UNDERGRADUATE STUDIES 1982-83

OFFICIAL BULLETIN '. UNIVERSITY OF ROCHESTER UNDERGRADUATE STUDIES 1982-83

COLLEGE OF ARTS AND SCIENCE · COLLEGE OF ENGINEERING AND APPLIED SCIENCE SCHOOL OF NURSING GRADUATE SCHOOL OF MANAGEMENT GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

Official Bulletin, University of Rochester, USPS 403440, Series 77, Number 3, August 12, 1982. Published by the University of Rochester, 107 Administration Building, Rochester. New York 14627, five times a year-in April, July, August (two). and September. Second-class postage paid at Rochester, New York 14692. Postmaster: Send change of address notice to the University of Rochester, Office of Admissions. Morey Hall, River Station, Rochester, New York 14627.

This bulletin was prepared in the spring of 1982. and the information is subject to change without notice.

The University of Rochester provides equal opportunity in admissions and student aid regard less of sex, race, handicap. color. and national or ethnic origin. 2 3 HOW TO FIND WHAT YOU NEED BOOK IN TBIS

1982-83 Academic Calendar ...... 6 General Information about the University Useful for Prospective Students...... 9 . . Special Academic Opportunities for Undergraduates ...... 15 Degrees Offered by the University...... 21. Thumbnail Sketches of Colleges and Facilities ...... 25...... Programs of Study Offered to Undergraduates College of Arts and Science (including courses in the School of Medicine and Dentistry open to undergrad uates)...... 31 . . . . . College of Engineering and Applied Science .... 141 College of Nursing...... 165 Graduate School of Management ...... 171 Graduate School of Education and Human Development ...... 17. .7 Sports and Recreation ...... 181 Admissions ...... 183 Financing an Education ...... 189 Academic Services and Information ...... 20 I Career and Counseling Services ...... 209 . Student Life ...... 215 ...... General Regulations ...... 225. . . . . Board of Trustees ...... 228 Administration ...... 228...... Index ...... 230 Facilities ...... 236...... Campus Map ...... 238 ...... 4 5

A SPECIAL WORD TO PROSPECTIVE STUDENTS

welcome your interest in Rochester. We think it is a fine institution, Wunique in some ways, among the best of its kind in many others. It may be just the right college for you. One of the purposes of this bulletin is to help you reach that decision, because we want to make sure that the students who should come to Rochester are those that do come to Rochester. This bulletin is also a rule book. It serves as a "book of understandings" between you and the University while you are an undergraduate, spelling out what you can expect from the University while you are here and what the University in turn will expect from you. Should Rochester become your college, we look forward to welcoming you to the invigorating community of seekers after knowledge that is the University of Rochester. 6 ACADEMIC CALENDAR

Undergraduate-River Campus November 3-5 Registration materials distributed to undergraduates. Colleges and School of Nursing November 10 (Wednesday) Undergraduate program advising session. November 15-19 1982 Fall Semester Undergraduate Program Approval Forms filed August 13 (Friday) with Registrar. Last date for undergraduates to pay tuition and fees November 15 (Monday) without penalty. Date after which enrollment deposit is forfeited by September 8 (Wednesday) undergraduates who do not notify the appropriate Classes begin at River Campus colleges and dean's office of their plans for withdrawal from the School of Nursing. University effective at the end of the fall semester. September 28 (Tuesday) November 24 (Wednesday) Last date for students in the College of Arts and Thanksgiving recess begins at noon. Science to have courses deleted from current November 29 (Monday) program and to declare the SI F option, except Classes resume. first-semester freshmen and transfer students. (See December 13.) December 13 (Monday) Classes end. Last date for students in the College of October 5 (Tuesday) Arts and Science to drop courses without penalty. Last date for students in the College of Arts and Last date for first-semester freshmen and transfer Science and the Graduate School of Education and students in their first semester in the College of Arts Human Development to add courses. Last date to and Science to have courses deleted from current add independent study courses. program or declare the SI F option. October 6 (Wednesday) December 14 (Tuesday) Wilson Day activities. Reading period begins (optional by college offering October 8 (Friday) course). Fall term break begins at end of day. December 16 (Thursday) October 13 (Wednesday) Reading period ends. Classes resume. December 17-23 October 22-28 Final examinations. Week for SI F selection in the College of Engineer­ December 23 (Thursday) ing and Applied Science. Winter recess begins at end of day. October 28 (Thursday) Last date to drop courses in the Graduate School of Education and Human Development and to make program changes in the College of Engineer­ ing and Applied Science. Academic Calendar 7

1983 Spring Semester April 22 (Friday) Classes end. Last date for students in the College of January 3 (Monday) Arts and Science to drop courses without penalty. Last date for undergraduates to pay tuition and fees without penalty. April 23 (Saturday) Reading period begins (optional by college offering January 12 (Wednesday) course). Classes begin at River Campus colleges and School of Nursing. April 26 (Tuesday) Reading period ends. February I (Tuesday) Last date for students in the College of Arts and April 27-May 3 Science to have courses deleted from current Final examinations. program and to declare the Sf F option, except May 8 (Sunday) first-semester freshmen and transfer students. (See All-University Commencement. April 19.) May 9 (Monday) February 8 (Tuesday) " X " Period begins, River Campus colleges. Last date for students in the College of Arts and Science and the Graduate School of Education and June 15 (Wednesday) Human Development to add courses. Last date to Date after which enrollment deposit is forfeited by add independent study courses. undergraduates who do not notify the appropriate dean's office of their plans for withdrawal from the February 23-March I University effective the end of the spring semester. Week for Sf F selection in the College of Engineer­ ing and Applied Science. June 27 (Monday) "X" Period begins, School of Nursing. March I (Tuesday) Last day to drop courses in the Graduate School of Education and Human Development and to make program changes in the College of Engineering and Applied Science. March 5 (Saturday) Spring recess begins at end of day. March 14 (Monday) Classes resume. March 16-18 Registration materials distributed to undergraduates. March 23 (Wednesday) Undergraduate program advising session.

March 28-April I Undergraduate Program Approval Forms filed with Registrar. April 19 (Tuesday) Last date for first-semester freshmen and transfe r students in their first semester in the College of Arts and Science to have courses deleted from current program or declare the Sf F option. 8 9

SOME NOTES ABOUT TBE UNIVERSITY

he University of Rochester is one of the Rochester alumni have a fine track record in finding smallest of this country's distinguished uni­ placement in excellent graduate schools (some 50 per­ versities. Grounded in a tradition that goes cent have in recent years gone on to graduate study) and back 130 years, it is independent, nonsectar­ in establishing themselves in careers of their choice. ian, and coeducational. As one student summed it up recently, "Rochester Rochester is the right place for the highly opens doors." Tmotivated student who is looking for a fine university education and success in career or professional school and who will enjoy the university's small scale and special quality of life. Rochester undergraduates number just over 4,000 Noteworthy Features of Academic men and women. Their faculty is also the faculty that Programs teaches the graduate students; there is no distinction between the two. Special qualities justify Rochester's reputation for Because a university's business is constantly to extend sustained academic excellence. One is the caliber of the the limits of human understanding, its faculty members faculty. The latest (1971) survey by the American Coun­ are engaged in original scholarship on many levels and in cil on Education gave the University's faculties the high­ many fields. At Rochester, undergraduates as well as est ranking in 12 fields in which Ph. D. degrees were graduate students are invited, and in fact encouraged, awarded. The fields were divided among the humanities, to participate in these investigations. The faculty-to­ the social sciences, and the natural sciences. student ratio is high, about I to 13. Rochester's place in American higher education may There is more than one way to acquire a sound, useful, perhaps be indicated in another way: Among the 3,000 durable education that persists and enriches throughout colleges and universities in this country, only 25 private one's life. At Rochester, this fact is well recognized. Stu­ institutions are members of the prestigious Association dents here take advantage of a wide choice in planning of American Universities. The University of Rochester is their degree programs, selecting a course of study best among this select number. adapted to individual interests and career goals from Most students find the intellectual climate at Roches­ among the diverse offerings of the University's eight ter bracing. Undergraduates often study with distin­ schools and colleges. Undergraduates have the oppor­ guished senior faculty members-taking a course in tunity to take graduate courses; premed students can freshman English with a Pulitzer Prize-winning poet, enroll in classes at the medical school or the Eastman working on a research project with an engineer or bio­ School of Music; future engineers can diversify their medical scientist in the forefront of the discipline, or studies with an advanced course in Chaucer. The permu­ perhaps studying laser fusion in the University's Labo­ tations are virtually limitless. In terdisciplinary pro­ ratory for Laser Energetics. grams (summarized on page 15) are one of Rochester's Rochester is small enough to foster close working rela­ strengths. tionships between students and faculty. A few classes are No one says the work is easy. But Rochester students designed as large lecture courses on an in troductory are bright and well motivated. They enjoy the challenge. level. The great majority of classes are small, enabling And a strong advising program (page 10), beginning students to work as junior coll eagues with faculty with prefreshman orientation and continuing through a members. career placement service for alumni, offers help where The reason Rochester is one of the very few institu­ and when it is needed. tions that can offer this kind of close contact with distin- 10 The University guished faculty is that, as an outstanding university, continuing services in educational and career counseling. Rochester can attract a more advanced faculty than can In the words of a fourth-year Rochester student, "They most liberal arts colleges. And, as a small university, its really care about you here and there's a lot of help faculty is more available for teaching undergraduates around, but you have to ask for it." That's because the than are the faculties in large research universities. University recognizes that not all individuals need the Undergraduates at Rochester spend less of their time same kind of help at the same time, and that Rochester in class than is traditional on many other campuses; students can be expected to be mature enough to ask for much of their course work consists of independent study. assistance at the times when they need it. As one senior remarked recently, "Rochester is one of The Offi ce of Counseling and Psychological Services the fe w schools where students can design and execute (page 212) works with students seeking help with per­ their own independent research instead of putting in sonal, vocational, and educational concerns. The Career their time as someone else's technician." Services and Placement Center (page 209) is well pre­ Freshmen can take early advantage of specialized aca­ pared to provide assistance with vocational preparation demic offerings in Freshman Preceptorials (see pages and placement, and its facilities and programs are avail­ 33-35). Limited to about 15 students, these are small able to University alumni throughout their professional seminars that deal with advanced subject matter, often careers. from an interdepartmental approach. Frequently they are taught by a senior faculty member who may, for example, be a Guggenheim fellow or a member of the The Campus National Academy of Sciences. Students enjoy the op­ portunity for easy give-and-take with their preceptors. The 50-year-old River Campus is the University's "It's a chance to get to know faculty members really main campus, "home-ground" for most undergraduates. well," says one former freshman. It is located on the southern edge of the city, tucked Among the many other specialized undergraduate between a bend of the Genesee River and a picturesque offerings are the Washington Semester and Study Victorian cemetery. Next door is one of Rochester's Abroad programs, internships, "X" Period projects, and many city parks. A short walk away is the University's Rochester Plan programs for undergraduate research. Medical Center. They are summarized beginning on page 15. The original complex of Georgian brick buildings has been expanded a number of times with new structures faced with the same rosy brick to harmonize with their Advising older neighbors. Among the newest structures are Hutchison Hall for At Rochester, academic advising and career counsel­ the biology and chemistry departments, characterized ing begin before the start of the freshman year and by its unusual cantilevered classrooms (1972), the four­ extend beyond graduation. level Psychology Building housing the Department of Entering students are invited to come to the University Psychology and the Center for Visual Science (1974), for several days during the summer before they start and the I. M. Pei-designed Wilson Commons, the six­ their freshman year. During this informal get-acquainted level glass-and-brick student union (1976). The most p<\riod they take tours of the campus, meet with deans, recent addition is the multimillion-dollar Zornow Sports faculty members, and fe llow undergraduates, participate Center, which was opened in 1982 (see page 219). in academic and extracurricular programs, attend pre­ A renovation program, still under way, is restoring professional meetings, and make a generous sampling of most of the earlier buildings to a comfortable and well­ on-campus entertainment: films, concerts, dances, and equipped state. informal dinners. This is the time when the new students The University's small scale and inviting architecture also take aptitude tests, discuss the results with faculty make a trip across the campus a pleasant stroll, or, for and staff advisers, consult about appropriate course the more vigorous, an easy jog. selection, and register for the fall term. Their parents are But for most students the most attractive part of the invited to the campus at the same time for their own campus is not the buildings but the people that animate orientation program. them. "They're my kind," says one of the seniors. By that Throughout the undergraduate years, the resources of she meant friendly, independent, and interested in a the University-staff, faculty, and programs-provide great many things, by no means all of them directly con- The University II nected with the classroom, the laboratory, or the library. snowman-building contest, a marathon indoor softball game, and a Wilson Commons All-Nighter highlighted by karate and gymnastics demonstrations, a paper air­ Out-of-Class Life: On Campus plane contest, dancing, games, films, and, for the hardy, a Survivors' Breakfast. "The shortest distance between two points is where For the action-minded, in addition to the 13 intercol­ Wilson Commons is." This campus graffito, chalked up legiate sports offered, there is an extensive schedule of during construction of the student union, accurately intramural sports, from badminton, basketball, and bil­ identifies the hub of out-of-class life. liards to inner-tube water polo and foosball, and club Wilson Commons can be described as the kind of sports like crew. Most students participate in the intra­ place where you go to meet friends, eat lunch, watch mural program, which includes men's, women's, and television, see a film, view an art exhibit, give a concert, coed competition. On occasion, faculty and staff mem­ have a party, play ping-pong, take wine-tasting lessons, Sp orts and Recreation, consume a piece of the famous mouth-watering Wilson bers join in, too. (See page 181 and page 218.) Commons fudge, or just sit and stare into space. There is ample opportunity for individual sports. The "Hanging around Wilson Commons" is a recognized University maintains a tree-lined jogging path along the and respected student activity. Genesee River, a quarter-mile outdoor track, a banked Inside Wilson Commons and elsewhere on the cam­ eighth-mile indoor track, and comprehensive exercise pus, there is always a great deal going on. "Your social and weight-training facilities. Swimming facilities ac­ life is what you make it," say Rochester students. commodate both serious lap-swimmers and those who "There is a lot of discovering to be done. But you can just want to swim to relax. In warmer weather, students always find your own niche." often rent canoes for leisurely afternoons on the river. Among the niches that one freshman had found by the In response to the ever-growing student interest in end of her first semester were a volunteer job at nearby active sports, the University completed in 1982 an $8- Monroe Community Hospital, yoga classes at the Uni­ million program for renovation and expansion of its versity Interfaith Chapel, some lively disco dancing at athletic facilities. The mUltipurpose Zornow Sports Cen­ the Commons, ice-skating sessions, and a mutually ter, major element of the expansion program (described stimulating friendship with a campus administrator, an on page 219), offers recreational facilities for racquet outgrowth of the Rochester Connection program insti­ sports, volleyball, basketball, and swimming. tuted to bring together, on a purely social basis, inter­ ested University freshmen with staff members and their fa milies. Student Residence Other undergraduates work on the student-run cam­ pus daily or the AM-FM radio stations, join one or more "The people on my hall are like my family," says an of the many performing arts groups, participate in the undergraduate who looks forward to going home to her activities of political action and community service dorm every day after classes and intensive sessions with organizations, or join with like-minded students in a her books in the library. Like most undergraduates, she variety of special-interest groups, from the Bridge Club chooses to live on campus, within a short walk of class­ to the Society for Creative Anachronism. rooms, labs, libraries, and athletic facilities. In all, more than 70 campus organizations enable Comfortable and diversified living accommodations students to pursue a variety of individual interests, and are tailored to individual preferences. An appealing fea­ student-sponsored events take place nearly every night ture for many students is the presence of a number of of the week: film series, both classic and contemporary; special-interest residences. Among these special living concerts, recitals, and plays; a lively outside-speakers and study centers are the Medieval Studies Center, program; and parties and informal get-togethers. (For Drama Center, Music Floor, and Environmental Living a more detailed description of these activities, see the Center. Here student residents and faculty members with section Student Life beginning on page 215.) mutual interests learn from each other in an informal Special campus-wide events enliven the school year at residential atmosphere. Committed to the ideal of intel­ regular intervals: Yellowjacket Day to start things off lectual community, residents of these living centers in the fall, Dandelion Day to celebrate the arrival of sponsor fi lms, concerts, outside speakers, readings, and spring, and, to warm up the mid-winter season, an plays, all open to the University community. (See page annual Winter Carnival encompassing such events as a 219 for more on student residences.) 12 The University

Out-of-Class Life: Off Campus Art Gallery, which fuhctions in a dual role as a univer­ sity museum and as the city's public art museum. The "The Rochester area has a lot to offer, and Rochestet students are very mobile," says a senior who adds variety Gallery possesses a distinguished collection of world art to his out-of-c1ass time by exploring the attractions of and shows regularly changing loan exhibitions. The the city and the surrounding countryside. "If you want to area's other major mUseUm, the Genesee Country go off campus, it's easy," he adds. Many students have Museum, a reconstrUcted nirteteenth-century village, is cars, and getting a ride from a friend is always a good located in a pleasartt farming area several miles to the possibility. A free shuttle bus connects the University west of the city. The new Margaret Woodbury Strong campuses, making regular stops at the Eastman School Museum focuses on the growth of American taste from of Music, within easy walking distance of downtown the Victorian eta through 1930 and includes among its Rochester. A student-administration committee has in­ holdings of fine and decorative lIrts the world's largest stituted a "U R Special" bus that makes weekend runs to and most definitive doll collection. a variety of "hot spots," movie theaters, restaurants, Rochester has been called "a city of music." The and snack places. presence of the University'S Eastman School of Music Rochester is a city of medium size placed between the and the Rochester Philharmonic Orchestra, one of this shore of Lake Ontario to the north and the glacier­ country's fine regional orchestras, has nurtured a pro­ formed hills of the Finger Lakes region to the south. liferation of other musical organizations, among them No one says it is New York City, but it doesn't have to the Rochester Bach Festival and Opera Theatre of be: It has a flavor and an appeal of its own. Rochester Rochester. Almost every night of the week (and on many has been rated among the East's most livable cities: small afternoons too) there are concerts, most of them free, enough and clean enough (local industry is light and presented by the accomplished artists who study and highly technical, leaving the area relatively unspoiled) teach at the Eastman School. The School's beautiful to be comfortable, and large enough and cosmopolitan Eastman Theatre, home of the Rochester Philharmonic enough to afford a variety of diversions, whether your and site also of many Eastman School concerts, regu­ tastes run to symphony orchestras and jazz concerts, larly plays host to distinguished guest performers. planetariums and museums, or harness racing and pro­ Recent visiting artists have included Vladimir Horowitz, fessional ice hockey. Itzhak Perlman, Jean-Pierre Rampal, Mstislav Rostro­ povich, Beverly Sills, Isaac Stern, the New York City For off-campus eating, the city offers a tempting array Ballet, and the American Ballet Theater. Jazz and of restaurants, from elegant, expensive, and continental, popUlar-music concerts are a frequent feature of the to tasty, cheap, and Chinese. Many of the favorite res­ local concert schedule. taurants are located in the Park Avenue area, a pleasant section of the city filled with comfortable, turn-of-the­ Professional baseball, basketball, and ice hockey are century residences, trendy boutiques, handcraft shops, popular spectator sports in Rochester, with major­ art galleries, import stores, and emporia like the cele­ league football and hockey just an hour's drive away in brated neighborhood pharmacy that sells everything Buffalo. There is horse racing at nearby Finger Lakes from Famous Amos chocolate chip cookies to Iifesize Race Track and Batavia Downs. posters of movie stars and reproductions of nineteenth­ century gadgets. In the city and beyond is a network of public parks for recreation of all kinds, including canoeing, hiking, rid­ Adjacent to Park Avenue is stately, tree-lined East ing, skiing, fishing, and swimming. Genesee Valley Park, Avenue, once dubbed the most beautiful residential next door to the campus, offers athletic fields and courts, street in America and still bearing ample evidence of the boating, ice skating, and picnicking, and has two public reasons for its earlier celebrity. Two of the Rochester golf courses. About an hour's drive away are Letchworth area's many museums are located on this street, the Park, the "Grand Canyon of the East," and the Finger world-famous International Museum of Photography at Lakes, home of the New York State wine ind ustry and George Eastman House and the Rochester Museum and the site of a variety of recreational opportunities, in­ Science Center, which includes the Strasenburgh Plane­ cluding 17 ski areas. Niagara Falls is an hour and a half tarium, one of the most sophisticated planetarium facili­ away, and Toronto, one of the continent's most exciting ties in the world. Nearby is the University's Memorial cities, is only about three hours from Rochester. Th e University 13

Many Un�versity Df RDchester studen,ts (ind that the Rlochester as the snDW capital Df tl;le cD�\l\ry. l"h,at presence Df a l,Iul;Il,be� of Dtl;1e� institutiDns, Df higher wDuld be a distinc,::ti�n, bu� we can't c1ail'\\ it. O� t\'\e �earning in the 1,{Dch,este� area is an attract�'Xe�nd stimu­ Dther hand, RDch,eS\er's �OyatiDn 01,1 the SDU\\1e�n. shDre lating adjunct to.Dff -campus life, an:wl�fying the student­ Df Lake Ontario, which, fI,Iitigates the extrymes Df tem­ oriented el\tertainfl,len,tavai lable to. them,. perature in bDth summ.er and winter, dDes il\dyec;i, Dn A majDr cel\ter for �e�hcal and sDcial services, the DccasiDn, bring heavy "lake effect" SnDwstDrms. Skiers, community Dffers many DppDrtunities fDr vDlunteer ser­ ice skaters, snDwmobilers, ice bDaters, snowshDerS, s.�e(i­ vice. Recently, several University of RDchester varsity ders, tDbogganers, ice fishermen, builders Df snOWmen, basketball players started an infDrmal. Saturday morning and makers Df snDW angels IDve RDchester's wil\ters. cDaching clinic fDr YDungsters who. go to. the elementary Others learn to. CDpe. And a respite in TDrDl\to-where schoDI in an integrated neighbDrhDDd across the river underCDver links make it possible to. travel through frDm the campus. Many students find vDlunteer posi­ "much Df the heart Df this exciting CDSmDpolitan city tiDns thrDugh the CDmmunity Services CDordinating withDut setting fDDt Dut-Df-dDDrs-is only a fe:w hDurs CDmmittee, which acts as a liaisDn between the Univer­ away. sity and cDmmunity agencies. Students participating in Spring and fall in RDchester, it shDuld be added., can these programs may wDrk in hDspitals, including the be very beautiful, and the city's IDcatiDn affDrds a gDDd University's StrDng MemDrial HDspital, courts, prisDl1s, DppDrtunity to. enjDy them. Unlike many urban centers, sDcial service Drganizations, and educatiDnal and tutD­ RDchester is situated in a rural setting, where' the air is rial agencies. . pure and deer and Dther wildlife still live within minutes AbDut the RDchester weather. Many peDple think Df Df dDwntDwn. 14 15

SPECIAL ACADEMIC OPPORTUNITIES FOR UNDERGRADUATES

n addition to Freshman Preceptorials (described on search projects are filed in the Goldberg Library of the page 10 and in more detail on page 33), Rochester Career Services and Placement Center. Students may offers a number of other special programs for arrange with a faculty member to assist with that undergraduates. Some of them are detailed below. research or may, with faculty assistance, develop an The University's "X" Period refers to the time individual research project. after spring semester ends and before fall semester Rochester Plan Early Selection Program. As an ap­ begins. Students are encouraged to undertake studies, I proach to integrating premedical and medical education, depending on choice, for no credit and no tuition, that at the end of each academic year up to 16 sophomores may last for a few days, several weeks, or most of the are selected for admission to the University's School of summer. Costs for materials and living expenses during Medicine and Dentistry, under a "2-4-2� sequence. this period are the responsibility of the student. These students design individual programs in accord Summer Offe rings are found not only in traditional with their interests, covering four years of integrated subject areas but also in fields unavailable during the study on the River Campus and in the medical school. academic year. Recent examples of unusual summer This is followed by the two final years of full-time medi­ courses include a course in Medieval Art of the Court, cal school. For information on any aspect of the Plan, Monastery, Cathedral, and Countryside, and a summer write Health Professions Advising, Career Services and dig at Bordesley Abbey, England. Each was taught by a Placement Center, Lattimore Hall, University of Roch­ professor from the Department of Fine Arts. ester, Rochester, New York 14627. The Interdepartmental Degree Programs (pages 95 and 154) provide students with an unusual opportunity Independent Study Courses permit qualified students to construct individual programs suited to their special to pursue independently areas of reading and research talents and interests. Students are currently pursuing not included or not treated in sufficient depth in regu­ interdepartmental concentration programs in cognitive larly offered courses. These special tutorial courses are science, health care planning, women's studies, biomedi­ most often on a one-to-one basis, with the content and cal ethics, biomedical engineering, film studies, environ­ objectives of the course determined by faculty-student mental engineering, and computer-assisted approaches collaboration. to economic problems, among others. The film studies Interdisciplinary Courses (page 32) deal with topics program provides the opportunity to study cinematog­ which are often intercollegiate and cannot easily fit into raphy (the arts and disciplines creating motion pictures) the offerings of only one or two disciplines. Students and cinematology (the arts and disciplines comprehend­ taking these courses readily see the interrelationship of ing them). Faculty members in the Center for Special disciplines and the need for a broad educational base in Degree Programs (see page 48) assist undergraduates in order to understand the issues fully. For example, Intro­ planning and developing interdepartmental studies con­ duction to Community Medicine is taught to under­ centrations in the College of Arts and Science. Students graduates by faculty members and guest lecturers from planning an interdepartmental program leading to a the Medical Center. Another course, Ethical and Legal bachelor of science in engineering and applied science Decisions in Medicine, is being offered by a member of work closely with faculty members on the Program the Program in Religious Studies and a member of the Committee in the College of Engineering and Applied jUdiciary. Science (see pages 154 and 155). The Program in Biology and Medicine (page 40) Undergraduate Summer Projects. Summer provides encompasses undergraduate education in the biological an ideal time for more sustained research experience sciences and involves an unusually close collaboration than may be possible during the academic year. Each between the College of Arts and Science and the School spring, descriptions of individual faculty members' re- of Medicine and Dentistry. Students may choose to ob- 16 Sp ecial Academic Opportunities tain either a B.A. degree in biology, or a B.S. degree in one-semester programs in London, listed below, each biological sciences with specialization in one of six areas: of which combines course work with an internship. biochemistry, cell and developmental biology, microbi­ Students may also propose their own study-internship ology, molecular genetics, neuroscience, and population program in London. biology. (See pages 39, 42, 103, 109.) The British Parliamentary Internship Program places Practica are credit courses supervised by University students as research and administrative assistants to faculty members which usually combine field experience British M.P.s. Participants have the opportunity to with lectures, seminars, and oral and written reports. experience the workings of the British political system Each practicum provides direct personal interaction with at close hand. They take part in every aspect of the working professionals in their everyday environment. M. P.s' work from routine office tasks to preparing press Examples include the interdisciplinary Health Services releases, from researching current political issues to Practicum, the Practicum in Gerontology, and several writing speeches. courses in the Department of Psychology. The Fine Arts Semester places students as research In ternships enable students to work in off-campus and administrative assistants in a London museum such service centers, business firms, area newspapers, and as the Victoria and Albert, the Museum of the City of government agencies. Recent internship placements have London, or the Imperial War Museum. Interns become included the Rochester District Attorney's office, Xerox involved in every phase of museum work, helping select Corporation, Planned Parenthood, the Landmark Soci­ items to be shown, mounting exhibitions, and research­ ety, the Memorial Art Gallery, a radio-television station, ing and organizing collections within the museum. a theatrical company, the New York State Senate and The Medical Research/ Health Care Administration Assembly, and various local banks and businesses. Stu­ Semester allows students to work in the administrative dents work under the supervision of college faculty and area of a health care facility or in a research laboratory receive credit for their work. of one of London's teaching hospitals, such as Charing The Washington Semester Program, administered by Cross, the Royal Free, or King's College Medical School. the Department of Political Science, allows selected stu­ The program includes a seminar which offers an aca­ dents to participate directly in the work of legislators at demic exposure to the British health care system through the national level on a full-time basis. Students work as visits to facilities and lecture-discussion meetings with staff assistants in the offices of United States Senators or guest speakers. Representatives for a semester and receive full academic credit. Their activities usually include writing speeches, attending hearings, researching la w, taking notes at com­ mittee meetings, answering mail, and performing other Using All University Resources assignments associated with the political process. The graduate and professional schools of the Univer­ The Geology Internship in Marine Sciences (page 84) sity offer many opportunities for undergraduate students allows selected upper-class students concentrating in to study in advanced and specialized areas. With only a geology, biology-geology, or biology to spend one se­ few exceptions, students who wish to elect courses in any mester at the West Indies Laboratory, St. Croix, U.S. unit of the University may count these credits toward the Virgin Islands. Students in the program gain research bachelor's degree in the College of Arts and Science. experience in an enviro nment where they may conduct Qualified undergraduates on the River Campus who independent research projects. wish to continue with their musical interests may take The Study Abroad Program provides students with an music lessons and courses at the University's Eastman opportunity to participate in a year or a semester of School of Music. This work carries college credit and study abroad during the junior year or, if appropriate, can be taken along with the student's regular under­ during the sophomore or senior year. Rochester students graduate course work. For those desiring more intense have studied at universities in various countries, in­ involvement, the College of Arts and Science, in cooper­ cluding England, Germany, Israel, France, Spain, and ation with the Eastman School, offers a B.A. degree with Japan, primarily in the humanities and social sciences. a concentration in music (see page 104). Special programs fo r Rochester students include the As the principal facility for teaching, research, and One Year Program at Hebrew University and the three patient care for the medical and nursing schools, Strong Sp ecial Academic Opportunities 17 Memorial Hospital welcomes undergraduate students of fa culty sponsors. Innovations pioneered by Wilson who wish to do volunteer work in the hospital's units. Scholars are made available to succeeding classes of Faculty members in the School of Medicine and Den­ students. tistry allow selected undergraduates to assist in their Among courses offered to undergraduates on a regu­ research projects. I n many instances the st udent's re­ lar basis are studies in accounting, business administra­ search work may qualify and be approved for college tion, behavioral science in industry, finance, marketing, credit as an independent study course (see page 15). operations management, and business law in the Grad­ Students interested in photography may enroll in uate School of Management (see page 171). courses offered by the University in cooperation with the Undergraduates may also take advantage of many In ternational Museum of Photography at the George courses in the Graduate School of Education and Eastman House, which contains the world's most impor­ Human Development. Included among them are offer­ tant collection of pictures, films, and apparatus showing ings related to child development, adult development the development of the art and technology of photog­ and aging, computer applications in education, excep­ raphy. The courses, held on the River Campus and at the tional childr en, and the social and psychological foun­ Museum, are taught by the Museum staff and are open dations of education. In conjunction with a number of to all undergraduates. baccalaureate degree programs, students in the College Students selected to participate in the Joseph C. of Arts and Science may also prepare for certification Wilson Scholarship Program are permitted great free­ as secondary school teachers (see page 177). dom in planning their educational programs with the aid Many other courses in the graduate and professional 18 Sp ecial Academic Opportunities schools are also available to the undergraduate. Help in in the Office of Academic Advising, or from faculty finding courses related to one's interests may be obtained members in the field of interest. Sp ecial Academic Opportunities 19

Preparing for a Government Career Combining Graduate and The University offers a number of interdisciplinary Undergraduate Study programs which are designed to help prepare students for a career in government. Students wishing to earn a doctoral degree normally Students interested in international affairs may earn a must spend four years of study beyond the undergradu­ certificate in International Relations (see page 96). The ate years. Other students desire advanced training for Department of Political Science offers undergraduate professional work, but not the doctorate. For under­ and graduate courses in public policy and provides the graduates headed toward either of these academic goals, opportunity for a select number of undergraduates to be the University provides a number of interesting options. accepted into the Public Policy Analysis Program at the These include: end of their junior year (see page 119). Students inter­ I. One- or two-year programs for the master's degree, ested in more emphasis on management may wish to following the award of a bachelor's degree. These are consider the joint degree program leading to a master's available in almost all of our areas of study. degree in public policy analysis and a master's degree in business administration. 2. A mix of graduate study in one's specialty while com­ Many internship opportunities are available to under­ pleting the bachelor's degree. This privilege is ac­ graduate students, such as the Washington Semester corded to all students whose work in a given area is Program (see page 16) and New York State Assembly sufficiently advanced. This option does not extend and Senate Internship programs. the time of study at the University of Rochester. 3. A combined program of undergraduate and graduate study for five years, with the first three undergrad­ Preparing for a Business Career uate, and the last two graduate. This 3-2 option per­ mits earning a bachelor's degree (awarded after four Many students choose to work directly after gradua­ years) and a professional master's degree. tion and find that the Career Services and Placement 4. A combined program of undergraduate and medical Center (see page 209) can be most useful. The resources study called the Rochester Plan Early Selection Pro­ of the Goldberg Career Library, the workshops held gram. Students selected at the end of the sophomore throughout the year (such as those in job search tech­ year spend the next four years integrating undergrad­ niques, career skills identification, interview skills, and uate and medical school course work. Two final years resume writing), the panels and presentations and career of study complete the M. D. degree. fairs, the personal advising, the alumni aid through the Rochester Alumni Career Exploration Referral Service Students interested in any of these options should seek (RACERS) program (see page 2IO)-all can contribute early counseling from academic advisers or faculty. The to the student who is searching to make the most intelli­ 3-2 option is widely used, and permits a mix of programs gent decision. Our active on-campus recruiting program across colleges and schools. and listings of current job opportunities are vital com­ The 3-2 programs described in this bulletin include ponents in many students' job search. those in business administration (page 171), public pol­ Some students hoping to receive a master's degree in icy (page 127), community health (page 53), computer business administration pursue that degree through our science (page 56), optics (page 161), engineering (page 3-2 Program with the Graduate School of Management 143), and human development (page 178). Among other (see page 171). Others apply to graduate programs at combined programs which may be begun during the other institutions, and request assistance from the undergraduate years are the master of science in public Career Services and Placement Center, where knowl­ policy with a specialty in pharmaceutical issues (page edgeable advisers, a Center handbook entitled Guide to 128) and a combined master of science in public policy the Graduate Business School Application Process. and and master of science in community health (page 128). a comprehensive career library (including tips from former students) are available. 20 21 DEGREES OFFERED

Geology (B.A., B.S., M.S., Ph.D.) Geomechanics (B.S.) History (B.A., M.A., Ph.D.) egrees are awarded by the University of Interdepartmental Studies (B.A., M.A., M.S.) D Rochester in the following subjects, grouped Mathematics (B.A., M.A., Ph.D.) by college or school of the University: Mathematics-Statistics (B.A., M.A.) Music (B.A.) Philosophy (B.A., M.A., Ph.D.) Physics (B.A., B.S., M.A., M.S., Ph.D.) College of Arts and Science Physics and Astronomy (B.A., B.S., Ph.D.) Political Science (B.A., M.A., M.S., Ph.D.) Anthropology (B.A., M.A., Ph.D.) Psychology (B.A., M.A., Ph.D.) Applied Mathematics (B.S.)* Religious Studies (B.A.) Astronomy (Ph.D.) Sociology (B.A., M.A., Ph.D.) Biological Sciences (B.S.), with specialties in: Statistics (B.A., M.A., Ph.D.) Biochemistry Women's Studies (B.A.)* Cell and Developmental Biology Microbiology Certificate Programs in the College of Arts and Science Molecular Genetics (taken in conjunction with a bachelor's degree) Neuroscience Asian Studies Population Biology International Relations Biology (B.A., M.S., Ph.D.) Russian Studies Biology-Geology (B.S., M.S.) Chemistry (B.A., B.S., M.S., Ph.D.) Computer Science (M.S., Ph.D.) Graduate School of Education and Human Economics (B.A., M.A., Ph.D.) Development English (B.A., M.A., Ph.D.) Fine Arts: Education (M.S. in Ed., Ed.D., Ph.D.) Art History (B.A.) Human Development (M.S.) Studio Arts (B.A.) Certificate Program in the Graduate School of Educa­ Foreign Languages, Literatures, and Linguistics: tion and Human Development (taken in conjunction Chinese (B.A.) with a bachelor's degree) Classics (M.A.) Secondary Education in one of the following areas: Comparative Literature (B.A., Ph.D.) English Foreign Literature (B.A., M.A.) Mathematics French (B.A.), French Language or Literature Modern Foreign Languages (M.A.) Sciences (Biology, Chemistry, Physics) German (B.A.), German Language or Literature Social Studies (M.A.) Special Education (Learning Disabilities, Linguistics (B.A., M.A., Ph.D.) Deaf Education) Russian (B.A.) Spanish (B.A.), Spanish Language or Literature (M.A.) College of Engineering and Applied Science General Science (B.A.) Chemical Engineering (B.S., M.S., Ph.D.) ·Program awaiting N. Y. State Education Department approval. Electrical Engineering (B.S., M.S., Ph.D.) 22 Degrees Of fe red Engineering and Applied Science, an Interdepartmental Psychiatric-Mental Health Nursing Program (B.S.) Women's Health Care: Ob/ Gyn Nurse Nursing Geomechanics (B.S.) Materials Science (M.S., Ph.D.) Mechanical and Aerospace Sciences (M.S., Ph.D.) University College of Liberal and Applied Mechanical Engineering (B.S.) Studiesl Optics (B.S., M.S., Ph.D.) General Studies (B.S.) with concentrations in: Humanities Eastman School of Music Natural Sciences Social Sciences Applied Music (B.M.) Conducting (D.M.A.) Jazz Studies and Contemporary Media (M.M.) University-wide Studies Music Composition (B. M., M.M., Ph.D., D. M.A.) 3-2 Programs Music Education (B.M., M.A., M.M., Ph.D., D. M.A.) Music History (B.M.) B.A. and B.S. in an engineering concentration (for see page 143 Music Theory (B. M., M.A., Ph.D.) transfer students), see page 171 Musicology (M.A., Ph.D.) B.A. or B.S. plus an M.B.A., see Performance and Literature (M.M., D.M.A.) B.A. or B.S. plus an M.S. in community health, page 53 B.A. or B.S. plus an M.S. in computer science, see Graduate School of Management page 56 B.A. or B.S. plus an M.S. in human development, see Business Administration (M.S., M.B.A., Ph.D.) page 178 B.A. or B.S. plus an M.S. in public policy, see page 119 B.S. and M.S. in applied mathematics· School of Medicine and Dentistry B.S. and M.S. in electrical engineering, see page 150 Anatomy (M.S., Ph.D.) B.S. and M.S. in optics, see page 161 Biochemistry (M.S., Ph.D.) Combined Bachelor's and M. D. Degree Program Biophysics (M.S., Ph.D.) B.A. or B.S. plus an M.D., see page 211 Community Health (M.S.) Community Services (M.S.) Combined Master's Program Dental Science (M.S.) M.S. in community health and M.S. in public policy, see Environmental Studies in Toxicology (M.S.) page 128 Medicine (M.D.) Combined Master's and Doctoral Programs Microbiology (M.S., Ph.D.) M.B.A. and Ed.D. Neuroscience (M.S., Ph.D.) M.B.A. and Ph.D. in education Pathology (M.S., Ph.D.) Ph.D. in education and M.S. in public policy Pharmacology (M.S., Ph.D.) Joint Ph. D. Degree Programs Physiology (M.S., Ph.D.) Anatomy and Neurobiology Radiation Biology (M.S., Ph.D.) Biology and Neurobiology Toxicology (M.S., Ph.D.) Biomedical Engineering Physiology and Neurobiology School of Nursing Psychology and Neurobiology Nursing (B.S., M.S., Ph.D.) I Work to be taken on a part-time basis wholly or in part through Clinical specialty areas of study for the M.S. include: courses offered in the University's Evening Session. Community Health Nursing 'Progra m awaiting N.Y. State Education Department approval. Family Health Nurse Nursing Gerontological Nursing Medical-Surgical Nursing Pediatric Nursing 23

Internship in marine science is offered at the West Indies Laboratory on St. Croix through the Department of Geological Sciences (see page 84). 24 25 COLLEGES AND FACILITIES

he College of Arts and Science, the Graduate students may elect to obtain broad general training in School of Education and Human Develop­ engineering and applied science. ment, the College of Engineering and Applied The College welcomes students who wish to enroll for Science, the Graduate School of Management, part-time study as they pursue the B.S. in engineering and the University College of Liberal and disciplines. However, such students should be aware that Applied Studies are located on the River Cam­ the College does require two semesters of full-time study Tpus, about two miles south of downtown Rochester. (12 credit hours per semester). See page 142, number 4, The School of Medicine and Dentistry and the School of for a description of this residency requirement. Further­ Nursing are located at the University Medical Center, more, students who intend to take a substantial number adjacent to the River Campus (see the map on page 238). of courses during evening hours should know that not all The Eastman School of Music is located in the center of of the College's course offerings are available at night. the city of Rochester, within walking distance of its Special guidance in planning a program of part-time Prince Street Campus. study is available from the Dean's Office in Gavett Hall. The University of Rochester gives its students the op­ Part-time students are encouraged to write or telephone portunities they need to pursue their individual educa­ for appointments. tional goals. Each of its colleges offers many routes lead­ The Graduate School of Management (pages 171-175) ing to degrees that are the formal recognition of the offers graduate study in business administration for achievement of those goals. In working with students to management careers in the profit and nonprofit sectors. help them develop their potential, the faculty of each For undergraduate students who are interested in such college establishes the requirements for degree programs careers, it also offers a unique opportunity to earn an within that college and, in turn, judges whether students undergraduate degree and a master of business adminis­ have fulfilled those requirements. tration degree (M.B.A.) in five years instead of the usual six. This five-year course of study, the School's 3-2 Pro­ gram, consists of three years of undergraduate study in River Campus Colleges another college followed by two years in the Graduate School of Management. After successfully completing The College of Arts and Science (pages 31-140), the the first year in the Graduate School of Management, oldest of the University's eight academic units, enrolls a the student receives a bachelor's degree from the under­ majority of the undergraduate students on the River graduate college; a master's degree in business adminis­ Campus. All undergraduate students except those enter­ . tration is awarded upon completion of a second year. ing the Eastman School of Music take the first two years The Graduate School of Management also offers of work in liberal arts in the College of Arts and Science. undergraduate courses in management. Courses are of­ The College provides undergraduate and graduate de­ fered in both the day and evening sessions in the areas of gree programs in the humanities, natural sciences, and accounting, behavioral science in industry, computers social sciences. and information systems, finance, general business ad­ The College of Engineering and Applied Science ministration, law, and marketing, and are described on (pages 141-163) enrolls upper-class students and gradu­ pages 173-175. ate students and also offers courses for freshmen and The Graduate School of Education and Human sophomores that may be taken by degree candidates Development (pages 177-179) provides undergraduate from any college. Education in a wide range of special­ and! or graduate programs for the preparation of teach­ ties is available at both undergraduate and graduate ers in the secondary school fields of English, mathemat­ levels, with students throughout the University encour­ ics, modern foreign languages, sciences, social studies, aged to take part in the College's projects as their pro­ deaf education, and learning disabilities. Students en­ grams allow. Through the Interdepartmental Program, rolled in the undergraduate programs normally receive 26 Colleges and Fa cilities their degrees in the College of Arts and Science. Also and aging); educational administration (finance, policy available to undergraduates is a 3-2 Program in Human studies, administration, and supervision); developmen­ Development that prepares students academically and tal, learning, and instructional psychology; and cur­ professionally for a career in human development ser­ riculum and teaching (general curriculum, secondary vices. After three years of undergraduate study in education, developmental disabilities, and education of another college of the University, students in the the deaf). program spend half of their senior year completing University College of Liberal and Applied Studies undergraduate requirements and half of the year doing coordinates late afternoon and evening courses for part­ graduate course work in human development. The fifth time students. These courses, credit and noncredit, and year of full-time study is devoted to further work in degree programs are offered through the appropriate human development, professional study, and field place­ colleges and schools. University College courses are ments in human service agencies. Post-baccalaureate especially suitable for adults who wish to continue or degree programs and/ or certificate programs offer complete their educations without interruption of full­ opportunities for graduate study in helping services time employment. (counseling, career development, adult development, Colleges and Fa cilities 27

Summer Session classes are offered by the Colleges on Strong Memorial Hospital, a 696-bed general hospital the River Campus and by the Eastman School of Music. and outpatient units completed in 1975, replaced the old Courses of interest to undergraduates, teachers, nurses, hospital and, with the 107 psychiatric beds in a wing of and others who need or desire to do regular college work the Center, provides a total of 803 beds. It is an integral during the summer are included in the River Campus part of the University's Medical Center and serves as the Summer Sessions. principal teaching hospital of the School of Medicine For information on the College of Arts and Science and Dentistry and the School of Nursing. Summer Offe rings (see page 15), please seek advice The Edward C. Miner Library has more than 162,000 from the Academic Advising Office in Lattimore Hall. volumes, including important medical periodicals In complete files and over 2,700 current periodicals.

