los Angeles, M.A., B.A., M.S., Ph.D. University of Michigan. Ph.D. University of Southern California. Dennis T. Yasutomo Nancy Saporta Sternbach Professor of Spanish and Portuguese and of Professor of Government Women’s Studies B.A., M.A. San Francisco State University, M.A., B.A. University of Wisconsin, M.A. Middlebury M.Phil., Ph.D. Columbia University. College, Madrid, Ph.D. University of Arizona. Carol Zaleski Ileana Streinu Professor of Religion Professor of Computer Science B.A. Wesleyan University, M.A., Ph.D. Harvard Ph.D. Rutgers University. University. Margaret Skiles Zelljadt lê thi diem thúy Professor of German Studies and Dean of the Elizabeth Drew Professor, English Language and Senior Class Literature A.B. University of Michigan, A.M. Indiana University, Ph.D. University of Massachusetts at Amherst.

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Malgorzata Zielinska-Pfabé Anna Botta Sophia Smith Professor of Physics Associate Professor of Italian Language and M.Sc. University of Warsaw, Ph.D. Institute of Literature and of Comparative Literature Nuclear Research, Warsaw. Laurea, Università di Torino, M.A., Ph.D. University of Pennsylvania. Andrew Zimbalist Robert A. Woods Professor of Economics Nancy Mason Bradbury B.A. University of Wisconsin, M.A., Ph.D. Harvard Associate Professor of English Language and University. Literature ______B.A. Smith College, M.A. Boston College, Ph.D. University of California at Berkeley. Associate Professors Brigitte Buettner Ravina Aggarwal Priscilla Paine Van der Poel Associate Professor Associate Professor of Anthropology of Art History B.A. University of Bombay, M.S. Purdue University, Maîtrise, Université de Paris-X Nanterre, Ph.D. Ph.D. University of Indiana. Ecole des Hautes Etudes en Sciences Sociales, Paris. Pau Atela Associate Professor of Mathematics Mlada Bukovansky Licenciatura en Mathemáticas, University of Associate Professor of Government Barcelona, Ph.D. Boston University. B.A. Colorado College, M.A., Ph.D. Columbia University. Raphael Atlas Associate Professor of Music Patricia Marten DiBartolo B.Mus. Oberlin College, M.Phil., Ph.D. Yale Associate Professor of Psychology University. A.B. Smith College, M.A., Ph.D. State University of New York at Albany. Ernest J. Benz Associate Professor of History Robert Dorit B.A., M.A., Ph.D. University of Toronto. Associate Professor of Biological Sciences B.A., M.A. Stanford University, M.A., Ph.D. Harvard Merrie Bergmann University. Associate Professor of Computer Science B.A. Douglass College, M.S. Wright State University, Lois C. Dubin M.A., Ph.D. University of Toronto. Associate Professor of Religion D.C.S., B.A. McGill University, A.M., Ph.D. Harvard Nalini Bhushan University. Associate Professor of Philosophy B.A. Stella Maris College, Madras University, Lauren E. Duncan M.A., M.Phil. Madras Christian College, Madras Associate Professor of Psychology University, India, Ph.D. University of Michigan. B.A. University of Southern California, Los Angeles, M.A., Ph.D. University of Michigan, Ann Arbor. David Bickar Associate Professor of Chemistry Glenn Ellis B.A. Reed College, Ph.D. Duke University. Associate Professor in Residence (Engineering) B.S. Lehigh University, M.A., Ph.D. Princeton Rodger Blum University. Associate Professor of Dance M.F.A. University of California at Irvine. Susan Etheredge Associate Professor of Education and Child Study Stefan Bodnarenko A.B., Ed.M. Smith College, Ed.D. University of Associate Professor of Psychology Massachusetts, Amherst. A.B. Columbia University, M.Phil, Ph.D. City University of New York.

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Nathanael A. Fortune Maria Estela Harretche Associate Professor of Physics Associate Professor of Spanish and Portuguese B.A. Swarthmore College, Ph.D. Boston University. B.A. Taller de Investigaciones Dramaticas, La Plata (Argentina), M.A., Ph.D. University of California at Judy Franklin Davis. Associate Professor of Computer Science B.A. Clarion University of Pennsylvania, M.S., Ph.D. Robert Hauck University of Massachusetts, Amherst. Adjunct Associate Professor of Government Velma Garcia Alice Hearst Associate Professor of Government Associate Professor of Government B.A. Smith College, M.A., M.Phil., Ph.D. Yale B.A. Idaho State University, M.A., Ph.D. Cornell University. University, J.D. University of Washington Law School. Luc Gilleman Associate Professor of English Language and Maki Hirano Hubbard Literature Associate Professor of East Asian Languages and B.A. Vrije Universiteit, Brussel, Belgium; Ph.D. Literatures Indiana University. B.A. Waseda University, Tokyo, M.A., Ph.D. University of Wisconsin. Bosiljka Glumac Associate Professor of Geology Sam Intrator B.Sc., University of Zagreb, Croatia, Ph.D. University Associate Professor of Education and Child Study of Tennessee at Knoxville. B.A. State University of New York, Binghamton, M.A. Middlebury College, M.A., Ph.D. Stanford Howard Gold University. Associate Professor of Government B.A. McGill University, M.A., M.Phil., Ph.D. Yale Carolyn Jacobs University. Elizabeth Marting Treuhaft Professor, Dean of the School for Social Work, and Adjunct Christophe Golé Associate Professor in Afro-American Studies Associate Professor of Mathematics B.A. Sacramento State University, Ph.D. Brandeis B.A. Université Paris, M.A. University of California at University. Santa Cruz, Ph.D. Boston University. Joel S. Kaminsky Jonathan Gosnell Associate Professor of Religion Associate Professor of French Studies B.A. Miami University, M.A., Ph.D. University of B.A. Brown University, M.A. Ph.D. New York Chicago Divinity School. University. Ellen Kaplan Kyriaki Gounaridou Associate Professor of Theatre Associate Professor of Theatre B.A. State University of New York at Binghamton, B.F.A. Drama Conservatory of Thessaloniki, Greece, M.F.A. University of North Carolina at Greensboro. M.A. San Jose State College, Ph.D. University of California, Davis. Marina Kaplan Associate Professor of Spanish and Portuguese Ambreen Hai and of Latin American Studies Associate Professor of English Language and B.A. Loyola University, M.A., Ph.D. Tulane Literature University. B.A. Wellesley College, M.A., M.Phil., Ph.D. Yale University. Laura A. Katz Associate Professor of Biological Sciences A.B. Harvard College, Ph.D. Cornell University.

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Gillian Kendall James Miller Associate Professor of English Language and Associate Professor of Economics Literature B.A. Wesleyan University, M.A. Yale University, Ph.D. B.A., M.A. Stanford University, M.A., Ph.D. Harvard University of Chicago, J.D. Stanford. University. Patricia Y. Miller Deirdre Sabina Knight Associate Professor of Sociology Associate Professor of East Asian Languages and B.A. University of Illinois at Chicago Circle, M.S. Literatures University of Wisconsin, Ph.D. Northwestern B.A. University of Wisconsin, Madison, M.A. U University. niversity of California, Berkeley, M.A., Ph.D. John Moore University of Wisconsin, Madison. Associate Professor of Art Reyes Lázaro A.B. Cornell University, A.M., Ph.D. Harvard Associate Professor of Spanish and Portuguese University. B.A. Universidad de Deusto, Spain, M.A., Ph.D. Philip K. Peake University of Massachusetts at Amherst. Associate Professor of Psychology Gary Lehring B.A. Carleton College, Ph.D. Stanford University. Associate Professor of Government Cornelia Pearsall B.A., M.A. University of Louisville, Ph.D. University Associate Professor of English Language and of Massachusetts, Amherst. Literature Dana Leibsohn B.A., M.A., Ph.D. Yale University. Associate Professor of Art Bill E. Peterson B.A. Bryn Mawr College, M.A. University of Associate Professor of Psychology Colorado, Ph.D. University of California, Los B.A. University of California at Berkeley, M.A., Ph.D. Angeles. University of Michigan. Marc Lendler Joel Pitchon Associate Professor of Government Associate Professor of Music B.A. Antioch College, Ph.D. Yale University. B.Mus., M.Mus. The Julliard School. Susan Levin Kevin E. Quashie Associate Professor of Philosophy Associate Professor of Afro-American Studies B.A. Pomona College, Ph.D. Stanford University. B.A. Florida International University, M.A. Bowling Richard Lim Green State University, M.A., Ph.D. Arizona State Associate Professor of History University. A.B. University of California at Berkeley, M.A., Ph.D. Jeffry Ramsey Princeton University. Associate Professor of Philosophy Thomas S. Litwin B.A. Kansas State University, M.A., Ph.D. University Adjunct Associate Professor of Biological of Chicago. Sciences and Director of the Science Center Thomas A. Riddell B.A. Hartwick College, Ph.D. Cornell University. Associate Dean of the College, Dean of the First- James Lowenthal Year Class, and Associate Professor of Economics Associate Professor of Astronomy B.A. Swarthmore College, M.A., Ph.D. American B.S. Yale College, Ph.D. University of Arizona. University. Borjana Mikic Margaret Sarkissian Associate Professor of Engineering Associate Professor of Music B.S., M.A., Ph.D. Stanford University. B.Mus. King’s College, University of London, M.M., Ph.D. University of Illinois at Urbana-Champaign.

