The University of Notre Dame

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MISSION STATEMENT OF THE UNIVERSITY OF NOTRE DAME

Mission Statement of the University of Notre Dame

CONTEXT THE MISSION erty, injustice and oppression that burden the lives of so many. The aim is to create a sense of human This statement speaks of the University of Notre The University of Notre Dame is a Catholic aca- solidarity and concern for the common good that Dame as a place of teaching and research, of schol- demic community of higher learning, animated from will bear fruit as learning becomes service to justice. arship and publication, of service and community. its origins by the Congregation of Holy Cross. The Notre Dame also has a responsibility to advance These components flow from three characteristics of University is dedicated to the pursuit and sharing of knowledge in a search for truth through original Roman Catholicism which image Jesus Christ, his truth for its own sake. As a Catholic university, one inquiry and publication. This responsibility engages Gospel and his Spirit. A sacramental vision encoun- of its distinctive goals is to provide a forum where the faculty and students in all areas of the University, ters God in the whole of creation. In and through through free inquiry and open discussion the various but particularly in graduate and professional educa- the visible world in which we live, we come to know lines of Catholic thought may intersect with all the tion and research. The University is committed to and experience the invisible God. In mediation the forms of knowledge found in the arts, sciences, pro- constructive and critical engagement with the whole Catholic vision perceives God not only present in fessions, and every other area of human scholarship of human culture. but also working through persons, events and mate- and creativity. The University encourages a way of living con- rial things. There is an intelligibility and a coherence The intellectual interchange essential to a uni- sonant with a Christian community and manifest in to all reality, discoverable through spirit, mind and versity requires, and is enriched by, the presence and prayer, liturgy and service. Residential life endeavors imagination. God’s grace prompts human activity to voices of diverse scholars and students. The Catholic to develop that sense of community and of respon- assist the world in creating justice grounded in love. identity of the University depends upon, and is nur- sibility that prepares students for subsequent leader- God’s way to us comes as communion, through the tured by, the continuing presence of a predominant ship in building a society that is at once more human communities in which men and women live. This number of Catholic intellectuals. This ideal has been and more divine. community includes the many theological traditions, consistently maintained by the University leadership Notre Dame’s character as a Catholic academic liturgies and spiritualities that fashion the life of the throughout its history. What the University asks of community presupposes that no genuine search for church. The emphasis on community in Catholicism all its scholars and students, however, is not a partic- the truth in the human or the cosmic order is alien explains why Notre Dame historically has fostered ular creedal affiliation but a respect for the objectives to the life of faith. The University welcomes all areas familial bonds in its institutional life. of Notre Dame and a willingness to enter into the of scholarly activity as consonant with its mission, A Catholic university draws its basic inspiration conversation that gives it life and character. There- subject to appropriate critical refinement. There from Jesus Christ as the source of wisdom and from fore, the University insists upon academic freedom, is, however, a special obligation and opportunity, the conviction that in him all things can be brought which makes open discussion and inquiry possible. specifically as aCatholic university, to pursue the to their completion. As a Catholic university, Notre The University prides itself on being an envi- religious dimensions of all human learning. Only Dame wishes to contribute to this educational mis- ronment of teaching and learning that fosters the de- thus can Catholic intellectual life in all disciplines be sion. velopment in its students of those disciplined habits animated and fostered and a proper community of of mind, body and spirit that characterize educated, scholarly religious discourse be established. skilled and free human beings. In addition, the In all dimensions of the University, Notre Dame University seeks to cultivate in its students not only pursues its objectives through the formation of an an appreciation for the great achievements of human authentic human community graced by the Spirit of beings but also a disciplined sensibility to the pov- Christ. 10 11

THE UNIVERSITY OF NOTRE DAME  STUDENT LIFE

Obviously, many other aspects of the University The University have been changed by more than a century and a half Student Life of Notre Dame of turbulent and unpredictable happenings in the Catholic Church and in American life and culture. First and foremost, Notre Dame offers its students a quality education, made possible by an excellent Notre Dame is at once a Catholic university, a na- Fires, outbreaks of infectious diseases, the Civil War, faculty, advanced research facilities, experienced tional symbol and an international community of waves of European immigrants and refugees, Church administration and a well-developed educational religious faith, intellectual inquiry and devotion to controversies, the Great Depression, two world wars philosophy. But cognizant that values, character and the powerless. Among its conspicuous features are and several smaller bloodlettings, the civil rights leadership skill are developed as often in the context its academic reputation, an elaborately designed and movement and other social convulsions in America, of caring relationships as in selected reading from golden-domed administration building, a famous all have involved members of the Notre Dame fam- various textbooks, the University offers more to its collegiate football team, a popular shrine to the ily and have left deep and indelible imprints on students — a student life rich in depth and variety, Mother of God, two fascinating lakes, a pleasantly the character and rich tradition of the institution. one that is nationally recognized and characteri- landscaped campus and a spirited student body sur- Rev. William Corby, C.S.C., a successor to Father stically deep in its impact on those who share in it. rounded by an intensely loyal community of alumni Sorin, played a memorable national role as a Union To make our “definition” of the University more and friends who unabashedly refer to themselves as chaplain at the Battle of Gettysburg; Rev. Julius complete, we shall briefly describe some of the main the Notre Dame “family.” Nieuwland, C.S.C., a scientist and faculty member, aspects of student life. Our first consideration will be The institution was founded on the site of an old invented synthetic rubber; Notre Dame students the students themselves. Catholic missionary outpost in 1842. The founders were participants in a nationally publicized scuffle were a small and impoverished band of French and with a resurgent Ku Klux Klan; the University’s Students. Notre Dame is one of a handful of truly Irish religious brothers whose leader was Rev. Ed- colorful football team and something of its campus national universities, with students drawn from ward F. Sorin, C.S.C., an impetuous, strong-willed, atmosphere were enshrined in American history and all 50 states and some 70 countries. One factor all and apparently tireless priest. In a memoir titled My myth by a film featuring a memorable performance the students have in common, though, is strong Notre Dame, Thomas Stritch, professor emeritus of by an actor who later became a president. More academic ability. In addition, an annual survey American Studies and Notre Dame historian, wrote recently, a second film dramatized the University’s of freshmen taken by the American Council on that Father Sorin “carved Notre Dame out of the spirit and gave a new name to unheralded athletes Education indicates that Notre Dame students, Northern Indiana wilderness and by sheer strength — Rudy. to a greater degree than their peers nationally, are of character made it go. He built and rebuilt, re- Most notably, Notre Dame’s reputation, so zeal- confident of academic success and see themselves as cruited students where he could, and gradually began ously nurtured, sustained and celebrated by Father having originality and leadership potential. the unique image Notre Dame still enjoys. In a col- Sorin and his successors, has become increasingly lege or university, reputation is everything. Somehow international in recent years because of the estab- The Campus. One especially appealing aspect of life Sorin developed a favorable one for Notre Dame, lishment of numerous academic and community at Notre Dame is the campus itself. The University’s one that reverberated throughout the American service programs in the Holy Land, Mexico, Chile, 1,250 acres, with two lakes, extensive wooded areas Catholic world, the Eastern Seaboard as well as the Ireland, England, Austria, France, Italy, Spain, Aus- and tree-lined quadrangles, contribute to a serene Midwest. Long before football was invented, Notre tralia, Japan and other countries. park-like atmosphere that does wonders to alleviate Dame caught the imagination of American Catho- Despite these remarkable and generally wel- the pressures of academic life. lics.” come alterations in institutional shape and scope, The collegiate gothic style of many of the struc- Father Sorin was a member of the Congregation Notre Dame’s proud and self-conscious claim to tures, the ornate Main Building (with a golden of Holy Cross, a then recently formed Catholic reli- be a Catholic university and its intent to be a great dome) and the Basilica of the Sacred Heart and the gious community that would own and administer Catholic university remain unchanged from Father statuary and masonry carvings that abound on cam- the University from its foundation until 1967, when Sorin’s day. The University boasts a core curriculum pus have always been a source of delight to students the University’s governance was legally transferred that includes required courses in theology and phi- and tourists alike. to a predominantly lay board of trustees. The losophy. In administrative and disciplinary affairs, University’s bylaws ensure that the Congregation Notre Dame holds itself responsible to the teaching Residentiality. Over the years no single nonacademic will continue to exert a prominent influence on its of the Catholic Church, and it holds its students, characteristic of Notre Dame has made a greater im- administration. They stipulate, for example, that faculty and staff responsible for their own conduct, pression on students than the University’s residential Notre Dame’s presidents must always be chosen from particularly in matters affecting the common good. tradition. It is a tradition as old as the University among the priests of the Congregation’s Indiana Precisely because it is a Catholic university, it is a itself. Father Sorin established at Notre Dame the Province. The Congregation also ministers to the place where men and women from all faiths and sort of residential ambience he had known at French University it founded through the many Holy Cross backgrounds are to be made welcome. The staffs of universities. Nineteenth-century students slept, ate, priests serving on the University’s faculty, the coun- the residence halls, campus ministry, the Center for studied and attended classes en masse in wings of selors and chaplains who live with the undergraduate Social Concerns, and the Alumni Association all the Main Building. The regimen was strict: a prefect students in the residence halls, and the staff of the continue to invite and encourage Notre Dame stu- roused students at 6 a.m., supervised their prayer, campus ministry office. dents, graduates, faculty and administrators to pray meals, study and recreation and returned them to In 1972, five years after the change in gover- together, to discuss and share their hopes, joys and bed 16 hours later. nance, a new chapter of University history began to sorrows, to bear with and sustain one another, and Times have changed, as well as the discipline, but be written as the first undergraduate women were always to serve those most in need. not the importance of residentiality in student life. admitted to Notre Dame. A quarter of a century According to a committee focusing on University later, the majority of living Notre Dame alumni have priorities, “Next to its academic mission and Catho- been graduated from a fully coeducational lic character, residentiality is the least dispensable of institution. Notre Dame’s hallmarks.” 12 13

STUDENT LIFE

Center for Social Concerns (CSC). The Center for Social Concerns provides a wide variety of service and social action opportunities, programs, seminars and courses. For more information, see "Center for Social Concerns," later in this section of the Bulletin.

Media. Students with interests in journalism usually are attracted to an outlet in the various media on campus. The Observer, a student newspaper serving the Notre Dame-Saint Mary’s College community, is published five times a week, offering a vital line of communication within the University, as well as the chance to keep up with the “outside world.” The Scholastic is a news/general information magazine. The Juggler, Notre Dame’s journal of the arts, is published once a semester and features prose, poetry, photography and illustrations. The award- winning Dome, the University yearbook, appears every April. There are a number of other student publications Each of Notre Dame’s 27 undergraduate resi- The Office of Campus Ministry provides a series with more specialized audiences — for example, dence halls has an atmosphere and character of its of retreats, catechetical instruction for those who Notre Dame Student Business Review and Technical own. Each has its traditions and generates a feeling wish to join the Catholic Church or find deeper Review, which appear periodically throughout the of loyalty and camaraderie among its inhabitants. understanding of religious matters, a program of year and are student-produced. The halls are staffed by rectors, assistant rectors and preparation for marriage, and counseling in matters WSND/FM and WVFI are the University’s stu- resident assistants who endeavor to challenge, facili- of personal conscience formation. Mass is celebrated dent-run broadcast media. WVFI, which broadcasts tate and support students in integrating the mean- daily in the Basilica of the Sacred Heart and in many over the Internet, airs mostly progressive rock and ing and practice of Christianity today through the of the residence hall chapels. There are frequent special programs, while WSND has a more classical development of a community that is humanizing, prayer services of many forms throughout the year, selection (until late evening, when rock and jazz are worshiping and service-oriented. Consequently, the including ecumenical prayer services sponsored by featured). residence halls form the base of many spiritual, ath- Campus Ministry. Students who are not Catholic are letic, social and volunteer service activities. Spirited always welcome at any of the various activities spon- Annual Events. Notre Dame students look forward rivalries between residence halls in various sporting sored by Campus Ministry. Congregations of many to participating in several events that occur annually and social events are common. Life in the residence faiths in South Bend also welcome students in their on campus. halls provides the context for many relationships worship. Notre Dame’s theatre department presents several among students; social fraternities and sororities are major productions each year, and tryouts are open to thus considered unnecessary. Clubs and Organizations. Notre Dame has a wealth all students. The Notre Dame Student Players pres- First-year students are required to live on campus, of clubs and organizations for interested students. ent less traditional theatre, providing one drama or and the vast majority of upperclass students find it Interests and commitments vary widely and are musical each semester. worthwhile to do the same when space is available. reflected in the number and scope of groups. The Sophomore Literary Festival is a celebration Approximately 80 percent of undergraduates live on Some clubs have an academic orientation, rang- of the literary arts. Visiting authors read from their campus. At the same time, a variety of off-campus ing from campus branches of national organizations, works, expound on personal philosophy and of- housing is available in the South Bend area. such as the American Institute of Architects, to fer student workshops. Guests in recent years have strictly local clubs, such as the Chemistry and Fi- included Ken Kesey, W.P. Kinsella, Jean and Robert Spiritual Life. Notre Dame stands for the belief that nance clubs. Hollander, and Candace Bushnell. all who teach, work and study at the University Other groups relate to ethnic and special-interest An Tostal, a celebration noted for its creativity, is should discover, reinforce and strengthen their con- groups. These clubs include the Asian American As- held during April. The Bookstore Basketball tour- victions, values and traditions. A mature religious or sociation, the Black Cultural Arts Council, the Chi- nament (700-plus teams!), Recess and outdoor enter- spiritual life is integral to full human development. nese Students Association and the Native American tainment and band performances are a few highlights This can be hidden, stifled or allowed to stagnate; Students Association, to name a few. of the celebration. but it can also be challenged and encouraged to Students who enjoy music may choose from a Students also take advantage of the nearby Lake grow. In residence hall life and classroom, in liturgy wide selection of choirs, bands and ensembles. Stu- Michigan beaches and the Michigan ski areas. and celebration, in volunteer work and athletic com- dents may audition for the renowned Notre Dame Trips to Chicago are frequently organized to attend petition, Notre Dame people strive for a wholeness Glee Club, the Notre Dame Liturgical Choir, the the theatre, museums, shops or sporting events or in their lives, even a holiness, as they discover who Notre Dame Chorale, the Notre Dame Folk Choir, just to spend the day sightseeing. The South Bend they are in these multiple arenas. Voices of Faith Gospel Ensemble or the Notre Dame community offers shopping, parks, sports, movies Notre Dame is a professedly Catholic place, Women’s Choir. The famous Notre Dame Marching and cultural events via the Symphony and Theatre which means — at its core — that all are welcome. Band, the nation’s oldest university marching band, League. The East Race Waterway is an attraction Beliefs are strengthened by commitment to God, to is one of many choices available for musicians. An- providing kayaking, tubing and rafting. one another and to the human family in love and other is the concert band, which travels to a different service, while at Notre Dame and throughout life. part of the United States each spring, representing Notre Dame in concert. Other specialty groups in- clude a jazz band and orchestra. 12 13

STUDENT LIFE

Athletics. The name “Notre Dame” no longer brings The Challenge U Fitness program offers exercise • Notre Dame Stadium, with its 80,795 seats, home thoughts of just a football powerhouse, and with classes; conducts assessment, testing and consulting; to Irish football since 1931. good reason. Notre Dame has developed into an and provides information through demonstrations • Alumni Field, with its 2,500 seats, home since outstanding academic institution but at the same and lectures. More than 90 classes are offered in a va- 1990 to men’s and women’s soccer. time has expanded its athletic excellence beyond the riety of aerobic, toning and water exercise programs, • Moose Krause Stadium, with its 5,000 seats, home football field. as well as yoga and t’ai chi. Students are encouraged to men’s and women’s outdoor track and men’s to make informed choices about their health and and women’s lacrosse. Intercollegiate fitness and to utilize the numerous fitness facilities • Frank Eck Stadium, with its 2,500 seats, home to The University is committed to a well-rounded pro- available to them. Irish baseball since 1994. gram for both men and women. The Fighting Irish • Ivy Field, with many recent improvements, home athletic tradition, renowned throughout the United Facilities to Notre Dame softball. States, encompasses much more than football and Notre Dame is home to some of the finest athletic basketball. Notre Dame boasts national contenders facilities at any university. The new 78,000-square- Student Union. The unique blend of elements that in many Olympic sports, including women’s soc- foot Rolfs Sports Recreation Center has a large gives the Notre Dame community its identity has, cer, baseball, and men’s fencing, all of which ranked state-of-the-art fitness room with more than 30 over a period of years, shaped the character of the number one in the country at some point during the cardiovascular machines and a full complement of Student Union. past two seasons, and women’s basketball, winner of strength machines and free weights. The Rolfs also The greatest influence on the Student Union is the 2001 national championship. has a three-lane, 1/8 mile track, three courts for bas- the system of residence halls, which not only pro- The women’s intercollegiate athletic program, ketball, volleyball and badminton, a rink-style court vides students with a place to live but also serves as which has grown tremendously over the last 15 years, for soccer and inline hockey and two activity rooms the principal center for social interaction on campus. now includes 13 varsity sports. (There are also 13 for dance, aerobics and martial arts. The Rockne Each hall has its own government, consisting of a men’s sports.) Notre Dame women athletes compete Memorial is legendary for its highly competitive hall president, vice president, cabinet and judicial in basketball, tennis, fencing, lacrosse, swimming, pickup basketball games. The “Rock” contains not board, which works in cooperation with the hall volleyball, softball, golf, indoor track, outdoor track, only two basketball courts but also has 10 handball/ staff to develop the best possible environment for its cross country, soccer and rowing. racquetball courts, one combination squash/handball residents. As the basic unit of student government, The Notre Dame student body plays an im- court, a swimming pool with a spectator gallery, a the halls and their needs significantly shape the cam- portant role in the success of the teams that represent smaller pool for family use, a climbing wall, a weight puswide Student Union. the University. Anyone who has attended a football room, a fitness room, a ballet/exercise room and a The relatively simple structure of the Student pep rally or seen a top-ranked basketball team upset martial arts room. Union has evolved gradually in response to changing in the Joyce Center knows why. The pride and loy- In addition to the nine-hole Notre Dame Golf attitudes and needs of the student body. At the head alty displayed by “the greatest student body in the Course, the 18-hole William K. and Natalie O. War- of the Student Union is its chief executive officer, the world” are a moving force that embodies the spirit ren Golf Course opened in the spring of 2000 on the student body president. Although the duties of the of the Notre Dame community. Athletic contests at northeast edge of campus. Other outside facilities job have tended to vary with the priorities of each Notre Dame are an integral part of the social life as include basketball courts in several officeholder, in general the student body president well as an opportunity for the athletically gifted to locations, 24 outdoor tennis courts and several mul- represents the interests of the student body in all test their skills with the nation’s best. tipurpose playing fields. areas of life at Notre Dame. Notre Dame’s Joyce Center has been called one of Probably the most representative of the Student Intramurals, Club Sports, RecServices and Fitness the most complete sports complexes in the country. Union groups is the Hall Presidents’ Council, which Housed in the new Rolfs Sports Recreation Center, Not only is there an 11,418-seat basketball/volleyball meets weekly to discuss the various aspects of hall life the Office of Recreational Sports provides extensive arena but also a fieldhouse containing a two-lane and to coordinate activities among the halls. opportunities in these four program areas. More than track, a 2,667-seat hockey arena, boxing and weight The Campus Life Council was created by the 200 activities are offered throughout the year. rooms, and five volleyball courts. Elsewhere in the University’s Board of Trustees to allow for discussion The Intramural programs allow members of the building are an auxiliary gym, two intramural gyms among students, faculty and administrators con- student body to grab a share of the limelight while and a gym for fencing, six handball/racquetball cerning life on campus. The council is empowered also promoting rivalries among the residence halls. courts and two squash courts. The Rolfs Aquatic to pass resolutions recommending student life policy For others, intramurals are a chance to stay in shape, Center, with its Olympic-sized swimming pool, changes to the administration. get away from the books or enjoy a purely recre- completes this complex. The programming arm of the student senate at ational sport. The Loftus Sports Center houses Meyo Field Notre Dame is the Student Union Board. This board Club sports are recreational or competitive and and the Haggar Fitness Complex. The center, which coordinates such events as lectures, plays, concerts, are conducted by student officers with the guidance measures 614 by 210 feet, also contains practice movies and more. In addition, it coordinates An of the RecSports Office. These clubs determine for areas for lacrosse and soccer, and rooms for sports Tostal and the Sophomore Literary Festival (which themselves the extent of activity and competition. classes and conferences. A six-lane indoor track were previously mentioned under “Annual Events”), Currently, 26 club sports are offered. circles Meyo Field, a 120-yard synthetic-turf prac- as well as the Collegiate Jazz Fest, Acoustic Cafe, stu- RecServices provides a variety of noncompetitive tice field. Haggar Fitness Complex features 40,000 dent bands and other student performances, profes- recreation, including instructional programs, out- pounds of weights, used primarily for training of the sional entertainment and special events. The Student door recreation, informal sport and special events. varsity teams. Union Board also coordinates services such as plant Campus fun runs, dance and martial arts classes, and The University’s Eck Pavilion, a 35,000-square- and furniture sales, as well as refrigerator rentals. Late Night Olympics are among the many RecSer- foot structure, is the place on campus for indoor vices programs. tennis. Inside are six courts, coaches’ offices, showers and lockers, a repair shop, a vending lounge and an observation deck. The pavilion is used by the varsity men’s and women’s tennis teams. Other facilities used by Irish athletic teams include: 14 15

STUDENT LIFE  THE SPIRIT OF INCLUSION AT NOTRE DAME

individual and collective experiences of Christians have also provided strong warrants for the inclusion of all persons of good will in their communal living. Christians have found their life together enriched by the different qualities of their many members, and they have sought to increase this richness by welcoming others who bring additional gifts, talents and backgrounds to the community. The spirit of inclusion at Notre Dame flows from our character as a community of scholarship, teach- ing, learning and service founded upon Jesus Christ. As the Word through whom all things were made, Christ is the source of the order of all creation and of the moral law which is written in our hearts. As the incarnate Word, Christ taught the law of love of God and sent the Holy Spirit that we might live lives of love and receive the gift of eternal life. For Notre Dame, Christ is the law by which all other laws are to be judged. As a Catholic institution of higher learning, in the governance of our common life we look to the teaching of Christ, which is proclaimed Student Conduct. A Catholic university is a society The Spirit of Inclusion in Sacred Scripture and tradition, authoritatively composed of faculty and students whose primary interpreted by Church teaching, articulated in purpose is the pursuit of Christian wisdom. The at Notre Dame normative understandings of the human person, and society can exist only in an atmosphere of responsi- continually deepened by the wisdom born of inquiry bility and good order. The University seeks, there- “Strangers and sojourners no longer...” (Ephesians 2:19) and experience. The rich heritage of the Catholic fore, to provide those conditions and opportunities The University of Notre Dame strives for a spirit of faith informs and transforms our search for truth and best suited for educating the student. inclusion among the members of this community our understanding of contemporary challenges in Students registering at the University of Notre for distinct reasons articulated in our Christian higher education. Dame agree to abide by the regulations concern- tradition. We prize the uniqueness of all persons as This statement was adopted by the officers of the ing student conduct set forth in du Lac, A Guide to God’s creatures. We welcome all people, regardless of University on August 27, 1997, in conjunction with an Student Life, which is distributed to each student. color, gender, religion, ethnicity, sexual orientation, Open Letter to the Notre Dame community. du Lac is also available on the University's Web site, social or economic class, and nationality, for example, www.nd.edu. precisely because of Christ’s calling to treat others The University reserves the right to deny the as we desire to be treated. We value gay and lesbian privilege of enrollment to any student whose con- members of this community as we value all members duct or attitude is believed to be detrimental to the of this community. We condemn harassment of welfare of the institution. any kind, and University policies proscribe it. We Saint Mary’s College. Because of the proximity and consciously create an environment of mutual respect, rich tradition common to Notre Dame and Saint hospitality and warmth in which none are strangers Mary’s, the two institutions share many activities in and all may flourish. the area of academics as well as social events, student One of the essential tests of social justice within organizations and community service projects. The any Christian community is its abiding spirit of two institutions maintain a cooperative program per- inclusion. Scriptural accounts of Jesus provide a mitting a limited number of courses to be taken at constant witness of this inclusiveness. Jesus sought the neighboring institution. Because of the extensive out and welcomed all people into the Kingdom of cooperation between the two, the campuses are God—the gentile as well as the Jew, women as well aptly referred to as the “Notre Dame-Saint Mary’s as men, the poor as well as the wealthy, the slave as community.” well as the free, the infirm as well as the healthy. The social teachings of the Catholic Church promote a society founded on justice and love, in which all per- sons possess inherent dignity as children of God. The 14 15

ACADEMIC PROFILE

The Mendoza College of Business offers the Also, supplementary majors (African and African Academic Profile degree of bachelor of business administration with American Studies, Gender Studies, Computer Ap- majors in: plications, Peace Studies, etc.) may be taken only Accountancy as supplementary majors. In addition, the Arts and DEGREES AND ACADEMIC Finance Letters supplementary preprofessional studies major PROGRAMS Management provides students with an opportunity to complete Management Information Systems a major in health-related science. Students may take The University is organized into a First Year of Stud- Marketing supplementary majors/minors in departments of ies, four undergraduate colleges, an architecture The College of Engineering offers curricula lead- other colleges, but their dean may specify certain school, a graduate school of four divisions, a grad- ing to degrees of: modifications in their curriculum. Undergraduates uate business school, a law school and several gradu- B.S. in Aerospace Engineering may obtain bachelor degrees in combination pro- ate research study centers. B.S. in Chemical and Biomolecular Engineering grams with other colleges in integrated five-year All incoming freshmen spend their first year in B.S. in Civil Engineering programs. the First Year of Studies and then move into the B.S. in Computer Engineering The course and program requirements for degrees college or school of their choice as sophomores B.S. in Computer Science are determined by the various colleges and schools. — College of Arts and Letters, Mendoza College of B.S. in Electrical Engineering These colleges are independent of one Business, College of Engineering, College of Science B.S. in Environmental Geosciences another and provide academic instruction within the or School of Architecture. B.S. in Mechanical Engineering various programs and departments. The dean of each In the 2002-03 academic year, students enrolled college has authority, along with the college coun- in the College of Arts and Letters topped the under- The College of Science offers the degree of bach- cil, to determine minimum admission standards, graduate enrollment figures with 2,652. There were elor of science majoring in: requirements for a major and a degree from the pro- 1,765 business students, 981 science students, 725 Applied Physics gram and dismissal from the college and University. in engineering, and 205 in architecture. Biochemistry The student who wishes to transfer from one The College of Arts and Letters offers curricula Biological Sciences college to another college within the University must leading to the degree of bachelor of fine arts in art Chemistry have the approval of the deans of both colleges. The studio or design and bachelor of arts majoring in: Chemistry/Business accepting dean has discretion about which credits are Chemistry/Computing acceptable toward the degree in the new college. American Studies Environmental Sciences Anthropology Mathematics Dual Degree. Programs leading to dual degrees (two Art, Art History and Design Physics undergraduate degrees, such as a bachelor of arts and Art Studio Physics/Computing a bachelor of business administration, or a bachelor Art History Physics/Education of arts and a bachelor of science in an engineering Design Physics in Medicine major) are distinct from programs in which a stu- Classics Preprofessional Studies dent receives one degree with two majors (such as Arabic Studies Science–Business a bachelor of business administration with a major Classics Science–Computing in finance and a major in government). Dual degree Greek and Roman Civilizations Science–Education programs require the permission of the deans of both East Asian Languages and Literatures colleges. Chinese The School of Architecture offers the The requirements for a dual degree generally are Japanese degree of bachelor of architecture (five-year as follows: The student completes all of the Uni- Economics program). versity requirements, all of the requirements for both English colleges, all of the requirements for both majors, and Film, Television and Theatre the total number of degree credits specified for a dual German and Russian Languages and Literatures degree in the two colleges. (In the College of Arts German and Letters, the requirement includes the two-semes- Russian ter Core Course sequence.) While the total number History of hours required does depend on the two major Mathematics (honors only) programs, the minimum required total number of Medieval Studies degree credits is set to be 30 degree credits beyond Music the college total for the college with the greater re- Philosophy quired number of degree credits. Philosophy/Theology (joint major) Political Science Program of Liberal Studies Psychology Romance Languages and Literatures French Italian Spanish Sociology Theology 16 17