Medical Center The University's Medical Center, adjacent to the River Eastman School of Music Campus, consists of the School of Medicine and Den­ tistry, the School of Nursing, and Strong Memorial The Eastman School of Music. located in downtown Hospital. Rochester and linked to the River Campus by Univer­ The resources and fa cilities of the River Campus and sity-run shuttle buses, is known throughout the world as the Medical Center are within walking distance of each a major center for the training of professional musicians other. Students on one campus often pursue their special as well as for the study and creation of music. Eastman interests with the faculty of the other campus. River graduates include a substantial number of today's most Ca mpus students may participate in special studies and respected performers, composers, music scholars, and research proj ects with faculty members at the Medical music educators. The School's alumni have distin­ Center, and undergraduates may, with the approval of guished themselves as first-chair players in American the instructor and the approval of the dean of the college orchestras and as deans and directors of conservatories in which they are enrolled, take graduate-level courses and music schools in all parts of the country. The School offered in the School of Medicine and Dentistry. There offers diverse curricula leading to undergraduate and are many opportunities for interaction between the graduate degrees. Students pursuing a bachelor of arts faculty members and the students from the School of degree on the River Campus with a concentration in Medicine and Dentistry and from the River Campus col­ music take over half of their total program at the East­ leges (see the Rochester Plan and Program in Biology man School of Music. Other River Campus students, and Medicine). having met the requirements and with permission, may also take applied music lessons or music courses at The School of Medicine and Dentistry offers pro­ Eastman. (See Special Academic Opportunities under grams in medical science leading to M.D., M.S., and Academic Services and Information.) Ph. D. degrees. Its extensive facilities provide an excel­ lent spectrum of patient care and research to support the The Sibley Music Library houses the largest collection educational opportunities. of music literature and source materials of any music school in the Western Hemisphere. It includes autograph The School of Nursing (pages 165- 170) offers study scores of masters of the past as well as those of many leading to the degree of bachelor of science with a major contemporary composers. in nursing, the degree of master of science in one of seven clinical specialty areas in nursing, and the degree of Kilbourn Hall. the Howard Hanson Recital Hall. and doctor of philosophy in nursing. the Eastman Th eatre. one of the great theaters of the The School of Nursing administrative offices, class­ western world, have all been renovated in the past rooms, conference rooms, a nursing laboratory, and decade. They are used for local and visiting professional some faculty offices are located in Helen Wood Hall. performances as well as for Eastman School concerts The amphitheaters, classrooms, conference rooms, and and recitals. laboratories of the Medical Center and the River Cam­ Cutler Un ion serves as a student activities center for pus are also used for instruction of nursing students. the Eastman School. It includes an auditorium, the Howard Hanson Interfaith Chapel, a lounge, and other fa cilities. 28 Colleges and Fa cilities

South Campus Friday ...... 10 p.m.-midnight Saturday ...... 5 p.m.-midnight The South Campus, a quarter-mile south of the Medi­ Open 24 hours for study during final examinations. cal Center via the Kendrick Road bridge, was opened in Copies of the schedule for vacation and holiday library 1966 upon completion of the Nuclear Structure Re­ hours are available at the circulation desk. search Laboratory, which is used by the Departments of In Rush Rhees Library the special collections and rare Physics and Astronomy and of Chemistry. A new build­ books include the following: ing housing the Laboratory for Laser Energetics of the Nineteenth- and twentieth-century public affairs: College of Engineering and Applied Science and the Na­ Papers of William Henry Seward, Thurlow Weed, tional Laser User's Facility is across the road from the David Jayne Hill, Susan B. Anthony, Rev. William Nuclear Structure Research Laboratory. Whipple Park, C. Gannett, Thomas Dewey, Marion Folsom, Ken­ a 32-building University housing complex, is located neth Keating, Frank Horton, and the anti-masonic here. South Campus is linked to the River Campus, movement. Medical Center, and Eastman School of Music by a Sciences: Papers of Lewis Henry Morgan, Herman University shuttle bus service. LeRoy Fairchild, Henry A. Ward, and Carl E. Akeley; extensive book collections on optics, in­ strumentation, Charles Darwin, and nineteenth­ Libraries century botany and horticulture (Ellwanger and Barry collection). The University library system is an extensive one, English literature and history: House of Stuart mem­ housing 2 million volumes and 12,000 current periodi­ oirs, Restoration drama, Robert Southey, John cals. Its libraries include Rush Rhees Library and four Masefield, Colin Macinnes, and nineteenth- and science libraries on the River Campus, Edward G. Miner twentieth-century theater manuscripts. Library in the Medical Center, Sibley Music Library at American literature : Washington Irving, Henry the Eastman School, and the Charlotte Whitney Allen James, Mark Twain, William Dean Howells, Library at the Memorial Art Gallery. Adelaide Crapsey, John Gardner, Joyce Carol Oates, Thomas McGuane, Frederick Exley, and his­ Rush Rhees Library is the heart of the system. It torical children's books. houses more than one million volumes, including collec­ Regional history: Settlement and land development, tions in the Fine Arts Library, the Management Library, Indians, early upstate printing, and manuscript the Asia Library for South Asia and East Asia study records of businesses, industries, and families. materials, and the Education Library. A major addition Art: Anthony J. and Frances A. Guzzetta collection to Rush Rhees was completed in 1969; the expanded of Leonardo da Vinci, Claude Bragdon papers, and facilities provide study cubicles for 460 graduate stu­ landscape architecture. dents, seating for 1,500 undergrad uates, and 65 studies University archives: Printed and manuscript material for faculty and Ph. D. candidates. relating to the history of the University. Rush Rhees Library Schedule of Hours 1982-83 Other libraries on the River Campus are: Chester Library Hours Wh en School Is in Session Floyd Carlson Library (for chemistry-biology-mathe­ Monday-Thursday ...... 8 a.m.-midnight matical sciences in Hutchison Hall), Engineering and Friday ...... 8 a.m.-IO p.m. Geological Sciences (Gavett Hall), and Physics- Optics­ Saturday ...... 9 a.m.-6 p.m. Astronomy (Bausch & Lomb Building). A schedule of Sunday ...... I p.m.-midnight library hours may be obtained from individual library Stacks close one-half hour before the building closes. offices. No books will be charged out during the last 15 minutes that the building is open. Library Affiliations and Services Reserve Reading Room Extended Hours When School Five Associated Un iversity Libraries Is in Session includes five western New York State university libraries: Rochester, (Open for study only) Cornell, Syracuse, and the State Universities of New Sunday-Thursday ...... 10 p.m.-2 a.m. York at Buffalo and Binghamton. At present, each insti­ Sunday also ...... 9 a.m.-I p.m. tution has limited access to books from any cooperating Colleges and Fa cilities 29 library. Rochester also is a member of the State Univer­ Special Research Facilities sity of New York S UN Y / OC LC. a network of over 200 libraries in New York State. Member libraries partici­ The University has a broad range of specialized facili­ pate in the OCLC on-line computer system, which pro­ ties for research. vides each library with access to catalog records of A 12 MV tandem Van de Graaff accelerator is the almost 2,200 libraries in 50 states, Canada, and other principal research instrument at the Nuclear Structure countries. Research Laboratory. Fifteen electron microscopes are available. Rochester Regional Research Library Council. a co­ C. E. K. Mees Observatory on Gannett Hill in the Bris­ operative library system chartered by the New York tol Hills, about 40 miles from Rochester, is the highest State Education Department, is a nonprofit regional observatory in the eastern half of the United States. It activity of the New York State Reference and Research has a 24-inch Cassegrain telescope, one of the largest in Resources Program of the New York State Library. Its the state. purpose is to supply needed research materials to faculty Specialized laboratories and observation and con­ and students, business and industrial management per­ trolled environment rooms are located in the Psychology sonnel, professional persons, and independent scholars Building. in a five-county area adjacent to the city of Rochester. The University is one of nine universities that operate The Center fo r Research Libraries is a nonprofit the National Radio Astronomy Observatory and the organization operated and maintained by major aca­ Brookhaven National Laboratory under federal con­ demic institutions for the purpose of increasing the tracts. It is a leading user and participant in the Univer­ library materials available to their readers for research. sity Research Association, which manages the world's Materials available for loan from the Center are forthe largest accelerator at Batavia, Illinois. study of Africa, black studies, East Europe, the Far East, The Laboratory for Laser Energetics, a multidiscipli­ economics, business and labor, education, Germany, nary teaching and research unit of the College of Engi­ Latin America, literature and culture, medicine, political neering and Applied Science, is the first of its kind at any science, railroads, religion, Southeast Asia, and other American college or university. Students are involved in topics. all of the research programs, including a proj ect to explore the potential of high-power lasers to produce The Edward G. Miner Library and the River Campus controlled thermonuclear fusion as an alternative energy libraries provide on-line bibliographic citation retrieval source. The Laboratory's principal research tool is a 12- systems via direct telephone lines and computer com­ trillion-watt laser system. Other research programs in­ munication terminals. clude the development of an X-ray laser, neutron appli­ cation studies, and a basic laser physics program. Specialized laboratories, a greenhouse, and an aviary Computing Facilities are available on the River Campus in Hutchison Hall, the biology-chemistry-geological sciences building. The University Computing Center, which maintains a library of computer programs to perform many general calculations and analyses, has a staff of analysts and programmers to assist with computing problems. Equip­ Other Colleges in the ment includes an IBM 3032. Several on-line time-sharing systems are available. These systems can be used through Rochester Area over 100 terminals located throughout the campus. A Colgate Rochester (Colgate Rochester Divinity microcomputer laboratory is also supported for instruc­ School-Bexley Hall-Crozer Theological Seminary) is tional uses. The Medical Center Computing Facility an interdenominational seminary affiliated with the provides computing services on its DEC 1080. A power­ University of Rochester. It offers graduate programs ful scientific computer facility exists at the Laboratory leading to professional degrees related to the ministry. for Laser Energetics, where a Control Data CYBER 175- The arrangement between the two autonomous institu­ 212 is dedicated to performing energy research. There tions permits students from either to take courses at the are more than 20 minicomputers, many for the use of other, with approval of faculty advisers. Faculty and students engaged in research, in various parts of the students of both institutions have full library privileges University. on each campus. 30 Colleges and Fa cilities There are several other institutions of higher learning vanced degrees and engaged in research throughout the in or near the city of Rochester. These include Rochester University. Institute of Technology, Nazareth College, St. John Each school or college is responsible for approval of Fisher College, Monroe Community College, State Uni­ programs recommending candidates for master's de­ versity Colleges at Brockport and Geneseo, and Roberts grees. The work for the doctor of philosophy (Ph.D.) Wesleyan College. It is possible for students enrolled at degree is under the general control of the University the University of Rochester to complement their pro­ Council on Graduate Studies, whose chairman is the grams with courses taken at one of the area colleges. (See University Dean of Graduate Studies. Each college has Special Academic Opportunities under Academic Ser­ an associate dean to administer graduate studies. vices and Information.) Detailed information on the University's graduate programs can be found in the Offi cial Bulletin: Graduate Studies. Application forms and bulletins may be ob­ Graduate Studies tained by writing to the Secretary of Graduate Admis­ sions, Morey Hall, University of Rochester, Rochester, About a third of the students on the River Campus New York 14627. are full-time graduate students working toward ad- 31

COLLEGE OF AirS AND SCIENCE

Administrative Officers gration of many areas of study. Degree requirements in the College of Arts and Science may be met in many J. Paul Hunter, Ph.D. (Rice) Dean ways, and there is great flexibility in arranging pro­ Ann C. Fehn, Ph. D. (Stanford) Associate Dean fo r grams. The requirements for the B.A. degree are: Undergraduate Programs I. Completion of eight semesters of approved course Robert S. Knox, Ph. D. (Rochester) Associate Dean work at the college level or the equivalent, with at fo r Sp ecial Programs least two semesters of full-time registration in the Timothy Scholl, M.A. (Chicago) Dean of Admissions College. and Student Aid; Associate Dean 2. The satisfactory completion with an average grade of Suzanne J. O'Brien, B.A. (Rochester) Assistant Dean "C" or better of 32 approved courses, i.e., 128 credit Ronald J. Paprocki, B.A. (Rochester) Assistant Dean hours. and Director of College Budgets and Planning 3. The successful completion of a course in English in Dana Rittenhouse, A.A.S. (R.I.T.) Secretary to the which emphasis is given to the reading and writing of College effective prose. Any 100-level English course (except Kenneth E. Clark, Ph. D. (Ohio State) Dean Em eritus courses numbered 110- 129 and 190- 199) may be taken to satisfy this requirement. Entering students are advised by the Depart ment of English in the The College of Arts and Science offers degree pro­ selection of courses. Students may occasionally be grams leading to the bachelor of arts and to the bachelor exempted from this requirement at the discretion of of science. The College also provides the fi rst two years the Department. of instruction for those students who plan on degrees in 4. Demonstrated proficiency in one foreign language, the College of Engineering and Applied Science, the ancient or modern, by the end of the sophomore year. School of Nursing, and the first three years for students Students will show proficiency only by achieving a working toward an M.B.A. degree in the Graduate satisfactory score on a standard test authorized by the School of Management. Committee on the College Language Requirement. The instructional program of the College permits the S. Completion of at least two courses in each of the two student to select a wide variety of areas of study. It also distribution groups outside the area of concentration. requires the selection of one area of concentration to Courses in the College are divided into three broad which approximately one-third of the total four-year distribution groups as follows: program is devoted. The combination of extensive and intensive study, involving course work, laboratory ac­ Group I-Humanities: English (except 101 and 113 tivity, and independent study and writing, is intended to through 129), Fine Arts, Foreign Languages (except prepare young persons for careers in scholarly or prac­ courses numbered 101, 102, and 103), Literatures, tical affairs and for lives of service in society. Literature in Translation, Music, Philosophy (except 2 I 0, 2 I 5, 2 16), Religious Studies. Group II-Social Sciences: Anthropology, Econom­ ics, History, Linguistics, Political Science, Psychol­ Requirements for the Degree ogy (only 160- I 89, 260-289, 360-389), Sociology. Bachelor of Arts Group III-Natural Sciences: Astronomy, Biology, Chemistry, Computer Science, Geological Sciences, The B.A. program is directed toward a broad, com­ Mathematics (except 140), Philosophy (only 210, 2 I 5, prehensive education, with special attention to the inte- 32 Arts and Science

216), Physics, Psychology (only 10 1, 120- 159, 21 1, future progra m planning from the Academic Advising 220-259, 320-359), Statistics. Office and from their faculty advisers. 6. The satisfactory completion of course work with an Once having begun a program of concentration, it is possible to change to another; however, additional average grade of "c" or better in a progra m of con­ centration. This normally includes six to eight courses course work may be required. Before deciding to change within the major department and two to four courses a selected area of concentration, students are urged to in an allied field. No more than 20 courses may be discuss plans with their advisers. If transfe r to another taken in any one department. A student who plans to department is advisable, the student must apply offi­ complete requirements for the B.A. degree must make cially to the new department, using the standard Con­ formal application to a department or an area of con­ centration Approval Form available at the College's centration by the end of the sophomore year. The Academic Advising Office in Lattimore Hall. student must file in the College Office a program of concentration approved by the appropriate faculty adviser in the department of concentration. Requirements for the Degree It is the student's responsibility for ultimately com­ pleting a program in which all degree requirements are Bachelor of Science met. However, the requirements permit much more The requirements for the bachelor of science degree variation in programs than most students realize. For are the same as those for the B.A. degree, with these example, students are not required to complete distribu­ exceptions: tion requirements during the first two years or the writ­ ing requirement in the fi rst semester. A delay may, in 1. The number of courses which must be completed fact, provide the student an opportunity to plan a more successfully varies from 32 to 36. Students should interesting program and to investigate possible areas of check the synopsis of requirements accompanying concentration. the course listing of those departments offering the In the planning of a program, it is important to know B.S. degree. that course work offered in naval science may not be 2. Certain departments recommend specific languages counted toward the distribution requirements, nor may for their B.S. candidates. Students should check the. course work taken in the Graduate School of Manage­ statement accompanying course offerings for details. ment, Graduate School of Education and Human Devel­ 3. Normally course work taken outside the College of opment, College of Engineering and Applied Science, Arts and Science will not be accepted by departments School of Medicine and Dentistry, and School of Nurs­ offering the bachelor of science degree. Students ing, except as authorized by the Steering Committee of should consult the department concerning the possi­ the Faculty Council. Although freshman preceptorials bility of receiving credit fo r outside work. may be used to meet distribution requirements, some are not readily classified; courses labeled as liberal arts do All undergraduate students on the River Campus are not always meet distribution requirements. In cases of enrolled in the College of Arts and Science for their first doubt, the student should obtain clarification from the two years. In addition to offering the B.S. degree in College's Academic Advising Office. No more than three several departments, the College of Arts and Science naval science courses may be used to fulfill degree offers most of the preliminary work in programs leading requirements. Course work taken outside the College of to the bachelor of science degree conferred by the Col­ Arts and Science .is not accepted toward the degree by lege of Engineering and Applied Science (majors in some departments. Students should consult the Aca­ chemical engineering, electrical engineering, geomechan­ demic Advising Office concerning credit approval. ics, mechanical engineering, optics, and engineering and Departments of the College discourage students from applied science) and the School of Nursing. registering fo r the next course in a continuing science sequence if an appropriate grade level ("C-" or above) has not been achieved in the preceding course. It has Interdisciplinary Courses been shown that a student's success in such a sequence is directly related to performance in the preceding course. The following 1981-82 list of liberal arts courses Students so advised are asked to seek assistance in their reflects current interests of students and faculty. Specific Arts and Science 33 course content and offerings change from year to year. 197. Sports, Social Integration, and Conflict. The nature of Up-to-date course listings are published in the Course sports and other competitive performing groups in selected cul­ Description Handbook and are posted in Lattimore Hall tures, including the United States. Their relations to intragroup each semester. solidarity and intergroup conflict management. 198. Civilized or Primitive. How can we understand non­ LA 116. Introduction to Community Medicine. Analysis of Western sciences/technologies which seem to us irrational, current issues in the organization, fi nancing, and evaluation of superstitious, or backward? personal and public health care. 199. The Human Impact of Technology. Most views of the LA 265. The Science of Biophysics. A survey of current impact of technology on society are largely based on the study areas of research interest. Prerequisite: calculus, including ele­ of modern Western history or even limited to the study of cur­ mentary diffe rential equations, and two semesters of chemistry rent changes in the West. However, deeper understanding of the and of physics. relationship between technology and society can be achieved by using broad historical and cross-cultural comparisons. LA 272. Leadership and Management II. Personnel evalua­ tion and individual leadership roles. Essentials of military lead­ ership, leadership techniques and principles, and military and English naval regulations. 190. War and Literature. A review of the lives and deeds of LA 275. Interdisciplinary Topics in Human Aging. An in­ some of history's great captains and of the notice taken of them terdisciplinary approach is used to examine the biological, in literature. psychological, and social aspects of the aging process. Same as 191. Self and Society in English Novels. In such novels as EDH 275. Howards End by E. M. Forster, Tess of (he D'Urbervilles by LA 276. Practicum in Gerontology. Field work that con­ Thomas Hardy, and The Rainbow by D. H. Lawrence, how do tinues study begun in the prerequisite, Liberal Arts 275. the individual characters cope with adjusting to the society in LA 392. Health Services Practicum. Introduces students to which they live? the organization and function of community agencies. Selected students are expected to spend six to seven hours per week at an Fine Arts agency site working on a proj ect related to health care admin­ ART HISTORY istration, planning, or evaluation. 190. Art of East and West. An introduction to the great traditions of world art through comparative study of selected master works of painting and sculpture from Asia and the West. Freshman Preceptorials 193. Art and the Social Order in Medieval Europe. Expres­ sions of an ordered cosmos in the art and architecture of the Preceptorials are seminars offered exclusively for in­ Middle Ages are discussed against the background of Western coming freshmen. Students are expected to take a pre­ European civilization. ceptorial during their freshman year. Each course is limited to about 15 students who are STUDIO ARTS selected from among those who express an interest in 195. Space in Art: The Languages of Space. A study of the it. Preceptorials include directed reading, seminar dis­ ways in which space has been perceived and expressed in the cussions, and critical reports. Preceptorials carry fu ll arts. course credit and may be applied toward distribution requirements. Foreign Languages, Literatures, and Linguistics The fo llowing 1981-82 courses exemplify offerings in this category. Current lists of courses along with infor­ LITERATURE IN TRANSLATION mation concerning the application procedures are mailed 191. Introduction to Tolstoy and Dostoevsky. Tolstoy'S to freshmen prior to orientation and registration. Anna Karenina and Dostoevsky's The BrOlhers Karamazov will be read as works of art and expressions of their authors' ripest thoughts about the most important questions of life. Anthropology 199. Interpretation and the Divine. A study of three differ­ 193. Perceptions of the Past: Changing Perspectives in Ar­ ent authors (Plato, Heidegger, and Descartes) and the relation­ chaeology. From "lost tribes and sunken continents" to ship between thinking and the object of thought, and how that present-day archaeology. object motivates thinking and interpretation. 195. Primitives, Peasants, and Urbanites. Family, inequality, human ecology: contrasting anthropological and sociological FRENCH approaches to the study of these and other social phenomena. 192. Crime, Mystery, and the Question of the Text. Close 34 Arts and Science

reading both of texts traditionally considered mysteries (Georges and probabilistic methods as they are used in the framework of Simenon, Sebastien Taprisot) and of other texts treating crime various theories. The concept of proof and useful proof tech­ and detection (Sade, Balzac, Zola, Marguerite Duras). niques within mathematical theories.

ROMANIAN Physics and Astronomy 196. Romanian Life, Language, and Culture. A survey of life in the contemporary Socialist Republic of Romania. PHYSICS 193. The Physics of Music. A study of the elementary prin­ ciples of physics basic to musical phenomena. Time, frequency, History wave propagation; oscillators, harmonics, theories of particular 191. The Russian Revolution. The period from 1915-1920 musical instruments. from contemporary accounts, monographic literature, and theories of revolution. Political Science 192. The Medieval Origins of the Modern State. A compar­ ative study of the emergence of characteristic western states in 198. Issues in Democracy. This course focuses on the pos­ France and England, and the fa ilure of the medieval Empire sibilities for political democracy in the contemporary world, from the eighth to the thirteenth centuries. particularly its meaningfulness and the likelihood of its survival under contemporary conditions. 193. The Immigrant Jew in America. A study of the social, economic, cultural, and spiritual life of the immigrant Jewish community in America. Life in Europe and the forces which Psychology made for immigration; the journey and arrival; welcome and 192. Mental Processes. An introductory, broad-ranging look hostility within and outside the Jewish community; economic at how the human mind works. adjustment; social ferment and experimentation; acculturation 193. Man's Plastic Brain. Exploration of theories and facts and creativity; religious conformity and deviation. about the plasticity of the brain. Study of memory disorders, 194. Autobiography and History. An examination of the super memories, improving memory by biological means, pos­ evolution of American society as revealed in personal docu­ sible biological substrates of creativity, intelligence, genius, and ments-diaries, autobiographies, and biographies-from the idiocy. Puritans to the present. 194. The Brain and the Mind. The course is devoted to dis­ 195. Issues in American Jewish Life. A study of some of the cussion and informal lectures of material from assigned chap­ central issues confronting Jewish life and fa ith in America ters in the texts, which change from year to year as new books today in their historic setting. come out. 196. History and Literature. An examination of key histori­ 195. The Psychology of Aging. The course covers aging in cal periods, ancient to modern, through the literary works of its social context, with some discussion of cognitive and physio­ those times. logical changes. 197. Pro-Slavery Thought in the Age of Jefferson. Seminar 198. Visual Information Processing. Selected topics from on the development of the South's defe nse of slavery from the several disciplines related to questions about light transmitting age of Jefferson to the emergence of Calhoun. How and why information about the environment to the eye of the perceiver, did the great liberal and democratic movement associated with and how that information relates to one's experience of the Thomas Jefferson and the Declaration of Independence end external world. with the militant defense of slavery? 198. Classical Civilization. The course examines the histori­ cal perception which demands a "classical" base for Western Religious Studies ( civilization. Readings, papers, and discussion center on the 191. Themes in Contemporary Catholic Thought. This sem­ meaning of this term and the ways in which we define and inar highlights the development of theological thinking redefine it, beginning with definitions that come from the within the Roman Catholic tradition during the past century. period (roughly, B.C. 500 to A.D. 400) itself. Special emphasis is placed on changing methods of biblical 199. World Food and Famine. A study of the causes and interpretation which result in changes within church dogma and effects of the global food crisis in terms of current and future discipline. supplies and requirements. 195. Issues in American Jewish Life. Same as HIS 195. 198. Gods and Buddhas. Focus on the various ways in Philosophy which major traditions of Asia-Hinduism, Buddhism, Taoism, and Shinto-have attempted to conceptualize and describe 199. Logic and Theory. A painless introduction to deductive ultimate reality and man's relation with "it." Anthropology 35

Sociology in economics, history, law, linguistics, medicine, nursing, 193. Understanding the Social Self. Seminar on self-eval­ political science, psychology, religious studies, or so­ uation. Considers in depth sociological theories of the devel­ ciology. opment of self, including Mead, Cooley, Zetterberg, Kinch; considers both field and laboratory research testing of such General Course Information theories. The Department offers courses in three major sub­ fields of anthropology: With few exceptions, all College of Arts and Science I. Social Anthropology-the description, analysis, and departmental courses described between this page and comparison of social and cultural systems page 140 are planned to be offered in 1982-83. Those exceptions are usually noted. The updated course offer­ 2. Anthropological Linguistics ings are listed in the Schedule of Courses, which is pub­ 3. Archaeology and Ethnohistory. lished in March and November of each year. Students with a special interest in human evolution or biological anthropology can work out a sequence of anthropology courses within the concentration, supple­ menting them with selected courses in biology and geol­ ANTHROPOLOGY ogy. Other special interest areas (e.g., areal studies, religion and ritual, etc.) can develop suitable programs. The department will also gladly assist students wishing Alfred Harris, Ph.D. (Cambridge) Professor of to develop interdisciplinary programs focusing on as­ Anthropology pects of education and human development, environ­ Grace Harris, Ph.D. (Cambridge) Professor of mental studies, health and society, international rela­ Anthropology and Chairman of the Department; tions, comparative psychology, women's studies, etc. Professor of Religious Studies Rene Millon, Ph.D. (Columbia) Professor of Requirements for Concentration Anthropology in Anthropology Walter Hinchman Sangree, Ph.D. (Chicago) Professor of Anthropology A concentration in anthropology consists of 10 courses at the 200 level or above, eight in anthropology plus two Edward E. Calnek, Ph.D. (Chicago) Associate Professor of Anthropology from an allied field. The courses in anthropology must include the fol­ Anthony T. Carter, Ph.D. (Cambridge) Associate Professor of Anthropology lowing: Christopher Day, Ph.D. (Chicago) Associate I. Ethnographic Regions (at least two courses dealing Professor of Anthropology with diffe rent areas of the world)-242, 243, 245, 246, Robert S. Merrill, Ph.D. (Chicago) Associate 249. Professor of Anthropology 2. Subdisciplines of anthropology (at least four courses, Te aching assistants are usedfor recitation sections only including a minimum of two from each of two sub­ in Anthropology 101 and 201. disciplines). Selections should not be limited to theo­ retical and methodological courses, but each such The Department of Anthropology offers programs of course can provide a useful introduction to its respec­ study leading to the B.A., M.A., and Ph.D. degrees. tive subfield. Anthropology-the study of man as a member of Social Anthropology society and as a bearer of culture and language from a Theoretical and Methodological-203, 207. cross-cultural, comparative perspective-makes a vital Other-211, 212, 213, 214, 215, 216, 219, 220, 225, contribution to a liberal education, providing a deeper 235, 263, 28 1, 282, 285, 286, 369. insight into the nature of the person's experience as a Archaeology and Ethnohistory social being. Concentrators in anthropology should be Theoretical and Methodological-252, 265. well prepared for professional study in the discipline Other-20 I, 202, 241. itself, as well as for a career in a wide variety of public Anthropological Linguistics-27 I , 275. and private social services. Training in anthropology also provides valuable breadth for students interested The allied field should be chosen in consultation with 36 Arts and Science t�e Department of Anthropology's Undergraduate Ad­ 219. City and Country in the Third World. Characteristics viser. of cities and rural-urban relations in Africa, South America, and Asia. Honors Program in Anthropology 220. Personhood in Ritual and Society. Concepts of the person in various societies; the endowing of individuals with Qualified students may carry out an independent personhood in rituals and through religious movements. Same with honors research proj ect leading to a B.A. in anthro­ as REL 220. (1983-84) pology: ANT 39 1 and ANT 392. Where possible, stu­ 223. Evolutionary Background of Human Behavior. Critical dents will be encouraged to carry out their own field analysis of recent studies linking human behavior to instinctual studies, but honors also may be earned for library drives. research or for work as a research assistant or intern. 226. Anthropological Films: Kinds and Uses. Documentary Admission to the Honors Program is by approval of the films of various cultures: how to understand and use such fi lms anthropology department faculty. Admission will ordi­ for learning, research, or other ends. narily occur in the spring term of the junior year. 235. Women in Society: a cross-cultural, contemporary sur­ vey. Explorations of women's domestic, productive, and po­ Courses of Instruction litical roles in both traditional and industrial societies, including the United States. 101. Human Nature: The Anthropological Perspective. The evolution of man's capacity for culture. Human physical varia­ 242. The Civilizations of Aboriginal Middle America. Rise tion. Elements of human social and cultural systems. Ethical of civilization in Middle America from the earliest time to the dilemmas in culture contact and field work. Current social con­ Spanish Conquest. cerns in cross-cultural perspective. 243. Ethnohistorical Study of Ancient Mesoamerica. Social, 201. The Development of Man, Culture, and Society. Evo­ economic, political, and religious evidence from written and lution of man and development of culture from earliest Pleisto­ pictorial texts of Aztecs, Maya, and others. cene remains to the beginnings of civilization. 246. Peoples of Africa. An examination of the varieties of 202. Early Civilizations of the Old World and the New. social structure in selected areas of sub-Saharan Africa. Comparative study of Near Eastern, Chinese, Middle Ameri­ 249. The Civilizations of South Asia. A comparative study can, and Andean civilizations. of man's relations with the divine, with the land, and with other 203. The Field Experience in Social Anthropology. How men in the Hindu, Buddhist, and Muslim cultures of India, Sri anthropologists do field work and write up their findings. Lanka, Pakistan, and Bangladesh. (1983-84) ( 1983-84) 252. Recovering the Past: Research and Theory in Archaeol­ 206. Women and Music. See MUR 206 (page 107). ogy. How the past is variously interpreted in archaeology; ties with other disciplines. 209. Anthropologists at Work. Examination of basic eth­ nographies; the relationships among field work, method, and 261. Cultural and Social Change. Examinations of kinds, theory in social anthropology. processes, and explanations of change. Discussion of cases and approaches. 211. Kinship and Marriage. Critical examination of a vari­ ety of specific systems of kinship and marriage, and of different 263. Society, Culture, and Personality. Relationships among approaches to their study. (1983-84) socialization procedures, social structure, and ideological and "expressive" aspects of selected cultures. 212. Ecology and Society. The ecological study of societies with subsistence economies. (1983-84) 265. The Study of Complex Societies. Problems and ap­ proaches in the study of nonindustrial complex societies and 213. Morality and Economics. The effects of moral and civilizations. social relationships on the operation of economic systems in non- Western societies. 271. Language in Culture and Society. Selected topics of current interest in anthropological linguistics. 214. Symbols. The nature of ritual and social symbols; methods and problems of interpreting symbolic elements. Same 275. Time and Area Perspectives in Anthropological linguis­ as REL 214. tics. Analysis of historical relationships among languages without written records. 215. Comparative Political and Legal Systems. Compara­ tive analysis of leadership; sanction and arbitration of social 281. The Family in Cross-Cultural Perspective. The forms relationships in selected societies. (1983-84) and functions of fa mily and household organization, kinship, and marriage in diverse human sociocultural systems. (1983-84) 216. Medical Anthropology. The study of "disease" and "illness" in relation to society and culture. Comparative analysis 282. Population and Social Structure. The impact of birth, of bio- and ethno-medical models. death, and marriage upon social institutions and the manner in which human cultures respond to and regulate these demo­ graphic factors. Applied anthropology and population policy. Asian Studies 37

285. The Culture of Children. Cross-cultural studies of the Graduate-level Courses ways in which children acquire culture and of the implications 431. Advanced Studies in Ethnography. An examination of of this process for the understanding of human culture itself. selected problems in the collection and analysis of ethnographic 286. Cultural Factors in Aging. Beliefs about aging and the data and the relation of the analysis of data to the development aged examined in the context of the social roles and behavior of theory in social anthropology. actually assumed by the elderly in differing cultures. 432. Advanced Studies in the Comparative Study of Early Civilizations. The study of selected early civilizations with par­ Honors Courses ticular reference to methodological and theoretical problems. 391. Honors Research in Anthropology I. The design and 433. Advanced Studies in Social Anthropology. The exami­ initial phases of a research proj ect in social or cultural anthro­ nation of theory in social anthropology and its application to pology, archaeology, ethnohistory, or anthropological linguis­ various forms of research. tics. Research projects may be supervised by an appropriate 438. Anthropological Linguistics I. Theory and practice: faculty member in the Department of Anthropology. Spring of phonological, grammatical, and semantic systems, with empha­ the junior year or fa ll of the senior year. sis on aspects relevant to social anthropology. 392. Honors Research in Anthropology II. Completion of 439. Anthropological Linguistics II. Continuation of An­ an independent research project and presentation to Depart­ thropology 438. ment colloquia of an Honors Essay embodying the results. Fall 451. Prehispanic Middle America and Peru. Comparative or spring of the senior year. Prerequisite: ANT 39 1. study of Aztec and Inca societies, and their predecessors.

Other Special Courses and Seminars 396. Problems in Social Anthropological Analysis. Method and theory in social anthropology in relation to selected current issues. ASIAN STUDIES

This is a certificate progra m, administered by the Center for Special Degree Programs (page 48), that gives recognition for specialization in connection with a de­ partmental concentration.

Bruce Bueno de Mesquita, Ph.D. (Michigan) Professor of Political Science Diran K. Dohanian, Ph.D. (Harvard) Professor of Fine Arts Robert B. Hall, Jr., Ph.D. (Michigan) Professor of History and Geography and Director of the Program Anthony T. Carter, Ph. D. (Cambridge) Associate Professor of Anthropology William B. Hauser, Ph.D. (Yale) Associate Professor of History Charles J. Wivell, Ph.D. (University of Washington) Associate Professor of Chinese Literature and Associate Director of the Program Neil F. McMullin, Ph.D. (British Columbia) Assistant Professor of Religious Studies David Pollack, Ph.D. (California, Berkeley) Assistant Professor of Chinese and Japanese Literature Datta S. Kharbas, M.A. (Michigan) Head. Asia Library 38 Arts and Science

Associates in the Center Foreign Languages, Literatures, and Linguistics * Henry P. French, Jr., Ed.D. (Rochester) Professor of CHI 101. Elementary Chinese I. History. Monroe Community College CHI 102. Elementary Chinese II. *Robert Compton, Ph.D. (Stanford) Associate CHI 103. Intermediate Chinese I. Lecturer. University College of Liberal and Applied CHI 104. Intermediate Chinese II. Studies CHI 204. Readings in Modern Chinese I. *Vinjamuri Devadutt, Th.D. (Toronto) Professor Em eritus of Religious Studies CHI 205. Readings in Modern Chinese II. CHI 391. Independent Study. Th e program uses teaching assistants in large lecture courses and language offe rings. JAP 101. Elementary Japanese I. JAP 102. Elementary Japanese II. JAP 103. Intermediate Japanese I. East Asian Language and Area Program JAP 104. Intermediate Japanese II. The East Asian Language and Area Program at the JAP 205. Modern Japanese Prose I. University of Rochester is designed to permit students concentrating in the social sciences and humanities to JAP 206. Modern Japanese Prose II. develop knowledge of East Asian cultures and languages JAP 391. Independent Study in Japanese Language. as a complement to their disciplinary concentration. A LIT 250. Introduction to Japanese Literature in Translation. student selecting this program will, in addition to ful­ LIT 251. The Modern Japanese Novel. filling the requirements of the department of concentra­ tion, arrange the following special program which will be drawn from electives. History and Geography I. Two years of either Chinese or Japanese language. HIS 104. World Population and Resources. 2. Five courses from those listed in A below. HIS 177. Traditional Japanese Culture. (1983-84) HIS 276. Japan and Pearl Harbor. (1983-84) Upon graduation the student will receive a certificate in East Asian studies as well as a B.A. in the department HIS 277. Modern Japan. (1984-85) of concentration. Students planning to take work in the HIS 278. East Asian Economics and Demography. East Asian Program should consult Professor Wivell or HIS 286. Film Images of the Pacific War. (1984-85) Professor Hall. HIS 377. Studies in Modern Japan. (1983-84) HIS 378. Urban-Industrial Japan. A. Offerings Acceptable in the East Asian Program Political Science Fine Arts PSC 272. International Relations Theory. AH 103. Introduction to the Art of India and the Far East. PSC 276. Causes and Consequencesof War. (1983- 84) AH 190. Art of East and West (Preceptorial). AH 222. Chinese Painting. Religious Studies AH 223. Shrine and Image. (1983-84 or 1984-85) REL 105. The Asian Search for Self. AH 224. The Arts of Japan. (1983-84 or 1984-85) REL 106. From Confucius to Zen. AH 225. Chinese Architecture and Town Planning. REL 198. Gods and Buddhas (Preceptorial). (1983-84 or 1984-85) REL 245. Mahayana Buddhism. AH 226. The Arts of Buddhist Asia. (1983-84 or 1984-85) REL 247. Buddhism and Christianity. AH 227. Ukiyo-E: Popular Art of Pre-Modern Japan. REL 345. Readings in Buddhist Scripture. AH 228. The Divine Lover: Erotic Themes in Indian Art. (1983-84 or 1984-85) B. Allied Asian Courses AH 226. The Arts of Buddhist Asia. (1983-84 or 1984-85) • Part-time. Biochemistry 39 AH 228. The Divine Lover: Erotic Themes in Indian Art. of Radiation Biology and Biophysics and of (1983-84 or 1984-85) Biochemistry ANT 249. The Civilizations of South Asia. Frank Y. Tang, Ph.D. (Toledo) Assistant Professor of PSC 263. Politics of India. Obstetrics and Gynecology and of Biochemistry Alexander L. Dounce, Ph. D. (Cornell) Professor Emeritus of Biochemistry Leon L. Miller, M.D. (Rochester) Professor Em eritus of Radiation Biology and Biophysics, of Medicine, ASTRONOMY and of Biochemistry Elmer H. Stotz, Ph.D. (Harvard) Professor Emeritus of Biochemistry (see Physics and Astronomy, page //3) This program leads to a B.S. degree in the new Pro­ gram in Biology and Medicine.

Subcommittee on Biochemistry BIOCHEMISTRY Guido V. Marinetti, Ph.D. (Rochester) Professor of Biochemistry J. Ellis Bell, D. Phil. (Oxford) Assistant Professor of Leo G. Abood, Ph.D. (Chicago) Professor in the Biochemistry and Chairman of the Subcommittee Center fo r Brain Research and of Biochemistry J. Eugene LeClerc, Ph.D. (Tennessee) Assistant Robert G. Campbell, M.D. (Columbia) Professor of Professor of Biochemistry Medicine and of Biochemistry Edgar C. Henshaw, M.D. (Harvard) Professor of Medicine and of Biochemistry Requirements for Biochemistry Russell Hilf, Ph.D. (Rutgers) Professor and Acting The core curriculum requires a total of 18 courses Chairman of Biochemistry; Professor of Oncology from chemistry, mathematics, physics, biology, and bio­ Professor of Guido V. Marinetti, Ph.D. (Rochester) chemistry. In addition, there are two directed biology Biochemistry electives. This leaves a total of 12 free electives. Please Seymour Zigman, Ph.D. (Rutgers) Professor of note: Op hthalmology and of Biochemistry • Biology Core Requirements-Students must take BIO Robert A. Bambara, Ph.D. (Cornell) Associate III, 121, and 150, Introduction to Biology, Genetics, Professor of Biochemistry and of Oncology and Biochemistry, respectively. James N. Livingston, Ph.D. (Oklahoma) Associate Professor of Medicine and of Biochemistry • Chemistry-Students should take four semesters of Bruce Love, Ph. D. (Rochester) Associate Professor of general and organic chemistry, plus CH M 24 1, Physi­ Biochemistry cal Chemistry. Initial placement in CHM 125 or 141 is Alan E. Senior, Ph.D. (University of Newcastle upon not critical since students may change sequence at the Tyne, England) Associate Professor of Biochemistry end of the first semester. Either CH M 132, 133, and ·Richard M. Bayer, Ph.D. (Rutgers) Assistant 134, or 142, 201-202, and 203-204 may be taken sub­ Professor at Rochester General Hospital and of sequently. Students wishing to do so may take CH M Biochemistry 251 and 252 in place of 24 1. J. Ellis Bell, D. Phil. (Oxford) Assistant Professor of • Mathematics-Either MTH 141, 142, and 143, or 161, Biochemistry 162, and 163 may be taken. Students electing to take J. Eugene LeClerc, Ph.D. (Tennessee) Assistant CH M 251 and 252 are advised to take the MTH Professor of Biochemistry 161-163 sequence. Richard D. Mavis, Ph.D. (Iowa) Assistant Professor • Physics-PHY 113- 114 0r 121-122 are acceptable. • Biochemistry-After BIO 150, students should take in sequence IND 40 1, BCH 208, and BCH 514. Two other biochemistry courses are required. ·Part-time. 40 Arts and Science

• Biology Electives-Students are required to take two biology electives which may be selected from any other than biochemistry in the Program in Biology BIOLOGICAL SCIENCES: and Medicine sequence. PROGRAM Biochemistry Degree with Distinction IN BIOLOGY As an addition to the above program students may, if they wish, take BCH 395, Independent Laboratory Research. Any research work done in the Department of AND MEDICINE Biochemistry may be submitted, with prior approval, to the Subcommittee on Biochemistry to be considered for a degree with distinction in research. BCH 395 is usually Undergraduate education in the biological sciences at taken in the junior or senior year. the University of Rochester involves an unusually close collaboration between the College of Arts and Science and the School of Medicine and Dentistry. Each of the The following is a typical program: curricula described below constitutes strong preparation for graduate or professional study. The combined cur­ ricula of the Program in Biology and Medicine offer First Year more than 50 lecture and laboratory courses and addi­ Fa ll Sp ring tional seminars in specialized topics. In addition to for­ CHM 141 CHM 142 mal course work, the large number of faculty involved in MTH 161 MTH 162 the Program provides an unusual number and diversity Elective BIO III of independent research opportunities. Elective Elective Undergraduates may choose to obtain either a B.A. Second Year degree in biology or a B.S. degree in biological sciences PHY 121 PHY 122 with specialization in one of six areas: biochemistry, cell CHM 20 1 CHM 202 and developmental biology, microbiology, molecular MTH 163 BIO 150 genetics, neuroscience, and population biology. Elective Elective One particular advantage of the Program is that the student need not make a premature choice among the Third Year degrees offered. The B.A. and B.S. degrees all require a BIO 121 A biology diversification course common core, which normally comprises the first three INO 40 1 BCH 208 (lab) biology courses (The Biology of Organisms; Genetics; CHM 24 1 Elective and Chemical Aspects of Biology). The student may then A biology diversification Elective sample introductory courses from several of the B.S. course tracks, and these courses may be used in any B.S., or in Fourth Year the B.A., curriculum. In addition, most of the courses required in the allied fields (chemistry, mathematics, and BCH 514 BCH elective BCH 395 BCH elective physics) are the same for any of the degrees offered. Elective BCH 395 Elective Elective B.A. in Biology The B.A. curriculum is intended to provide the student with a well-rounded introduction to the major areas of biology. This Further information is available from the Center for program offers the maximum freedom of course selection since Special Degree Programs, Lattimore 206, or from Assis­ among the eight biology courses necessary to earn the degree, tant Professor J. Ellis Bell, Chairman, Subcommittee on only the three core courses are specifically required. (See page Biochemistry, Box 607, University of Rochester Medical 43.) Center, 60 1 Elmwood Avenue, Rochester, New York 14642. 41 42 Arts and Science

B.S. in Biological Science: Biochemistry Basic concepts of metabolism, protein structure and function, BIOLOGY and experimental techniques are covered. In the senior year a wide variety of optional courses is offered allowing specializa­ tion in enzymology, membrane biochemistry, DNA, and RNA structure-formation. (See page 39.) Thomas T. Bannister, Ph. D. (lIIinois) Professor of Biology and of Radiation Biology and Biophysics Martin A. Gorovsky, Ph. D. (Chicago) Professor of B.S. in Biological Science: Cell and Biology and Chairman of the Department Developmental Biology Stanley M. Hattman, Ph.D. (M.I.T.) Professor of Covers the analysis of the structure and function of cells, the Biology organization and interaction of cells and tissues, and the pro­ Walter P. Hempfling, Ph.D. (Yale) Professor of cesses of development responsible for cell and tissue differentia­ Biology and Associate Chairman of the Department tion and production of the adult form. Emphasis is placed on the molecular bases for cellular and developmental processes. George E. Hoch, Ph.D. (Wisconsin) Professor of (See page 44.) Biology ** Jerome S. Kaye, Ph. D. (Columbia) Professor of Biology B.S. in Biological Science: Microbiology William B. Muchmore, Ph.D. (Washington University) The introductory course considers how microorganisms are Professor of Biology adapted to their environment. In advanced courses, emphasis is Uzi Nur, Ph. D. (California, Berkeley) Professor of placed on the molecular functioning of microorganisms, cov­ Biology ering such things as bacterial physiology, microbial genetics, immunology, virology, and the "microbiological" approach to Richard D. O'Brien, Ph.D. (Western Ontario) animal cells growing in culture. (See page 103.) Professor of Biology and Provost Satya Prakash, Ph. D. (Washington University) Professor of Biology B.S. in Biological Science: Molecular Genetics Robert K. Selander, Ph. D. (California, Berkeley), Covers chromosome structure, the molecular mechanisms of Professor of Biology DNA replication, DNA repair, recombination, gene expression, Abraham Worcel, M.D. (Buenos Aires) Professor of and the control of gene expression. Emphasis is placed on Biology and Rush Rhees Professor experimental approaches, including recombinant DNA tech­ Karl A. Drlica, Ph. D. (California, Berkeley) Associate nology. (See page 44.) Professor of Biology David C. Hinkle, Ph.D. (California, Berkeley) B.S. in Biological Science: Neuroscience Associate Professor of Biology Neuroscience, which is an interdisciplinary pursuit, deals Conrad A. Istock, Ph. D. (Michigan) Associate with the mechanics by which nervous systems mediate behavior. Professor of Biology A combination of course work and laboratory experience gives Joanna B. Olmsted, Ph.D. (Yale) Associate Professor students a firm understanding of brain function from the of Biology molecular to the behavioral levels. Topics covered include bio­ Robert D. Simon, Ph.D. (Michigan State) Associate chemical, anatomical, physiological, and medical aspects of Professor of Biology neurobiology. (See page 109.) Robert C. Angerer, Ph. D. (Johns Hopkins) Assistant Professor of Biology B.S. in Biological Science: Population Biology Thomas Caraco, Ph.D. (Syracuse) Assistant Professor Covers ecology, animal behavior, population genetics, and of Biology evolution. While the descriptive aspects of these subjects receive Thomas Eickbush, Ph.D. (Johns Hopkins) Assistant adequate treatment, the major emphasis in all courses is on the Professor of Biology dynamic processes influencing organisms and populations in Lasse Lindahl, Ph. D. (Copenhagen) Assistant nature. The subject matter presented thus concentrates on Professor of Biology quantitative analyses, both experimental and theoretical. (See page 44.)