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Vera Shevzov Gregory White Associate Professor of Religion Associate Professor of Government B.A., M.Phil. Yale University, M.Div. St. Vladimir’s A.B. Lafayette College, M.A. University of Delaware, Orthodox Theological Seminary, Ph.D. Yale M.A., Ph.D. University of Wisconsin, Madison. University. Christine White-Ziegler Nancy J. Shumate Associate Professor of Biological Sciences Associate Professor of Classical Languages and B.A. University of Virginia, Ph.D. University of Utah. Literatures Nancy Whittier B.A. Indiana University, M.A., Ph.D. Harvard Associate Professor of Sociology University. B.A., M.A., Ph.D. Ohio State University. Patricia L. Sipe Paul Zimet Associate Professor of Mathematics Associate Professor of Theatre B.S. Union College, M.S., Ph.D. Cornell University. B.A. Columbia University. L. David Smith Ann Zulawski Associate Professor of Biological Sciences Associate Professor of History and of Latin B.A. University of Virginia, M.S. University of South American Studies Carolina, Ph.D. University of Maryland. B.A. University of Wisconsin at Madison, M.S. Bank Marc W. Steinberg Street College, M.A., Ph.D. Columbia University. Associate Professor of Sociology ______A.B., M.A. The Johns Hopkins University, Ph.D. University of Michigan. Assistant Professors Cristina Suarez Federica Anichini Associate Professor of Chemistry Assistant Professor of Italian Language and B.S., Ph.D.University of California at Davis. Literature Dominique F. Thiébaut Laurea, University of Florence, Italy, M.A., Ph.D. Associate Professor of Computer Science New York University. Diplôme d’Etudes Universitaires Générales Elisabeth Armstrong (DEUG), Université Pierre et Marie Curie, Assistant Professor of Women’s Studies Paris VI, France; Maîtrise ès Sciences, Institut B.A. Pomona College, M.A., Ph.D. Brown University. d’Informatique, Université Pierre et Marie Curie; M.S., Ph.D. University of Massachusetts. Michael Barresi Assistant Professor of Biological Sciences Michael Thurston B.A. Merrimack College, Ph.D. Wesleyan University. Associate Professor of English Language and Literature Darcy Buerkle B.A. University of North Texas, A.M., Ph.D. Assistant Professor of History University of Illinois, Urbana-Champaign. B.A. University of Missouri, Ph.D. Claremont Graduate University. Hélène Visentin Associate Professor of French Studies Justin Cammy B.A., M.A. Université de Montréal, Docteur de Assistant Professor of Jewish Studies L’Université de Paris-Sorbonne. B.A. McGill University, A.M., Ph.D. Harvard University. Doreen A. Weinberger Associate Professor of Physics Ginetta Candelario B.A. Mount Holyoke College, Ph.D. University of Assistant Professor of Sociology and Latin Arizona. American Studies A.B. Smith College, M.A., Ph.D. City University of New York.

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Judith Cardell Jennifer Guglielmo Clare Booth Luce Assistant Professor of Assistant Professor of History Computing Engineering B.A. University of Wisconsin, Madison, M.A. A.B., B.S., Cornell University, M.S., Ph.D. University of New Mexico, Ph.D. University of Massachusetts Institute of Technology. Minnesota. Floyd Cheung Andrew Guswa Assistant Professor of English Language and Assistant Professor of Engineering Literature B.Sc, Princeton University, M.Sc., Ph.D. Stanford B.A. Whittier College, M.A., Ph.D. Tulane University. University. Michael Cuthbert Adam Hall Visiting Assistant Professor of Music Assistant Professor of Biological Sciences B.A., M.A. University of Cambridge, U.K., Ph.D. Lewis Davis University of London, U.K. Assistant Professor of Economics B.S. Davidson College, Ph.D. University of North Salman Hameed Carolina at Chapel Hill. Visiting Assistant Professor in Astronomy B.S. State University of New York, Stony Brook, M.S. Cheryl Demharter New Mexico State University, Ph.D. New Mexico Visiting Assistant Professor of French Studies State University. Holly Derr Marguerite Harrison Visiting Assistant Professor of Theatre Assistant Professor of Spanish and Portuguese B.A. University of North Carolina at Chapel Hill, B.A. Mary Baldwin College, M.A. University of M.F.A. Columbia University. Texas, Austin, Ph.D. Brown University. Maureen Fagan Baba Hillman Assistant Professor of Chemistry Five College Assistant Professor of Film and B.S. University of New Hampshire, Ph.D. University Video of Wisconsin, Madison. Nicholas Horton Gary Felder Assistant Professor of Mathematics Assistant Professor of Physics A.B. Harvard College, Sc.D. Harvard School of B.A. Oberlin College, Ph.D. Stanford University. Public Health. Dawn Fulton Nicholas Howe Assistant Professor of French Studies Assistant Professor of Computer Science B.A. Yale University, Ph.D. Duke University. A.B. Princeton University, M.S., Ph.D. Cornell Serguei Glebov University. Five College Assistant Professor of Russian Susannah Howe History Visiting Assistant Professor in Engineering B.A. St. Petersburg State University, Russian B.S.E. Princeton University, M.Eng., Ph.D. Cornell Federation, M.A. Central European University, University. Budapest, Hungary. Shizuka Hsieh Suzanne Gottschang Assistant Professor of Chemistry Assistant Professor of Anthropology and East B.A. Carleton College, D.Phil. Oxford University Asian Studies (U.K.) B.A., M.A. University of California, Los Angeles, Ph.D. University of Pittsburgh. Jacques Hymans Assistant Professor of Government A.B. Harvard College, A.M., Ph.D. Harvard University.

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Benita Jackson Nancy Marie Mithlo Assistant Professor of Psychology Assistant Professor of Anthropology A.B. University of California, Berkeley, A.M., Ph.D. B.A. Appalachian State University, M.A., Ph.D. University of Michigan, Ann Arbor. Stanford University. Elizabeth Jamieson Grant Russell Moss Assistant Professor of Chemistry Senior Lecturer in Music and Organist to the A.B. Smith College, M.A., Ph.D. Massachusetts College Institute of Technology. B.Mus. University of Nebraska, M.M., M.M.A., D.M.A. Yale University. Michelle Joffroy Assistant Professor of Spanish and Portuguese Suleiman Ali Mourad B.A. University of Massachusetts at Amherst, M.A., Assistant Professor of Religion Ph.D. University of Arizona. B.S., B.A., M.A., American University of Beirut, M.Phil., Ph.D. Yale University. Alexandra Keller Assistant Professor of Film Studies Katwiwa Mule B.A. Harvard University, Ph.D. New York University. Assistant Professor of Comparative Literature and of Afro-American Studies Leslie King B.Ed., M.A. Kenyatta University, Nairobi, Ph.D. Assistant Professor of Sociology Pennsylvania State University. B.A. Hunter College, M.A., Ph.D. University of Illinois, Urbana-Champaign. Lucy Mule Assistant Professor of Education and Child Study Kimberly Kono B.Ed. Kenyatta University, Nairobi, Kenya, Ph.D. Assistant Professor of East Asian Languages and Pennsylvania State University. Literatures B.A., M.A., Ph.D. University of California, Berkeley. Jessica Neuwirth Adjunct Assistant Professor of American Studies Yuri Kumagai B.A. Wellesley College, M.A., Ph.D. University of Visiting Assistant Professor of East Asian Pennsylvania. Languages and Literatures B.A., M.Ed., Ed.D. University of Massachusetts, Roisin O’Sullivan Amherst. Assistant Professor of Economics M.A. Ohio State University, M.S. University of Suzanne J. LaFleur Galway, Ireland, Ph.D. Ohio State University. Assistant Professor of Psychology B.A. College of the Holy Cross, M.A., Ph.D. Robin Pritchard University of Virginia. Visiting Assistant Professor of Dance and Graduate Adviser Daphne Lamothe B.F.A. State University of New York, College at Assistant Professor of Afro-American Studies Purchase, M.F.A. University of California at Los B.A. Yale University, Ph.D. University of California, Angeles. Berkeley. Kate Queeney Yoonjin Lee Assistant Professor of Chemistry Assistant Professor of Mathematics B.A. Williams College, Ph.D. Harvard University. B.S. Ewha Womans University, Sc.M., Ph.D. Brown University. Sarah Reznikoff Visiting Assistant Professor of Mathematics Catherine McCune B.A., M.A., Ph.D. University of California, Berkeley. Visiting Assistant Professor of Mathematics B.S. Allegheny College, M.S., Ph.D. University of Massachuestts.