ACADEMIC PROFILE  DEGREE REQUIREMENTS

Academic Governance. The major source of aca- Composition. The aim of First-Year Composition demic governance within the University is the Aca- Degree Requirements is to help students learn how to craft an argument demic Council, made up of administrators, faculty based on different sources of information. This and students from each of the four colleges and Application must be made to the registrar for a entails teaching students a general set of reasoning chaired by University President Rev. Edward A. Mal- degree. strategies that they can use to persuade an audience. loy, C.S.C. All major decisions concerning academic The receipt of a baccalaureate degree from the A course in argument is essentially a course in rheto- policy and scheduling throughout the University are University requires the satisfactory completion of the ric: rhetoric provides a way to think about writing made by this board. curriculum. This includes: and speaking as part of conversation, a conversation Along with the Academic Council, each col- University Requirements Courses that aims to bring about both understanding and, lege is served by a college council representing its Composition 1 perhaps, agreement. faculty and students. The purpose of the council is Mathematics 2 University Seminars. University seminars are to suggest and plan academic programs and to make Natural Science 2 designed to foster interaction between first-year decisions regarding academic policy within the col- *History 1 students and faculty in small settings. These courses, lege. Each college also has a student advisory council *Social Science 1 designated by the “180” number, are offered by every whose function is to elicit student ideas and concerns *Theology 2 department (except CAPP) within the College of regarding college policy, to formulate those ideas and *Philosophy 2 Arts and Letters and will satisfy the relevant Uni- to make suggestions to the college council. *Fine Arts or Literature 1 versity requirement in history, literature, fine arts and †Physical Education 2 social science and the first course of the philosophy Advising. ____ Once students have chosen a college, they or theology requirement. These seminars will include should contact the Office for Undergraduate Studies 14 a significant writing component and require a of the appropriate college and speak with one of minimum of 24 pages with at least one rewrite of the advisors: Architecture — 110 Bond Hall; Arts * One of these requirements must be a University Sem- inar 180. a corrected paper. Each first-year student will be and Letters — 105 O’Shaughnessy Hall; Business required to complete one University Seminar. — 101 Mendoza College of Business; Engineering †This requirement can also be fulfilled through first- — 257 Engineering Building; Science — 174 Hur- year enrollment in ROTC. Mathematics. The University requirement of two ley Hall. After a major has been declared, students (a) Without prior permission from the appropri- mathematics courses can be met in one of two are assigned a departmental advisor as well. ate college dean, special studies and directed readings fashions. Most students in the College of Arts and do not satisfy University or college requirements. Letters will take two mathematics courses of non-du- Pre-Law Advising. Students planning to attend (b) In addition to these University requirements, plicating content chosen from a list of courses with law school may consult with the University pre- each college has its own requirements that must be numbers starting with 104. (For a list of courses that law advisor, Assistant Dean Ava Preacher, in 105 completed. duplicate content, see “Science Degree Credit” in the O’Shaughnessy Hall. (c) First-year students are required to complete College of Science section of this Bulletin.) Students a University Seminar; Composition; two semester majoring in the Arts and Letters Preprofessional The Summer Session. Summer courses are offered courses in mathematics; two semester courses in Program or Mathematics, or in other colleges or the by the regular University faculty to students at all natural science; one semester course chosen from: School of Architecture, will fulfill the requirement levels — undergraduate, graduate, professional and history, social science, philosophy, theology, fine through the appropriate calculus sequence. special. arts; and two semester courses in physical education For students in the Mendoza College of Business, In addition to meeting the needs of the aca- or in ROTC. Foreign language is not a University the required calculus sequence is MATH 105–108. demic-year students who are continuing work on requirement, but it is required in the programs of Students in the School of Architecture take MATH their degrees, the summer session also serves teach- the College of Arts and Letters, the College of Sci- 105–110. Also acceptable are the calculus sequences ers, industry personnel and professional and career ence and the School of Architecture. (The University MATH 105–108, or the calculus sequences required groups. These graduate students are provided an seminar will satisfy the relevant requirement in fine of students in the College of Engineering or the opportunity to work on advanced degrees, fulfill arts, literature, history, social science, philosophy or College of Science. Students majoring in the College certification requirements, improve their professional theology.) of Science will fulfill their University mathematics position or take enrichment courses. The summer (d) Satisfactory work in a major or a concen- requirement through one of the following calculus session embraces not only the traditional seven-week tration program of study. sequences: MATH 119–120, MATH 125–126, period of course work but also a series of one- to (e) A minimum cumulative average of 2.000. MATH 165–166, or MATH 195–196. The se- two-week minicourses and workshops. (f) A minimum of 60 credit hours at the quences MATH 119–120 and MATH 195–196 are University. acceptable for students in certain programs empha- (g) The last year in residence. sizing the life sciences such as biological sciences or the preprofessional programs in either the College of Science or the College of Arts and Letters. For students in the College of Engineering, the mathe- matics requirement is fulfilled through the calculus sequence MATH 125–126 or MATH 165–166. Non-preprofessional students in the College of Arts and Letters may fulfill their mathematics requirement by taking any of the calculus sequences required of students in other colleges or the School of Architecture. There also are other mathematics courses specially designed for students in this college. These include Finite Mathematics (MATH 104) or course options chosen from the grouping MATH 111 through 118. (Note: The course MATH 103 fulfills only University natural science requirements and not University mathematics requirements.) 16 17

DEGREE REQUIREMENTS  GRADUATION RATE

For details concerning the proper selection of The social science requirement can be satisfied Students normally are expected to take both of a mathematics sequence for a given major, see the by any three-hour course in the departments of the required philosophy courses at Notre Dame. heading “Course 2–Mathematics” in the First Year of anthropology, economics, political science, psy- Transfer students to Notre Dame are expected to Studies section of this Bulletin. chology, and sociology. take at least one philosophy course at Notre Dame. Natural Science. The University requirement of The University requires that each student take Those who wish to transfer philosophy credits from two natural science courses can be met in one of one social science course. This requirement may be another college or university must receive the per- two fashions. Students majoring within either the satisfied by an appropriate University Seminar 180. mission of the director of undergraduate studies in College of Science or the College of Engineering will Theology. Theology is required of all students philosophy and the dean of their college. complete this requirement in their first year with a because the University strongly believes that every Fine Arts or Literature. The University requires laboratory introductory sequence such as BIOS 155- student should reflect upon the questions of a one course in fine arts or literature. Students who 156, CHEM 117-118, CHEM 121-122, or PHYS human being’s relation to God in a manner that is have first majors in the College of Arts and Letters 151-152. Students majoring within the College of consistent with University-level discourse. are required to take one course each in fine arts and Arts and Letters or the Mendoza College of Business The University requires that all students take literature. either may follow the above pattern and study one two courses (six credit hours) in theology. The first Fine Arts. Liberal education involves not only science in depth or alternatively may choose two course, Foundations of Theology: Biblical and His- the development of skills of analysis and expression from the group of specially designed topical science torical (THEO 100, 180, or 200), is an academic but also the acquisition of sensitivities to the nuances courses offered by the departments of biological introduction to the college-level study of Scripture of aesthetic value. Fine arts is broadly conceived. sciences, chemistry and biochemistry, mathematics, and, through documents of the early church, a crit- Courses in painting, sculpture, art history, music ap- physics, and preprofessional studies. Among these ical understanding of the foundations of Christian preciation and history, creative writing, screen arts, offerings, students will find courses emphasizing the doctrine. filmmaking and theatre are among the available of- environment from various perspectives (BIOS 107, The second course is normally chosen from ferings. This requirement also may be satisfied by an BIOS 117, CHEM 102); courses surveying chem- courses numbered 202-299. This course builds on appropriate University Seminar 180. istry, mathematics or physics from the conceptual an intelligent grasp of tradition to show how theo- Literature. The literature courses aim at culti- and elementary level (CHEM 101-102, MATH 103, logical doctrines developed, especially in the Cath- vating in the student habits of precision and accuracy PHYS 101-102, PHYS 115-116); and a wide variety olic tradition. This understanding helps students as well as an interest in, a respect for and a reasonable of courses on specialized topics of general interest in come to a more mature comprehension of their faith control of the English language. There is precision science, including BIOS 101 through 117, PHYS and appreciate the intellectual history of Catholi- of thought and word in Shakespeare and Yeats that 105, PHYS 110 or 210, PHYS 171-176, and SCPP cism. is different from, but no less precise than, Newton 101. Students normally are expected to take both of and Euclid. In works of literary art these uses of Students are warned that it is possible to lose the required theology courses at Notre Dame. Trans- language evoke and sustain a created world in which degree credit because of overlapping content between fer students to Notre Dame are expected to take at individuals find satisfaction and fulfillment of their laboratory courses and topical science courses. See least one theology course at Notre Dame. Those who sense of beauty and truth. Most college students can “Science Degree Credit” in the College of Science wish to transfer theology credits from another col- enrich their whole lives by acquiring discriminating section of this Bulletin. lege or university must receive the permission of the judgment in the selection and personal appraisal of History. The study of history incorporates the es- director of undergraduate studies in theology. what they read and view. The courses in literature, sential elements of liberal learning — namely, acqui- Philosophy. Philosophy is perhaps the only general by systematic and extensive practice in the reading of sition of knowledge and understanding, cultivation college discipline not formally encountered in high works of various kinds, will help the student become of perspective, and development of communication school or elementary school. Together with theology, a judicious reader of literary form. and critical-thinking skills. It reflects concern for it offers an opportunity for students to address, in a Appropriate courses from the departments of human values and appreciation of various contexts systematic and intellectually rigorous way, ultimate English, classics, East Asian languages and literatures, and traditions. It provides a perspective essential to questions about the nature of the human person and Romance languages and literatures, German and understanding contemporary issues. the meaning of human life in both its individual and Russian languages and literatures, and, occasionally, History courses examine various aspects of the communal dimensions, about the origins and destiny American studies satisfy this requirement. The religious, political, economic, social and cultural of the universe, and about the nature of understand- requirement may also be satisfied by an appropriate developments of Europe, Asia, Africa, Latin America, ing and of rational inquiry. In this way, philosophy University Seminar 180. Australia, and the United States. helps students to reflect carefully about the most The University requires that each student take basic issues involved in the orientation of their lives. Graduation Rate one history course. The requirement may be sat- All students are required to take at least two isfied by an appropriate University Seminar 180. courses in philosophy. The first course (PHIL 101, Of the students entering a full-time, first-year, bach- Social Sciences. Social sciences, through the devel- 180 or 201) is meant to introduce the student to elor degree-seeking program in the fall of 1996, 95 opment of theoretical perspectives and systematic central philosophical problems and some of the most percent graduated within six years. methodologies, aim at describing and understand- important figures in the history of philosophy.The The complete IPEDS Graduation Rate Survey ing the human condition today. Comparing and second course gives the student the opportunity may be found in the Office of Institutional Research. to explore in greater detail more specific issues in contrasting other societies and modes of social orga- nization with our own demonstrates the complexities philosophical anthropology (PHIL 205-239), moral of our time and place. and political theory (PHIL 240-259) or philosophi- Through social science courses, the student cal theology (PHIL 260-279). In special cases, the achieves an understanding of the individual in social second course may, with the approval of the director relationships. Principles in each course are illustrated of undergraduate studies in philosophy, be taken at a from the data of contemporary society. Human rela- higher level. (Note that Informal Logic [PHIL 203], tionships are described and analyzed in the cultural, Critical Reasoning [PHIL 204] and Formal Logic familial, communal, economic and political orders. [PHIL 313] do not fulfill the University require- The study of the social sciences also involves insights ment.) into motives, attitudes and values. The student learns the methods and techniques of the social sciences. 18 19

GRADING SYSTEM

not be informed that the stu- Honors at Graduation. In the undergraduate colleges, Grading System dent has elected the pass-fail degrees will be granted with honors if the student Letter Point grading option. The registrar has a 3.400 cumulative average; a 3.600 cumulative Grade Value Legend will interpret the final grades average is required for graduation with high honors; of “A” through “D” as “pass,” and a 3.800 cumulative average is required for A 4.000 which is not computed into graduation with highest honors. A- 3.667 the grade point average. If a Note: Beginning with the class that enters in the fall B+ 3.333 final grade of “F” is issued, of 2001, the following honors-at-graduation regulation B 3.000 it will be computed into the will apply: B- 2.667 student’s grade point average. In the undergraduate colleges or schools, degrees will C+ 2.333 be granted with highest honors (summa cum laude) if C 2.000 Lowest passing grade for Grades assigned by the registrar, i.e., not to be the student’s grade-point average ranks among the top graduate students. given by the faculty: 5.000 percent of those students graduating from the C- 1.667 Zero point value for student’s college or school; for students whose grade- graduate students. Letter point average ranks among the top 10.000 percent of D 1.000 Lowest passing grade Grade the student’s college or school, degrees will be granted for undergraduate students; with high honors (magna cum laude); for students zero point value for graduate W Discontinued with per- whose grade-point average ranks among the top 30.000 students. mission. To secure a “W” the percent of the student’s college or school, degrees will be F 0 Failure. student must have the autho- graduated with honors (cum laude). Students who meet X 0 Given with the approval of rization of the dean. the requirements of more than one category of honors the student’s dean in NR Not reported. Final grade(s) will be awarded only the highest honor for which they extenuating circumstances not reported by the instructor qualify. beyond the control of the because of extenuating student. It reverts to “F” if circumstances. Grade Reports. Beginning with final grades for the not changed within 30 days F* No final grade reported for an fall 2003 semester, the Office of the Registrar will no after the beginning of the individual student. longer mail a paper copy of grades, unless a copy is next semester in which the requested. Grade information is available to students student is enrolled. Grades that may be given but are not included in on IrishLink (a secure Web-based service). The I 0 Incomplete (reserved for ad- the computation of the average are as follows: Printed Grade Report Request form is available from vanced students in advanced the Office of the Registrar Web site, www.nd.edu/ studies courses only). It is a Letter ~ndreg. Midsemester deficiency reports and midse- temporary and unacceptable Grade mester grades for First Year of Studies students will grade indicating a failure to S Satisfactory work (courses continue to be mailed for undergraduates. complete work in a course. without semester credit hours, Accreditation and Academic Association. The coursework must be as well as research courses, The completed and the “I” departmental seminars or University of Notre Dame is a member of the North changed prior to the begin- colloquia or directed studies, Central Association of Colleges and Secondary ning of the final examination workshops; field education Schools, the National Catholic Education As- period of the next semester in and skill courses). sociation, the Association of American Colleges, the which the student is enrolled; U Unsatisfactory work (courses American Council on Education, the National Com- otherwise, the “I” grade re- without semester credit hours, mission on Accrediting (not an accrediting agency), mains on the transcript and is as well as research courses, the Council of Graduate Schools in the United computed as equivalent to an departmental seminars or States, and the Midwest Conference on Graduate “F” in calculating averages. colloquia or directed studies; Study and Research, and it is fully accredited by the P Pass in a course taken on a workshops; field education Indiana State Board of Education. The University Pass-Fail basis. Each junior and skill courses). is also a member of the Indiana Conference of or senior undergraduate may V Auditor (graduate students Higher Education, the International Association file with the registrar during only). of Universities, the Catholicarum Universitatum the first seven class days of Foederatio (Federation of Catholic Universities) and the semester the decision If, with the approval of the student’s dean, an “X” the Institute of International Education. to take one elective course, grade is given in the student’s graduating semester, it outside the student’s major will revert to “F” if not changed within 30 days from department and not required the date of graduation. by the student’s program, per If a student receives a grade of “I” in the graduating semester on a Pass-Fail basis. semester, it will revert to “F” if not changed within Such a filing is irrevocable 30 days from the date of graduation. and will result in con- version by the registrar of the instructor’s final grade report into an entry of P (“pass”) or F (“fail”) on the student’s record. The instructor will 18 19

ACADEMIC CODE OF HONOR  ACADEMIC REGULATIONS  ACADEMIC RESOURCES

Academic Code of Honor

The University of Notre Dame is a community of students, faculty and administrators who come together to learn, work and grow in moral character. Central to the concept of community is a belief in the importance of honorable behavior for oneself and for the community as a whole. The Academic Code of Honor fosters this dual sense of honorable behavior. The Academic Code of Honor represents a valuable educational tool for exercising the power of community and for expressing the Christian values of the University. By setting high standards of conduct for the members of the Notre Dame community, the Academic Code of Honor formally recognizes the ability of students to take responsibil- ity for their ethical behavior. The Academic Code of Honor commits all students to perform academic work honestly. It commits a student to take action when academic dishonesty occurs. It commits faculty to strive to engender an atmosphere of trust in the classroom and to share responsibility. The Academic Code of Honor advocates responsibility, an integral part of the moral growth that Notre Dame espouses. A handbook provides an outline of procedures under the Academic Code of Honor and a summary of the thinking that has gone into the establishment of the code at the University of Notre Dame. To obtain a copy of the handbook, write or call Office of the Provost, 300 Main Building, Notre Dame, IN 46556, (574) 631-8261. Academic Regulations

Embodied within the Academic Code are policies and regulations governing the student attainment of academic credit and degrees from the University Academic Resources The Theodore M. Hesburgh Library, a 14-story of Notre Dame. Such regulations have been enacted structure, serves as the main library, and its collec- by the Academic Council of the University, which tions are of primary interest to the students and Faculty. In 2002-03, Notre Dame’s regular teaching retains the authority and responsibility for its review faculty of the College of Arts and Letters and the and research faculty numbered 760 full-time and and amendment. The administration and interpreta- College of Business Administration. The tower also 395 part-time. Other faculty, such as administra- tion of academic regulations rest with the adminis- contains the University Archives; the Medieval tors, professional specialists, librarians, and research trative academic officers of the University, namely, Institute Library, with the Frank M. Folsom Am- fellows numbered 379 full-time and 72 part-time. the provost, the deans and the University registrar. brosiana Microfilm and Photographic Collection, Ninety-eight percent of the full-time instructional The responsibility to abide by the Academic Code and the Anastos Byzantine Collection; the Mark K. faculty have terminal degrees, 93% of them have resides with the students, faculty and administration. Davis Drawings Collection; and the Jacques Martain doctorates. Ninety-seven percent of the full-time The complete Academic Code is published in du Center. instructional faculty are lay persons. Lac, the University’s guide to student life, as well as The University, along with more than 208 aca- the Faculty Handbook. University Libraries. The University library system demic and research libraries, maintains a member- consists of 10 libraries, which house most of the ship in the Center for Research Libraries, which has books, journals, manuscripts, and other non-book access to more than 3.1 million volumes of materials library materials available on the campus. Currently, and more than 1.5 million microfilms important for the collections contain nearly 3 million volumes, research. The University Library was elected to the more than 3 million microform units, more than Association of Research Libraries in 1962. 3,000 electronic titles and more than 20,800 audio- visual items to support the teaching and research programs. In the past year, the libraries added more than 64,803 volumes and received about 14,400 serial titles. 20 21

ACADEMIC RESOURCES

Institutes, Centers, and Laboratories. The many and diverse institutes, centers and laboratories maintained by the University are an indication of the spectrum of scholarly interest that students are able to join in and profit from. Institutes, centers and specialized research labo- ratories at Notre Dame include the Helen Kellogg Institute for International Studies, the Joan B. Kroc Institute for International Peace Studies, the Keough Institute of Irish Studies, the Erasmus Institute, the Nanovic Institute for European Studies, the Me- dieval Institute and the Radiation Laboratory. Other institutes, centers and similar entities are the Center for Environmental Science and Technology (CEST); the Center for Advanced Scientific Computing; the Center for Astrophysics at Notre Dame University (CANDU); the Center for Applied Mathematics; the Center for Molecularly Engineered Materials; the Center for Civil and Human Rights; the Center for Continuing Education; the Center for Philosophy of Religion; the Center for Research in Business, embracing the Center for Business Communication, the Center for Ethics and Religious Values in Busi- ness, and the Center for Research in Banking; the Center for Social Concerns; the Center for the Study of Contemporary Society, which embraces the Gerontological Research Center, the Laboratory for Social Research, the Multinational Management Program, and the Philosophic Institute; the Charles and Margaret Hall Cushwa Center for the Study of The Business Information Center, located in the The Chemistry/Physics Library, located in Room American Catholicism; the Ecumenical Institute (Je- Mendoza College of Business, is an innovative, all- 231 of the Nieuwland Science Hall, maintains a rusalem); the Energy Analysis and Diagnostics Cen- electronic facility supporting existing and emerging collection of some 49,291 volumes and currently ter; the Center for Nano Science and Technology; programs and research. This state-of-the-art facility receives about 218 paper journals and 471 e-journals the Environmental Research Center (UNDERC); is equipped with 30 individual workstations and two in all fields of chemistry and physics. It can provide the W.M. Keck Center for Transgene Research; the group learning areas with six workstations each (with database searches and bibliographic instruction. Walther Cancer Research Center; the Institute for both types of areas providing handicapped access The Life Sciences Library, located on the first Church Life, which embraces the Center for Pastoral and the group areas fully equipped for instructional floor of the Paul V. Galvin Life Sciences Center, Liturgy and Retreats International; the Institute for support), and it provides access to and instruction houses an estimated 32,000 volumes and receives Scholarship in the Liberal Arts; the Jacques Maritain and assistance in the use of a broad range of biblio- approximately 425 print journals and 900 e-journals Center; the Reilly Center for Science, Technology graphic, numerical, full-text and graphic databases in in the fields of biology, life sciences, and medicine. and Values; the Urban Institute for Community and business and related disciplines. It offers database searching and bibliographic Educational Initiatives; the Thomas J. White Center The Kellogg/Kroc Information Center, located in instruction. for Law and Government; and the William and Room 318 of the Hesburgh Center for International The Mathematics Library, located in the lower Katherine Devers Program in Dante Studies. Studies, supports work in international studies. level of the Hayes-Healy Center, has a collection Other laboratories include: the Hessert Center The remaining seven libraries were established to estimated at 48,000 volumes and subscribes to about for Aerospace Research, the Air and Water Quality meet the teaching and research needs of the College 150 paper and 355 e-journals dealing with all areas Analysis Laboratory, the Aquatic Biology Laboratory, of Engineering, the College of Science and the Law of pure and applied mathematics. the Biofluid Mechanics Laboratory, the Catalysis School. These libraries generally contain the more The Radiation Chemistry Data Center, located in Laboratory, the Fluid Dynamics Laboratory, the Ber- recent literature, and the Hesburgh Library retains Room 105 of the Radiation Research Building, has a nard J. Hank Family Environmental Research Labo- the older materials. collection of 4,800 volumes and receives 27 journals ratory, the LOBUND Laboratory, the Parasitology The Engineering Library, located on the first in radiation chemistry. It serves many of the infor- Laboratory, the Solid State Material and Devices floor of Cushing Hall of Engineering, has a collec- mation service needs of the radiation chemical com- Laboratory, the Vector Biology Laboratory and the tion of 48,800 volumes and approximately 25,000 munity throughout the United States and abroad. Zebrafish Research Facility. These research centers microform units and receives more than 450 paper The Kresge Law Library, although located in and contain specialized facilities and equipment. journals and about 1,400 e-journals related to en- administered by the Law School, is available for use gineering. The facility provides database searches as by all students, faculty and staff. It has a collection well as bibliographic instruction. of more than 588,749 books and microform equiva- The Architecture Library has a collection of more lents of law and law-related material and subscribes than 26,100 volumes and more than 100 currently to more than 6,500 serial publications. received journals pertaining to various aspects of architecture. 20 21

ACADEMIC RESOURCES  ADMISSION

Research. The University receives approximately The Decorative and Design Arts Gallery spans $60 million in sponsored research and sponsored the 18th through 20th centuries and exhibits early Admission program funds annually. Active programs of schol- porcelains from Sevres and Meissen. Exceptional arly work occur in discipline-oriented departments ceramics, furniture, glass, and silver pieces represent This year we expect more than 10,000 people will in the humanities, fine arts, science, social science, both the Arts and Crafts and Art Nouveau styles of apply for admission to Notre Dame’s entering class. engineering, law and business areas of the University. the 19th century in addition to the Art Deco and Most of the applicants will have the academic apti- In addition, University institutes and centers facili- Bauhaus modern movements. Twentieth-century-de- tude and preparation necessary to complete a degree tate research across departmental lines. signed pieces by Wright, Stickley, and Hoffman are program at the University. The Committee on Ad- The Graduate School’s Office of Research is also on view. missions will decide which applicants will be among responsible for assisting faculty in various aspects of The Janos Scholz Collection of 19th-Century the 1,960 included in the class. To understand how sponsored program activity and technology transfer. European Photography contains some 5,500 images this is done, it is first necessary to know the proce- It reviews and transmits all formal proposals, mon- of persons and places taken during the first 40 years dure for applying to Notre Dame. itors the status of proposals, negotiates contracts and of camera use. grants, accepts awards for the University on behalf Native American art focuses on early 19th-cen- ACADEMIC PREPARATION of faculty members, and is responsible for the ad- tury, Plains Indian-painted war records and cos- Most applicants will have taken and successfully ministrative management of all grants, contracts and tumes; it also features Mimbres- and Anasazi-painted completed the most challenging program of studies cooperative agreements supporting research, train- ceramics from the prehistoric Southwest. available in their high schools. We strongly rec- ing, service and equipment. The Office of Research The developing American collection has 19th- ommend a curriculum including four years each of also provides guidance in seeking external sponsored century landscapes by Durand and Inness and English, mathematics, science, history and foreign program support, assistance in proposal and budget portraits by Eakins, Sargent, and Chase. Among language. preparation, and support in all areas of electronic highlights of the West and the Southwest regions are All successful applicants are admitted to the First research administration. paintings by Higgings, Ufer, Russell, and Reming- Year of Studies. However, entrance requirements dif- The Office of Research Home Page is designed to ton. fer slightly for students planning to pursue studies in assist faculty from all academic units in the identi- Traditional works of African art such as textiles, science and engineering. Sixteen units are required of fication of funding sources. Current issues related to masks, and sculptures are in the collection as well. all students as described sponsored program activity as well as proposal prepa- Twentieth-century styles and movements are seen below. ration are also highlighted. in paintings by Miro, O’Keeffe, Avery, Glackens, For students intending to choose a major in the Inquiries regarding this information should be Pearlstein, and Scully. Modern sculptures by Barlach, College of Arts and Letters or the Mendoza College Zorach, Cornell, Calder, and Rickey complement addressed to the Graduate School, Office of Re- of Business, excluding the arts and letters premedical/ search, 511 Main Building; www.nd.edu/ the paintings and drawings. predental program and the combined arts-engi- ~research. Croatian-American sculptor Ivan Mestrovic, who neering program, the 16 units must be distributed as taught at Notre Dame from 1955 until his death in follows: Snite Museum of Art. The museum features col- 1962, created many works that remain on campus. lections that place it among the finest university art Major pieces can be seen in the museum, at the Eck English...... 4 museums in the nation. Visitors’ Center, and at the Basilica of the Sacred Algebra, advanced algebra, The Mesoamerican collection highlight is the Heart. trigonometry and geometry...... 3 comprehensive, exceptional holdings of Olmec Loan exhibitions from major museums and Foreign language ...... 2 works, the earliest Mexican collection. private collections mounted by the Snite are offered History...... 2 The Kress Study Collection has been the foun- periodically in the O’Shaughnessy Galleries, as is the Science ...... 2 dation for developing Italian Renaissance art, which annual exhibition of student art by candidates for Additional English, mathematics, science, includes a rare Ghirlandaio altarpiece panel. The M.F.A. and B.F.A. degrees. Special events and pro- history, social studies and language courses...... 3 Baroque collection highlights works by Bloemaert, grams include lectures, recitals, films, and symposia For students intending to major in the College of Coypel, and van Ruisdael. Selections from the Fed- held in the 304-seat Annenberg Anuditorium and in Science, the College of Engineering, the School dersen Collection of 70 notable Rembrandt van the galleries. of Architecture, the arts and letters premedical/ Rijn etchings are exhibited frequently; and the 18th- predental program or the combined arts-engineering century collection includes such masters as Boucher, program, the distribution must be: Vigee-Lebrun, Reynolds, Conca, and de Mura. The critically acclaimed John D. Reilly Col- English...... 4 lection of Old Master to 19th-Century Drawings Algebra, advanced algebra, includes examples by Tintoretto, Tiepolo, Oudry, trigonometry and geometry...... 3 Fragonard, Ingres, Gericault, Millet, and Degas. Advanced mathematics (calculus or The Noah and Muriel Butkin Collection of 19th- precalculus) ...... 1 Century French Art is the foundation of one of the Foreign language ...... 2 museum’s major strengths, featuring paintings and History...... 2 drawings by Corot, Boudin, Couture, Courbet, and Chemistry ...... 1 Gerome. Physics ...... 1 Additional English, mathematics, science, history, social studies and language courses...... 2 The unit is the credit for a year of satisfactory work in an accredited secondary school. The two language units required must be in the same lan- guage. In some cases, the Committee on Admissions waives the foreign-language requirement. 22 23

ADMISSION

APPLICATION PROCESS First-year students are admitted to the University of Notre Dame for only the fall semester of each academic year. A student who wishes to be consid- ered must have the following items on file: (1) a completed application, (2) an official high school transcript, (3) a letter of evaluation from a secondary school teacher and (4) an official report of scores on the Scholastic Assessment Test (SAT I) by the Col- lege Board or the Assessment by American College Testing (ACT).