" These fa culty have applied fo r one or two semesters of leave in 1982-83. Biology 43

William J. Wasserman, Ph.D. (Toronto) Assistant are normally taken first. The student may then sample Professor of Biology several introductory courses in the specific areas of the Ernst W. Caspari, Ph. D. (Giittingen) Professor six B.S. curricula; these courses may be used as part of a Em eritus of Biology B.S. program (as required courses or as diversification Johannes F. C. Holtfreter, Ph.D. (Freiburg) Tracy courses) or may become part of a B.A. curriculum. H. Harris Professor Emeritus of Zoology The B.A. and all the B.S. curricula require a common Approximately 20 graduate students. in partial fu lfill­ set of courses in the allied fields of mathematics, chem­ ment of requirements fo r the Ph . D. degree. assist in istry, and physics. Students interested in pursuing a con­ the instructional program as recitation leaders and centration in biological science are urged to begin ful­ laboratory teaching assistants. filling the mathematics and chemistry requirements in the freshman year. A typical program for the fi rst two The Department of Biology administers curricula years that would prepare a student for any of the curric­ leading to four of the seven undergraduate degrees ula described below is: offered through the Program in Biology and Medicine: (I) B.A. in biology, (2) B.S. in biological science: cell and developmental biology, (3) B.S. in biological science: Freshman Year molecular genetics, and (4) B.S. in biological science: Fall Sp ring population biology. (The general structure of the Pro­ MTH 141, 150, or 161 810 III gram in Biology and Medicine is described on page 40.) CHM 125 MTH 142, 151, or 162 In addition, the Department of Biology and the Depart­ Elective (English, foreign CHM 132 ment of Geological Sciences jointly offer a curriculum language) Elective leading to a B.S. in biology-geology (see page 84). Elective The B.A. curriculum is intended to provide the stu­ dent with a well-rounded introduction to the major areas Sophomore Year of biology. This program offers maximum freedom in Fall Sp ring course selection since only the three biology core courses 810 121 810 150 (BIO III, 121, and 150) are specifically required. The CHM 133 CHM 134 (not required for B.A. is normally more general and less intensive than the Elective (or MTH 143) B.A.) Elective Biology elective B.S. concentrations. Fewer courses are required for the Elective B.A., and these usually will include a number of lower­ level courses designed to present the diverse aspects of biological science. The B.S. curricula offer those undergraduates who B.A. in Biology identify an area of special interest a rigorous grounding in that field's research activity. These curricula stress The requirements fo r the B.A. in biology are: theoretical and experimental approaches and the devel­ • Biology Core-BIO III, 121, and 150. opment of expertise in a more restricted field of biology, • Biology Diversification-Five courses (20 credits) se­ including analysis of results in the current scientific lected from the offerings of the Program in Biology literature. Breadth of background in biology is achieved and Medicine. These courses include those offered by through the three biology core courses and the two the biology department (listed below) as well as those additional biology diversification courses selected from offered by the Departments of Biochemistry (page 39) outside the area of specialization. and Microbiology (page 103) and the Committee on Neuroscience (page 109). Planning a Curriculum • Laboratory Requirement-The laboratory require­ ment must be satisfied in one of the following ways: Courses in the Program in Biology and Medicine begin with an ample introduction to major areas of bio­ 1. one four-credit upper-level laboratory course, or logical science before a fi nal decision is made among the 2. BIO 105, Laboratory in Biology, plus a lecture B.A. and B.S. curricula. All degrees require the common course which has an associated laboratory, or core of BIO III, Biology of Organisms; BIO 121, Genet­ 3. two lecture-laboratory courses. ics; and BIO 150, Chemical Aspects of Biology, which BIO 395, Independent Research, carried out under the 44 Arts and Science supervision of a member of the Program in Biology two organic chemistry courses). and Medicine, may be used as the equivalent of one 3. Two semesters of physics. lecture-laboratory course. • Allied Fields B.S. in Biological Science: Molecular Genetics 1. A calculus sequence (MTH 141, 142, 143; 150, 151; or 161, 162). Molecular genetics is the study of the structure of 2. Three semesters of chemistry (one inorganic and genes and the mechanisms involved in their mainte­ two organic chemistry courses). nance, alteration (mutation), expression, replication, 3. Two semesters of physics. recombination, and transmission. Molecular geneticists seek to describe these events in terms of the properties and interactions of DNA, RNA, proteins, and other B.S. in Biological Science: Cell and molecules. Developmental Biology The requirements for the B.S. in molecular genetics are: Cell biology is the study of the structure, composition, • Biology Core-BIO III, 121, and 150. and function of cells and their component parts. Cell biologists seek to elucidate the common features of dif­ • Biology Diversification-Two courses offered by the ferent kinds of cells as well as the unique aspects of Program in Biology and Medicine, excluding those in structure and physiology that confer special fu nctions on molecular genetics. different types of cells in a tissue, organ, or organism. • Required Courses-BIO 202, 212, 246, and 268. The fields of cell biology and developmental biology are • Advanced Courses-One of the following is required: closely related. Developmental biology deals with the BCH 208 or BIO 230, 243, or 244. processes involved in the production of an adult organ­ • Optional Seminar (one credit)-BIO 512, Seminar in ism from a fertilized egg. A major facet of develop­ Regulation of Gene Expression, or BIO 546, Seminar mental biology is the study of the mechanisms by which in DNA Replication, Repair, and Recombination. diffe rentiated cells achieve and maintain their special • Allied Fields properties. Modern investigations in both cell and de­ velopmental biology are extensively integrated with the 1. A calculus sequence (MTH 141, 142, 143; 150, 151; theories, results, and techniques of genetics, molecular or 161, 162) and a course in differential equations, biology, and biochemistry. statistics, or computer science. The requirements for the B.S. in cell and developmen­ 2. Four semesters of chemistry (two inorganic and tal biology are: two organic chemistry courses). • Biology Core-BIO III, 121, and 150. 3. Two semesters of physics. • Biology Diversification-Two courses offered by the Program in Biology and Medicine, excluding those in cell and developmental biology. B.S. in Biological Science: Population Biology • Required Courses-BIO 210, 226, and 230. Population biology is the unified study of ecology, • Advanced Courses-Any two of the following courses: population genetics, animal behavior, and evolution. BIO 220, 236, 243, and 244. Together these disciplines comprise an attempt to under­ stand how the activities of individuals, local breeding • Seminar-One of the following one-credit seminars is required: BIO 516, Current Topics in Developmental and foraging groups, and larger populations are in­ Biology; BIO 520, Current Topics in Cell Biology; or volved in the processes of adaptation by natural selec­ BIO 544, Current Topics in Eukaryotic Gene Organi­ tion, as well as the purely stochastic influences that zation and Expression. shape the genetic and phenotypic character of popu­ lations and species. The sheer numerical magnitude of • Allied Fields the mechanisms underlying population phenomena and 1. A calculus sequence (MTH 141, 142, 143; 150, 151; especially evolutionary change, in terms of numbers of or 161, 162) and a course in differential eq uations, individuals and genes involved and the great variety of statistics, or computer science. diffe rent kinds of ecological interactions possible, pre­ 2. Four semesters of chemistry (two inorganic and dispose the subject to formulation in mathematical Biology 45

models that must be tested through observation of Courses of Instruction natural populations. Students in the population biology 101. Introduction to Modern Biology. An introduction to program are encouraged to take unusually extensive modern biology, including biochemistry, genetics, cellular and training in mathematics and statistics and, through other organismal biology, and evolution. Three hours of lecture and courses of the program, to gain experience with the use one recitation per week. Does not carry concentration credit. of the analytical, sampling, and experimental techniques 105. Laboratory in Biology. Exercises and demonstrations of field biology. introducing principles and procedures of modern biological The requirements for the B.S. in population biology research both in the laboratory and in the field, including those are: used in population genetics, microbiology, cellular biology, • Biology Core-BIO Ill, 121, and 150. molecular biology, and developmental biology. Two 3-hour laboratories and one lecture/ recitation per week. Satisfies one­ • Biology Diversification-Two courses offered by the half of the laboratory requirement for the B.A. in biology. Pre­ Program in Biology and Medicine, excluding those in requisite: BIO III or 121 or 150. population biology. 111. The Biology of Organisms. An introduction to living • Required Courses-BIO 205, 225, and 584, Seminar systems, primarily at the level of organisms and popUlations. A in Evolution (one credit). required course for all concentrations in biological science. • Advanced Courses-Two of the following courses are Three hours of lecture, one recitation, and one audiovisual ses­ required: BIO 208, 260, 263, 264. sion per week. • Other Courses-One of the following courses is re­ 121. Genetics. An introduction to transmission, molecular, and population genetics. A required course for all concentra­ quired: BIO 122, 125, 130, 131, 231, 269, or MBI 220. tions in biological science. Three hours of lecture and one reci­ • Allied Fields tation per week. Prerequisite: BIO Ill. I. A calculus sequence (MTH 141, 142, 143; 150, 151; 122. Invertebrate Zoology. General survey of the principal or 161, 162) and a course in differential equations, groups of non-vertebrate animals. Three hours of lecture and statistics, or computer science. one 3-hour laboratory per week. 2. Four semesters of chemistry (two inorganic and 125. Vertebrate Structure and Function. A study of mor­ two organic chemistry courses). phological and functional changes in the line of descent from primitive jawless fishes to modern animals. Three hours of 3. Two semesters of physics. lecture and one 3-hour laboratory per week. 130. General Botany I. Classification, morphology, physiol­ Independent Research and Degrees with ogy, and ecology of vascular land plants. Three hours of lecture Honors and one 3-hour laboratory per week; occasional Saturday field trips. No prerequisites. The facts, theories, and principles of biology taught 131. General Botany II. Classification, morphology, phys­ in our fo rmal courses ultimately derive from research in iology, and ecology of algae, fungi, and higher aquatic plants. the laboratory or the field. Students are encouraged to Three hours of lecture and one 3-hour laboratory per week; experience t.he challenges, successes, frustrations, and occasional field trips. excitement of research by arranging independent re­ 150. Chemical Aspects of Biology. Basic concepts in com­ search programs in the laboratories of individual mem­ parative biochemistry. A required course for all concentrations bers of the faculty. Work in a laboratory provides an in biological science. Three hours of lecture and one recitation inside view of biology and biologists that cannot be per week. Prerequisites: C H M 132, a course in calculus, and gained through lectures or reading, and is particularly BIO III or 121. valuable for undergraduates who contemplate careers in 202. Molecular Genetics. Discussions of the molecular research. Independent research may be arranged for mechanisms of gene replication and gene expression and its formal course credit (BIO 395), but is also often under­ control, stressing experiments with bacteria and bacterial taken by an informal agreement between the individual viruses. Three hours of lecture and one recitation per week. Prerequisites: BIO Ill, 121, and 150. student and faculty member. Students who have demon­ strated ability and initiative in an independent research 205. Introduction to Population Biology. A survey of ecol­ proj ect may be recommended for a degree with honors ogy, population genetics, and evolution. Three hours of lecture and one recitation per week. Prerequisites: BIO I I I, 121, and after successful completion and defense of a written 150. dissertation. 46 Arts and Science

208. Physiology and Ecology of the Algae. A discussion of the structure and composition of chromatin and chromosomes. phytoplankton communities in lakes and seas and mechanisms Three hours of lecture and one recitation per week. Prerequi­ by which environmental variables affect those populations. sites: BIO 121 and either BIO 150 or BIO 226. Three hours of lecture and one 3-hour laboratory per week. 244. Eukaryotic Gene Organization and Expression II. The Prerequisite: BIO 205. mechanisms of eukaryotic gene expression, including tran­ 210. Introduction to Cell and Tissue Structure. A discussion scription and processing of the major classes of RNA, transla­ of the structure and biochemical properties of the major organ­ tion of messenger RNA, and control of gene expression at elles of the cell and an introduction to vertebrate and compara­ transcriptional and post-transcriptional levels. Three hours of tive histology. Three hours of lecture and one demonstration lecture and one recitation per week. Prerequisite: BIO 243 or per week. Prerequisites: BIO III or 121 or 150, and CHM 125. permission of the instructor. (Not offered in 1982-83.) 246. DNA Replication, Repair, and Recombination. A pre­ 212. Regulation of Gene Expression. Critical analysis of the sentation of recent developments in the study of replication, molecular mechanisms that regulate gene expression. Three repair, and recombination of DNA, emphasizing prokaryotic hours of lecture per week. Prerequisite: BIO 202. systems, with comparisons to eukaryotes where appropriate. 220. Introduction to Cell Biology. The study of cell organ­ Three hours of lecture per week. Prerequisite: BIO 202. elles through extensive readings in the original literature. Three 260. Animal Behavior. A survey of behavioral phenomena, hours of lecture and one recitation per week. Prerequisites: BIO emphasizing evolutionary concepts and quantitative ecology. 150 and 210. Three hours of lecture and one recitation per week. Prerequi­ 225. Laboratory in Population Biology. Introduction to the sites: BIO 205 and MTH 161 or equivalent. methods used to test population theory, ra nging from field 263. Population and Community Ecology. Theoretical and sampling and laboratory exercises to computer simulation of experimental analysis of population dynamics and community population dynamics. Two 4-hour laboratories and one recita­ organization. Three hours of lecture per week. Prerequisites: tion per week. Satisfies the laboratory requirement for the B.A. BIO 205 and MTH 162 or equivalent. (Not offered in 1982-83.) in biology. Prerequisite: BIO 205. 264. Population Genetics. A review of the genetic analysis of 226. Introduction to Developmental Biology. Development natural and laboratory populations and a comparison of the of animals and plants, emphasizing cellular aspects and mecha­ results to those expected from basic mathematical models nisms. Three hours of lecture per week. Prerequisites: BIO 121 describing changes in gene frequencies. Three hours of lecture and 150. per week. Prerequisite: BIO 205. 230. Laboratory in Cell and Developmental Biology. Lab­ 268. Laboratory in Molecular Genetics. Exercises in molec­ oratory exercises illustrating methods used in current research, ular genetics and the biochemistry of nucleic acids, including including microscopic analysis, cell fractionation, experimental genetic analysis in prokaryotes, complementation and recombi­ embryology, and molecular analysis of developing systems. nation in bacteriophage, recombinant DNA methodology, and Two 4-hour laboratories and one recitation per week. Satisfies separation of macromolecules through electrophoresis. Two the laboratory requirement for the B.A. in biology. Prerequi­ 4-hour laboratories and one recitation per week. Satisfies the sites: prior completion of or concurrent registration in BIO 210 laboratory requirement for the B.A. in biology. Prerequisite: and BIO 226. BIO 202. 231. Plant Physiology. A study of the cultivation and growth 269. Theoretical Population Genetics. A rigorous discussion of higher plants and algae and of constituent cellular processes. of models of population genetics, including classical and mod­ Three hours of lecture and one 3-hour laboratory per week. ern theories of genetic variation, quantitative inheritance, Prerequisites: BIO 130 and CHM 132. migration, recombination, linkage, epistasis, drift, inbreeding, 233. Biochemical Mechanisms of Solar Energy Conversion. and selection. Three hours of lecture per week. Prerequisites: Discussion of photosynthetic mechanisms, nitrogen fixation, BIO 205 and MTH 162 or equivalent. (Not offered in 1982-83.) and the bioconversions of photosynthetic products. Three 391. Independent Study. A special program of reading in hours of lecture per week. Prerequisites: BIO 150 or equivalent advanced aspects of cellular, developmental, or population and PHY 114 or equivalent. biology, molecular genetics, plant biology, or bioenergetics may 236., Advanced Developmental Biology. Advanced topics in be arranged according to the needs and interests of the individ­ modern developmental biology. Three hours of lecture and one ual students. Such courses are normally supervised by any recitation per week. Prerequisite: BIO 226. (Not offered in faculty member of the Department of Biology. 1982-83.) 395. Independent Research. A special program of labora­ 243. Eukaryotic Gene Organization and Expression I. Dis­ tory or field work in advanced aspects of biological science may cussion of the structure of the eukaryotic genetic apparatus and be arranged with a faculty member of the Department accord­ changes occurring during development, including content and ing to the interests of individual students. arrangement of DN A sequences, structure of specific genes, and Brain Research 47

Biology courses with numbers of 400 and above, although Robert W. Kreilick, Ph.D. (Washington) Professor intended primarily for graduate students, are open to qualified of Chemistry and in the Center fo r Brain Research juniors and seniors by permission of the instructor. Jerome Schwartzbaum, Ph. D. (Stanford) Professor of 432. Plant Molecular Biology. Selected topics in the molec­ Psychology and in the Center fo r Brain Research ular biology of land plants. Three hours of lecture per week. David E. Scott, Ph. D. (California, Los Angeles) Prerequisites: BIO 121 and eilher BIO 150 or IND 40 1. (Not Professor of Anatomy and in the Center fo r Brain offered in 1982-83.) Research 450. Biology of Plasmids. Selected topics in the biology of Ludwig A. Sternberger, M.D. (American University, extrachromosomal DNA, including methods, classification, Beirut) Professor of Anatomy and in the Centerfor replication, transfer, and evolution. Three hours of lecture per Brain Research week. Prerequisites: BIO 121 and eilher BIO 150 or IND 40 1. Garth J. Thomas, Ph.D. (Harvard) Professor in the Center fo r Brain Research. of Psychology. and of Interdepartmental Courses Neurology Bernard Weiss, Ph.D. (Rochester) Professor of IND 401. General Biochemistry. Credit-5 hours. A gen­ Radiation Biology and Biophysics. in the Center eral approach to biochemistry. Chemistry of cell constituents; for Brain Research. and of Psychology enzyme kinetics and mechanisms; metabolism-pathways and regulation; bioenergetics; RNA, DNA, and protein synthesis; Robert W. Hamill, M.D. (Bowman Gray) Associate control mechanisms in the cell. Prerequisites: BIO 150, CH M Professor of Neurology and in the Center fo r Brain 133. Research; Assistant Professor of Medicine IND 402. Advanced Biochemistry. A discussion of enzyme Wayne P. Hoss, Ph. D. (Nebraska) Associate kinetics, assembly of membrane proteins, nucleic acid chemis­ Professor in the Center fo r Brain Research try, regulatory chemistry, mechanisms of action of hormones, Carol K. Kellogg, Ph.D. (Rochester) Associate and reconstituted membrane systems. Prerequisite: IND 40 1. Professor of Psychology and in the Center fo r Brain IND 403. Principles of Biological Structure and Function. Research The fundamental principles involved in the structure and Richard T. Moxley III, M.D. (Pennsylvania) assembly of cellular organelles and the processes that regulate Associate Professor of Neurology. of Pediatrics. and macromolecular synthesis, cell division, and differentiation of in the Center fo r Brain Research eukaryotic cells. Prerequisite: IND 40 1 or BCH 500. John R. Sladek, Jr., Ph.D. (Chicago) Associate Professor of Anatomy and in the Center fo r Brain Research Nancy H. Sternberger, Ph.D. (Maryland) Associate Professor in the Center fo r Brain Research BRAIN RESEARCH Don M. Gash, Ph.D. (Dartmouth) Assistant Professor of Anatomy and in the Center fo r Brain Research Curtis N. Nelson, M. D. (Rochester) Assistant Leo G. Abood, Ph.D. (Chicago) Professor in the Professor of Surgery and in the Center fo r Brain Cenler fo r Brain Research and of Biochemistry Research Manuel P. del Cerro, M.D. (Buenos Aires) Professor William E. O'Neill, Ph.D. (SUNY, Stony Brook) in the Center fo r Brain Research. of Neurology. and Assistant Professor in the Center fo r Brain Research in the Center fo r Visual Science; Associate Professor Richard A. Rudick, M.D. (Case Western Reserve) of Anatomy and Op hthalmology Assis{ant Professor of Neurology and in {he Center Robert W. Doty, Ph.D. (Chicago) Professor in the fo r Brain Research Center fo r Brain Research. of Physiology. of David A. Scott, Ph.D. (Saskatchewan) Visiting Psychology. and in the Center fo r Visual Science Assis{ant Professor in {he Center fo r Brain Research David Goldblatt, M.D. (Western Reserve) Professor Linda S. Schwab, Ph.D. (Rochester) Associa{e in the of Neurology and in the Center fo r Brain Research Cen{er fo r Brain Research Robert M. Herndon, M.D. (Tennessee) Professor in Stephen J. Buell, Ph.D. (Rochester) Senior ins{ruc{or the Center fo r Brain Research and Director of the of Neurology and in {he Center fo r Brain Research Center; Professor of Neurology Th e Center fo r Brain Research does not use teaching Karl M. Knigge, Ph.D. (Michigan) Professor of assistants in irs ins{ruc{ional program. Anatomy and in the Center fo r Brain Research 48 Arts and Science The Center for Brain Research at the School of Medi­ structed undergraduate proposals for concentrations cine and Dentistry is concerned with education at the leading to the B.A. degree. These have included such Ph. D. level and with research in problems of the nervous diverse areas as health and society, American studies, system. Undergraduates with special permission may environmental studies, and other interdisciplinary take special research or reading courses offered by the studies. Center. Robert B. Hall, Jr., Ph.D. (Michigan) Professor of History and Geography; Chairman of the Committee Courses of Instruction J. W. Johnson, Ph.D. (Vanderbilt) Professor of 310. Special Problems in Neuroscience. The investigation of English a special problem involving laboratory research and library use, Richard W. Kaeuper, Ph.D. (Princeton) Professor of and presentation of the results. Prerequisite: consent of the History instructor. Anne McMahon, Ph.D. (Michigan State) Associate 391. Reading Course in Neuroscience. A special program in Professor of Sociology advanced topics may be arranged according to the needs and Robert D. Simon, Ph.D. (Michigan State) Associate interests of individual students. Prerequisite: consent of the Professor of Biology instructor. David A. Taylor, Ph.D. (California, Irvine) Associate 414. Chemical Factors Involved in Excitability. Credit-2 Professor of Psychology hours. Lectures, student reports, and discussions on chemical Roger Wilhelm, D.M.A. (Stanford) Associate and physiochemical aspects of nerve excitation and conduction. Professor of Music and Director of Music, River Prerequisite: consent of the instructor. Campus; Associate Professor of Conducting and 423. Functional Studies of the Visual System. Credit-2 Ensembles, Eastman School of Music hours. Anatomical, electrophysiological, and behavioral anal­ David L. Weimer, Ph.D. (California, Berkeley) yses of the visual nervous system in animals. Lectures, discus­ Assistant Professor of Political Science sions, and student-prepared weekly reviews of selected relevant topics. Prerequisite: consent of the instructor. The University-wide Commillee on Undergraduate 446. Recent Developments in Neuropsychology. Credit-2 Interdisciplinary Programs monitors and reviews for­ hours. Discussion, student reports, and lectures focused on malized undergraduate interdisciplinary concentrations: basic issues in neuropsychology. Specific topics will vary from cognitive science, general science, and a formalized track offering to offering, depending on student need and current developments in the field. Prerequisites: a course in experi­ in film studies. mental psychology and consent of the instructor. Grace Harris, Ph.D. (Cambridge) Professor of Anthropology and of Religious Studies Lawrence W. Lundgren, Ph.D. (Yale) Professor of CENTER FOR SPECIAL Geology Archibald M. Miller, M.F.A. (Cranbrook) Professor of Fine Arts DEGREE PROGRAMS Jarold W. Ramsey, Ph.D. (Washington) Professor of English Sanford L. Segal, Ph.D. (Colorado) Professor of The Center for Special Degree Programs offers op­ Mathematics portunities for students to pursue programs which are Sidney Shapiro, Ph.D. (Harvard) Professor of not confined to the offerings of one or two traditional Electrical Engineering disciplines or departments. The academic organizations Irving L. Spar, Ph. D. (Rochester) Associate Dean, which are maintained in the Center are individual com­ Graduate Studies, School of Medicine and Dentistry; mittees composed of faculty members from across the Professor of Radiation Biology and Biophysics University. The Center is responsible for providing a Alice N. Benston, Ph. D. (Emory) Associate Professor variety of ways, outside the departmental structure, of of Comparative Literature planning and achieving one's educational goals. Theodore M. Brown, Ph.D. (Princeton) Associate The Committee on Interdepartmental Individualized Professor of History and of Preventive, Fa mily, and Concentrations reviews and approves individually con- Rehabilitation Medicine Chemistry 49 Dana H. Ballard, Ph. D. (California, Irvine) Assistant William H. Saunders, Jr., Ph.D. (Northwestern) Professor of Computer Science and of Radiology Professor of Chemistry Richard H. Schlessinger, Ph. D. (Ohio State) The Certificate Programs- Asian Studies, Interna­ Professor of Chemistry tional Relations, and Russian Studies-give recognition Henry M. Sobell, M. D. (Virginia) Professor of for specialization in connection with a departmental Radiation Biology and Biophysics and of Chemistry concentration. James M. Farrar, Ph.D. (Chicago) Associate The Concentration Programs- General Science, In­ Professor of Chemistry terdepartmental Studies, and Religious Studies-lead to **George L. McLendon, Ph. D. (Texas A&M) bachelor's degrees awarded by the College of Arts and Associate Professor of Chemistry Science. Shaul Mukamel, Ph.D. (Tel Aviv) Associate The Center is also concerned with University-wide Professor of Chemistry interdisciplinary studies because of the growing number Douglas H. Turner, Ph. D. (Columbia) Associate of new collaborative degree programs which involve Professor of Chemistry more than one discipline and lead to more than one Stephen A. Godleski, Ph. D. (Princeton) Assistant degree program. Professor of Chemistry The Center is located in Lattimore 206. Students seek­ William D. Jones II, Ph. D. (California Institute of ing information and initial advice about the certificate Technology) Assistant Professor of Chemistry and concentration programs should consult the staff David Perry, Ph.D. (Toronto) Assistant Professor of there. Chemistry Marshall D. Gates, Jr., Ph.D. (Harvard) Charles Frederick Houghton Professor Emeritus of Chemistry Elliott W. Montroll, Ph. D. (Pittsburgh) Albert Einstein Professor Em eritus of Physics and of CHEMISTRY Chemistry Approximately fi ve postdoctoral fe llo ws, part-time instructors, 40 graduate teaching fe llows, and 20 spe­ Robert Boeckman, Ph. D. (Brandeis) Professor of cially chosen undergraduates assist the fa culty in the Chemistry presentation of the teaching program. Th e majority of **Frank P. Buff, Ph.D. (California Institute of the teaching assistants are used in large lecture courses. Technology) Professor of Chemistry For example, over 40 teaching assistants are used in Richard S. Eisenberg, Ph. D. (Columbia) Professor of Chemistry 125. Chemistry Professor of Thomas F. George, Ph.D. (Yale) The Department of Chemistry is committed to the Chemistry search for new insights into problems in chemistry and Tracy H. Harris John R. Huizenga, Ph. D. (Illinois) to the presentation of our understanding of chemistry to Professor of Chemistry and Physics students at all stages of the educational spectrum, from Professor of Jack A. Kampmeier, Ph.D. (Illinois) the beginner to the accomplished scholar. Thus, the De­ Chemistry partment presents programs of teaching and research for Professor of Andrew S. Kende, Ph. D. (Harvard) undergraduate, graduate, and postdoctoral students. The Chemistry and Chairman of the Department size and attitudes of our Department create a rich inter­ Robert W. Kreilick, Ph.D. (Washington University) play among these programs. Each program stimulates Professor of Chemistry and in the Center fo r Brain and nourishes the others. Our research and teaching Research goals are complementary ambitions. We want students Thomas R. Krugh, Ph. D. (Pennsylvania State) to catch both our ideas and our enthusiasms. All faculty Professor of Chemistry teach undergrad uate students; all faculty are actively Professor of John S. Muenter, Ph. D. (Stanford) involved in chemical research. An undergraduate student Chemistry gets the benefits of fa cilities and a community of faculty Howard Saltsburg, Ph.D. (Boston) Professor of Chemical Engineering and Chemistry ··These fac ulty have applied fo r onc or two semesters of leave in 1982-83. 50 Arts and Science and students dedicated to the contemporary ideas and aptitudes, and preparation. That choice is not critical, problems in chemistry; the faculty values the challenges however, because the subsequent courses, 126, 132, or and the stimulation of presenting their ideas to others 142, can be entered from either 125 or 141. It is par­ and the collaboration with students which leads to new ticularly important to note that a prospective chemistry understanding. Students move easily through the spec­ major with inadequate mathematical preparation to trum of departmental activities. Undergraduates are an enter Chemistry 141 may take Chemistry 125 in the first integral part of the research programs of the Depart­ semester. Satisfactory performance in 125 may then ment; it is common to find a laboratory with an under­ allow a student to enter a concentration in chemistry by graduate, a graduate student, a postdoctoral student, taking Chemistry 142 in the second semester. Thus, the and a faculty member working side by side. In a similar important choice of a sequence is delayed until the fashion, some of the teaching programs in the Depart­ student has the benefit of some experience with college ment involve faculty, postdoctoral students, graduate chemistry. students, and advanced undergraduates working as a The Department offers undergraduate programs lead­ team to present ideas and techniques to beginning ing to both B.A. and B.S. degrees. In general, the students. programs differ in the choice and timing of courses in the Chemistry is a rich and fascinating subject which junior and senior years; an early choice between pro­ ranges in concern from macromolecular biopolymers to grams is not required. Between the two programs, the problems in subatomic structure and in time scales from students can arrange a chemistry major which covers the eons to picoseconds. The skills of chemists range from fundamentals as essential background for a specific sophisticated levels of mathematical abstraction to the career in some other area, tailor-made to suit specific elegant conception and execution involved in the syn­ interests of the particular student, or which provides thesis of complex naturally occurring molecules. The rigorous and thorough preparation for professional chemist's view of the atomic and molecular structure of work in chemistry. Specific programs are described the world is one of the major intellectual forces which below. shape modern thought. The chemist's skill and under­ standing have revolutionized many areas of modern B.A. Program in Chemistry society, such as agriculture, clothing and shelter, health care, and energy resources. The Department hopes, of The basic course and laboratory work in chemistry course, to prepare and stimulate students to professional and allied subjects (mathematics and physics) are iden­ achievement and accomplishment in chemistry. At the tical to that required in the B.S. program. The B.A. same time, we recognize the fundamental nature of our program makes fewer specifications at the advanced discipline and its proper role as the basis and comple­ level and encourages a wide range of elective courses. It ment to study and accomplishment in a host of other is particularly suitable for students with interdisciplinary areas. A very large number of our students will find their scientific interests in the health professions, biology, fascinations and aspirations in related or interdisciplin­ physics, geological sciences, engineering, or education. ary fields. We aim to give them the insights and the skills B.A. students may elect advanced courses in chemistry, in chemistry which will support their work in these areas. including independent research, and can, thereby, create a preprofessional curriculum best suited to their indi­ vidual interests. The B.A. program, therefore, does not General Course Information preclude a professional career in chemistry. There are three introductory chemistry course se­ quences: (I) 125 and 126 form a two-semester sequence Requirements designed for students desiring only one year of chem­ istry; (2) 125, 132, 133, and 134 form a four-semester • Chemistry 125/141 and 142 sequence designed to provide two semesters of general • Chemistry 20 I, 202, 203, and 204 chemistry and two semesters of organic chemistry for • Chemistry 251 and 252 students interested in the health professions; and (3) ·1 41 • and 142 form a two-semester sequence in general chem­ Chemistry 21 1 and 222 istry designed to provide the introduction to the B.A. or • Mathematics 161, 162, 163, 164 B.S. degree programs in chemistry. Beginning students • Physics 121-123 or 133-1 36, and labs 181 and 182 enter Chemistry 125 or 141 according to their interests, • Knowledge of FORTRAN computer programming is Chemistry 51

required fo r junior- and senior-level courses. This Fourth Year requirement may be met by taking noncredit FOR­ Chern3936 Chern393 TRAN courses offered each term by the Computing 400-level Chem7 Elective5 Center. Elective5 Elective5· Elective5 Elective5 • German is recommended for the foreign language requirement, although fulfillment of the College lan­ guage requirement in any language is acceptable for 'Group I, II, or language. The College language requirement must be the B.A. fulfilled in either German, French, or Russian, with German the recom­ mended choice . • Additional courses in physics, mathematics, and other 'B.S. candidates must satisfy the computer prerequisites described in sciences such as biology, geology, etc., may be taken the B.A. program prior to their junior year. as part of the concentration. 'At least one of the electives in the junior or senior year must be a A B.A. candidate who wishes to meet requirements for course at the 200 level or higher in astronomy, biology, chemistry (except 25 1-2, 211, 222), geological sciences, mathematics, or physics. membership in the American Chemical Society upon 'Chern 23 1 can be replaced by an approved advanced laboratory graduation should take, in addition to minimum require­ course in another science department. ments, Chemistry 231 plus two additional chemistry 'Careful consultation with the faculty is necessary to choose an appro­ lecture courses. priate program. Students intending to do graduate work in physical chemistry should make every effort to include additional work in physi­ cal chemistry, mathematics, and physics. B.S. Program in Chemistry 'At least eight credit hours of Chern393 are required after completion of Chern 252 and 222 for a B.S. degree. The B.S. program is designed for students who antici­ 7 At least one four-eredit chemistry course at the 400 level is required. pate professional careers in chemistry. Most B.S. grad­ uates will continue their studies for an advanced degree. The program provides the range of knowledge, skills, and experience required for work as a professional Courses of Instruction chemist or for entry into graduate studies in chemistry. 125, General Chemistry I. Introductory survey intended for The fundamental work is completed by the end of the nonmajors. Atomic properties and structure, gases, liquids, third year, leaving the senior year free for graduate-level solids, solutions, chemical kinetics, chemical equilibrium, and course work and a full year of independent research with an introduction to thermodynamics. Prerequisites: high school one of the Department faculty. The B.S. program meets chemistry, trigonometry, and analytical geometry. all of the requirements for membership in the American 126. General Chemistry II, Designed for students requiring Chemical Society. only one year of chemistry, treating basic chemical principles not covered in Chemistry 125 or 141. These include descriptive The synopsis of this curriculum follows: inorganic chemistry, ionic equilibria, oxidation-reduction, elec­ trochemistry, organic chemistry, and biochemistry. 132. Bonding, Structure, and Reactivity of Organic Com­ First Year pounds. The second semester of a four-semester sequence Chern 125/ 141 Chern 142 (125, 132, 133, and 134) for nonmajors which is an introduction Math 161 Math 162 to organic chemistry. Subjects treated include chemical bond­ Elective' Physics 121 ing, molecular geometry, energetics of reactions, spectroscopy Elective' Elective' and structure, hydrocarbons, alkenes, alkynes, dienes, free radi­ cals, stereochemistry, alkyl halides, and elementary kinetics. Second Year 133. Organic Chemistry. The third semester of the four­ Chern 20 I, 203 Chern202, 204 semester sequence for nonmajors. Topics covered include the Math 163 Math 164 classification and reactions of common functional groups, a Physics 122, 181 Physics 123, 182 survey of strategy and tactics in organic synthesis, erolate chem­ Elective 1.2 Elective 1.2 istry, aromatic molecules and transition states, polymers, and the chemistry of common molecules of biological interest. Third Year 134. Introduction to Physical, Analytical, and Inorganic Chern 25 1 Chern252 Chemistry. A continuation of the four-semester sequence for Chern21 1 Chern222 nonmajors, covering important aspects of physical, analytical, Adv. Science Course' Chern23 1' and inorganic chemistry. Elective5 Elective5 52 Arts and Science

141. Advanced General Chemistry I. Advanced introduc­ -433. Advanced Physical Organic Chemistry I. Quantum tion to general chemistry for majors in chemistry, chemical chemistry and bonding. Woodward-Hoffman rules, spectro­ engineering, and physics. Atomic properties and structure, scopic techniques, and photophysical processes. gases, liquids, solids, solutions, chemical equations, and chem­ -434. Advanced Physical Organic Chemistry II. Structure ical equilibrium. and reactivity; kinetics, catalysis, medium effects, transition 142. Advanced General Chemistry II and Introductory Ana­ state theory, kinetic isotope effects, reactive intermediates, and lytical Chemistry. Continuation of Chemistry 141. Ionic equi­ mechanisms. libria, oxidation-reduction reactions, thermodynamics, kinetics, -435. Advanced Organic Chemistry I. Concepts and meth­ chemical bonding. ods of research. Organic structure determination by chemical 201. Organic Chemistry I. Structural theory of organic and spectroscopic techniques. chemistry and synthetic reactions. Required for chemistry -436. Advanced Organic Chemistry II. Major synthetic majors. Prerequisite: CHM 141, 142. methods. Recent developments in stereoselective synthesis of 202. Organic Chemistry II. Continuation of Chemistry 20 1. polycyclic systems. 203. Organic Chemistry Laboratory I. Credit-2 hours. -451. Advanced Physical Chemistry I. Principles of quan­ Modern laboratory techniques. Required for chemistry majors. tum mechanics applied to simple systems, atoms, molecules, Prerequisite: registration in or credit for CHM 20 1. and spectroscopy. 204. Organic Laboratory II. Credit-2 hours. Continuation -452. Advanced Physical Chemistry II. Introductory statis­ of Chemistry 203; qualitative organic analysis. tical mechanics, thermodynamics, and chemical kinetics. 211. Inorganic Chemistry. Synthesis, structure, and proper­ -453. Mathematical Methods in Chemistry. Mathematics ties of inorganic chemistry. for physical chemistry; vector and matrix analysis, differential 222. Experimental Physical Chemistry Laboratory. Physical equations, calculus of variations, and group theory applied to methods for chemical problems. Prerequisites: CHM 25 1 and important problems in chemical physics. registration in CHM 252; knowledge of FORTRAN computer -465. Nuclear Chemistry. Radioactivity; nuclear masses and programming. thermodynamics; nuclear models and theory of reactions, fis­ 231. Advanced Experimental Laboratory. Analytical, phys­ sion, decay, and interaction of nuclear radiations with matter. ical, and synthetic techniques. Prerequisite: CH M 211. 241. Physical Chemistry with Application to the Life Sciences. Introduction to thermodynamics, statistical mechanics, kinet­ ics, spectroscopy, and other aspects of physical chemistry useful for studies in biological sciences. Prerequisite: CH M 134 or 142. COGNITIVE SCIENCE 251. Physical Chemistry I. Introduction to quantum me­ chanics and kinetic theory of gases. Problem oriented. Prereq­ uisites: PHY 121-123, MTH 164 or equivalent. Committee on Cognitive Science 252. Physical Chemistry II. Thermodynamics and chemical Robert Herndon, M.D (Tennessee) Professor in the equilibria. Prerequisite: CH M 25 1. Centerfor Brain Research and Director of the Center; -391. Independent Study. Individual study of advanced top­ Professor of Neurology ics arranged by students. Prerequisite: registration in or credit Richard Feldman, Ph.D. (University of Massachusetts) for CHM 211. Associate Professor of Philosophy and Chairman -393. Senior Thesis Research. Independent research di­ of the Commit tee rected by faculty member. To be arranged during semester Patrick John Hayes, Ph.D. (University of Edinburgh) preceding registration. CH M 222, 23 1 expected. Written report Luce Associate Professor of Cognitive Science. of required. Philosophy. of Psychology. and of Computer Science 402. Biophysical Chemistry. Introduction to the theory and David Taylor, Ph.D. (California, Irvine) Associate application of NMR, ESR, and UV-visible spectroscopic tech­ Professor of Psychology niques as used in biochemical problems. James Allen, Ph.D. (Toronto) Assistant Professor of -411. Advanced Inorganic Chemistry I. Bonding of inor­ Computer Science ganic complexes, mainly ligand field theory; applications of group theory; kinetics and mechanisms of inorganic reactions. -412. Advanced Inorganic Chemistry II. Electronic struc­ tures of inorganic compounds, especially metal complexes; applications of group theory; spectroscopic and physical meth­ ods. Prerequisite: CH M 41 1. ·Taken with consent of the instructor. Community Health 53 The study of cognitive science calls for an in-depth, William H. Barker, M.D. (Johns Hopkins) Associate multidisciplinary approach to a wide variety of topics Professor of Preventive. Fa mily, and Rehabilitation such as knowledge, belief, reason, thinking, perception, Medicine memory, inference, and learning. Traditionally these Theodore M. Brown, Ph.D. (Princeton) Associate topics have been studied in several different depart­ Professor of History and of Preventive, Family, and ments: psychology, philosophy, computer science, and Rehabilitation Medicine neuroscience. The Cognitive Science Program allows a J. William Gavett, Ph.D. (Cornell) Associate student to bring the perspectives and diverse approaches Professor, Graduate School of Management, and of of all these disciplines to bear on a common set of Preventive, Fa mily, and Rehabilitation Medicine problems. Stephen J. Kunitz, M.D. (Rochester), Ph.D. (Yale) Students interested in the study of cognitive science Associate Professor of Preventive, Fa mily, and should consult the Center for Special Degree Programs, Rehabilitation Medicine and of Sociology Lattimore 206. A concentration involves a series of core Dennis Leverett, D.D.S. (Ohio State) Clinical courses in computer science, psychology, and philos­ Associate Professor in the Department of Preventive, ophy. A student then takes courses in some area of Fa mily, and Rehabilitation Medicine and of Clinical specialization. The area of specialization may be in one Dentistry of the traditional disciplines or it may be in some area, Klaus J. Roghmann, Ph.D. (West Germany) Associate such as language or perception, that draws from more Professor of Sociology, of Pediatrics, and of than one of the disciplines. It is also possible to take a Preventive, Fa mily, and Rehabilitation Medicine sequence of courses that emphasizes the neurological Andrew A. Sorensen, Ph. D. (Yale) Associate approach to cognitive science. Professor of Preventive, Fa mily, and Rehabilitation Depending upon the area of specialization, students Medicine and of Sociology who complete the program may go on to do graduate James G. Zimmer, M.D. (Yale) Associate Professor work in any of the traditional disciplines associated with of Preventive, Fa mily, and Rehabilitation Medicine; the program as well as in graduate programs in cognitive M. S. Program Director science. Those not wishing to do graduate work will have William P. Brandon, Ph.D. (Duke), M.P. H. (North many of the same opportunities open to them as do Carolina) Assistant Professor of Preventive, students who. major in the traditional disciplines. Just Fa mily, and Rehabilitation Medicine and of Political what opportunities will be open will, of course, depend Science partly upon one's area of specialization. All students in Donald Ciaglia, B.S. (Ithaca College) Assistant the program will benefit from the broad interdisciplinary Professor of Preventive, Fa mily, and Rehabilitation study of cognitive science. Medicine The faculty members interested in the Cognitive Kathryn M. Hunter, Ph.D. (Em ory) Assistant Science Program include members of the Departments Professor of Humanities in Medicine in the Depart­ of Computer Science, Psychology, Philosophy, and ment of Preventive, Family, and Rehabilitation Neurology, and the Graduate School of Ed ucation and Medicine Human Development. Th e Department of Preventive, Fa mily, and Rehabilita­ tion Medicine uses seven to 10 teaching assistants in large lecture courses as graders or section leaders. COMMUNITY HEALTH Although the Department of Preventive, Family, and Rehabilitation Medicine in the School of Medicine and Dentistry does not offer an undergraduate degree, it does offer courses available to undergraduate students. Alberl D. Kaiser Robert L. Berg, M.D. (Harvard) Furthermore, a concentration in health and society (see Professor of Preventive. Fa mily. and Rehabilitation page 87) may include courses from the Department. In Medicine and Chairman of the Deparlment addition, the Department offers a 3-2 program that Professor of Ernest W. Saward, M.D. (Rochester) allows students to earn a bachelor's degree in their un­ Social Medicine. Deparlment of Preventive. Fa mily. dergraduate major and a master's degree in community and Rehabilitation Medicine health in five years. This program is designed to train 54 Community Health 55 students in community and regional health care plan­ 239, Introduction to the U.S. Health Care System; PM, ning, in health services research and evaluation, and in REL, or SOC 253, Dilemmas in Healing; SOC 266, the broader aspects of medical care administration, with Medical Sociology; HIS 279, Health, Medicine, and emphasis on comprehensive health care delivery. Social Reform; and PM or LA 392, Health Services Practicum. Applicants must submit the following information: (I) The 3-2 Option written application with essay, (2) at least two letters of A limited number of undergraduates may complete recommendation, (3) official grade report, (4) Graduate the Master of Science in Community Health under a 3-2 Record Examination aptitude test scores. All informa­ option. In this program, the first three years are devoted tion should be submitted by March I. Interviews are part to the completion of the requirements for an undergrad­ of the final selection process. In some cases, successful uate major. During the fourth year, students in the 3-2 candidates are advised to pursue some sort of health­ program begin course work in the master's program by related employment or placement/ tutorial experience following the full-time first year and summer schedule of during the summer after their admission to the 3-2 the master's program, with possible elective substitutions program. if work in statistics and/ or the equivalent of PM 420, Application materials and additional information may Introduction to the U.S. Health Care System (i.e., PM be obtained from Dr. James Zimmer, Program Director, 239) has been completed. In some instances, students or James Phillips, Department of Preventive, Family, may need to use these elective spaces in the fourth year and Rehabilitation Medicine, Box 644, University of to complete undergraduate course requirements. The Rochester Medical Center, 60 1 Elmwood Avenue, Roch­ fifth year of the program is devoted to the completion of ester, New York 14642. the M.S. elective course requirement (IS hours of grad­ uate elective credits) and the completion of the master's Courses of Instruction essay (PM 460, equivalent to 12 credit hours). At the end of the fourth year students receive the bachelor's degree 116. Introduction to Community Medicine. Analysis of cur­ and at the end of the fifth year students receive the rent issues in the organization, financing, and evaluation of Master of Science in Community Health degree from the personal and public health care. School of Medicine and Dentistry. Students interested in 239. Introduction to the U.S. Health Care System. Discus­ the 3-2 option are advised to consult the Department's sion of the principal health institutions and their behavior; description of the M.S. program in the Off icial Bulletin: selected topics of importance for national health policy and Graduate Studies. local decision making are explored. Same as PPA 439. 253. Dilemmas in Healing. Dilemmas in healing from the perspectives of medical practitioners, social scientists, theolog­ Admission Requirements for the 3-2 Program ians, and philosophers. Same as REL 253 and SOC 253. Students wishing to apply to the 3-2 Program in Com­ 392. Health Services Practicum. Introduces students to the organization and function of community agencies. Selected munity Health must apply to the program in the spring students are expected to spend six to seven hours per week at an of their junior year. At that time, students should have agency site working on a project related to health care adminis­ satisfied college English, foreign language, and distri­ tration, planning, or evaluation. Same as LA 392. bution requirements, taken some special health-related courses, and completed course work in their major The following courses are available to 3-2 students (preferably economics, political science, or sociology, matriculated in the M.S. in Community Health Pro­ although these majors are not specifically required). gram. They are not regularly available to undergraduate Prospective students are strongly advised to complete at students. Undergraduate students and graduate students least one semester of college calculus during their first from other programs must obtain written permission three years. Applicants to the program will be allowed from the course instructor to register for any of the fol­ considerable latitude in meeting the health-related lowing courses. course expectation. Depending on prior or concurrent experience in the health field and on other individual 415. Applied Epidemiology. Emphasizes epidemiology as an factors, candidates may present one or more courses for applied science in the study and solution of health and disease problems from the community point of view. Required for the consideration. These may be selected from among PM M.S. or LA 116, Introduction to Community Medicine; PM 56 Arts and Science