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Amy Larson Rhodes Susan Voss Assistant Professor of Geology Assistant Professor of Engineering A.B. Smith College, M.S., Ph.D. Darthmouth B.S. Brown University, M.S., Ph.D. Massachusetts College. Institute of Technology. Donna Riley Steve Waksman Assistant Professor of Engineering Assistant Professor of Music B.S.E. Princeton University, Ph.D. Carnegie Mellon B.A. University of California, Berkeley, M.A. University. University of North Carolina, Chapel Hill, Ph.D. University of Minnesota. Leanne Robertson Assistant Professor of Mathematics Frazer Ward B.A. Reed College, Ph.D. University of California at Assistant Professor of Art Berkeley. B.A., M.A. University of Sydney, Ph.D. Cornell University. Andy Rotman Assistant Professor of Religion Joel Westerdale B.A. Columbia University, Ph.D. University of Assistant Professor of German Studies Chicago. Carolyn Wetzel Kevin Rozario Assistant Professor of Biological Sciences Assistant Professor of American Studies B.S. University of Michigan, Ph.D. Cornell B.A. University of Warwick, U.K., M.A. University of University. London, Ph.D. Yale University. Elizabeth Wheatley Nicolas Russell Assistant Professor of Sociology Assistant Professor of French Studies Ph.D. University of California, Santa Cruz. B.A. University of Pittsburgh, M.A., Ph.D. University Maryjane Wraga of Virginia. Assistant Professor of Psychology Gail E. Scordilis B.A. University of Hartford, Ph.D. Emory University. Adjunct Assistant Professor of Biological SuJane Wu Sciences Assistant Professor of East Asian Languages and B.A. Smith College, Ph.D. University of Literatures Massachusetts. B.A. Soochow University, Taipei, Taiwan, M.A., Kevin Shea Ph.D. University of Wisconsin, Madison. Assistant Professor of Chemistry Lynn Yamamoto B.Sc. Worcester Polytechnic Institute, Ph.D. Assistant Professor of Art Massachusetts Institute of Technology. B.A. The Evergreen State College, M.A. New York Ardith Spence University. Assistant Professor of Economics Byron L. Zamboanga B.A. Carleton College, Ph.D. The University of Assistant Professor of Psychology Chicago. B.A. University of California, Berkeley, M.A., Ph.D. Fraser Stables University of Nebraska, Lincoln. Assistant Professor of Art ______B.A. Edinburgh College of Art, M.F.A. University of Guelph, Ontario, Canada. Instructors Paul Voss Ibtissam Bouachrine Assistant Professor of Engineering Instructor in Spanish and Portuguese B.A., B.S. Brown University, Ph.D. Harvard B.A., M.A. West Virginia University. University.

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André Dombrowski Melissa Belmonte Instructor in Art Lecturer in Spanish and Portuguese M.A. Courtauld Institute of Art, University of Silvia Berger London, Magister, University of Hamburg, Germany Lecturer in Spanish and Portuguese Christopher Hardin B.A. National Conservatory of Music, M.A., Ph.D. Visiting Instructor in Mathematics University of Massachusetts. B.A. Amherst College, M.S. Cornell University. Jeffrey Blankenship Maria Helena Rueda Lecturer in Landscape Studies Instructor in Spanish and Portuguese B.S. University of Kentucky, M.L.A. University of Licenciada, Universidad de Los Andes, Bogotá, Massachusetts. Columbia, M.A. State University of New York, Stony Jackie Blei Brook. Lecturer in Exercise and Sport Studies ______Melanie Bost-Fievet Lecturers Visiting Lecturer from the École Normale Supérieure in Paris Ladan Akbarnia M.A. Université Paris. Lecturer in Art Ann Edwards Boutelle Susan Heuck Allen Senior Lecturer in English Language and Lecturer in Archaeology Literature A.B. Smith College, M.A. University of Cincinatti, M.A. University of Saint Andrews, M.A., Ph.D. New Ph.D. Brown University. York University. Ernest Alleva Mark Brandriss Lecturer in Philosophy Lecturer in Geology B.A., M.A., M.Phil., Ph.D. Columbia University. B.A. Wesleyan University, M.S., Ph.D. Stanford Julio Alves University. Lecturer in English Language and Literature Billbob Brown Marnie Anderson Lecturer in Dance Lecturer in History Daniel Brown B.A. Smith College, M.A. University of Michigan. Lecturer in History Martin Antonetti B.A. Northwestern University, Ph.D. University of Lecturer in Art and Curator of Rare Books Chicago. M.S.L.S. Fabienne Bullot Nina Antonetti Lecturer in French Studies Lecturer in Landscape Studies License, Maîtrise, Paris W, Sorbonne, D.E.A., Paris B.A. Richmond College, Ph.D. University of London. X, Nanterre. Timothy Bacon Lâle Aka Burk Lecturer in Exercise and Sport Studies Senior Lecturer in Chemistry M.A. University of Toronto, Ph.D. L’Université de A.B. The American College for Girls, Istanbul, A.M. Montréal. Smith College, Ph.D. University of Massachusetts at Amherst. Linda Barakat Lecturer in Religion Carl Caivano B.A., G.S.D., Damascus University, Syria. Lecturer in Art B.F.A. Syracuse University, M.F.A. University of Massachusetts.

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Rosetta Caponetto Tom R. Dennis Lecturer in Italian Language and Literature Lecturer in Astronomy B.A. University of Bologna, Italy, M.A. University of B.A., M.A. University of Michigan, Ph.D. Princeton Bami, Italy, M.A. University of Connecticut. University. Debra L. Carney Ranjana Devi Lecturer in English Language and Literature Lecturer in Dance (University of Massachusetts B.A., M.F.A. University of Massachusetts. Fine Arts Center) Elizabeth E. Carr M. Darby Dyar Lecturer in Religion and Catholic Chaplain Lecturer in Astronomy B.A., M.A. University of Southern California, Ph.D. Sally Katzen Dyk Graduate Theology Union, Berkeley. Washington Scholar in Residence Linda Cavanaugh B.A. Smith College, J.D. University of Michigan. Lecturer in Mathematics Valija Evalds B.S., M.S. University of Massachusetts. Lecturer in Art Edward Check B.A. Mount Holyoke College, M.Phil., M.A. Yale Lecturer in Theatre University. B.F.A. State University of New York, Purchase, Molly Falsetti M.F.A. Yale University. Lecturer in Spanish and Portuguese Yoon-Suk Chung B.A. State University of New York, Binhamton, M.A. Lecturer in East Asian Languages and Literatures University of Massachusetts. B.A., M.A. Seoul National University, M.A., Ph.D. Paola Ferrario University of California, Berkeley. Harnish Visiting Artist Nancy Coiner B.F.A. San Francisco Art Institute, M.F.A. Yale Lecturer in English Language and Literature University. B.A. St. John’s College, M.Phil Oxford University, Charles Flachs Ph.D. Stanford University. Lecturer in Dance Jim Coleman Rose Flachs Lecturer in Dance Lecturer in Dance B.A. University of California at Santa Cruz, M.F.A. University of Utah. Joyce Follett George Colt Lecturer in American Studies Lecturer in American Studies B.S. Georgetown University, M.A. University of A.B. Harvard College, M.A. Johns Hopkins Massachusetts, Amherst, Ph.D. University of University. Wisconsin, Madison. Terese Freedman Debbie Cottrell Lecturer in History and Associate Dean of the Lecturer in Dance Faculty B.A. University of Colorado at Boulder. Richard Gassan Holly Davis Lecturer in English Language and Literature Lecturer in History B.A. Wittenberg University, M.A. State University of B.S., M.A. Ohio University, M.A, Ph.D. University of New York at Albany. Massachusetts, Amherst. Janice Gatty Mark Davis Visiting Artist in Dance Lecturer in Education and Child Study B.A. Mills College, Ed.M. Smith College, Ed.D. University of Massachusetts at Amherst.

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John Gibson W. Lane Hall-Witt Lecturer in Art Lecturer in History B.F.A. Rhode Island School of Design, M.F.A. Yale B.A. University of Oregon, M.A. Yale University. University. Christopher Hardin Sean Gilsdorf Lecturer in Mathematics Lecturer in History B.A. Amherst College, M.S. Cornell University. B.A. University of Colorado, M.A. University of Yehudit Heller Toronto. Lecturer in Jewish Studies Deborah Gilwood M.Ed. University of Massachusetts, Amherst. Lecturer in Music Marlo Henderson B.F.A., M.Mus. State University of New York. Lecturer in Psychology Patricia Gonzalez B.A. University of Alabama, Tuscaloosa, M.S. Lecturer in Spanish and Portuguese University of Massachusetts. B.A. Mary Baldwin College, M.A. Middlebury James Hicks College, Ph.D. University of Texas at Austin. Director, Diploma in American Studies Ron Gorevic B.A., B.S. Michigan State University, Ph.D. University Lecturer in Music of Pennsylvania. Performance Diploma, Guildhall School of Music, Constance Valis Hill London. Lecturer in Dance Serena Grattarola David Hinton Lecturer in Italian Language and Literature Lecturer in East Asian Languages and Literatures Laurea, University of Padua, M.A. University of B.A. University of Utah, M.F.A. Cornell University. California, Los Angeles, M.A., Harvard University. Jonathan Hirsh Amy Green Lecturer in American Studies Senior Lecturer and Director of Orchestral and Choral Activities A.B. Harvard College, Ph.D. Yale University. B.A. Amherst College, M.M., D.M.A. University of George S. Greenstein Michigan. Lecturer in Astronomy Robert Ellis Hosmer, Jr. B.S. Stanford University, Ph.D. Yale University. Senior Lecturer in English Language and Lowell Gudmundson Literature Lecturer in History A.B. College of the Holy Cross, M.A. (Religion) B.A. Macalester College, M.A. Stanford University, Smith College, M.A. (English), Ph.D. University of Ph.D. University of Minnesota. Massachusetts at Amherst. Peter Gunn Nancy Inouye Lecturer in History Lecturer in Film Studies A.B. Dartmouth College, M.Ed. Harvard University. B.A. Duke University, M.A., Ph.D. University of Massachusetts. Judith Halberstam Lecturer in Women’s Studies William Michael Irvine B.A. University of California, Berkeley, M.A., Ph.D. Lecturer in Astronomy University of Minnesota. B.A. Pomona College, M.A., Ph.D Harvard University. Jennifer Hall-Witt Lecturer in History Charles Johnson B.A. Northwestern University, M.A., Ph.D. Yale Lecturer in Economics University.