Application. New application forms are available in August of each year. After receiving your appli- cation, you should follow the instructions carefully because the application is your opportunity to tell us about yourself. Include any information about your personal and academic circumstances that will help us evaluate your application. Students may apply online via our Web site: admissions.nd.edu. Deposits. If admitted, you must confirm your High School Transcript. Your high school must DECISION AND NOTIFICATION intention to enroll by submitting a $500 advance submit an official copy of your transcript, including PLANS payment by May 1. This enrollment deposit is not a listing of your senior-year courses. Students seeking admission to Notre Dame’s en- refundable. tering class must choose to have their applications Teacher’s Evaluation. Only one evaluation will be reviewed under one of two procedures. Waiting List. Some applicants will be notified that required in your application file. The form for this they have been placed on a waiting list and will evaluation is included in the application packet. The 1. Early Action — If you are an outstanding student receive a final decision during the period of mid-May teacher who knows you best, both as a student and with strong junior-year SAT I or ACT scores, you to mid-June. If placed on the waiting list, you should as a person, should complete the evaluation. Please should consider applying for Early Action admission. make plans to attend another institution because we do not request letters from people who have not You must apply by November 1 and have all sup- cannot predict how many applicants will gain admis- been involved in your educational development. porting documents in the Office of Admissions by that date. Early Action applicants will receive a sion from the waiting list in a given year. Students admitted from the waiting list have two weeks to Testing. All applicants are required to take the SAT decision letter before Christmas. If admitted under submit a $500 advance payment, confirming their I or ACT. The test results are part of the evaluation Notre Dame’s Early Action procedures, you are not intention to enroll in the first-year class. process for admission. You must take one of these required to withdraw your other college applications tests no later than January of your senior year. and have until May 1 to confirm your enrollment at The Campus Visit. We welcome visits from pro- The College Board code for the University of Notre Dame. You will receive financial aid consid- spective applicants. Our staff members meet with Notre Dame is 1841, and the ACT code for Notre eration under the same procedures as Regular Action groups of students and parents to discuss admissions Dame is 1252. applicants. The Committee on Admissions will defer policies and procedures, the First Year of Studies If you have taken other standardized tests (SAT decisions on some Early Action applicants until we program, degree programs, student life, financial aid II, AP, IB, TOEFL), please include the results with can compare their credentials with those of the Reg- and other topics of interest. your application. We will use these scores as supple- ular Action applicants. We will mail a decision to the Appointments for weekday sessions are available mentary information, although they cannot be used deferred applicants by early April. If you are denied from March through mid-December. Appointments in place of the SAT I or ACT. admission under Early Action, that decision is final, for Saturday morning sessions are available from ear- Anyone who wishes to continue the study of and you may not reapply in Regular Action. ly September to early May. You should call our office French, German or Spanish at Notre Dame should 2. Regular Action — Most applicants choose this for an appointment at least two weeks in advance of take the SAT II subject test in that language. The plan, which requires that you apply by January 9 and your visit. Campus tours are available when classes results will be used for placement purposes. have all supporting documents in the Office of Ad- are in session and on most weekdays of the summer. Students enrolled in home-school programs or in missions by that date. We will mail decision letters If you would like a guided tour, please request tour high school programs that substitute certification of by early April. information when you call for an appointment. competencies for grades must take three SAT II tests: Early Action: The Office of Admissions is closed on certain science, history and foreign language. Apply by November 1 holidays and holiday weekends. Be sure to call us for Decision before Christmas an appointment before you confirm any travel plans. Confirm enrollment at Notre Dame by May 1 Our telephone number is (574) 631-7505. Regular Action: Apply by January 9 Decision by early April Confirm enrollment at Notre Dame by May 1 22 23

ADMISSION

THE SELECTION PROCESS During the academic year the Office of Admis- OSD provides services to students with mobility, sions enlists many of the scholars to serve as hospi- hearing and visual impairments as well as students Notre Dame seeks to enroll intelligent, inquisitive, tality hosts to prospective students. Through this with learning disabilities. The services that are typi- energetic and compassionate students who will bring program, applicants may tour the campus and spend cally used include alternative formats of textbooks, a diversity of talents and backgrounds to our cam- a night in a residence hall. modifications in the way students take exams, and pus. In selecting the class, the Committee on Admis- readers, note takers and academic aides. The Uni- sions evaluates thoroughly each applicant’s personal STUDENTS WITH DISABILITIES versity maintains accessible rooms in nine residence and academic credentials. halls for students with physical disabilities. Each year Notre Dame admits a number of aca- All Notre Dame students must supply the nec- Academic Achievement. demically talented students with various disabilities. In evaluating a student’s essary initiative and determination to discover and Once enrolled here, students with disabilities may academic achievement, the Committee on Admis- utilize the available campus resources. Students with use a variety of services intended to reduce the ef- sions considers a student’s curriculum, class rank, disabilities will find that a truly creative ability to fects that a disability may have on their educational concentration of talent in the high school, test solve daily problems may be as important to success experience. Services do not lower course standards or scores, teacher evaluation and personal statement. as developing alternative skills through academic alter essential degree requirements but instead give Most students admitted to Notre Dame have taken experience. We invite admitted applicants to visit students an equal opportunity to demonstrate their the most demanding courses available, rank among Notre Dame and become familiar with the facilities academic abilities. Students can initiate a request for the top students in their schools and have done quite here before making a final college choice. services by registering with the Office for Students well on standardized tests. We could cite the average For more information, contact the Office for Stu- with Disabilities (OSD) and providing information rank and median test results of our admitted stu- dents with Disabilities at (574) 631-7157 or that documents his or her disability. Individual as- dents, but a listing of such numbers is often misin- (574) 631-7173 (TTY). terpreted. Each year, some applicants with high test sistance is provided in selecting the services that will provide access to academic programs and facilities of scores and class rank are not admitted while some INTERNATIONAL STUDENTS students with less impressive numbers are selected for the University. admission based on their other outstanding academic Notre Dame welcomes students from around the and personal accomplishments. world. These international students enhance the cul- tural and intellectual atmosphere of our Personal Qualities. The lifeblood of Notre Dame community. resides in its people: faculty, staff and students. Each The admission process for international students potential student’s application is studied to deter- who are not Permanent Residents of the United mine what talents, skills and interests that person States differs slightly from the process for U.S. citi- might offer Notre Dame’s community. We have zens. To complete an application, an international a strong interest in people who can make unique student must submit a Certification of Finances.This contributions and will share their talents with us document is provided with the application and is — talents as musicians, writers, technicians, tutors, on our Web site: admissions.nd.edu/international/ athletes, artists, volunteer workers, actors, organizers, index.cfm. Additionally, as English proficiency is thinkers, conversationalists, poets, jugglers or danc- critical to a student’s academic success at the Uni- ers. There is need in each freshman class for a variety versity, students who do not speak fluent English of talents and personalities. The listing of activities, must take the Test of English as a Foreign Language written statements and evaluations gives us a view (TOEFL). The Scholastic Aptitude Test (SAT I) or of the person represented by the application. It is the American College Test (ACT) is also required for important to present talents and intellectual interests admission. Students who have difficulty locating a on the application form. test center that administers the SAT or ACT should contact the American Embassy or an American The Notre Dame Scholar. Each year the Committee school in their area. on Admissions designates a select number of the International students wishing to apply for admitted students as Notre Dame Scholars. This rec- our limited need-based financial assistance must ognition is based upon their outstanding academic complete both the Certification of Financesand a and extracurricular accomplishments throughout CSS Foreign Student Aid Application. Based upon a their high school careers. These students appear to review of academic credentials, financial need, and exhibit the greatest potential for academic and social availability of scholarship resources, a student may contributions within the Notre Dame community be considered for financial assistance. Financial aid and are generally the strongest prospects from an packages may include student loans, student em- applicant pool of more than 10,000 individuals. ployment, and University scholarship assistance. All admitted applicants are considered for the To avoid potential problems with interna- Notre Dame Scholar distinction. Notre Dame Schol- tional mail, we urge students living outside the ars will be notified of the designation in their letter United States to apply online via our Web site, of admission. admissions.nd.edu, and to submit all other appli- A monetary award accompanies this distinction cation materials by courier service. if the student has demonstrated substantial financial need as determined by a careful review of the Financial Aid Profile of the College Scholarship Service and the FAFSA. 24 25

ADMISSION  FEES AND EXPENSES

TRANSFER ADMISSION if necessary. There will be no adjustment of tuition Fees and Expenses unless permission is given by the dean and the class Some students are admitted to Notre Dame with ad- schedule is changed before the seventh class day of vanced standing. If you wish to apply for admission In the undergraduate colleges, the University is es- the fall or spring semester. as a transfer student, you must have (1) completed sentially a residence school for full-time students. at least one academic year at an accredited college As many students as accommodations will allow Undergraduate Fees. or junior college, (2) obtained the equivalent of at are housed in the campus residence halls. First-year • Technology Fee: $125 per semester. least 27 semester hours of transferable credit, and (3) students are obliged to live on campus. Permission to • Health Center Access Fee: $50 per semester. maintained a cumulative “B” average in all courses. live off campus must be obtained from the dean of • Student Activity Fee: $40 per semester. (The competition is such that the average GPA for students. The fees listed below are for the academic • Observer Fee (daily student newspaper): $6 per admitted students is significantly higher.) The com- year 2003-04 and are subject to change according semester. mittee gives strong preference to applicants who have to factors operating within the economy that affect completed Notre Dame’s first-year course require- universities as well as the country as a whole. The above fees do not cover the cost of textbooks, ments. Correspondence courses, USAFI courses and stationery, etc., which is estimated at $850 per year credits earned through the College Level Exami- Campus Resident Student. The basic fee for the for the average undergraduate student. nation Program (CLEP) are not acceptable. academic year 2003-04 ranges from $17,050 to The technology fee provides partial funding To be eligible for an undergraduate degree, you $17,130 per semester. This fee entitles the student to for the University’s enterprise-wide technology must complete at least 60 credits at Notre Dame, instruction and tuition for the semester; meals in the infrastructure, which provides all students access to including the senior year. Thus, if you are beyond University dining halls; a room in a residence hall*; the Internet, e-mail, courseware, campus clusters, sophomore level at another college not in a special the use of the general library and the departmental ResNet, and a wide array of the latest software. This program, it is unlikely that you will gain admission libraries; admission to many lectures, concerts and fee provides for the growth in student services, such as a transfer student. entertainments in Washington Hall; the use of the as course and degree requirements, Web Registra- As a transfer applicant you must provide the Of- Rockne Memorial, the Joyce Center, the Rolfs Sports tion, and value-added Internet related capabilities. fice of Admissions with (1) a completed application Recreation Center, the athletic fields and the Uni- The health center access fee provides students form, (2) an official transcript from each college versity golf course (there is a nominal fee for the use access to all services at the University Health Center attended along with course descriptions, (3) a final of the golf course and for the ice rink in the Joyce and University Counseling Center, including 24- high school transcript and (4) an official SAT I or Center); a copy of each issue of the Scholastic (the hour medical care and counseling/mental health ACT score. news magazine of the University) and a copy of the assistance, alcohol and drug education programs, If you are interested in transferring to Notre Dome (the yearbook of the University) in the second and health-education and wellness programs. This Dame, please note that we cannot guarantee on- semester (for seniors who have left at the end of the fee provides partial funding to address increasing stu- campus housing to transfer students. Off-campus first semester, there will be a charge of $5 to cover dent health and wellness needs, along with funding housing close to the University is available; students the cost of mailing the Dome). to mainatin health facilities. are offered campus accommodations from a waiting *Rooms are available in 27 residence halls. A se- list if rooms become available. curity deposit of $50 is required as a room reservation Group Sickness or Accident Insurance. To assist You must submit your transfer application for the guarantee and for any damages that may be caused by in financing any medical or hospital bills, a group fall semester by April 15. The Transfer Admissions the campus resident student. This deposit is refundable insurance plan is available to students. Notre Dame Committee will notify you of its decision between upon graduation or departure from the University requires all international students to have health June 1 and July 15. after review and approval by the Office of Student insurance coverage. The deadline for the spring semester is November Accounts. At the beginning of the academic year, the oppor- 1. The committee will notify you of its decision be- tunity is provided to show proof of personal health tween December 1 and January 15. Off-Campus Student. The tuition fee for the full- insurance coverage. In the event such proof is not Please contact us to request the appropriate ap- time off-campus student is $13,585 per semester for presented, the student will be automatically enrolled plication form if you are interested in applying for the academic year 2003-04, which entitles the stu- in the University-sponsored plan and the charge for transfer admission. Write to: dent to instruction for the semester and those things the premium will be placed on the student’s account. Office of Undergraduate Admissions listed above under the total fee for the campus resi- The last date an international student may be waived Attention: Transfer Admissions dent student. For the off-campus student requiring from the University Student Insurance Plan is Sep- Committee board and lodging at the University Health Services tember 15, 2003. University of Notre Dame in time of illness, there is a charge of $60 a day. Information regarding the University-sponsored Notre Dame, IN 46556-5602 plan is mailed to the student’s home address in July. Part-Time Undergraduate Student. An under- Additional information is available in University Students may apply online via our Web site: graduate degree-seeking student must be in full-time Health Services by calling the Office of Insurance admissions.nd.edu. status each semester. Any undergraduate student and Accounts at (574) 631-6114. who is enrolled in at least 12 credit hours is con- The cost of the premium for the 2003-04 aca- sidered full-time. A student who believes that special demic year (effective August 15, 2003, to August 15, circumstances may require him or her to carry fewer 2004) is $767. than 12 semester hours in any semester (including a senior in his or her last semester) must seek approval Payment Regulations. All fees and required deposits to be part-time from his or her respective college. are to be paid in advance of each semester. Billing This request and conversion, if approved, must be will be made one month before each semester. The made before the seventh class day of a fall or spring University does not accept credit card payments. Re- semester. If permission is granted, the dean will mittance should be made payable to the University notify the Office of Student Accounts of the change of Notre Dame. Notre Dame students taking certain of status and an adjustment to tuition will be made courses at Saint Mary’s College that carry special fees will be billed for such charges according to Saint Mary’s rates. 24 25

FEES AND EXPENSES  STUDENT FINANCIAL AID

Withdrawal Regulation. Any graduate, law, M.B.A.,* Student Expense Budget. Expenses for college will or undergraduate student who at any time within the Student Financial Aid vary from one institution to another and are subject school year wishes to withdraw from the University to change from one year to the next. Estimated aver- should contact the Office of the Registrar. To avoid The Office of Student Financial Services, which age expenses for first-year undergraduates at Notre failure in all classes for the semester and to receive includes the Offices of Financial Aid, Student Dame for the 2003–04 academic year include: any financial adjustment, the withdrawing student Accounts, and Student Employment, administers must obtain the appropriate clearance from the all student financial aid programs, a broad array of Tuition and Fees...... $27,610 dean of his or her college and from the assistant vice financial products and services, and payment plans, Room, Board and Phone ...... 7,090 president for Residence Life. to assist in helping to make a Notre Dame education Books...... 850 On the first day of classes, a full-tuition credit will affordable for all families. Personal/Transportation ...... 1,400 be made. Following the first day of classes, the tuition ——— fee is subject to a prorated adjustment/credit if the Principles. Notre Dame subscribes to the principles Total $36,950 student (1) withdraws voluntarily for any reason on of student financial aid administration as endorsed or before the last day for course discontinuance at the by the College Scholarship Service of the College There will be variations in the above costs based University, or (2) is suspended, dismissed or involun- Board and the National Association of Student on residence hall accommodations, travel costs and tarily withdrawn by the University, for any reason, on Financial Aid Administrators. Notre Dame, along personal expenses. It should be noted that, because or before the last day for course discontinuance at the with the hundreds of other institutions, states and of rising costs, annual increases in the above budget University, or (3) is later obliged to withdraw because organizations which follow these principles, includes can be anticipated. of protracted illness, or (4) withdraws involuntarily demonstrated financial need as a criterion in award- at any time because of military service, provided no ing financial aid. In addition to a student’s academic Family Contribution. The University assumes parents credit is received for the classes from which the stu- and personal credentials, financial need is an essential will contribute to their children’s education to the dent is forced to withdraw. factor in the awarding of the University’s scholarship/ extent they are capable as long as the student is Upon return of the student forced to withdraw grant programs. enrolled as an undergraduate. Notre Dame cannot for military service, the University will allow him or Among the many myths that exist about the accept financial responsibility for students whose her credit for that portion of tuition charged for the financial aid process, perhaps the most common is parents discontinue this support for reasons other semester in which he or she withdrew and did not that which claims that only the low-income family than ability to pay. It is important to note that the receive academic credit. is eligible for financial aid. Unfortunately, as a result, family includes both the parents and the student. Room and board charges will be adjusted/credited many students do not even apply for aid because it Students seeking financial aid will be expected to on a prorated basis throughout the entire semester. is assumed that the family income is too high. Al- contribute toward their educational expenses. This Students receiving University and/or Federal though income is an important factor in determining self-help may include resources from a portion of Title IV financial assistance who withdraw from the a family’s ability to pay for college, it is only one of their own assets, as well as earnings resulting from University within the first sixty percent (60%) of the many factors considered. The size of the family, work prior to and during their enrollment at Notre the semester are not entitled to the use or benefit age of parents, number of family members in college, Dame. In a very real sense, students who borrow also of University and/or Federal Title IV funds beyond assets and liabilities and private school costs are also contribute to their costs from their future earnings. their withdraw date. Such funds shall be returned considered. Given the premise that families have the primary promptly to the entity that issued them, on a pro rata Equally significant in determining need is the responsibility for paying for the cost of a student’s basis, and will be reflected on the student’s University cost of attending an institution. The same student education, Notre Dame will attempt to assist those account. may have adequate family resources for attendance at families who cannot meet all of their expenses. This Withdrawal Regulation may change subject a public institution but may show substantial need at to federal regulations. Examples of the application of a higher-cost institution, such as Notre Dame. Those Verification. The federal government requires the the tuition credit calculation are available from the families feeling the need for financial assistance are University to verify and document certain infor- Office of Student Accounts upon request. encouraged to investigate the possibilities outlined mation provided by students and their families in *Executive M.B.A. students are subject to a different herein. relation to an application for assistance. Such docu- Withdrawal Regulation and Tuition Credit Calculation, Inherent in the concept of need is the premise ments may include copies of federal income tax both of which may be obtained from the Executive that the primary responsibility for financing a college returns and W-2 forms. For purposes of verification, M.B.A. Program. education lies with the family. Notre Dame assumes the University currently participates in the Federal that families will contribute to the student’s educa- Quality Assurance Program. Payment Plan for Budgeting Educational tion to the extent they are capable. Expenses. The University makes available an in- The difference between the family contribution Financial Aid Application Process. To be consistent terest-free monthly payment plan through Academic and the student’s total collegiate expenses for a given in estimating a family’s ability to pay, Notre Dame Management Services (AMS), One AMS Place, P.O. year is financial need. Another way of expressing this has subscribed to a nationally approved uniform Box 991, Swansea, MA 02777. This plan allows concept is outlined below: method of needs analysis. Many institutions and families to spread out education payments over a 10- other organizations involved in the administration of or nine-month period rather than make two larger College Budget student financial aid programs also subscribe to this payments, one at the beginning of each semester. – Family Contribution institutional methodology. The annual fee to enroll in the AMS program is $55. That cost includes a life insurance provision = Financial Need called Tuition Protection Coverage, which would pay the University the remaining balance of the plan in the event that the designated bill payer should die. For more information on the AMS Monthly Payment Plan, call AMS at (800) 635-0120. 26 27

STUDENT FINANCIAL AID

Because the federal government is a major pro- Upon proper and timely submission of the FAF- All forms of aid awarded by the University are vider of student aid, it has created a set of criteria SA and the CSS PROFILE, the applicant will auto- subject to adjustment based upon additional awards to determine a student’s eligibility for its programs. matically be considered for all forms of assistance, received by the student in excess of the established This information is gathered annually on the Free including academic scholarships, which the Financial need. Students receiving aid from the University Application for Federal Student Aid (FAFSA). All Aid Office administers. of Notre Dame must notify the Office of Financial students seeking financial aid consideration for Aid of all other forms of educational assistance from either federal and/or non-federal student aid pro- Financial Need. Upon receipt of the FAFSA and CSS financial aid sources other than those directly admin- grams must file the FAFSA. The FAFSA is available PROFILE, the Financial Aid Office will carefully istered by the Office. at www.fafsa.ed.gov and should be filed between review the information in light of the applicant’s The total financial aid received by a student may January 1 and February 15 for prospective first-year individual circumstances and the funding levels of not exceed the total cost of education. students, January 1 and February 28 for continuing the various programs it administers. It will consider students, and January 1 and March 31 for prospec- any special circumstances mentioned in the narra- Renewal of Financial Aid. It is important to note tive transfer students. tive section of the CSS PROFILE or brought to its that the vast majority of financial aid programs are The College Scholarship Service (CSS) also attention by the student or parents. The result of not automatically renewed from year to year. Because provides a supplemental application known as the this analysis is an expected family contribution figure, of changes in family circumstances, financial aid CSS Financial Aid PROFILE. This application often which is subtracted from the student expense budget policies, funding levels and college costs, the CSS allows the student and family to provide additional, to determine financial need. PROFILE and the FAFSA must be filedannually. more comprehensive information with which the in- If financial need is demonstrated, the Financial The deadline for renewal application for all forms of stitution can make a better evaluation of the family’s Aid Office is committed to providing financial aid assistance administered by the University’s Office of financial circumstances. The PROFILE (along with resources to meet the financial need. In many cases Financial Aid, including scholarships, is February 28. the appropriate fee) must be submitted to CSS where assistance is made available, it is done in pack- by February 15 for prospective first-year students, age form; that is, two or more forms of assistance are International Students. Financial aid opportunities February 28 for continuing students, and March 31 combined with each other to meet the demonstrated for international students are limited. International for prospective transfer students to be considered need. In most cases this may include opportunities students should be prepared to finance, either for all the financial aid programs administered by for scholarships, loans and/or work. privately or through a sponsor, the full cost of Notre Dame, including scholarship/grant programs. Because the amount of financial aid awarded an their Notre Dame education. The International Students seeking only federal aid need to file only the individual reflects the family financial situation, the Student Certification of Finances (available at http: FAFSA. Students applying for both federal and insti- University, as a matter of policy, does not publicly //financialaid.nd.edu) must be submitted at the tutional aid consideration must file the FAFSA and announce the amount of aid awarded. All infor- time of application for admission, illustrating and the CSS PROFILE, listing the University of Notre mation received by the Financial Aid Office is treated documenting sufficient financial support to meet Dame as a recipient. The federal school code for as confidential. the projected cost of a Notre Dame undergraduate identifying Notre Dame on the FAFSA is 001840. education. Notre Dame’s CSS code for the PROFILE is 1841. Prospective first-year students wishing to be Students may obtain the CSS PROFILE at considered for limited need-based financial as- www.collegeboard.com. sistance must first complete an International Cer- The CSS PROFILE is made available in the fall tification of Finances along with an International of the year and may be filed as soon as the applicant Student Financial Aid Application (available at and family have reasonable estimates of what family http://financialaid.nd.edu). Based upon a review of income figures for the current calendar year will be. academic qualifications, financial need and avail- In some cases, it may be necessary to wait until the ability of student aid resources, an applicant may calendar year is completed to obtain more accurate be considered for financial assistance, including a information. In either case, the CSS PROFILE must self-help component of a student loan and student be submitted as directed. If tax information for the employment along with University scholarship as- previous calendar year is not yet completed, reason- sistance. The Certification of Finances and the CSS able estimates may be used. Applicants for financial International Student Financial Aid Appilcation will aid should also be prepared to submit directly to be reviewed along with the student’s admission appli- the Office of Financial Aid copies of parents’ and cation. student’s Federal tax returns and parents’ W-2 forms The Certification of Finances is kept on file for for the calendar year prior to the academic year for continuing international students, outlining the which financial assistance is being requested. These family’s annual responsibility to meet educational ex- documents should be signed and sent directly to the penses as a condition of continued enrollment at the Financial Aid Office, which reserves the right to re- University of Notre Dame and for satisfying the U.S. quest additional documentation and/or clarification Immigration and Naturalization Service’s regulations of a family’s financial situation. required for maintaining an officially authorized It should also be noted that a prospective first- year U.S. Student Visa status. or transfer student should not wait for an admissions decision prior to filing for financial aid. Priority con- sideration will be given to students who meet the FAFSA and CSS PROFILE filing deadlines. Addi- tional consideration may be given to late applicants if funding permits. 26 27

STUDENT FINANCIAL AID

FINANCIAL AID PROGRAMS Notre Dame Alumni Club Scholarships. Many Notre ROTC scholarships are available on a competitive Dame Alumni Clubs offer scholarships to students basis for both men and women. Scholarships may be There are numerous types of financial aid oppor- in their geographic area. Since these awards are awarded to offset up to the full cost of tuition, books tunities for students. The process outlined above is based upon information supplied by the University’s and fees, plus an in-school subsistence. that which the student follows for aid programs all Admissions and Financial Aid offices, applicants Scholarships are awarded on merit and personal administered by the Financial Aid Office of Notre who follow the standard admissions and financial qualifications. Applications must be filed during the Dame. Through this one process, applicants are aid procedures of the University will be considered fall semester of the student’s high school senior year. considered automatically for aid programs at the all by alumni clubs offering such awards. Some alumni Application forms and further program descrip- University for which they are eligible, including clubs will require additional steps, such as the tions are available from high school counselors, academic scholarships. Students are also strongly completion of a local application and/or a personal military recruiting officers and ROTC departments encouraged to pursue opportunities outside the interview. at any participating college or university. University. Information regarding some of these First-year students and upperclassmen are eligible programs is outlined below. However, because outside Federal Pell Grant. The Pell Grant is a nonrepayable to voluntarily enroll in the three-year ROTC college students come to Notre Dame from all 50 states and grant made available by the federal government to programs at Notre Dame and compete for a limited many foreign countries, further details about state eligible undergraduate students enrolled in a degree- number of scholarships within the units. and local programs must be obtained through the granting program. For more information, contact: ROTC (Army, student’s and family’s individual efforts. Notre Dame cooperates with the U.S. Depart- Navy and Marine Corps or Air Force), University of Most aid programs will fall into one of three ment of Education in administering this program. Notre Dame, Notre Dame, IN 46556. categories of assistance: scholarships/grants, student Applicants must be U.S. citizens or permanent resi- employment or loans. dents of the United States. Other Federal Assistance Benefits. Certain students The FAFSA serves as the application for the Pell may be eligible for special forms of federal agency SCHOLARSHIPS/GRANTS program. Eligibility is determined by a U.S. Depart- benefits. Among these agencies are Americorps, the Scholarship/grant assistance is a type of aid that is ment of Education formula uniformly applied to all Veterans Administration, the Office of Vocational free of repayment obligation. applicants. After applying, the student will receive Rehabilitation and the Bureau of Indian Affairs. Fur- a Student Aid Report (SAR) from the federal gov- ther details may be obtained through the appropriate Notre Dame Scholarships/Grants. All students ernment. Eligible students will be notified by the local office of the particular agency. accepted for admission, who have completed the Financial Aid Office of Notre Dame. In 2003-04, financial aid process as outlined above, are auto- the grants may range from $400 to $4,050 at Notre Private Scholarships. Many private organizations matically considered for University scholarships and Dame. provide financial assistance to Notre Dame students. grants. The level of University assistance is based on Scholarship information may be obtained by demonstrated financial need and academic perfor- SEO Grant. Notre Dame participates in the Federal contacting civic, professional, religious, and other mance and will thus vary from student to Supplemental Educational Opportunity Grant community organizations. student. Program (SEO Grant). These federal grants currently The Financial Aid Information Page at Renewal of University scholarship/grant assis- range up to $4,000 for students with exceptional www.finaid.org and the College Board Online at tance is based upon a review of students’ academic financial need. The Financial Aid Office selects www.collegeboard.com provide scholarship search performance at the University and their annually recipients from among the most needy applicants, information. demonstrated financial need. in accordance with guidelines established by the Caution is advised when using fee-based scholar- A self-help component, including student U.S. Office of Education. The number and amount ship search enterprises. Students also should be care- loan and campus employment programs, serves as of these grants will depend upon the availability of ful in providing confidential/personal information the foundation of a financial aid package prior to funds from the federal government each year. Federal (e.g., credit card numbers) to such organizations. scholarship/grant consideration. The amount of SEO Grant funds are available only to U.S. citizens self-help will grow annually, based on several factors, or permanent residents of the United States. STUDENT EMPLOYMENT including increases in cost, annually determined Excellent part-time employment opportunities, in- State Scholarships and Grants. Although programs financial need, and self-help limits of loan and work cluding those offered through the need-based Federal vary from state to state, all applicants are en- programs. Work-Study and Paid Community Service Programs couraged to seek information about the possibility Students not receiving scholarship/grant assis- as well as other programs, are made available in an of obtaining a state scholarship/grant as a student at tance may be considered in subsequent years based effort to assist students in meeting some of the costs Notre Dame. Details regarding application processes, on financial need and the availability of University related to college attendance. eligibility requirements, amounts, etc., vary from scholarship/grant resources. Approximately 40 percent of Notre Dame under- state to state. Among the states that currently Students receiving scholarships/grants are often graduates are employed on campus annually. award scholarship/grant assistance to Notre Dame asked to cooperate in the University’s relations with Many student employees average 10-12 hours of students are Indiana, Pennsylvania, Rhode Island benefactors. This may include granting the Uni- work per week. Students are paid on a biweekly basis and Vermont. versity permission to release academic information to via a direct deposit to their personal bank accounts. scholarship/grant donors. Students receiving scholar- Hourly rates vary depending on the job require- Military Scholarships. The University of Notre ships may also be asked to correspond directly with ments. The basic hourly wage rate is $6.35. Dame, in cooperation with the military services, the benefactor(s) of their scholarship(s). The Job Board, located at http://studentemploym offers Army, Navy, Marine Corps and Air Force ent.nd.edu, provides a comprehensive listing of jobs Reserve Officers’ Training Corps (ROTC) programs available to students, including community service for interested and qualified students. Satisfactory positions (e.g., tutoring, support services, program course completion leads to an Officer’s Commission assistants) along with on-campus jobs in areas such upon graduation from the University. as the dining facilities, the many campus libraries, the computer labs, and office/clerical positions. 28 29