417. Population Dynamics and Health. Provides a topical dergraduates to include computer sCience concentra­ and historical survey of the relationship between various tions in their studies: aspects of health and population characteristics and dynamics. I. Elective. Computer science may be used as an option in the General Science Program (see page 81). CSC 100 is 420. Introduction to the U.S. Health Care System. The considered an introductory course, and all 200-level seminar is designed to provide an understanding of the principle health institutions and their behavior. Required for the M.S. courses are considered advanced courses. 2. 425. Management of Health Services. Covers a number of A student may plan a concentration in computer topics related to the management of a medical or health care science within the Department of Mathematics (see service. Emphasizes the general characteristics of management, page 97). (Additionally, many other departments the development and use of agency or organization measures of support or require computer science training.) performance, the management of patient utilization informa­ 3. A student may set up his own major by utilizing the tion, service efficiency, service effectiveness, modeling, and Interdepartmental Degree Program (see page 95). planning and control. Required for the M.S. This requires the approval of the Committee on Inter­ 430. Medical Sociology. Aims to help students achieve an departmental Individualized Concentrations. understanding of the changes in the larger society as they have 4. influenced the development of the medical and other health­ A student may plan a specialization in computer related occupations and professions. Required for the M.S. science within the Cognitive Science Program (see page 52). This program offers a multidisciplinary 431. Sociology of the Patient. Deals with the organization of health care delivery and the ways in which that organization approach to topics such as human knowledge, belief, affects and is affected by patients, providers, and their respec­ reason, thinking, perception, inference, and learning. tive communities. Elective. Additional information is available from the Center for Special Degree Programs. 440. Methods of Medical Care Research. Elementary tech­ niques of research, especially for data collection and analysis, 5. The new 3-2 Program offered by the Department with emphasis on the actual organization of research, including allows a student to earn a bachelor's degree in his realistic time allocations, proj ect budgeting, and report writing. undergraduate major and a master's degree in com­ Required for the M.S. puter science in five years instead of the usual six. 450. Organization and Delivery of Health Care Services. In addition, computer engineering may be studied Provides students with knowledge and experience in evaluating through the College of Engineering and Applied Science the efficiency and effectiveness of health care delivery services. Available to M.S. in Community Health students only. in the Department of Electrical Engineering or in that college's interdepartmental program (see pages 147 and 460. Health Services and Epidemiology Research: The Mas­ 154). ter's Essay. Research project is designed, carried out, ana­ lyzed, and written up by the student under the supervision of a The Graduate School of Management offers an oppor­ faculty member. Available to M.S. in Community Health tunity to earn the M.B.A. degree in a 3-2 program with a students only. concentration in computers and information systems 494. Special Topics. Special studies and investigative proj­ (see page 172). ects can be arranged with individual members of the Depart­ Advanced undergraduates have unusual opportunities ment in the areas of medical care research, medical sociology, to work directly with faculty members in the Depart­ epidemiology, etc. Elective. ment of Computer Science in academically challenging research projects, in which particular emphasis is cur­ rently placed on the areas of artificial intelligence, dis­ tributed computing, programming languages, and the theory of computation. COMPUTER SCIENCE Except for the computer engineering program (page 143), the decision to follow a particular track can be postponed until the end of the freshman year, during Although the Department of Computer Science was which introductory work in mathematics and science established as a research-oriented department, with the may be pursued. However, students are encouraged to main curriculum oriented toward Ph. D. research, the seek faculty advice in determining the area of study they Department is involved in programs designed to serve wish to undertake. undergraduates as well. There are several ways for un- A student interested in partial training in computer science in support of a degree program in another disci- Computer Science 57

pline should consider a sequence of basic courses such as The Department of Computer Science offers an CSC 100, 206, 220, 240, and 286. intense research-oriented program leading to the master The programming courses offered by the Department of science and doctor of philosophy degrees, and a 3-2 use APPLE II microcomputers, the University's IBM Program for undergraduates leading to the bachelor's 3032 and DEC PDP- KLIO computers, and the De­ and master's degrees. For further information regarding partment's VAX 11/780. Programming is done both in computer science programs for undergraduates, see batch and interactive environments, using such pro­ page 56. gramming languages as ALGOL, PASCAL, LISP, and The following courses are open to undergraduates. SNOBOL. Advanced undergraduates taking CSC 391 may also be given permission to use other computers on campus, including the Department's network of large Courses of Instruction minicomputers. 100. Introduction to Computer Science. First programming course. Algorithmic formulation and solution of problems. Programming in high-level languages; data structures; machine language. For students interested in taking other computer science courses, CSC 100 or EE 100 is required. DEPARTMENT OF 201, 202. Computer Systems I and II. Integrated sequence on digital hardware and software systems. Implementation of processors, memories, and I/O interfaces: topics include micro­ COMPUTER SCIENCE programming, addressing mechanisms, processor speed-up tech­ niques, and memory structures. Implementation of assemblers, loaders, and operating systems: topics include concurrent I/O Jerome A. Feldman, Ph.D. (Carnegie-Mellon) programming, interrupt handling, and process scheduling. Professor of Computer Science and of Electrical Project-oriented laboratories. Prerequisites: EE 10 I, 102. Same Engineering as EE 201, 202. Patrick John Hayes, Ph.D. (Edinburgh) Luce 206. Non-Numerical Computing. Computing in situations Associate Professor of Cognitive Science. of where the data are primarily symbolic rather than numerical. Philosophy. of Psychology. and of Computer Science Introduction to symbolic programming languages. Prerequisite: CSC 100 or equivalent. James Low, Ph.D. (Stanford) Associate Professor of Computer Science 207. Computer Graphics. Written languages for graphics, display file compilers. Systems soft ware. Homogeneous coor­ Joel !. Seiferas, Ph.D. (M.LT.) Associate Professor of dinate vector and matrix representation of 2-D and 3-D objects Computer Science and Chairman of the Department and transformations. Student projects. Prerequisite: CSC 220, James F. Allen, Ph.D. (Toronto) Assistant Professor MTH 164, or equivalent. of Computer Science 220. Data Structures. Introduction: linked lists, trees, Assistant Dana H. Ballard, Ph.D. (California, Irvine) stacks, queues, hash-coding. Sorting, searching, construction Professor of Computer Science and of Radiology of scanners, and symbol tables. Prerequisite: CSC 100 or Christopher M. Brown, Ph.D. (Chicago) Assistant equivalent. Professor of Computer Science 222. Assembly Language. Assembly language program­ Carla S. Ellis, Ph. D. (Washington) Assistant ming. Interrupt programming. Relocatable code. Linking load­ Professor of Computer Science ers. Interfacing with operating system. Prerequisite: CSC 206, Peter Gacs, Ph. D. (Goethe, Frankfurt) Assistant CSC 220, or EE 202. Professor of Computer Science and of Mathematics 238. Combinatorial Mathematics. Permutations and com­ Gershon Kedem, Ph. D. (Wisconsin) Assistant binations; enumeration through recursions and generating Professor of Computer Science functions; Polya's theory of counting; finite geometries and Gary L. Peterson, Ph.D. (Washington) Assistant block designs; counting in graphs. Same as MTH 238. Professor of Computer Science 240. Introduction to Artificial Intelligence. Survey of con­ Steven L. Small, Ph. D. (Maryland) Assistant cepts and problems in artificial intelligence research. Informa­ Professor of Computer Science and of Psychology tion processing models. Case studies of computer programs, basic principles, applications. Th e Department uses 10 to 15 teaching assistants as graders or section leaders. 246. Computer Analysis of Images. Exploration of current 58 Arts and Science research topics in the computer analysis of images. Topics Stanley Engerman, Ph.D. (Johns Hopkins) Professor include image representation, edge-finding operators, region of Ec onomics and of History growing, shape analysis, texture, 3-D reconstruction, and the Robert R. France, Ph.D. (Princeton) Professor of theory of polyhedral scenes. Prerequisites: CSC 220, CSC 240, Economics MTH 164. James W. Friedman, Ph.D. (Yale) Professor of 247. Natural Language Processing. Introductory survey of Economics and of Political Science problems involved in constructing computer programs which Eric A. Hanushek, Ph.D. (M.LT.) Professor of "understandfl natural language and the methods that have been Political Science and of Economics developed to overcome these problems. Prerequisite: CSC 206 or CSC 220 or permission of the instructor. Ronald Winthrop Jones, Ph.D. (M.I.T.) Xerox Professor of Economics 248. Theory of Graphs. Paths, circuits, trees. Bipartite Wilson graphs, matching problems. Unicursal graphs. Hamiltonian cir­ Lionel Wilfred McKenzie, Ph.D. (Princeton) cuits, factors. Independent paths and sets. Matrix representa­ Professor of Economics tions, realizability. Planar graphs. Coloring problems. MTH Walter Y. Oi, Ph.D. (Chicago) Elmer B. Milliman 235 recommended. Same as MTH 248. (Offered alternately Professor of Economics and Chairman of the with MTH 238.) Department 280. Introduction to Numerical Analysis. The numerical Robert G. King, Ph.D. (Brown) Associate Professor solution to mathematical problems by computer. Linear sys­ of Economics and Director of Graduate Studies tems, approximation, integration, and differential equations. Harold Cline, Ph. D. (Princeton) Assistant Professor Floating point arithmetic and consequent pitfalls of computa­ of Education and of Economics tion. Prerequisite: MTH 162 or equivalent. Same as MTH 280 Peter Garber, Ph.D. (Chicago) Assistant Professor of and STT 280. Economics 286. Introduction to the Theory of Computation. Introduc­ ** Anthony J. Pellechio, Ph.D. (Harvard) Assistant tion to automata theory, formal languages, computability, and Professor of Economics computational complexity. Prerequisite: MTH 162 or permis­ Russell Roberts, Ph.D. (Chicago) Assistant Professor sion of the instructor. Same as MTH 286. of Political Science and of Economics 287. Theory of Computation. Continuation of CSC 286, Alan Stockman, Ph.D. (Chicago) Assistant Professor which is prerequisite. of Economics 288. Design and Analysis of Computer Algorithms. Intro­ Nabeel Alsalam, M.S. (Rensselaer Polytechnic) duction to general data structures and programming techniques Instructor in Economics for the design of time- and space-efficient algorithms. Emphasis on the development, analysis, and significance of algorithms Marcus Berliant, M.A. (California, Berkeley) that are asymptotically the most efficient known. Requires Instructor in Economics comfort and familiarity with both computer programming and Lauren Feinstone, A.M. (Yale) Instructor in discrete mathematics. Prerequisites: CSC 220 and 286 or per­ Economics mission of the instructor. Same as MTH 288. Paul Romer, B.S. (Chicago) Instructor in Economics 309. Topics in Computer Science. Special topics for ad­ Glenn Woroch, M.A. (Wisconsin) Instructor in vanced undergraduates in such areas as programming lan­ Economics guages, artificial intelligence, and the theory of computation. William Edward Dunkman, Ph.D. (Columbia) Prerequisite: permission of the instructor. Professor Emeritus of Economics 391. Independent Study in Computer Science. Special work W. Allen Wallis, A.B. (Minnesota) Professor arranged individually. Consent of the Department required. Emeritus of Economics and of Statistics Graduate teaching assistants supervise recitation/ homework sections of Economics 108, 207, and 23 1. Approximately one course per semester is taught by ECONOMICS a part-time graduate instructor. The Department of Economics offers a program of study leading to the B.A. degree and, at the graduate Karl Brunner, D.Ec. (Zurich) Fred H. Gowen Professor in the Graduate School of Management and Professor of Ec onomics ""These fa culty have applied fo r one or two semesters of leave in 1982-83. 59 60 Arts and Science level, to the M.A. and Ph. D. degrees. Economics 209 is a prerequisite for Economics 211, The undergraduate program emphasizes the under­ 215, 229, and 235. standing of modern tools of economic analysis and their Mathematics 150 is a prerequisite for Economics 262. application to contemporary policy issues. Those com­ Mathematics 161 and 162 are prerequisites for Eco­ pleting the program should be adequately prepared for nomics 225, 235, 266, 471, 48 1, and 485. graduate work in economics and other professional Political Science 102 is a prerequisite for Economics schools. 262. A substantial number of students complete their con­ Additional prerequisites for specific courses are given centration requirements by the end of the junior year below in the individual course descriptions. and apply to 3-2 programs in Public Policy Analysis or in the Graduate School of Management (see the separate Scheduling listings in this bulletin). If accepted, they begin graduate work in their senior year and obtain an M.S. or M. B.A. Economics 108, 207, and 209 are offered every semes­ degree at the end of their fift h year. ter. The remaining courses are normally offered every year, except for the following which are normally offered every other year: 215, 216, 222, 224, 225, 226, 227, 228, Requirements for Concentration in 234, 262, 265, and 266. Economics

Courses normally completed by the end of the sopho­ Courses of Instruction more year (before admission to the concentration) are 108. Principles of Economics. The fundamentals of micro­ as follows: and macroeconomic theory, with applications; preparation for • One semester of calculus (Mathematics 141, 150, 161, subsequent economics courses. or 171). Additional calculus (through 143, 152, 162, 207. Intermediate Microeconomics. Economic equilibrium 172, or beyond) is recommended. under competition and monopoly; the distribution of wages, • One semester of probability and statistics; Statistics rent, interest, and profits. Same as PP A 207. 165 (or 20 1) is recommended. Statistics 211 or 212, 209. National Income Analysis. National income account­ while accepted, is weak preparation fo r Economics ing concepts; their changes and fluctuations as explained by 23 1. theories of income determination. • Economics 207 and 209. 211. Money, Credit, and Banking. The institutions which generate the money supply. The influence of monetary and fis­ Additional courses and requirements: cal policy on economic stability and growth. • Economics 23 1. 216. Economics from Smith to Marshall. The development • Five additional economics courses. of economics from Adam Smith to Alfred Marshall, including • A "C" average in the above economics courses. the work of Ricardo, J.S. Mill, and others. • Two courses beyond the introductory level in an allied 222. Income Distribution. An analytic and empirical study field, subject to approval by the Department's Direc­ of modern ideas in income distribution. tor of Undergraduate Studies; the relation of these 223. Labor Markets. Human resources; the determination courses to one another and to the concentrator's pro­ of wages, employment, hours, and labor force participation; the gram in economics will be considered. effects of trade unions and government. • Graduation with high or highest distinction requires 224. The Economics of Sports. The markets for professional enrollment in the Senior Seminar as well as distin­ and amateur sports are analyzed. Impact of market organiza­ tion and public policy on attendance, salaries, and profits is guished performance in other economics courses. examined. 225. The Theory of Markets. A survey of modern develop­ Prerequisites ments in the theory of the firm, oligopoly, monopolistic com­ petition, and bilateral monopoly. Economics 108 is a prerequisite for Economics 207 and 209. 226. Economic Development of the North Atlantic Commu­ nity. Britain since the seventeenth century; the connections Economics 207 is a prerequisite for Economics 215, between Britain and North America. Same as HIS 24 1. 216, 222, 223, 225, 228, 234, 236, 237, 238, 239, 262, 263, 264, 265, 266, 267, 269, 435, 47 1, and 48 1. 227. American Economic Growth. American economic growth since 1800. Recent studies of national product, indus- English 61

trial structure, and capital formation. Same as HIS 205. 391. Independent Study. By arrangement with the Depart­ 228. Economics of American Negro Slavery. Profitability; ment to permit work beyond regular course offerings. efficiency as a system of economic organization; effects on 394. Internship. income growth and distribution. Same as HIS 207. 471. Modern Value Theory I. Value theory since 1870; 231. Econometrics. Regression analysis applied to time ser­ attention to major economists, such as Marshall, Walras, and ies and cross-section data, simultaneous equations; analysis of Hicks. Subjects are developed to their present state. variance. Prerequisite: STT 165, 20 I, 211, or 212. 481. Introduction to Mathematical Economics. The use of 234. Regulation of Economic Activity. Analysis of the im­ modern algebra in economics; linear programming; input­ pact of government regulation in transportation, safety, and output analysis. health on economic welfare and efficiency. 485. Econometrics. Application of statistics to economics; 235. Theory of Economic Growth. The growth of the econ­ economic models; estimation of simultaneous equation systems. omy as a whole; classical, neoclassical, and Keynesian theories. Prerequisite: ECO 23 1. 236. Economics of Health. Analysis of factors that affect supply and demand in the market for medical care: risk, insur­ ance, externalities, ethics, regulation. 237. Economics of Education. Costs and returns to invest­ ENGLISH ment in education; public policy decisions about education; educational finance. Same as PPA 247. 238. Economics of Energy. Deals with theories of exhausti­ Rowland L. Collins, Ph.D. (Stanford) Professor of ble resources, regulatory policy, and industrial organization as English related to energy markets, particularly oil and natural gas. Joseph H. Gilmore Same as PPA 438. George H. Ford, Ph.D. (Yale) Professor of English 251. Industrial Organization-Theory and Evidence. An Richard M. Gollin, Ph.D. (Minnesota) Professor of examination of the market structure, conduct, and performance English of contemporary American industry. Assessment of industry concentration, market control, and associated pricing and Anthony Hecht, M.A. (Columbia) John H. Deane innovative behavior is emphasized. Professor of Rhetoric and Poetry Professor of 262. The Economics and Politics of Public Choice. Topics Howard C. Horsford, Ph.D. (Princeton) in social choice theory and the theory of welfare economics. English Cyrus Hoy, Ph.D. (Virginia) John B. Tre vor 263. Public Finance and Fiscal Policy. Government tax and Professor of English expenditure policies and their effect on resource allocation and income distribution. J. Paul Hunter, Ph.D. (Rice) Professor of English and Dean of the College of Arts and Science 264. Urban and Regional Economics. Theory of location Professor of and land rents. Urban problems, including housing, poverty, Bruce Johnson, Ph.D. (Northwestern) crime, taxes, zoning and transportation, externalities, and pol­ English and Chairman of the Department lution. James William Johnson, Ph. D. (Vanderbilt) Professor of English 265. Law and Economics. Economic analysis of property rights, contracts, torts and civil procedure, crimes and criminal *John Kuiper, Ph.D. (Iowa) Professor of English procedure, government regulation and controls, and alternative Russell A. Peck, Ph.D. (Indiana) Mercer Brugler legal rules and systems. Distinguished Te aching Professor of English; 266. General Equilibrium Analysis. Introduction to the role Director of Undergraduate Study of mathematics in economic theory; emphasis on general equi­ Jarold W. Ramsey, Ph.D. (Washington) Professor of librium analysis and welfare economics. English 269. International Economics. Trade patterns and compara­ James Rieger, Ph. D. (Harvard) Professor of English tive advantage; commercial policy and the distribution of gains ·0. Cedric Rowntree, M.A. (Oxford) Professor of from trade; balance of payments problems. English Roswell S. 3&9 . Senior Seminar. Supervised research on an economic Joseph H. Summers, Ph.D. (Harvard) problem or policy issue, culminating in papers that serve as a Burrows Professor of English basis for seminars. Paula Backscheider, Ph. D. (Purdue) Associate 390. Supervised Teaching of Economics. Responsibility for Professor (Jf English and Vice Provost one recitation section in a 100-level course, under the instruc­ tor's supervision. ·Part-time. 62 Arts and Science George Grella, Ph. D. (Kansas) Associate Professor of The Department of English offers work leading to a English concentration for the B.A. degree and, at the graduate Thomas G. Hahn, Ph.D. (California, Los Angeles) level, to the M.A. and Ph.D. degrees. Associate Professor of English The program of concentration in English is designed David Riede, Ph.D. (Virginia) Associate Professor of to give students knowledge of English and American English literary works in their historical and cultural contexts, Frank Shuffelton, Ph. D. (Stanford) Associate and to develop critical abilities for reading in a variety of Professor of English, Director of Graduate Study, periods and genres. and Associate Chairman of the Department A student preparing to concentrate in English should Kenneth Jay Wilson, Ph.D. (Yale) Associate get in touch with the Department's Director of Under­ Professor of English and Director of Expository graduate Study, usually early in the second semester of Writing the sophomore year. Special programs are open to all *Linda Allardt, Ph.D. (Rochester) Assistant Professor prospective majors; arrangements may be made with the of English and Research Associate concentrator's adviser. If such a program necessitates Ernest Bevan, Ph. D. (Virginia) Assistant Professor of an alteration of the requirements for the major, the stu­ English dent and his or her adviser should present the alternative *Marcia Bullard , B.S.J. (Southern Illinois) Assistant program to the Committee on Undergraduate Study for Professor of English consideration. Sophomores are encouraged to investi­ James Carley, Ph.D. (Toronto) Assistant Professor of gate such programs. All majors are urged to consult their English advisers regularly to maintain a coherent program which Thomas Gavin, M.A. (Toledo) Assistant Professor of benefits their particular interests. English The tutorial, English 393, is open by invitation to Russ Frank McDonald, Ph.D. (Pennsylvania) senior English majors who wish to do independent study Assistant Professor of English and who are not enrolled in a special studies program. **Mary Nyquist, Ph.D. (Toronto) Assistant Professor Work done in the course may be used toward the degree of English with distinction. **David Richman, Ph.D. (Stanford) Assistant Professor of English General Course Information James Spenko, Ph.D. (Chicago) Assistant Professor of English Students wishing to take any English course num­ Beverly Voloshin, Ph.D. (California, Berkeley) bered 200 or higher are to have completed the College Assistant Professor of English requirements of one 100-level English course (excluding Marjorie Curry Woods, Ph.D. (Toronto) Assistant 113-129 and 190-1 99) and one additional course in liter­ Professor of English ature. Courses numbered between 113 and 129 may be Wilbur Dwight Dunkel, Ph.D. (Chicago) Roswell S. taken as electives, but do not ordinarily count toward Burrows Professor Emeritus of English satisfaction of either College or departmental concentra­ Kathrine Koller, Ph.D. (Johns Hopkins) Joseph H. tion requirements. Gilmore Professor Emeritus of English Courses numbered 200-390 are customarily open to Lisa Rauschenbusch, A. M. (Cornell) Professor sophomores, juniors, seniors, and qualified freshmen; Emeritus of English approval of the instructor may be required for enroll­ Bernard N. Schilling, Ph.D. (Yale) John B. Trevor ment in 300-level courses. Professor Emeritus of English and Comparative Literature Requirements for Concentration in English Part-lime instructors (/3 in 1982-83) and part-time assis­ tant lecturers (fo ur in 1982-83) are not included in the A minimum of 10 courses is required: above list. 1. Before the end of the sophomore year students maj or­ ing in English should have taken English 102 and one other course from the following group: English 103, 105, 106, 130, 131, 132, 133, 141, 144, 190- 199. ·Part-time. --These faculty have applied for one or two semesters of leave in 2. A course in Shakespeare. 1982-83. English 63

3. A course in American literature. 115. Seminar in Writing. Practical instruction in the gram­ mar, rhetoric, and logic of an effective prose style. 4. Six courses beyond the 100 level; at least two should be completed by the end of the junior year: 116. Creative Writing. Short story, poetry, and playwriting workshop; comparison of student work with the best achieve­ a. Three courses in literature written before 1789, ments in fiction and poetry. and three in later literature. 123. Speech. Practice in effective small-group communi­ b. One course in a major English or American liter­ cation and the presentation of expository and persuasive ary figure-Chaucer, Milton, or others to be de­ speeches. termined and announced annually by the Depart­ 124. Forensics. Practice in formal address: argumentative, ment. ceremonial, and expository presentations to large groups.

5. A minimum of two courses in an allied field; courses 126 . . Drama and Theatre. Plays of various kinds, with scene in British and American history are highly recom­ studies and discussion of the relation of dramatic texts to suit­ mended. able production. NOTE: Since secondary school curricula often include 127. Technical Theatre. Exploration of the relationship survey courses in English literature, concentrators work­ between theatrical design and the dramatic text. ing for a secondary school teaching certificate may find 128. Acting and Directing. Training in the methods by it advantageous to take both 105 and 106; in their pro­ which actor and director embody the dramatic text; emphasis gram of concentration these candidates may substitute on studio practice. Prerequisite: ENG 126. 105 and 106, taken together, for one English course 129. Acting. Training in the techniques by which individual under 4a. English 115, 123, or 124 may also be substi­ actors set forth the characters recorded in dramatic texts. Pre­ tuted in some instances for one 200-level course, al­ requisite: ENG 126. though no more than one 200-level substitution among 130. Man and His Fictions. An introduction to the struc­ the required six will be allowed. tures and uses of fiction making, and to the problems of writing Permission of the instructor is required for 113, 115, about these issues. 116, 124, 128, 360, and 361. 131. The Lyric in English. Representative major poets, illus­ trating poetic exploration of human experience. 132. Narrative Literature. Representative ways of dealing Courses of Instruction with experience in narrative forms; readings drawn primarily 101. Literature and the Language of Ideas. An introduction from works in English. to effective writing. Readings organized on thematic principles. 133. Dramatic Literature. World drama of many periods, Small classes, individual attention to student writing. illustrating the representations of experience within theatrical 102. Classical and Scriptural Backgrounds of English Lit· conventions. erature. From the ancient and medieval classics which deal 134. Film Literature. The cinematic representation of hu­ with enduring problems of mankind. man experience as seen in distinguished motion pictures. 103. English and American Masterpieces. From the Renais­ 141. Classic American Literature. Significant achievements sance to modern periods. Closed to juniors and seniors concen­ by American writers of poetry, fiction, and other prose in the trating in English. nineteenth and twentieth centuries. 105. English Literature: Beowulf to Swift. An introductory 142. Black American Literature: Beginnings to 1914. Foun­ study of the earlier English literary tradition. dations of black American literature and thought, from colonial 106. English Literature: Samuel Johnson to Yeats. An in­ times to the death of B. T. Washington. troductory study of the later English literary tradition. 144. Introduction to Shakespeare. A selection of his major 111. Introduction to the History of Film. The development plays. of motion pictures surveyed from 1895 to the present. Same as 146. Special Topics in Literature. The study of a significant AH Ill. literary group, movement, or theme chosen by the instructor. 112. Introduction to the Art of Film. The primary visual, May be repeated for credit. aural, and na rrative structures and conventions by which 200. History of the English Language. English sounds, in­ motion pictures create and comment upon significant human flections, syntax, and vocabulary, emphasizing the structure of experience. Same as AH 112. present-day English. Same as LIN 235. 113. Reporting and Writing the News. A laboratory course 201. Old English Literature. Literature written in England (requiring typing) on the fundamentals of gathering, assessing, before the Norman Conquest. Latin works will be read in trans­ and writing news. lation; vernacular works, in the original. 64 Arts and Science

202. Beowulf. A detailed study of the Old English epic and 225. American Criticism and Culture . Literary, intellectual, selected analogues. Prerequisite: ENG 20 1. and cultural history from Emerson to the present. 206. Chaucer. The principal works of Chaucer, in their his­ 226. Major Black American Writers. From Countee Cullen torical and intellectual context. Readings in Middle English. through James Baldwin, covering the Harlem Renaissance Same as REL 207. through the Age of Integration. 207. Middle English Literature. Poetry, prose, and drama of 227. Ethnic Literature. Studies in the literature of American the thirteenth, fourteenth, and fifteenth centuries, exclusive of minority groups, e.g., black, Chicano, Italian-American, Jew­ Chaucer. Readings in Middle English. ish, native American, or others. 209. The English Renaissance. From More to Spenser, with 228. Major American Authors. A study of major American some attention to the continental background. authors (usually four), emphasizing historical relationships and 210. Shakespeare. A study of the major plays. the evolution of literary forms. 211. Problems in Shakespeare. Detailed study of selected 230. The English Novel. The novel from its beginnings to works. Prerequisite: ENG 144 or 210. the early nineteenth century, emphasizing such novelists as Defoe, Fielding, Richardson, and Austen. 212. English Literature of the Earlier Seventeenth Century. Leading poets and prose writers from Donne and Bacon to 231. The English Novel from Austen to Conrad. Emphasiz­ 1660. ing such novelists as Dickens, Thackeray, Eliot, and Hardy. 213. Milton. The works of Milton in their historical and 232. The Twentieth-Century English Novel. The novel from intellectual context. 1900 to the present, emphasizing such novelists as Conrad, Joyce, and Lawrence. 214. Restoration and Eighteenth-Century Literature (1660- 1800). A survey of the development of one or more literary 233. Medieval Drama. English drama from its beginnings modes: prose, poetry, drama, or criticism. until 1580, includ ing material from the mystery cycles, morali­ ties, and early Tudor drama. 215. The Rise of Augustanism.(1660-1 750). The poetry and prose of Dryden, Swift, Pope, Addison, Steele, and Fielding, 234. Elizabethan and Jacobean Drama. English Renais­ with selected works by Rochester, Gay, Mandeville, and others. sance drama through 1642, exclusive of Shakespeare. 216. The Age of Johnson (1740- 1798). Literature of the lat­ 235. Modern Drama. Great modern dramas from Ibsen to ter part of the neo-classical era, particularly the writings of Dr. lonesco as reflectors of the main currents in modern thought Johnson and his circle. and feeling. 217. Romantic Literature. Major writers, other than novel­ 237. Modern British and American Poetry. An introduction ists, of the early nineteenth century, with particular emphasis on to representative twentieth-century poetry. poets from Blake through Keats. 238. Contemporary British Literature. A survey of British 218. Victorian Issues. The major intellectual controversies fiction, poetry, and drama from World War II to the present. of the Victorian period as framed by the chief prose writings 240. The Art of Motion Pictures. Same as AH 273. from Carlyle to Pater. 241. Popular Film Genres. An intensive study of selected 219. Victorian Poetry and Poetics. A study of the major types of popular films in their larger cultural context. Victorian poets from Tennyson to the early Yeats, and of the 243. Style and Linguistics. The interrelations of English critical problems they confronted. structure, lexicon, and style. Close study of selected literary 220. Early American Literature. From 1630 to 1830, includ­ texts. ing Bradford , Taylor, Mather, Edwards, Franklin, Freneau, 244. Film Criticism. The major theoretical and practical Cooper, Bryant, and others. problems involved in the viewing of films as visual and dramatic 221. The American Renaissance. From 1830 to 1865, includ­ literature. ing Emerson, Hawthorne, Poe, Thoreau, Melville, Whitman. 245. Practical Criticism. An introduction to the history, the Not open to students who have taken English 141. theory, and especially the practice of criticism. 222. American Realists. From 1866 to 1912, including 246. Problems in Literary Criticism. A thorough study of Dickinson, Twain, Howells, H. James, H. Adams, W. James, selected major issues and controversies in critical theory and S. Crane, Norris, Dreiser, Robinson, and Frost. practice. 223. American Moderns. From 1913 to 1941, including 248. Modern English Grammar. Credit for only one: ENG Eliot, Stevens, Faulkner, Hemingway, Fitzgerald, O'Neill, 248 or LIN 211. Systematic study of modern English through W.e. Williams, and others. linguistic description and analysis. 224. American Contemporaries. From 1941 to the present, including Roethke, Lowell, Wilbur, Bellow, A. Miller, T. Williams, Baldwin, Nabokov, and others. 65 66 Arts and Science

300-level Special Studies and Seminars 348. Prose Fiction. Courses numbered 320 to 339, of which one or two 349. Drama. will be offered in 1982-83, are special courses limited in 350. Criticism. enrollment. The content of these courses is not specified, 35 1 . Chaucer. because it will be determined from the interests of stu­ 352. Shakespeare. dents and instructors, and will vary from time to time. 353. Milton. Annual sched ules will describe the content of a given course in a given semester and will indicate prerequisites 360. Advanced Creative Writing: Poetry. Seminar in poetry for admission, if any. writing. Emphasis on individual development of style. 361. Advanced Creative Writing: Fiction. Seminar in fiction 320. Studies in Medieval Literature. writing. Emphasis on individual development of style. 321. Studies in Renaissance and Seventeenth-Century Literature. The Department of English also sponsors courses in 322. Studies in Restoration and Eighteenth-Century individualized instruction. A student wishing to enroll in Literature. a reading course should contact an appropriate profes­ 323. Studies in Nineteenth-Century Literature. sor and, with his or her agreement, propose the course to 324. Studies in Twentieth-Century Literature. the Department's Reading Course Committee. 325. Studies in American Literature. 391. Independent Study in English. 329. Studies in Film. 392. Tutorial. A maj or author, theme, or genre. Tutorial 330. Studies in Poetry and Poetics. groups, limited to five students, meet one hour a week. 331. Studies in Prose. 393. Tutorial Course. For selected senior English maj ors pursuing the degree with distinction. 332. Studies in Fiction. 394. Internship. 333. Studies in Drama. 334. Studies in the History of Ideas. 400-level Courses 335. Studies in a Major Literary Figure. Qualified undergraduates may enroll in advanced 336. Studies in a Literary Group. seminars at the 400 level, generally offered in the eve­ 337. Studies in Literary Criticism. ning, by permission of the Director of Graduate Study in 338. Studies in a Literary Mode. English and the instructor. 339. Studies in Linguistics.

The following seminars (340-353), of which one or two will be offered in 1982-83, are open to qualified undergraduates in the regular program. Enrollment, by FRM STUDIES permission of the instructor, is limited to a maximum of 10 students. Several of these seminars satisfy require­ Film Studies is an interdepartmental concentration ments for the major in English; all of them aim to pro­ leading to a bachelor's degree, which is supervised by a vide more opportunities fo r writing papers and fo r dis­ special subcommittee working through the Center for cussion than are ordinarily available in regular courses. Special Degree Programs (page 48). 340. Medieval Literature. 341. Renaissance and Seventeenth-Century Literature. Curriculum Committee 342. Restoration and Eighteenth-Century Literature. Richard M. Gollin, Ph.D. (Minnesota) Professor of Nineteenth-Century Literature. 343. English and Director of the Program 344. Twentieth-Century Literature. John Kuiper, Ph. D. (Iowa) Adjunct Professor of 345. American Literature: I. Ph otographic Arts and * Professor of English 346. American Literature: II. 347. Poetry. • Part-time. Fine Arts 67 John J. Waters, Ph.D. (Columbia) Professor of to the Art ofFi lm; AH 273 or ENG 240, Art of Mo­ History and Chairman of the Committee tion Pictures; AH 374, Seminar in Film Aesthetics. Rayburn Wright, M.S. (Columbia) Professor of Jazz 4. Filmmaking-SA 210, Introduction to Filmmaking, Studies and Contemporary Media, EaSlman School or equivalent approved work done elsewhere. of Music Alice Benston, Ph. D. (Emory) Associate Professor of The fo ur no nfilm courses should be allied to film Comparative Literature study in sucha way that each contributes specifically to George Grella, Ph. D. (Kansas) Associate Professor of the understanding of motion pictures and, together with English the eight film courses, provides a coherent program. William B. Hauser, Ph.D. (Yale) Associate Professor They should be chosen in close consultation with the of History Film Studies adviser. Bonnie Bennett, Ph.D. (Pittsburgh) Assistant Film Studies concentrators may, if they wish, include Professor of Fine Arts for their senior year an independent reading or research Thomas Gavin, M.A. (Toledo) Assistant Professor of course or an independent project that calls upon the English knowledge and discrimination acquired while complet­ ing these requirements. FS 394, Film Internships at television stations and Requirements for Film Studies local industries are open to film study students holding The film studies concentration offers students an at least a B- average in fi lm studies, who have demon­ opportunity to explore motion pictures as an art form, strated the ability to do independent research and who as a cognitive medium, and as a cultural phenomenon. It have the sponsorship of the Curriculum Committee of consists of specific film-focused courses offered by in­ the Film Studies Program. terested departments, and it provides opportunity for Alternative, individualized concentrations for study­ screening and analysis of centrally important films in the ing motion pictures may also be proposed. history of cinema from the core collection in the Film Further information is available from Professor Studies Center. The archival resources of the Inter­ John Waters, Chairman, Curriculum Committee, Film national Museum of Photography at George Eastman Studies, Rush Rhees 579, or from Professor Richard House are also available for course work and for special Gollin, Director, Film Studies, Rush Rhees 565, Univer­ research projects. About 20 film courses are offered sity of Rochester, Rochester, New York 14627. annually by six departments; a list is made available each semester. A film studies concentration includes cinematography (e.g., the arts and discipline creating motion pictures) FINE ABTS and cinematology (e.g., the arts and discipline used in analyzing them). The concentration consists of eight Diran K. Dohanian, Ph.D. (Harvard) Professor of fi lm courses and four related nonfilm courses chosen in Fine Arts and Chairman of the Department consultation with advisers. Students create their own John Kuiper, Ph. D. (Iowa) Adjunct Professor of programs on the basis of their interests, their adviser's Ph otographic Arts and * Professor of English suggestions, and the program's resources. Archibald Miller, M.F.A. (Cranbrook) Professor of The eight film courses should include at least one from Fine Arts each of the following four groups: Remy G. Saisselin, Ph.D. (Wisconsin) Professor of I. Film History-A H or ENG III, Introduction to the Fine Arts and French Literat ure History of Film; AH 373, Seminar in Film History; **Thomas Bang, M.F.A. (Southern California) FR 280, French Film; HIS 253, Soviet Union Associate Professor of Fine Arts Through Film; HIS 286, Film Images of the Pacific **Roger Mertin, M.F.A. (SUNY, Buffalo) Associate War; or others so classified. Professor of Fine Arts 2. Film Criticism-ENG 134, Film Literature; ENG Michael Venezia, M.F.A. (Michigan) Associate 24 1, Popular Film Genres; ENG 244, Film Criticism; Professor of Fine Arts LIT 383, Short Fiction into Film. • Part-time. 3. Film as a Visual Art-AH or ENG 112, Introduction " These faculty have applied for one or two semesters of leave in 1982-83. 68 ArTS and Science

Bret Waller, M.F.A. (Kansas) Adjunct Associate London Semester Professor of Fine Arts and Director of the Memorial Qualified students may wish to consider entering one ArT Gallery of the London Semester fine arts programs sponsored David A. Walsh, Ph. D. (Minnesota) Associate by the Department. One of these offers courses in art Professor of Fine Arts history and studio arts which supplement those listed in Bonnie Bennett, Ph.D. (Pittsburgh) Assistant this catalogue. The second features student internship Professor of Fine Arts in a curatorial department of a London museum. Donald A. Rosenthal, Ph.D. (Columbia) Adjunct Assistant Professor of Fine ArTS Grace Seiberling, Ph.D. (Yale) Assistant Professor of Concentration in Art History Fine ArTS Courses in art history are designed to give students an Catharine Lindsay, M.A. (Case Western Reserve) understanding and appreciation of works of art individ­ Instructor in Dance ually, in relation to each other, and in their social and Professor of * James Card, A. B. (Western Reserve) historical contexts. Students are encouraged to relate Film History study in other disciplines to their work in art history. Performing * Judith Hook Cox, M.F.A. (Illinois) Those who plan to prepare for graduate study in the field Artist and Instructor in Dance are encouraged to consult departmental advisers at an Assistant Lecturer in * Jean France, M.A. (Oberlin) early date. ArT History Carl K. Hersey, Ph. D. (Harvard) Professor Emeritus of Fine Arts Requirements Howard S. Merritt, Ph. D. (Princeton) Professor AH 100 and 103 are not normally prerequisite fo r a Emeritus of Fine ArTS concentration but may be recommended for some con­ The Department of Fine Arts does not normally use centrators. teaching assistants in its instructional program. • A minimum of eight courses in the history of art chosen from the following fields: Ancient and Medi­ The Department of Fine Arts offers courses in the eval, Renaissa nce and Baroque, Oriental, and Mod­ history of art and in the studio arts. This work may lead ern; and at least one of them from each field. to a B.A. degree with a concentration in art history, • At least two related courses in other humanistic painting, or sculpture; each program provides a basis for disciplines such as history, literature, music, and graduate study and professional training for those stu­ philosophy. dents who wish to pursue careers in the arts and a sound • A course in studio arts is recommended . liberal education for those students whose final degree will be the B.A. Registration ,in some courses is strictly limited and is Concentration in Studio Arts by consent of the instructor. Freshmen and sophomores The studio arts program allows students to explore will be considered fi rst for admission to 100-level their own creative ability and to prepare fo r further courses. training and professional work. Students may concen­ The collections of the Memorial Art Gallery and the trate in either painting or sculpture. The Department International Museum of Photography at George East­ regard s courses in the humanities and sciences as an man House are used in support of the programs of the integral part of the fo rmation of an artist in today's Department. In addition, a series of exhibitions of con­ world, and advisers will work with students to evolve a temporary art is presented in the Rush Rhees Gallery coherent program of study. on the River Campus. A visiting artist program brings The introductory courses acquaint the student with a noted artists to the campus throughout the year. range of concepts and materials encompassing tradi­ Fully equipped studios for sculpture, painting, and tional as well as contemporary concerns in art. Upon the photography are maintained by the Department in the completion of introductory courses, students are eligible, Sage Art Center. Elective courses in dance are held in a with faculty permission, to enter upper-level studio well-designed dance studio in the Spurrier Gymnasium. courses. During the fi nal year, students in Advanced Studio are encouraged to choose several fa culty mem­ • Part-time. bers from diverse areas for regular consultation . Fine Arts 69

Requirements MEDIEVAL Prerequisite to concentration: Three of the four 100- 211. Early Christian and Byzantine Art. A study of the sources and development of art of the Christian West to 600 level studio courses must be completed before the junior A.D. and of Byzantium to 1453. Same as REL 202. year, and at least one art history course should be taken; students should consult a studio arts adviser concerning 212. Early Medieval Art in Western Europe. A survey of western European art before 1000 A.D. their choice of an art history course. The concentration consists of: ·213. RomanesQue Art and Architecture. A study of the origins and regional manifestations of Romanesque art in the • The fourth I DO-level studio course, if not already eleventh and twelfth centuries. Same as REL 205. taken ·214. Gothic Art and Architecture. Gothic art is studied • Five courses in studio arts in at least two fields beyond from its origins in northern France to its development through­ the introductory level and including Advanced Studio out Europe. Same as REL 206. • Four additional courses, of which at least two should ·215. English Art. A survey of the art of the Middle Ages in be in art history, the remainder to be chosen from England from the end of Roman occupation to the Tudor philosophy or those offerings in psychology that deal period. with perception and the analysis of behavior. 220. Study in Medieval English Archaeology. I ntrod uces the student to the archaeological and art historical examination of the medieval English monastic site, Bordesley Abbey, which Comprehensive Review is being excavated by the Universities of York (England) and In studio arts, in lieu of a written examination, each Rochester. (Summer) student, in the senior year, will be required to present a RENAISSANCE group of recent works and be prepared to discuss them with the studio arts fa culty. 231. Early Italian Art. A survey of the development of the principal schools of Italian painting and sculpture from the latter half of the thirteenth century to the early fifteenth. Courses of Instruction 232. Italian Renaissance Art. A study of the architecture, Art History (AH) sculpture, painting, and art historical concepts of the period from 1400- 1550 in Italy. INTRODUCTOR Y COU RSES 235. Art in Italy. A study of Italian art, mainly Renais­ 100. An Introduction to Western Art. An examination of sance, through travel, lecture, and discussion at sites such as aspects of the art of western Europe from the prehistoric period Florence, Rome, Siena, and Padua. (Summer) to the present. Art historical analysis and interpretation. 333. Sienese Art. An analysis of the short life of Sienese art 103. Introduction to the Art of India and the Far East. A (1250- 1 400). Emphasis on the reasons for the rapid rise and selective survey of the art of India, China, and Japan and an decline of this important artistic center. Prerequisite: permis­ introduction to the methodology of the history of art. sion of the instructor. 111. Introduction to the History of Film. The development ·334. Giotto and His Contemporaries. An examination of of motion pictures from 1895 to the present. Same as ENG III. the origins, development, and impact of Giotto's style from ca. 1290 to 1350. Prerequisite: permission of the instructor. ANCIENT ·337. Donatello. A seminar investigating the artist's works, 201. Sacred and Public Spaces: Architecture in Greece from sources, and importance in both the history of art and the con­ the Bronze Age to the Hellenistic Period. An analysis of the text of Renaissance Florence. Prerequisite: permission of the form and content of Greek architecture. Same as REL 273. instructor. 202. Images of Gods and Men: Hellenic and Hellenistic Sculp­ ·338. Michelangelo. A study of the artist's sculpture, paint­ ture. Problems of style and iconography of free-standing and ing, architecture, and writing, stressing their interrelationships. architectural sculpture is studied. Same as REL 274. Prerequisite: permission of the instructor. ·203. Greek Painting and Minor Arts. The development of ·350. History of the Print. An examination of printmaking painted pottery, monumental painting, and smaller objects is in Europe from 1400 to 1800. studied in lectures and at the Memorial Art Gallery. Same as REL 275. ·206. The Art of Rome and Her Empire. A survey of paint­ ing, sculpture, and architecture before Constantine with an emphasis on literary sources and the problems of provincial art -To be offered in 1983-84 or 1984-85. a nd eclecticism. 70 Arts and Science

ORIENTAL dance composition. Nineteenth-century ballet through contem­ porary avant-garde dance are examined using films and video 222. Chinese Painting. Masterpieces of Chinese painting tapes. Elective credit only. studied in their historic contexts and in their relation to devel­ oping theories of art and connoisseurship. *261. The Age of Revolution: Early Nineteenth-Century Art. Rise of modern art in Europe, especially France, from the late *223. Shrine and Image. Indian religious architecture, its sculptured imagery and ritual use, investigated with respect to eighteenth century to about 1860. the spiritual ideals collectively expressed. Same as REL 222. 262. Impressionism and Post-Impressionism. Deals with major movements in European art, especially in France, from *224. The Arts of Japan. A survey of the major arts of 1860 to 1900. Impressionism, Post-Impressionism, and Symbo­ Japan in their historical sequence, with special emphasis upon the development of a national style. lism are discussed. *225. Chinese Architecture and Town Planning. The prin­ *263. Twentieth-Century Art. Major directions in twen­ ciples and evolution of urban design and the house complex tieth-century art from Cubism to the present in Europe and studied against the background of early Chinese history. America. *226. The Arts of Buddhist Asia. The development of Bud­ 264. Art Since 1945. The study of art, primarily in America, dhist art is traced from its origins in India to its eastern-most since 1945. Readings and lectures provide a survey of recent manifestations in Japan and Indonesia. Same as REL 22 1. trends and an introduction to different critical approaches­ formalist, psychological, etc.-in the more extensive study of a 227. Ukiyo-E: Popular Art of Pre-Modern Japan. The few key figures. popular art of the Tokugawa period, chiefly wood-block prints, studied within the context of the social history of pre-modern *265. Modern Sculpture. An examination of the nature of Japan. sculptural expression in Europe and America from Daumier to the present. *228. The Divine Lover: Erotic Themes in Indian Art. The myth of Krishna, the archetypal lover, is analyzed with refer­ 267. Bourgeois Art and Aesthetics. A study of art in the ence to the continuing traditions of sexual imagery in Indian nineteenth century from a Marxist perspective, with emphasis religious art. Same as REL 238. on the transformation of art into a luxury commodity and aes­ thetics into High Culture. 17th AND 18th CENTURIES *271. The History and Aesthetics of Nineteenth-Century Pho­ 241. Baroque Art: North and South. A study of the art of tography. Historical survey of the photograph from its prehis­ the seventeenth century, especially in Italy and the Netherlands. tory to the beginning of World War I. *242. Northern Baroque Art. A study of the art of Holland *272. The History and Aesthetics of Twentieth-Century Pho­ and Flanders in the seventeenth century. tography. Historical survey of the photograph from the beginning of the twentieth century to the present. *243. Italian Baroque Art. A study of painting, sculpture, and architecture in Italy in the seventeenth century. 273. The Art of Motion Pictures. The motion picture pre­ sented and analyzed as a distinctive form of visual and dramatic *244. The Baroque Imagination. A study of Baroque and art. The expressiveness and communication of visual and other Rococo art m Italy, France, and the Germanies with emphasis information are explored through selected examples of the on architectural spaces, gardens, religious paintings, and the moving image. Same as ENG 240. relation of art to power. Prerequisite: A H 100. 275. American Architecture. An historical survey of archi­ 247. Art and Enlightenment. A study of the architecture, tecture in America, from the earliest colonial settIements­ painting, sculpture, and literature of the eighteenth century in Spanish, French, Dutch, and English-through the eighteenth France with a special emphasis on sociological aspects and the and nineteenth centuries and the beginning of the twentieth, impact of the Enlightenment on the arts. ending ca. 1915. Field trip. *341. From Aesthetics to Art History. A study of aesthetic 276. Historic Preservation. A study of the problems of the theories and their alteration and replacement by the historical, preservation of architecture and other elements of the manmade artistic, and social consciousness which led to art history. Pre­ environment. Includes theory, history, and techniques of his­ requisite: A H 100. toric preservation. Field trips. Prerequisite: AH 275. 19th AND 20th CENTURIES *279. Dance History and Film. An examination of topics in 112. Introductio� to the Art of Film. The primary visual, dance history with some emphasis on the problems of filming aur�l, and narratIve structures and conventions by which dance. Elective credit only. motIon pIctures create and comment upon significant human 280. The Choreography of Fred Astaire. Analysis of the experience. Same as ENG 112. dances of Astaire in the context of the Hollywood musical but 150 . Dance as an Art Form. A course in dance appreciation, . treatmg dance as a serious art form and stressing analysis of 'To be offered in 1983-84 or 1984-85. Fine Arts 71 with emphasis on his contri bution to the art of dance. Elective 101. Drawing I. credit only. 102. Painting I. *362. Impressionism. A study of art in France, from 1860 to 103. Sculpture I. 1890, in its social and artistic context. Prerequisite: AH 262. 104. Photography I. *363. Art and Literature in Nineteenth-Century France. An investigation of contacts between artists and writers and of UPPER-LEVEL COURSES thematic and structural similarities in their works. Prerequisites: two 100-level studio courses and one course in *371. Studies in the History of Nineteenth-Century Photog­ art history, of which one course may be taken concurrently with raphy. Study of the history of photography and its relation­ the 200-level course. ship to the other fine arts: painting, graphics, literature, etc. In courses numbered 200 and higher, some problems may be Prerequisite: one previous art history, photo history, or fi lm assigned, but students are expected to develop their own proj­ course, or permission of the instructor. ects. Individual and group discussions of student work, gallery *372. Studies in the History of Twentieth-Century Photog­ visits, presentations by guest artists, slide talks, and readings are raphy. A study and research course in the history and criti­ regular features of these courses. Classes are normally limited to cism of photography in the twentieth century. Prerequisite: AH 15 students. 272 or permission of the instructor. 201. Drawing II. A continuation of SA 10 I. Drawing from 373. Seminar in Film History. This seminar touches on nature, the figure, still life, and the interior environment. many aspects of motion pictures and their production, from the 210. Introduction to Filmmaking. The use of filmmaking overall aesthetic attitudes of the director to technical problems, equipment; organization and editing of short films. problems of casting, locations, economics-the many events and decisions that go to shape the final product. Prerequisite: 212. Painting II. Offered each semester concurrently with two or more film history courses or permission of the instructor. Painting III and Painting IV. 374. Seminar in Film Aesthetics. The specific contributions 213. Painting III. of selected American and European film artists to works bear­ 214. Painting IV. ing their names. Prerequisite: AH 273 or AH 373. 222. Sculpture II. Offered each semester concurrently with *381. From Art History to Art Criticism. Examination of Sculpture III and Sculpture IV. the major trends of art criticism and aesthetic problems since 223. Sculpture III. the eighteenth century and studies of major art critics from Diderot to Rosenberg. Prerequisite: AH 100. 224. Sculpture IV. 232. Photography II. Offered each semester concurrently INDEPENDENT PROGRAMS OF STUDY with Photography III and Photography IV. 391. Independent Study in Art History. Independent study 233. Photography III. under faculty guidance of a limited field of art history, or indi­ 234. Photography IV. vidual study on a single topic at an advanced level under the guidance of a member of the art history faculty. ADVANCED STUDIO 394. Internship. The Advanced Studio course is the final requirement for painting and sculpture concentrators, and the course is limited Studio Arts (SA) to concentrators. Students entering Advanced Studio must have completed a combination of four courses in painting and Unless otherwise noted, studio courses are open to all sculpture in the 200 series. Students will be expected to bring a qualified students. Studio courses are scheduled for two number of proj ects to completion. The courses are offered every supervised periods of three hours each week; at least six semester. hours of independent work each week are normally 350. Advanced Studio I. expected of students. 355. Advanced Studio II. BEGINNING COURSES 360. Advanced Studio III. In each course the processes, materials, and ideas appropriate DANCE to that particular art are explored. The four beginning courses are part of the requirements for concentration in studio arts, 106. Introduction to Ballet. Ballet fundamentals including and at least three should be taken prior to the junior year. barre work, center work, adagio, and basic combinations. Sections are limited to 25 students; these courses are offered 109. Improvisation. Experience in selective and basic proc­ every semester and may be taken in any order. esses of movement involvement, both individual and group. Open to any student interested in the creative process. "To be offered in 1983-84 or 1984-85. 72 Arts and Science

110. Body Alignment. Credit-2 hours. Learning to stand, sit, and walk efficiently and correctly through the use of anatomical or skeletal images. FOREIGN LANGUAGES, 111. Modern Dance Technique I. Beginning level. Two classes per week plus individual work. LITERATURES, AND 112. Modern Dance Technique IA. Continuation of SA III, which is prerequisite. 113. Intermediate Modern Dance Technique 1. A continua­ LINGmSTICS tion of SA 112 emphasizing greater movement vocabulary and combination of movements into phrases. 114. Intermediate Modern Dance Technique IA. Continua­ Wilhelm Braun, Ph.D. (Toronto) Professor of tion of SA 113, which is prerequisite. German Literature 203. Modern Dance Technique II. Intermediate level. Three Charles M. Carlton, Ph.D. (Michigan) Professor of classes per week plus individual work. French and Romance Linguistics 204. Modern Dance Technique I1A. Continuation of SA ** Angel L. Cilveti, Ph. D. (Barcelona) Professor of 203, which is prerequisite. Spanish Literature and Acting Chairman of the Department 205. Modern Dance Technique III. Advanced level. Four classes per week plus individual work. James Doolittle, Ph.D. (Princeton) Professor of French Literature (in absentia) 206. Modern Dance Technique IliA. Continuation of SA Professor of 205, which is prerequisite. Antanas Klimas, Ph.D. (Pennsylvania) German and Linguistics Dance technique classes carry two hours of credit unless Frederick W. Locke, Ph.D. (Harvard) Professor of otherwise stated. Only eight credit hours of dance technique Classics and Comparative Literature (106 and 111-206, excluding 117) may be applied toward the Demetrius Moutsos, Ph.D. (Chicago) Professor of degree. Students are free to continue in dance technique on a Linguistics noncredit basis and may receive full credit for dance composi­ Dean H. Obrecht, Ph. D. (Pennsylvania) Professor of tion courses. Linguistics 117. Dance Composition I. An introductory course in which Nathan Rosen, Ph.D. (Columbia) Professor of students learn the elements of composition through the creation Russian Literature of solo works. Stanley M. Sapon, Ph.D. (Columbia) Professor of 207. Dance Composition II. Continuation of SA 117, which Psycholinguistics and Psychology is prerequisite. The creation of group dances is dealt with in Alice N. Benston, Ph.D. (Emory) Associate Professor depth. of Comparative Literature 208. Dance Composition III. Continuation of SA 207, Philip R. Berk, Ph.D. (Pittsburgh) Associate which is prerequisite. Group or solo compositions created by Professor of French Literature students are performed in formal and informal concerts. Gerald A. Bond, Ph.D. (Yale) Associate Professor of 310. Dance Production Workshop. Credit-2 hours. Pre­ French and German Literature sentation of choreographic works in a concert situation. Alfred Geier, Ph.D. (Johns Hopkins) Associate 311. Dance Production Workshop II. Credit-2 hours. Professor of Classics Continuation of SA 310, which is prerequisite. Ronald V. Harrington, Ph.D. (Harvard) Associate 312. Dance Production Workshop III. Credit-2 hours. Professor of Russian Continuation of SA 311, which is prerequisite. Charles Wivell, Ph.D. (University of Washington) 313. Dance Production Workshop IV. Cred it-2 hours. Associate Professor of Chinese Literature Continuation of SA 312, which is prerequisite. Sylvie Debevec-Henni ng, Ph.D. (Case Western Reserve) Assistant Professor of French INDEPENDENT STUDY IN STUDIO ARTS **Caren Greenberg, Ph. D. (Cornell) Assistant 391. Independent Study. Individual studio work at an ad­ Professor of French vanced level and under the guidance of a member of the studio arts faculty.