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Alice Julier Grant Xialguang Li Lecturer in Sociology Lecturer in East Asian Languages and Literatures B.A. Brandeis University, M.A. University of B.A., M.A. Heilongjiang University, China; M.A., Massachusetts. Ph.D. University of California, Irvine. Susan Kart Weijia Li, M.Ed. Lecturer in Art Lecturer in East Asian Languages and Literatures B.A. Smith College, M.A., M.Phil. Columbia College. Francie Lin Neal Katz Lecturer in English Language and Literature Lecturer in Astronomy Kenneth Lipitz Laura Katzman Lecturer in Dance Lecturer in American Studies Jonathan Lipman B.A. New York University, M.A., M.Phil., Ph.D. Yale Lecturer in East Asian Studies University. B.A. Harvard University, M.A., Ph.D. Stanford Judith Keyler-Mayer University. Lecturer in German Studies Sara London M.A. Ludwig-Maximilians Universität, Munich, Lecturer in English Language and Literature Germany. B.A., M.F.A. University of Iowa. Beth Kissileff Ana López-Sánchez Lecturer in English Language and Literature Lecturer in Spanish and Portuguese B.A. Columbia University, M.A., Ph.D. University of B.A. Universidad de Santiago de Compostela, Spain, Pennsylvania. M.A. University of Nottingham, UK. Lucretia Knapp Nia Love Lecturer in Film Studies and Art Lecturer in Dance B.A., M.A., The Ohio State University, M.F.A. B.F.A. Howard University, M.F.A. Florida State University of Michigan, Ann Arbor. University. Karen Koehler Daphne Lowell Lecturer in Art Lecturer in Dance B.A. University of Illinois, M.A. University of B.A. Tufts University, M.F.A. University of Utah. Massachusetts, Amherst, Ph.D. Princeton University. Kim Lyons Wendy Kohler Lecturer in Education and Child Study Lecturer in Sociology B.A. Vassar College, M.A. Antioch University, Ed.D. A.B. Smith College, M.A. State University of New University of Massachusetts, Amherst. York, Stony Brook. Carla Marcantonio John Kwan Lecturer in Astronomy Lecturer in Film Studies B.S. Utah State University, Ph.D. California Institute B.A., M.A. University of Colorado, Boulder. of Technology. Sherry Marker Barbara Lattanzi Lecturer in American Studies Lecturer in Art B.A. Radcliffe College, M.A. University of California at Berkeley. B.F.A. School of Art Institute of Chicago, M.A. State University of New York, Buffalo. Suk Massey Denise Lello Lecturer in East Asian Languages and Literatures Lecturer in Biological Sciences Daniel McClure B.A. University of Chicago, B.S., Ph.D. University of Lecturer in Afro-American Studies Washington.

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Betty McGuire Vittoria Offredi Poletto Lecturer in Biological Sciences Senior Lecturer in Italian Language and B.S. Pennsylvania State University, M.S., Ph.D. Literature University of Massachusetts. B.A. University of Birmingham, England. Malcolm McNee Phoebe Ann Porter Lecturer in Spanish and Portueguese Lecturer in Spanish and Portuguese B.A. University of Idaho, M.A. Tulane University. B.A. Bryn Mawr College, M.A., Ph.D. Brown University. Christiane Metral Lecturer in French Studies Beth Powell (Anne P. Anderson) Licence es Lettres, University of Geneva, Lecturer in Psychology Switzerland. A.B. Smith College, M.A., Ph.D. University of Massachusetts at Amherst. Elizabeth Meyersohn Lecturer in Art Cathy Hofer Reid B.A. Smith College Principal of the Campus School and Lecturer (Education and Child Study) Mikhail Mikeshin B.A. Hamline University, M.S. Utah State University, Lecturer in Russian Language and Literature Ph.D. University of Connecticut. M.A., Ph.D. St. Petersburg State University. Maureen Ryan Molly Monet-Viera Lecturer in Classical Languages and Literatures Lecturer in Spanish and Portuguese B.A., M.A., Ph.D. Ohio State University. Esteban Monserrate, Ph.D. Nicholas C. Rynearson Lecturer and Laboratory Instructor in Biological Lecturer in Classical Languages and Literatures Sciences B.A. Columbia University, B.A. Cambridge University M.S., Ph.D. University of Massachusetts, Amherst. Samuel Scheer Mary Murphy Lecturer in English Language and Literature Senior Lecturer in Mathematics B.A. Bennington College, M.Phil. Oxford University. B.A. College of St. Elizabeth, M.A.T. The Johns Hopkins University. Peter Schloerb Lecturer in Astronomy Patricia Nevers B.A. Hamilton College, Ph.D. California Institute of Hamburg Exchange Lecturer, Department of Technology. Education and Child Study Gretchen Schneider Rebecca Nordstrom Lecturer in Art Lecturer in Dance B.A. Smith College, M.Arch. Harvard University. B.A. Antioch College, M.F.A. Smith College. Katherine Schneider Christopher Overtree Lecturer in Art Lecturer in Psychology B.A. Yale University, M.F.A. Indiana University. B.A. Princeton University, M.S., Ph.D. University of Massachusetts. Stephen E. Schneider Lecturer in Astronomy David Palmer Lecturer in Psychology Peggy Schwartz B.S., M.S., Ph.D. University of Massachusetts. Lecturer in Dance B.A. University of Rochester, M.A. State University of New York at Buffalo.

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Michael Snediker Daniel Warner Lecturer in English Language and Literature Lecturer in Music Ronald L. Snell Ellen Doré Watson Lecturer in Astronomy Lecturer in English Language and Literature B.A. University of Kansas, M.A., Ph.D. University of B.A., M.F.A. University of Massachusetts, Amherst. Texas. Martin D. Weinberg Maria Succi-Hempstead Lecturer in Astronomy Lecturer in Italian Language and Literature Kate Weigand M.A. University of Kent, Canterbury, England. Lecturer in History Jane Stangl B.A. Case Western Reserve University, M.A., Ph.D. Lecturer in Exercise and Sport Studies The Ohio State University. B.S. University of Wisconsin, M.A. Bowling Green Robert Weinberg State University, Ph.D. University of Iowa. Lecturer in American Studies Nicomedes Suárez Aráuz Jon Western Senior Lecturer in Spanish and Portuguese Lecturer in Government B.A. University of Tampa, M.A. Utah State University, Ph.D. Ohio University. Michele Wick Atsuko Takahashi Lecturer in Psychology Lecturer in East Asian Languages and Literatures B.S. Cornell University, Ph.D. University of New B.A. Japan Women’s University, M.S.Ed. University York, Buffalo. of Pennsylvania. Catherine Wilson Cathy Weisman Topal Lecturer and Lab Instructor in Sociology Lecturer in Education and Child Study Wendy Woodson B.A. Cornell University, M.A.T. Harvard School of Lecturer in Dance Education. Judith Wopereis Amy Toulson Lecturer/Microscopy Technician in Biological Lecturer in Biological Sciences Sciences Sheralee Treshner B.S. Larenstein International Agricultural College, Lecturer in Psychology M.S. Wageningen Agricultural University, NL. Catherine Woronzoff-Dashkoff Janet Van Blerkom Lecturer in Physics Senior Lecturer in Russian Language and Literature B.S. Massachusetts Institute of Technology, Ph.D. University of Colorado. Baccalaureat ès Lettres, Lycée Française de Vienne, Austria, A.B. Smith College. Hugo Viera Jonathan Wyman Lecturer in Spanish and Portuguese Lecturer/Lighting Designer in Theatre B.A. University of Pennsylvania, Ph.D. Yale B.A. Plymouth State College, California State University. University at Fullerton, M.F.A. University of Angeliek von Hout Massachussetts. Visiting Lecturer in Philosophy Judith S. Young Richard Wallace Lecturer in Astronomy Lecturer in Anthropology A.B. Harvard College, M.S., Ph.D. University of Minnesota. Daniel Wang Lecturer in Astronomy

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Nan Zhang Meredith Michaels Lecturer in Theatre Research Associate in Philosophy B.A. Beijing University, M.A., M.F.A. The Ohio State Eric Hurley University. Research Associate in Psychology Ling Zhao George Robinson, Ph.D. Lecturer in East Asian Languages and Literatures Research Associate in Psychology B.A. Beijing University, M.A. Beijing Foreign Studies University. Martha Teghtsoonian, Ph.D. Jeffrey Zeigler Research Associate in Psychology Lecturer in Music Robert Teghtsoonian B.Mus. Eastman School of Music, M.Mus. Rice Research Associate in Psychology University. ______Benjamin Braude, Ph.D. Research Associate in Religion Instructional Support Edward Feld Personnel Research Associate in Religion Philip Zaleski Carol Bailey Research Associate in Religion Mendenhall Fellow in Afro-American Studies Meg Lysaght Thacher Cathy Schlund-Vials Laboratory Instructor in Astronomy Mendenhall Fellow in American Studies B.A. University of Texas, Austin, M.A. University of Gabrielle Immerman Massachusetts, Amherst. Laboratory Instructor in Biological Sciences Mikulas Fabry Mary McKitrick, Ph.D. Mellon Post-Doctoral Fellow in Government Laboratory Instructor in Biological Sciences Keisha-Kahn Yemaine Perry Esteban Monserrate, Ph.D. Mellon Post-Doctoral Fellow in Anthropology Laboratory Instructor in Biological Sciences Kirin Joya Makker Judith Wopereis, M.Sc. Assistant in Architecture Laboratory Instructor in Biological Sciences Alan Cottrell, Ph.D. Graham R. Kent, M.Sc. Research Associate in History Senior Laboratory Instructor in Biological Sciences Debbie Cottrell, Ph.D. Research Associate in History Maria Bickar Laboratory Instructor in Chemistry Erika Laquer, Ph.D. Research Associate in History Rebecca Thomas Laboratory Instructor in Chemistry Marylynn Salmon, Ph.D. Research Associate in History Virginia White, M.A. Senior Laboratory Instructor and Laboratory Revan Schendler, Ph.D. Supervisor in Chemistry Research Associate in History Timothy Doughty Janice Moulton, Ph.D. Laboratory Instructor in Engineering Research Associate in Philosophy Steve Gauren Laboratory Instructor in Geology