STUDENT FINANCIAL AID

LOANS All first-time borrowers complete and forward a To determine a student’s eligibility for an unsub- Master Promissory Note to the Office of Financial sidized Stafford loan, the following formula is used: Borrowing a student loan is a matter that should Aid at the University. The Office of Financial Aid Student Expense Budget be undertaken with the greatest of deliberation and will certify the student’s enrollment, cost of edu- - Financial Aid with full knowledge of the significant responsibilities cation, academic standing and the amount of other involved. Notre Dame borrowers have a proven financial aid awarded. Federal Unsubsidized Stafford Loan Eligibility record of responsible borrowing and repayment of To determine a student’s eligibility for a federally loan obligations. To assist borrowers, the University subsidized Stafford loan, the following formula is One provision of unsubsidized loans that differs provides them with an outline of their rights and used: responsibilities. In addition, all borrowers are advised significantly from the subsidized program relates to Student Expense Budget borrowing limits for independent students and for of their loan repayment options and obligation upon - (Family Contribution + Financial Aid) leaving the University. In an effort to provide addi- dependent students whose parents have been denied tional information regarding a borrower’s rights and PLUS loan (see below) eligibility. Based upon the responsibilities, the Office of Financial Aid offers = Federal Stafford Eligibility student’s program length, the combination of subsi- general counseling to all borrowers. dized and unsubsidized Stafford annual borrowing It is possible for students from various income cannot exceed the following loan limits: Federal Perkins Loan. Notre Dame participates levels to qualify for Federal Stafford Loans. Students Year Amount in the Federal Perkins Loan Program. As with all following the financial aid application procedures 1st...... $ 6,625 student loans, student borrowers will be responsible previously outlined are automatically considered for 2nd ...... 7,500 for repaying, with interest, this source of financial these loans. 3rd-5th ...... 10,500 assistance after terminating their education. Within After the Office of Financial Aid certifies the conditions prescribed by law and regulations issued Master Promissory Note, the lender reviews the ap- The total combined subsidized and unsubsidized by the U.S. Department of Education, Notre Dame plication and then forwards it to the guarantor for fi- aggregate borrowing for these students cannot exceed selects student recipients, processes the loans and is nal review. The guarantor or the lender then notifies $46,000 for undergraduates. responsible for collection. The annual allocation of the student of approval of the loan. Approximately Another major difference between the provisions funds to the University by the federal government 3 percent of the amount borrowed will be deducted of the subsidized and unsubsidized Stafford Loan is limits both the number of loans and maximum prior to the loan being disbursed in order to pay for that the federal government is not paying in-school amount available per student. the origination and guarantee of the loan. The ap- interest to the lender while the student is enrolled in Applicants are automatically considered for plicant should mail the Master Promissory Note to school. Interest may be paid monthly or quarterly by this program as a part of the financial aid process the Office of Financial Aid before July 1. the borrower or may be added to the principal bal- outlined above. As with any federally sponsored aid Loan proceeds are typically disbursed elec- ance of the loan (capitalized). program, the student must be a U.S. citizen or have tronically at the beginning of each semester to the permanent residence in the United States. student’s account at the University. One-half of the The Notre Dame Undergraduate Loan Program. The interest rate on Federal Perkins Loans is annual amount, after subtracting loan origination The University, in cooperation with Citibank and currently 5 percent. The student may have up to fees, is credited at that time. its Student Loan Corporation (SLC), offers a very 10 years to repay the loan but could have less, de- For those students qualifying under terms out- competitively priced non-need-based student loan pending on the total borrowed. Under current regu- lined above, the government will pay the interest program to assist undergraduate students with the lations, interest and repayment begin nine months to the lender for the borrower during periods of financing of their education. Terms of the Notre after leaving school or when the student ceases to be school attendance as well as during other authorized Dame Undergraduate Loan include: enrolled on at least a half-time basis. Schedule for periods of deferment. For this reason, this program is repayment of loans, including interest, is on a quar- known as the Subsidized Federal Stafford Loan. • Variable interest rate based upon the 91-day terly basis. Current regulations permit undergraduate stu- T-Bill plus 2.25 percent. Students may defer repayment of the loan (and dents to borrow up to $2,625 per year for freshmen, • Interest begins to accrue upon disbursement of no interest accrues) while enrolled as at least half- up to $3,500 for sophomores, and up to $5,500 the loan. time students at eligible institutions. per year for three more undergraduate years, with a • No origination fee or insurance fee. All or part of a Federal Perkins Loan may be can- cumulative total of $23,000 for undergraduate study. • Repayment of accrued interest and principal celled for borrowers who enter certain teaching areas Federal Stafford Loans must be repaid in full with beginning six months after the student ceases to or specified military duty. interest, except when the borrower is deceased or be enrolled in school, not to exceed seven years totally and permanently disabled. Repayment begins from the first disbursement of the first loan, and Federal Stafford Loan Program. Undergraduate six months after termination of at least half-time en- generally extending up to 15 years. students are currently eligible to borrow through the rollment. Repayment may generally be extended over • Opportunity for eligible students to borrow up Federal Stafford Loan Program. General eligibility a period of up to 10 years but could vary, depending to $12,500 annually, with an undergraduate ag- requirements include U.S. citizenship or permanent upon the amount borrowed. Certain borrowers may gregate of $62,500. residency in the United States, as well as enrollment also be eligible for loan consolidation options that • Requirement of a creditworthy U.S. resident co- on at least a half-time basis, good standing at the allow for extending payment periods beyond 10 signer. University, and satisfactory academic progress. years. The interest rate will vary annually. Specific Federal Stafford Loans are generally made avail- repayment plans are arranged between the lending Additional information and an application able to eligible Notre Dame students through one of institution and student. Under very limited condi- for the Notre Dame Undergraduate Loan may be several lenders recommended by the University. tions, a student may have part of the Stafford Loan obtained from the Office of Financial Aid (http: The program offers a long-term, repayable loan obligation repaid for certain kinds of military service. //financialaid.nd.edu) or Citibank’s Student Loan opportunity to assist students in meeting their edu- Unsubsidized Federal Stafford Loans generally Corporation at (888) 812-3479. cational expenses. involve the same provisions as those available through the subsidized program, except as noted be- low. Students following the financial aid application procedures outlined above, who do not demonstrate financial need as defined by federal regulations, can receive consideration for these unsubsidized loans. 28 29

STUDENT FINANCIAL AID  STANDARDS OF PROGRESS FOR RECIPIENTS OF FINANCIAL AID

OTHER academic good standing will result in academic Standards of Progress for probation and probation for purposes of federal fi- Monthly Payment Plan. The University offers a Recipients of Financial Aid nancial aid. Students may receive federal aid while in monthly payment plan through Academic Man- this probationary status. However, once students are agement Services (AMS). With the AMS interest-free declared “subject to dismissal,” if they are “continued payment plan, a family has the opportunity to spread The University of Notre Dame requires all recipients of institutional financial aid to maintain academic on probation,” they are not automatically eligible for tuition payments over a 10- or nine-month period. federal financial aid. The annual fee to enroll is $55. That cost includes good standing as outlined in du Lac. In addition, the a life insurance provision called Tuition Protection Higher Education Act as amended and subsequent B. Academic Satisfactory Progress: Students must Coverage, which would pay the University the federal regulations require institutions to define, earn credits at the rates prescribed to maintain eligi- remaining balance of the plan in the event that the publish and implement Standards of Progress for stu- bility for federal financial aid. The following letter designated bill payer should die. Additional infor- dents receiving federal financial aid. Recipients of aid grades do not result in credits earned: F, X, I, U, V, mation may be obtained by contacting AMS at (800) through the following programs are subject to these W, NR. 635-0120. standards: Pell Grant, Supplemental Educational Full-time undergraduate students are expected to Opportunity Grant (SEO Grant), State Student In- complete degree requirements in either eight or 10 Federal Parent Loans (PLUS). The Federal PLUS centive Grant (SSIG), Stafford Loan, Perkins Loan, semesters, depending on their academic program. loan provides a borrowing option for parents of PLUS loan and Federal Work-Study (FWS). The The chart below outlines the minimum requirements dependent undergraduate students. Based upon outlined Standards of Progress are established for this for Academic Good Standing (minimum semester a parent’s creditworthiness, a parent may borrow purpose. GPA) and for Academic Satisfactory Progress (mini- through this federally guaranteed, non-need-based A. Academic Good Standing: In general, students mum cumulative credits earned) for undergraduate loan program. Additional terms, subject to revision must meet the University’s minimum requirements recipients of federal financial aid. Standards for both by federal law, include: for academic good standing, as outlined in du Lac, full-time and part-time students, as well as for four- to receive federal financial aid. Failure to maintain year and five-year academic programs, are shown. • Variable interest rate. • Three percent origination fee and up to 1 percent insurance fee. UNDERGRADUATE STANDARDS OF PROGRESS FOR RECIPIENTS OF FEDERAL FINANCIAL AID • Repayment on both principal and interest usually beginning within 60 days of disbursement of the Semesters Minimum Minimum Cumulative Minimum Cumulative funds, generally extending up to 10 years. Semester Credits Earned Credits Earned • Opportunity for parents to borrow up to the full GPA Required of Required of cost of education minus student aid. Full-time Students Part-time Students • Deferment of principle and interest, offered by some lenders during the student’s enrollment 1 1.7 period. (Contact lender for details.) 2 1.85 20 10 The University provides borrowers with a list 3 2.0 of preferred PLUS loan lenders. The preferred 4 2.0 48 24 lenders have established themselves as quality insti- tutions based upon efficiency in loan origination, 5 2.0 responsiveness to questions, quality of servicing and long-term participation and commitment in the 6 2.0 84 42 federal loan program. The basic provisions for loans 7 2.0 offered by these preferred lenders are consistent with all federally insured educational loans. In addition, 8 2.0 120 60 these preferred lenders participate in Notre Dame’s 9 2.0 electronic application and fund transfer process. This participation provides a superior service in terms of 10 2.0 156 78 processing and delivery of funds. 11 2.0 Further information and an application may be obtained from the Office of Financial Aid. 12 2.0 96 13 2.0 14 2.0 114 15 2.0 16 2.0 132 17 2.0 18 2.0 150 19 2.0 20 2.0 168

Full-time is defined as 12 hours or more; part-time is defined as 11 hours or less. 30 31

STANDARDS OF PROGRESS FOR RECIPIENTS OF FINANCIAL AID  CENTER FOR SOCIAL CONCERNS

Undergraduate transfer students will be placed THEO 359B. Summer Service Learning Internship: on the chart below based on the advanced status Center for Social Concerns African American Leadership Intern Program determined at the point of admission (number of The overall goal of the eight-week summer intern- transfer credits accepted). Such students will then be The Center for Social Concerns provides a wide ship is to collaborate with the community of St. evaluated using the criteria listed. variety of service and social action opportunities, Agatha, the ND Alumni Club of Chicago, the Black The Standards of Progress are reviewed at the programs, seminars, and courses. Alumni Association of ND-Chicago, Multicultural end of each even-numbered semester for the quanti- I. Students may choose from multiple opportunities Student Programs and Services, and the CSC in the tative aspect of the policy; the Standards are reviewed that serve the needs of others on campus, in South following service-learning opportnities: contributing each semester for the qualitative aspect of the policy. Bend, in the nation, and abroad. to specific summer programs of St. Agatha's Parish Students terminated from federal aid for failure to A. More than 30 service groups provide one-to- as determined by the staff, learning about African maintain these standards must achieve all stated one or small-group relationships, in collaboration American urban ministry, developing leadership grade point average and cumulative credits earned with many local community organizations. Some of skills, exploring the potential for relationships of requirements for their academic year level before aid these groups are Big Brothers/Big Sisters, Women’s partnering with alumni in Chicago and suburbs, and can be reinstated. Students who are terminated and Care Center and Logan Center. There are other ser- participating in the follow-up related to all Summer wish to return with aid for the following semester vice activities available that are coordinated directly Service Project students. may use the time between semesters to accomplish through the residence halls and other campus orga- THEO 359C: Summer Service Learning Internship: readmittance, achieve the minimum cumulative nizations. Hispanic Leadership Intern Program credits earned requirement or complete courses for B. Social action groups sponsor workshops, proj- This internship is designed to immerse students in which the grade of X or I has been assigned. ects, and retreats that mobilize students to address Hispanic communities, where they respond to spe- The Financial Aid Office will notify students in issues of injustice. Amnesty International and Pax cific areas of need through various programs, such as writing when failure to maintain progress results in Christi are two such groups. St. Pius V parish and the Interfaith Leadership Proj- the loss of financial aid. Appeals of such a decision, C. There are many agencies in South Bend with ect in Chicago. Leadership is emphasized. Student based on mitigating circumstances, must be made in which the CSC partners. Students may choose to interns will live in a Hispanic community for eight writing by the student to the Financial Aid Office. work directly with one of those 60 agencies. weeks. See the Summer Service Project description

Appeals will be evaluated, and a written decision will (THEO 360) for academic requirements. be forwarded to the student within three weeks of II. The center provides students with opportunities THEO 359D. Summer Service Learning Internship: the receipt of the appeal. to integrate service and other forms of civic partici- pation within their academic lives. Social, moral, Worker Justice and ethical issues can be studied from a variety of The result of a collaborative project between the perspectives through center-initiated courses. Special National Interfaith Committee for Worker Justice attention is given to Catholic social tradition. and several Catholic Colleges and Universities, this A. Academic credit is given for the following 10-week internship begins in Chicago for an intense community-based learning opportunities. (This is a week of training and orientation with a wide array partial list. See the Department of Theology section of social justice professionals and theologians. The of this Bulletin for a more complete list of one and delegation of interns will then travel to local inter- three credit opportunities.) Primaily developed and faith committees around the country for eight weeks, coordinated by center staff, most seminars are offered before returning back to Chicago for reflection and through the Department of Theology. (See the ap- exploration of next steps. Within these contexts, propriate college section for the maximum number undergraduates have the opportunity to learn and in- of credit hours allowed.) crease their ability to apply the principles and foun- dations of Catholic Social Teaching to a wide range Note: Three credits are available for each of the of vocational and social arenas, and to work with following courses. local interfaith committees on issues facing workers and develop coalition building, organizing, advocacy, THEO 359A. Summer Service Learning Internship: public policy, and communication skills. Academic ACCION requirements are similar to those associated with A pioneer in micro-lending, ACCION is a non- THEO 360. profit organization with a 38-year history of THEO 360. Summer Service Learning: reducing poverty and creating employment in the Confronting Social Issues Americas. ACCION is dedicated to providing This service-learning course takes place before, financial services to the smallest of small business during, and after student participation in the eight- people and, in turn, families, through providing week Summer Service Internships sponsored by loans to those who cannot go through a bank (no the Center for Social Concerns and Notre Dame credit history). Ten-week internships will offer Alumni Clubs. The goals of the course are to students exposure and experience in areas such as reflect on the meaning and dynamics of Christian community outreach and marketing, fundraising service, compassion, and Catholic social teaching and public relations, management and information through readings, journals, discussion, and reflection systems, loan processing and monitoring, micro- with site supervisors and alumni, and scheduled lending and economic development. group discussions upon return to campus. Writing assignments include a journal, a reflection paper, and responses to a set of study questions related to the course packet. The course is completed during the first seven weeks of the fall semester. 30 31

CENTER FOR SOCIAL CONCERNS

THEO 362/SOC 363/IIPS 362. Social Concerns Seminar: Cultural Diversity The purpose of this course is to begin to analyze the positive aspects of ethnic and cultural diversity as well as related tensions, including racism. During break, students participate at selected sites in a five-day program that provides an orientation to culturally diverse communities and allows students to engage in discussions on relevant issues with local residents and community leaders. Students partici- pate in preparation and follow-up sessions. THEO 363/POLS 333W. Social Concerns Seminar: Washington, D.C. This course centers on a trip to Washington, D.C., over fall or spring break, during which students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students examine issues through dialogue and written reflection. Themes (e.g., Edu- cational Reform, Violence in America, and Just War Theory) vary each year. THEO 365C. Social Concerns Seminar: The Church and Social Action Mark Roland, International Summer Service Learning Program participant, Summer 2002, and Luis; Santiago, This course centers around a 48-hour immersion Chile. (colloquially known as the "Urban Plunge") in an urban setting during the Christmas break, prior to return to campus. This course includes a preparation THEO 360B. Summer Service Learning: International Note: One credit is available for each of the following workshop in the fall semester, readings, a reflection This internship seeks to provide international ser- seminars. paper, and follow-up. vice-learning experiences in social concerns, inspired by Gospel values and Catholic social teachings, by THEO 356. Social Concerns Seminar: THEO 366. Social Concerns Seminar: Mexico challenging students who have domestic service- Migrant Experiences Seminar This seminar involves two weeks of service and ex- learning experiences to encounter international This seminar course offers a unique immersion into periential learning in Oaxaca, Mexico. It is designed realities. Students are provided the opportunity to the lives of migrant farmworkers in Florida dur- to expose students to the reality of Latin America work with and learn from the poor and marginalized ing the spring harvest. Students pick tomatoes in through intercultural exchange, shared work experi- in international settings. Students also interact and the fields (donating their wages), live with migrant ence and faith reflection. Students examine the work with persons and grassroots groups addressing families, assist agencies that serve migrants, and meet social, cultural and international forces operative in the needs of the poor, learning from those who raise with community leaders, never again to take food the region through discussion, relevant readings and questions and share insights about the social, politi- for granted. written reflection. cal, economic, religious and cultural forces operative PSY 310A/THEO 358: Social Concerns Seminar: THEO 367. Social Concerns Seminar: Advanced in the international setting. Academic requirements Children and Poverty Studies bear similarity to THEO 360 but also include a The goal of this service-learning experience is to Directed studies. Inquire at the Center for Social required 1.0-credit orientation course during the expose participants to issues related to children living Concerns (CSC) for more information. spring semester (THEO 371: International Issues). in poverty, such as education, early intervention, re- THEO 368/PSY 310C. Social Concerns Seminar: siliency, violence, and foster care. Students will begin THEO 360C. Summer Service Learning: Contemporary Issues their exploration during orientation sessions, which National Youth Sports Program Directed studies. Inquire at the CSC for more will examine the current state of children in poverty Notre Dame, in past summers, has been the recipi- information. and present insights from educators and children's ent of an NCAA grant that generously provides for advocates. During a week in New York City, students THEO 368A. Social Concerns Seminar: Discernment a five-week enrichment and athletic program for will learn from individuals and community-based This seminar focuses on senior students open economically disadvantaged kids, ages 10 to 16. In organizations. Visits with both children and program to discerning and envisioning the integration of this formation program, computer instruction, math administrators will enable participants to experience faith/theology and social concerns into their lives and science assistance, drug and alcohol education, first-hand the realities of growing up in poverty. Fol- beyond Notre Dame. Through engaging students in and other classes beneficial to at-risk youth will be lowing the week-long immersion, facilitated discus- a process that builds on their previous connections held. Each Notre Dame student/Youth Coordinator sions will occur. with the CSC and points them toward integrating will be responsible for leading a group of participants social concerns into their lives beyond ND, students through these activities. Assignments are similar THEO 361. Social Concerns Seminar: Appalachia are provided the opportunity to integrate their to those listed in the THEO 360 (Summer Service The Appalachia Seminar introduces students to the experiences with the insights of speakers and the Project) description. culture and social issues of the Appalachia region authors of course readings. Alongside the speakers through service learning. The course provides the and course readings, students evaluate the long-term opportunity for active participation in the com- value of this course. Requirements include two munity and direct relationship with the Appalachian written papers and active participation in all sessions. people. During the week of service in Appalachia, students learn from individuals and community- based organizations focusing on issues of health, edu- cation, environment, and/or basic living conditions. 32 33

CENTER FOR SOCIAL CONCERNS  RESERVE OFFICERS TRAINING CORPS PROGRAMS

THEO 369/IIPS 369. Social Concerns Seminar: Reserve Officers Training MILITARY SCIENCE Leadership Issues Chair and Professor: This seminar will examine leadership issues from a Corps Programs Lt. Col. Kelly C. Jordan, USA multidisciplinary perspective, focusing on the role of Assistant Professors: the leader within organizations promoting commu- The University of Notre Dame offers the oppor- Lt. Col. Michael Ferrill, USAR nity service, social awareness, and action for justice tunity to combine the pursuit of an academic degree Maj. Gary Masapollo, USAR and peace. This course will provide students with an with earning an officer’s commission in either the Capt. Bartholomew J. Hennessey, USA opportunity to examine and develop their personal United States Army, Navy, Marine Corps or Air Maj. David M. Wood, USA leadership styles and potentials through a variety of Force. Students enrolled in any of the colleges of the experientially based learning opportunities. University may participate in the Reserve Officers The Army ROTC Program develops leadership THEO 371 01. Social Concerns Seminar: Training Corps (ROTC). Selection of courses in the ability and prepares students for the challenges and International Issues student’s academic major is independent of those se- responsibilities they will face as Army officers and ci- The Maryknoll Mission in Southern Chile semi- lected for ROTC. First-year students enrolled in any vilian leaders. Through a series of classroom courses nar is a one-credit hour seminar for 10-12 days of the three ROTC programs are exempted from the and practical exercises, cadets learn self-confidence, in early February 2004. This seminar is organized University’s requirement for physical education. time management and decision-making skills. The and coordinated by the Center for Social Con- The three ROTC programs are under the campus role of the professional officer in the preservation cerns in collaboration with Maryknoll Lay Mis- jurisdiction of the associate provost who serves as the of peace and national security is emphasized, with sionaries. The course exposes students to the lives director of military affairs. particular attention placed on ethical conduct and and concerns of rural Chileans and Maryknoll The College of Arts and Letters and the College the officer’s responsibilities to society. The program missioners living in Linares and its surrounding of Business Administration accept a maximum of culminates in an officer’s commission as a Second areas. Through living amongst people in rural 12 free elective credits from the 300- and 400-level Lieutenant in the Active Army, Army Reserve or poverty, as well as through readings and presenta- military sciences only. Credit from the 100- and Army National Guard. Opportunities for follow-on tions, students will examine many social concerns 200-level courses does not count toward the degree postgraduate study also exist. and justice issues, as they relate to theology and requirements and must be subtracted from the total a comprehensive understanding of Chile. To be number of degree credits listed on the transcript. Course Descriptions. The following course descrip- enrolled in this course requires acceptance into the In the College of Engineering, ROTC students tions give the number and title of each course. Lec- Chile Program offered through the International are permitted a maximum of six credits of upper- ture hours per week, laboratory and/or tutorial hours Studies office. level air, military or naval science as substitutes for per week and credits per semester are in parentheses. THEO 371 02/IIPS 371 02. Social Concerns Seminar: specified degree requirements determined by the The instructor’s name is also included. International Issues department. Not more than three credits may be 101. Orientation to Military Science Directed studies in international issues. Inquire at substituted for history or social science. All air, mil- (1-2-1) Hennessey the CSC for more information. itary or naval science credits not so substituted are A study of the organization of the Army with em- THEO 372. Social Concerns Seminar: Field Education not credited toward degree requirements in phasis on career opportunities for ROTC graduates. programs. Directed studies. Inquire at the CSC for more Military courtesy and discipline, customs and tradi- In the School of Architecture, ROTC students information. tions of the service, and development of leadership are permitted a maximum of six credits of 400-level fundamentals through practical exercise. B. Center faculty offer various three-credit courses air, military or naval science courses as substitutes for 102. Basic Military Leadership examining social issues from multi-disciplinary per- electives within the 163 credit hours required for the (1-2-1) Hennessey spectives. Each involves community-based learning bachelor of architecture degree. A study of functions, duties and responsibilities of or research. Sample offerings include Catholic Social The College of Science will count a maximum junior leaders. Operations of the basic military team. Thought and the Mission of the Church (THEO of six credit hours of upper-level (300- or 400-level) Basic First Aid CPR certification. Special attention 274), Restoring Economic Vitality to the Inner City ROTC courses toward the 124-credit-hour require- will be given to the development of leadership po- (ECON/IIPS/ILS/HESB 367), Leadership and So- ments. These courses will be counted as free elec- tential through practical exercises. cial Responsibility (PSY 407), and others. tives. 201. Applied Leadership I C. The center’s Senior Transition Programs offer (2-2-2) Ferrill students discernment and information sessions Study and application of map-reading skill, military regarding postgraduate service opportunities such as communication systems and procedures and Army Holy Cross Associates (HCA) and numerous other leadership fundamentals. The course will develop national and international possibilities. basic individual skills in the above areas through class There are several facilities at the center available work and practical exercises. for use. The Coffee House provides an informal 202. Applied Leadership II atmosphere for students, faculty, staff, and alumni (2-2-2) Ferrill to discuss issues and programs. The Resource Room The Army’s structure, staff organization and func- furnishes visual accounts of the center’s programs tion, as well as an overview of small unit funda- and provides information on a variety of social con- mentals up to platoon level, the principles of war as a cerns involvements. Specific materials related to post- historical study, and small unit leadership in tactical graduate service opportunities also are available. The settings are the focus of this class. The branches of Reflection Room, on the second floor of the center, the Army will also be reviewed. offers quiet surroundings for students and staff to relate spirituality and examine social concerns. 32 33

RESERVE OFFICERS TRAINING CORPS PROGRAMS

Student Organizations and Activities. All AROTC students have the opportunity to participate in a variety of activities, to include Drill Team, Ranger Challenge Team, Color Guard and the "Shamrock," the Fightin’ Irish Battalion’s newsletter and Web page. AROTC students also have the opportunity to attend Airborne School, Air Assault School, North- ern Warfare School and Mountain Warfare School during the summer break.

Student Awards and Prizes. The Dixon Award. A $200 cash award presented to an outstanding senior who has displayed exceptional performance during the annual Dixon Challenge. Veterans of Foreign Wars of the U.S. Sword. An Army officer’s sword presented annually to the battalion’s cadet commander. Patrick Haley Award. A wristwatch presented an- nually to the cadet who attains the highest academic grade point average. Col. William T. Brooks Award. A pair of jump boots and a plaque given to the most outstanding student who graduated from Airborne School during the past academic year.

Army ROTC freshman orientation on the Notre Dame campus Dr. Michael McKee Award. A $100 cash award pre- sented each year to the outstanding member of the battalion’s Drill Team and/or Honor Guard. 301. Leadership and Problem Solving 413. Military History (2-2-2) Wood (1-0-1) Masapollo Military decision making, problem analysis and An analysis of American military history from the NAVAL SCIENCE Revolutionary War through the current global war integrated planning of platoon operations. Analysis Chair and Professor: on terrorism. This course is designed to be an explo- of the components of leadership through practical Capt. J.M. Shelton, USN ration into the evolution of modern warfare, with exercises and historical examples. Includes a 48-hour Assistant Professors: special emphasis on the technological developments, field training exercise. Cdr. Gregory Luttrell, USN organization adaptations, and doctrinal innovations 302. Leadership and Ethics Maj. M.E. Lyon, USMC that have shaped the American military establish- (3-2-3) Wood LCdr. D. Walsh, USN ment during the past 225 years. This course meets Advanced military decision making, problem anal- Lt. J.M. Flemish, USN the military history requirement for U.S. Army ysis and integrated planning with synchronization Lt. M.W. Meredith, USN ROTC cadets prior to completion of the program. of multiple assets. This is conducted on the basis of Lt. A.D. Outcalt, USN platoon operations and tactics. Includes two 48-hour Lt. A.D. Bonakdar, USN Additional AROTC Curriculum (Professional Military field training exercises. Education) Requirements. In addition to the mili- The mission of NROTC is to educate, train, and 401. The Professional Officer tary science requirements outlined above, AROTC screen officer candidates to ensure they possess the (2-2-2) Jordan scholarship students are required to complete moral, intellectual, and physical qualitites for com- Advanced study of military leadership and man- other specified University courses. These additional missioning and the leadership potential to serve agement. Discusses staff organization, functions, requirements are taken as a part of the student’s field successfully as company grade officers in the U.S. and processes. Analyzes counseling methods and of study or as degree electives, depending upon the Navy and Marine Corps. As the largest single source responsibilities. Examines organizational climate and college in which the student is enrolled. Students of Navy and Marine Corps officers, the NROTC training management. will be notified of such requirements prior to joining Scholarship Program fills a vital need in preparing the AROTC program. These requirements include 401. Military Management mature young men and women for leadership and the following categories: Military History, Computer (2-1-2) Jordan management positions in an increasingly technical Literacy and Written Communications. An approved Study of the Law of War, Code of Conduct, per- Navy and Marine Corps. sonnel management, information on awards, sepa- list of courses in each category that meets this profes- rations, promotions, evaluations, assignments and sional military education requirement is available. counseling techniques. Includes precommissioning seminars to address current military problems, trends and customs. 34 35

RESERVE OFFICERS TRAINING CORPS PROGRAMS

Course Descriptions. The following course descrip- ***412. Leadership and Ethics The Strake Award. An officer’s sword presented an- tions give the number and the title of each course. (3-0-3) nually to the senior midshipman with the highest Lecture hours per week, laboratory hours per week A seminar on practical leadership skills for any aptitude ranking. manager focusing on the specific leadership and and credits for each semester are in parentheses. The The Col. Brian C. Regan Award. A Marine Corps management responsibilities of the new Navy officer. instructor’s name is also included. Officer’s sword presented annually to the Marine Teaches skills needed to transfer from a student to 111. Introduction to Naval Science option senior midshipman with the highest aptitude a manager. Explores Naval ethical issues, Naval law, (2-0-2) ranking. A general introduction to sea power and the Naval and Navy policies and programs. Spring. The Vincent J. Naimoli Award. A service sword given Service with emphasis on the mission, organization, †413. Amphibious Warfare I annually to a graduating senior midshipman who regulations, broad warfare components and career (3-0-3) has become distinguished as an individual who “rou- opportunities of the Navy and Marine Corps. Re- A study of the origin and development of am- tinely gives 110 percent.” quired for all NROTC freshmen. Fall. phibious warfare, with emphasis on leadership, 112. Sea Power and Maritime Affairs tactics, the principles of war and application to the The Naval Reserve Officers Association Award. A ser- (2-0-2) modern battlefield. This course alternates every other vice award presented annually to the Midshipman A seminar on defense and maritime policies, naval fall semester with NSCI 415 and is required of first- who most embodies the Navy’s core values of honor, and second-class Marine options. courage and commitment. history and the capabilities and roles of the U.S., Russian and other navies. Spring. †415. Evolution of Warfare I Numerous other awards are presented annually by 211. Naval Ships Systems I (3-0-3) various patriotic organizations to recognize excel- (3-0-3) An exploration of warfare as an instrument of for- lence in academic achievement and military A study of steam turbine (nuclear and fossil fuel), gas eign policy throughout history. An analysis of the aptitude. turbine and internal combustion marine propulsion great captains, military organizations and military plants and shipboard auxiliary systems with applied theorists of history. This course is required of first- AEROSPACE STUDIES thermodynamic concepts. An introduction to ships’ and second-class Marine options and alternates every other fall semester with NSCI 413. Chair and Professor: stability and damage control. Fall. Col. Michael Zenk, USAF **212. Leadership and Management I 111D . . . 412D. Drill/Leadership Laboratory Assistant Professors: (3-0-3) (1-0-0) Maj. Richard Petty, USAF A study of the principles of leadership and man- Practical exercises in leadership, including close order Capt. William Zimmerman, USAF agement, including management theory, commu- drill and professional development classes. Capt. Alan Acree, USAF nication, counseling, professional responsibility and * Required of Navy option students only. the control and direction of personnel. Spring. † Required of Marine option students only. The Air Force Reserve Officer Training Corps 300. Physical Preparation and Training ‡ One hour per week each semester required for active (ROTC) is an educational program designed to give (0-3-0) NROTC students. Taken in lieu of physical training men and women the opportunity to become an Air A series of physical fitness workouts, including during freshman year. Reflected in schedule of classes Force officer while completing a degree. The Air cardiovascular, upper body development and agility with suffix “D” following various NSCI course Force ROTC Programs develop leadership and man- training required of second- and first-class Marine numbers. agement skills students need to become leaders in the options and recommended for third- and fourth- ** Prerequisite for 412. 21st century. In return for challenging and rewarding class Marine options and all Navy options consid- *** Requires completion on 212 or consent of instructor. work, we offer the opportunity for advancement, ering a career with SEALs. This course is offered education and training, and the sense of pride that in preparation for the rigors of Officer Candidate Additional NROTC Curriculum Requirements. In comes from serving our country. Upon completion School, the Basic School and the Fleet Marine Force. addition to the Naval Science requirements outlined of the Air Force ROTC program students are com- above, NROTC scholarship students are required to missioned as second lieutenants in the Air Force. *311. Navigation complete other specified University courses. These Following commissioning there are excellent oppor- (3-1-3) additional requirements are taken as a part of the tunities for additional education in a wide variety of A study of the theory and principles of navigation: student’s field of study or as degree electives, depend- academic fields. dead reckoning; piloting; electronic, inertial, and ing upon the college in which enrolled. Students will celestial navigation. Navigational aids and nautical be notified of such requirements prior to joining the Course Descriptions. The following course de- rules of the road are also discussed. Fall. NROTC Program. scriptions give the number and title of each course. *312. Naval Operations Lecture hours per week, laboratory and/or tutorial (3-0-3) Student Organizations and Activities. All NROTC hours per week. Credits each semester are in A study of the theory of ship movements and em- students are integrated into the Midshipman Bat- parentheses. ployment, including communications, sonar-radar talion organization. In addition to participation in 111. The Foundations of the United States search, relative motion and maneuvering board. Tac- all other University organizations and activities for Air Force tical formations and dispositions, seamanship and which eligible, NROTC students may participate in (1-0-1) Zimmerman signals are also discussed. Spring. specific NROTC organizations and activities such A survey course designed to introduce students to 411. Naval Ships Systems II as the color guard, intramural athletic teams, the the United States Air Force and Air Force ROTC. (3-0-3) NROTC Unit newspaper and yearbook and the Featured topics include: mission of the Air Force, An analysis of the theory and principles of operation NROTC sailing program. officership and professionalism, military customs and of naval weapons systems, including types of weap- courtesies, Air Force officer opportunities, and an ons and fire-control systems, capabilities and limita- Student Awards and Prizes. introduction to communication skills. tions, theory of target acquisition, identification and The Secretary of the Navy Distinguished Graduate tracking, trajectory principles and the basics of naval Award. The annual recognition of the top graduating ordnance. Fall. midshipman. 34 35