··These faculty have applied fo r one or two semesters of leave in 1982-83. Foreign Languages 73

O. Leroy Griffith, Ph.D. (Toronto) Assistant Concentration Programs Professor of Spanish The Department offers course work and concentra­ James Hulbert, Ph.D. (Yale) Assistant Professor of French and Comparative Literature tions toward the B.A. degree in Chinese, French, German, Russian, Spanish, and linguistics; it offers Tanya Page, Ph.D. (Columbia) Assistant Professor of additional course work in classics, Hebrew, Italian, Russian Japanese, and various literatures in translation; it offers David Pollack, Ph.D. (California, Berkeley) Assistant concentrations toward the B.A. degree in comparative Professor of Chinese and Japanese literature and foreign literature. The Department also Claudia Schaefer, Ph. D. (Washington University) offers the M.A. and Ph.D. degrees on the graduate level. Assistant Professor of Sp anish A number of programs are adapted to the interests Leo Weinstock, Ph.D. (Pennsylvania) Assistant and preparation of individual students. Students may Professor of Hebrew focus their interest on a national literature, they may Pedro Lasarte, M.A. (Texas) Instructor in Sp anish combine the study of a national literature with courses in Carlos M. Cruz, M.A. (Rochester) Supervisor of the translation in a related field, and they may also combine Language Services Center work in two national literatures leading to a concentra­ Delos Lincoln Canfield, Ph.D. (Columbia) Professor tion in comparative literature. Literature courses are Emeritus of Sp anish designed to develop the student's sensitivity to literature Arthur Monroe Hanhardt, Ph. D. (Cornell) Professor in all of its manifestations. Em eritus of German Students who wish to concentrate in a foreign lan­ Professor Howard Graham Harvey, Ph.D. (Harvard) guage are encouraged to branch out into the respective Em eritus of French national literature and acquire an understanding of the Professor Emeritus Gerhard Loose, Ph.D. (Leipzig) basic facts of linguistics and of the linguistic analysis of of German Literature language. Linguistics maj ors are encouraged to become Professor Emeritus of Kurt Weinberg, Ph.D. (Yale) fluent in at least one language. The facilities of estab­ French. German. and Comparative Literature lished laboratories are used in the training of students A supplementary staff of part-time fa culty of approxi­ in language teaching and in linguistics: the Verbal Be­ mately 10 persons. along with three fo reign exchange havior Laboratory, the Phonetics Laboratory, and the students fr om France and Germany and about six Language Services Center, including the Programmed graduate assistants. are assigned to aid in the instruc­ Learning Studio. tion of basic languages. Concentrators in a national literature are given the opportunity to get acquainted with the whole range of The Department of Foreign Languages, Literatures, literature they are stUdying. They are encouraged to and Linguistics believes that the active use of a foreign acquire a strong knowledge of the language in which language underlies the training of its students, whether they will work as early as possible in their academic they plan a concentration in the Department, plan entry career. In French, German, and Spanish upper-level into secondary school teaching or graduate work, or courses, the reading and most of the writing and lectur­ intend to use their language training as ancillary to ing will be in the original language. Concentrators are another field. strongly urged to enlarge their background for literary The Department welcomes nonconcentrators into lit­ studies by taking related courses in history, fine arts, erature in translation, foreign language, and linguistics music, philosophy, and English literature. courses. Careful attention is given to the placement of The Department encourages the Study Abroad Pro­ students into the appropriate introductory language gram for qualified students. courses. Placement is based upon the student's back­ The Department also offers unique opportunities fo r ground, CEEB, and University placement tests. study and work abroad in programs under its own juris­ For original language courses some requirements may diction. Any senior or graduate student at the University be waived for nonconcentrators, i.e., they will usually be is eligible fo r two separate exchange fellowship pro­ allowed to write their papers in English. For students grams as long as he or she has the appropriate language who have sufficient background and skills, 131 may be preparation. The Department annually sponsors two recommended as a fi rst step. All students are encouraged exchange fellowships to the University of Cologne to consult the Department's advisers. (Germany) and one exchange fellowship to the Univer­ sity of Haute-Bretagne (Rennes, France); the awards 74 Arts and Science cover full tuition and living expenses for one academic Chinese year. In addition, the Department administers a summer 1. All concentrators are required to take at least six courses in job program at Kodak/ Germany in Stuttgart for stu­ Chinese, including four semesters in Modern Chinese from dents every year; any undergraduate with basic fluency 101 and above, and two semesters of Classical Chinese. One in German is eligible. Chinese literature course is required of all concentrators. 2. At least three additional courses in either language or litera­ ture or both. Linguistics 101 is acceptable as one of these courses. Requirements and Recommendations 3. Three courses in related fields (e.g., history, linguistics, liter­ for Concentrations ature, religion, art history). 4. Concentrators intending to go on to do graduate study in Major in Foreign Literature Chinese language and literature are strongly urged to do This program is designed to provide students with an under­ fo rmal study of the Japanese language and to develop a standing of a number of major authors, themes, and genres of reading knowledge of German and French. world literature as well as insight into the basic functions and methods of literary criticism. Reading proficiency in a foreign language is required; normally this is satisfied by completing three courses in one fo reign literature read in the original French language. 1. Concentrators are required to take at least eight courses in Minimal requirements: French: 1. Eight literature courses offered by the Department of For­ a. Three I DO-level courses: 130, 131, and either 132 or eign Languages, Literatures, and Linguistics: another 100-level course above 104. • Three courses based on original texts. h. Five 200-level courses: 200; 203 or 204; and three other • One course in literary theory or practical criticism. 200-level courses. • One course devoted to a major author. 2. In addition, four allied courses are required: • One course on a recurrent theme. a. Two courses in closely related fields such as French his­ tory, art, etc. • One genre or period course. h. Two courses in linguistics or another literature. • A senior seminar or a seminar essay designed to integrate the student's studies. 3. Concentrators should seriously consider studying at a French-speaking university for a year, a semester, or during 2. Two courses in related fields (English, philosophy, fine arts, the summer. Work done in an approved Study Abroad Pro­ history). gram may be given concentration credit up to a maximum of four courses. 4. Concentrators intending to do grad uate work in French are Major in Comparative Literature advised to acquire a reasonable facility in another foreign language. This undergraduate major is designed for students with a strong background in at least one foreign language and who contemplate a professional career of literary study. The following courses are required: German 1. Ten courses in two foreign literatures read in the original 1. German 131, 132, *161, 222. language (at least four courses must be taken in the second literature) 2. Four additional German courses at the 200 level or above. 2. A course in literary theory 3. Two courses above the introductory level in linguistics, 3. A senior seminar, which brings the total of required courses another foreign literature, comparative literature, or English. to 12, or a senior essay designed to integrate the student's 4. Two courses, usually above the introductory level, in allied studies. fields of study such as German history, German philosophy, etc. Ind ividual advisers are assigned as early as possible to work on a comprehensive and coherent program with the student. 5. Concentrators are urged to consider spending some time (Students preparing for graduate work in comparative litera­ studying in a German-speaking country, if possible. ture are strongly advised to begin the study of a third foreign language as soon as possible.) -The German Survey taught at the Eastman School of Music may be substituted. Foreign Languages 75

6. Concentrators intending to go on to graduate study should with Professor W. H. Clark (Lattimore Hall) as well as their acquire a reading knowledge of French, and Latin would be adviser. helpful as well. 7. Students intending to complete two concentrations should consult with their advisers concerning both programs of Courses of Instruction study and career goals. Comparative Literature- General 101. European Literature in Translation I. Introduction to the significant literature from the classical and medieval Russian periods. I. At least eight courses, including LIT 263, 264 (classics of 102. European Literature in Translation II. Continuation Russian literature); RUS 131. of Comparative Literature 101. Introduction to significant 2. A minimum of two related courses (such as Russian history, literature from the Renaissance through the Enlightenment. fo reign literatures, political science). 103. European Literature in Translation III. Continuation of Comparative Literature 102. Introduction to significant literature from Romanticism to the present.

Spanish III. Tradition and Transformation in European Literature. Introduction for freshmen to major authors of the European I. A common core consisting of: Spanish 131 or 133; 132; 121 tradition. Studies in a continuing theme. Small seminars and and 122. occasional lectures. (1983-84) 2. At least four additional courses in either language or litera­ ture or both, at the 200 level or above. 3. Two courses in related fields, to be determined in consulta­ Comparative Literature-Comparative tion with the student's adviser. 125. Sophoclean and Shakespearean Tragedy. A compara­ 4. Spanish 110 or equivalent (with permission of the instructor) tive study of Sophoclean tragedy (Ajax, Oedipus. Oedipus at is prerequisite to Spanish 121, 122. Colonus) and Shakespearean tragedy (Macbeth. Hamlet. Lear). 5. Spanish 110, 121 and/ or 122, or equivalent (with instructor's 128. Russian Civilization. Study of Russian culture through approval), are prerequisite to Spanish 131, 132, and 133. an analysis of major themes and developments in Russian art, literature, music, and religion. Same as HIS 128. 201. Tragedy. A study of tragic themes and tragic modes, Linguistics with texts chosen from the Greeks to the modern period. A minimum of eight courses in linguistics is required, includ­ 203. Literary Criticism. Studies of major literary critics ing 202, 203, and either 211 or 235 in one of the language areas: from the time of Aristotle to the present. German, Russian, or Spanish; or 203, 204 in French; or English 204. European Literature of the Renaissance. Readings in (English 248 and English 200, cross-listed as Linguistics 21 1 and Dante, Petrarch, Boccaccio, Erasmus, Ariosto, Rabelais, and 235, respectively). The remaining five courses may be selected Montaigne. Can be done in French as FR 220. from any of the courses listed below at the 200 level or above. 205. European Literature of the High Middle Ages. Major Linguistics 101 is prerequisite to all courses at the 200 level or trends in literary thought and technique, 1050- 1350. Emphasis above. upon the ideals of the court, the cathedral, and the monastery Also required are at least two courses above the introductory with respect to man and the universal order. level in an allied field: anthropology, education, English, for­ eign languages, mathematics, philosophy, psychology, or soci­ 206. The European Novel. Stendhal, Tolstoy, Dostoevsky, ology. Particularly recommended are Anthropology 27 1, 275; Thomas Mann, Joyce, Malraux, and Kafka. English 200, 248; Psychology 233, 234, 235, 335. 383. Special Studies in Comparative Literature. The rela­ The choice of courses within the concentration will depend tionship of literature to other media such as the film, painting, on the student's main interest and will be worked out with his or and music, and to other disciplines such as philosophy and her adviser. astronomy. Additional reading and a major research paper required of graduate students. 384. Comparative Study of Themes. The study of the per­ sistence and metamorphosis of important themes in literature, Student Teaching for example, Don Juan, Antigone, Prometheus. Additional Concentrators interested in student teaching experience for reading and a major research paper required of graduate stu­ the purpose of New York State certification should be in touch dents. (1983-84) 76 Arts and Science 385. Comparative Study of Periods. The study of the litera­ 232. Tolstoy and the Problem of Love. The evolution of ture of a period, such as the Renaissance or Romanticism, or of Tolstoy's views on love as reflected in representative selections a movement, such as naturalism, as a totality not limited by ranging from his early short stories to the great novels. national boundaries. Additional reading and a major research 260. Chekhov. An intensive study of his stories and plays, paper required of graduate students. (1983-84) with emphasis on the development of his art. Read ings in 386. Comparative Study of Genres. The comparative study English. Same as RUS 260. of a major genre: novel, poetry, drama, epic, short story. Addi­ 262. Dostoevsky and the Problem of Evil. Intensive study of tional reading and a major research paper required of graduate NOles fr om Underground. The Brolhers Karamazov. and the students. Book of Job. ' 388. Critical Perspectives. Coordination of the intensive 263. Tolstoy and Dostoevsky. One major novel by each study of a major Continental author with the reading and author and selected short works. Same as REL 263. evaluation of a variety of critical perspectives on his work, such as Marxist, Freudian, Jungian, and existentialist. Each year a 264. Classics of Russian Literature. The major writers (ex­ different author will be considered. cluding Tolstoy and Dostoevsky): Push kin, Gogol, Turgenev, Goncharov, and Chekhov. 389. Comparative Literary Theory and Criticism. Problems and approaches in contemporary criticism (existentialist, psy­ 265. Modern Russian Literature. Its development from chological, sociological, structuralism, etc.). symbolism to the present day. Includes Bely, Babel, Olesha, Bulgakov, and Solzhenitsyn. 390. Supervised Teaching. 391. Independent Study. Literature in Translation-Special

Literature in Translation-Classics Courses numbered 280 to 290 are special courses limited in enrollment. Theyare usually devoted to inten­ 228. Plato and Logopoiesis. An exploration of and com­ mentary on four Platonic dialogues (Symposium. Republic. sive examination of particular writers, forms, or literary Phaedo. and Phaedrus), with a view also to understanding problems. The content of these courses is not specified, logopoiesis, i.e., Plato's philosophic art of poetic composition. because it is determined from the interests of students 229. Interpretation and the Divine. Discussion of problems and instructors, and varies from time to time. Annual of presence or absence of the Divine in three texts dealing with schedules describe the content of a given course in a it-Plato's Ph aedrus. Heidegger's Gelassenheil. Descartes' given semester and indicate prerequisites for admission, MedilOlions. Same as REL 229. (1983-84) if any. 280. Studies in Classics in Tran�lation. 281. Studies in Medieval Literature in Translation. Literature in Translation- Hebrew 282. Studies in the Renaissance in Translation. 230. Success and Suffering: Biblical Wisdom and the Ancient 283. Studies in the Baroque in Translation. World. Textual study of biblical wisdom literature in context 284. Studies in 18th-Century Literature in Translation. of a comparison with ancient documents. Same as REL 233. (Spring 1983) 285. Studies in 19th-Century Literature in Translation. 286. Studies in 20th-Century Literature in Translation. 287. Comparative Studies in Fiction in Translation. Literature in Translation-Japanese 288. Studies in Drama in Translation. 250. Introduction to Japanese Literature in Translation. 289. Studies in Poetry and Poetics in Translation. Major works of Japanese fiction, poetry, and drama from the 370. Literary and Artistic Experience in the Post-Cultural classical period through the eighteenth century. World. A study of European and American literary and artis­ 251. The Modern Japanese Novel. Principally a study of tic experimentation in the twentieth century. postwar Japanese fiction. 390. Supervised Teaching. Teaching and drills within a regular course under the instructor's supervision. 391 . Independent Study. Intended primarily for advanced Literature in Translation-Russian students wanting to study specific literary problems across 101. Introduction to Russian Literature. The development national boundaries. of Russian literature through short works by Karamzin, Push­ kin, Gogol, Dostoevsky, Tolstoy, Turgenev, and Chekhov. Foreign Languages 77

Chinese LATIN 101. Elementary Chinese I. Introduction to modern spoken NOTE: Latin 103 or the equivalent is prerequisite to all Latin Mandarin. Emphasis will be on developing the students' ability courses at the 200 level. to speak and comprehend the most widely used dialect of 101. Elementary Latin I. Introductory training in the struc­ modern Chinese. ture of Latin and its basic vocabulary. Practice in the reading of 102. Elementary Chinese II. Continuation of Chinese 10 I, selected texts. and an introduction to elementary readings in Chinese. 102. Elementary Latin II. A continuation of Latin 101. 103. Intermediate Chinese I. Continuing study of spoken Latin 10 I is a prerequisite. Mandarin and vernacular written materials. Prerequisite: CHI 103. Intermediate Latin I. Reading and interpretation of 102 or equivalent. selections (unadapted) from Ovid, Virgil, Catullus, Horace, and 104. Intermediate Chinese II. Continuation of Chinese 103. Tacitus. Prerequisite: Latin 102 or permission of the instructor. 204. Readings in Modern Chinese I. Readings in news­ 203. Roman Comedy. Plautus and Terence; their relation papers and periodicals, with emphasis upon materials from the to Greek New Comedy and their influence on later comedy. People's Republic of China. Prerequisite: CHI 103 or equiv­ ( 1983-84) alent. 205. Roman Lyric and Elegiac Poetry. Catullus, Tibullus, 205. Readings in Modern Chinese II. Continuation of Propertius, Ovid. Chinese 204. 206. Virgil. Selections in alternate years from the Aeneid, 250. Classical Chinese I. Readings in literary styles in a Bucolics, and Georgics. (1983-84) variety of philosophical, historical, and literary texts. 391. Independent Study. Study of special literary problems 251. Classical Chinese II. Continuation of CHI 250. under the direction of a member of the faculty. 391. Independent Study. 393. Senior Essay. French 101. Elementary French I. Introductory trammg in the structure of modern French and its basic vocabulary. Practice Classics in speaking; reading of selected graded texts. GREEK 102. Elementary French II. A continuation of French 101. NOTE: Greek 101 and 102, or the equivalent, are prerequisites 103. Intermediate French I. Intermediate level study of to all Greek courses at the 200 level. modern French. Special attention to grammatical review, vo­ cabulary, reading, and listening skills. 101. Homeric Greek I. An introduction to Attic Greek designed to prepare students to read also the classical Greek 104. Intermediate French II. A continuation of 103 with dramatists, philosophers, orators, and historians. ongoing grammatical review and increasing attention to con­ versation and composition. 102. Homeric Greek II. Continuation of Greek 101. 115. Commercial French. An introduction to the technical 103. Selections from Homer's Odyssey. vocabulary of commercial practices in France. 104. Selections from Xenophon, Plato. 130. French Conversation and Composition. An upper-level 204. Euripides. One of the major plays in alternate years. intermediate course on French language emphasizing speaking 205. Sophocles' Oedipus at Colon us. and writing skills. It is normally followed by 131 and/or 132. 208. Plato's Meno. A detailed study of the language and 131. Introduction to French Literature I. Introduction to thought of Plato's Meno. the interpretation of modern French literature with emphasis on techniques of analysis. Major genres, short story, lyric, 212. Xenophon's Memorabilia. A detailed study of the lan­ drama. are covered . guage and thought of Xenophon's recollections of Socrates' life and conversations. (1983-84) 132. Introduction to French Literature II. Introduction to the historical study of French literature and culture from the 391. Independent Study. A study of special literary prob­ Renaissance to 1850. lems under the direction of a member of the faculty. I SO. Special Topics in French. A topically oriented course 393. Senior Essay. A paper based upon independent study; with readings in French. Themes discussed in any given year may be written by concentrators. Students should normally include the grotesque in art and literature, novel and film, register for this course in the fall term of their senior year. problems of the novel, and narrative and dramatic comedy. Prerequisite: reading knowledge of French. NOTE: French 130 and 131 or 132 are ordinarily prerequisites for all 200-level courses in French language and literature. 78 Arts and Science

200. Advanced French. Intensive practice in speaking and German writing the language; review of grammar on an advanced level. 101. Elementary German I. Choice of three different ap­ 203. The Linguistic Structure of French. Analysis of the proaches: (I) introductory readings in German literature, (2) contemporary French phonological, grammatical, and semantic basic spoken German, (3) programmed instruction. (Every systems; reference to dialectal variations. semester) 204. History of the French Language. Diachronic analysis 102. Elementary German II. Continuation of German 101. of French as one of the Romance languages; its formation, (Every semester) development, and present state. 103. Intermediate German I. Readings in German culture 210. Medieval French Literature. A survey of medieval lit­ and civilization; grammar review; some conversation. Prerequi­ erature and culture. Works to be read in modern French include site: GER 102 or equivalent. (Every semester) La Chanson de Roland, Yvain, and La Quete du Graa/. NOTE: Successful completion of the language proficiency 220. The French Renaissance. Introduction to the intellec­ examination in German, or equivalent, is the prerequisite for all tual and aesthetic currents of the Renaissance; readings in German courses listed below. Rabelais and Montaigne. (1983) 104. Intermediate German II. Introduction to German con­ 230. The Baroque. Major texts of the late sixteenth and versation and composition; conducted entirely in German. Pre­ early seventeenth centuries. Theater, comic novels, short fic­ requisite: GER 103 or equivalent. tion, and poetry are covered. 131. Introduction to German Literature I. Close reading 231. The Classical Tradition. Major dramatic, lyric, and and analysis of re presentative works of poetry and fiction of the moraliste texts of the late seventeenth century: Racine, Moliere, nineteenth and twentieth centuries. La Fontaine, La Rochefoucauld, and La Bruyere. 132. Introduction to German Literature II. Selected works 240. The Eighteenth Century. Study of major authors of as seen in their historical and stylistic context. Prerequisite: the French Enlightenment, as well as their predecessors and G E R 131 or consent of instructor. contemporaries, including Marivaux, Montesquieu, Voltaire, NOTE: German 131 and 132 are usually prerequisite for all Prevost, Rousseau, Diderot, Sade, and Laclos. 200-level courses in German literature; Linguistics 101 is rec­ 251. Modern French Readings from Baudelaire to Surrealism. ommended for all 200-level courses in German linguistics. 252. Nineteenth-Century French Novel. Analysis of selected 161. Conversation and Composition. Combines stylistic ex­ works by major nineteenth-century novelists including Balzac, ercises, discussions in German, and writing of German compo­ Stendhal, Flaubert. sitions. Conducted entirely in German. Prerequisite: GER 104 260. The Twentieth-Century Novel (1900-1 940). Readings or equivalent. in such major novelists as Proust, Gide, Malraux, etc. 21 I. Linguistic Structure of German. Practical and theoreti­ 261. The Contemporary French Novel (1940-Present). Read­ cal investigation of the sounds, grammar, and vocabulary of ings in Camus, Sartre, Robbe-Grillet, etc. (1983) Standard German, with consideration of teaching and learning difficulties. (1983-84) 262. Twentieth-Century French Theatre. Analyses of se­ lected works by major twentieth-century dramatists, including 222. Advanced Conversation and Composition. Discussion Claudel, Giraudoux, Montherlant, Camus, Sartre, Beckett, of and compositions suggested by readings from the news­ lonesco, Genet. (1983) magazine Der Sp iegel. Prerequisite: GER 161 or consent of the instructor. 280. French Film. A study of French film from its begin­ nings through the New Wave. 235. History of the German Language. The formation and linguistic evolution of German over a period of roughly 2,000 299. Studies in Translation. Advanced work in translation years, illustrated with selected historical sources. into and from French. Prerequisite: French 200 or equivalent. 250. Medieval German Literature. A study of the three great 388. Critical Perspectives. Coordination of the intensive visions of medieval German: Nibelungenlied, Parzival, and study of a major Fren�h author with the reading and evaluation Tristan. (1983-84) of a variety of critical perspectives on his work, such as Marxist, Freudian, Jungian, and existentialist. Each year a diffe rent 269. Goethe. Close readings of selected lyric, dramatic, nar­ author will be considered. Seminars are planned on Flaubert, rative, and critical works, including both parts of Fa ust. (1984) Rousseau, and Balzac. (See Comparative Literature 388.) 270. German Romanticism. Examines the origins, crises, 391. Independent Study. Study of special linguistic or liter­ and resolutions of problems in aesthetics, religion, politics, and ary problems under the direction of a member of the faculty. philosophy facing authors of the Romantic period of Germany. 393. Senior Essay. 275. Nineteenth-Century Literature. Reading in alternate years from either the major dramatists or major novelists of the period. (1984) Foreign Languages 79

280. Age of Expression. Focuses on early twentieth-century Japanese German literature and culture, with particular interest in the 101. Elementary Japanese I. Introduction to colloquial Jap­ influence of Nietzsche in the arts. (1984) anese, with emphasis on developing spea king and comprehen­ 285. Modern German Drama. Readings in Hauptmann, sion skills. The writing system also is introduced for reading Schnitzler, Kaiser, Brecht, Frisch, Durrenmatt, Hochhuth, and simple texts. Weiss. 102. Elementary Japanese II. Continuation of Japanese 10l. 286. Modern German Prose. The shorter narratives of 103. Intermediate Japanese I. Continuing study of collo­ Hauptmann, Thomas Mann, Kafka, Benn, and Brecht. quial Japanese through conversation practice and more inten­ 287. German Song. A study of the variety of German song, sive development of reading skills. Prerequisite: JAP 102 or including the Lied. folksong, and the popular song. Formal equivalent. theoretical and sociological analyses are emphasized. 104. Intermediate Japanese II. Continuation of Japanese 391. Independent Study in German. 103. 393. Senior Essay. A paper based upon independent study; 205. Modern Japanese Prose I. Selected readings from con­ may be written by concentrators, preferably in the fall term of temporary texts covering various styles of literary Japanese. their senior year. Prerequisite: JAP 104 or equivalent. 399. Practicum in German. Investigation of special topics in 206. Modern Japanese Prose II. Continuation of Japanese German language, literature, or linguistics. 205. Essays on Japanese literature and history. 391. Independent Study in Japanese Language. Hebrew 392. Practicum in Japanese. NOTE: Hebrew courses 101, 102, 103, and 104 form an inte­ grated four-term sequence designed to give a good reading and Romanian speaking knowledge of Hebrew by the fourth term. 101. Elementary Romanian I. Introductory explanation of 101. Elementary Hebrew I. Introductory training in the the structure of modern Romanian and its basic vocabulary. structure of modern literary Hebrew and its basic vocabulary Practice in hearing and speaking. Reading of texts. and use. Practice in writing, reading, comprehension, and speaking. 102. Elementary Romanian II. A continuation of Romanian 10l. 102. Elementary Hebrew II. A con tin uation of Hebrew 10 I; 125. Romanian Life, Language, and Culture. Survey of life the completion of the basic grammar of Hebrew. in contemporary Romania (art, folklore, history, language, and 103. Intermediate Hebrew I. Continuing study of Hebrew in Ii te rat u re). its written and spoken forms. Selected readings from modern 391. Independent Study in Romanian. Study of special lin­ Hebrew literature. Prerequisite: HEB 102 or equivalent. guistic problems under the direction of a member of the faculty. 104. Intermediate Conversation and Composition. Training and practice in speech and writing of Hebrew, with emphasis on curre nt issues and materials. Prerequisite: fa miliarity with the Russian most basic Hebrew forms and vocabulary. NOTE: Russian courses 101, 102, 103, and 104 form an inte­ 131. Introduction to Modern Hebrew Literature. Reading grated four-term sequence designed to give a good reading and of prose and poetry with analysis. Conducted in Hebrew. (Fall speaking knowledge of Russian by the fourth term. 1982) 101. Elementary Russian I. Pronunciation and the basic 132. Introduction to Hebrew Literature, Old and New. structure of the language. Reading and analysis of Hebrew literature from various time 102. Elementary Russian II. Continuation of Russian 10l. periods, from Biblical through contemporary. Conducted in Emphasis on building vocabulary by means of graded readers. Hebrew. (Spring 1983) 103. Intermediate Russian I. Continuing study of Russian in 218. The Hebrew Short Story. A study of the modern its written and spoken forms. Hebrew short story: its language, the milieu producing it, and 104. Intermediate Russian II. Continuation of Russian 103, its greatest writers. Conducted in Hebrew. (Fall 1982) stressing conversation and composition, with readings in un­ 391. Independent Study in Hebrew. abridged fiction and nonfiction. 105. Russian Reading and Translation. Controlled readings in a field of the student's interest. Prerequisite: RUS 102 or equivalent. 80 Arts and Science

131. Introduction to Modern Russian Literature I. Read­ 133. Introduction to Latin-American Literature. Close read­ ings in nineteenth-century fiction. Prerequisite: R US 103 or the ing and analysis of masterpieces of modern Latin-American equivalent. literature. 221. Advanced Russian Language I. Reading and writing in 211. The Linguistic Structure of Spanish. Synchronic analy­ Russian, with oral progress reports and classroom discussion sis of the phonemic, morphological, syntactic, and semantic in Russian. Short research paper on a topic of the student's systems of present-day Spanish; dialectal variations. Prerequi­ choice. site: SP 104 or equivalent, or permission of the inst ructor. 222. Advanced Russian Language II. A continuation of 212. Hispanic Dialectology. An examination of phonologi­ Russian 22 1. cal, morphological, and syntactic variation in the language of Spain and Latin America. (Not offered 1982-83) 235. History of the Russian Language. Diachronic analysis of Russian as one of the Slavic languages; its formation, devel­ 235. History of the Spanish Language. Diachronic analysis opment, and present state. Prerequisite: RUS 104 or equivalent, of Spanish as one of the Romance languages; its formation, or permission of the instructor. development, and present state. 260. Chekhov. An intensive study of his stories and plays, 250. Cervantes' Exemplary Novels. Close reading of the with emphasis on the development of his art. Readings in Rus­ exemplary novels: content, form, relation to other works of sian. Same as LIT 260. Cervantes and to the pastoral and picaresque novel. Special attention given to the intellectual and artistic background of 391. Independent Study. Cervantes' literary creation. 399. Practicum in Russian. Investigation of special prob­ 258. Cervantes. Detailed reading and discussion of Don lems in Russian. Quixote and other works in relation to Cervantes' time and to the development of the novel. Spanish 262. Lope de Vega and Calderon. Extensive reading, study, 100. Review Spanish. An intensive review of SP 101, 102. and discussion of plays by these dramatists; the theater in rela­ (Every semester) tion to literary, social, and religious thought. 101. Elementary Spanish I. Training in speaking, compre­ 276. Nineteenth-Century Prose. Reading and discussion of hension, reading, 'and writing through classroom instruction. works, beginning with Costumbrismo, but with emphasis on the (Every semester) novels of Galdos, Alas, Pardo, Bazan, Valera, Unamuno, Azorin. 102. Elementary Spanish II. Continuation of Spanish 10 I: classroom instruction. (Every semester) 277. Twentieth-Century Spanish Drama. Trends in contem­ porary theater, including the works of Calvo-Sotelo, Casona, 103. Intermediate Spanish. Continuing study of modern Buero Vallej o, Sastre, Ruibal, and Arrabal. Spanish in its spoken and written forms. Prerequisite: SP 102 or equivalent. (Every semester) 280. Contemporary Spanish Prose. The development of the novel after the Civil War, from its resurgence with Cela, to the 104. Conversational Spanish I. Continuation of Spanish present. 103, stressing conversation and composition. Conducted in Spanish. Designed primarily for nonmajors. (Every semester) 282. Poetry of the Twentieth Century. Spanish and Latin American poets. The poetry of the generation of 1927, with the 110. Reading Spanish. Continuation of Spanish 103. In­ main emphasis on the poetry and drama of Garcia-Lorca, Jorge tended to advance conversational skills and also provide an Guillen, and Vicente Aleixandre; other poets are also included. introduction to the reading of Spanish literature. (Every spring) Latin American poets such as Valiejo, Neruda, Paz, Nicolas 121. Advanced Spanish Language I. An intensive investiga­ Guillen, Marti are read. (Alternate semesters) tion and training in the nature and use of Spanish. (Every fa ll) 285. Contemporary Latin American Fiction. The short 122. Advanced Spanish Language II. A continuation of stories of Jorge Luis Borges; the novels of Cortazar, Carpentier, Spanish 121. (Every spring) and Garcia-Marquez. NOTE: Spanish 13'1 , 132, and 133 are offered in the order listed 290. Topics in Latin American Literature. Topics vary from below in successive semesters. semester to semester. Possible topics include Modernism, co­ 131. Introduction to Modern Spanish Literature. Close read­ lonial literature of Latin America, the modern Latin American ing and analysis of representative works of poetry, drama, and short story. fiction of nineteenth- and twentieth-century Spain. 391. Independent Study. 132. Masterpieces of Spanish Literature to 1800. Survey 393. Senior Essay. A paper based upon independent study; from the late Middle Ages to the beginning of Romanticism; may be written by concentrators. Students should normally emphasis on the siglo de oro. (Fall 1983) register for this course in the fa ll term of their senior year. General Science 81

399. Practicum in Spanish. Individual proj ects or investiga­ NOTE: Other courses appropriate to a concentration in linguis­ tion of special problems in Spanish. tics are the following: FR 203, 204, 205; G E R 211, 235; and S P 211, 235. Linguistics 101. Introduction to Linguistics. Principles of structural analysis of speech phenomena. Examination of material from a wide variety of languages. GENERAL SCIENCE 202. Introduction to Historical Linguistics. A diachronic study of the phases and processes of linguistic change: phono­ logical, grammatical, and semantic. 203. Articulatory Phonetics. Physiological bases of speech This is a concentration program leading to a bache­ production and perception. Analysis and classification of speech lor's degree administered through the Center for Special sounds; discrimination, production, and transcription skills are Degree Programs (page 48). For details about require­ acquired. ments, students should consult the Center. 209. Language and Meaning. Introduction to the study of meaning from a linguistic point of view, and the relation Committee on General Science of semantics to grammar, culture, cognition, and stylistics. 211. The Structure of Modern English. Credit for only one: Harry W. Fulbright, Ph.D. (Washington) Professor of LIN 211 or ENG 248. See description for English 248 (Modern Physics and Chairman of the Commillee English Grammar). Arnold Pizer, Ph.D. (Yale) Associate Professor of 212. Introduction to Transformational Linguistics. A study Mathematics of the development of transformational grammar, its notational George R. Holdren, Ph. D. (Johns Hopkins) Assistant devices, and mechanical workings. Professor of Geology 213. Language in Society. An introduction to the study of David Williams, Ph.D. (California, San Diego) language in its social context as viewed by linguists. Assistant Professor of Psychology and in the Center fo r Visual Science 215. Phonological Analysis. Critical analysis of approaches to phonological theory, including Prague school, American structuralism, generative theory, and natural phonology. Pre­ The Committee on General Science supervises a pro­ requisite: LIN 203. (Fall 1983) gram leading to the B.A. degree that links broad training 216. Grammatical Analysis. Morphological segmentation in the natural sciences with courses designed to provide and classification; derivational and inflectional processes; insight into the development of scientific thought and phrase structure and constituent analysis; relationship of struc­ method. As an introduction to the natural sciences, the tures and transformations. Prerequisite: LIN 203. program develops students who are technically literate 230. Introduction to the Analysis of Verbal Behavior I. Dis­ and who possess the background required of an edu­ cusses approaches to psycholinguistics using introductory units cated person today. on the principles and procedures for the descriptive analysis of A degree may be awarded with a double concentration behavior. Prerequisite: PS Y 228. in general science and another natural science, provided 231. Introduction to the Analysis of Verbal Behavior II. that the advanced-level work in general science is not the Continuation of Linguistics 230. Considers issues in psycholin­ same as that for the other concentration. guistic diagnoses, case report writing, and the further explana­ The General Science Program categorizes the natural tion of teaching strategies. Prerequisite: LIN 230. sciences into three broad areas and into basic-level and 235. History of the English Language. Credit for only one: advanced-level courses approved by the individual de­ LIN 235 or ENG 200. See description for English 200 (History partments for concentration credit toward a B.A. degree of the English Language). in general science. The three categories are: 250. Acoustic Phonetics. Introduction to the physical and 1. Biological Sciences: biology, psychology. linguistic properties of the speech wave. Practical experience in 2. Mathematical Sciences: computer science, mathemat­ laboratory phonetics. Prerequisite: LI N 203 or permission of the instructor. ics, statistics. 391. Independent Study in Linguistics. 3. Physical Sciences: astronomy, chemistry, geology, physics. 399. Practicum in Linguistics. Investigation of special prob­ lems in linguistics. 82 Arts and Science

Concentration in General Science CATEGORY III, PHYSICAL SCIENCES Astronomy III, 112 General Prerequisites Chemistry 132, 133, 134, 141, 142 Geology 101, 20 1 Math 161 and 162 or the equivalent, as well as dem­ Physics 113, 114, 121, 122 onstrated proficiency in computing, must be completed satisfactorily before the student can be accepted as a concentrator. Advanced-level Courses CATEGORY I, BIOLOGICAL SCIENCES I. Biology: General science students taking advanced-level Concentration Requirements courses in this area must take BIO 121 as their basic-level The concentration consists of at least: course in Category I. One course from each of the following I. Three basic-level courses, one from each of the three three groups must be taken to satisfy the advanced-level course requirement in this department. categories of the natural sciences listed above. Group I: biochemistry and molecular biology-1 50, 202, 2. Six advanced-level courses, including at least three 268; IND 40 1 from each of two departments (the two departments Group II: cell and developmental biology-21O, 220, 226, must be from different categories of the natural 243 sciences). Group III: organismic biology- I22, 125, 130, 205, 260 3. Two courses in the history of science, the philosophy 2. Neuroscience: Any course beyond 20 I, 202, 203 of science, or scientific methodology. 3. Psychology: General science students taking advanced-level Students wishing to take advanced-level course work courses in psychology must choose at least one of three from a department that is not currently in one of the advanced-level courses from Group I and at least one from three categories of the General Science Program may Group II. In addition, at least one of the courses must be a petition to have the Committee consider an alternative laboratory course, denoted by (L). program. If the Committee approves the petition, the Group I: neuro- and biopsychology-243, 245(L), 246(L), student must then obtain the approval of the chairman 25 1, 252, 257(L), 34 1, 344 of the department involved. Once an acceptable pro­ Group II: experimental behavioral psychology- gram of course work has been developed and the 228(L), 232, 256(L), 332, 351 approval of the appropriate department chairman is obtained, the student will be considered for admission to CATEGORY II, MATHEMATICAL SCIENCES the concentration. I. Computer science: General science students taking advanced­ Students should note that some basic-level and level courses in computer science must have taken esc 220 advanced-level courses have prerequisites that cannot be as a basic-level course and must take CSC 280 and 288 used to satisfy the requirements of the general science among the three or more advanced courses. Optional ad­ concentration. vanced courses are 222, 246, 247, 286, 287. 2. Mathematics: General science students taking advanced­ level courses in mathematics must take both basic-level Basic-level Courses courses (MTH 163 and 164) and MTH 235 (Linear Algebra) The basic-level courses must be taken in at least three as an advanced-level course. The other two required ad­ different departments, chosen from the list below. All vanced-level courses may be any 200- or 300-level courses, three of the science categories must be represented. except for MTH 300. 3. Statistics: General science students taking advanced-level CATEGORY I, BIOLOGICAL SCIENCES courses in statistics must have taken both basic courses (STT Biology 105, 121 212 and 216) and must take STT 20 1 and 203 among the three or more advanced courses. Optional advanced courses Neuroscience 20 I, 202, 203 are 202, 207, 208, 221, 226, 24 1. Psychology 121, 141, 151

CATEGORY II, MATHEMATICAL SCIENCES CA TEGORY III, PHYSICAL SCIENCES Computer Science 206, 220, 240 I. Astronomy: General science students taking advanced-level Mathematics 163, 164 courses in astronomy must take three of the following Statistics 211, 212, 216 courses: 232, 241, 242, 383. Geological Sciences 83 2. Chemistry: General science students taking advanced-level courses in chemistry must take three from the following courses (note that certain courses do have prerequisites that GEOLOGICAL SCIENCES are not otherwise listed in the catalogue): 20 I', 202', 2032, 2042, 211, 2223, 25 14, 2524 3. Geology: General science students taking advanced-level Lawrence William Lundgren, Jr., Ph.D. (Yale) courses in geology must take at least three advanced-level Professor of Geology and Chairman of the courses; one course must be selected from each of the follow­ Department ing groups. Robert George Sutton, Ph.D. (Johns Hopkins) Group I: paleontology-22 1, 222, 277 Professor of Geology Group II: petrology/geochemistry sequence-224, 227, 24 1, Curt Teichert, Ph,D. (Albertus) Adjunct Professor of 248, 286 Geology Group I II: field/ geophysics sequence-235, 281, 283, 285 Asish Basu, Ph. D. (Davis) Associate Professor of Courses other than those listed may be accepted for general Gt?ology science majors with prior written approval of the depart­ Carlton Brett, Ph.D. (Michigan) Assistant Professor ment's general science adviser. of Geology 4. Physics: General science students taking advanced-level Udo Fehn, Ph.D. (Munich) Assistant Professor of courses in physics must have taken PHY 121 and 122 as Geology prerequisites to the program. Any three courses from the George Richard Holdren, Jr., Ph.D. (Johns Hopkins) following list can be used to satisfy the advanced-level course Assistant Professor of Geology requirements: 123, 217, 235, 255, 256, 258. Gautam Mitra, Ph. D. (Johns Hopkins) Assistant Professor of Geology History of Science, Philosophy of Science, and * Judy Massare, M.A. (Johns Hopkins) Instructor in Scientific Methodology Courses Geology Two courses chosen from but not limited to those John Edward Hoffmeister, Ph. D. (Johns Hopkins) Professor Em eritus of Geology listed may be taken to fulfill this requirement: HIS 20 1, PHL 252, HIS or PHL 352. Courses other than those Th e Department of Geological Sciences uses seven to listed may be used to satisfy this requirement with prior eight teaching assistants in laboratory sections of most written approval of the Committee on General Science. undergraduate laboratory courses. (Other courses that may be added here are under con­ sideration.) Although Geological Sciences is one of the smallest A "C" average is required in previously completed departments in the College of Arts and Science, it courses used toward the concentration, and a "C" provides its students with distinctive degree programs average must be maintained for all courses used in the and with excellent opportunities fo r communicating and concentration. working with its faculty members and graduate students, both in and outside the classroom. Each of the degree programs has been designed to serve special interests of 'CHM 20 1-202 cannot be taken if CHM 132-133 have already been the students and the particular demands associated with taken.