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Mimi Domeki Fania Tskalakos Assistant in East Asian Languages and Teaching Fellow in Dance Literatures (Japanese) Reiko Kato Marino Forlino Teaching Assistant in East Asian Languages and Assistant in Italian Language and Literature Literatures Joyce Palmer-Fortune Marilyn London, M.A. Laboratory Instructor in Physics Tutor Supervisor in Education and Child Study Jerzy W. Pfabé, M.Sc. Andrew R. Beal B.S. Laboratory Supervisor in Physics Teaching Fellow in Education and Child Study Julius Robinson, B.S. Jake A. Lauer, B.A. Principal Pianist, Dance Department Teaching Fellow in Education and Child Study David Palmer, Ph.D. Brianna L. Marzziotti, B.A. Assistant in Statistics, Psychology Department Teaching Fellow in Education and Child Study Esther Cuesta Dana L. Pagar, B.A. Teaching Assistant in Spanish and Portuguese Teaching Fellow in Education and Child Study Próspero Garcia Katherine F. Perkins, B.A. Teaching Assistant in Spanish and Portuguese Teaching Fellow in Education and Child Study Juan Pablo Jiménez Lawrence D. Robertson, B.A. Teaching Assistant in Spanish and Portuguese Teaching Fellow in Education and Child Study Justin Kratovil Marsa Daniel Teaching Fellow in Biological Sciences Teaching Fellow in Exercise and Sport Studies Nils Pilotte Brooke Diamond Teaching Fellow in Biological Sciences Teaching Fellow in Exercise and Sport Studies Diane Marie Proctor Mary Fagan Teaching Fellow in Biological Sciences Teaching Fellow in Exercise and Sport Studies Maria Solano Jennifer Steele Teaching Fellow in Biological Sciences Teaching Fellow in Exercise and Sport Studies Ariel Cohen Michelle Walsh Teaching Fellow in Dance Teaching Fellow in Exercise and Sport Studies Kellie Lynch Erica Wheeler Teaching Fellow in Dance Teaching Fellow in Exercise and Sport Studies Tara Madsen Bethia Woolf Teaching Fellow in Dance Teaching Fellow in Exercise and Sport Studies Dustyn Martincich Elizabeth Yasser Teaching Fellow in Dance Teaching Fellow in Exercise and Sport Studies Ching-Shan Parks Katie Kroll Teaching Fellow in Dance Teaching Fellow in Music Amy Softic Teaching Fellow in Dance

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 451451 77/26/05/26/05 9:20:389:20:38 AMAM 452 Administration Administration The Botanic Garden Michael Marcotrigiano, Ph.D. Office of the President and the Director Board of Trustees Carol T. Christ, Ph.D. Offi ce of Campus Operations and President Facilities Georgia Yuan, M.S., J.D. William R. Brandt, M.B.A. General Counsel and Secretary to the College Director Rebecca Lindsey, M.A. Secretary to the Board of Trustees and Assistant to The Smith College Campus School the President Cathy Hofer Reid, Ph.D. Margaret Averill, B.A. Principal Executive Secretary to the President Adrianne R. Andrews, Ph.D. Career Development Offi ce Ombudsperson Stacie Hagenbaugh, M.Ed. Director Office of Advancement Patricia Jackson, M.B.A The Chapel Vice President for Advancement Jennifer Walters, D.Min. Dean of Religious Life Nancy Harvin ’80, A.B. Director of Principal Gifts Elizabeth E. Carr, Ph.D. Chaplain to the College Cam Morin Kelly ’84, A.B. Adviser to Catholic Students Director of Planned Gifts and Bequests Bruce A. Bromberg Seltzer, M.A. Adam Siegel, J.D. Chaplain to the College Director of Major Gifts Adviser to Jewish Students Sandra Doucett, B.A. Khalilah Karim-Rushdan, M.S.W., L.C.S.W. Senior Director of Advancement and Corporate and Adviser to the Muslim Community Foundation Relations The Rev. Dr. Leon Tilson Burrows, D. Min. Ruth van Erp, M.A. Chaplain to the College Director of Advancement Services Adviser to Protestant Students Sheri Gladden, B.A. Director of Individual Gifts The Clark Science Center Laura Quinn, Ph.D. Thomas S. Litwin, Ph.D. Director of Donor Relations Director Ellen Catabia, M.L.S., M.A., M.S. Brenda Bolduc, A.B. Research Director Associate Director Barbara B. Reinhold, Ed.D. Director of Executive Education Office of College Relations Laurie Fenlason, A.B. The Athletic Department Executive Director of College Relations and Special Lynn Oberbillig, M.A., M.B.A. Assistant to the President Director

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Judith L. Marksbury, B.Ed. Offi ce of Enrollment Director of College Relations Audrey Smith, B.A. John G. Eue, M.A. Dean of Enrollment Senior Director of Publications and Communications Deb Shaver, M.S. Director of Admission Offi ce of the Dean of the College Sidonia M. Dalby, M.Ed. Maureen Mahoney, Ph.D. Karen Kristof, A.B. Dean of the College Elizabeth Beal Associate Directors of Admission Tom Riddell, Ph.D. Associate Dean of the College and Dean of the Deb Luekens, G.A. First-Year Class Senior Associate Director of Student Financial Services Margaret Zelljadt, Ph.D. Dean of the Senior Class Offi ce of the Vice President for Margaret Bruzelius, Ph.D. Finance and Administration Dean of the Sophomore and Junior Classes Ruth H. Constantine, M.B.A. Erika J. Laquer, Ph.D. Vice President for Finance and Administration Dean of Ada Comstock Scholars and Transfer Richard S. Myers, Ph.D. Students Chief Planning and Budget Offi cer Mela Dutka, Ph.D. Basil Stewart, B.B.A. Dean of Students Controller Becky Shaw, M.A. Director of Residence Life Health Services Adrian Beaulieu, Ed.S. Leslie R. Jaffe, M.D. Associate Dean for International Study College Physician and Director of Health Services Alison Tuttle Noyes, M.A. Pamela McCarthy, L.I.C.S.W. Assistant Dean for International Study Associate Director Hrayr C. Tamzarian, M.Ed. Elaine Longley, B.S.N. Associate Dean for Student Affairs and In ter na tion al Coordinator of Nursing Services Students and Scholars Tamra Bates, M.S. Offi ce of Human Resources Director of the Campus Center Candace Baer, M.A. Rae-Anne Butera, M.A. Interim Director of Human Resources Assistant Dean for Student Affairs Randy Shannon, B.S. Information Technology Services Housing Coordinator Herbert Nickles, M.A. Executive Director Dining Services Kate Etzel Kathleen Zieja, B.S. Director, User Services Director Tom Warger Interim Director, Educational Technology

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Ben Marsden, M.S. Martin Antonetti, M.S. Director, Systems and Network Services Curator of Rare Books Sharon Moore, B.A. Nanci A. Young, M.A. Director, Telecommunications College Archivist Yvonne Ting, M.S. Eric Loehr, M.L.S. Director, Administrative Software Systems and Library Systems Coordinator Technology The Smith College Museum of Art Offi ce of Institutional Diversity Jessica Nicoll ’83, M.A. Naomi Miller, Ph.D. Director and Chief Curator Assistant to the President and Director of David Dempsey, M.A. Institutional Diversity Associate Director of Museum Services Laura Rauscher, B.S. Linda D. Muehlig, M.A. Director of Disability Services Associate Curator of Paintings and Sculpture Offi ce of Institutional Research Offi ce of the Provost/Dean of the TBA Faculty Director Susan Bourque, Ph.D. Provost/Dean of the Faculty The Jacobson Center for Writing, Charles P. Staelin, Ph.D. Teaching and Learning Dean for Academic Development Julio Alves, Ph.D. Debora Cottrell, Ph.D. Acting Director Associate Dean of the Faculty and Director of The Libraries Graduate Programs Christopher Loring, M.A. Public Safety Director of Libraries Paul Ominsky, M.Ed. James Montgomery, M.S. Director Head of Catalogue Section Maria Brazill, M.A., M.S. Offi ce of the Registrar Coordinator of Collection Development and Patricia A. O’Neil, B.A. Head of Acquisitions Registrar Rocco Piccinino Jr., M.S.L.S. Coordinator of Branch Services and Science School for Social Work Librarian Carolyn Jacobs, Ph.D. Barbara Polowy, M.L.S. Dean Art Librarian Susan Donner, Ph.D. Marlene Wong, M.S.L.S. Associate Dean Librarian, Werner Josten Library Diane Tsoulas, J.D. Sherrill Redmon, Ph.D. Associate Dean for Administration Head of the Sophia Smith Collection and Coordinator of Special Collections