RESERVE OFFICERS TRAINING CORPS PROGRAMS

112. The Foundations of the United States 311L–312L. Leadership Laboratory* Student Organizations and Activities. All Air Force Air Force (0-1-0) (0-1-0) Acree ROTC cadets are given opportunities to participate (1-0-1) Zimmerman Prerequisite: Concurrent enrollment in AS 311, AS in a variety of extracurricular activities to develop Additional study of the organizational structure of 312. their leadership skills. Activities associated with the Air Force, with emphasis on leadership and com- Activities classified as leadership and management Air Force ROTC include the Arnold Air Society, munication skills. experiences involving planning and controlling oriented toward service to the local community, and 111L–112L. Leadership Laboratory* military activities of the cadet corps, and the prepa- the Drill Team, Honor Guard and Rifle Squad, who (0-1-0) (0-1-0) Acree ration and presentation of briefings and other oral perform at campus and community functions while Prerequisite: Concurrent enrollment in AS 111, AS and written communications. Also includes inter- developing individual drill proficiency. 112. views, guidance and information that will increase A study on Air Force customs and courtesies, drill the understanding, motivation and performance of Student Awards and Prizes. and ceremonies, and military commands. Also other cadets. The Notre Dame Air Force Award, and Air Force includes studying the environment of an Air Force 313. Introduction to Principles of Flight officer’s sword, is presented to the top graduating officer and learning about areas of opportunity avail- (3-0-3) senior in Air Force ROTC. able to commissioned officers. Limited enrollment for non-ROTC students. The Nöel Dubé Award is presented to the senior class 211. The Evolution of USAF Air and Space Power A study of the general principles of flight, meteorol- Arnold Air Society member who has contributed the (1-0-1) Zenk ogy, navigation, and the federal aviation rules to most to furthering the ideals and goals of the society A course designed to examine general aspects of air prepare students for primary flying or private pilot within the University and local community. examination. and space power through a historical perspective. The Paul Robérge Award, named in memory of an Utilizing this perspective, the course covers a time 411. National Security Affairs/ alumnus of the Notre Dame ROTC program, an- period from the first balloons and dirigibles through Preparation for Active Duty nually recognizes the top pilot candidate in the Pro- the Korean War and into the Cold War era. (3-0-3) Petty fessional Officer’s course. 212. The Evolution of USAF Air and Space Power Prerequisite: Enrollment in POC for AFROTC Other awards are sponsored by various local and (1-0-1) Zenk cadets. national organizations to recognize excellence within Further study from the Vietnam War to the space- An examination of the national security process, the cadet corps. age global positioning systems of the Persian Gulf regional studies, advanced leadership ethics and Air War. Effective communication techniques are also Force doctrine. emphasized. 412. National Security Affairs/ Preparation for Active Duty 211L–212L. Leadership Laboratory* (0-1-0) (0-1-0) Acree (3-0-3) Petty Enrollment in POC for AFROTC ca- Prerequisite: Concurrent enrollment in AS 211, AS Prerequisite: 212. dets. AS 411. Further study on Air Force customs and courtesies, Further focus on the military as a profession, officer- drill and ceremonies, and military commands. Also ship, military justice, civilian control of the military, includes additional emphasis on the environment of preparation for active duty, and current issues affect- an Air Force officer and learning about areas of op- ing military professionalism. portunity available to commissioned officers. 411L–412L. Leadership Laboratory* 311. Air Force Leadership Studies (0-1-0) (0-1-0) Acree (3-0-3) Acree Prerequisite: Concurrent enrollment in AS 411, AS 412. Prerequisite: Enrollment in POC for AFROTC cadets. Additional activities classified as leadership and man- A study of leadership, management fundamentals, agement experiences involving planning and con- professional knowledge, and communication skills trolling military activities of the cadet corps, and the required of an Air Force officer. preparation and presentation of briefings and other oral and written communications. Also includes in- 312. Air Force Leadership Studies terviews, guidance and information that will increase (3-0-3) Acree the understanding, motivation and performance of Prerequisite: Enrollment in POC for AFROTC ca- other cadets. dets. AS 311. Further study of the Air Force personnel and eval- * Leadership Laboratory is open to students who are uation systems, leadership ethics and additional members of ROTC or who are eligible to pursue a communication skills. commission as determined by the professor of Aerospace Studies. 36 37

INTERNATIONAL STUDY PROGRAMS

international study programs make a unique contri- Most of the courses listed below are offered with- International Study bution to the excellence of liberal education in the in the Centre Internationale des Etudes Francaises Programs undergraduate colleges and frequently have proved (CIDEF) at the Université Catholique de l’Ouest an asset in career development. (UCO). Students with a high level of French may Director: Students with compelling academic reasons for also take a course in another Institute or Department Thomas Bogenschild participating in non-Notre Dame programs are at the UCO (a Cours Universitaire). A few sample Associate Director: eligible to apply for a Leave of Absence for study in UCO cours universitaires are listed below. Studio Art Claudia Kselman a program offered by another college or university. majors may also take studio art courses in the Insti- Assistant Directors: They may not, however, take a leave of absence to tut des Beaux Arts in Angers. Bridget Franco attend international programs in cities where Notre Preliminary Session Julliet Mayinja Dame offers its own programs. Carmen Nanni Course Descriptions. While details of a given ROFR 210 AF Kathleen Opel program may vary, normal course offerings are listed Intensive Oral French 3 below. Additional local electives from the host univer- Small homogeneous group-intensive instruction and Since 1964, Notre Dame has made it possible for sity may be chosen with approval of the director. drill on various aspects of French language, mainly students to earn credits toward graduation in inter- Instruction is in English in Athens, Cairo, Dub- oral. Orientation and adaptation to life and study national study programs. Study in another tradition, lin, Jerusalem, Rome, Perth, and Fremantle; Japanese in France. direct personal experience of another language and and English in Nagoya and Tokyo; Chinese and culture and travel all broaden and deepen the liberal English in Shanghai; French in Angers and Paris; Fall Semester education of the whole person to which the Univer- Spanish in Toledo, Monterrey, Puebla, and Santiago; (Five courses, 15 credits accepted) sity has always been committed. Portuguese in Brazil; Russian in Russia; and German Qualified students from the undergraduate col- and English in Innsbruck. POLS 355 AF/SOC 355 AF (Jardin) leges can apply to spend a semester or a year abroad The notation following a course description French Politics Since the Fifth Republic 3 in one of our programs. Participation is normally indicates which University requirement can be filled Description and analysis of French political institu- during the sophomore or junior year. by the course, according to the dean’s office in the tions, parties, issues and political participation since Admission into several of the programs is quite College of Arts and Letters. 1958. (GOVT major, SOC major, University social competitive. Participation is not a right. Offers of Any language course of three hours or more may science requirement) admission are made at the discretion of the ISP staff fulfill a language requirement if not completed prior ANTH 325 AF in consultation with faculty and staff of the Univer- to study abroad. It may apply to the language and Cultural Anthropology 3 sity. literature major, but students must obtain depart- This seminar will present a general overview of Notre Dame programs are located in Angers, mental approval for each course applied to the major. Cultural Anthropology and some of its most char- France; Dublin, Ireland; Fremantle and Perth, Language courses may also be used as electives. acteristic concepts, theories, and methods. Topics Australia; London, United Kingdom; Monterrey, A social science course in the fields of anthro- to be discussed include identities, culture, beliefs, Mexico; Puebla, Mexico; Nagoya, Japan; Salzburg pology, psychology or sociology will complete a be- the imaginary, and the cultural study of economics. and Innsbruck, Austria; Rome, Italy; Toledo, Spain; havioral science requirement in the Mendoza College (University social science, business behavioral science Rio de Janeiro and São Paolo, Brazil; and Jerusalem. of Business. requirement) Notre Dame also has a small exchange program These courses may also fulfill requirements in with L’Institute d’etudes politiques (Sciences-Po) majors beyond the language and literature depart- ROFR 203AF in Paris. Notre Dame students may apply to Saint ments. For major credit in history, economics, Colloquial French 1 Mary’s College programs in Maynooth, Ireland; government, etc., the student must consult with the ROFR 204 AF and the Semester Around the World program. The department. The French of the Hotel Business and Tourism 3 International Study Programs Office also facilitates This course covers the tourist industry in France and applications to approved programs in Athens, ANGERS PROGRAM trains the student in the language of tourism and the Greece; Berlin, Germany; Cairo, Egypt; Santiago, hotel and restaurant businesses. Prepares the student Chile; Shanghai, China; Tokyo, Japan; and Moscow, Université Catholique de l’Ouest, for the Certificate in French for Tourism. St. Petersburg, and Vladimir, Russia. Programs are Angers, France also sponsored by the School of Architecture in Director: Patrick Martin ROFR 211 AF Rome and by the Law School and the M.B.A. Pro- French Language—Lower Level 3 gram in London. The College of Engineering offers Many students who study in Angers choose first or Continued study of spoken and written French for a summer program in London. There is a summer second majors in French. Declared and prospec- students with the lowest level of proficiency, as deter- program available for students from all colleges also tive French majors must go to the Department of mined by previous courses, testing and observation. in London. Romance Languages and Literatures for an advising ROFR 213 AF Candidates for Angers, Rio de Janeiro, Inns- sheet before they participate in the program. French Language—Intermediate Level 3 bruck, Rome, São Paolo, Toledo, Nagoya, Mon- Students who choose to study in Angers for the Continued study of spoken and written French for terrey, Puebla, Santiago, Paris, and Russia must year will take one required course each semester. In students who would normally have had two or three demonstrate skills in the language of the country Fall semester 2003, they must take either ANTH years in high school and one year intensive at Notre sufficient to make their period of residence and 325 AF (Viesner) or POLS 355 AF/SOC 355 AF Dame. study fully profitable. These skills may be developed (Jardin). In spring semester 2004, students are re- ROFR 215 AF through intensive language courses in the freshman quired to take POLS 322 AF/SOC 352 AF (Jardin) Comprehension and Expression 3 or sophomore year. Previous study of the language in or ROFR 263 AF (Martin). Emphasis on comprehension of colloquial spoken high school is mandatory for some programs. Semester students will take a required course for French by listening to the radio and on reading the Without additional cost or delay in graduation, the relevant semester. colloquial French of newspapers and magazines. For lower and intermediate students. 36 37

INTERNATIONAL STUDY PROGRAMS

ROFR 362 AF Advanced French Literature II 3 In-depth reading of two selected works each from the 19th and 20th centuries. Open only to students in ROFR 224. (University literature) ROFR 373 AF 19th-Century French Literature 3 Lectures and extensive readings on and from French literature of the various schools and genres of the 19th century. (University literature. In combination with ROFR 374AF fulfills ROFR 372—Survey II requirement of French major.) ARHI 237A, 23/B AF History of French Art 1— From Lascaux to the Revolution 3 Illustrated lectures on French architecture and related painting, sculpture and tapestry. 237A is for students at a lower level of French proficiency, 237B for stu- dents at the intermediate level or above. (Fine arts) MUS 245 AF History of Music 3 Music in France during the Middle Ages, Renais- sance, and 18th century. (Fine arts) HIST 351A, 351B, 351C AF History of France and the French I 3 View from the Musée d’Orsay, Paris, France. A survey of French history from earliest times to the Revolution. Sections A, B and C are targeted at ROFR 217 AF ROFR 247 AF students with lower, intermediate and advanced pro- Intermediate French for the Alliance Française Exam 3 Writing in French—Intermediate Level 3 ficiency in French. (History) A general language course preparing students for the An intermediate course in writing that aims to teach HIST 328I AF Alliance Française diploma. students to write clearly and precisely and to increase French Politics in the 19th Century 3 their vocabulary of formal French. ROFR 223 AF Cours Universitaire—Institut d’Art, Littérature et French Language—Advanced Level 3 ROFR 251 AF Histoire (IALH) Most advanced level of further study of spoken and Business French—Advanced Level 3 This class is designed for French first-year students written French, for students with the highest level of Introduction to and exercises in the language cur- specializing in History. Taught in the history depart- language proficiency. rently used in business in France and French-speak- ment of the UCO. It will focus on the tempestuous ing countries. political life of 19th-century France. ROFR 225 AF Advanced French Language Preparation ROFR 253 AF PHIL 323 AF for the Alliance Française Exam 3 French/English Translation—Advanced Level 3 Modern French Philosophy 3 A general language course preparing students for the Translation from novels, newspapers and magazines French philosophy and philosophers mainly of the Alliance Française diploma. to find French equivalents for English words and 17th and 18th centuries. May not be elected by stu- expressions. Advanced students only. dents in French 211. (Second Philosophy) ROFR 241 AF Business French—Lower Level 3 ROFR 255 AF ECON/SOC 353 AF Introduction to the basic vocabulary of French French Phonetics—Advanced Level 3 Economic Geography of France I 6 business, with the goal of enabling students to com- Introduction to theoretical aspects of French phonet- Introduction to economic geography of France, pri- municate in person, on the telephone and in letter in ics with application to correction of students’ spoken marily in the contemporary period. Prepares students commercial situations (e.g., banks, businesses, travel French. for the advanced diploma in French business given by the Parisian Chamber of Commerce and Industry. agencies). For lower and intermediate students. ROFR 257 AF (Social science) ROFR 243 AF Writing in French I 3 French/English Translation—Lower Level 3 An advanced course in writing of French, with spe- SOC 235AF/ROFR 235 AF Translation from novels, newspapers and magazines cial emphasis on the vocabulary, structure and stylis- Sociocultural Studies 3 to find French equivalents for English words and ex- tics of the written form of the language. Illustrated lectures to help students become ac- quainted with various regions and aspects of France; pressions. For lower and intermediate students. ROFR 361 AF also lectures, discussions and field trips on aspects of Masterpieces of 19th-Century French Literature 3 ROFR 245 AF French contemporary civilization. May be elected by Romanticism, realism, naturalism and symbolism French Phonetics—Lower Level 3 students in French 211 normally; others must have will be studied. For students in the intermediate lev- Introduction to theoretical aspects of French phonet- director’s permission. (Social science) ics with application to correction of students’ spoken els of French language course. (University literature) French. SOC 237AF/ROFR 237 AF Sociocultural Studies—Intermediate Level 3 Description same as above. Course intended for students in the intermediate levels of the French lan- guage courses. (Social science) 38 39

INTERNATIONAL STUDY PROGRAMS

SOC 265 AF/ROFR 265 AF ROFR 263AF ROFR 266 AF/SOC 266 AF Sociocultural Studies—Advanced Level I 3 La simplicité chrétienne: Sociocultural Studies 3 This course treats Paris and the Ile de France, Anjou, intellectual disposition, practical virtue 3 Continuation of ROFR 265/SOC 265. two regions of eastern France, French demography Interdisciplinary in orientation, this seminar will (Social science) and the educational system. (Social science) explore the philosophical and theological implica- ROFR 301AF tions of la simplicité chrétienne (poverty of spirit), POLS 343 AF Introduction to French Linguistics 1 and will trace the role of that virtue in the life and The European Union 2 Cours Universitaire—Institut d’Art, Littérature et This course discusses the evolution of the European thought of Thérèse de Lisieux, Charles de Foucauld, Histoire Union, including issues such as monetary, agricul- Simone Weil and Jean Vanier. Students will be Initiation to general Linguistics for students in 3rd tural and environmental policies, demographics and encouraged to think about poverty of spirit in rela- year at the Univ. Catholique de l’Ouest. Taught in immigration. tion to the intellectual and moral development of languages department at UCO. Study of the differ- the human subject, the creative direction of the will ent theories of langue, langage, parole. Study of the POLS 348 AF through art, and human participation in the history 2 axes of language: paradigmatic and syntagmatic. France and Its Institutions 2 of redemption. This course discusses the French electoral system, In-depth analysis of concepts of paradigm and syn- the role of the cour de cassation, and the ongoing ROFR 203AF tagm. Study of notion of langue as a system of signs. struggles between local elected official and central- Colloquial French 1 Analysis of concept of lexical polysémie: morphology, syntax. ized power. ROFR 205 AF French Grammar 3 ROFR 362 AF Fall or Spring Semester ROFR 212 AF Advanced French Literature II 3 In-depth reading of two selected works each from French Language—Lower Level II 3 ARST 325 AF Continuation of French 211. the 19th and 20th centuries. Open only to students Figure Drawing 3 in ROFR 224. (University literature) ROFR 214 AF Prof. P. Besson ROFR 370 AF This course is a drawing course for art students in French Language—Medium Level II 3 Continuation of French 213. Masterpieces of 20th-Century French Literature 3 their second year of studies at the Ecole Suprieure Literature of the various periods and style of the des Beaux Arts d’Angers. The emphasis is on the ROFR 218 AF 20th century, from surrealism to existentialism and human figure. The course consists of 3 hours of class Intermediate French Language beyond. For students in the intermediate levels of per week and 3 hours additional studio work. Prof. for Alliance Française Exam 3 French language courses. (University literature) Besson will evaluate students’ work based on the Continuation of French 217. progress made as seen in the work done in class as ROFR 374 AF well as several additional assigned projects. ROFR 224 AF 20th-Century French Literature 3 French Language—Advanced Level II 3 Lectures and extensive readings on and from French PHIL 325 AF Continuation of French 223 AF. literature of the various schools and genres of the The Question of Existence 20th century. (University literature. In combination (Retour la question de l’existence) 3 ROFR 226 AF Advanced French Language— with ROFR 373 AF fulfills ROFR 372—Survey II Cours Universitaire—Institut de Théologie requirement of French major.) Prof. Lamboley, Philosophy Department, UCO Preparation for the Alliance FrançaiseExam 3 This course covers the main currents of philosophi- Continuation of French 225. ECON/SOC 354 AF cal thought on the notion of existence, including ROFR 236 AF/SOC 236 AF Economic Geography of France II 6 readings of several major texts. (Philosophy Require- Sociocultural Studies 3 Continuation of ROFR 353. (Social science) ment) Continuation of ROFR 235/SOC 235. HIST 352A, 352B, 352C AF THEO 232 AF (Social science) History of France and the French II 3 History of Christianity: Initiation to Patristics 3 ROFR 244 AF A survey of French history from the revolution to the Cours Universitaire—Institut de Théologie Translation, English/French 3 present. (History) Prof. M.-L. El-Chaieb, Theology Department, UCO Continuation of ROFR 243AF. HIST 329I AF This course will allow students to study texts of the ROFR 246 AF French Society in the 19th Century 3 first three centuries of Christianity with two objec- French Phonetics II 3 Cours Universitaire—Institut d’Art, Littérature et tives: to learn how to do close readings of major texts Continuation of French 245. Histoire of Christian fathers, and to learn about the methods Prof. B. Cabanes, History Department, UCO used by theologians to study Christian sources (The- ROFR 252 AF This class is designed for first-year students specializ- ology Requirement) Business French II 3 ing in History. It will cover main political and social Continued development in active use of business developments of the 19th century in France. Spring Semester French. (Five courses, 15 credits accepted) ARHI 238A, 238 B AF ROFR 254 AF History of the French Arts— French/English Translation 3 From the Revolution to the Present 3 POLS 322 AF/SOC 352 AF (Jardin) Translation from novels, newspapers and magazines The Formation of the European Political System 3 Illustrated lectures on 19th- and 20th- century art to find French equivalents for English words and forms in France. (Fine arts) The purpose of this course is to analyze the constitu- expressions. Advanced students only. tion of an integrated political system at the suprana- MUS 246 AF tional level in Europe. The main idea of the course is ROFR 258 AF History of Music in France II 3 to study the interaction between national life and the Writing in French II 3 Music in France in the 19th and 20th centuries. EU process of integration. A continuation of the first semester. (Fine arts) 38 39

INTERNATIONAL STUDY PROGRAMS

THEO 220 AF SA 200 PA SCI SA 300 PA SCI The Church Since Vatican II 3 Marine Science 202 Geography: Environmental Planning The nature of the church, its membership, its mis- This unit provides an introduction to the multidis- and Management 304 sionaries and its relationship with other churches. ciplinary aspects of marine science. Using the frame- The objectives of this unit are for students to be- (Second theology) work of an important marine environment—Shark come aware of the need for, and the complexities of, Bay, one of Australia’s World Heritage Properties it environmental management; to be able to criticize PHIL 323 AF — outlines how all the multidisciplinary aspects of constructively work done by environmental agencies Modern French Philosophy II 3 French philosophy and philosophers of the 19th and marine science are essential in understanding and and consultants, managers and decision-makers; to 20th centuries. Admission may be requested by stu- managing such an ecosystem. Aspects covered in- appreciate the need for environmental management dents in French 212; open to all students in ROFR clude oceanography, geology, and geomorphology, to be combined with integrated, regional land-use 214 and 224. (Second philosophy) and how the marine organisms interact with the planning; and to learn and apply a range of methods geochemistry of the environment. used in environmental management and planning. ATHENS, CAIRO PROGRAMS SA 200 PA SCI MATH 325 PA Applied Microbiology 218 Differential Equations 3 All courses are offered for Notre Dame credit This unit provides an introduction to applied and Prerequisites: MATH 228. through special arrangement with American Uni- environmental aspects of microbiology. It covers This course covers ordinary and partial differential versity in Cairo and the College Year in Athens Pro- the scope and range of industrial products and pro- equations. Fourier series, initial and boundary value gram. For details, see AUC and CYA catalogs in the cesses involving microorganisms, such as brewing, problems, linear algebra and transformation tech- International Study Programs Ofice, 152 Hurley, or winemaking, food microbiology, and the production niques. visit the Web sites of the AUC (www.aucegypt.edu) of antibiotics and amino acids. The role of microor- and the CYA (www.cyathens.org). ME 334 PA ganisms in the environment is introduced, and the Fluid Mechanics 3 uses that are made of them, such as bioremediation AUSTRALIA PROGRAM A basic course in fluid mechanics. Topics include (pollution control), microbial leaching of valuable fluid properties, hydrostatics, conversation laws, di- The semester-long program in Australia is designed metals, and wastewater treatment, also are covered. mensional analysis, internal and external flows. for juniors and is open to students from all colleges. The lectures are complemented by a laboratory com- Most students will enroll in courses at the University ponent and field trips. CE 331 PA Stochastic Concepts 3 of Notre Dame Australia. However, a special pro- SA 200 PA SCI gram has been developed for students in the colleges Development of probabilistic concepts and simu- Molecular Genetics 230 lation models and their relevance and application to of science and engineering who will enroll in courses This unit focuses on genetic events at the level of at the University of Western Australia (UWA) during real design and decision problems encountered in the gene across the wide spectrum of eukaryotic civil engineering. the fall semester. organisms. It includes topics such as chromosome Students can take up to five courses (15 credits) structure, gene families and mobile genetic elements, CE 336 PA either semester in any combination depending on sex determination, developmental genetics in plants Structural Mechanics I 3 their major/college requirement and individual need. and animals, the generation of genetic diversity, and Application of the principles of mechanics to the The curriculum is subject to revision, often depend- the eukaryotic chromosome. It also covers natural stress and deformation analysis of structural systems. ing on the courses added or dropped by the universi- selection and applications to plant and animal breed- Behavior and analysis of redundant ties. A listing of courses offered in previous semesters ing, and the artificial generation of novel genotypes structures. is available in the International Study Programs Of- (genetic engineering). fice, 152 Hurley. AME 226 PA SA 300 PA SCI Mechanics II 3 Fall Semester Zoology 302 (Genetics and Evolution) Prerequisites: AME 225, MATH 225. Notre Dame Onsite Faculty: Robert Easley This unit examines the genetic structure of popu- Introduction to Newtonian dynamics. Kinematics lations, the factors that maintain genetic variation and kinetics (energy, linear and angular momenta) of Students enrolled at Notre Dame Australia (NDA) within populations and cause divergence among particles, systems of particles and rigid bodies. can take up to 15 credits. A list of course offerings populations, the origin of species, and mechanisms ES 371 PA for the fall normally is available around the end of of macroevolution. The emphasis is on the inte- Field Experience 3 March in the International Study Programs office. gration of fundamental concepts, approaches to Two-week research project with a Western Australian General course offerings may be available on NDA’s solving problems, and the application of genetic and company involved in science and/or engineering study abroad Web site, www.nd.edu.au/abroad. evolutionary ideas and methods to questions in fields research. Students enrolled at the University of Western such as ecology, behavior, conservation biology, and ENVG 498 PA / ES 370 PA Australia should carry a minimum of 24 UWA systematics. Mining and the Environment 3 points, which translates to about 12–16 Notre Dame SA 200 PA SCI Environmental effects of mining through all areas of credit hours. Course offerings are available on UWA’s Soil Science 240 mining, from exploration and establishing a work- Web site, www.publishing.uwa.edu.au/handbooks. This unit examines the role of microorganisms ing mine, through extraction and refining processes, Hard copies also are available in the International and soil fauna in developing and sustaining soil ending with the decommissioning of the mine and Study Programs Office. conditions for plant growth. Nutrient cycling and monitoring protocols. Following is a sampling of science and non-sci- symbiotic associations with plants are considered ence courses that students may take at UWA. in agricultural, horticultural, and natural ecosys- SA 300 PA SCI tems. The introduction to plant nutrition includes Environmental Microbiology 303 absorption, transport, and function of nutrients in This unit provides students with the opportunity relation to growth. The unit deals with the man- for a comprehensive understanding of microbes in agement of plants, fertilizers, and soil to minimize the natural environment, how their activities affect land degradation. human activities, and an appreciation of the practical use of such knowledge. 40 41