'CH M 203-204 can be taken after CH M 132- 133, but because they are professional work in various areas of the earth sciences. two-;;redit courses, both must be taken to count as a full fo ur-;;redit The degree programs include the B.A. and B.S. pro­ course. grams in geology, the B.S. in biology-geology (BIG), and JCHM 25 1 is a prerequisite for CHM 222. the B.S. in geomechanics (GEM). The three B.S. pro­ 'MTH 163- 164 are pre- or corequisites fo r CHM 25 1 -252. grams are designed to give students the background for graduate work and professional careers in the earth sciences, and in those areas in which the earth sciences overlap with the life sciences on the one hand and with engineering on the other. The B.A. program is designed to allow more flexibility in program design and is pur­ sued not only by students preparing for graduate work in

·Part-time. 84 Arts and Science the earth sciences but also by students interested in la w, Minimum Requirements for the B.A. management, and teaching. These students commonly Program carry double majors such as geology and economics. Students planning graduate work or careers in environ­ • Seven courses beyond 101 selected from departmental mental and resource management have found each of the offerings; Geology 20 1, 22 1, 224, 227, 235, 283, and various degree programs to be an appropriate avenue to one advanced elective normally included. such work and careers. • Four courses in related sciences, one of which must be These programs are made possible by formal and in mathematics. informal linkages with other departments and programs, especially the Department of Biology, the Department of Mechanical Engineering, and the Committee on Indi­ Minimum Requirements for the B.S. Program vidualized Interdepartmental Concentrations. In addi­ • Geology 101, 20 1, 22 1, 224, 227, 235, 283, and three tion, the Department has been affiliated since 1972 with other geology courses. the West Indies Laboratory on St. Croix in the U.S. • Field course: this requirement may be satisfied by par­ Virgin Islands and has offered a program at the West ticipation in the marine geology program at St. Croix, Indies Laboratory since 1972. Students participating in by a 6-8 credit summer field course in geology, or, this program spend a semester at the laboratory studying under special circumstances, by other types of super­ marine geology and marine biology and receive a full vised field experience. semester of credit for their work. • Mathematics 161 through 164 or an equivalent series. The Department considers field experience to be a valuable part of geological training and incorporates • Two semesters of chemistry. field trips into the regular schedule of many of the under­ • Three semesters of physics (121, 122, and 123) and at graduate courses. Students take excursions to Maryland least one lab (181 or 182). and New England. • One semester of biology. The Undergraduate Student Geological Organization • One semester of statistics; Statistics 212 is recom­ (USGO) is active in providing special field trips, speak­ mended . ers from other universities and colleges, and social events (Students should start taking related science courses throughout the academic year. Undergraduates are also as freshmen.) involved with departmental research projects working with faculty in a variety of fields, including geophysics, geochemistry, paleobiology, petrology, structural geol­ B.S. in Biology-Geology ogy, stratigraphy, and environmental geology. A program offered under the auspices of the Depart­ Graduate work and careers in most fields demand a ment of Geological Sciences and the Department broad general background in the basic sciences and of Biology is intended for students interested in the areas mathematics, and students are strongly advised to take of natural science in which geology and biology overlap. courses beyond the minimum requirements in these sub­ Such areas include marine science (oceanography, ma­ jects. All students are encouraged to gain a proficiency in rine biology, and marine geology), limnology, paleon­ reading scientific material written in any of a number of tology, evolutionary studies, and environmental studies. foreign languages.

Requirements* • Geology 101, 20 1, and 221. • At least three courses selected from: GEO 219, 220, 22� 224, 235, 248, 271, 274, 277, 283, or 471. • Biology III, 121, and 205. • At least one course in whole organism biology, such as BIO 122, 125, 126, 130, or 171.

·Some course substitutions may be made, where appropriate. upon approval of a written petition to both departments. Geological Sciences 85 • One additional course in biology or molecular biol­ dent, or to broaden the scope of the curriculum. Other ogy. BIO 150 is strongly recommended . general degree requirements are those listed on page 142. • Chemistry 125, 132. • Chemistry 133 and 134, or two additional courses in Geology Internship in Marine Sciences geology and/ or biology. (Note: students intending to do graduate work in biology should seriously consider The University of Rochester is formally affiliated with taking the four-semester chemistry sequence.) the West Indies Laboratory on St. Croix in the U.S. Virgin Islands. Upperclassmen majoring in geology, • Mathematics 141, 142, and 143 or 161, 162 (or 150, biology-geology, and biology may apply and, if selected, 151) for those who qualify. devote a semester to the study of marine sciences at • Physics 113, 114. the West Indies Laboratory. The program consists of • Statistics 212. courses offered by the resident teaching staff and U ni­ • Field course: this requirement may be satisfied by par­ verslty of Rochester faculty. ticipation in the marine sciences internship at St. A sampling of topics that may be covered in the Croix, by a 6-8 credit summer field course in geology courses include marine ecology, marine zoology, marine or biology, or, under special circumstances, by other geology, oceanography, special problems, and indepen­ types of supervised field experience. Students partici­ dent research. pating in the St. Croix internship also may count their Prerequisites fo r selection for the internship program work there in lieu of one biology elective and one of are GEO 101, GEO 201, and BIO 122. In addition, all the geology electives. participants must pass a swimming test and are encour­ aged to have some training in scuba diving.

B.S. in Geomechanics Courses of Instruction A program is offered jointly with the Department of All courses listed below are planned to be offered Mechanical Engineering for students interested in the during the 1982-83 academic year. application of the field of mechanics to problems asso­ ciated with the atmosphere, rivers, lakes and oceans, and 101. Introduction to Physical Geology. Composition and formation of rocks and minerals. Processes active on the sur­ the solid earth. Students following this program should face and interior of the earth. be well equipped for graduate work in a variety of fields, including geophysics, hydrology, structural geology and 120/220. Energy and Mineral Resources. Energy sources presently in use, their availability, and their environmental rock mechanics, engineering geology, limnology, and and economic consequences. Alternative energy sources, their coastal and marine geology. potentials and problems. The distribution and formation of For further information, consult the expanded de­ mineral resources. Reserves, rates of production, and consump­ scription on page 152. tion of important minerals. 201. Evolution of the Earth. Dynamic history of the earth, its age and evolution, and the origin and evolution of life as Requirements revealed by the geologic and fossil record. Prerequisite: G EO For preparation in mathematics, the program requires 10l. MTH 161, 162, 163 (or ME 163) and ME 164. The 219. Geology and Public Policy. The use of various types of required physics courses are PHY 121, 122, 123, with geologic prediction in dealing with geologic hazards and en­ labs 181, 182, 183; and the required chemistry courses vironmental modification. For students in both the natural and social sciences. Prerequisite: GEO 101 or permission of the are CHM 125 and 132 (or CHM 141 and 142). In geol­ instructor. ogy, GEO 101, 20 1, 224, and 283 are required; and in mechanical engineering, the requirements are ME 120, 221. Principles of Paleontology. Introduction to the subject by examination of the principles of paleontology and by a 121, 225, and 226. review of the invertebrate fa unas of the past. Field trips. Pre­ In addition to the above courses, there are five tech­ requisite: G EO 20 l. nical electives, which may be any of the GEO or ME 222. Advanced Paleontology. Continuation of Geology 221, courses on the 200 level or higher. emphasizing methods and principles of paleontological analysis. The program includes three free electives to allow a strong minor in an area of particular interest to the stu-

Health and Society 87

224. Introductory Mineralogy. Description, classification, 286. Ore Deposits. Principles of the fo rmation of mineral origin of minerals. Prerequisite: CHM 125, GEO 101, or per­ deposits. The geologic setting of important types of ore depos­ mission of the instructor. Two lectures, one lab. its. Fluid inclusions, isotopes, hydrology, and other methods 227. Optical Mineralogy. Principles of optical crystallog­ used in the study of ore deposits. Prerequisite: G EO 224. raphy, identification of rock-forming silicate minerals in the 288. Field Geology. Instruction of making topographic and polarizing microscope. geologic maps, gathering data in the field, using aerial photo­ 235. Sedimentology and Stratigraphy. The basic principles graphs, plane table and alidade equipment, measuring strati­ of sedimentology are studied and applied to modern marine and graphic sections, and preparing structure maps. Prerequisites: nonmarine environments. The results are utilized to interpret G EO 235 and 283. the stratigraphic record. Prerequisite: GEO 20 1. 340. Environmental Decisions. Lecture and seminar ana­ 241. Petrology. Distribution and description of igneous and lyzing decisions about some major classes of environmental metamorphic rocks in a plate-tectonic framework; origin of changes as seen from the viewpoint of scientists and risk these rocks in light of experimental and theoretical multi­ analysts. For seniors and graduate students; permission of the component phase-equilibria studies. Hand specimen and micro­ instructor is required. scopic examinations of the major igneous and metamorphic 390. Supervised College Teaching. rocks. Prerequisite: G EO 224. 391. Independent Study in Geology. 248. Introduction to Modern Geochemistry. A survey in­ 392. Special Topics Seminar. cluding origin of the elements, meteorite geochemistry, early earth history, magmatic crystallization and diffe rentiation, 393. Senior Thesis. An individual research course for seniors radio- and stable isotope geochemistry, and low temperature who have completed the basic program of undergraduate courses required for a major. and aqueous geochemistry. Prerequisite: CH M 125. 249. Aqueous Geochemistry. Application of equilibrium 396. Geology Internship Program in Marine Sciences. Spe­ and nonequilibrium concepts to natural water systems. Deposi­ cial courses and research in marine sciences at the West Indies tion of carbonate and evaporite sediments, chemical processes La boratory, SI. Croix, U.S. Virgin Islands. Prerequisites: GEO in clastic sediments and in marine systems, weathering and min­ 101, 20 1, and BIO 122. eraI reconstitution reactions. Prerequisites: CHM 125 and 132, or permission of the instructor. 270. Computer Applications to Geology. FORTRAN pro­ gramming, descriptive statistics, and numerical methods ap­ plied to geological problems. Prerequisites: G EO 101 and 20 I. HEALTH AND SOCIETY 271. Introduction to Physical and Chemical Limnology. The study of the chemistry and physics of lakes. Nutrient dynamics and sediment-water interactions are reviewed in detail and the This is an interdepartmental concentration, leading to uses of radiochemical tracers for determining the rates of a bachelor's degree that is supervised by a special internal processes within lakes are considered. Field trips. Pre­ subcommittee working through the Center for Special requisites: CH M 125, MTH 162. Degree Programs. 277. Paleoecology. Environmental reconstruction based on evidence from fossils and their relations with the enclosing sedi­ ment. Emphasis on the paleoecological applications of fa unal Subcommittee on Health and Society distributions, adaptive morphology, and biogenic sedimentary Robert L. Berg, M.D. (Harvard) Albert D. Kaiser structures. Field trips. Prerequisites: GEO 211 and 235 (may be Professor of Preventive. Fa mily. and Rehabilitation taken concurrently). Medicine and Chairman of the Department 281. Solid Earth Geophysics. Earthquakes, seismicity, mag­ Associate netism, elasticity, heat flow, convection, plate tectonics, origin Theodore M. Brown, Ph.D. (Princeton) and evolution of the earth. Professor of History and of Pre ventive. Fa mily. and Rehabilitation Medicine; Chairman of the Geometric analysis of deformed 283. Structural Geology. Subcommillee rock. Mechanical properties of rock. Theories of rock deforma­ tion. Prerequisite: permission of the instructor. Ralph Sell, Ph. D. (Pennsylvania State) Associate Professor of Sociology 285. Plate Tectonics. Topics include historical evolution of Associate plate tectonic theory, movement of rigid plates on a sphere, Susan Whitbourne, Ph.D. (Columbia) Professor of Education and of Psychology processes at plate boundaries, and driving forces of plate motion. Anthony Pellechio, Ph.D. (Harvard) Assistant Professor of Economics 88 Arts and Science

David Weimer, Ph.D. (California, Berkeley) Assistant After preliminary discussion with a staff member Professor of Political Science in the Center for Special Degree Programs, intended Health and Society concentrators should work closely Health and Society is an interd isciplinary area of with an adviser chosen from among the members of the study drawing upon a wide range of fields and intended Subcommittee in developing their proposed course of for students considering careers in medicine, health care study. Depending upon the student's special interests administration, health policy and planning, or the social and future plans, a proposal might concentrate, for services. A Health and Society concentration consists of example, on the conceptual foundation of modern medi­ 10 core courses and several allied courses. Although any cine; the politics, economics, and management of health course in the College of Arts and Science that can be care; biomedical ethics; or specific problems such as the justified as a coherent part of the student's program may elderly in modern society. LA 116, Introduction to be included in the core, the following are particularly Community Medicine, is strongly recommended for all recommended for consideration: ANT 216, Medical Health and Society concentrators. An independent re­ Anthropology; ECO 236, Economics of Health; EDH search project in the senior year, which would serve to 275, Interdisciplinary Topics in Human Aging; HIS 279, integrate the student's several lines of study, is also Health, Medicine, and Social Reform (1984-85); LA or strongly recommended. PM 116, Introduction to Community Medicine; PHL or Further information is available from the Center for REL 225, Ethical Decisions in Medicine; PM 239, Special Degree Programs, Lattimore 206, or from Pro­ Introduction to the U.S. Health Care System; PM, REL, fessor Theodore M. Brown, Chairman, Subcommittee or SOC 253, Dilemmas in Healing; SOC 23 1, Demog­ on Health and Society, Rush Rhees 585, University of raphy of Health; and STT 211, Applied Statistics for the Rochester, Rochester, New York 14627. Social Sciences l. History 89

••Jesse T. Moore, Ph. D. (Pennsylvania State) RY Associate Professor of History HISTO Bonnie G. Smith, Ph. D. (Rochester) Assistant Professor of History John Barrett Christopher, Ph.D. (Harvard ) Professor Milton Berman, Ph.D. (Harvard) Professor of Em eritus of History History Dexter Perkins, Ph.D. (Harvard ) Professor Emeritus Sanford H. Elwitt, Ph. D. (Cornell) Professor of of History History A. William Salomone, Ph.D. (Pennsylvania) Wilson Stanley L. Engerman, Ph. D. (Johns Hopkins) Professor Emeritus of History Professor of Economics and of History Glyndon Garlock VanDeusen, Ph.D. (Columbia) Eugene D. Genovese, Ph.D. (Columbia) Professor of Professor Em eritus of History History Robert B. Hall, Jr., Ph.D. (Michigan) Professor of Th e Department of History utilizes 10-15 teaching assis­ History and Geography tants in large lecture courses as graders or section Richard W. Kaeuper, Ph.D. (Princeton) Professor of leaders. History The Department of History offers programs of study Abraham Karp, M. H. L. (Jewish Theological Seminary) leading to the B.A. degree and to the B.A. degree with Professor of History and of Religious Studies; Ph ilip distinction (and, on the graduate level, to the M.A. and S. Bernstein Professor of Jewish Studies Ph.D. degrees). Nonmajors are welcome in all history Donald Kelley, Ph. D. (Columbia) Professor of courses and often become enthusiastic, successful stu­ History dents of history while pursuing other vocations. The his­ Christopher Lasch, Ph.D. (Columbia) Don Alonzo tory concentration is valuable not only for secondary Wa tson Professor of History and Director of and university teaching, but also for careers in law and Graduate Studies politics. Dean A. Miller, Ph. D. (Rutgers) Professor of History The Department offers a wide range of courses in its John J. Waters, Jr., Ph.D. (Columbia) Professor of undergraduate program, incorporating social, economic, History intellectual, political, and psychological approaches to Mary Young, Ph. D. (Cornell) Professor of History historical problems and periods. The Survey of Western and Director of Undergraduate Studies Civilization 101 and 102 and the preceptorials in the 190 Perez Zagorin, Ph. D. (Harvard) Wilson Professor of range are intended for first-year students considering History concentrations in the Department. Most 100- and 200- Jules Benjamin, Ph. D. (Pennsylvania) Associate level courses in the Department are accessible to stu­ Professor of History dents with a wide variety of backgrounds. In addition, Theodore M. Brown, Ph.D. (Princeton) Associate the fa culty offers 300-level seminars and courses de­ Professor of History and of Preventive. Family. and signed fo r concentrators or other students interested in Rehabilitation Medicine explori ng more specialized historical problems. With ··William B. Hauser, Ph.D. (Yale) Associate approval, selected seniors may take 400-level graduate Professor of History and Chairman of the seminars. Department The Department offers three geographical areas of "Bernard M. B. Knox, Ph.D. (Yale) Associate concentration (Europe, the United States, and the Third Professor of History World). The Department maintains advisers in all three B. Robert Kreiser, Ph. D. (Chicago) Associate areas. In addition, students may plan their own special Professor of History area concentrations in consultation with the departmen­ ··William J. McGrath, Ph.D. (California, Berkeley) tal Director of Undergraduate Studies. Such programs Associate Professor of History must be coherent and intellectually defensible. "Brenda Meehan-Waters, Ph.D. (Rochester) Associate Professor of History Requirements for a Concentration in History Before admission to concentration in history, students

··These faculty have applied fo r one or two semesters of leave in must satisfactorily complete at least two history courses. 1982-83. Students may then count these two courses toward ful- 90 Arts and Science fi llment of the history concentration requirement, which from traditional to modern society under the impact of the consists of a total of 12 courses (or 48 credit hours), industrial and French revolution. including: ANCIENT WORLD TO RENAISSANCE • Eight to 10 history courses (or 32 to 40 credit hours). 110. The Graeco-Roman World. A study of the two "classi­ • Five history courses (or 20 credit hours) in the stu­ cal" civilizations, stressing comparisons of society, political dent's geographical area of concentration. power, religious experience, and cultural modes. Same as • Two to four courses in an allied field, of which at REL 110. least two must be nonintroductory. Political science, III. Byzantine Civilization. A study of the cultural founda­ English, foreign languages and literatures, philosophy, tions of Byzantium, its accomplishments in thought, art, and psychology, and sociology are the most common literature. (1983-84) allied fields. 208. Hellenistic and Imperial Civilization. A study of the changing aspects of the world from the early fourth century B.C. to the third century A.D. Same as REL 208. (1983-84) Requirements for Distinction in History 209. High Medieval Europe. Europe from 1050- 1 300: eco­ To graduate with distinction in history, students must nomic, urban, and demographic growth; lords and peasants; complete the concentration program described above spirituality, reform, and heresy; the emerging secular state; and and meet the following additional requirements: "humanism" and "renaissance" in the High Middle Ages. ( 1983-84) • A departmental cumulative grade-point average of 3.2 or other demonstration of outstanding work in history. 21 I. The Renaissance. A survey of European and especially Italian society and culture in the fourteenth and fifteenth • Satisfactory work in at least two 300-level history centuries. seminars. 220. British History to 1485. Political, social, economic, and • A distinctive essay of high quality, approximately 35 religious themes in the construction of medieval England from pages in length. The essay may be a seminar paper, Arthur through the Tudors. further researched and suitably expanded, or it may 258. Jews, Pagans, and Christians in the Hellenistic Age. be the product of History 393 (Senior Project). In Same as REL 258. addition to the student's adviser, a second reader will evaluate the essay. MODERN EUROPE 128. Russian Civilization. Study of Russian culture through an analysis of major themes and developments in Russian art, Other Departmental Regulations literature, music, and religion. Same as LIT 128. • Transfer students must take at least four courses in 129. History of Imperial Russia, 1689-1917. Survey of the the Department, thus meeting half the concentration major social, political, and economic developments of Imperial requirements in residence. Russia in the eighteenth and nineteenth centuries. • No more than one University College course and no 201. Scientific Revolution. The crucial transformation of more than two courses in an approved summer school the sciences in Western thought, 1500- 1 700. Consideration will may count toward concentration credit; adviser's be given to the social, political, economic, religious, and cul­ a pproval is necessary. tural aspects of the sciences, as well as to their changing philo­ sophical and technical content. (1983-84) 212. The Reformation. A survey of the religious and politi­ Courses of Instruction cal history of Europe in the sixteenth and seventeenth centuries. Same as REL 212. It should be noted that not all of the fo llowing courses are taught each year. Students should take this into con­ 215. European Cultural History, 1789- 1 848. The intellectual sideration when planning their progra ms. developments in Europe from 1789 to 1848, and the relation­ ships among diffe rent fields of activity, such as philosophy. art, religion, and politics. (1983-84) Europe 216. European Cultural History, 1848- 1900. This course GENERAL explores the beginning of the disintegration of European liber­ 101. Survey of Western Civilization I. The forging of Euro­ alism and the emergence of basic elements of twentieth-century pean society from the fa ll of Rome to 1789. culture. 102. Survey of Western Civilization II. Europe's transition 217. Twentieth-Century European Cultural History. Artis- History 91 tic, philosophical, and psychological movements are examined 267. Class and Nation in Europe, 1848- 1880. The legacy of within the context of the period's political social upheavals. the 1848 revolutions; the triumph of capital; social foundations G 218. The Holocaust. See REL 218. of the erman and Italian states; the democratic republic in France; Marxism, socialism, and class struggle. (1983-84) 221. Tudor England. A study of selected aspects of the political, religious, and sociological history of England from 268. Empire, War, and Revolution, 1880-1923. The struggle 1485 to 1603. for continental hegemony; the economics and politics of im­ perialism; the bankruptcy of social democracy; the origins of 222. Stuart England. A study of the political, religious, and corporate society; the Great War; revolution and counter­ sociocultural history of England under the Stuarts, with special revolution, 1917-1923. emphasis on the revolution of mid-century. (1983-84) 295. War in the Industrial Age, 1861-1980. The evolution of 223. Revolutionary France, 1789-1852. Social and political warfare from 1861 to the present under the impact of industrial, analyses of France's three revolutions and the formation of a scientific, social, and political change. class society. (1983-84) 224. Republican France. Formation of modern French bourgeois society from the Commune to the Fifth Republic. United States ( 1983-84) 131. The History of the United States I. A general history of 225. Germany from Frederick the Great to William II, 1740- the United States from colonial times to the Civil War. 1914. The rise of the Prussian power-state, Bismarck's "unifi­ 132. The History of the United States II. A general history cation" of Germany through blood and iron, and Germany's of the United States from the Civil War to the present. grasp at world power to August 1914. (1983-84) 134. European Discoveries of America in Film. Analyses of 226. Hitler's Germany, 1914-1945. Germany in World War the accounts of the Vikings, Columbus, Hakluyt, etc., and films I, the collapse of the Weimar, National Socialism from beer hall based in part on these primary docume nts. (1983-84) to European hegemony, and the destruction of German unity. 140. The Western Hero. A textual and visual analysis of the 228. European Revolutionary Movements. History and dy­ "knight" archetype, the medieval morality play villain, and the namics of several major revolutionary upheavals in Europe western hero as seen in various film classics. from 1789 to 1939, including the French Revolution, 1848, 141. Afro-American History to 1900. An introduction to the Spanish Civil War, and others. study of the black American. 229. History of the U.S.S.R. The Bolshevik Revolution, 142. Afro-American History, 1900-Present. A continuation with emphasis on the origins and development of economic, of the study of the black American. political, and cultural institutions from 1917 to the present. 148. Indians and Other Americans. Interactions between 241. Economic Development of the North Atlantic Com­ North American Indians and Euro-Americans from colonial munity. Britain since the seventeenth century; the connections times to the present, including the development of Pan-Indian between Britain and North America. Same as ECO 226. movements. (1983-84) ( 1983-84) 149. American Characters. American history through biog­ 248. Italy from Disunity to Disillusion, 1861-1980. Italian raphy, group biography, and autobiography. politics and society from Cavour through Mussolini to Chris­ tian Democracy. (1983-84) 203. Religion in American Life. Same as REL 203. 253. The Soviet Union Through Film and Literature. A 205. American Economic Growth. Analysis of the main fea­ history of the Soviet Union from 1917 to the present through a tures of economic growth since 1800; recent statistical studies of critical analysis of Soviet literary, political, and cinematic national product, industrial structure, and capital formation are sources. (1983-84) evaluated . Same as ECO 227. 254. English Law and Legal Institutions. An introduction to 207. Economics of American Negro Slavery. The course English legal history from the Middle Ages to the Civil War. deals with the profitability and economic viability of the slave system, and the effect of slavery on distribution of income as 257. Religion and Culture of the Shtetl. (1983-84) well as on the level and rate of growth of Southern per capita 259. Intellectual History: Scholasticism to Enlightenment. A income. Prerequisite: ECO 101 or permission of the instructor. survey of intellectual and cultural history from the Renaissance Same as ECO 228. (1983-84) of the twelfth century to the Enlightenment of the eighteenth 231. American Colonial History. A study of the English dis­ century. (1983-84) covery, settlement, and development of America, 1580- 1763. 263. The Enlightenment. Selected topics in the intellectual 232. The Revolutionary Era, 1763-1800. From imperial re­ and cultural history of the eighteenth century, with emphasis on form to rebellion, confederation, and federalism. the French philosophers, especially Montesquieu, Voltaire, Diderot, and Rousseau. 233. Democratic America, 1800-1 850. Jefferson, Jackson, 92 Arts and Science party formation, popular culture, and sectionalism to the Great ASIA Compromise. 105. The Asian Search for Self. Same as REL 105. 234. Disunion and Reconstruction, 1850- 1877. Analysis of 106. From Confucius to Zen. Same as REL 106. the forces that drove the North and South apart and eventually 177. Traditional Japanese Culture. Exploration in the cul­ to war; of the nature and significance of the war itself; and of tural and institutional history of Japan from premodern to the reorganization of American society during Reconstruction. modern times. (1983-84) ( 1983-84) 242. U.S. and Vietnam. Deals with the impact of the West­ 235. Industrial America, 1877-1914. Formation of indus­ ern powers upon Indochina (Vietnam, Cambodia, and Laos) trial capitalism and the response of populists and progressives. from the mid-nineteenth century to 1975. ( 1983-84) 276. Japan and Pearl Harbor. Japanese national security, 236. Recent America, 1914-1970. The First World War, the Western imperialism and racism, and the economic, social, Great Depression, New Deal politics, and the super-power role diplomatic, and political roots of the Pacific War. (1983-84) of the United States at home and abroad. 277. Modern Japan. Japan's passage into modernity, indus­ 238. The U.S. and the World, 1897-1 980. Sources of U.S. trialization, imperialism; war and the reconstruction of a new foreign relations; the United States' inOuence upon interna­ society since 1945. (1984-85) tional forces during its rise to global predominance. 278. East Asian Economics and Demography. A survey of 239. Issues in American Judaism. Same as REL 239. the patterns of contemporary land use, population distribution, 240. American Judaism. See REL 240. (1983-84) and the development of resources in East Asia. 243. American Social History I. The development of Ameri­ 286. Film Images of the Pacific War, 1937- 1 945. Wartime can society and culture from the seventeenth century to the and postwar U.S. and Japanese films with patriotic, racist, and Civil War. humanistic themes, supplemented by novels, criticism, and 244. American Social History II. The development of Amer­ history readings. (1984-85) ican society and culture from the Civil War to the present. 297. U.S. and Asia. The impact of the U.S. on China, 245. Cultural History of the U.S., 1830- 1 890. From mercan­ Japan, and Indochina from the late nineteenth century to the tile repUblicanism to industrialism-imperialism; collapse of present; focuses on sources and forms of U.S. influence and the public traditions of culture and growth of cultural laissez fa ire; Asian response. search for indigenous forms. (1983-84) LATIN AMERICA 246. Cultural History of the U.S., 1890-Present. Nationali­ zation and reinvigoration of the upper class; cultural colonial­ 283. Modern Latin American History. Latin America since ism; social origins of modernism and the ambiguous legacy of 1800, with emphasis on twentieth-century political and eco­ modernism. nomic developments and their impact upon social structure. 249. The Old South. The formation of southern regionalism 298. U.S. and Latin America. The impact of U.S. power, and the origin and significance of the use of plantation slavery. culture, and economic presence upon selected Latin American states during the late nineteenth and the twentieth centuries. 256. The American Jew in Literature and Film. The Ameri­ ( 1983-84) can Jew and Jewish life in America as seen through the eyes and perceived through the minds of novelists, short story writers, MIDDLE EAST critics, and essayists and as portrayed in films. Same as REL 256. (1983-84) 103. Introduction to Judaism. A survey of Jewish thought from biblical times to the present, with emphasis on the modern 261. The Cold War: History and Film. The U.S. role in and period and contemporary Jewish thought. Same as REL 103. perception of the Cold War as reOected in historica l studies and fi lms. 237. Jewish Legal Tradition. A history of the development of Jewish law from biblical days to the state of Israel. Same as 294. Protest Movements in Twentieth-Century America. An REL 237. (1983-84) examination of movements in twentieth-century America which had as their objective to exercise a degree of power over their 264. Modern Jewish Thought. Same as REL 264. (1983-84) destiny. 271. The Rise of Islam. Same as REL 271. 296. The Idea of the Messiah. An examination of the idea of Third World a Messiah in Christianity and Judaism. Same as REL 232. AFRICA 297. Southern Africa. The interactions and conOicts between Interdisciplinary and General Courses black Africans and Europeans from the time of permanent 104. World Population and Resources. Survey of the white settlements in Southern Africa to the present. Hisfory 93 growth and distribution of the world population and of prob­ research scholar and about 10 carefully selected stu­ lems as related to the development, utilization, and adequacy of dents,. are intended as the culmination of the history resources. concentrator's studies. They enable the student to engage 200. In the Beginning. Examination of different types of in research under close and expert supervision, to par­ explanations of the physical universe through critical study of ticipate in the investigation of important historical ques­ scientific and Western religious theory of the origin of the uni­ tions, and to present his or her research in an extensive verse and the emergence of life. Same as REL 200. essay. 206. World Communism. History of the Communist move­ ment from Lenin and the Russian Revolution to the rise of 303. Philosophy of History. A discussion of philosophical "Eurocommunism" in the 1970s. (1983-84) problems related to the assumptions and validity of history as a form of knowledge, and a study of selected thinkers and philos­ 227. Marxism. Origins and development of Marxist thought ophies concerned with the interpretation of the historical proc­ in relation to the rise of socialism and communism. (1984-85) ess as a whole and the meaning of history. Same as HIS 405. 274. Great Lives Observed: Biography and Film. A critical 307. European Legal Tradition. A survey of the history of study of written and cinematic treatments of the lives of promi­ law and jurisprudence from Roman origins to the emergence of nent historical figures and an examination of the problems of the particular national traditions of modern European societies. using film in the study of history. ( 1983-84) 275. World Politics Since 1941. The principal actors, forces, 309. Colonial Expansion of Europe, 1415-1888. The course and currents in world politics from Hitler's fa ilure to take Mos­ investigates the emergence and structure of the old colonial cow and the attack on Pearl Harbor to the present. systems. Special emphasis on the creation of slave societies in 284. The City in History. A cross-cultural examination of the New World, the role of forced labor, and the contribution of the political, economic, cultural, and social role of cities, with the colonial systems to the rise of capitalism and a market emphasis on the urbanization process. (1983-84) economy in Europe. 310. Early Modern European Revolutions. A historical, WOMEN AND THE FAMILY comparative, and theoretical study of revolutions with special 247. The History of the Family. Traces the rise of the mod­ emphasis on the early modern period. (1984-85) ern fa mily in Western Europe and the United States from the 311. Byzantine Culture and Civilization. An introduction to seventeenth to the twentieth century. (1983-84) the techniques of research in the Byzantine area for the non­ 255. The Rise of Modern Woman. The social, economic, specialist and the prospective specialist. Same as REL 311. and cultural roles of women in the development of modern ( 1983-84) eighteenth- and nineteenth-century society. 312. Topics in Medieval History. Selected problems in the 260. Women's Studies: An Historical and Literary Perspec­ political, social, and intellectual history of the Middle Ages. tive. An examination of the changing images and roles of 315. Culture and Consciousness in Early Modern Europe. women in Western literature and culture. (1983-84) Selected topics in the social, cultural, and intellectual history of 279. Health, Medicine, and Social Reform. Pursuit of the Europe from the sixteenth through the eighteenth century. theme of public health and medical reform in leading writers, 316. Modern European Social and Economic History. Main from different positions along the political spectrum, com­ problems in European social history since the French Revolu­ mitted to the social and economic reorganization of modern tion are studied through standard monographs and source society. (1984-85) materials. (1983-84) 280. Changing Concepts of Disease. Historical account of 317. European Cultural and Intellectual History in the Liberal the way disease has been conceived of in the Western tradition. Era. Studies in the unity and diversity of European culture Emphasizes the scientific, epidemiological, philosophic, social, and ideas during the nineteenth century from the ascendancy of cultural, and professional forces that have shaped the develop­ Romanticism to the decline of positivism. (1983-84) ment of this conception. (1983-84) 318. European Cultural and Intellectual History in the Age of NOTE: There are also several 300-level seminars on women and Realism, 1850- 1 890. Studies in the age of Marx, Darwin, the fa mily. Wagner, and Nietzsche, with emphasis on currents of thought and creative modes that characterized the passage from Euro­ pean Romanticism to Realism as a new historic ethos, cultural _pe cial Seminar Program style, and vision of the world. The Department strongly urges every concentrator to 319. Twentieth-Century European Cultural History. Se­ take at least one 300-level seminar in his or her area of lected topics bearing on the relationship of politics and culture concentration. These special seminars, composed of a during the late nineteenth and early twentieth centuries. 94 Arts and Science

324. The French Revolution. A study of major problems in 343. American Social History. Research in selected topics of the origins, growth, and spread of the Revolution. Reading American social and cultural history, using oral history and knowledge of French desirable, but not required. (1983-84) fa mily history techniques. (1983-84) 325. Imperialism. Euro-American conquest of the world in 344. American Social Thought. The course focuses on the the nineteenth and twentieth centuries. Relationship between ideology of liberal individualism and various challenges to it, imperialism and capitalism. Impact of imperial domination in from approximately 1830 to 1930. non-European societies. (1983-84) 345. History of the Family. Sociological and psychological 326. Germany, 1890-1945. Selected topics in German politi­ theories that have influenced historians; examples of recent cal history, with special emphasis on National Socialism and its historical writing on the fa mily in western Europe and the U.S. antecedents. (1983-84) ( 1983-84) 327. Russian Serfdom in Historical Perspective. Study of 347. Colonialism and Slavery: Psychology and Ideology. the origins and development of Russian serfdom; comparison Seminar on the psychological and ideological ramifications of with European serfdom and American slavery; social, eco­ modern colonialism, slavery, and racism. (1983-84) nomic, and psychological impact on the peasantry and on the 348. U.S. Indian Relations. Attitudes and presuppositions revolutionary movement. (1983-84) underlying the formulation of government policies with Indians. 328. The Russian Revolution. 1915-1920: contemporary Conditions and impact of policies on processes of acculturation. accounts, monographic literature, and theories of revolution. 349. Problems in the History of the South. A specific topic ( 1983-84) (slave life, the yeomanry, the planter class, the ideology of slav­ 329. Concept and Development of the Eighteenth-Century ery and anti-slavery, etc.) is designed each year, and students Police State. Theoretical and historical foundations of the must agree to work within the limits of that topic. interventionist state. Changing concepts of sovereignty, ruler­ 350. Age of Capital, Europe, 1830- 1 880. Major develop­ ship, and regulation in Russia, Prussia, Austria, and France. ments in the period of European bourgeois ascendancy, with an ( 1984-85) accent on political, economic, and social history. A seminar. 331. Colonial Communities. An interdisciplinary examina­ ( 1 983-84) tion of English and American communal structures from the 352. Evolution and Revolution in Science. A study of both sixteenth to the eighteenth century, with particular analysis of the historical and philosophical aspects of a few selected major opportunities for experimentation offered by colonization. scientific changes. Same as PHL 352. (1983-84) 332. Early American History. A study of selected problems 355. Topics in the History of Women. The focus of this in immigration, religion, politics, and economics in early Amer­ course changes from year to year to include both classic and ica. (1983-84) new interpretations of such topics as fe minism, women and 333. Jacksonian America. Economic development, changes work, women and revolution, women and social theory. in social structure, institutions, ideologies in the Jacksonian era. 357. Women and Socialism. An analysis of women and ( 1983-84) socialism: thorough study of the fundamental theoretical writ­ 335. The U.S. and Cuba, 1880- 1960. The exploration of the ings; analysis of the lives of major European and American causes and effects of U.S. influence upon Cuban society and the women socialists; and study of changing Soviet legislation and problem of domination in general. (1983-84) attitudes toward women and the fa mily from 1917 to the 336. Topics in U.S. Foreign Policy. The sources of U.S. pol­ present. icy, the impact upon domestic society, and the effect on other 360. Fascism. Analysis of the "fascist" movements and states. Emphasis is upon the post-Civil War period. Topics vary regimes, and of the numerous interpretations of the "fascist each semester. phenomenon. " 337. Slavery and Unfree Labor. Examines the history and 363. The Enlightenment. An intensive consideration of se­ character of slave systems from the ancient world to modern lected problems in the social, political, educational, and reli­ times; includes socio-economic, psychological, political factors gious thought in eighteenth-century France and other Western in various societies including Asian and African. European countries. (1983-84) 341. Powerful People. A transdisciplinary examination of 366. Scientists and the Politics of Extremity. Study of scien­ monarchic and imperial rulers; heroes and nobles; saints, tists during periods of extreme political turbulence and of their magicians, and holy men; and "dark" or "reversed" figures reactions to their political environment. Same as LA 366. (such as sorcerers, outlaws, and anti-heroes). Same as R EL 34 1. 373. The Rise and Expansion of Capitalism. Comparative ( 1983-84) history of the rise and expansion of capitalism in Europe, the 342. Afro-American History. The experiences of blacks in Americas, and East Asia studied by way of principal mono­ the African diaspora: emigration, manifestations of African graphs and sources. cultural survivals or orientations, and evolution of themes of 377. Studies in Modern Japan. Evolution of Japan as a negritude. (1983-84) modern state, with special emphasis on those forces that con- Interdepartmental Degree Programs 95

tributed to Japan's successful response to the West. ( 1983-84) Certain semi-formalized individualized concentra­ 378. Urban-Industrial Japan. Credit-4 hours. The evolu­ tions, such as health and society, may be planned and tion of Japan from an agricultural to the first urban-industrial carried through under the supervision of the Committee. nation in Asia. Students who are not able to satisfy their educational goals within one of the existing departmental concentra­ Other Programs tions and who wish to be considered for such a major are urged to discuss their plans with an adviser in the Center 300. Study Abroad. The Department participates in pro­ grams of study abroad. Complete details of these programs may for Special Degree Programs no later than the second be obtained from the Academic Advising Office in Lattimore semester of the sophomore year. After further discussion Hall and/ or the' department adviser. with two faculty members who agree to serve as advisers, 391. Independent Study. Carries four credits and is designed the student prepares a proposal which contains the fol­ for junior and senior students who wish to pursue an inde­ lowing information: (1) a statement indicating the rea­ pendent reading program with a professor; it may also be used sons for the particular concentration and how it relates for readings in a 300-level seminar in which the student does not to the student's educational and career goals, (2) a state­ write the required essay and as such does not meet the 300-level ment explaining why these goals cannot be met within an seminar requirement, but it may be used as a distribution existing departmental concentration, (3) a listing of requirement within its area. those courses that will make up the concentration (at 393. Senior Project. Carries four credit hours and may be an least 10 in number), and (4) the names of two faculty independent course with a faculty sponsor or may be taken in a members who have agreed to be advisers. Help in pre­ 300-level seminar in which the student elects to write the essay paring the proposal is available in the Committee's but not to do all the required readings; as such it does not meet office, Lattimore 206, and a brochure describing the the 300-level seminar requirement, but it may be used as a program in detail may be obtained there. distribution requirement within its area. The student's proposal is submitted for action to the 394. Internship in History. Experience in an applied setting Committee on Interdepartmental Ind ividualized Con­ supervised on site. Approved and overseen by a University centrations. In jUdging the proposal, the Committee instructor. considers the student's academic goals and attempts to 396. Washington Semester. Carries eight credit hours and is judge the coherence and thoughtfulness of the proposed mostly used by joint history-political science concentrators who program. are interning in Washington for one semester. This program is administered by the Department of Political Science. NOTE: PROPOSALS FOR CONCENTRATORS MUST BE SUBMITTED BY MID-APRIL OF THE JUNIOR YEAR OR BEFORE THE END OF THE THIRD SEMESTER INTERDEPARTMENTAL PRECEDING GRADUATION. DEGREE PROGRAMS (INDIVmUALIZED) INTERDEPARTMENTAL

The Committee on Interdepartmental Individualized DEGREE PROGRAMS Concentrations (page 48), through the Center for Special Degree Programs, supervises individually constructed (UNIVERSITY-WmE) interdepartmental programs leading to the B.A. degree. Such concentrations typically consist of courses from two or more departments, grouped to form a meaning­ Certain formalized undergraduate interdisciplinary ful, well-structured program suited to the student's par­ concentrations, such as general science, cognitive sci­ ticular needs, with a title that describes the nature of the ence, and film studies, are monitored and reviewed by \ concentration. An interdepartmental M.A. or M.S. may the University-wide Committee on Undergraduate Inter­ also be arranged, with the cooperation of the related disciplinary Programs (page 48). This committee works departments. through the Center for Special Degree Programs. 96 Arts and Science later than the first month of the senior year. Upon INTERNATIONAL completion of the program, the student must submit his/ her transcript to the Committee. Those planning to enter the International Relations RELATIONS Program should select a faculty adviser from the mem­ bers of the Committee, or from among additional faculty members approved by that committee. This is a certificate program that gives recognition for Upon graduation, students successfully completing specialization in connection with a department concen­ the International Relations Program will receive a cer­ tration. The program is administered through the Center tificate in international relations. for Special Degree Programs (page 48).