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COMMITTEE ON ACADEMIC PRIORITIES Standing Committees, Dean of the Faculty, Chair, non-voting (Susan Bourque); Dean for Academic Development, non- 2005-06 (Elected) voting (Charles Staelin); Dean of the College, non- voting (Maureen Mahoney); Ernest Benz (2008); ACADEMIC FREEDOM COMMITTEE Richard Briggs (2008); Alice Hearst (2008); Velma Garcia (2008); Adam Hall (2007); Jocelyne Jefferson Hunter (2008); Doreen Weinberger Kolb (2008) (2008); Faculty Council Representative (non-vot- COMMITTEE ON MISSION AND PRIORITIES ing): Susan Etheredge

President, Chair (Carol Christ); Vice Chair, Dean of LECTURE COMMITTEE the Faculty (Susan Bourque); Dean for Academic Mlada Bukovansky (2007); Michael Gorra (2006); Development (Charles Staelin); Dean of the College Marguerite Itamar Harrison (2008); Kevin Shea (Maureen Mahoney); Chief Financial Offi cer (Ruth (2007); Michael Thurston (2008); Chair of the Constantine); Vice President for Advancement Recreation Council (Patricia Jackson); Staff Member (to be an- nounced); Two students selected by the Student COMMITTEE ON EDUCATIONAL TECHNOLOGY Government Association (to be named); Two mem- Mary Ellen Birkett (2008); Christophe Gole bers of Faculty Council (to be named); Jane Bryden (2007); Nicholas Howe (2008); Samuel Intra- (2007); Robert Dorit (2007); Sue J.M. Freeman tor (2007); Gary Lehring (2008); Katwiwa Mule (2008) (2008); Dean for Academic Development (Charles Staelin); non-voting members: Executive Director COMMITTEE ON FACULTY COMPENSATION AND of Information Systems (Herb Nickles); Supervisor DEVELOPMENT Dean for Academic Development, Chair, non-voting of Computing and Technical Services in the (Charles Staelin); Pau Atela (2007); Robert Burger Science Center (Eric Brewer); Director of (2007); Randy Frost (2007); Karen Pfeifer (2006); Educational Technology (Robert Davis); Coordina- Frazer Ward (2007); Faculty Council Representa- tor of Library Systems (Eric Loehr) tive (non-voting): Borjana Mikic COMMITTEE ON GRIEVANCE Brigitte Buettner (2007); Justin Cammy (2008); FACULTY COUNCIL Nancy Bradbury (2007); Susan Etheredge (2008); Michelle Joffroy (2008); Ann R. Jones (2008); Amy Borjana Mikic (2008); Malgorzata Pfabe (2006); Rhodes (2008); Christine Shelton (2008); Steve Marilyn Schuster (2006) Waksman (2008); Alternates: to be named (2006) COMMITTEE ON THE LIBRARY COMMITTEE ON TENURE AND PROMOTION President, Chair (Carol Christ); Dean of the Faculty Dawn Fulton (2008); Luc Gilleman (2007); (Susan Bourque); Piotr Decowski (2008); Ruth Mahnaz Mahdavi (2007); Katherine Queeney Haas (2008); Andrea Hairston (2007); Elizabeth (2007); Vera Shevzov (2008); Non-voting: two Harries (2008); Susan Van Dyne (2007); Alternate: students chosen by Student Government Associa- To be announced (2006) tion; Director of Libraries (Chris Loring); Dean of the Faculty (Susan Bourque)

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Norma A. Melgoza ’92 Alumnae Association, 1007 W. Armitage Avenue, 2-F 2005-06 Chicago, IL 60614 Ann Burke Mikula ’90 Offi cers 11 Cranston Road President Winchester, MA 01890 Joanne Sawhill Griffi n ’72 Camille O'Bryant ’83 1152 Center Drive 1683 Mirasol Way St. Louis, MO 63117 Atascadero, CA 93422

Vice President Judith Ratzan ’62 Audrey Pack ’92 60 Edgewater Drive, 9-F 1313 Washington Street, 614 Coral Gables, FL 33133 Boston, MA 02118-2171 Abigail Slater ’80 Treasurer 87 Woodlawn Avenue, East Lynn Steppacher Martin ’75 Toronto, ON M4T 1B9, Canada 284 N. Woods Road Manhassett, NY 11030-1615 Debra Romero Thal ’77 40 Camino Del Tecolote Clerk Placitas, NM 87043-8802 Elizabeth Bennett Crowell ’86 16 Cornell Street Arlington, MA 02472 Ex Offi cio Carrie S. Cadwell, MEd. ’82 Directors Executive Director, AASC Lillian Agapalidou-Panagopoulou ’70 Laura Thomas Rivero ’84 11 Gavrielidou Str. 1470 Certosa Avenue Athens 11141, Greece Coral Gables, FL 33146-1920 Lisa Barr ’83 Student Representative 260 Percival Drive West Barnstable, MA 02268 Nicole Rodier ’06 Campus Box 8109 Laura Begley ’91 331 W. 21st Street, 1-R The Alumnae Offi ce New York, NY 10011-3070 Executive Director Torrey Stanley Carleton ’81 Carrie Staples Cadwell, M.Ed. ’82 134 Chichester Place San Antonio, TX 78209 Associate Director for Alumnae Education Betsy Adams Baird Linda Smith Charles ’74 450 Seven Oaks Road Associate Director for Reunions and Classes Orange, NJ 07050 Samantha K. F. Pleasant

Caroline Walsh Holt ’97 Editor of the Smith Alumnae Quarterly 405 N. Cleveland Street John MacMillan Arlington, VA 22201-1423

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 456456 77/26/05/26/05 9:20:399:20:39 AMAM 457 Index Abbreviations and symbols, explanation of, 66–68 minor advisers, 10 Absence, leaves of, 53–54 prebusiness, 10 Absence from classes, 52 prelaw, 11 Academic achievements, prizes and awards, 27–32 premajor and major advisers, 10 Academic calendar, vii premedical and prehealth pro fes sions, 10–11, Academic course load, 46 128 Academic credit, 49–51 African studies Academic divisions, 64–66 minor, 69–70 Academic Honor System, 11 Five College certifi cate in, 407 Academic program, 7–16 Afro-American studies, 71–74 Academic records, disclosure of, 53 Age of majority, 53 Academic rules and procedures, 46–54 Ainsworth/Scott Gymnasiums, 20–21 Academic societies, 28 hours, 21 Academic standing, 52 Alumnae Accelerated course program, 11 networking, 22 Accreditation, iv support, 39 Ada Comstock Scholars Program, 11 Alumnae Association admission, 45 offi cers, 456 fees and expenses, 33–36 Alumnae Gymnasium, 2, 17 fi nancial aid, 37–40 American College Testing Pro gram, 41–42 grading options, 49–50 American Ethnicities, 75–77 Adding and dropping courses, 47–48 American studies, 78–82 Administration directory, 452–454 diploma in, 60, 82 Admission, 41–45 Amherst College graduate study, 55–56 cooperative program with, 12, 16 international students, 55, 60 Twelve College Exchange, 16 undergraduate study, 41–45 cooperative Ph.D. program, 59 Ada Comstock Scholars, 45 Ancient studies, 83 advanced placement credit, 51–52 Anthropology, 84–90 application fee, 35 Application for admission deadline dates, 43 graduate study, 55–56 entrance tests, 41–42 nondegree studies, 60 health form, 23 undergraduate study, 42 interview, 43 Arabic courses. See Religion. international students, 44 Archaeology, 91 secondary school preparation, 41 Architecture and landscape architecture courses. transfer applicants, 44 See Art. Admission, to courses requiring special Art, 92–105 permission, 46–47 Art library, 18 Advanced placement, 42, 51–52 hours, 18 toward requirements, 51–52 Art museum, 18 Advanced standing, 42, 51–52 hours, 18 Advising, 10 Asian/Pacifi c/American studies, Five College career, 22 certifi cate in, 408–409 engineering, 10, 191 Assistantships, graduate, 61–62 Associated Kyoto Program, 15

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 457457 77/26/05/26/05 9:20:399:20:39 AMAM 458 Index

Astronomy, 106–109 Chemistry lab fee, 35 Astrophysics Child study. See Education and child study. courses, 108–109 Chinese. See East Asian studies. minor, 109 Christ, Carol T., 4, 425, 431, 452 Athletic facilities, 20–22 Churches, 23 Athletic fi elds, 20–22 Clark Science Center, 18 Athletic program, 20–22, 423–424 Clarke School for the Deaf, 58 See also Exercise and sport studies. Class schedule chart, inside back cover Athletics, 20–22, 423–424 Classical languages and literatures, 134–137 Auditing Coastal and marine sciences, Five College community: nonmatriculated students, Certifi cate in, 411–413 12, 47 College Archives, 17 fees for nonmatriculated students, 34 College Board tests, 41–42 matriculated students, 47 College physician, 22–23 Awards, 28–32 College Scholarship Service, 37–38 Committees, 455 Bachelor of arts degree, 46 Comparative literature, 138–144 Bacteriology. See Biological sciences. Computer facilities, 20 Berenson Dance Studio, 19 Computer science, 145–151 Biblical literature. See Religion. Confi dentiality Biochemistry, 110–114 of medical records, 22 Biological sciences, 115–128 of student records, 53 master’s degree, 57 Connecticut College, study at, 16 Black colleges, study at, 16 Continuation fee, 35 Board of trustees, 425 Continuing education. See Ada Boathouse, 21 Comstock Scholars Program; Botanic gardens, 18 nonmatriculated students. Botany. See Biological sciences. Contractual limitations, 36 Bowdoin, study at, 16 Conway, Jill Ker, 3–4, 426 Brown Fine Arts Center, 18 Cooperative programs with other in sti tu tions, 12 Buddhist studies, Five College Certifi cate in, 410 Córdoba, study abroad, 15 Burton Hall, 2, 18 Counseling Burton, Marion LeRoy, 2 career, 22 personal, 23 Calendar, academic, vii religious, 23 Campus Center, 21 Course enrollments, Five College, 49 hours, 21 summary, 24 Campus jobs, 39 Course load, 46 Career counseling, 22 Course numbers, key to, 66–68 Career Development Offi ce, 22 Course programs Catholic chaplain, 23 accelerated, 11 Center for Foreign Languages and Cultures, 19 honors, 12 hours, 19 independent study, 12, 47 Certifi cate of Grad uate Studies, 55, 60 regular, 7–9, 46 Changes in course registration Smith Scholars, 13 graduate, 62 Course registration, 47–48, 62 undergraduate, 47–48 Courses of study, 64–424 Chaplains, 23 Courses requiring permission, Chemistry, 129–133 admission to, 46