INTERNATIONAL STUDY PROGRAMS

SA 300 PA SCI SA 100 PA ANTH SA 200/300 PA ARHI Geomorphology 302 Anthropology and Sociology: Art, Empire, and Colonial Contests This unit enables students to gain a basic under- Sociocultural Change and Modernization (Fine Arts 227/337) standing of the principles of geomorphology and the (Anthropology 102) This unit examines the ways in which represent- processes of erosion and deposition in a variety of This unit deals with the impact of Western expan- ational and museological practices were centrally terrestrial, estaurine, and marine environments. sion and colonization, social and economic change, invested in fabricating and maintaining colonial migration and urbanization, the transformation of mastery and empire. The unit chronicles the rela- SA 200 PA SCI Third World and Fourth World societies, applied an- tionships between forms of representation and the Structural Geology and Geomechanics 264 This unit provides an introduction to the principles thropology, ethical issues, and anthropology’s role in construction of colonial “order” from the 19th cen- of structural geology and geomechanics, with the modern world. Anthropological and sociological tury through to the mid-20th century. Consideration practice in methods of analyzing simple structures. perspectives on large-scale societies also are intro- is given to the various regimes of representation that Topics include rheology of rock; P-T conditions in duced, using Australia as an example. emerged in the 19th century and to the importance of the construction of otherness to the manufacture the lithosphere, mechanical basis of rock failure, ex- SA 100 PA HIST of national identiry and imperial purpose. The unit tension, transcurrent and contractional faults, joints, Aboriginal and Torres Strait Islander Histories also examines the ways in which museological prac- veins, fold geometry, decollements, fold vergence and and Modern Australia (Aboriginal History 100) section drawing, experimental deformation, analog This unit is an introduction to the contested his- tices and the culture of spectacle and display become modeling, diapirism, rock cleavage, schistosity, and torical realities of Aboriginal and non-Aboriginal indispensable to the European organization of the gneissosity. Australia. Historical aspects of the British Empire world-as-exhibition. Such a world is driven by a and post-colonial political, economic, social, and desire to organize and possess “realities” behind their EE 222 PA cultural life in Australia, as well as ideas and methods “representations.” Introduction to Electrical Science underpinning historical and recent interpretations of The content of this course provides an under- Spring Semester events and peoples, are studied. standing of basic circuit laws; these will be used to Course lists will be available in the International analyze linear and nonlinear circuits and also DC SA 200/300 PA ENGL Study Programs office in the fall. Students will take and AC circuits. The laboratory work will draw on Sites of Subversion in Australian Writing five courses for 15 credits from a wide variety of arts the knowledge students have gained in the lecture (English 247/347) and letters and business offerings. course to design and build a model autonomous This unit closely examines a range of texts, including moving vehicle. fiction, poetry, autobiography, plays, and mixed- FIN 361 FA genre pieces from the 1890s onward, that focus upon Business Conditions Analysis 3 SA 200/300 PA PHIL the struggle with identity, with alienation, and with This course involves an integration of advanced The Environment and Social Justice domination. Writing has been a significant means of macroeconomic theory with contemporary policy, (Philosophy 208/308) challenges and action. This unit considers underlying questions about en- constructing the nation, but it also has been a vital vironmental obligations, values, and social justice. It instrument of cultural critique. Australian writing is HIST/SOC 375 FA includes a study of animal liberation, environmental acutely perceptive to the workings of power and the Australian History and Society 3 imperialism, radical environmentalism, deep ecology, possibilities of literary resistance. This course covers the broad sweep of Australian history as well as some issues and developments of and ecofeminism. The rise of radical environmental- SA 200 PA special significance in the past and today. (History or ism is examined in its philosophical and historical Professional Writing 280 context. Differing forms of environmentalism are This unit aims to analyze and develop strategies social science) considered in application to specific cases of envi- and skills needed for effective professional writing. ronmental conflict, where human interests appear to It provides instruction and practice in key forms of DUBLIN PROGRAM be at odds with the protection of natural variety and written communication encountered in professional The Dublin program is open to juniors in Arts and endangered species. contexts, including reports, policy statements, media Letters, Business, Engineering and Science for a releases and public-relations announcements, and SA 200/300 PA HIST semester or a year. Students will enroll in courses in documentary scripting. From Sudan to Saddam: Representation their majors at University College Dublin or Trinity of Australia’s Foreign Wars (History 270/370) SA 200/300 PA ARHI College Dublin and will also take courses at Notre This course analyzes Australia’s foreign wars and their Picturing Australia: Issues of Coloniality and Idendity Dame’s Keough Center. For course listings at the domestic contexts, through their representations in in Australian Art (Fine Arts 203/303) Irish universities, contact the International Study media such as film and fiction, memory and memo- This unit traces the discourses of identity and nation Programs Office, 152 Hurley Building, 631-5882. rial, art and architecture, and ceremony and com- in Australian art from 1788 until the present day. memoration. It deals with Australia’s part in the New Of particular interest is the problematic relationship Director: Prof. Kevin Whelan Zealand Maori wars, the Sudan conflict, the Boer between the political and cultural ambitions of Associate Director: Katie Keogh War, World War I and World War II, the Cold War, the European colonizers and indigenous cultural Student Life Coordinator: Patricia McVeigh Korea, Vietnam, and the Gulf. It raises questions practices. Also dicussed are the aesthetic means that about the place of wars in national histories, myth, the artists of European origin used to forge a sense Fall Semester and memory. It discusses the meaning of representa- of place, and the responses by indigenous cultures, Professor Whelan will offer a course in Irish His- tion and its relationship to the reality of war and to particularly in the United States and New Zealand. tory and Society. This course is mandatory for all the histories of Australia’s wars written by Australian This unit includes discussion about the collections program participants. The Notre Dame Center will war historians. of Austrialian art in the Art Gallery of Western Aus- also offer the following theology, philosophy, and tralia and the Lawrence Wilson Art Gallery of the fine arts courses. University of Western Australia. 40 41

INTERNATIONAL STUDY PROGRAMS

HIST 331 IR/SOC 372 IR Fall Semester HIST 356 IA Introduction to Ireland 3 (Five courses, 17 credits accepted) European History and Civilization 3

Evolution of Irish culture from prehistory to the A survey of European and Austrian history from GE 231 IA contemporary period—landscape, archaeology, his- early times to the present, with particular emphasis Grammar, Conversation I and Tutorial tory, economy, society, politics and an introduction on cultural aspects. (History) — Intermediate (DAF II) 5 to contemporary issues. Continued study of German language with stress on THEO 250 IA 3 PHIL 322 IR the written as well as the spoken aspects. A course will be offered that will fill the second the-

Introduction to Phenomenology 3 ology requirement. (Second theology) GE 233 IA This course provides a historical and critical in- Practical Reading, Conversation I and Tutorial — troduction to the phenomenological tradition as Advanced (DAF III) 5 JERUSALEM PROGRAM developed by Brentano and Husserl. Continued study of German language with stress on Fifteen credits will be accepted for the spring 2004 SA 200 IR the written as well as the spoken aspects. semester. Students will enroll in a Middle Eastern The History of the Irish Catholic Church 3 ARHI 239 IA History course at Bethlehem University, a contem- This course traces the development of Catholicism History of the European Arts 3 porary Middle East international relations course at in Ireland from St. Patrick to the present. Introduction to European architecture, painting and Hebrew University, and several courses at Tantur, FTT 300 IR/ENGL 300 IR sculpture, with particular attention to examples stu- Notre Dame’s Ecumenical Institute. Framing Ireland: Film, Literature, dents will encounter during their travel. (Fine arts) and Irish Culture 3 Director: Rev. David Burrell, C.S.C. GE 312 IA/ANTH 312 IA This course examines some of the dominant images Understanding Austrian Culture 3 of Ireland in film and literature in a wider cultural HIST/THEO 307 JE A course designed to confront students with as many and historical context. Holy Land Geography and Archaeology 3 aspects of Tyrol’s and Austria’s culture as possible. A survey of the topography, human settlements, Spring Semester POLS 345 IA shifting political boundaries, natural resources, farm- European Politics in the 20th Century 3 ing patterns and economic practices, climatic condi- HIST 331 IR/SOC 372 IR An introductory outline of characteristics of con- tions and archaeological discoveries that reveal basic Introduction to Ireland 3 temporary Austrian politics. A discussion of 20th- facts about the peoples who have inhabited this land See above. century European history, including developments over time and how they have lived. Required of all PHIL 308 DI after World War I, the rise of Fascism and Nazism, students. (History or theology) Medieval Irish Philosophy 3 and the theory and practice of Nazism. Aspects of THEO 388 JE This course focuses on the contribution of the political science (e.g., democracy, political parties, Religions in Dialogue: Judaism, Christianity, Islam 3 Irish Neoplatonic philosopher John the Scot. The election systems, conflicts, media systems, the Eu- course aims to treat medieval philosophy from the ropean Union, and Europe at the end of the century) AL 100 JE perspective of the Irish contribution to European will be covered. Conversational Arabic/Hebrew 3 culture during the so-called “Dark Ages.” (Second PSY 237 IA philosophy requirement/philosophy major) MONTERREY PROGRAM Trends in Psychoanalysis 3 SA 200 IR This course studies the role of psychoanalysis in Instituto Tecnologico y de Estudios Superiores de The History of the Irish Catholic Church 3 understanding emotional development and inter- Monterrey (ITESM) See above. personal relationships and places psychoanalysis in the context of the history of our civilization. (Social Students enroll in Spanish language and in Mexican INNSBRUCK PROGRAM science) and Latin American culture, art, history, sociology and business (electives) courses for inter- national Heffterhof near Salzburg, Austria, for the prelimi- Spring Semester students. Those with a high level of proficiency in nary session. (Five courses, 15 credits accepted) Spanish are encouraged to enroll in courses in the University of Innsbruck, Innsbruck, Austria, for the other departments of the university, which include GE 238 IA two semesters. business administration, engineering, humanities German Literature 3 and the social sciences. Students may apply for in-

Director and Academic Coordinator: Selected readings from literature written in German; ternships in schools, banks and other businesses in Gernot Guertler an introduction to genres, periods and authors. (Uni- the area. Service opportunities are also available in In addition to the courses listed below, students versity literature or German major) Monterrey. will select one course from the University of Inns- AL 212 IA Courses for international students are listed bruck. Courses taken in German at the university Ideas, Values, and Images 3 below. For a listing of all courses offered at the Tec, may be taken pass-fail. A reading, writing, and discussion course on the top- visit the Web at www.mty.itesm.mx/rectoria/pi/ ics of nature, society, the individual, art, and God. internationalstudents, or the International Studies Preliminary Session, Salzburg (Core) Office at 152 Hurley.

*Students are encouraged to take advantage of the GE 210 IA ECON 226 IA following culture mini-courses for their own enjoyment: Intensive Oral German — Intermediate 3 European Economic Integration 3 Mexican Cuisine, Mexican Dances and Latin Amer- Small homogeneous group-intensive drill on Ger- Introduction to structure and interplay of economic ican Rhythms. man language, structure and vocabulary. systems of Western Europe. (Social science) GE 250 IA PHIL 321 IA Intensive Oral German — Advanced 3 A course will be offered that will fill the second phi- losophy requirement. 42 43

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Here is a sample of courses offered for international ROSP 302 MX SA 400 MX BA students: Translation 3 Doing Business in Mexico I–II — Designed for students with an advanced command Beginner and Intermediate Levels 3 ROSP 101A, 102A MX of the Spanish language who wish to develop their Social basis underlying current styles of Mexican Basic Spanish I–II 6 ability to translate from English or French different management. Operational analysis of the manager’s Development of oral and written language. Appli- kinds of texts (scientific, cultural, journalistic. etc.). role in different types of Mexican organizations. Cul- cation of basic grammatical knowledge to writing tural influences and behavior patterns. Mexican laws, and reading comprehension. Introduction to au- ROSP 303 MX regulations, compensation plans and fringe benefits. thentic Spanish texts. Beginner’s level. Spanish Phonetics and Phonology 3 Description and analysis of the Spanish phonemic Comparisons between practices in the United States ROSP 111F MX and phonological system, contrasting with other and in Mexico are used for analysis. Guest lectures, Intermediate Spanish I 6 languages (French, English, German and Japanese), class lectures and visits to local companies. (Business Review of basic concepts and study of intermediate Study pronunciation of different Spanish dialects. elective) grammar. Development of oral and written language. SA 400 MX BA Application of basic grammatical knowledge to writ- ROSP 304 MX Mexican Business Management 3 ing and reading comprehension. Introduction to a Teaching Spanish As a Second Language 3 A practical introduction to the national and inter- variety of texts and different types of compositions. Designed for Spanish majors who plan to teach national business conditions in Mexico. Global, Presentations and discussions about different cultural Spanish as a Second Language. Overview of the most regional and national trends will be evaluated to topics. Intermediate low-level. important methodologies for the teaching of second languages. develop a holisitc perspective on the issues that af- ROSP 112F MX fect business opportunities in Mexico. These trends Intermediate Spanish II 6 ROSP 310 MX will be obtained through an information-scanning Study of grammar in greater depth. Reading of news- Introduction to Literature in Spanish 3 process that leads students to focus on an area of paper articles and reports, essays and short stories. Overview of literary theory and application to Span- interest. (Business elective) Students write and represent possible situations at ish and Latin American texts. Plot, characterization, SA 400 MX BA an intermediate and advanced level, present speeches atmosphere, theme, time, narrator’s voice, symbol, Seminar on Business Operations in Mexico 3 and report results from oral surveys. Intermediate text and subtext. Literary genres: legend, testimony, This seminar is designed to increase the effectiveness high-level. poetry, drama, short story. Written reports, reading analysis and answers to open questions. of international executives working (or who plan to ROSP 115F, 215F MX work) in Mexican contexts. Its focus is on increasing Advanced Spanish I–II 6 ROSP 329 MX cross-cultural strategic and operational competence Development of written, oral and comprehension Latin American Literature 3 via an emphasis on cognitive understanding and be- skills at advanced and superior levels. Overview of the contemporary Latin American havioral skills development. (Business elective) culture. Reading, analysis and discussion of the most ROSP 237A, 237B MX representative works of 20th-century writers: Juan Composition I–II 3 MOSCOW, ST. PETERSBURG, Rulfa, Garcia Marquez, Jose Donoso, Elena Poni- Development of Spanish writing skills. Beginner and AND VLADIMIR, RUSSIA atowska, Carlos Fuentes. intermediate levels. PROGRAMS ROSP 235A, 235B MX ROSP 390 MX Students may enroll in a Russian Language and Area Mexican Culture I-II 3 Advanced Composition 3 Overview of the Mexican way of thinking. Conclu- Studies program through the American Council of Developemt of Spanish writing skills at a native-like sions are drawn from analysis of cultural elements Teachers in Russian. They may choose to study in level. and concepts. Among them: art, family, time, work, Moscow, St. Petersburg, or Vladimir for one semester ROSP 231A, 231B, 231C MX death, religion, music and cuisine. Beginner and or an academic year. Students must have completed Communicative Skills Development I–III 3 intermediate-high levels. two years of Russian or the equivalent at the Uni- Development of Spanish oral and written skills. Be- versity level before participation. They take courses ROSP 235C MX ginner, intermediate and advanced levels. in grammar and contemporary Russian language, Mexican and Latin American Civilization vocabulary, and conversation, as well as in literature, ROSP 236 MX and Culture 3 Russian and Soviet culture, history, politics, and the Spanish for Business 3 Analysis of historical, political, economical and social mass media. Course descriptions are available in the Intensive practice of Spanish using business termi- factors to better understand contemporary Mexican International Study Programs office, 152 Hurley. nology and vocabulary. Readings related to current and Latin American culture. Concepts such as art, business issues. Presentation of oral and written re- family, time, work, death, religion, and music are NAGOYA PROGRAM ports, as well as simulations of situations that involve overviewed. the correct use of sociolinguistic and paralinguistic Center for Japanese Studies, Nanzan University, HIST 323 MX elements. Nagoya, Japan Mexican History 3 ROSP 211/212 MX Overview of Mexican history, pre-Hispanic culture, Academic Year Program Spanish for Bilingual Students 3 conquest, colonialization and viceroyalty, inde- The Nagoya Program is designed for Japanese Designed for near-native Spanish students who wish pendent life and revolution. (History) language majors. Students are required to take an to improve their use of formal Spanish — oral and SOC 479 MX eight-credit Japanese course at the appropriate level written. Sociocultural Values in Mexico and Latin America 3 each semester. Students may elect to take the second- ROSP 301 MX The student will analyze, criticize and make deci- semester eight-credit language course on a pass/fail Academic Spanish 3 sions on contemporary human issues, current affairs, basis, as long as they choose to do so early in the Introduction to the Spanish-speaking university life situations and social issues characterized by semester. A practical arts course in Chinese black classroom. Improvement of grammar, reading and change in Mexico and Latin America, from a critical ink painting, woodblock printing, or calligraphy note-taking skills, college-level formal papers and es- perspective. (Sociology) will satisfy the University’s fine arts requirement. say exam answers. Formal presentations and reports Students will not receive credit for any other practi- as expected in the Mexican educational system. cal arts courses. 42 43

INTERNATIONAL STUDY PROGRAMS

In addition to the courses listed below, advanced EALL 356 NJ ECON 323 NJ students may enroll in one of a number of two- Japanese Culture I: Japan in Fiction 3 Japanese Economy II: credit Japanese-language seminars on translation, Discusses images of Japan and Japanese people found Economic Development of Japan 3 classical Japanese, or readings in the social sciences in primarily American works of fiction. Offers op- Japan’s economic development from the 1860s to or literature. portunities to analyze and deconstruct ways popular the 1970s, and current problems and prospects. Case Courses writers portray Japan and its people. study of a successful economy with non-Western traditions. (Social science) (Up to four courses, 18 credits accepted per semester. ECON 322 NJ Students must enroll in a Japanese-language course Japanese Economy I: SOC 351 NJ each semester.) Contemporary Japanese Economy 3 Japanese Society 3 An introduction to the main features of Japanese EALJ 225 NJ (fall and spring) A survey of the modern Japanese economy, its society in a historical as well as comparative context. Intensive Second-Year Japanese 8 historical background, basic conditions, industrial (History) Students should be able to recognize approximately structures, policies, and problems. The Japanese 200 kanji characters before starting this course. Stu- economy is compared to other economies. SOC 351 NJ dents acquire important grammatical patterns, such (Social science) Japanese Culture II: Language and Society in Japan 2 as honorific/humble expressions, giving and receiving HIST 350 NJ Explores the interrelations between Japanese lan- verbs, conditionals, and causative/passive sentences, Japanese History: The Western World and Japan 3 guage and culture. Role of women, Keigo and and gain a well-balanced command of the four skills A survey of the encounter between the Western Japanese society, concept of uchi/soto, empathy, non- of speaking, listening, reading, and writing. world and Japan since the 16th century. (Social sci- verbal communication are examined. EALJ 325 NJ (fall and spring) ence) Intensive Third-Year Japanese 8 POLS 362 NJ PUEBLA PROGRAM Students should be able to recognize approximately Japanese Politics 3 Fall or spring semester, or academic year 400 kanji characters before starting this course. Surveys the basic contours and patterns of politics Universidad de las Americas Students develop the four language skills further and policymaking in postwar Japan. Covers formal Cholula, Puebla, Mexico and express themselves in accurate and appropriate political institutions, informal political practices, and Director: Prof. Kristine Ibsen (fall) Japanese in a variety of social settings. Students policymaking in the Japanese political system, with write a research paper in Japanese and give an oral reference to case studies as well as general topics. SAMPLE COURSES AT UNIVERSIDAD DE LAS presentation. AMERICAS POLS 337 NJ EALJ 425 NJ (fall and spring) Japanese Foreign Policy 3 Students must consult with their departments re- Intensive Fourth-Year Japanese 8 Analyzes foreign policy after World War II, garding major credit for courses taken at UDLA, ex- Students should be able to recognize approximately especially the nature and specifics of U.S.-Japanese cept in the case of Spanish Language and Literature 600 kanji characters before starting this course. relations in the area of politics and security, and courses. Those courses have the same numbers as Students handle various tasks such as thesis writing, Japanese activities in international organizations. their equivalents at Notre Dame and will automati- oral presentation, and note taking. Class is oriented cally count toward the Spanish major. THEO 240 NJ toward those who want to use Japanese in their pro- There are many courses taught in English at Japanese Religions— fessional lives. UDLA, but a major goal of going to Mexico is to

Religion in Contemporary Japan 3 become fluent in Spanish. If students have taken ARST 263 NJ (fall and spring) An introduction to the religious life of the Japanese advanced Spanish at Notre Dame, they should not Hanga: Woodblock Printing 2 people today. Traces religious traditions and contem- take more than one course in English during their Original printmaking with instruction in the tech- porary religious movements and trends. semester in Mexico. niques of planning the wooden block, taking care of Spring Semester Sample courses at UDLA taken by previous tools, handcutting and the use of the baren. (Fine participants in the Notre Dame UDLA program are arts) ARST 261 NJ listed below. For a more complete listing, contact Sumie: Chinese Black Ink Painting I 2 ARST 366 NJ (fall and spring) the International Study Programs Office, 152 or 158 Japan’s traditional painting in Chinese black ink Shodo: Calligraphy I 2 Hurley. with brush. Introduces basic methods and forms in Writing with a brush. Various styles of writing kanji portraits, landscapes, birds, and flowers. (Fine arts) and kana are introduced. Contemporary works by Fall Semester well-known calligraphers are studied. (Fine arts) SA 300 NJ SA 200 PM: PHYS 4 Japanese Business II: Working in Japan 3 The basic principles of mechanics, fluid mechanics, Fall Semester Examines the concepts, assumptions, and practices thermal physics, wave motion, sound, electricity, essential to an understanding of the continuously BA 481 NJ magnetism, optics. The equivalent of PHYS 221 at changing world of work in Japan. Japanese Business I: Survey of Japanese Business 3 Notre Dame. With laboratory. (Offered for SCPP, A survey course on Japanese business and manage- EALL 262 NJ ALPP, SCI/BA, ES, SCI/ED, BIOS and SCI Com- ment. Focuses on contemporary corporate practices Japanese Literature II: From the Early Years puting students.) in the areas of management, industrial relations, to the Heian Era 3 SA 200 PM ANTH/SOC marketing, finance, and international business. An introduction to the world of classical Japanese Socioeconomic Problems of Mexico 3 literature, from its inception to the late Heian period EALL 261 NJ Problems in contemporary Mexico pertaining to (794-1185). (Literature) Japanese Literature I: From the Meija Era to Recent education, economics, ethnic groups, demographic Years 3 problems, health issues. (University social science A historical survey of modern Japanese poetry, nov- requirement) els, and drama from the Meiji era to present. (Uni- versity literature or Japanese major) 44 45

INTERNATIONAL STUDY PROGRAMS

Fall and/or Spring Semester SA 100 PM FTT ROSP 235 PM Introduction to Theater 3 Composition 3 SA 200 PM ANTH, AL, BA Studies the nature of theater – its ritual origins and Works toward development of composition skills Internships/Community Service 3 Eastern and Western styles beginning with ancient through description, narration, comparison/contrast, 80 hours of internship or community service, Greece. Acquaints students with the basic theater and thesis papers. Taught at two levels based on stu- biweekly journals, final paper. Wide variety of place- vocabulary. dents' proficiency. ments, including museums, social service agencies, medical doctors, jails, businesses. To be graded S/U; SA 200 PM POLS, SA 200 HIST ROSP 240 PM ANTH credit granted only if done in conjunction Society and State in Latin America 3 Pronunciation 3 with SA 200 PM ANTH: Socioeconomic Problems The first in a series of courses on Latin America. A study of phonetics in Spanish for non-native of Mexico; otherwise AL or general University elec- Treats the development of the Latin American nation speakers. tive credit. states in the 19th century, and the socio-economic ROSP 268 PM bases for this development. SA 300 PM ANTH Mexican Civilization and Culture 3 Global Ethnology 3 SA 300 PM PHIL Acquaints the students with the most important as- Introduction to the social life and culture of distinct Professional Ethics 3 pects of Mexican history, art, religion, customs, and groups (e.g. Chinese, Japanese, Islamic, African, Ethical implications in all professions. Fundamental the present social situation in Mexico. Aboriginal). The cultural richness of humanity and notions of ethics and the practical applications in ROSP 270 PM the similarities and differences among diverse popu- situations all professional encounter. (University phi- Business Spanish 3 lations. (University social science requirement) losophy requirement) Business vocabulary and discussion of business cul- SA 300 PM ANTH SA 300 PM PHIL ture in Mexico. Archeology of Mesoamerica I 3 Aesthetics 3 ROSP 310 PM The idea of Mesoamerica as a cultural area, the first Introductory course on the idea of personal cre- Introduction to Literature 3 human occupation of the area. Review of the ideas ativity, knowledge of man and appreciation of the A practical introduction to the analysis and explica- of the arrival of the first humans to the area, the Ar- beautiful. (University philosophy requirement) tion of literary texts. chaic era, the development of agriculture, formation SA 300 PM POLS ROSP 370 PM of the first sedentary groups in the Protoclassic era. International Politcal Economy 3 (University social science requirement) Medieval Spanish Literature 3 The theoretical, methodological and political bases Study of Spanish literature from its inception to SA 300 PM ANTH for the macroeconomics of States. The theory and 1600—its main tendencies, most relevant works, Archeology of Mesoamerica II 3 political economics of the foreign sector and the and representative authors. (Fulfills the ROSP 371 Study of Mesoamerica from the formation of the first diverse forms of international economic relations. requirement.) major social organizations, the Classical cultures, to (University social science requirement) ROSP 371 PM the era of the European conquest. (University social SA 300 PM POLS science requirement) Golden Age Spanish Literature 3 Society and State in the United States 3 A survey of Spanish literature from the 16th and SA 300 PM ARHI Historical evolution of society in the United States, 17th centuries. Baroque Art 3 its economic, political, and cultural bases, and its Study of the principle characteristics of Baroque and relation with diverse ideas to shape national identity ROSP 372 PM Rococo Art in the 17th and 18th centuries in Europe from its origins to the present. (University social sci- Modern Spanish Literature 3 in architecture, sculpture and painting, and of the ence requirement) Study of Spanish literature from 1700 to the present. transfer of these styles to Mexico. SA 300 PM POLS ROSP 380 PM SA 100 PM ARST Foreign Policy of the United States 3 Literature of the Conquest 3 Basic Drawing 3 Study of the fundamental ideologies and interests Study of the texts generated by the "discovery" and The basic elements of drawing: point, line, plane, shaping U.S. foreign policy, the institutions involved, conquest of America in its historical context. (Fulfills volume. Forms the basis of visual education. and the instruments of formulation and execution. the ROSP 381 requirement.) (Fulfills University social science requirement.) SA 100 PM ARST ROSP 381 PM Graphic Representation 3 POLS 348 PM Colonial Spanish American Literature 3 Drawing; development of ideas from observation; Mexican Foreign Policy 3 Study of colonial texts from the 16th through the emphasis on representation in perspective. Study of the international attitude of Mexico—its 18th centuries in Spanish America. fundamental principles and is basic doctrines, as SA 300 PM DESN ROSP 487PM Photography 3 well as its historical antecedents and its geopoliti- Caribbean Literature 3 This course continues instruction in photogra- cal causes. (Approved by POLS department for Panoramic view of the characteristics and general phy—the laboratory processes as well as photo- major credit) evolution of Caribbean literature and study of the graphic images. Photography as a process of design; ROSP 201PM most representative works of the 20th century. methodological resolution of various photographic Grammar 3 ROSP 492PM problems. Taught at three levels, based on student’s proficiency. Mexican Literature 3 SA 300 PM ENGL Review of grammatical structures to improve com- Students will read the most prominent works of Americans in Mexico 3 munication in Spanish. 20th-century Mexican literature as a background for Study of 20th- century American authors who wrote ROSP 231 PM understanding messages communicated in contem- and write about Mexico (taught in English). (Uni- Oral Expression 3 porary media. versity literature requirement) Oral presentations in real situations, including interviews, guided visits, and film, among other situations. 44 45

INTERNATIONAL STUDY PROGRAMS

ROSP 493B RIO DE JANEIRO PROGRAM Unique Opportunity for Social Entrepreneurs Nueva Narrativa in Latin America 3 Students participating in the Rio program in the Studies the Latin American novel from the second Pontifícia Universidade Católica do Rio de Janeiro spring semester will have the opportunity to par- half of the 20th century and the “boom” of the (PUC-Rio) ticipate in a special program—for future “social 1960s. Rio de Janeiro, Brazil entrepreneurs”—aimed at those who are preparing SA 200 PM Students must consult with their departments re- for careers aimed at social progress. In addition Tourism 3 garding major credit for courses taken at PUC-Rio. to enrolling in “Portuguese for Foreigners” and Tourism as a social phenomenon of the contem- Courses are available in many disciplines, including “Introduction to Brazilian Contemporary Society,” porary world and its political, socio-economic, business; economics; law; social communication students who choose to participate in this project and cultural implications. (Elective only) (journalism and publicity); geography and envi- will participate in a for-credit internship with a nonprofit organization. These students are also en- SA 300 PM BA ronment; history, social work and social sciences; couraged to enroll in courses such as “Community International Business 3 international relations; theology; industrial design; Development” or courses within the Program for Virtual trips to many countries, different forms architecture/urbanism; education; philosophy; Entrepreneurial Studies (Programa de Formação de of business and how different cultures, regula- modern languages, literatures, and linguistics; and Empreendedores), such as “Entrepreneurship-Business tions and languages effect the way business is psychology. Science and Technology courses are also Plans,” “Entrepreneurship-Communication,” and conducted. (Elective credit only) available. For futher information regarding PUC-Rio and its courses, visit the Web at www.puc-rio.br/ccii “Behaviors and Attitudes of Entrepreneurs.” SA 300 PM MARK or visit the Office of International Study Programs SA 300 RB SOC International Marketing 3 at 152 Hurley. A few sample courses offered at Community Development 4 Study of international markets with the goal of PUC-Rio are listed below, as well as a description of Basic concepts and theories on community devel- designing strategies of successful commercializa- a special spring-semester program for “social entre- opment. Methodological procedures. The role of the tion of products or services for these markets. preneurs.” social worker as a member in social movements that Spring Semester The Brazilian first term (our spring semester) are composed of interdisciplinary teams. Analysis of runs from March through July; the second term experiences. Readings include The Urban Phenom- SA 400 PM ANTH (our fall semester) runs from August through De- Cholula: The Dynamics of a Sacred City 3 enon by Otavio Velho and Community Organization cember. Students will arrive in time to participate in by Murray Ross. Cholula is the oldest living city in the Americas, PUC-Rio’s preliminary intensive language session in and this course will treat the historical, economic, January/February or July. SA 300 RB BA ethnic, religious, and social factors that give the city Entrepreneurship—Business Plans 4 its identity and its character as part of the Mexican Preliminary Session Structure of a business plan. Concept of a business nation-state. Visits to local sites and community “start-up.” Basic types of businesses. Business mod- service required. SA 200 RB ROPO els. Structuring and organization of a business unit. Intensive Portuguese at PUC-Rio 6 Alliances and partnerships. Functional characteristics PARIS PROGRAM A four-week, pre-semester intensive Portuguese-lan- of different areas of a business and of the guage course. Focuses on development of Portuguese personnel necessary for implementation and func- In 1999 the University of Notre Dame began an written and oral skills. Prepares foreign students to tioning of the business. The areas of marketing and exchange program with the Institute of Political take regular courses during the school year. (Graded advertisement: their attributes and characteristics. Studies (Sciences-Po) in Paris. Offered as a yearlong S/U.) Concepts and principles of financial planning. Na- or a second-semester program, it is limited to two tional and regional policies. Strategic planning and students. Students must have a very high level of Semester Courses business planning. Development of business plans. French, and an excellent grade-point average and should have a major in history or a social science. During the semester, students will generally enroll SA 300 RB BA Students will take courses in European economics, in “Portuguese for Foreigners,” “Introduction to Entrepreneurship—Communication 4 politics, sociology, and history, and in French lan- Brazilian Contemporary Society,” and two or three The basics of communication, both verbal and guage. Successful completion of a year of study re- electives. nonverbal. Influential factors in communication sults in a diploma from Sciences-Po, which is widely SA 200 RB ROPO processes. Communication, interactive harmony, and recognized in Europe and the United States. Portuguese for Foreigners 4 conflict. Oral and written communication. Tech- Designed to develop written and oral skills in the niques for developing letters, reports, projects, etc. Portuguese language. Offered at various levels. Strategies for participation in meetings, interviews, and business situations. SA 300 RB SOC Introduction to Brazilian Contemporary Society 4 SA 300 RB BA (Spring semester) Behaviors and Attitudes of Entrepeneurs 4 A cross-disciplinary study of how Brazilian society Paradigms and mental models. The current scene was formed, using sociology, political science, and of the business world. Profile, characteristics, and anthropology. An analysis of the major social, po- attitudes of entrepreneurs. Evaluation techniques litical, and cultural issues that persist even today. and development of self-knowledge. Techniques for development of creativity, cooperation, competition, and confidence. Techniques for public presentations and interpersonal relationships. 46 47