Primary Courses Committee on International Relations Bruce Bueno de Mesquita, Ph. D. (Michigan) lcv onomics Professor of Po litical Science J;,Co 108. Principles of Economics. Robert B. Hall, Jr., Ph.D. (Michigan) Professor of JEco 207. Intermediate Microeconomics. History and Geography ECO 211. Money, Credit, and Banking. John E. Mueller, Ph.D. (California, Los Angeles) ECO 225. The Theory of Markets. Professor of Po litical Science ECO 227. American Economic Growth. Jules Benjamin, Ph. D. (Pennsylvania) Associate Professor of History ECO 235. Theory of Economic Growth. William B. Hauser, Ph. D. (Yale) Associate Professor ECO 263. Public Finance and Fiscal Policy. of History ECO 269. International Economics. Brenda Meehan-Waters, Ph.D. (Rochester) Associate Professor of History Lee Wakeman, Ph.D. (M.l.T.) Associate Professor of I;fistory Business Administration in the Graduate School of Ai ls 104. World Population and Resources. Management "IS 129. History of Imperial Russia, 1689- 1917. )J IS 206. World Communism. (1983-84) The International Relations Progra m provides stu­ HIS 218. The Holocaust. dents with an opportunity to develop an interdisciplin­ HIS 225. Germany from Frederick the Great to William II: ary knowledge of international relations. It complements 1740-1914. (1983-84) the disciplinary concentrations taken by students in the HIS 226. Hitler's Germany, 1914-1945. social sciences or humanities. Those interested in the program must satisfy the requirements in their major HI7229. History of the U.S.S.R. field and submit a program that includes at least the vRIS 236. Recent America, 1914-1970. following: HIS 238. The U.S. and the World, 1897- 1 980. • Two courses in political science, two courses in eco­ HIS 241. Economic Development of the North Atlantic nomics, and two courses in history from among those Community. (1983-84) listed under the heading Primary Courses. HIS 242. U.S. and Vietnam. • Four courses fr om either list below, or four substitute HIS 253. The Soviet Union Through Film and Literature. courses approved by the student's faculty adviser and ( 1983-84) the Committee on International Relations, of which HIS 275. World Politics Since 1941. up to two may be fo reign language courses beyond HIS 276. Japan and Pearl Harbor. (1983-84) 103. No more than one course may be taken satis­ factory-fail. HIS 277. Modern Japan. (1984-85) HIS 278. East Asian Economics and Demography. • A copy of the student's program in international rela­ tions and a statement of intent to participate in the HIS 283. Modern Latin American History. program to the Committee on International Rela­ HIS 286. Film Images of the Pacific War, 1937- 1945. tions. The statement of intent should be submitted no ( 1984-85) Mathematics 97

HIS 295. War in the Industrial Age, 1861-1980. HIS 298. U.S. and Latin America. (1983-84) MATHEMATICS HIS 335. The U.S. and Cuba, 1880-1 960. (1983-84) HIS 336. Topics in U.S. Foreign Policy. lS 360. Fascism. **N orman Larrabee Alling, Ph. D. (Columbia) Professor of Mathematics Gerard Gustav Emch, Ph. D. (Geneva) Professor of iPolitical Science Mathematics and of Physics PSC 270. International Politics. John Robb Harper, Ph.D. (Chicago) Professor of ISC 272. International Relations Theory. Mathematics ",-SC 275. National Security Policy. Johannes Henricus Bernardus Kemperman, Ph.D. PSC 276. Causes and Consequences of War. (1983-84) (Amsterdam) Fayerweather Professor of Mathematics PSC 278. The War in Vietnam. Richard Bengt Lavine, Ph.D. (M.l.T.) Professor of Mathematics Secondary Courses Saul Lubkin, Ph.D. (Harvard) Professor of Mathematics Economics Leopoldo Nachbin, Ph.D. (Rio de Janeiro) George ECO 209. National Income Analysis. Eastman Professor of Mathematics ECO 222. Income Distribution. Ralph Alexis Raimi, Ph.D. (Michigan) Professor of ECO 223. Labor Markets. Mathematics ECO 231. Econometrics. Sanford Leonard Segal, Ph.D. (Colorado) Professor of Mathematics and Chairman of the Department ECO 266. General Equilibrium Analysis. Norman Stein, Ph.D. (Cornell) Professor of Mathematics Professor of History Arthur Harold Stone, Ph. D. (Princeton) HIS 205. American Economic Growth. Mathematics ? HIS 216. European Cultural History, 1848-1 900. Dorothy Maharam Stone, Ph.D. (Bryn Mawr) Professor of Mathematics HIS 224. Republican France. Charles Edward Watts, Ph. D. (California, Berkeley) HIS 248. Italy from Disunity to Disillusion, 1861-1980. Professor of Mathematics HIS 326. Germany, 1890-1 945. (1983-84) Richard Mandelbaum, Ph.D. (Princeton) Associate HIS 328. .TheRu ssian Revolution. (1983-�4) Professor of Mathematics HIS 377. Studies in Modern Japan. (1983-84) Richard David Mosak, Ph.D. (Columbia) Associate Professor of Mathematics HIS 378. Urban-Industrial Japan. Arnold Pizer, Ph. D. (Yale) Associate Professor of Mathematics # David Donald Prill, Ph.D. (Princeton) Associate olitical Science \/IPSC 101. European Political Systems. Professor of Mathematics PSC 233. Public Policy Modeling. Alan Schoenfeld, Ph. D. (Stanford) Associate Professor of Education and of Mathematics PSC 250. Problems in Comparative Politics. Michael Cranston, Ph. D. (Minnesota) Assistant PSC 251. Comparative Political Life. (1983-84) Professor of Mathematics PSC 253. Contemporary British Politics. Peter Gacs, Ph.D. (Frankfurt-am-Main) Assistant PSC 285. Strategy in Politics. Professor of Computer Science and of Mathematics Steven Mark Gonek, Ph. D. (Michigan) Assistant Professor of Mathematics

NavalN AV 25 Science1. Evolution of Strategic Concepts. ""These fa culty have applied for one or two semesters of leave in 1982-83. 98 Arts and Science

Christian Gunther, Ph. D. (Berlin) Assistant Professor area of concentration about courses in mathematics of Mathematics which may be useful for their educational and career Jeffrey Hochstein, Ph.D. (M.LT.) Assistant Professor goals, and to begin the necessary or recommended of Mathematics courses as early as possible. Naomi Jochnowitz, Ph.D. (Harvard) Assistant Professor of Mathematics Course Information Douglas Meadows, Ph. D. (Stanford) Assistant Professor of Mathematics There are four freshman-sophomore sequences In Adrian Nachman, Ph. D. (Princeton) Assistant mathematical analysis: Professor of Mathematics • The sequence 150, 151, 152, 163, 164 is especially *Nickolas Backscheider, Ph.D. (Purd ue) Instructor in intended for students in the social and life sciences. Mathematics The three courses 150, 151, and 152 contain most of William Frederick Eberlein, Ph.D. (Harvard) the material in 161, 162, and several topics in elemen­ Professor Emeritus of Mathematics tary probability and finite mathematics not normally Norman Gustav Gunderson, Ph. D. (Cornell) considered part of a calculus course. Professor Emeritus of Mathematics and of Education • Students in the physical and engineering sciences John Adam Fitz Randolph, Ph. D. (Cornell) normally choose the sequence 161, 162, 163, 164. Fayerweather Professor Emeritus of Mathematics • The sequence 141, 142, 143, 163, 164 is intended for Te aching assistants are used to supervise recitation/ students who require a less fast-paced calculus se­ review sections of fr eshman and sophomore courses. quence than 161, 162. The three courses 141, 142, 143 NOTE: Approximately 15 percent of the faculty may be contain all of the material of 161, 162 and prepare on leave in a given academic year. students for 163 and 164. The preceding sequences may be entered with ad­ The Department of Mathematics offers the B.A., vanced standing and credit by students who do suffi­ M.A., and Ph.D. degrees. ciently well on a College Entrance Examination Board Mathematics today is one of the most pervasive modes advanced placement examination. Mathematics 163 and of thought-indeed a striking intellectual phenomenon 164 may be taken in either order. of the past several decades is the utilization of mathe­ • The sequence 171, 172, 173, 174 is an accelerated matics in fields far removed from the traditional ones of analysis sequence for students interested in preparing the physical sciences and engineering. Some of this for advanced work in pure or applied mathematics, mathematics is "new," invented by mathematicians and and requires special permission. Five credits will be others for the purpose of mathematical study of a new granted for each course satisfactorily completed (in­ field, as, for example, mathematical game theory and stead of the usual four credits) and, on application, economics; some of it depends on new technology, as students concentrating in mathematics may be ex­ with computerized taxonomy or mathematical simula­ cused from the requirement of MTH 235. tion of biological systems; some of it is "old" mathemat­ Great care is taken to insure correct placement in ics finding new uses, such as the mathematical study of the appropriate mathematics sequence during Freshman epidemics and birth-and-death processes. Mathematics Orientation. Placement is based upon high school back­ has even found applications in fields as seemingly remote ground and national and University placement tests. In as political science and anthropology. In turn, each new addition, once classes have begun, students may choose, area of application is an additional stimulus to mathe­ or the instructors may advise, transfer to a more suitable matics itself. The offerings of the Department of Math­ sequence when considered appropriate. ematics are intended to reflect this diversity. Other introductory courses include Mathematics 130 Students planning to concentrate in almost any of the and 131. These are especially recommended for students University's liberal arts programs, in addition to those intending to pursue concentrations in the humanities. which require some college mathematics, will find one or more courses or sequence offerings in the Department of Mathematics a valuable complement to their field of Concentration Programs interest. Students are urged to consult the departmental In addition to concentration programs in pure and advisers of both mathematics and their own intended applied mathematics, the Department offers a program ·Part-time. Mathematics 99 in secondary mathematics education. There also is a Since the "allied field" requirement in a mathematics joint concentration program in mathematics and statis­ concentration is minimal, students are urged to consult tics, details of which are given on page 138. departmental advisers concerning suitable course work, The concentration in pure and applied mathematics even in elective fields of study which seem at first glance requires, in the 10-course group known as "the major," to be quite distant from mathematics. six to eight mathematics courses numbered 200 or Below are some typical examples of concentration higher, of which MTH 235, 236, and 265 are specified. programs. These are intended as suggestive, not pre­ Of these, MTH 235 must be completed by the end of the scriptive. first semester of concentration; that is, by the end of the 1. Pure Mathematics with interest in physical science: first semester of the junior year in virtually all cases. In MTH 235, 236, 265, 266, 28 1, 282. Allied field: addition, a fourth course, in analysis or applied mathe­ physics or chemistry. matics, must be chosen from MTH 20 I, 263, 266, 280, 2. Pure Mathematics, intending graduate study in logic: 28 1, 282, or 288. The other two to four mathematics MTH 20 I, 216, 217, 235, 236, 265. Allied field: courses are electives, according to the interests of the philosophy. student, and the balance of the 10 nonelementa ry courses constituting the major must be chosen from a 3. Applied Mathematics, operational: MTH 201, 202, department-approved allied field. The entire proposed 207, 235, 236, 238, 265. Allied field: economics. major is usually worked out with departmental advice 4. Computer Science: MTH 235, 236, 248, 265, 280, 286, during the spring of the sophomore year, though it may 288; EE 200; CSC 206, 220. be changed later on. 5. Secondary Education: MTH 20 1, 216, 230, 235, 236, Students intending graduate work in mathematics, or 253, 265. Allied field: statistics; also, the Teacher work in a physical science application of mathematics, Education Sequence in the Graduate School of Edu­ are urged to consider MTH 20 I, 266, 28 1, and 282 as cation and Human Development. electives. Students intending graduate work in econom­ 6. Applied Mathematics, biology: MTH 20 I, 205, 235, ics, business administration, or operational mathematics, 236, 263, 265. Allied field: biology. or work in a field such as systems analysis, are urged to 7. Pure Mathematics, intending graduate study: MTH consider MTH 20 I, 202, 207, 208. Students particularly 20 I, 235, 236, 237, 265, 266, 28 1, 282. Allied field: interested in computer science should elect MTH 288 optional. and EE 200, noting that CSC or EE 100 is an elementary 8. prerequisite to later-work in computer science; consider­ Applied Mathematics, physics or chemistry: MTH ation should particularly be given to MTH 280, 286, and 235, 236, 265, 280, 28 1, 282, 283, 284. Allied field: other cross-listed courses as electives. physics or chemistry. The secondary education concentration is designed to The joint concentration in mathematics and statistics prepare teachers of secondary school mathematics. It requires at least 12 courses, at least six of which are in includes the Teacher Education Sequence in secondary mathematics and at least six in statistics. school mathematics offered in the Graduate School of Education and Human Development and eight (rather Courses of Instruction than 10) courses numbered 200 or higher in mathematics and a department-approved allied field. Six or more of (The Department intends that those few courses not the eight must be in mathematics, including MTH 235, available in 1982-83 will be offered in 1983-84.) 236, and 265. Electives may be chosen at will, but pro­ 130. Excursions in Mathematics. The nature of mathematics spective teachers are advised to elect, where possible, and its application. Emphasis on concepts and understanding courses in logic, geometry, theory of numbers, and com­ rather than acquisition of techniques. Intended for concen­ puter science. trators in the humanities and social sciences. The 10 courses which constitute one of the concen­ 13\. Mathematical Snapshots. Learn to reason mathemati­ trations in mathematics do not exhaust the student's cally. Numerous examples and useful applications. Intended for time in the junior and senior years. Prospective graduate concentrators in the humanities and social sciences. students in mathematics, for example, would do well to 140. Pre-Calculus. Review and drill on basic mathematical learn to read a fo reign language (French, German, or skills needed for calculus: algebra, graphing, exponentials, Russian). Other mathematical careers involve a consid­ logarithms, trigonometric functions. Does not carry distribu­ erable preparation in (among others) areas such as tion credit, nor credit toward graduation. hysics, biology, engineering, and economics. JOO Arts and Scie nce

141-143. Calculus 1-111. A three-semester sequence identical 201. Introduction to Probability. Probability spaces; com­ in content with the two-semester sequence Mathematics 161, binatorial problems; random variables and expectations; dis­ 162 described below. crete and continuous distributions; generating functions; inde­ 150. Calculus with Probability I. Functions and their graphs, pendence and dependence; binomial, normal, and Poisson laws; laws of large numbers. Prerequisite: MTH 162 or equivalent; limits and continuous functions, derivatives, Rolle's theorem MTH 164 recommended. Same as STT 20 1. and mean value theorem, extremum problems, chain rule, related rates, introduction to integration, applications. 202. Introduction to Stochastic Processes. Theory and ap­ plications of random processes, including Markov chains, 151. Calculus with Probability 11. Techniques of integra­ Poisson processes, birth-and-death processes, random walks. tion; elementary differential equations; elementary counting Prerequisite: MTH 201. Same as STT 202. techniques; binomial coefficients; random variables; densities and distributions; improper integrals; expected value, mean, and 203. Introduction to Mathematical Statistics. Principles of variance; normal distribution; functions of several variables statistical decision theory, point and interval estimation, tests of and their graphs; partial derivatives; mUltiple integrals. Pre­ hypotheses, multivariate normal distribution, linear hypothe­ requisite: MTH 150. ses, selected topics. Prerequisite: MTH 20 I. Same as STT 203. 152. Calculus with Probability 111. Calculus of several var­ 205. Mathematical Genetics. Mendel's theory of inheri­ iables. Partial derivatives and mUltiple integration. Convex tance, the Hardy-Weinberg equilibrium, segregation, linkage, functions. Further applications. Prerequisite: MTH 151. crossing-over, mutations. Genetic relationship between rela­ tives, identity by descent, coefficient of kinship, coefficient of 161. Analysis 1. Analysis of the elementary real functions: inbreeding. Some knowledge of matrices and of elementary algebraic, trigonometric, exponentials and their inverses and probability theory is helpful but not required. composites. Their graphs, derivatives, and integrals. Mean value theorem, maxima and minima, curve plotting. The fun­ 207. Linear Programming and the Theory of Games. The damental theorem of calculus, with geometric and physical basic properties of convex sets. Linear programming. Duality. applications. Principal theorems. Finite games. Some infinite games. Prereq­ uisites: MTH 164 and at least one of the following: MTH 174, 162. Analysis 11. Techniques of integration. Improper inte­ 235, or 265. Same as STT 207. grals, I'Hospital's rules. Infinite series, Taylor's series in one variable. Plane curves, parametric equations, vectors in two and 208. Nonlinear Programming. Constrained optimization. three dimensions, lines and planes, vector-valued functions, Lagrange multipliers, quadratic programming, dynamic pro­ velocity and acceleration, arc length, curvature. Partial differ­ gramming. Prerequisites: MTH 163 and 164 or MTH 174; entiation, directional derivates, extrema in several variables. MTH 235. Same as STT 208. Prerequisite: MTH 161 or equivalent. 216. Mathematical Logic I. Propositional calculus, func­ 163. Ordinary Differential Equations I. Elementary meth­ tional calculus of first and higher order, the decision problem, ods, linear equations, and systems with constant coefficients, consistency, completeness. solutions in series, special functions, phase plane analysis and 217. Mathematical Logic II. The methods of proof of stability, the Laplace transform, extremal problems. Prerequi­ Mathematical Logic I; completeness, compactness, Skolem­ site: MTH 143 or 152 or 162 or 172. Lowenheim theorems. Recursive function theory, Godel's in­ 164. Multidimensional Analysis. Differentiation and linear completeness theorems. Zermelo-Fraenkel set theory, consis­ approximation, extrema, Taylor series. Line, surface, and tency results, forcing, and independence results. Prerequisite: volume integrals; coordinate changes, Jacobians. Divergence MTH 216. theorem, Stokes' theorem. Determinants and matrices in 230. Theory of Numbers. Divisibility, primes, congruences, N-dimensional vector spaces. Prerequisite: MTH 143 or 152 or quadratic residues and quadratic reciprocity, primitive roots, 162 or 172. elementary prime number theory. 171-174. Analysis la-IVa. An honors sequence covering the 235. Linear Algebra. Finite-dimensional vector spaces over material of Mathematics 161, 162, 163, and 164 in greater depth R and C axiomatically and with coordinate calculations. from the standpoint of both theory and applications. Each term Forms, linear transformations, matrices, eigenspaces. Prerequi­ carries five (instead of four) course credits. Consent of Depart­ site: MTH 163. This course may be taken concurrently with ment required. MTH 164. 181-182. Introduction to Mathematical Models in Social and 236. Introduction to Algebra I. An introduction to basic Life Sciences I and 11. Aimed at building problem-solving algebraic structures, groups, rings, fields, with applications to ability in students through the development of mathematical specific examples. Prerequisite: MTH 235, taken previously or models for certain real-life situations in the social and biological concurrently, is recommended. sciences. In the two semesters, about nine different examples of 237. Introduction to Algebra II. modeling are considered together with mathematical exercises Continuation of Mathe­ to ens ure acquisition of the relevant techniques, suggested matics 236. projects of varying difficulty, and references. Prerequisite: 238. Combinatorial Mathematics. Permutations and com- MTH 162 or equivalent. 101 102 Arts and Science binations; enumeration through recursions and generating func­ 282. Introduction to Applied Mathematics II. Introduction tions; Polya's theory of counting; finite geometries and block to complex variables with physical applications. This course is designs; counting in graphs. Same as CSC 238. independent of MTH 281. Prerequisite: MTH 164 or 174. Equivalent to ME 202. 239. Introduction to Algebraic Number Theory. Gaussian integers and sums of two squares, quadratic fields and binary 283. Applied Analysis I. Lebesgue integration. Hilbert quadratic forms; arithmetic of quadratic fields, including fa c­ space, theory of compact operators, spectral theory. Applica­ torization of ideals, class numbers, and fundamental units. Pre­ tions to integral equations, ordinary and partial differential requisite: Either MTH 230 or 236. equations, and quantum mechanics. Prerequisites: MTH 265 and 28 1. 243. Introduction to Topology. Classification of surfaces, knot theory, the fundamental group. Prerequisites: MTH 236 284. Applied Analysis II. Continuation of Mathematics 283. and 265. 285. Celestial Mechanics. The central force problem; intro­ 247. Theory of Sets. Sets, relations, mappings; equivalence, duction to the n-body problem; stability problems. Prerequi­ order; cardinals, ordinals, transfinite arithmetic; axiom of sites: MTH 163 and 164, or MTH 174 or consent of the choice and equivalents. instructor. 248. Theory of Graphs. Paths, circuits, trees. Bipartite 286. Introduction to the Theory of Computation. Introduc­ graphs, matching problems. Unicursal graphs, Hamiltonian tion to automata theory, formal languages, computability, and circuits, factors. Independent paths and sets. Matrix representa­ computational complexity. Prerequisite: MTH 162 or permis­ tions. Planar graphs. Coloring problems. Prerequisite: MTH sion of the instructor. Same as CSC 286. 235 recommended. Same as CSC 248. 288. Design and Analysis of Computer Algorithms. Intro­ 250. Introduction to Geometry. Foundations of geometry, duction to general data structures and programming techniques ' isometry, similarity, inversions; introduction to affine, proj ec­ for the design of time- and space-efficient algorithms. Emphasis tive, and various non-Euclidean geometries. on the development, analysis, and significance of algorithms that are asymptotically the most efficient known. Requires 253. Projective Geometry. Projective and affine planes, the­ comfort and familiarity with both computer programming and orems of Desargues, Pappus, Pascal. Cross ratio, collineations, discrete mathematics. Prerequisites: CSC 220 and MTH/CSC coordinates, conics, duality. Prerequisites: MTH 164 or 174. 286, or permission of the instructor. Same as CSC 288. MTH 235 recommended. 300. History of Mathematics. The relation between the de­ 255. Differential Geometry I. Torsion, curvature, the differ­ velopment of mathematical ideas and the scientific milieu is ential geometry of curves and surfaces in 3-space. Prerequisite: stressed . Prerequisite: year of calculus. MTH 164 or 174. 333. Surreal Numbers. A seminar on numbers (in the new 256. Differential Geometry II. Riemannian geometry. Pre­ treatment of John Conway) designed to expose students to the requisite: MTH 255. creative aspect of mathematics and to help develop the ability to 263. Ordinary Differential Equations. A second course in do independent work in mathematics. ordinary differential equations in the real domain. Prerequisite: 391. Independent Study in Mathematics. MTH 163 or equivalent, MTH 235, or consent of the instructor. Special work ar­ ranged individually. 265. Functions of a Real Variable I. Real number system, uniform continuity, mean value theorems, bounded variation, Graduate-level courses (400- and 500-level) are open Riemann-Stieltjes integral, sequences of functions. Prerequi­ sites: MTH 163 and 164, or MTH 174, or equivalent. to qualified undergraduates with permission of the in­ structor. Among these are: 266. Functions of a Real Variable II. Differentials; implicit functions, functional dependence; transformations of mUltiple 436. Algebra I. Rings and modules, group theory. Galois integrals; arc length, surface area; differential forms, vector theory. Prerequisite: MTH 237. analysis. Prerequisite: MTH 265. 437. Algebra II. Multilinear algebra, quadratic forms, sim­ 280. Introduction to Numerical Analysis. The numerical ple and semi-simple rings and modules. Prerequisite: MTH 436. solution to mathematical problems by computer. Linear sys­ 440. General Topology I. Continuity. Compactness, con­ ' tems, approximation, integration, and differential equations. nectedness, metrizability. Product spaces. Prerequisite: MTH Floating point arithmetic and consequent pitfalls of computa­ 265. tion. Prerequisite: MTH 162 or equivalent. Same as STT 280 467. Theory of Analytic Functions I. Cauchy theore(!ls, and CSC 280. Taylor and Laurent series, residues, conformal mapping, ana- . 281. Introduction to Applied Mathematics I. Fourier series lytic continuation, product theorems. Prerequisite: MTH 265 or and convergence theorems. Orthogonal polynomials. Applica­ equivalent. -_/ tions to some partial differential equations. Fourier Trans­ 471. Measure and Integration. Lebesgue measure on the forms. Prerequisite: MTH 163 and 164 or MTH 174. line. Measure spaces. Integration. Convergence theorems. The Microbiology 103

Radon-Nikodym theorem. Differentiation. Fubini's theorem. basic introductory sciences (chemistry, biology, biochem­ The function spaces Lp and C. Prerequisite: MTH 265 or istry), related areas (mathematics and physics), micro­ equivalent. biology, and liberal arts. They will be well prepared to A more detailed description of other graduate-level continue graduate education in microbiology, another courses may be found in the Offi cial Bulletin: Graduate biological science area, or a health care profession. Studies. Microbiology Concentration The program is designed primarily for those with an interest in the natural sciences and will probably be most MICROBIOLOGY attractive to those whose career interests are in the health professions or biological sciences. Students should declare the concentration toward the end of their sophomore year. During the junior and senior years, J. Roger Christensen, Ph. D. (Cornell) Professor of advisers from the Department of Microbiology will Microbiology supervise a concentrator's progress. With satisfactory Jack Maniloff, Ph.D. (Yale) Professor of Micro­ performance and completion of degree requirements, biology and of Radiation Biology and Biophysics they will recommend the student for the degree of B.S. in Robert E. Marquis, Ph.D. (Michigan) Professor of microbiology in the new Program in Biology and Medi­ Microbiology cine. This degree will be awarded by the College of Arts Betsy Ohlsson-Wilhelm, Ph. D. (Harvard) Associate and Science. Professor of Microbiology Master's and doctoral programs are offered by the Albert L. Ritterson, Ph. D. (California, Los Angeles) Department of Microbiology, and M.S. and Ph.D. Associate Professor of Microbiology (Parasitology) degrees are awarded by the School of Medicine and James Wilhelm, Ph.D. (Case Western Reserve) Dentistry. Information on the graduate programs in mi­ Associate Professor of Microbiology crobiology is in the Offi cial Bulletin: Graduate Studies. Sayeeda B. Zain, Ph.D. (Glasgow) Associate Professor of Microbiology Virginia Clark, Ph.D. (Rochester) Assistant Professor Requirements for Concentration in of Microbiology Microbiology Edith Lord, Ph. D. (California, San Diego) Assistant Professor of Oncology in Microbiology During the freshman and sophomore years, students Ronald E. Yasbin, Ph. D. (Rochester) Assistant considering a concentration in microbiology are advised Professor of Microbiology to complete the following courses, all of which are requirements for the B.S. in microbiology: Th e Department of Microbiology annually has up to 10 • teaching assistants serving as laboratory instructors in Four semesters of chemistry, including two semesters in t roductory courses. of organic chemistry. • Two semesters of calculus. Microbiology, the study of microorganisms, encom­ • passes bacteriology, virology, mycology, and parasitol­ One semester of statistics, differential equations, or ogy and is inseparable from molecular biology, genetics, computer science. physi ology, and immunology. Consequently, the bache­ • Biology III or equivalent. lor of science degree program in microbiology integrates • Biology 121. course work in many disciplines in order to provide • Biology 150. undergraduates with basic knowledge of the field. This • One English course. program utilizes the resources of the Department of Microbiology of the School of Medicine and Dentistry Additional requirements for the B.S. in microbiology and the Clinical Microbiology Laboratories of Strong are: Memorial Hospital to provide undergraduates with a • MBI 220 and 221. background in general and medical microbiology. • Three additional advanced microbiology courses (400 Students earning the B.S. in microbiology at the end level). of the fourth year will possess a strong foundation in the 104 Arts and Science

Distinction Program in Microbiology and general features of virus-host cell interaction. Prerequisites: BIO 150 and either MBI 220 or BIO 202. In recognition of academic ability and research initia­ 465. The Role of Genetics in Understanding Medical Prob­ tive, the Department of Microbiology grants a B.S. in lems. Current and potential applications of genetic analysis to microbiology with distinction to students who success­ problems of medical interest, including mutagenesis, genetic fully complete an approved independent senior research determination of susceptibility to chemical carcinogens and project. Specific information on this program is avail­ different types of radiation, mapping of the human genome, use able from the Department office. of amniocentesis to determine inborn errors of clinical impor­ tance, and analysis of the control of gene expression using somatic cell hybrids. Previous courses in biochemistry and cell­ Courses of Instruction ular physiology (microbial or eukaryotic) are strongly advised. 118. Microbiology. Credit-4 hours. Considers bacteria, 473. Immunology. Cellular and humoral response to anti­ fungi, viruses, and animal parasites from the standpoint of their genic substances; interaction of antibody, antigen, and com­ biology, with particular emphasis on host-parasite relationships plement; structure and specificity of antigen and antibody; and the immune response. The course is primarily for students detection of antibodies. Prerequisites: CH M 133-134. in the nursing degree program; open to other undergraduates, subject to space limitations. Two lectures and two 3-hour laboratories per week. Prerequisites: BIO III; CH M 121 and 122, or 123 and 135. 220. An Introduction to Microbiology. Introduces the stu­ MUSIC dent to important aspects of microbiology by examining se­ lected microorganisms in some detail. Specific emphasis is given to structure, genetics, metabolic regulation, and interaction between the organism and its environment. Where appropriate, Roger Wilhelm, D.M.A. (Stanford) Associate a comparative approach is stressed. Prerequisites: CH M 133; Professor of Music and Director of Music, River IND 40 1 or BIO 150. Campus; Associate Professor of Conducting and 221. Microbiology Laboratory. Credit-3 hours. Exercises, Ensembles, Eastman School of Music demonstrations, and field trips are closely related to topics James Walker, M.A.T. (Harvard) Conductor of the mentioned in Microbiology 220, which is taken concurrently. University Symphony Orchestra 391. Undergraduate Research in Microbiology. For qual­ Additional faculty members, Eastman School of Music ified and interested students, research experience in the lab­ Th e Department of Music on the River Campus uses oratory of Department fa culty members may be arranged. fi ve Eastman School of Music teaching assistants as Arrangements need to be made well in advance. lecturers or section leaders. 414. Molecular Biology of I nfectious Diseases. An examina­ tion of selected infectious agents and the diseases they cause. Music in all of its facets is an integral component of The emphasis is on understanding, at the molecular level, the the academic and cultural life of the University. Oppor­ mechanisms by which these particular microorganisms cause disease in the host and the basis for the selective toxicity of tunities for musical performance and instruction at the certain antimicrobial drugs that are used to combat them. University of Rochester are found both at the River Offered in alternate years. Prerequisites: M BI 220, 221. (Spring Campus and at the Eastman School of Music. Detailed 1983) information regarding the program of activities and 421. Microbial Genetics. Credit-4 hours. An in-depth ex­ instruction at the Eastman School of Music is outlined amination of some representative genetic systems in fungi, in its official bulletin. bacteria, and bacterial viruses. Given in alternate years. Prereq­ uisite: MBI 220. (Spring 1984) Performing Organizations at the 431. Microbial Physiology. Focuses on relationships be­ tween microbial cell structure and cell functions, and on the River Campus physiologic processes involved in microbial adaptation. Global, Performing musical organizations at the River Cam­ cellular, and molecular aspects of microbial physiology are pus are pri marily designed for the nonmusic major. considered. Under the auspices of the Music Office in Wilson Com­ 456. General Virology. An introduction to bacterial. animal, mons, over 500 students participate in 12 extracurricular and plant virology. Topics covered are general methodology of musical groups. Most groups rehearse once a week, and virus research, virus structure, biochemistry of viral replication, all are conducted by experienced professionals. Music 105 The instrumental organizations include the University Performance Emphasis Symphony Orchestra, the Symphonic Band, the Jazz major instrument 16 credits Ensemble, the University Chamber Orchestra, the Var­ ensemble 6 credits sity Band, the Terpsichore Consort, and several chamber music electives 12 credits music groups. The choral organizations consist of the History/ Th eory Emphasis Chapel Concert Choir, the Men's Glee Club, the Wom­ secondary piano 8 credits en's Glee Club, the Gospel Choir, the Yellowjackets, and theory 6 credits Vocal Point. music history 4 credits All undergraduate students in any college of the Uni­ music electives 16 credits versity are eligible for membership. Auditions for all River Campus musical organizations are held at the beginning of each semester. Suggested Distribution of Courses

Emphasis in Performance

B.A. Concentration in Music First Year Credits Credits A bachelor of arts progra m with a concentration In Applied music 4 Applied music 4 music is offered by the College of Arts and Science in Theory 101 3 Theory 102 3 cooperation with the Eastman School of Music. De­ English 4 Foreign language 4 pending on the interests and ability of each student, the Natural science Natural science course of study emphasizes either performance or the (Group Ill) 4 (Group Ill) 4 history and theory of music. Students planning to pursue Ensemble I Ensemble I the bachelor of arts degree in music must be auditioned 16 16 and approved by the admission committee of the East­ man School of Music, and the expectations of that Second Year committee concerning the background and performance Applied music 4 Applied music 4 level of applicants are the same as for applicants to the Theory III 3 Theory 112 3 corresponding bachelor of music programs. Social science (Group II) 4 Social science (Group II) 4 Students in the bachelor of arts in music program are Nonmusic elective 4 Nonmusic elective 4 expected to begin their concentrations during the fresh­ Ensemble 2 Ensemble 2 man year. They will be advised by a member of the Eastman School of Music faculty or administrative staff 17 17 through the Music Office, 510 Wilson Commons, on the River Campus. Third Year Applied music 4 Applied music 4 Theory 121 2 Theory 122 2 Music history survey· 2 Music history survey· 2 Course Requirements Nonmusic elective 4 Music elective 3 Nonmusic elective 4 Nonmusic elective 4 Both the Performance and History/Theory emphases Ensemble 2 Ensemble 2 require a core curriculum which includes study in the following areas: 18 17 major instrument 16 credits ensemble 4 credits Fourth Year Applied music 4 Applied music 4 music theory 16 credits Music history survey· 2 Music elective 3 3 two-credit courses music history Music elective 3 Music elective 3 chosen from MHS Nonmusic elective 4 Nonmusic elective 4 111, 112, 113, or 114 Nonmusic elective 4 Nonmusic elective 4 In addition to this core curriculum, the concentration 17 18 '\ requirements within each area of emphasis are as follows: .Three of the following courses will meet the music history core cur­ riculum requirement: M HS III. 112. 113. 114. 106 Arts and Science

Emphasis in History and Theory of Music the supplement to the Of ficial Bulletin: Eastman School of Music.

First Year Credits Credits Instruction in Music Applied music 2 Applied music 2 Secondary piano (2) Secondary piano (2) Courses in music history and music theory are offered Theory 101 3 Theory 102 3 by the College of Arts and Science in cooperation with English 4 Foreign language 4 the Eastman School of Music. Natural science Natural science MUR 101, 102, lll, and 112 are required for concen­ (Group Ill) 4 (Group III) 4 trators in music and are open to other students in the Ensemble 2 Ensemble 2 College of Arts and Science as electives. During the first 17 17 day of class a theory placement examination is given to students provisionally enrolled in Theory 101 to deter­ mine if they have sufficient background to take the Second Year course. Music history courses offered at the River Cam­ Applied music 2 Applied music 2 pus are not open to students who are concentrating in Secondary piano (2) Secondary piano (2) music, but are open to all other River Campus students. Theory III 3 Theory 112 3 Courses offered at the Eastman School of Music are Music history survey· 2 Music history survey· 2 open to all College of Arts and Science students who Social science (Group II) 4 Social science (Group II) 4 have the proper prerequisites. Credit will be awarded Nonmusic elective 4 Nonmusic elective 4 according to the system used at the Eastman School of 17 17 Music. However, for students who are not concentrating in music, the first two three-credit courses are given full credit; music concentrators receive full credit for the first Third Year four three-credit courses. Applied music 2 Applied music 2 Theory 121 2 Theory 122 2 Music history survey· 2 Music history 2 Private Instrumental and Vocal Instruction Music elective 3 Music elective 3 The opportunity exists for students who are not music Nonmusic elective 4 Nonmusic elective 4 concentrators to enroll in private instrumental or vocal 4 Nonmusic elective 4 Nonmusic elective instruction at the Eastman School of Music. 17 17 Credit Lessons Each year approximately 200 nonmusic concentrators Fourth Year Applied music 2 Applied music 2 on the River Campus take private instrumental or vocal Theory 221 or 25 1 3 Theory 222 or 252 3 lessons for credit at the Eastman School. All nonmusic Music elective 3 Music elective 2 concentrators who have had at least one year of formal Music elective 3 Music elective 2 instruction (or the equivalent) in an instrument or in Music history 2 Nonmusic elective 4 voice are encouraged to apply to take credit lessons. Nonmusic elective 4 Nonmusic elective 4 Auditions are required for students who are registering for this study for the first time and are held during the 17 17 first three days of classes each semester. Audition ap­ pointments must be scheduled in advance. Applications 'Three of the following courses will meet the music history core cur­ for applied music instruction are available in the Music riculum requirement: MHS III. 112. 113. 114. Office, 510 Wilson Commons. Students currently en­ rolled and making satisfactory progress in applied music need not audition again if they wish to continue lessons Additional details concerning the music concentration the following semester; they must have their registrations are available from the music adviser in the Music Office, approved personally by the Eastman School's Associate Wilson .commons. Director for Academic Affairs. Music concentrators may enroll in any course listed in Naval Science 107 During the semester, students meet with their instruc­ ism. Twentieth-century compositional techniques and analysis. tors once a week for 30 minutes. The addition of a two­ Prerequisite: M U R Ill. credit private lesson to a normal l6-credit hour semester *MUR 121. Introduction to Music Listening. A course for is not considered an overload, and there is neither a fee the nonmusic major, designed to increase the understanding nor an additional tuition charge. No more than eight and enjoyment of music for performers and listeners. The credit hours of applied instruction may be counted course will focus on listening skills and a brief historical survey toward a degree by nonconcentrators. of musical periods and styles from Gregorian chant to the developments of our own day. No prerequisites. *MUR 123, 125, 126. Special Topics in Music History. Noncredit Lessons Specific subjects will be announced in the Schedule of Courses. It is possible for a limited number of students to take No prerequisites. lessons without credit. These may be arranged indepen­ *MUR 124. History of Jazz. A survey of the history of jazz dently by enrolling directly with the Preparatory Depart­ from pre-1 900 origins to the present. ment of the Eastman School of Music. Since the cost of *MUR 206. Women and Music. Focuses on the relationship this type of instruction is not included in the regular between women and music and deals with the social and cul­ college tuition, the students are billed directly by the tural traditions and restrictions that have affected women's Eastman School. College grades will not be allowed for education, professionalism, and expression in music; also deals this work under any circumstance, nor will any entry with the lives and musical offerings of various women who achieved professional status. Although various world cultures regarding it be made on the student's permanent record. are examined, the focus is primarily on the experiences of West­ ern women in the areas of folk, ritual, popular, and art music traditions. Historical periods from the Middle Ages to the pres­ Practice Facilities ent are covered. No prerequisites. Same as ANT 206. Practice facilities are available on the River Campus to all undergraduate students. Practice rooms supplied *MUR 215. Mozart and Haydn. Focuses on the sympho­ nies, orchestral works, string quartets, and chamber music of with pianos are located in the Merle Spurrier Gymna­ the two greatest composers of the late eighteenth century, Franz sium and the Frederick Douglass Building. Joseph Haydn and Wolfgang Amadeus Mozart. The course evaluates their roles in the development of major musical forms and studies the historical context of their lives and works. No Courses of Instruction Offered at the prerequisites. Some ability to read music is helpful. River Campus *MUR 100. Basic Elements of Music. A theory course for nonmajors in the basic concepts of tonal harmony, with appli­ cation of these concepts to the study of a wide range of styles: NAVAL SCIENCE early music, rock, pop, jazz, contemporary works. Little em­ phasis on ear training and keyboard work. No prerequisites. MUR 101. First-Year Theory I. A course in the basic ele­ Robert A. Mesler, Captain (USN) M.S. (U.S. Naval ments of music, presented in a nonstylistic manner and drawing Postgraduate School) Professor of Naval Science on a wide range of musical literature. Concepts of composi­ and Chairman of the Department tional procedures, a variety of analytical tools. Creative use of Walter P. Bardeschewski, Commander (USN) M.S. material. Ear training as aural analysis, and skills areas, includ­ (U.S. Naval Postgraduate School) Associate ing keyboard, sight singing, and rhythmic work. Four hours a Professor of Naval Science week. Robert C. Ballard, Lieutenant (USN) B.S. (RPI) MUR 102. First-Year Theory II. Continuation. Prerequi­ Assistant Professor of Naval Science site: MUR lOl. Paul M. Fenlon, Major (USMC) B.S. (St. John's MUR III. Second-Year Theory I. Two-, three-, and four­ University) Assistant Professor of Naval Science part music of J.S. Bach and his contemporaries. Analysis, William C. Hartman, Lieutenant (USN) B.S. partwriting, dictation, keyboard harmony, and two-voice con­ Assistant Professor of Naval Science trapuntal writing. Chromatic harmony including augmented (U.S.N.A.) sixth chords. Study of smaller forms. Analysis of the music of Rex Wolfe, Lieutenant (USN) B.S. (Michigan State) Haydn, Mozart, Beethoven, Schubert, Schumann, Brahms, and Assistant Professor of Naval Science Wagner. Prerequisite: MUR 102. The Department of Naval Science does not use teaching MUR 112. Second-Year Theory II. Continuation. Contra­ assistants in its instructional program. puntal writing in three and four parts. Fugue. Advanced har­ monic and structural analysis in the larger forms. Impression- ·Not open to music concentrators. 108 Arts and Science

Naval Science studies are designed to prepare students port, Rhode Island. Tuition, room, board, travel seeking commissions in the U.S. Navy or U.S. Marine expenses, and modest subsistence are provided. The Corps through the NROTC Program. The University student is then eligible to join the NROTC College has had an NROTC unit on campus since 1946. The Program in the fall, assuming the same obligations as NROTC Program is open to both male and fe male stu­ other College Program students. dents. Any student may enroll in courses offered by the Department of Naval Science. Students participate in the NROTC Program in one of Eligibility for NROTC Programs three options: In general, students must be U.S. citizens between 17 1. NROTC SCHOLARSHIP PROGRAM students are and 21 years of age and be physically qualified in accor­ selected by national competition. Applications may dance with standards prescribed for Navy midshipmen. be obtained from the Department of Naval Science More detailed information can be obtained from the and must be mailed by early November for enroll­ Department of Naval Science office. ment in the following fall semester. Students are sub­ sidized by the Navy for tuition, fees, textbooks, and uniforms, and they receive a subsistence allowance of Summer Training Cruises $100 per month during the academic year. Schol­ Students in the NROTC Program participate in sum­ arship students may withdraw from the program at mer cruises of approximately six weeks' duration as part their own request without obligation at any time prior of their training to become officers in the Navy or to the beginning of the junior year. Thereafter, the Marine Corps. Cruises ar e aboard naval ships, sub­ student is obligated to accept a commission as En­ marines, aircraft squadrons, and shore bases throughout sign, USN, or Second Lieutenant, USMC, upon grad­ the world. Four-year Scholarship students attend three uation and to serve on active duty for a minimum of such summer cruises. College Program students attend four years. one such cruise, between the junior and senior years. 2. NROTC COLLEGE PROGRAM is available to all Two-year Scholarship students attend one cruise. While freshmen and sophomores and is specifically designed on cruise, NROTC students receive room, board, travel to provide an opportunity for students to earn a expenses, and a modest subsistence. commission. Students are welcome to apply for the program by contacting any member of the Depart­ Naval Science Students ment of Naval Science for details. College Program students receive uniforms and a Any student in the University may take naval science subsistence allowance of $100 per month during the courses. Credits for courses taken in the Department of junior and senior years. College Program students are Naval Science are determined by the college in which the eligible to enter the national scholarship competition student is pursuing his or her concentration. Students and, if successful, become Scholarship students. As in who are thinking about applying to an NROTC program the case of Scholarship students, Co llege Program are encouraged to enroll in a naval science course. students incur a service obligation upon beginning their junior year. They must agree to accept a com­ NROTC Course Requirements mission as Ensign, USNR, or Second Lieutenant, USMCR, upon graduation and to serve thereafter on The following is the recommended sequence of courses active duty fo r three years. for midshipmen. Deviations from the recommended 3. TWO-YEAR COLLEGE PROGRAM students may sequence are permitted; however, they must be approved apply for the program by submitting their applica­ by the Professor of Naval Science. tions to the Professor of Naval Science. Sophomores who have two years of study remaining (including two summers) prior to receiving a baccalaureate or First Year higher degree are eligible to apply. Students selected Introduction to Naval Science (NS 93) for the Two-Year Program attend the Naval Science Ship Systems I (NS 94) Institute for about six weeks during July and August Calculus (two courses from mathematics series 150 0f at the Naval Education and Training Center, New- 161) Neuroscience 109

221. Navigation I. Theory and techniques of the art of navi­ Second Year Sea Power and Maritime Affairs (NS 250) gation, including dead reckoning, piloting, and electronic and celestial navigation. Ship Systems II (NS 249) Physics (two courses from physics series 113, 124, or 249. Ships Systems II. Analysis of ship systems and working 133) environments; system selection, system control, computational procedures, data transmission and control. 250. Sea Power and Maritime Affairs. A survey of all aspects of maritime affairs and the effects of sea power on Third Year Navigation I (NS 22 1) national development. A discussion of historical events. Navigation II (NS 98) 251. Evolution of Strategic Concepts. A study of the devel­ American military affairs (SOC 272 or HIS 238 or opment of strategic concepts by various world powers, with HIS 275) emphasis on naval strategies.

Fourth Year Psychology in Business and Ind ustry (PSY 264) Leadership and Management II (LA 272) NEUROSCIENCE National security policy (one course of the following: PSC 270, PSC 275, PSC 276, PSC 278) This program leads to a B.S. degree in the new Pro­ gram in Biology and Medicine (see page 43). Other Academic Requirements Midshipmen are encouraged to pursue courses of Committee on Neuroscience study leading to degrees in engineering, physics, mathe­ Robert W. Kreilick, Ph.D. (Washington University) matics , and chemistry, but may also, with few restric­ Professor of Chemistry tions, follow any program which leads to a baccalaureate Dale W. McAdam, Ph.D. (Iowa) Professor of degree. Scholarship students must successfully complete Psychology and Associate Professor of Neurology the calculus requirement prior to their junior year and Wayne Hoss, Ph. D. (Nebraska) Associate Professor the physics requirement prior to their senior year. Schol­ in the Center fo r Brain Research and Chairman of arship midshipmen with nontechnical concentrations the Committee must also successfully complete two science/ engineering Carol Kellogg, Ph. D. (Rochester) Associate Professor courses as electives in addition to the calculus and phys­ of Psychology and in the Center fo r Brain Research ics requirements. Marine Option midshipmen will take Don M. Gash, Ph.D. (Dartmouth) Assistant Amphibious Operations (NS 99), Evolution of Strategic Professor of Anatomy and in the Center fo r Brain Concepts (NS 25 I), and two electives, approved by the Research Professor of Naval Science, during their junior and senior years, instead of the sequence listed previously. Neuroscience is the study of the nervous system and therefore involves the study of many disciplines. The Courses of Instruction program in neuroscience, which leads to the bachelor of science degree in neuroscience, has been designed to give 93. Introduction to Naval Science. No credit. Introduction the students a strong background in the basic sciences to the Navy, including customs, traditions, seamanship, officer responsibilities, and naval careers. (biology, chemistry, physics), related areas (mathemat­ ics, statistics), neurobiology, and additional areas in 94. Ships Systems I. No credit. Introduction to shipboard neuroscience (neurochemistry, neuropsychology, neuro­ engineering, including other topics to prepare midshipmen for their first summer training cruise. biology of behavior). The program is designed to accom­ modate students with a wide variety of interests and 98. Navigation II. No credit. The rules designed to prevent future career plans. collisions at sea and techniques for determining the relative motion between ships. The program in neuroscience is offered by the College of Arts and Science in cooperation with the School of 99. Amphibious Operations. No credit. The organization, Medicine and Dentistry. Faculty from the two campuses techniques, and strategies employed by the U.S. Navy and Marine Corps in the conduct of an amphibious operation. teach in the neurobiology courses and serve as advisers. 110 Arts and Science

Requirements for the B.S. in Neuroscience structure, mechanism of excitation and conduction in neurons, and neuronal integration and regulation. Introductory biology 1. NSC 20 I, Basic Neurobiology; NSC 202, Develop­ and CHM 132 are recommended. mental and Comparative Neurobiology; NSC 203, I, 202. Developmental and Comparative Neurobiology. Sur­ Laboratory in Neurobiology; NSC 30 302, Senior veys the subtopics of neural development including morpho­ h Seminar in Neuroscience (2 credit ours each). genesis of the nervous system, trophic influences of neurons on 2. Biology Core: BIO III, Biology of Organisms; BIO the cells they innervate, specificity of neuronal connections, 121, Genetics; BIO 150, Chemical Aspects of Biology neural and glial interrelationships, and neurochemical, neuro­ (common to all tracks in the Program in Biology and anatomical, and behavioral aspects. Prerequisite: NSC 20 I. Medicine). 203. Laboratory in Neurobiology. Introduces students to 3. Biology Diversification: two courses selected from techniques used in the study of neuroscience. Procedures in­ clude gross brain dissection, histologic staining and microscopic outside the Neuroscience Program. examination of brain tissue, electrophysiologic analysis of neu­ 4. Two psychology courses, one of which must be ral tissue, neurochemical approaches to the study of the nervous selected from PSY 24 1, Neurobiology of Behavior, or system, stereotoxic surgery and behavioral observation. Pre­ PSY 243, Neurochemical Foundation of Behavior. requisite: NSC 20 I. 5. Allied fields must include: CHM 132, 133, and 134; 301, 302. Seminar in Neuroscience. To be taken for two MTH 150 and 151 or 161 and 162, or equivalent; semesters. Covers broad aspects of neuroscience and current PHY 113 and 1 14; and a course in statistics, computer topics in the neuroscience community relating to chemistry, science, or differential equations. morphology, physiology, and behavior. Prerequisites: NSC 20 1, 202, 203.

Further information is available from Professor Wayne Hoss, Chairman, Committee on Neuroscience, FirstCHM Year 125 CHM 132 Psychology Building 183. Mathematics Mathematics English BIO III College elective College elective

SecondNSC 20 Year1 NSC 202 or 203 PBROSOPBY CHM 133 CHM 134 BIO 121 BIO 150 Elective Elective Rolf A. Eberle, Ph. D. (California, Los Angeles) Professor of Philosophy Third Year Robert Lawrence Holmes, Ph.D. (Michigan) PHY 113 PHY 114 Professor of Philosophy Psychology course NSC 202 or 203 Burbank Biology diversification Elective Henry E. Kyburg, Jr., Ph.D. (Columbia) elective Elective Professor of Philosophy Elective Richard Taylor, Ph.D. (Brown) Professor of Philosophy Richard Feldman, Ph.D. (Massachusetts) Associate FourthNSC 30Year1 NSC 302 Professor of Philosophy and Chairman of the Statistics Psychology course Department Biology diversification Elective Patrick John Hayes, Ph.D. (Edinburgh) Luce Asso­ elective Elective ciate Professor of Cognitive Science, of Philosophy, Elective of Psychology, and of Computer Science Ralf Meerbote, Ph. D. (Harvard) Associate Professor of Philosophy Deborah Modrak, Ph.D. (Chicago) Assistant Courses of Instruction Professor of Philosophy 201. Basic Neurobiology. An introductory course which Paul Weirich, Ph.D. (California, Los Angeles) covers diverse topics including basic neuronal and glial struc­ Assistant Professor of Philosophy ture and ultrastructure, synaptic transmission, membrane Philosophy III Lewis White Beck, Ph.D. (Duke) Burbank Professor program or concentration in the University. Within the Emeritus of Moral and Intellectual Philosophy humanities, philosophy has had as long and as influ­ Harmon R. Holcomb, B. D. (Colgate Rochester ential a career as literature; many of the problems it Divinity School) Professor Emeritus of Philosophy addresses are problems which have aroused the interest and of Religious Studies and concern of many of the most powerful thinkers in Alfred Harrison Jones, Ph. D. (Cornell) Professor the Western tradition. Below are listed groups of courses Em eritus of Philosophy that might be of particular relevance to students concen­ Colin Murray Turbayne, Ph.D. (Pennsylvania) trating in the indicated disciplines: Professor Emeritus of Philosophy Anthropology Th e Department of Philosophy uses approximately 10 PHL 102, 105, 201, 202, 211, 253 teaching assistants in large lecture courses as graders Biology, Chemistry, Geology, Microbiology, or section leaders. Physics and Astronomy PHL 202, 210, 252 The Department of Philosophy offers programs lead­ Computer Science, Mathematics ing to the B.A. degree, as well as to the M.A. and the PHL 210, 21 1, 214, 218, 252 Ph. D. degrees. Economics A wide variety of points of view and interests is PHL 102, 210, 220, 223, 253 represented by the faculty of the Department of Philos­ English, Fine Arts, Foreign Languages, ophy. The specific problems discussed in undergraduate Literatures, and Linguistics courses are the traditional ones of the theory of knowl­ PHL 20 1, 202, 203, 21 1, 24 1 edge, metaphysics, ethics, social philosophy, philosophy Naval Science of science, etc. The techniques brought to bear on these PHL 102, 210, 223, 224, 252 problems are pri marily historical or analytical and logi­ Political Science cal. Although there are approaches to philosophy that PHL 102, 203, 210, 220, 223, 253 are not currently represented in the Department (phe­ Psychology nomenology, existentialism, Eastern philosophy), the PHL 101, 21 1, 244, 253, 254 breadth of the offerings is such as to provide an excellent Religious Studies foundation for graduate work in philosophy. Some PHL 101, 20 1, 202, 242, 246 students also go on to work in biology, English, history, Sociology mathematics, law, and medicine. Double concentrations PH L 102, 202, 203, 221, 223, 253 are encouraged. Statistics Students who wish to do graduate work in philosophy PH L 210, 252, 253. may, with permission of the instructor and approval of the undergraduate adviser, take graduate seminars (see Requirements for Concentration in Offi cial Bulletin: Graduate Studies). The bachelor's degree with distinction is offered on Philosophy recommendation of the Department and is based on the A total of 10 courses: grade-point average and quality of work in undergrad­ • PHL 20 1, 202, 210. uate seminars and independent study. • Five or more additional courses in philosophy. These The Department recognizes two special concentra­ courses must include at least one course in ethics (102, tions in philosophy. One, the Philosophy Concentration 103, 220-225). with Emphasis on Law and Ethics, is designed primarily for students, including prelaw students, who are inter­ • Two advanced courses, approved by the departmental ested in a systematic treatment of social justice. The adviser, in an allied field. Nearly any other field can be second is the Philosophy Concentration with Emphasis considered allied, depending on the contents of the on Logic and the Philosophy of Science. It is designed concentration in philosophy. primarily for students interested in one or more of the sciences who wish to pursue in depth the study of logic Philosophy Concentration with Emphasis and the philosophy of science. Philosophy can be considered relevant to almost any on Law and Ethics A total of 10 courses: 112 Arts and Science

• PHL 201 and 202. 199. Logic and Theory. Proof techniques and probabilistic reasoning in the framework of various theories. • Two courses on reasoni ng, viz., PH L 210 and one of the following: PHL 105, 214, 217, or 243. • Four courses on ethics or law, viz., PH L 102, 103, 220, Historical Courses 221, 222, 223, 224, 225, 226, 362. 201. History of Ancient Philosophy. Lecture survey of the • Two advanced courses in an allied field, subject to the development of Western philosophy from the prephilosophical beginnings through Aristotle. approval of the undergraduate adviser. 202. History of Modern Philosophy. A study of important philosophers from the seventeenth to the eighteenth century, Philosophy Concentration with Emphasis and of their position in the cultural history of the West. on Logic and the Philosophy of Science A total of 10 courses: 210Logic. Introductoryand Related Logic.Courses Precise methods for formalizing • PHL 201, 202, 210. arguments, demonstrating their validity, and proving theorems • One course in ethics, viz., PHL 102, 103, or 220-226. in first-order symbolic logic. • Four of the following courses in logic or the philos­ 211. Philosophy of Language. A study of philosophical ophy of science: PHL 105, 211, 2 14-218, 243, 252-254, questions about language and the general nature of language. 352. The student must take either 215 or 252. Prerequisite: PHL 210. • Two advanced courses in an allied field, subject to the 214. Logical Methods in Philosophy. Classes, relations, and approval of the undergraduate adviser. functions; formal syntax and semantics; modal-, epistemic-, tensed-, and intensional logic, etc. Prerequisite: PHL 210. Ordinarily, a student who concentrates in both philos­ 215. Intermediate Logic. Formal axiomatic treatment of ophy and some other discipline will take the advanced alternative systems of theory or higher order logic. Prerequisite: courses listed above that are recommended to students in PHL 210. that other discipline. 218. The Philosophy of Mathematics. A study of the nature Qualified concentrators in philosophy may be of mathematics from a philosophical point of view. Prerequi­ approved by the Department for the Study Abroad site: PH L 210 or permission of the instructor. Program.