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 458458 77/26/05/26/05 9:20:399:20:39 AMAM Index 459

Course symbols, designations, ab bre vi a tions, Diploma in American studies, 60, 82 explanation of, 66–68 Directions to the college, iv Credit Disability Services, Offi ce of, 20 academic, 49–52 Dismissal, 52 advanced placement, 51–52 Divisions, academic, 64–66 earned before matriculation, 51 Doctors, 22–23 internships, 12, 47 Doctor of philosophy degree, 55, 59 interterm, 51 Dormitories. See Residential houses for performance, 50 undergraduates. shortage, 50 Dropping and adding courses, 47–48, 62 summer school, 51 Dunn, Mary Maples, 4, 426 transfer, 50 Cross country course, 20–21 Early Decision Plan, 42 Culture, health and science, Five College Certifi cate East Asian languages and literatures, 163–170 in, 414 East Asian studies, 171–174 Curricular requirements and expectations, 8 Economics, 175–181 Curriculum, 7–8 Education and child study, 182–190 Education, master’s degree, 58 Dance, 152–162 Elizabeth Mason Infi rmary, 22 facilities, 19 Emeritae, emeriti, 426–429 master’s degree, 58 Engineering, 191–198 Dartmouth, study at, 16 Dartmouth College, 3-2 dual degree Davis, Herbert, 2 program, 198 Deadlines English language and literature, 199–210 for admission, 43 Enrollment statistics, 24–26 for course changes, 47–48, 62 Entrance requirements, 41–42 Deaf, teaching of the, 58 Environmental science and policy, 211–213 Dean’s List, 28 Ethics, 214 Deferred entrance to fi rst-year class, 43 Exercise and sport studies, 215–224 Deferred entrance for medical reasons, 43–44 master’s degree, 59 Degrees, requirements for Expenses, 33–36 bachelor of arts, 8–9, 46 Extended Repayment Plan, 37 doctor of philosophy, 59 Extracurricular activities, 21–23 doctor of philosophy, Five College cooperative degree, 55 Facilities, 17–21 master of arts, 56–59 Faculty, 426–451 master of arts in teaching, 57–58 Five College, 400–422 master of education, 58 Family Education Loans, 39 master of education of the deaf, 58 Fees and expenses, 33–37 master of fi ne arts, 58 bed removal, 36 master of science in exercise and sport contractual limitations, 36 studies, 59 early arrival, 35 master/doctor of social work, 59–60 graduate study, 60–61 satisfactory progress, 52 health/fi re/safety regulation, 36 Departmental Honors Program, 12, 27 Junior Year Abroad, 13–15 Deposits, 35 late Central Check-in, 35 for graduate students, 61 late payment, 35 Dining arrangements, 21 Twelve College Exchange, 16

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 459459 77/26/05/26/05 9:20:399:20:39 AMAM 460 Index

Fellowships Geneva, study abroad, 14 international and domestic, 32 Geographical distribution of students, 25 research, 61 Geology, 242–246 teaching, 61 German studies, 247–251 Fields of knowledge, seven major, 7 Germany, study abroad, 14–15 abbreviations in course listings, 67–68 Government, 252–262 Film studies, 225–228 Grading options, 49–50 Financial aid, 37–40, 61–62 Graduate study, 55–62 Ada Comstock Scholars, 38 admission, 55 campus jobs, 39 enrollments, 24 fi rst-year applicants, 38 international students, 55, 60 graduate students, 61–62 Graduation rate, 24 grants, 39 Graduation requirements, 8–9, 46 international students, 39, 44 Grants, 39 loans, 39 music, 40 outside aid, 40 named and restricted, 39–40 transfer students, 38 trustee, 40 work-study, 39 Greek courses, 134–135 Financial obligation, 33–34 Greene, John M., 1 Fine arts center, 18 Greenhouses, 18 Fine arts, master’s degree, 58 Gymnasium, 20–21 First Group Scholars, 27 hours, 21 First-Year Seminars, 229–232 Five College Certifi cate Programs, 10 Hallie Flanagan Studio Theatre, 19 African studies, 407 Hamburg, study abroad, 14–15 Asian/Pacifi c/American studies, 408–409 Hampshire College Buddhist studies, 410 cooperative program with, 12 Coastal and marine sciences, 411–413 cooperative Ph.D., 59 Culture, health and science, 414 Health education, 22 Film studies major, 421 Health insurance, 23, 34, 61 International relations, 415 for graduate students, 61 Latin American studies, 416 Health professions advising, 10–11, 128 Logic, 417–418 Health professions program, 128 Middle East studies, 419 Health regulations, 22–23 Native American Indian studies, 420 Health Services, 22–23, 60 Five College Cooperation, 12 Hebrew courses. See Religion. course enrollment, 49 Helen Hills Hills Chapel, 23 course interchange, 12 High school preparation for applicants, 41 course offerings, 400–422 Hillyer Hall, 18 course regulations, 49 Art library, 18 Five College faculty, 400–406 Hispanic studies. See Spanish and Por tu guese. Five College Self-Instructional Language Program, 422 History, 263–274 Florence, study abroad, 14 History of science and technology, 275–277 Foreign language literature courses in translation, 233 History of Smith College, 1–4 Foreign students. See International students. Honor code, 11 Foreign study programs, 13–15 Honors program, 12 France, study abroad, 15 Houses, 21 French studies, 234–241 graduate students, 60 How to get to Smith, iv Human Performance Laboratory, 20

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 460460 77/26/05/26/05 9:20:399:20:39 AMAM Index 461

Independent study, 12, 47 Japanese. See East Asian studies. abroad, 15 Jean Picker Semester-in-Washington Pro gram, 16, Independently designed majors and minors, 9–10 262 Infi rmary, 22 Jewish chaplain, 23 Information Technology Services, 20 Jewish studies, 286–289 Inpatient services, 22–23 Job, campus, 39 Inquiries and visits, v summer, help with, 22 Insurance, health, 22–23, 34, 60–61 Junior Year Abroad Programs, 13–15 for graduate students, 60–61 course loads, 13–15 Intercollegiate athletics, recreation and club sports enrollments, 24 21, 423–424 requirements, 13–14 Interdepartmental and extradepartmental course offerings, 397–399 Kennedy professorship, 6 Interdepartmental majors, 8–9 Kyoto, study abroad, 15 Interdepartmental minors, 9 Interlibrary loan, 17 Landscape architecture. See Art. Intermediate Health Care Facility, 22–23 Landscape studies, 290–292 International baccalaureate, 42, 52 Language Laboratory, 19 International relations, 278–279 hours, 19 International Relations Certifi cate Late course changes, 47–48 Program, 415 Late registration, 48 International students Latin American and Latino/a studies, 293–296 admission, 44 Five College certifi cate in, 416 admission of graduate, 55, 60 Latin courses, 135 Certifi cate of Graduate Studies, 55, 60 Latin honors, 8, 27, 68 Diploma in American Studies, 60, 82 Leaves of absence, 53–54 fi nancial aid, 39, 44 graduate, 56 graduate fellowships, 61 Leo Weinstein Auditorium, 19 summary of enrollment, 25 Liberal arts college, 7 Internships Libraries, 17–19 career, 22 hours, 18–19 credit, 12, 47 career resource, 22 Praxis summer internships, 22 Loans semester in Washington, 16, 262 graduate study, 62 Smithsonian Institution, 16, 80–81 undergraduate study, 37, 39 Interterm, vii Logic, 297–298 credit status, 51 Logic, Five College Certifi cate Program in, 417–418 Interterm courses offered for credit, 280 Lyman Plant House, 18 Interview, for admission applicants, 43 career, 22 Major, 8–9 Intramural athletics, 21, 423–424 Major fi elds of knowledge, seven, 7 Italian language and literature, 281–285 abbreviations in course listings, 68 master’s degree, 57 Majors, enrollment, 26 Italy, study abroad, 14 Majority, age of, 53 Mandatory medical leave, 54 Jacobson Center for Writing, Teaching and Marine science and policy, 299–300 Learning, 20 Maritime studies, 16 Jahnige Social Science Research Center, 19 MassPIRG, 35 Japan, study abroad, 15 Master of arts programs, 56–58

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 461461 77/26/05/26/05 9:20:399:20:39 AMAM 462 Index