INTERNATIONAL STUDY PROGRAMS

ROME PROGRAM 200 ARST RE ENGL 340 RE Drawing (Rome Sketchbook) 3 Introduction to Shakespeare 3 John Cabot University This course makes use of the unparalleled resource The course examines selected plays of Shakespeare, Rome, Italy that is the city of Rome itself; each class meets at with emphasis on Shakespeare’s development as a www.johncabot.edu a different site around the city. Students work in dramatist and his techniques of character devel- sketchbook form, creating over the course of the opment. Major critical approaches to the plays are Students enroll in classes at John Cabot University, term a diary of visual encounters. Instruction, apart discussed. About ten plays are examined, among an American university in Rome, which offers from brief discussions of the sites themselves, focuses them: Romeo and Juliet, Richard II, Henry IV, Henry courses in art, business, classics, government, history, on efficient visual note-taking: the quick description V, A Midsummer Night’s Dream, As You Like It, literature, philosophy and psychology. All courses of form, awareness of light, and the development of Othello, Measure for Measure, The Winter’s Tale, and are taught in English (with the exception of Italian volume in space. The Tempest. language classes). A variety of JCU courses have been approved by Notre Dame departments for major CLAS 301 RE 3 ENGL 410 RE credit; however, students must consult with their Roman Literature and Culture British Literary Traditions I 3 department to confirm courses for their major. All The philosophies, art, customs, and political and The course deals with works by major writers in the students are required to take one Italian-language social structures of ancient Rome examined through English language over a period of nearly 1,000 years. course during their semester or year in Rome. the literary works it produced. The range of authors Beginning with Anglo-Saxon poetry, this survey con- For a listing of all courses offered at John Cabot, aims to cover the whole of the Roman experience. tinues through the Middle Ages and the Renaissance visit the International Study Programs office at 152 All texts are studied in translation. and concludes with Milton. In the context of the course, students should develop both their general Hurley Building or visit John Cabot’s course descrip- BA 363 RE background knowledge of literary history as well tions at www.johncabot.edu/academics/curriculum/ Business Law: Contracts and Agency 3 coursedescriptions.htm. as their ability to appreciate and criticize particular Students in this course explore basic legal principles texts. The following is only a sampling of courses that in reference to business conduct. The course are offered at John Cabot University. begins with an examination of the common law ENGL 411 RE 300 ARHI/ANTH RE of contracts, followed by Article 2 of the Uniform British Literary Traditions II 3 Ancient Rome and Its Monuments 3 Commercial Code and the Convention on Contracts This course deals with works by major British writers Documents the city’s extraordinary transformation for the International Sale of Goods, the legal char- in the period 1660 to 1832. Approximately equal from a modest hilltop settlement into the artistic acteristics of partnerships, limited partnerships, and attention is devoted to writers of the Restoration and political capital of the Mediterranean world. corporations (including limited-liability companies), and the 18th century and to writers of the Romantic Examines Rome’s extant archaeological remains secured transactions, and the law of bankruptcy. Movement. The course may thus debate in particular and traces the basic development of the city, from the relative values of conservative Classicism and ECON 223 RE revolutionary Romanticism as the eternal alterna- its foundation in the eighth century B.C. through Principles of Economics I 3 the Republican, Imperial, and Early Christian tives that underlie so much of man’s speculative and An introduction to the basic principles of the creative activity. periods. macroeconomy, such as national income accounting, ENGL 412 RE 300 ARHI RE determination of national income, business cycles, American Literary Traditions I 3 Italian High Renaissance Art 3 inflation, unemployment, fiscal and monetary The course deals with the development of American An extension of the study of Italian art and policy, macroeconomics in the open economy and Literature from the mid-17th century to modern architecture in the Renaissance through the second economic growth. times, with an emphasis on the creation of a dis- half of the 15th century into the first three decades ECON 224 RE tinctive American “voice.” Attention will be given to of the 16th. The works of Botticelli, Ghirlandaio, Principles of Economics II 3 writers in the Puritan period and the early Republic, Pollaiuolo and others will be studied, along with A survey of the principles of price theory that focuses as well as to those who contributed to the pre-Civil works by those whose innovations initiated the High on the determination of prices and quantities in War “American Renaissance,” the rise of Realism and Renaissance style: Leonardo da Vinci, Michelangelo, individual markets, market interdependence, market Naturalism, and the “Lost Generation.” Bramante and Raphael. Numerous on-site visits structure, market failures, government policies and in Rome are included, as well as a required trip to international trade. ENGL 468B RE Florence. Victorian Fiction 3 ECON 471 RE Considering both the history and the development 300 ARHI/CLAS RE International Economics 3 of critical concepts about the Victorian novel, the

Ancient Roman Art and Architecture 3 An introduction to international trade and finance. course examines novels by such major figures as A survey of the major creative achievements of Analysis of the causes and consequences of interna- Dickens, Bronte, Eliot, Wilde, and Hardy. Roman art and architecture from the eighth century tional trade and investment. Major topics include B.C. to the early fourth century A.D. in Italy and international trade theory, international trade policy, ENGL 473 RE throughout the Empire, with emphasis on the spe- exchange rates and open-economy macroeconomics Modern Fiction 3 The course deals with novels selected in terms of a cific Roman contributions to the classical tradition, and international macroeconomic policy. especially in architecture. particular theme or a particular period of time with- ENGL 200 RE in the 20th century as, for example, the development Introduction to Creative Writing 3 of the traditional theme of romantic love in the first This is a course that presents opportunities for cre- or the second third of the century. The novels stud- ative writing while probing major issues of literary ied may include both works written in English and aesthetics. works in translation. 46 47

INTERNATIONAL STUDY PROGRAMS

FIN 231 RE HIST 386 RE MGT 389 RE Business Finance 3 Europe Since 1945 3 Management Competencies 3 This course examines both the theoretical and Because of its closeness to our time, the subject of The course examines human personality, behavior applied foundations necessary for making decisions this course combines elements of classical historical and relationships as applied to business, industrial in financial management. Main topics include the studies with other elements of economics and po- and organizational settings. Topics include social financial system, international financial markets, litical science. Although the basic structure of the systems at work; human needs, attitudes, human efficient markets, analysis of risk and return, basic course will be chronological, some themes such as relations; leadership patterns, group dynamics, team- portfolio theory, valuation, capital budgeting, and the emergence of the European Union and the role work, communication, motivation, participation and capital structure management. played by Western Europe in the Cold War will also reward system; technology and people, managing be dealt with from other perspectives, such as ideol- change, models of organizational behavior and FIN 370 RE ogy and theory. management. Teamwork and group participation are Investment Theory 3 emphasized. This course concentrates on the operation and func- HIST 433M RE tion of securities markets. It emphasizes basic tech- Europe Between the Wars 3 MGT 472 RE niques for investing in stocks and bonds. Technical Focusing on the European economic and political Operations Management 3 analysis is introduced and portfolio theory discussed. expansionism, the course considers the search for Management issues related to the procurement and (Free elective for FIN majors; FIN 370 for all other overseas markets and possessions and how this led allocations of resources in the production of goods BA majors) to the outbreak of two world conflicts. and services in order to meet organizational goals. FIN 475 RE MARK 231 RE Topics covered include product and process design. International Finance 3 Principles of Marketing 3 Facility size, location and layout, quality manage- The course emphasizes the structure and analysis of The role of marketing in the socioeconomic system. ment, production planning and control. international capital and financial markets, Euro-cur- Major decision areas: selecting target markets, PHIL 222 RE rency financing and the financing of international positioning strategy and the marketing mix (product Images of Humanity: Existentialist Themes 3 transactions. planning, pricing, promotion and distribution) The course aims at a phenomenological analysis, strategy. Skill development in demand/competitive 200 FTT RE discussion and development of the most important analysis, teamwork and effective communications. Mass Media and Society 3 theme in existential philosophy: the Self understood The main emphasis of the course resides in delin- MARK 350 RE as consciousness confronting a world and engaged in eating the complex relationship that exists between Consumer and Industrial Buyer Behavior 3 human action. The course will explore issues such as the mass media and other social institutions, from Social, cultural, and psychological factors influencing freedom, responsibility decision, finitude, alienation. government to local political activist groups: the the behavior of consumers. Models of buyer These issues will be discussed in their existential reciprocal interplay between the mass media and behavior, consumption patterns, market segmen- contexts as they emerge from the works of philoso- society—how both are structured and shaped by tation, attitude formation and change, brand loyalty, phers such as F. Nietzsche, G. Marcel, J.P. Sartre, M. the other—and what limits this interplay. Particular adoption of innovations and store choice decisions. Heidegger, etc. (Second Philosophy) attention is devoted to analyzing media products in Implications of consumer research for marketing PHIL 300 RE their specificity and their status as popular or mass management. Philosophies of Art and Beauty 3 culture. MARK 381 RE This course is a survey of classical and modern HIST 111 RE International Marketing 3 theories on the appreciation of art and beauty. At- Western Civilization I 3 An investigation of the marketing concept in a global tention is given to the analysis of perception and of A survey of the history and major cultural achieve- environment. Factors in assessing world marketing the aesthethic experience in their interaction with ments of the ancient Egyptians, early Near-Eastern opportunities; international marketing of products, language and culture. Special consideration is given civilizations, Ancient Greece and Rome, with an pricing, distribution and promotion program to contemporary visual arts and poetry. (Second emphasis on those achievements which have formed development in dynamic world markets. Marketing Philosophy) the basis of Western Civilizations. practices which various businesses adapt to the inter- 300 POLS RE national environment are studied. Attention is also Italian Politics and Society 3 HIST 112 RE given to comparative marketing systems, and plan- This course examines the major features of the po- Western Civilization II 3 ning and organizing for export-import operations. litical and social systems of the Italian Republic. Top- A survey of the history and major cultural devel- ics of analysis include the Constitution, the Italian opments from the fall of the Roman Empire through MGT 231 RE economy, the role of the state, unions, the relation- the Renaissance, Reformation and the Age of Principles of Management 3 ship between North and South, the U.S.-Italian part- Enlightenment. Attention is given to the impact of Introduction to the manager’s role and the man- nership, and the European Union. Special attention non-Western civilizations on the events and ideas of agement process in the context of organizations is given to the political developments leading to the the times. and society. Focus on effective management of the corporation in a changing society and on improved establishment of the Second Republic. HIST 325 RE decision making and communication. Processes 300 POLS RE Enlightenment in Europe 3 covered: planning, organizing, coordinating and The course deals with the process of Italian Unifi- Political Development in the Third World 3 controlling. Teamwork and individual participation The purpose of this course is the explain why such a cation (the Risorgimento), the problems of the new are emphasized. wide variety of political systems can be found in the Italian kingdom and Italy’s role in the world up to Third World. Attention is given to problems of na- the death of King Umberto I in 1900. tion-building and the role of charismatic leadership, as well as the problems of policy implementation in these countries. 48 49

INTERNATIONAL STUDY PROGRAMS

300 POLS RE ROIT 237 RE SANTIAGO PROGRAM Institutions and Policies of the European Union 3 Italian Composition and Conversation 3 A survey of the history of the politics, institutions, This course is designed to develop the student’s Fall or Spring Semester (Spring Preferable) and policies of the European Union from its origins ability to write correctly in Italian while reinforc- Students take courses at the Pontifícia Universi- to the present day. Covered are the historical evolu- ing oral communication skills. Contemporary texts dad Católica (PUC) and the Universidad de Chile tion of the European Union from its beginnings provide the basis for class discussions geared toward through a consortium of the University of Notre through the end of the 1990s, the union’s insti- expanding vocabulary and reviewing grammar. Dame and the University of Wisconsin Milwaukee. tutions and processes, the recent major developments Students write weekly compositions, do oral presen- Fall semester students enroll in Spanish for Foreign- and challenges, such as the Single European Act, the tations, and keep a journal. ers, Chilean Culture and Civilization (or a similar Maastricht Treaty and the Enlargement Issue, mon- course), and three other courses. ROIT 315E etary union, the major policy areas of the union, and In the spring, students generally enroll in Spanish Selected Topics in Italian Literature 3 a discussion of future scenarios in Europe. for Foreigners, Chilean Politics and Society, and three The course offers an in-depth exploration of a other courses. Students interested in enrolling in PSY 211 particular theme or period in Italian literature. At- the spring semester seminar, Perpectives on Poverty Introductory Psychology 3 tention will be given to the historical and cultural and Development, must submit an application to the A general introduction to the study of human be- contexts in which the selected works grew. Possible Center for Social Concerns (CSC) in the fall. This havior, how heredity and environmental, social, and topics include The Italian Novel, Short Stories and service-learning course is offered by the Universidad psychological factors affect human development and Italian Regional Identity, Women Writers, and The Alberto Hurtado, a Jesuit University in Santiago. behavior. Motivation, emotion, learning, intelli- Italian Poetic Tradition. Because this is a facilitated program, students may be gence, perception, and memory and how they work. ROIT 341 RE charged additional fees for courses taken outside the An overview of the various psychological schools of Modern Italian Drama 3 PUC. thought on human development and personality. An introduction to 20th-century Italian drama Calendar: The fall semester runs from late July A brief exposure to research and discussions of the through the study of plays by Chiarelli, Pirandello, through mid-December. The spring program runs findings and implications of psychology data on Betti, Fabbri and Fo. Since the course is based on from February-mid July. An optional intensive some major contemporary problems. discussion, special emphasis will be on oral ex- language program is offered in February in Linares, a rural community outside Santiago; the regular PSY 350 RE pression. A guided term paper on a play not studied Sspring semester begins at PUC in early March. Developmental Psychology 3 in class will help students to improve their writing Below is a sampling of courses offered in San- Follows the development of the child through skills. tiago. For the catalogue of courses at the PUC, con- adolescence, with emphasis on the complexity and ROIT 345 RE tact the International Study Programs office in 152 continuity of psychological development. Also Introduction to Italian Literature I 3 Hurley. Students are also encouraged to visit PUC’s emphasized is the interaction and interdependence Introduction to major writers and works of Italy website at www.puc.cl. For course information, see of the various systems: biological, genetic, and from the 13th to the 18th century, including such “libro de cursos.” environmental, as well as the interaction and the authors as Cavalcanti, Dante, Petrarca, Boccaccio, interdependence of cognitive and social factors in the Poliziano, Castiglione, Machiavelli, Ariosto, Tasso, Preliminary Session (Optional) various stages of development. Particular attention Marino, Beccaria, Parini, and Goldoni. Students ROSP 205 SC is placed on attachment theory, the development of are exposed to the evolution of Italian literature from Intensive Spanish and Rural Experience 6 the self, and possible pathological outcomes of faulty a historical perspective with emphasis on the major This course provides an intensive program of Span- development. literary, philosophical and cross-cultural influences ish language and Chilean idioms through classroom PSY 352 RE that shaped Italy’s literary production. work, practical and cultural experiences. Students are Social Psychology 3 THEO 254B RE introduced to Chilean rural life, history and culture The scientific study of how people think about, Pathways of Faith: Apostles, Martyrs, through presentations, both academic and artistic, influence, and relate to one another. Students are and Confessors 3 tours to different areas of interest and a living experi- introduced to recent research in areas such as the This course will review basic Catholic beliefs and ence with Chilean rural families. (February only, self in the social world, social beliefs and judgments, practices and their development within the context graded S/U.) attitudes and behavior, conformity, persuasion, ag- of the Church of Rome and the early spread of the gression, prejudice, altruism, love, and attraction. faith. We will then examine the evolution of these Semester Courses Cultural, gender, and genetic influences also are basic beliefs and practices in the teachings of selected ROSP 221 SC emphasized. Church Fathers and sources. Classes will be taught Spanish for Foreigners 3 Language and culture through speaking, writing, ROIT 201 RE both in the classroom and at pertinent historical experiential learning. Comprehensive Second-Year Italian 3 sites. This course focuses on consolidating the student’s ROSP 265 SC/SOC 367Z/POLS 300 SC/ANTH 367 ability to use Italian effectively. Emphasis is given to Chilean Politics and Society 3 grammar review and vocabulary expansion. Selected Students will learn about the Chilean political pro- readings acquaint students with contemporary Italy. cess since the 1930s, with a special emphasis on the period from 1964 to 2002. Students will analyze and ROIT 202 RE discuss institutional, economic, social and cultural Intermediate Italian II 3 changes that occurred during that period. Chilean This course emphasizes the development of reading politics, economics and sociology will be addressed and composition skills. Readings include short sto- from a historical perspective. (Spring only) ries and newspaper articles. 48 49

INTERNATIONAL STUDY PROGRAMS

ROSP 265 SC/SOC 362 SC/ANTH 362 SC SÃO PAULO PROGRAM SHANGHAI PROGRAM Chilean Culture and Civilization 2 or 3 Mandatory intensive orientation course covering Universidade de São Paulo (USP) East China Normal University, Chilean culture, politics, economics, literature and São Paulo, Brazil Shanghai, China history. Instruction in Spanish. Semester Program Unique spring-semester program for political sci- THEO 300 SC/SOC 300 SC/ANTH 300 SC/ ence, economics, or business majors interested in The Shanghai Program at East China Normal POLS 300 SC social entrepreneurship. University is intended for students who wish to ac- Perspectives on Poverty and Development celerate their acquisition of Chinese and is strongly Students with a strong background in business, (ILADES Seminar) 3 recommended for all majors and minors. All stu- economics, or political science may participate in the Corequisite: service/field work. dents must take a Chinese-language course and other São Paulo program during the spring semester. The Seminar format: Study of meaning and signifi- courses on Chinese history, culture, and politics São Paulo program presents a unique opportunity cance of poverty in Latin America from theologi- offered in English. All courses are eligible for Notre for students preparing for careers aimed at social cal and social science perspective. Dame credit through special arrangement with the progress—future “social entrepreneurs.” Students Council on International Educational Exchange ANTH 496 SC/AL 400 SC who participate in this program will participate in a (CIEE). Detailed program information is available at Field Work: Perspectives on Poverty and Development for-credit internship with a nonprofit organization. the International Study Programs office, 152 Hurley, (ILADES Seminar) 2 Students will enroll in “Portuguese for Foreigners,” or at CIEE’s Web site: www.ciee.org/study_abroad Corequisite: Ilades Seminar. as well as courses recommended by USP’s faculty in .cfm?subnav=Students. Integration of experiential learning—service work political science and in economics and business ad- in poor neighborhoods of Santiago—with reading ministration. For a complete list of political science and reflection. and other courses offered by the FFLCH (Faculty TOKYO PROGRAM of Philosophy, Languages, and Humanities), visit Faculty of Comparative Culture, Sophia University, Spanish language and literature courses: Below www.fflch.usp.br/bem-vindo. For a complete list of Tokyo, Japan is a sample of courses that have been assigned the courses offered by the FEA (Faculty of Economics, same numbers as their equivalents at Notre Dame Business, and Accounting), visit www.fea.usp.br/ Spring Semester or Academic Year and may be counted towards the Spanish major. recursos/ccint/ccinte.html, and follow the link titled The Tokyo Program is open to sophomores and For course descriptions, contact the Romance “Information for Students.” juniors. All students must take a Japanese-language Languages department or the ISP office in 152 In the FFLCH, the following courses are recom- course and can choose from a wide variety of other Hurley. mended: Political Science: “Social Policies,” “Brazilian courses offered in English including business, eco- Political Institutions,” “Political Culture, Democratic nomics, history, literature, philosophy, and sociol- ROSP 486 SC Consolidation, and Human Rights,” “Society and ogy. All courses are eligible for Notre Dame credit Critical Works of Gabriela Mistral Citizenship.” Sociology: “Brazilian Political Institu- through special arrangement with the Council on In- (Critica y Ensayo en Gabriela Mistral) 3 tions,” “Sociology of Violence,” “Labor and Unions,” ternational Educational Exchange (CIEE). Detailed “Society and Citizenship in Brazilian Thought,” ROSP 481 SC program information is available at the International “Social and Political Change in Latin America.” Spanish American Literary Texts Study Programs office, 152 Hurley, or at CIEE’s Anthropology: “A History of Brazilian Anthropology,” (Textos Literarios Hispanoamericanos) 3 Web site: www.ciee.org/study_abroad.cfm?subnav= “Cultural Practices in the Urban Context.” Students. ROSP 465 SC In the FEA, the following courses are recom- Spanish American Colonial Literature mended: Economics and Business: “Labor Economics” TOLEDO PROGRAM (Literatura Hispanoamericana Colonial) 3 and “Unions and Collective Bargaining.” Centro de Estudios Internacionales, ROSP 472 SC For further information regarding these courses Fundacion Ortega y Gasset, Toledo, Spain Chilean Poetry of the late 19th Century or the São Paulo program, please visit 152 Hurley www.fogtoledo.com (Poesia Chilena del fin de Siglo 19) 3 Building. The Brazilian first term (our spring semester) ROSP 483 SC runs from March through July; the second term Fall and Spring Semesters Chilean Poetry of the late 20th Century (our fall semester) runs from August through De- Four or five courses, 15 credits accepted per semester. (Poesía Chilena del Fin de Siglo 20) 3 cember. Students will arrive in time to participate in The courses listed below may be offered in the fall ROSP 480 SC PUC-Rio’s preliminary intensive language session in and/or spring semester. The philosophy course is of- Chilean and Latin American Poetry January/February or July. fered in the fall only; the theology course is offered (Poesia Chilena e Hispanoamericana) 3 in the spring. Preliminary Session Internships also are available in Toledo for three ROSP 484 SC (3) credits. Students may apply for internships in SA 200 RB ROPO Chilean and Latin American Theater several areas, including government, the arts, social Intensive Portuguese at PUC-Rio 6 (Teatro Chileno e Hispanoamericano) 3 service and communications. Credit toward a major A four-week, pre-semester intensive Portuguese-lan- must be approved by an advisor in the major depart- ROSP 490 SC guage course. Focuses on development of Portuguese ment. Chilean and Spanish-American Narratives written and oral skills. Prepares foreign students to (Narrativas Chilenas e Hispanoamericanas) 3 take regular courses during the school year. (Graded ANTH 350 SP ROSP 382 SC, 383 SC S/U.) Archaeology of the Iberian Peninsula 3 Chilean and Spanish American Literature I–III The diverse cultures of Iberia as seen through an (Literatura Chilena e Hispanoamericana I–III) 3 analysis of the most important archaeological sites of the peninsula. (Social science) ROSP 370 SC; 371 SC; 372 SC Spanish Literature I–III (Literatura Española I–III) 3 50 51

INTERNATIONAL STUDY PROGRAMS

ANTH 351 SP POLS 348K SP ROSP 381 SP Ethnology and Folklore of the Iberian Peninsula 3 Politics and Society in Latin America 3 Survey of Spanish American Literature I 3 The various forms of traditional life in the Iberian Contrasts in political and social structures of various An introduction to and survey of major works from Peninsula in terms of social and economic features as Spanish-American nations in the 20th century to the Colonial period to Independence and Roman- well as literary, artistic and religious aspects. (Social show their diversity but also to provide insight into ticism. The course will include texts by Bernal Diaz science) the problems they share. (Social science or political del Castillo, Fray Bartolome de las Casas, Garcilaso science major) de la Vega, Alonso de Ercilla, Sor Juana Ines de la ARHI 350 SP Cruz, Jose Joaquin Frenandez de Lizardi, Esteban Christian, Muslim, Jewish Art: Toledo 3 ROSP 200 SP Echerverria and Jorge Isaacs. Spring semester only. The art and archaeology of the three cultures that Introduction to the Study of Spanish Linguistics 3 determined the national character of Spain today are The course will cover phonology, morphology, syn- (University literature or Spanish major) studied in and around Toledo. (Fine arts) tax, semantics, lexicology, pragmatics, discourse anal- ROSP 400 SP ysis, sociolinguistics, and the history of the Spanish ARHI 353 SP Society Through Spanish and Latin American language. Students will be introduced to the study Master Painters of Spain 3 Cinema 3 Development of Spanish painting studied in the of linguistic theory, as well as its relation to social, This class will explore Spanish and Latin American works of five of Spain’s greatest artists: El Greco, cultural and literary studies. societies using films created by Spanish and Latin American artists. Ten films will be analyzed from a Velazquez, Goya, Picasso, Dali. Visits to the Museo ROSP 230 SP historical and sociological point of view. Fall del Prado and the Museo de Arte Contemporaneo, Conversational Spanish 3 Madrid. (Fine arts) Classroom discussions centering on contemporary is- semester only. (Spanish major elective) sues in Spain and other subjects of interest. Periodic ARHI 355 SP ROSP 421 SP error evaluation and systematic review of the most Art and Architecture in Spain: Periods and Styles 3 Spanish Golden Age Theater 3 Characteristics of the major periods in Spanish art frequent structural and grammatical problems. This course will focus on Baroque theater. Plays by Lope de Vega, Cervantes, Tirso de Molina, Calderon and architecture, including Greek and Roman, Ro- ROSP 235 SP de la Barca or Luis Velez de Guevara will be read and manesque, gothic, baroque and neoclassical. (Fine Composition and Stylistics 3 arts) Difficult aspects of Spanish grammar and structures discussed in class. A research paper will be completed are mastered through composition writing. Treats by each student regarding one of the plays. In ad- ECON 376 SP problems of style as well as language. Several compo- dition, students will attend at least one live theater Spain and the European Union 3 sitions are written outside class each week, and com- production in Toledo or Madrid. Spring semester Study the process of the formation of the European only. (University literature or Spanish major) Union. Analysis of the economic repercussions on its mon errors are reviewed. members and especially in Spain. Daily newspaper ROSP 241 SP ROSP 427 SP and magazine coverage of the ongoing process will be Colloquial Spanish 3 Writers of the Spanish Empire and Its Decline 3 followed and discussed. (Social sciencce) Characteristic phenoma of the Spanish language in Masterpieces by Spain’s most significant Renaissance its colloquial spoken form. Variations based on age, and golden age writers, including Lope de Vega, GSC 350 SP social and regional background, etc. New lexical, Tirso, Calderón, Cervantes, Garcilaso, Góngora, Spanish Women 3 morphological and syntactical coinages. Quevedo and the authors of the picaresque novels A theoretical and practical approach to the funda- and mystic poetry. Fall semester only. (University mental transformations that have conditioned the ROSP 273 SP literature or Spanish major) lives of Spanish women from the golden age to the Spanish for Professional Life Development 3 present. Spring semester only. (Social science or Designed for students for whom Spanish will be ROSP 441 SP gender studies) a basic tool for their working and professional fu- 20th-Century Spanish Literature 3 ture. Practical cases provide (1) knowledge of the Contemporary Spanish literature from the Gen- HIST 334 SP economy, the labor markets, and Spanish and Latin eration of 1898 to the postwar era. Major literary The Cultural Heritage of Spain 3 currents, the political and social events that have Contemporary Spanish history (especially 20th American professional culture, and (2) linguistics skills (conversation, listening/comphrehension, read- shaped them and representative authors and works. century), art, society (education, family, church), (University literature or Spanish major) politics, customs and traditions, current events. ing, and writing) and the sociocultural peculiarities Regional geography and history. Intended primarily of the language that allow for successful use of Span- ROSP 449 SP for the beginning or intermediate Spanish-language ish in professional life. Contemporary Spanish Women Writers 3 This course guides students through the study of student. (History) ROSP 280 SP literary works by Spanish women writers of the past HIST 336 SP/POLS 353 SP (crosslisted) Spanish Phonetics 3 Intensive study of the phonetics and philology of three decades. Students learn about Spanish history Spain Since 1936 3 of the 20th century and women’s participation across Main features and social significance of General Spanish aimed at mastering articulation in the lan- guage. Pronunciation exercises with the objective of the political spectrum, the feminist movement, the Franco’s authoritarian regime as opposed to the Ger- social-political and cultural changes since Franco’s man and Italian models. Origins of the Civil War correcting common phonetic problems experienced by the foreign student. Different Spanish dialects death in 1975, and the role of Spanish women writ- and later social and economic development. Prob- ers in the transition to democracy. (Spanish major will also be analyzed. lems in the political and constitutional transition literature elective) since 1985. (History or social science) ROSP 310 SP PHIL 320 SP Textual Analysis 3 Critical reading of Spanish and Spanish-American Spanish Philosophy 3 Analysis of Spanish philosophy in its two most sig- texts: works representing principal genres—novel, nificant periods — the 16th century and the 20th drama, poetry, essay—diverse approaches to litera- century. Philosophers studied include Juan Luis ture. Terminology of criticism, literary problems and Vives, Miguel de Unamuno, Jose Ortega Y Gas- techniques. (University literature or Spanish major) set and Xavier Zubiri. Fall semester only. (Second philosophy) 50 51