Mathematics, 301–307 Philosophy, 323–328 McConnell Hall, 18 master’s degree, 57 Medical leave of absence, 54 Photography, facilities for, 18 Medical professions program, 128 Physical education, master’s program, 59 Medical services, 22–23 See also athletic program; exercise and Medieval studies, 308–310 sport studies. Mendenhall Center for the Performing Arts, 19 Physical fi tness, 20–21 Mendenhall, Thomas Corwin, 3 Physics, 329–332 Microbiology. See Biological sciences. Placement, advanced, 42, 51–52 Middle East Studies Certifi cate Program, 419 Playwriting, master of fi ne arts in, 58 Minor, 9 Poetry Center, 19 Mission of Smith College, viii Reading Room, 19 Mount Holyoke College Political economy, 333 cooperative program with, 12, 16 Political science. See Government. cooperative Ph.D. program, 59 Pomona-Smith Exchange, 16 Twelve College Exchange, 16 Portuguese, 368–376 Museum of Art, 18 See also Spanish and Portuguese. hours, 18 Praxis Summer Internship Music, 311–317 Funding Program, 22 facilities, 19 Prebusiness advising, 10 fees for practical music, 35 Prehealth professions program, 10, 128 grants, 40 Prelaw advising, 11 scholarships, 40 Premedical professions program, 10, 128 Mystic Seaport Program, 16 PRESHCO, 15 Privacy of student records, 53 National Theatre Institute, 16 Prizes, 28–32 Neilson, William Allan, 2 Probationary status, 52 Neilson chair, 5–6 Program for Mexican Culture and Society in Neilson Library, 17–18 Puebla, 15 Newman Association, 23 Programa de Estudios Hispánicos en Córdoba, 15 Neuroscience, 318–322 Protestant chaplain, 23 Nondegree studies, 60 Protestant Ecumenical Christian Church, 23 Nondiscrimination policy, inside front cover Psi Chi, 28 graduate, 55 Psychology, 334–341 Nonmatriculated students, 12, 34, 47 Public policy, 342–344

Off-campus study programs, 12–16 Quantitative courses for beginning students, Outpatient services, 22–23 345–350

Parent loans for undergraduates, 37, 39 Rare Book Room, 17 Paris, study abroad, 15 Readmission, 54 Payment plans, 37 Recognition for academic achievement, 27–32 Pell Grant program, 39 Recreation and club sports, 21 Performing arts, 19 Refunds, withdrawal, 36 Perkins Loan (formerly NDSL), 39 Junior Year Abroad, 13–15 Permission for course admission, 46–47 Registration, course, 47–48, 62 Personal computers, 20 late fee, 36, 48 Ph.D. programs, 55, 59–60 Regular Decision Plan, 42 Phi Beta Kappa Society, 28 Religion, 351–357 master’s degree, 57

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 462462 77/26/05/26/05 9:20:399:20:39 AMAM Index 463

Religious expression, 23 Separation from the college, 52 Repeating courses, 50 Seven major fi elds of knowledge, 7 Required course work for graduate stu dents, 62 abbreviations in course listings, 68 Requirements Shortage of credits, 50 for admission, 41–42 Sigma Xi, Society of the, 28 for completion of course work, graduate, 62 Simmons, Ruth J., 4, 426 for the degree, 46 Smith Outdoors, 21 advanced placement credit toward, 51–52 Smith, Sophia, viii, 1 residence Smith Scholars Program, 12 graduate, 56 Smithsonian Institution internship, 16, 80–81 transfer, 44 Social Science Research Center, 19 undergraduate, 46 Social work, master/doctor of, 59–60 Research, career, 22 Sociology, 362–367 Research fellowship, 61 Sophia Smith Collection, 17 Research, scientifi c, 18 South India Term Abroad, 15 social science center, 19 Spanish and Portuguese, 368–376 Residence requirements, 46 Spanish-speaking countries, foreign study in, 15 for graduate students, 56 Special Studies, admission to, 47 Residential houses for undergraduates, 21 Sports, 20–21, 215–224, 423–424 Résumés, 22 Squash courts, 20 Riding lessons, fees for, 35 Standardized tests Room and board, 34 for admission, 41–42 Ada Comstock Scholars, 34 for graduate applicants, 55 graduate students, 61 Student account, 33 undergraduates, 34 Student Counseling Service, 23 refund policy, 36 Student-designed interdepartmental majors and ROTC, 40 minors, 9–10 Russian language and literature, 358–360 Student Government Association, 17, 34 activities fee, 34 Sabin-Reed Hall, 18 Student housing, 21 Sage Hall, 19 Student organizations, religious, 23 Satisfactory progress toward degree, 52 Students Satisfactory/unsatisfactory grading option, 49–50 enrollment statistics, 24 SATs, 41–42 geographical distribution, 25 Schedule of class times, inside back cover Studio art fees, 35 Scholarships, 39–40 Study abroad, 13–15 graduate, 61–62 Study at historically black colleges, 16 Science Center, 18 Summer courses, credit for, 11, 51 Science courses for beginning students, 361 Summer internships, 22 Science Library, 18 Summer jobs, help fi nding, 21–22 hours, 18 Supplemental Educational Opportunity Scott Gymnasium, 20–21 Grants, 39 Secondary-school preparation, 41 Swimming pool, 20 Seelye, Laurenus Clark, 1–2 Switzerland, study abroad, 14 Semester-in-Washington Program, 16, 262 Symbols and abbreviations, explanations of, 66–68 Semesters, vii course program, 46 Teacher certifi cation, 182–190 Seminars, admission to, 46–47 Teaching fellowships, 61 Senior year, credit requirements for Teaching, master of arts in, 57–58 entering, 50 Tennis courts, 20–21

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 463463 77/26/05/26/05 9:20:409:20:40 AMAM 464 Index

Theatre, 377–383 Wright, Benjamin Fletcher, 2–3 master of fi ne arts in playwriting, 58 Wright hall, 19 Theatre building, 19 Writing assistance, 20 Third World development studies, 384–385 Writing courses, 199–200, 207 Track, 20–21 Writing requirements, 8 Transfer students admission, 44 Zoology. See Biological sciences. fi nancial aid, 38 Trinity, study at, 16 Trustees, board of, 425 Tryon Hall, 18 Tuition for graduate students, 60–61 grants to area students, 40 payment plans, 37 refund policy, 36 Twelve College Exchange Program, 16 TV studio, 19

University of Massachusetts cooperative Ph.D. program, 59 cooperative program with, 12 Urban studies, 386

Vacations, academic, vii Vassar, study at, 16 Visiting Year Programs, 44 Visits to the college, v

Wallfi sch, Ernst, music scholarship, 40 Washington intern programs, 16, 80 Weight training room, 20–21 Wellesley, study at, 16 Werner Josten Library, 19 hours, 19 Wesleyan, study at, 16 Wheaton, study at, 16 William Allan Neilson Library, 17–18 Williams, study at, 16 Williams–Mystic Seaport Program in American Maritime Stud ies, 16 Withdrawal from the college Junior Year Abroad Programs, 14 medical, 54 personal, 53–54 refund policy, 36 Women’s studies, 387–396 Work-study program, 39

55.CatalogBack.CatalogBack 05-06.indd05-06.indd 464464 77/26/05/26/05 9:20:409:20:40 AMAM Class Schedule A student may not elect more than one course in a single time block except in rare cases that involve no confl ict.

Monday Tuesday Wednesday Thursday Friday A 8–8:50 a.m. A 8–8:50 a.m. A 8–8:50 a.m. B 8–8:50 a.m. A 8–8:50 a.m.

AB AB AB 8:30– 8:30– 8:30– B BC 9:50 G 9–10:20 a.m. B BC 9:50 G 9–10:20 a.m. B BC 9:50 9– 9– a.m. 9– 9– a.m. 9– 9– a.m. 9:50 10:20 9:50 10:20 9:50 10:20 a.m. a.m. a.m. a.m. a.m. a.m.

C 10–10:50 a.m. C 10–10:50 a.m. C 10–10:50 a.m. H 10:30– H 10:30– 11:50 a.m. 11:50 a.m. D 11 a.m.– D 11 a.m.– D 11 a.m.– 12:10 p.m. 12:10 p.m. 12:10 p.m.

E‡ J 1– N E‡ L 1–2:50 p.m. E‡ 1:10–2:30 p.m. 2:50 p.m. 1–4 1:10–2:30 p.m. 1:10–2:30 p.m. p.m.

F‡ 2:40–4 p.m. F‡ 2:40–4 p.m. F‡ 2:40–4 p.m.

K 3– M 3–4:50 p.m. 4:50 p.m.

C 4–4:50 p.m.

4:50 p.m.

7:30– W 7:30– W 7:30– W 9:30 7:30– 9:30 7:30– 9:30 7:30– p.m. 8:20 p.m. 8:20 p.m. 8:20 p.m. p.m. p.m.

X* ** Y* Z* **

‡ A three-hour laboratory session scheduled across blocks E-F runs from 1:10 to 4 p.m. * A three-hour laboratory session scheduled in block X, Y, or Z runs from 7 to 10 p.m. ** Reserved for activities and events.

22.Catalogue.Catalogue CoverInsideCoverInside 05-06.in205-06.in2 2 77/26/05/26/05 9:24:359:24:35 AMAM Northampton, Massachusetts01063Northampton, Smith College BULLETIN S MITH C ◆

OLLEGE 2005 06 Catalogue 2005–06 C Bulletin ATALOGUE B ULLETIN Northampton, Massachusetts Northampton, PERIODICALS PostagePaidat

11.CatalogueCover.CatalogueCover 2005-06.indd2005-06.indd 1 77/26/05/26/05 9:32:309:32:30 AMAM