INTERNATIONAL STUDY PROGRAMS  UNDERGRADUATE LONDON PROGRAM

ROSP 452 SP Most students are able to earn three to six hours of Recent Spanish Film 3 Undergraduate London credit toward their majors and to satisfy some Uni- Students study the role of Spanish movies as a Program versity-wide course requirements. reflection of 20th-century mass society. Ten films Course Descriptions. will be viewed that are especially representative and Director: The following descriptions give permit the understanding of essential aspects of Anastasia F. Gutting the number, title, and credit hours for courses the Spanish culture, history, and society. The movies will Director of Undergarduate Studies in London: program routinely offers. Providing general infor- include works by directors including Carlos Saura, Paul Bradshaw mation about the program’s vast array of offerings, Alejandro Amenábar, and Pedro Almodóvar, among this list does not purport to be a definitive list of Associate Directors: others. Spring semester only. (Spanish major litera- courses available in any one semester, nor does it Terri L. Bays ture elective) provide a full account of prerequisites and other re- Joseph B. Stanfiel strictions. In the usual course of events, however, one ROSP 494 SP Associate Director of Undergarduate Studies may expect to find science and engineering courses Narrative in Spanish America 3 in London: offered in the fall, PLS and business courses in the Narrative currents in Spanish America from Car- Laura Holt pentier and the emergence of magical realism to the spring. For the most full and up-to date information 2003–04 VISITING U.S. FACULTY: present day. Authors studied include Garcia Mar- on the courses offered in any given semester, please John Lucey quez, Borges, Fuentes, Vargas Llosa, Cortazar, and consult our web site at www.nd.edu/~londonpr. Guillermo O’Donnell others. (University literature or Spanish major) Ken Sauer COLLEGE OF ARTS AND LETTERS THEO 257 SP Robert Schmuhl Spanish Mysticism and Theology 3 AFAM 496 LA/ANTH 496 LA/ POLS 496LA/GSC Focus on the main trends of Spanish mysticism Notre Dame undergraduates from the colleges of 496 LA/IIPS 496 LA/JED 496LA/SOC 496 LA (Carmelite, Franciscan) and the remarkable figures of arts and letters, business, engineering, and Media, Racial Equality Internship V religious expression of the 16th century in Spain, in- science may elect to spend one semester of their Upon approval by the program, students work as in- cluding the Jesuits and Dominicans. Spring semester junior year in the Undergraduate London Program. terns for the Commission for Racial Equality Media only. (Second theology) While in London, students take classes offered by Office, which is a clearinghouse of information on 300 BA SP Notre Dame and British professors at Notre Dame race relations in the United Kingdom. London Centre near Trafalgar Square. Students Cross-Cultural Management 3 AL 366 LA participating in the program live as a group in resi- Designed to help students understand and develop Medical Practice and Policy UK 3 dential facilities with supervision provided by the strategies for overcoming cultural differences in a This course introduces American premedical stu- program. The semester enables students to combine business environment, specifically from the perspec- dents to the structure of socialized medicine in serious academic study with the opportunity to live tive of management. The focus will be on Spain, Britain and the public welfare system of which it and travel in Europe. the European Union, and Latin America. Students forms a part. will analyze the similarities and differences with The Undergraduate London Program, a division AL 398 LA their country of origin. (Free elective for business of the University Provost’s Office, operates sepa- SS: Internship V students.) rately from the International Studies Programs. We encourage students interested in London studies for AL 495 M LA the regular academic year to direct further inquiries PPE Colloquium 1 regarding location, staff, facilities, curriculum, and PPE concentrators will research a pertinent topic of requirements to the London Program at 153 Hurley interest while in London. Students will be required Hall, Notre Dame, IN 46556; Telephone: (574) to write a paper summarizing their findings. 631–7414; fax: (574) 631–3978. Students should also visit our Web site at www.nd.edu/~londonpr. ARHI 247 The Golden Age of Art in the Netherlands 1 Program of Studies. In 1981, the College of Arts Using the rich holdings of the Wallace Collection and Letters initiated a program for a junior semester and the National Gallery, this course will examine in London, believing that the educational and the development of visual art in the Netherlands, cultural benefits of study with British scholars in contrasting it with parallel developments in religion, London are particularly valuable. In 1997—its science, and early capitalism. The course will culmi- tremendous success having attracted attention from nate in a visit to the exhibition “Rembrandt’s Por- other colleges within the University—the London traits of Women” at the Royal Academy of Art. Program was expanded to accommodate both the ARHI 269I demand and the curricular needs of students from Below Stairs: How an Exhibition Happens 1 all of Notre Dame’s colleges. Notre Dame’s British This course focuses on “Below Stairs,” an exhibition faculty is selected to be at least on par with that of on the theme of servant portraiture to be held at the the home campus, including experts whose work is National Portrait Gallery 8/03-1/04. The exhibition internationally recognized in their fields. studies different depictions of unprivileged people in All London Program courses are Notre Dame Britain from the 17th c. to the present, with a wide courses. Credit hours are recorded on the student’s range of material including paintings, photographs, transcript, and quality points are applied to the books and recordings. The course considers in detail cumulative average in the usual manner. During how the exhibition was put together, why individual the semester in London, each student must carry a items were chosen, and questions of design, conser- course load of between 15 and 17 credits, including vation and interpretation. One or more visits to the a mandatory three credits of fine or performing arts. exhibition will be included. 52 53

UNDERGRADUATE LONDON PROGRAM

ARHI 356 LA ENGL 367 LA FTT 385 LA Art and Society in Victorian London 1 Victorian Literature 3 In Shakespeare’s Playhouse 1 This course will introduce you to the main themes Key writers responded to the social, intellectual and This course provides an introduction to the playing of Victorian art. We will investigate the relations religious changes of the Victorian era in ways that conditions and conventions of the Globe Theatre between art and society in 19th-century London, were often innovative and challenging. This course and explores the relationship of Shakespeare’s scripts explore artistic neighborhoods and lifestyles, and will consider a range of texts from the period, look- to the playhouse for which they were written. ing closely at style, language and form as well as consider how artists approached subjects such as FTT 479 LA central themes such as industrialization, commerce, life and death, love and sexuality, work and leisure, European Film Since 1945 3 urban living and city streets. religion, town and country, the Great Exhibition, the This course examines films that challenge, to varying position of women and childhood. ARHI 359 LA degrees, the norms of Classical Hollywood narrative The British House, Town and Country: ENGL 378G LA/FTT 439 LA/ANTH 363 LA/ and style and are frequently products of a cultural, 18th- and 19th-Century Architecture in Context 1 GSC 478C industrial, and economic environment uneasy with A study of the interiors and exterior decorations of The British Imagination 3 the values of commercial filmmaking. This course explores the nature and experience of the houses and of the social and historical role of the FTT 496J LA British “way of life” in the 20th century. It draws on house as a container of collections of art. The course SS: London Theatre Internship 3 focuses on houses the students will visit, e.g., Van- all aspects of the media, from fiction and poetry to Only by prior permission of the program. brugh’s Blenheim Palace, Lord Burlington’s Chiswick television soap operas and newspapers, to consider House, Adam’s Syon House and Osterley Park, and some central themes: nationalism, imperialism, the FTT 496K LA Sir John Soane’s House and Museum. class system, the monarchy, the popular imagination, SS: London Film Internship 3 race, politics. Only by prior permission of the program. ARHI 373 LA Contemporary Art in Great Britain 1 ENGL 440 LA HIST 301I LA/STV 362 LA The course introduces students to the work of Brit- Shakespeare and His Contemporaries 3 History of Science and Technology in Britain, ain’s principal contemporary painters and sculptors. This course, while considering the whole of Shake- 1800–2000 3 Discussion centers around the meaning and implica- speare’s dramatic career from 1590 to 1613, and put- Science and technology are often regarded as the tions of works of art and the techniques employed. ting it in historical, social, and literary context, will hallmarks of modern culture, with new technolo- concentrate on five of his plays paired with works gies presumed to have evolved as the result of some ARHI 375 LA very close in date by other dramatists. Visits to cur- internal logic. Recently, however, some historians Postmodernism 1 rent productions of these or other Jacobethan plays have questioned this deterministic model of tech- This course explores the evolution of postmodern will be included, as will a visit to the New Globe and nological change, claiming that science and tech- thought and examines its development in the context the Education Centre in Bear Gardens. nology—indeed, the very artifacts of science and of the late modern movement. Issues such as the technology—embody important social assumptions classical revival in painting, the influence of pop ENGL 442 LA and are inseparable from the culture in which they on new figurative art, new-wave Italian design and Criticism and Culture: The British Tradition originated. Memphis, and postmodern architecture will be seen of Literary Theory, 1902 to the Present 3 against a backdrop of political and social change in This course will provide students with a clear outline HIST 306I LA/CLAS 306 LA the 1980s. and understanding of the major thinkers of the liter- “The Conquered and the Proud”: Rome, the World ary-critical tradition in Britain. It will explain their Empire, 202 B.C.–A.D. 218 3 ARHI 381 LA cultural and theoretical propositions and show these This course will examine the causes and nature of Great Age of European Painting, against their historical, philosophical and artistic Roman imperialism and seek to explain the Romans’ Sculpture and Architecture, 1750–1939 3 backgrounds. success in warmaking and absorbing other cultures. A survey of the major movements in European art Study will focus on Rome’s Classical Age (c. 200 history, including Rococo, Neo-Classicism, Roman- FTT 206 LA B.C.–A.D. 200). Spring only. ticism, Realism, Impressionism, Post-Impressionism, An Introduction to the Theatre in Britain 1 Fauvism, Cubism, Surrealism, and Abstract Art. The This course introduces students to the wide diversity HIST 333I LA emphasis will be historical, but there will also be of theatre in Britain by experiencing a representative British History 1900-1990 3 classes devoted to particular figures and periods. Mu- selection of theatrical performances in London. Stu- This course will look at 20th-century British history seum and gallery visits will be part of the course. dents study the work of directors, actors, designers, in its political, social, economic, and cultural aspects. and technicians, and the role of the audience; learn Themes include Britain’s decline as a world power, ARST 498S a basic vocabulary for talking and writing about the- the impact of two world wars on British life, the Special Studies V atre; and develop observation and responses that will loss of empire, Britain’s special relationship with the Upon approval by the program, qualified students provide informed critical judgment. USA, and changes in state and society. can pursue independent study in art studio: directed readings, research, or creative projects. FTT 235 LA HIST 370I LA Playing Shakespeare 2 The English Civil War 1640–60 3 ECON 382 LA/POLS 439 LA In this course, students work practically with four This course will follow the attempts of King Charles The European Union 3 of Shakespeare’s plays, exploring Shakespeare’s lan- I to impose unpopular political and religious policies This course discusses the relationship between the guage—his use of prose and poetry, rhythm, and upon England and how resistance to these acts led to E.U. and the economies and economic policies of its meter, soliloquies etc. Students will see three produc- civil war. Topics include Oliver Cromwell, the New member states. Among the topics examined are the tions and will work on the stage of the new Globe Model Army, and the execution of the king. effects of the E.U. on trade and growth, agriculture, Theatre to discover how Shakespeare’s plays were regional policy and the attempts to fix exchange rates influenced by the architecture of the Globe and the within the E.U. actors’ relationship with their audience. 52 53

UNDERGRADUATE LONDON PROGRAM

HIST 433I LA PHIL 274 LA PSY 418 LA The Second World War: A Military History 3 Introduction to Metaphysics 3 Influences on Early Social This course examines land, sea and air campaigns of This course is an introduction to metaphysics. Topics and Cognitive Development 3 1939–1945, beginning with pre-WWII military the- covered include the freedom of the will, the identity In developing an understanding of how young chil- ories and examining their confirmation, modification of persons, the mental and the physical, substances dren come to understand their world and the people or replacement under pressure of combat. It consid- and properties, the nature of events, and the nature in it, we will look at influences as diverse as genetics ers whether the Allies won solely through a massive of change. and environment, family and sibling relations, material superiority rather than achieving victory on friendships and starting school. PHIL 277A LA/PHIL 429 LA/PSY 277 LA the battlefield. We will visit several museums: the A Philosophical Introduction to the Mind 3 PSY 419 LA/SOC 220 LA Imperial War Museum, National Army Museum, An introduction to the philosophy of the mind and Developmental Disabilities: Integrating Theory and the RAF and Battle of Britain Museums at Hen- the philosophy of psychology. The main topics will and Practice 3 don. Fall only. include the concept of mind and the relation of the The course examines how children with severe de- MSCI 311 LA mental and the physical, the problem of conscious- velopmental disabilities come to understand their Military Science (Army ROTC) 3 ness, action and the explanation of action, and the world and how teachers and other school-based view of the mind of the main schools of psychology, professionals devise programs to meet children’s MUS 224 LA/FTT 207 LA including psychoanalysis and cognitive science. very individual needs. The course will be based at Opera As Drama 1 a school for pupils with severe learning disabilities. This course provides students with the musical and PLS 382 LA Each week, students will spend time with pupils and historical background needed to view and appre- Great Books Seminar IV 3 ciate two operas in London. Each opera is discussed, The fourth in the series of great books seminars of professionals in classrooms. This practical focus will seen in person and then discussed again. Students the Program of Liberal Studies intended for, but not be followed by a lecture. Students will have oppor- enrolling in this course should, if possible, have some restricted to, program majors. Spring only. tunities to meet with parents and families of young background in music. people with disabilities. POLS 398 LA MUS 240 LA/FTT 208 LA Parliamentary Internship 3 THEO 233I LA/THEO 433I LA Concert Life in London 1 A select group of students work as interns for mem- The Person and Work of Christ 3 This course aims to provide the basis for an bers of Parliament and write a research paper on A general introduction to Christian theology, fo- informed appreciation of works for both the some aspect of modern British society or politics. cusing on the person and the work of Christ, and mainstream and contemporary repertoire heard introducing the work of, e.g., Augustine, Martin Lu- POLS 438 LA/IIPS 438 LA/IRST 438 LA live in concert. Through listening, comparing and ther, and Karl Barth. The course will examine both Ethnic Conflict Regulation in Ireland discussing, students are encouraged to develop their Christological and soteriological questions, aiming and Northern Ireland 3 ability to articulate their responses and make consid- at an understanding of how doctrines developed and This course analyzes attempts by British and Irish how views considered heretical were condemned. It ered critical judgments of the music heard and of its administrations to resolve or regulate the conflict in performance. is hoped that students will gain a greater insight into Ireland and Northern Ireland. After outlining the their own doctrinal heritage, whatever that might be. MUS 261 LA/FTT 209 LA historical, religious, and political foundations of The Art of Ballet 1 the conflict, the bulk of the course will focus on the THEO 238B LA An introduction to both the art and the craft of bal- period following partition (1920–21). Attention will Christianity in Britain — Past and Present 3 let in its historical context and as a form of artistic be paid to the evolution of the process leading to the We shall trace the history of the Christian church expression. Belfast Agreement (1998), including responses to in Great Britain from its earliest roots down to the political violence, negotiating tactics, and the frame- present. Throughout the course we shall pay special PHIL 244I LA work of the new constitutional settlement. attention to the relationship between the Roman Philosophy of Law 3 Catholic and Anglican churches and to the inter- This course aims to introduce students to the main POLS 443I LA action between religion and politics in the United issues in the philosophy of law and examine several The Government and Politics of Great Britain 3 Kingdom. The course will include site visits, film applied topics relating to these issues. Part of the Students will consider, with the assistance of con- presentations and guest lecturers. course will be an introduction to key theoretical cepts from political science, aspects of political THEO 245 LA questions such as what should be the relationship behavior, the principal government institutions, the Catholic Social Teaching 3 between morality and the law, why should we obey legislative process, and the British Constitution. This course will address Catholic social teaching in the law, what is the justification for punishment, etc. There will be a personal opportunity to observe Par- two ways. Each pair of sessions will involve a lecture as well as an examination of key concepts such as liamentary procedures. and discussion on individual topics. Students, “rights,” “consent,” and “mens rea.” PSY 398 90 LA either singly or in groups, will make presentations on PHIL 261 LA/PHJIL 425 LA Special Studies Jr. V the major documents of the (modern) social mages- The Philosophy of Religion 3 Upon approval by the program, psychology majors terium, from Leo XIII to the U.S. Bishops’ pastoral This course is an introduction to the philosophy of can assist in an academic research project based in on the economy and the UK Bishops’ document on religion. Topics covered include arguments for and the United Kingdom. the Common Good. against the existence of God, the divine attributes PSY 398 91 LA (omniscience, omnipotence, eternity, simplicity); Special Studies Jr. V immortality and the soul, the justification of reli- Upon approval by the program, psychology majors gious belief, and the relation between religion and can assist in an academic research project based in morality. the United Kingdom. Spring only. 54 55

UNDERGRADUATE LONDON PROGRAM  PHYSICAL EDUCATION

THEO 255 LA/THEO 455A LA CSE 321 LA Case Studies in the Development Computer Architecture I 4 Physical Education of Christian Doctrine 3 An introduction to several architectural concepts that Successive generations of Christians have gradu- are present in current scalar machines together with Chair of Physical Education: ally worked out what they believed—generally in an introduction to assembly language programming. Thomas Kelly response to situations or problems arising in the Commercial computer-aided design software is used Assistant Professor and Director of Golf Instruction: church. Using a test-case format, students will be to deepen the student’s understanding of bus proto- Noel B. O’Sullivan encouraged to imagine themselves transported to cols and input/output. Fall only. Assistant Professor: those times and places, where they will encounter Dennis J. Stark CSE 331 LA some of the central characters who strove to resolve Associate Professional Specialist: Data Structures 3 Br. Louis Hurcik, C.S.C. theological questions that came up within Christian This course will cover fundamental techniques in the Associate Professional Specialists: communities. Our task will be to investigate why design and analysis of non-numerical algorithms and Michele Gelfman some of these expressions came to be held as true, their data structures; elementary data structures such Jill Grant Lindenfeld while others were condemned as heretical. as lists, stacks, queues; and more Fran McCann advanced ones such as priority queues and search Dianne Patnaude MENDOZA COLLEGE trees. Fall only. OF BUSINESS Diane Scherzer EE 344 LA Assistant Professional Specialists: BA 490I LA Signals and Systems I 3 Marisha Fortner Corporate Strategy 3 Topics covered include transform techniques for Denise Goralski This course will synthesize the business education solving continuous-time linear differential systems, Kristin Kohrt by integrating the basic functions of a business en- time-domain and frequency-domain analysis. Fall Assistant Professional Specialist terprise, e.g., marketing, finance, and production, only. and Assistant Athletic Trainer: through case analysis. From the perspective of top EE 348 LA William F. Meyer Jr. management, emphasis will be placed on examina- tion of external environments, internal capabilities, Electromagnetism I 3 This is a basic course in electromagnetic field theory, The objective of the physical education de- and the development of strategies for the organiza- using Maxwell’s equations as the central theme. Vec- partment is to develop skills, knowledge, greater in- tion’s creation of proper relationships and responses tor analysis is employed extensively. Fall only. terest and awareness of the need and benefits offered to social, political, and economic conditions. through wellness and lifetime leisure activities. It is FIN 361 LA COLLEGE OF SCIENCE intended that through participation in various phys- Business Conditions Analysis 3 ical activities, students contribute to and enhance MATH This course will examine economic policy, national their physical, mental and social growth. Math majors may be eligible to study an advanced income accounting, income determination, and To complement and enhance physical education mathematics course at the University of London. behavior of economic aggregates such as total output activities, the department offers a required course Contact the program for further details. and price level. Spring only. in Contemporary Topics for College Students. This MATH 323 course presents an understanding of various com- COLLEGE OF ENGINEERING Introduction to Probability 3 ponents of fitness and selected lifestyle issues that Prerequisite: MATH 225 or equivalent. have an impact on the individual. Students will learn AME 301 LA An introduction to the theory of probability, to formulate and implement their own fitness and Modeling and Control I 3 with applications to the physical sciences and wellness programs through self-testing, evaluations, First of a two-course sequence that introduces engineering. Topics include discrete and continuous exercises and self-assessments. methods of differential-equation solution together random variables, conditional probability and inde- 111, 112. Physical Education Activity with common engineering applications in vibration pendent events, generating functions, special discrete (0-3-0) (0-3-0) Staff analysis and controls. Includes second-order, linear and continuous random variables, laws of large All Notre Dame first-year students must take two differential equations, feedback control, and numeri- numbers and the central limit theorem. The course semesters of physical education as a University re- cal solutions to systems of ordinary differential equa- emphasizes computations with the standard distribu- quirement. However, those who enroll and remain tions. Fall only. tions of probability theory and classical applications in an ROTC program are exempted from physical AME 327 LA of them. Fall only. education. Thermodynamics I 3 PHYS 221 LA The department believes that basic swimming Basic concepts of thermodynamics. The first law of Physics I 3 skills are important for the student. A swim test will thermodynamics. Work, heat, properties of substanc- Prerequisites: MATH 119 and 120 or MATH 125 be administered at the beginning of the year to de- es and state equations. The Second Law of Ther- and 126. termine each student’s ability. modynamics. Applications to engineering systems. The first semester of a two-semester calculus-based Most students will be able to elect four of the fol- Student and/or instructor-conducted experiments introductory physics course intended primarily for lowing activities to complete their requirement. It is may entail use of embeddable microprocessors. Fall students of the life sciences. Fall only. strongly recommended that activities from both the only. wellness and lifetime sports tracks be taken. CE 336 LA SUMMER ENGINEERING Structural Mechanics I 3 Application of the principles of mechanics to PROGRAM the stress and deformation analysis of structural sys- For a description of the Summer Engineering Lon- tems. Behavior and analysis of redundant don Program, see “Programs and Degrees” in the structures. Fall only. College of Engineering section of this Bulletin. 54 55

PHYSICAL EDUCATION  INFORMATION TECHNOLOGIES

American Ballroom Dance The OIT maintains a High Performance Com- Basic Activities Information Technologies puting Cluster (HPCC) to provide a parallel com- Contemporary Topics for College Students puting environment for computationally intensive Fencing The Office of Information Technologies (OIT) sup- work and research. In addition, the University com- First Aid ports 11 public access computer clusters on campus. munity has access to national supercomputing and Fitness Development These clusters provide students, faculty and staff data resource facilities. For more information, visit Golf with access to almost 600 computers running Ma- www.nd.edu/~hpcc. Handball cintosh, Windows and UNIX operating systems, as The Office of Information Technologies provides Hiking/Orienteering well as access to high-quality printers. Five clusters an array of technology-based services that support Ice Skating are usually open 24 hours every day. The OIT em- teaching and learning at the University. At least 65 Latin Ballroom Dance ploys student consultants to help support these facili- classrooms are equipped with instructional comput- Officiating ties. For more information about the ND computer ers, house projection, and audio systems, allowing Racquet Sports clusters, go to http://oit.nd.edu/clusters. faculty to include multimedia materials in their Self-Defense Students living in residence halls have access teaching. A variety of playback devices (CD/DVD/ Skiing: to ResNet, the residence hall computer network VCR) can be delivered to any classroom on campus, Cross Country connecting undergraduate residence halls and the upon request. Where technology is in use, technical Downhill graduate student residences. ResNet is also avail- support is provided, often within minutes of a call Soccer able in the Huddle, the DeBartolo Interactionary being placed from a classroom to the support dis- Swimming: Area and the second floor of the Hesburgh Library. patch center maintained by OIT. Lifeguard Training ResNet provides a dedicated Ethernet connection Two permanent instructional labs are available, Lifesaving for every student living on the Notre Dame campus. with 30 computers in each for hands-on instruction Water Safety Instructor This means that students can connect their own in computer-related disciplines. A portable lab can Team Handball computers directly to the campus computer network be reserved that utilizes laptop computers and wire- Tennis using an Ethernet jack instead of dialing in using a less networking to transform a seminar room into an Volleyball telephone line and modem. Standard services include instructional lab. A number of classrooms can receive Water Aerobics access to electronic mail, the Internet, and institu- TV and satellite. A videoconferencing service is in Weight Training tional file space. Students should review the OIT’s development. Yoga recommendations for computers that run well on OIT operates a library of media-based curricular ResNet. This information is published on the World All activities are offered at the beginning level; how- materials; faculty may place on reserve items for Wide Web at http://solution.nd.edu. ever, some activities are offered at an intermediate student review. Faculty may request class sessions be The OIT provides many support services. Com- level. If the student has a physical disability and is recorded and made available on a variety of media. puters can be purchased in the OIT Solutions Cen- unable to participate in activity classes, a specially Video and audio production and post-production ter on the first floor of the Information Technology designed program will be arranged. services are available. A range of media conversion Center. Students, faculty and staff can purchase services is available to students and faculty alike. computers, printers, and other peripheral devices Notre Dame’s colleges provide some similar ser- at educational discounts. The Solutions Center also vices within their purview, and there is an increasing provides a variety of software at educational discount collaboration between the colleges and the OIT to prices. CDs of Microsoft and Corel software are cur- support teaching and learning through the use of rently available to the Notre Dame community for technology. The OIT’s Educational Technologies and a substantial savings compared to the retail price of Services can be accessed by calling (574) 631-5934 these applications. See www.nd.edu/~ndoit/solutions or by visiting our service location at 115 DeBartolo for more information about the OIT Solutions Cen- Hall. ter. In addition to the shared facilities of the OIT, The OIT Help Desk, located in Room 111 of the specific colleges have their own facilities. Anyone Information Technology Center, provides answers to using Notre Dame computers and networking usage questions, diagnosis of problems and problem resources is responsible for observing the policies resolutions. Help Desk hours are 8:00 a.m. to 5:00 set forth in the document G0001 Responsible Use of p.m. Monday through Friday, except noon to 1:30 Information Technologies at Notre Dame. The full text p.m. on Wednesdays. For more information about of this policy is available from the OIT Help Desk or the Help Desk, see http://oit.nd.edu/helpdesk. on the World Wide Web at http://oit.nd.edu. OIT offers computer-related, non-credit daytime For more information about the many services courses to staff, faculty, and students of the Notre the OIT offers the Notre Dame community, visit Dame, Saint Mary’s and Holy Cross communities. www.nd.edu/~ndoit. The classes cover a wide range of applications in both Windows and Macintosh and are free of charge. For more information on these and other training programs, see http://oit.nd.edu/training. 56 57

THE CAREER CENTER

The Career Center Internships and Summer Jobs. The Career Center The Career Center Counseling Staff: spends a great deal of time with first year, sophomore Lee J. Svete, Director and junior students identifying and applying for [email protected] The Career Center is dedicated to the development internships and summer jobs. Internships and career and implementation of innovative programs and ser- mentoring and shadowing opportunities are also Paul Reynolds, Senior Associate Director vices that promote lifelong career management skills sponsored by Notre Dame alumni. (Mendoza College of Business) for students and alumni. By cultivating multi-faceted [email protected] partnerships/networks, our staff is committed to pro- For additional information, contact: Rose Kopec, Associate Director viding the resources for students to explore diverse The Career Center (College of Engineering) career opportunities. Staff assist undergraduate and 248 Flanner Hall [email protected] graduate students with all stages of career counsel- (574) 631-5200 ing, career assessment inventories, group workshops, Anita Rees, Associate Director http://careercenter.nd.edu presentations for academic departments, career fairs, (College of Arts and Letters) and mock interviews in addition to other services. [email protected] Hours: We encourage students to take ownership of their Kevin Monahan, Assistant Director career direction, and be willing to devote the time •Monday through Friday, 8:00 a.m.–5:00 p.m. (Alumni Career Programs) and energy necessary to conduct a successful search •Walk-in hours in 248 Flanner: Monday through [email protected] for jobs, internships, fellowships and/or graduate Friday, 1:00–5:00 p.m. schools. Through our online databases, students •Walk-in hours in O’Shaughnessy: Mondays, 3:00 Allison Keller, Assistant Director have the opportunity to pursue postgraduate oppor- –5:00 p.m. (College of Science) tunities, sign up for interviews online and research •Computer Lab, Flanner Hall First Floor: Open 24 [email protected] careers 24/7. hours a day, seven days a week Lisa Anderson, Assistant Director (Graduate Students) Workshops, Programs, and Special Seminars. Jonika Moore, Career Counselor The Career Center collaborates with the College of (Diversity Initiatives) Arts and Letters, Mendoza College of Business, Col- [email protected] lege of Engineering, College of Science, School of Architecture, and the M.B.A. Career Development Webmaster: Office to coordinate a wide variety of career pro- Vincent Melody grams, services, seminars and workshops for students [email protected] throughout the year. A sample list includes:

•Job Fair consortia programs in New York City and Washington, D.C. •Mendoza College of Business Career Fair •Wall Street and Financial Services Fair •English Department Career Night •College of Engineering Industry Day •Graduate School Fair •One-Credit Professional Development Classes •Careers in Non-Profits •Winter Career and Internship Fair •Diversity Reception •School of Architecture Career Fair •Publicity and Collaboration with A.C.E. and C.S.C. •Program Support for the Department of Athletics and Office of Student Development •Senior “Kick-Off” Orientations •Resume and Cover Letter Writing •Job Search Strategies •On-Campus Recruiting •Summer Internships •Get Connected Career Shadow Program •Career Search “City Tour” Series in Atlanta, Austin, Boston, Chicago, Dallas, Florida, Fort Worth, Hous- ton, Los Angeles, Minneapolis, San Francisco, St. Louis, and Washington, D.C. 56 57

HOLY CROSS SEMINARY FORMATION

Holy Cross according to their interests. Old Collegians take through spiritual direction and active participation Seminary Formation all classes with other Notre Dame students and are in the community life of Moreau Seminary, which expected to actively participate in clubs, organiza- is centered around the daily celebration of the Eu- tions, and other aspects of campus life. They are also charist and the Liturgy of the Hours. After returning The Old College undergraduate seminary program encouraged to spend a semester or year abroad in from the novitiate, newly professed seminarians is housed in the original campus structure built in one of the University’s numerous foreign-study pro- begin their formal academic training in the Master of 1843 by Notre Dame’s founder, Rev. Edward Sorin, grams. Old College combines a challenging religious Divinity program. C.S.C. It welcomes high school graduates with a formation structure with a complete Notre Dame Applicants to Old College and Moreau Seminary serious interest in exploring a vocation as a priest or undergraduate experience. must be practicing Roman Catholics in good stand- brother in the Congregation of Holy Cross. With Moreau Seminary, also located on the Notre ing with the Church and of solid personal character, nearly 50 men in formation at Notre Dame, Holy Dame campus, is the primary formation house for with a demonstrated potential for ministry. Admis- Cross is a growing, international religious commu- the Congregation of Holy Cross in the United States. sion is selective, and personal interviews are required nity with 2,000 priests, brothers, and seminarians in The one-year Candidate Program is a pre-novitiate for acceptance into both programs. Tuition scholar- 15 countries throughout the world. year designed for those with a bachelor’s degree in ship assistance is provided. Old College provides an introduction to religious any field who are prepared to discern their readiness For additional information, contact: life and ministry in Holy Cross through participa- for vowed religious life. They typically take nine tion in daily Eucharist and prayer, service place- to 12 hours of philosophy and/or theology credits Rev. James King, C.S.C. ments, spiritual direction, weekly community nights, at the University each semester and have ministry Director of Vocations retreats, and academic preparation, including 24 placements supervised by seminary staff. Candidates P.O. Box 541 hours of philosophy. Students can select their own reside at Moreau Seminary with other priests, broth- Notre Dame, IN 46556 major and tailor the rest of their academic program ers, and seminarians. They discern their vocation 58