Ethics and Related Courses 221. Ethics and Society. The application of ethical theory to Courses of Instruction concrete moral problems, such as punishment, abortion, and racism. Introductory Courses 223. Social and Political Philosophy. An inquiry into the 101. Introduction to Philosophy. Critical examination of nature of human society, role of the state, and relation of mpral some of the central beliefs and methods of thinking in common to legal obligation. Same as PSC 281. sense, science, and religion. 224. Philosophy of War. An examination of the concepts of 102. Ethics. Examination of the principles of duty and right war, legal and moral aspects of just war theory, pacifism, and conduct and of the leading conceptions of the good life in ethi­ the problem of war and moral responsibility. cal philosophy. 225. Ethical Decisions in Medicine. Examination of a select 103. Good and Evil. An examination of the ideas of happi­ number of moral issues arising in medicine. Topics include ness, pleasure, duty, moral right and wrong, and the meaning of abortion, termination of life, experimentation on human sub­ life. jects, informed consent, refusal of treatment, and suspension of lOS. Facts, Fads, and Fallacies. A study of reason and treatment. Same as REL 225. argument on both scientific and nonscientific topics. How to 226. Philosophy of Law. The nature of law and legal prac­ evaluate reasoning as it is found in editorials, speeches, and tice in relation to ethics. essays. How to understand and evaluate the reasoning found in reports on scientific research. 111. Philosophy of Religion. Historical and recent readings Traditional Philosophical Disciplines are used to analyze issues such as: existence of God, divine 241. Aesthetics. Critical examination of some of the major attributes, the relation of God to the world, and fa ith and problems in aesthetics and consideration of the historical routes reason. Same as REL III. along which they have evolved. Physics and Astronomy 113

243. Theory of Knowledge. A study of the nature and extent J. Christopher Dainty, Ph.D. (London) Associate of human knowledge. What is knowledge? Can skepticism be Professor of Op tics and of Physics and Astronomy refuted? Under what conditions are beliefs justified or rational? David H. Douglass, Jr., Ph.D. (M.LT.) Professor of Can anyone know what is right and wrong? Physics 244. Philosophy of Mind. Questions such as: What distin­ Charles B. Duke, Ph.D. (Princeton) Adjunct guishes the mental from the nonmental? How? Professor of Physics 246. Augustine, Anselm, and Aquinas. Three formative Joseph H. Eberly, Ph.D. (Stanford) Professor of philosophical treatments of religious belief are compared on Physics and of Op tics selected topics such as freedom, providence, and the problem of Gerard G. Emch, Ph.D. (Geneva) Professor of evil. Same as REL 224. Mathematics and of Physics Thomas Ferbel, Ph. D. (Yale) Professor of Physics **J. Bruce French, Ph.D. (M.LT.) Andrew Carnegie 252.Philosophy Philosophy of Science of Science. An examination of scientific Professor of Physics theories, nature of causal and statistical explanation. Prerequi­ Harry W. Fulbright, Ph. D. (Washington) Professor of site: PHL 210. Physics 254. Philosophy of Psychology. A study of philosophical **Harry E. Gove, Ph.D. (M.LT.) Professor of Physics topics relating to psychology. What is a mind and can it be and Director, Nuclear Structure Research Laboratory scientifically studied? Behaviorism. Justifying psychological Carl Richard Hagen, Ph.D. (M.LT.) Professor of theories. Freedom and determinism. The ethics of psychological Physics research. H. Lawrence Helfer, Ph.D. (Chicago) Professor of Astronomy John R. Huizenga, Ph.D. (Illinois) Tracy H. Harris Professor of Chemistry and of Physics 260.Philo sophyThe Problem of Religion of Ev il. Current treatments of such Professor of ancient issues as omnipotence vs. freedom, mysticism, evil, Edward H. Jacobsen, Ph.D. (M.LT.) alternative frameworks of belief. Prerequisite: one course in Physics philosophy. Same as REL 226. Robert S. Knox, Ph. D. (Rochester) Professor of Physics 262. Knowledge, Truth, and Religious Belief. The nature, limits, and grounds of knowledge, and the possibility of reli­ Daniel S. Koltun, Ph.D. (Princeton) Professor of gious knowledge. Same as REL 228. Physics Frederick Lobkowicz, Ph. D. (Edg. Tech. Hochschule Zurich) Professor of Physics Seminars Leonard Mandel, Ph. D. (London) Professor of 352. Evolution and Revolution in Science. A study of both Physics and of Op tics the historical and philosophical aspects of a few selected major Adrian C. Melissinos, Ph.D. (M.LT.) Professor of scientific changes. Same as HIS 352. (1983-84) Physics 391. Independent Study in Philosophy. The reading of Susumu Okubo, Ph.D. (Rochester) Professor of philosophical literature under guidance, for seniors majoring in Physics philosophy. **Stephen L. Olsen, Ph. D. (Wisconsin) Professor of Physics Malcolm P. Savedoff, Ph.D. (Princeton) Professor of Astronomy Stewart L. Sharpless, Ph. D. (Chicago) Professor of PHYSICS AND Astronomy Albert Simon, Ph.D. (Rochester) Professor of ASTRONOMY Mechanical Engineering and of Physics Paul Slattery, Ph. D. (Yale) Professor of Physics Robert L. Sproull, Ph. D. (Cornell) President of the Theodore Castner, Ph.D. (Illinois) Professor of University and Professor of Physics Physics Professor of Douglas Cline, Ph. D. (Manchester) ··These fa culty have applied fo r one or two semesters of leave in Physics 1982-83. 114 Arts and Science

Edward H. Thorndike, Ph. D. (Harvard) Professor of Freshman and sophomore students wishing eventually Physics to major in physics or astronomy are urged to express Hugh Van Horn, Ph.D. (Cornell) Professor of Physics their intent to the Department, whereupon they will be and Astronomy and Chairman of the Department assigned a departmental adviser. However, following **Emil Wolf, Ph.D. (Bristol), D.S. (Edinburgh) general College policy, students are not formally ac­ Professor of Physics and of Op tics cepted as physics or astronomy concentrators until the Arie Bodek, Ph.D. (M.l.T.) Associate Professor of end of their sophomore year. Physics Astronomy programs are described on page 117. **Vasudev Kenkre, Ph.D. (SUNY, Stony Brook) Associate Professor of Physics General Course Information Judith L. Pipher, Ph. D. (Cornell) Associate Professor of Astronomy and Director of the C. £. Kenneth Of particular interest to students not concentrating in Mees Observatory the natural sciences are Physics 100, Astronomy 102, David L. Clark, Ph. D. (Minnesota) Assistant and Astronomy 104, each a broad survey of selected Professor of Physics topics in their field, requiring no special background. Thomas M. Cormier, Ph. D. (M.l.T.) Assistant For those desiri ng a working knowledge of basic physics, Professor of Physics Physics 113- 114 and Physics 121-123 are appropriate, Ashok Das, Ph.D. (SUNY, Stony Brook) Assistant both requiring a background in high school science and Professor of Physics mathematics. Astronomy 111-112, a comprehensive sur­ William J. Forrest, Ph.D. (California, San Diego) vey of astronomy, requires the same background. The Assistant Professor of Astronomy introductory sequence for students intending to major in Warren W. Johnson, Ph.D. (Rutgers) Assistant physics or astronomy is 121-123 or 133-136. Professor of Physics It is possible for students to enter the physics se­ Robert W. Boyd, Ph. D. (California, Berkeley) quences with advanced standing, based on scores on an Associate in the Mees Observatory; Assistant Advanced Placement test and an interview. Professor of Op tics David Meisel, Ph.D. (Ohio State) Associate in the Mees Observatory Concentration in Physics John H. Thomas, Ph.D. (Purdue) Associate in the Mees Observatory; Associate Professor of The B.S. degree in physics is intensive and provides Mechanical Eng ineering strong preparation for any graduate school in physics or Michael D. Anthony, A.S. (Monroe Community) a closely related science. The B.A. program is appropri­ Assistant to the Chairman ate fo r students desiring a broader academic experience. Sidney W. Barnes, Ph.D. (Cornell) Professor It also provides flexibility in planning, as might be Em eritus of Physics required, for example, in a joint degree with another Elliott W. Montroll, Ph. D. (Pittsburgh) Albert department. Einstein Professor Em eritus of Physics and of Chemistry General Requirements Approximately 20 teaching fe llows assist the fa culty in Most requirements for the first two years of the B.A. the presentation of the teaching program. and B.S. degrees are the same: • The Department of Physics and Astronomy provides An introductory physics sequence: 121-123 or 133- a spectrum of opportunities fo r undergraduates ranging 136 or 121, 135, 136 with corresponding laboratory from introd uctory courses for the nonscientist to com­ courses 181, 182, 183. The second sequence covers the plete degree programs leading to the B.A. and B.S. in same material as the first, but at a deeper physical and physics or in physics and astronomy. Because of its mathematical level. Students are encouraged to enter. active programs leading to degrees at the master's and the 133-136 sequence as early as possible. doctoral levels, numerous advanced courses are avail­ • Four terms of mathematics: 161, 162, 163, 164 or 171, ....,." able to the undergraduate seeking an education in depth. 172, 173, 174. • In the B.S. program only, two introductory courses in ·-These fac ulty have applied for one or two semesters of leave in 1982-83. the natural sciences other than physics and mathemat- Physics and ASfronomy 115

ics (Group II J). This requirement does not apply to the B.A. program, but may be an option (see under ThirdPhysics Year 217 Physics 218 B.A. program, below). Physics 235 Physics 238 Math 28 1 Math 282 The B.A. and B.S. programs of study should be Elective Elective planned by the student in consultation with the depart­ Elective Elective mental adviser at the end of the sophomore year and are subject to departmental approval. FourthPhysics Year 243 Physics 227 B.A. Program Physics 247 One course from among Physics Elective 244, 25 1, 253, 393, etc. Elective Elective Requirements beyond the first two years: Elective • Five semesters of 200-level physics or astronomy

courses. If more than one is astronomy, the physics • Most students can complete their foreign language requirements with and astronomy degree may be more appropriate. one term of college work. Students who need more than one course must • Two additional courses which can be 200-level physics take the additional work in place of electives. courses, 200-level mathematics courses, or other science or engineering courses (not necessarily at the 200 level). Concentration in Physics and B.S. Program Astronomy Requirements beyond the firsttwo years: The programs leading to the B.A. and B.S. degrees in • Eight courses in physics at the 200 level or beyond, physics and astronomy are generally similar to the cor­ including at least one term of Advanced Laboratory responding programs in physics. Students planning to (243, 244); 217, 218, 227, 235, 238, 247, and one of the pursue graduate study should elect the B.S. program; 250-series courses are recommended. The latter cover they are encouraged to take advantage of opportunities specialized subjects such as nuclear and particle phys­ fo r reading or research provided by Astronomy 39 1 in ics, solid state physics, biophysics, physics and modern the senior year. The program as described below may be technology, and energy and environment. Other areas modified to fulfill the students' legitimate academic can be arranged as independent study. goals. Approval from the astronomy adviser is required • Two courses in advanced mathematics: MTH 28 1,282 for all degree programs. The 200-level astronomy courses or ME 20 1, 202 are recommended . are offered in a two-year cycle. A synopsis of a typical B.S. program follows: General Requirements Requirements for the first two years are the same as those for the B.A. and B.S. in physics, except that FirstPhysics Year 121 or 133 Physics 121, 122, or 134 Astronomy III, 112 are normally taken in place of the Math 161 or 171 Physics 181 introductory Group II courses in the fi rst year. English requirement Math 162 or 172 Group II Group II Elective B.A. Program

Requirements beyond the first two years: • SecondPhysics Year 122, 123 or 135 Physics 123, 136 or a 200 Two of the following: Astronomy 203, 232, 24 1, 242, . Physics 182 course including at least one of Astronomy 24 1, 242 . Math 163 0r 173 Physics 183 • Three additional semesters of 200-level physics or Foreign language Math 164 or 174 astronomy courses. (Group 1)* Group II • Two additional technical courses, which can be 200- Group III Elective level physics courses, 200-level mathematics courses, 116 Arts and Science or other science or engineering courses (not neces­ Courses of Instruction sarily at the 200 level). Physics 100. The Nature of the Physical World. To acquaint stu­ B.S. Program dents outside the sciences with some current ideas on the nature of the physical world. No prerequisites. Requirements beyond the firsttwo years: 113. General Physics 1. Part of a two-semester sequence, • Six courses in physics at the 200 level or beyond: 217, suitable for students in the life sciences. Mechanics, thermo­ 227, 235, 238, 247 are recommended. dynamics, optics, and vision. Includes laboratory work. Pre­ • Two courses in advanced mathematics: MTH 281,282 requisites: prior introductory knowledge of calculus; MTH 161 or ME 20 1, 202 are recommended. or 141 (may be taken concurrently). • Three of the following: Astronomy 203, 232, 241, 242, 114. General Physics II. Electromagnetism, atomic and nu­ clear physics, electronics. I ncludes laboratory work. Prerequi­ including at least one of Astronomy 24 1, 242. site: PHY 113. • One advanced course in natural sciences (Group III) 121. Mechanics. First of a three- or four-semester sequence related to astrophysics (e.g., Geology 28 J). for students in the sciences and engineering. Newton's laws A synopsis of a typical B.S. program follows: of motion, conservation of energy and momentum, angular momentum, gravitation, thermodynamics. Prerequisites: prior introductory knowledge of calculus; MTH 161 (may be taken concurrently). (Fall and spring semesters) 122. Electricity and Magnetism. Second in the three- or FirstPhysics Year 121 or 133 Physics 121, 122, or 134 four-semester sequence for students in the sciences and engi­ Math 161 Physics 181 neering. A treatment of electricity and magnetism beginning Astronomy III Math 162 with Coulomb's law and culminating in Maxwell's equations English requirement Astronomy 112 and electromagnetic waves. Prerequisites: PHY 121; MTH 162 Elective (may be taken concurrently). (Fall and spring semesters) 123. Modern Physics. Third of the three-semester sequence, normally taken by nonconcentrators. Special relativity, in­ SecondPhysics Year 122, 123 or 135 Physics 123, 136 or a 200 terference and diffraction, historical development of modern Physics 182 course physics, introduction to quantum mechanics and applications Math 163 Physics 183 thereof. Prerequisites: PHY 122; MTH 163 (may be taken con­ Foreign language Math 164 currently). (Fall and spring semesters) (Group 1)* Group II elective 133. Physics 1. Mechanics. A rigorous introduction to phys­ Group II elective Elective ics, intended for concentrators, with focus on mechanics. MTH 161 or 171 may be taken concurrently. (Fall semester) 134. Physics 11. Mechanics and Thermodynamics. Comple­ ThirPhysicsd Year 227 Physics elective, e.g., 218 tion of mechanics, wave motion, special relativity, kinetic Physics 235 Physics 238 theory, and thermodynamic fundamentals. Prerequisite: PHY Math 281 or ME 20 1 Math 282 or ME 202 133. MTH 162 or 172 may be taken concurrently. (Spring Astronomy 232 Astronomy 24 1 semester) Elective Elective 135. Physics 111. Electricity and Magnetism. Basic electricity and magnetism, leading up to Maxwell's equations. Prerequi­ FourthPhysics Year 217 Group III elective site: PH Y 121 or 134. MTH 163 or 173 may be taken concur­ Physics 247 Astronomy 242 rently. (Fall semester) Elective Elective 136. Physics IV. Electromagnetic Waves and Modern Physics. Elective Elective Electromagnetic waves, optics, and mostly modern physics. Elective Prerequisite: PHY 122 or 135. MTH 164 or 174 may be taken concurrently. (Spring semester) ·Most students can complete their foreign language requirements in one term. Students needing more than one term must take the necessary 181. Mechanics Laboratory. Credit- I hour. Experiments courses in place of electives. on linear and angular momentum, oscillations, resonance. Pre­ requisite: PH Y 121 (may be taken concurrently, though this is not recommended). (Fall and spring semesters) Physics and Astronomy 117

182. Electromagnetism Laboratory. Credit- I hour. Experi­ 261. Physical Optics I. See OPT 26 1. ments on DC and AC circuits, magnetism. Prerequisite: PHY 262. Physical Optics II. See OPT 262. 122 (may be taken concurrently, though this is not recom­ mended). (Fall and spring semesters) 383. Special Topics in Physics. Selected topics offered when justified by sufficient interest. 183. Modern Physics Laboratory. Credit- I hour. Experi­ ments on electronic charge, light, microwaves, scattering. Pre­ 391. Independent Study. Normally open to seniors concen­ requisite: PHY 123 or 135 (may be taken concurrently). (Spring trating in physics. semester) 393. Senior Project. Completion of an independent research 217. Intermediate Electricity and Magnetism I. Fields, po­ proj ect under the direction of a faculty member. tentials, multi poles, dielectrics, induction. Maxwell's equations. ' Prerequisites: PHY 122; advanced calculus taken concurrently. Astronomy 218. Intermediate Electricity and Magnetism II. Electro­ 102. Topics in Modern Astronomy. To acquaint the non­ magnetic waves, reflection and refraction, waveguides and physical science concentrator with development of interest in resonant cavities, radiation, dispersion, electrodynamics. Pre­ modern astronomy. Primarily concerned with studies of the requisites: PHY 217; advanced calculus taken concurrently. stars, material between the stars, and cosmology. Not a substi­ 227. Thermodynamics and Introduction to Statistical Me­ tute for Astronomy 111-112. (Fall and spring terms) chanics. A survey of thermodynamics, from both the classical 104. Topics in Space Sciences. Designed to acquaint the and the statistical points of view. nonphysical science concentrator with aspects of the historical 235. Classical Mechanics. Potential theory. Lagrangian dy­ and modern study of the solar system, including results from namics, central forces, coordinate transformations, rigid-body rocket space probe studies. motion. Prerequisite: advanced calculus (may be taken con­ 111. Elementary Astronomy I. To provide a general knowl­ currently). edge of the universe as well as some understanding of the tech­ 238. Quantum Theory I. Origins of quantum theory, Schro­ niques and logical methods by which such knowledge is dinger's equation, approximation methods, many-particle obtained. Laboratory included. systems and spin. Prerequisites: PHY 235, MTH 281. 112. Elementary Astronomy II. Continuation of Astronomy 243. Advanced Laboratory I. Experiments in atomic, nu­ Ill. clear, and solid state physics. Lectures on statistics, detector 203. Astronomical Techniques. A survey course designed to theory, electronic functional assemblies, scattering theory. Pre­ acquaint the student with techniques of observational astron­ requisites: PHY 227 and 238 (may be taken concurrently). omy. Topics covered include statistical techniques, computer­ 244. Advanced Laboratory II. Same as Physics 243. Stu­ ized image processing, introduction to FORTH, and electronic dents can take one or two terms of Physics 243, 244, starting instrumentation. Prerequisites: one year of undergraduate with either course. astronomy and one year of introductory physics or permission 247. Quantum Theory II. Formal quantum mechanics, sym­ of the instructor. (1983-84) metries and angular momentum, electromagnetic effects, scat­ 232. Dynamics and Statistics of Star Systems. Mass, dis­ tering, relativistic quantum theory. Prerequisite: PHY 238. tance, and space motions of the stars are used to discover and 251. Introduction to Solid State Physics. Periodic poten­ interpret the dynamical properties of our galaxy. Familiarity tials, free electron gas, phase transitions, elementary excitations, with Physics 235 and Astronomy 112 is advised. and imperfections. Prerequisite: PHY 238. 241. Astrophysics I. Stellar atmospheres and the interstellar 253. Biological Physics. Physical aspects of special topics in medium. Topics in radio and cosmic ray astronomy. Prerequi­ biology. Prerequisite: PHY 227, 238. site: PHY 238. 254. Nuclear and Particle Physics. Nuclei, nuclear forces, 242. Astrophysics II. Evolutionary processes in the planets, conservation laws. Elementary particles, their interactions, and stars, and universe. Mainly evolution of stars. Prerequisites: static properties. Prerequisite: PHY 238. PHY 227 and 238. (1983-84) 255. Physics in Modern Technology I. Physical basis of 383. Special Topics in Astronomy. Selected topics offered computers, communication systems, propulsion, and power when justified by sufficient interest. generation; physics of special materials. Properties of polymeric 391. Independent Study. Normally open to seniors concen­ substances, including biopolymers. trating in physics and astronomy. 256. Physics in Modern Technology II. Continuation of 393. Senior Project. Completion of an independent research Physics 255, which is prerequisite. Given on demand. proj ect under the direction of a faculty member. 258. Energy and Environment. A broad survey of the energy­ environment field, for science and engineering concentrators. Prerequisites: three semesters of physics, two semesters of math. 118 Arts and Science The Department of Political Science offers programs leading to the B. A. degree, the B.A. degree with honors, POLITICAL SCIENCE and, at the graduate level, the M.A., M.S. (public policy), and Ph. D. degrees. . . Social science, as a whole, offers generalIzatIOns about Professor William Theodore Bluhm, Ph.D. (Chicago) human behavior, motives, interactions, goals, etc. It of Political Science diffe rs thus from those approaches that interpret unique **Bruce Bueno de Mesquita, Ph.D. (Michigan) events. I n order to teach students how to generalize, the Professor of Po litical Science program in political science offers instru�tion about William Richard Francis Fenno, Jr., Ph.D. (Harvard) both theory and testing theory against detaIls observed Kenan Professor of Political Science . . . in the political world. This contrasts With instruction In Bernard R. Gifford, Ph.D. (Rochester) Vice President political science in many other universities where the�e IS fo r Student Affa irs and Professor of Political Science little instruction on how to generalIze. These generalIza­ Eric A. Hanushek, Ph.D. (M.LT.) Professor of tions are designed to explain the principles that underlie Po litical Science and of Economics; Director of the the reality of politics. Public Policy Analysis Program . . . Political science, as one of several SOCial SCiences, IS John E. Mueller, Ph.D. (California, Los Angeles) concerned with a particular kind of social interaction Professor of Political Science and human goals, namely, the co nflict involved In **Richard G. Niemi, Ph.D. (Michigan) Professor of attempting to enforce certain moral and material val es. Po litical Science and Chairman of the Department � Since this interaction, which is often called the pursUit of **S. Peter Regenstreif, Ph. D. (Cornell) Professor of power or the attempt to win, usually takes place in the Political Science and of Canadian Studies setting of governmental institutions, the program of the **William H. Riker, Ph.D. (Harvard) Joseph C. Department offers instruction about polItl�al conflict In Wilson Professor of Po litical Science and University . a variety of settings: local and natIOnal polItical systems Dean of Graduate Studies and the international world. Bruce Ja obs, Ph. D. (Harvard) Associate Professor of � The ultimate purpose of this program is, like the pur­ Po litical Science pose of all science, to help students understand more Russell Roberts, Ph.D. (Chicago) Assistant Professor profoundly some features of the natural world. In this of Political Science and of Economics sense it is simply one among many liberal studies. But it Harold W. Stanley, Ph.D. (Yale) Assistant Professor also has a professional application, in the sense that the of Political Science portion of nature studied is of particular interest to those David L. Weimer, Ph.D. (California, Berkeley) planning a career in law, government, and bUSiness Assistant Professor of Political Science management. To this end, the Department offers a 3-2 **Michael J. Wolkoff, Ph.D. (Michigan) Assistant program in public policy analysis, in which a student can Professor of Po litical Science earn both a bachelor's degree in his or her undergraduate Larry Bartels, M.A. (Yale) InstruclOr in Political major and a master's degree in policy analysis in five Science years. Furthermore, the Department sponsors a number William Edwin Diez, Ph.D. (Chicago) Professor of internship opportunities with the local district attor­ Emeritus of Political Science ney and public defender, the state legislature, the U.S. Glenn Gordon Wiltsey, Ph. D. (Chicago) Professor House of Representatives, and the British House of Em eritus of Po litical Science Commons. The Department uses six to eight teaching assistants in PSC 101 and 102. General Course Information Political Science 101 and 102 are recommended, but not required, for concentration. Only one of these

" These fa culty have applied for one or two se mesters of leave in courses may be counted toward the total requirement fo r 1982-83. concentration. Po litical Science 119

Concentration Requirements in Political Courses of Instruction Science 101. European Political Systems. A comparative study of the poiitical process of selected European states, including A total of II courses: Great Britain, France, and the Soviet Union. I. Eight courses in political science of which at least 102. The American Political System. An analysis of the seven must be beyond 102. Of the seven advanced process of political conflict, bargaining, coalition formation, courses, fo ur must be distributed as follows: and institutions in the U.S. One course in Techniques of Analysis. PSC 200 or 391 . Independent Study. Work beyond regular course offer­ a. 20 I is recommended, but this requirement may ings is done by arra ngement with the Department. also be satisfied by either Statistics 165 or 211. 394. Internships. Combined work-study in the public de­ Students should attempt to fulfill this requirement fender's or district attorney's office. Also, one semester's work before the end of the fi rst semester of their junior in Albany as a legislative staff member. year. 396. Washington Semester Program. One semester's work One course in Political Theory. in Washington, D.C., as a member of the staff of a U.S. Senator b. or Representative. One course in either American Politics or Public c. Policy. I. One course in either Comparative Politics or In­ Techniques of Analysis d. ternational Relations. 200. Applied Data Analysis. Computer use and statistical work in substantive political research. No knowledge of the 2. Three courses constituting an allied field. These computer or statistics is required. courses should usually come from offerings at the 200 201. Political Inquiry. Introduction to the philosophy of level or higher, but in some instances I OO-Ievel courses science and scientific approaches to politics; applications in may be acceptable. A list of approved 100-level critical analysis and original research. courses is available from the departmental adviser. 403. Mathematical Modeling. An introduction to mathe­ All allied field courses will typically be taken in the matical applications in political science. Same as PPA 403. same department, but an allied field that is composed 404. Introduction to Statistical Methods. Statistical meth­ of a mixture of courses from different departments ods for political science. Same as PPA 404. can be substituted with the permission of the depart­ mental adviser. 405. Multivariate Statistical Methods. Additional instruc­ tion in statistical methods, with special emphasis on the theory and application of mUltiple regression analysis as it applies to The 3-2 Program in Public Policy Analysis politics. Same as PPA 405. 406. Design and Analysis of Survey Studies. Rationale and Many individuals are motivated to study the social methods for survey studies of political behavior. Planning stage, sciences by the possibility of eventually pursuing careers collection, processing, and analysis of data. Same as PPA 406. related to some phase of the development, implementa­ tion, or evaluation of public policy. Currently there is a 2. large unmet demand for sophisticated analysts with such American Politics career interests. The Public Policy Analysis Program is 210. Political Parties and Elections. An analysis of political an interdisciplinary program designed to develop the parties; electoral behavior; party organization, leadership, and mixture of skills required by individ uals who wish to strategy. enter this field. The training combines the analytical 211. Electoral Behavior and Political Socialization. Expla­ methods of economics and political science, statistical nations of voting behavior and effects of voting on political techniques, knowledge of particular substantive areas, systems. Political learning at the pre-adult stage. (1983-84) and practical experience. 215. The Legislative Process. An analysis of decision mak­ The program, which leads to an M.S. (public policy) ing in legislative bodies. Major emphasis on the U.S. Congress. degree, normally requires two years to complete. How­ 217. Politics and Mass Media. The interaction of politics ever, a limited number of undergraduates also may take and mass media, focusing on techniques of opinion manipula­ the program as a 3-2 option. Students interested in this tion, campaigning, and the use of polls. (1983-84) program should consult the Public Policy Analysis Pro­ 219. The Constitution: Then and Now. A study of the events gram description on page 127. Applications and further and ideas involved in the writing of the U.S. Constitution and information can be obtained in Harkness Hall 312. 120 Political Science 121 a consideration of the present form of the Constitution in 540. Ethics and Public Policy. An examination of salient operation. ethical issues in public policy decision making. Special empha­ 222. The Presidency. A study of recent presidential cam­ sis on areas of health policy. Same as PPA 540. paigns and presidential leadership in both foreign and domestic 54! . Urban Policy. An investigation of the political econ­ policy. omy of urban areas. Develops a conceptual basis for under­ 223. Constitutional Politics. A study of judicial decision standing urban policies at the local, state, and federal levels. making, with emphasis on civil rights and liberties. Same as PPA 541. 227. Modern Southern Politics. Analyzes recent changes and the resistance to change in Southern politics, particularly 4. C civil rights gains and political development. 250. omparativeProblems in Politics Comparative Politics. An examination of topics in comparative political analysis. Major emphasis is on aspects of division and conflict in Western Europe. 3. Public Policy 251. Comparative Political Life. A study of the way in which 233. Public Policy Modeling. Application of microeconomic indigenous values affect political behavior. Prerequisite: per­ and organizational theories to several public policy areas. mission of the instructor. (1983-84) 235. Organizational Theory and Behavior. An analysis of 252. Politics in Canada. An analysis of the Canadian politi­ individual and collective behavior in public and private organi­ cal system. Comparisons with British and U.S. systems will be zations. Various explanations of bureaucratic decision making stressed. and performance are considered. 253. Contemporary British Politics. An examination of the 237. Domestic Public Policy. The content, rationale, as­ political process in Britain, emphasizing comparisons with the sumptions, and development of selected domestic policies. The U.S. and other Western countries. use of social science theories and findings in policy formation and evaluation. 263. Politics of India. An exploration of the origins of modern political institutions in India through an examination 241. The Criminal Justice System. An analysis of crime, the of cultural, historical, and political influences on the political police, and the courts in America, with consideration of various system. (1983-84) policy alternatives. 242. The Federal Courts and Public Policy Making. An appraisal of the capacity of courts to make and implement 5. social policy. Same as PPA 442. 270.International International Rela Poltionsitics. An examination of foreign pol­ 244. Urban Problems and Prospects. Focuses on the condi­ icy and world politics, especially for the period since World tions of urban America and the prospects for change. Particular War II. emphasis is placed on designing policy responses to such issues 272. International Relations Theory. A survey of approaches as urban fi scal distress, sun belt vs. snow belt, people vs. places, to theory building in international relations, with some empha­ and equity in service provision. Same as PPA 444. sis on attempts to explain war and its causes. 245. Aging and Public Policy. Covers policies in such areas 275. National Security Policy. An examination of the prob­ as social security, public assistance, health care, and social lems of war and peace in the nuclear era. services for the elderly. Same as PPA 445. 276. Causes and Consequences of War. An examination of 430. Public Policy Research Methods. A survey of the var­ theories pertaining to war's causes and consequences as well as ious techniques and approaches used by policy makers and the available empirical evidence. (1983-84) social scientists to plan government programs and evaluate 278. The War in Vietnam. A seminar on political and mili­ their outcomes. A fa miliarity with basic statistics is assumed. tary aspects of the war in Vietnam from its beginnings in the Same as PPA 430. mid-1 950s until its end in the mid-1 970s. It is strongly recom­ 431. Public Policy Workshop I. Development, integration, mended that PSC 270 or equivalent be taken fi rst. Prerequisite: and application of analytic techniques to public policy prob­ permission of the instructor. lems. Same as P PA 43 1. 432. Public Policy Workshop II. Continuation of Political 6. Science 43 1, with emphasis on policy implementation and Political Theory making analysis useful to decision makers. Same as PPA 432. 280. The Greek Political Classics. A detailed comparative study of Thucydides, Plato, and Aristotle. Comparisons with 434. Independent Study in Public Policy. modern political theories. 460. Energy Policy. Provides analytical approaches to ana­ 281. The Modern Political Classics: The Philosophy of Free­ lyzing energy policies. Considers both economic and political dom. Systematic political theories from Hobbes to Nietzsche. concerns in u.S. energy policy. Same as PHL 223. 122 Arts and Science

284. American Ideologies: The Cultural Background of Public 305. Advanced Statistical Methods. Policy. Individualist and communitarian themes in American 311. Political Socialization and Electoral Behavior. political culture. Contemporary ideological patterns: liberalism, 315. Legislative Behavior. conservatism, radical left and right. 341. Urban Policy. 285. Strategy in Politics. An examination of recent descrip­ tive theories of political behavior (including theories derived 348. National Security Policy. from the theory of games, social choice theory, and economic 350. Problems of Comparative Politics. models) in order to arrive at a general theory of political 361. Political Development. strategy. 372. Theories of International Politics. 289. Scope of Political Science. A philosophical analysis of the logic of theory construction in political science. 381. Special Topics in Political Philosophy. 483. Theories of Political Democracy. Focuses on different 382. Recent Political Philosophy. theories that have been important in the empirical study of 386. Positive Political Theory. politics in democracies. Current focus is on representation, 393. Reading and Research for Honors. Credit-4 or 8 responsiveness, and citizen control. hours. 486. Game Theory. A consideration of theories of political strategy, with special emphasis on the theory of games.

Seminars in Political Science and the PSYCHOLOGY Honors Program Qualified students are urged to consider taking a 300- level seminar during the junior or senior year. These Robert Ader, Ph. D. (Cornell) Professor of Psychology seminars carry eight hours of credit since they require and of Psychiatry more than the usual amount of work. Enrollment re­ **Robert Chapman, Ph.D. (Brown) Professor of quires permission of the instructor. Classes are a mixture Psychology and in the Center fo r Visual Science of graduate and undergraduate students and typically Kenneth E. Clark, Ph.D. (Ohio State) Dean Emeritus number about 10. of the Co{{ege of Arts and Science and Professor of Students wishing to graduate with honors in political Psychology science must fulfill the normal requirements of the Emory L. Cowen, Ph.D. (Syracuse) Professor of undergraduate concentration and must in addition Psychology and of Psychiatry undertake an honors proj ect by enrolling in a year-long Rue L. Cromwell, Ph.D. (Ohio Sate) Professor of course sequence (PSC 393, Senior Project, or PSC 391, Psychiatry and of Psychology Independent Study). Such courses may be counted Edward L. Deci, Ph.D. (Carnegie-Mellon) Professor toward the completion of the normal requirements of the of Psychology and of Behavioral Science concentration. Typically, the proj ect involves a paper Robert W. Doty, Ph.D. (Chicago) Professor in the describing the results of the work, but the project itself Center fo r Brain Research, of Physiology, of may involve data analysis, library research, or the com­ Psychology, and in the Center fo r Visual Science pletion of an experiment or survey. The project must be Herbert Ginsburg, Ph. D. (North Carolina) Professor evaluated by at least two members of the Department. of Education and of Psychology The Department collectively administers the honors Gerald A. Gladstein, Ph.D. (Chicago) Professor of requirements and: makes recommendations for the level Education and of Psychology of honors to be awarded. Awards of course credit and of James R. Ison, Ph.D. (Michigan) Professor of honors are separate: Students may receive course credit Psychology and Chairman of the Department; but not honors fo r their work If that seems appropriate. Professor of Radiation Biology and Biophysics If so awarded, a student graduates with honors, high Victor G. Laties, Ph.D. (Rochester) Professor of honors, or highest honors. Applications for the honors Radiation Biology and Biophysics, of Pharmacology, program should be submitted during the spring of the and of Psychology junior year.

Students are urged to make plans well in advance, ""These faculty have applied fo r one or two semesters of leave in since not all seminars are offered every year. 1982-83. Psychology 123

Walter Makous, Ph. D. (Brown) Professor of Robert Cole, Ph. D. (Cornell) Assistant Professor of Psychology and Director of the Center fo r Visual Psychiatry and of Psychology Science James Connell, Ph. D. (Denver) Assistant Professor of Dale W. McAdam, Ph.D. (Iowa) Professor of Education and of Psychology Psychology and Associate Professor of Neurology Gary S. Dell, Ph.D. (Toronto) Assistant Professor of Arthur R. Orgel, Ph.D. (Florida State) Professor of Psychology Psychiatry and of Psychology Robert C. Emerson, Ph.D. (Pennsylvania) Research Leonard F. Salzman, Ph.D. (Rochester) Professor of Associate in the Center fo r Visual Science; Assistant Psychiatry and of Psychology Professor in the Center fo r Visual Science and of Jerome S. Schwartzbaum, Ph. D. (Stanford) Professor Psychology of Psychology and in the Center fo r Brain Research Mary M. Fox, Ph.D. (Duke) Assistant Professor of Garth Thomas, Ph.D. (Harvard) Professor in the Psychiatry and of Psychology Center fo r Brain Research, of Psychology, and of Ann Frodi, Ph.D. (Goteborg) Assistant Professor of Neurology Psychology Bernard Weiss, Ph. D. (Rochester) Professor of Sheila Ginsburg, Ph.D. (Missouri) Research Associate Radiation Biology and Biophysics, in the Center fo r and * Assistant Professor of Psychology Brain Research and of Psychology James E. Jones, Ph.D. (California, Los Angeles) Ladd Wheeler, Ph.D. (Mi nnesota) Professor of Assistant Professor of Psychiatry and of Psychology Psychology Deborah Larrance, Ph.D. (Rochester) Research Melvin Zax, Ph.D. (Tennessee) Professor of Associate and * Assistant Professor of Psychology Psychology and of Psychiatry Sheldon Malett, Ph. D. (Rochester) Acting Director of Clara Baldwin, Ph. D. (Stanford) Associate Professor Counseling and Psychological Services and of Psychology and of Education * Assistant Professor of Psychology Philip W. Davidson, Ph.D. (George Washington) John L. Orr, Ph.D. (Michigan) Postdoctoral Fellow Associate Professor of Pediatrics and of * Psychology in Radiation Biology and Biophysics and * Assistant Lee J. Grota, Ph. D. (Purdue) Associate Professor of Professor of Psychology Psychiatry and of Psychology Deborah Ossip, Ph. D. (Pittsburgh) Assistant Patrick John Hayes, Ph. D. (Edinburgh) Luce Professor of Psychology Associate Professor of Cognitive Science, of Tatiana Pasternak, Ph. D. (Copenhagen) Research Philosophy, of Psychology, and of Computer Science Associate and * Assistant Professor of Psychology Carol Kellogg, Ph.D. (Rochester) Associate Professor Richard Ryan, Ph.D. (Rochester) Assistant Professor of Psychology of Psychology Rafael Klorman, Ph.D. (Wisconsin) Associate Allan J. Schwartz, Ph.D. (Rochester) Assistant Professor of Psychology Professor of Psychiatry and of Psychology; Peter Lennie, Ph.D. (Cambridge) Associate Professor Psychologist, University Health Service of Psychology and in the Center fo r Visual Science Steven L. Small, Ph. D. (Maryland) Assistant Harry Reis, Ph.D. (New York) Associate Professor of Professor of Computer Science and of Psychology Psychology and of * Education Judith Smetana, Ph.D. (California, Santa Cruz) David A. Taylor, Ph. D. (California, Irvine) Associate Assistant Professor of Education and of Psychology Professor of Psychology Craig Twentyman, Ph.D. (Wisconsin) Assistant **Susan K. Whit bourne, Ph.D. (Columbia) Associate Professor of Psychology Professor of Education and of Psychology Sheldon Wagner, Ph. D. (Harvard) Assistant "Miron Zuckerman, Ph.D. (Harvard) Associate Professor of Psychology Professor of Psychology Roger Weissberg, Ph. D. (Rochester) Research Ha�old Bernard, Ph. D. (Rochester) Assistant Associate and * Assistant Professor of Psychology - ,. Professor of Psychiatry and of * Psychology David Williams, Ph.D. (California, San Diego) Eric D. Bowman, Ph.D. (Missouri) Staff Psychologist Assistant Professor of Psychology and in the Center in Counseling and Psychological Services and fo r Visual Science * Assistant Professor of Psychology Research ·Part-time. Cristine Chandler, Ph.D. (Denver) ••These faculty have applied for one or two semesters of leave in Associate and * Assistant Professor of Psychology 1982-83. 124 Arts and Science

Vincent Nowlis, Ph.D. (Yale) Professor Emeritus of Laboratory courses and practica are. designed primar­ Psychology ily, but not exclusively, for the concentrator in psychol­ S.D.S. Spragg, Ph.D. (Yale) Professor Emeritus of ogy and other behavioral sciences. Psychology Areas are indexed by the second digit in the course numbers. Courses numbered in the 20s through 50s are The Department uses teaching assistants as discussion Natural Science psychology courses and fall into the group leaders in large courses. College Distribution Group III. Courses numbered in NOTE: As is customary, an instructor's primary appointment the 60s through 80s are Social Science psychology is in the department listed first after his or her name. courses and fall into the College Distribution Group II. An independent study course is classified in one of these areas and also in Group II or Group III, according to its The Department of Psychology offers programs of content. study leading to B.A. and Ph. D. degrees. Instruction is offered throughout the broad spectrum of behavior-related science. Its content covers technical, Requirements for Concentration in theoretical, and empirical presentations of psychology as Psychology a biological science and as a social science. Application of these various aspects of the discipline to health and to 1. Psychology 10 I or the equivalent. This requirement the helping professions is a common theme. Student must be completed before a student will be accepted experiences may range from large lecture courses to as a concentrator. individual laboratory and practicum situations. Ind·i­ 2. An acceptable statistics course, preferably by the vidual progams may be tailored to provide excellent end of the sophomore year. Statistics 211 is recom­ background for postgraduate work in psychology, medi­ mended, but Statistics 165, 212, or 202-203 may also cine, education, social work, law, and other related meet this requirement. social and natural sciences. 3. A minimum of 10 courses in addition to Psychology Students planning to pursue graduate studies in psy­ 10 I and statistics, of which six to eight are from psy­ chology are advised to seek a broad foundation in such chology and two to four are from an allied field. The closely related disciplines (biology, chemistry, mathe­ minimum of six psychology courses may not include matics, philosophy, sociology, education) as may be independent study courses numbered 390 through appropriate to their individual goals and interests. 395. No more than two courses may be transferred Further, they are strongly advised to enroll in laboratory from other colleges. courses and individually supervised research work. 4. The psychology courses must include at least two In addition to standard course offerings, students may from the Natural Science core courses (121, 141, and pursue their interests through individual reading and 151) and at least two from the Social Science core research arrangements with faculty. Course credit may courses (161, 171, and 181). be obtained for these activities. While most special offer­ ings are aimed at students intending to do graduate work 5. A student wishing to concentrate in psychology must in psychology or related disciplines, other interested supply, with the application, a brief written statement students are not excluded. Research proj ects may be establishing the logical and meaningful relationship considered, with departmental permission, as evidence or his or her allied field courses to each other and to supporting the award of the B.A. with dis tinction. the proposed psychology courses. Given this relation­ An undergraduate student may register for graduate­ ship, the allied field courses may be from any other level courses with the permission of his or her adviser departments in the University. and the course instructor. Requirements for a Degree with Distinction General Course Information in Psychology Successful completion of the introductory survey In order to graduate with distinction in psychology, a course in psychology is a prerequisite to all other courses student must, in addition to completing an approved in psychology and to acceptance in the concentration concentra tion, program. This requirement may also be met by passing 1. submit a Senior Thesis Declaration Form by Decem­ an exemption exam. ber 15 of his or her senior year Psychology 125

2. have at least a 3.0 G.P.A. in psychology by the end of vey of research strategies used in the social sciences. Course the first semester of his or her senior year includes individual student experimental research. 3. complete a senior thesis, which is read and recom­ 228. The Experimental Analysis of Behavior. Basic prin­ mended for distinction by two readers, at least one of ciples of operant behavior, analysis, prediction, and control. whom must be a full-time faculty member of the Prerequisite: PSY 121. Department of Psychology. 241. Neurobiology of Behavior. Survey of biological sub­ strates of behavior focusing on integrative mechanisms of the For further details about the distinction program con­ brain and their expression in sensory, motoric, motivational, sult the Psychology Anthology or the Psychology Advis­ and mnemonic functions. ing Office (Psychology Building, Room 311). 245. Lab in Neurochemistry and Neuropharmacology I. A limited number of students design, conduct, and analyze a Further information about psychology, including research project concerning neurochemistry and/ or neurophar­ faculty advisers, faculty research interests, and post­ macology. Prerequisite: PSY 243. graduate opportunities, may be obtained during sched­ 246. Lab in Neurochemistry and Neuropharmacology II. uled advising hours in the Psychology Building, Room Continuation of Psychology 245. 311. 256. Perception with Laboratory. Fundamental perceptual processes investigated through laboratory demonstrations and Courses of Instruction student-conducted experiments. Prerequisites: CVS or PSY 151 and statistics, or permission of the instructor. Same as CVS 256. 101. Introduction to Psychology. A survey. Lectures and 257. Sensory Processes with Laboratory. Each student de­ class discussions supplemented by demonstrations. Prerequisite signs and performs an experiment on one of the senses. Prereq­ to all courses in psychology. uisite: CVS or PSY 151 or permission of the instructor. Same as CVS 257. (1983-84) 266. Social Psychology with Laboratory. Individual behav­ Core Courses NATURAL SCIENCE ior in social contexts, with selected experiments which illustrate research methods and techniques. Prerequisites: PSY 161 and 121. Learning and Cognition. Inquiry into empirical find­ STT 211. ings and theoretical viewpoints on conditioning and learning, exemplified by research. (Formerly PSY 221.) 141. Human Biopsychology. A survey of biological insights Advanced Lecture Courses and implications for our understanding of human behavior. 232. Cognition. A psychological approach to human knowl­ 1St. Sensation and Perception. Introduction to the funda­ edge. Emphasis on information-processing concepts. mental facts, methods, and theories about sensing stimulation, 243. Neurochemical Foundations of Behavior. Biochemical processing information, and perceiving objects in the environ­ basis of brain function. Prerequisites: PSY 141 and CHM 161 ment. Psychophysical and physiological aspects of vision, audi­ or equivalent. tion, taste, smell, and skin senses are included. 252. Sensory Processes. Lectures, demonstrations, and readings on the physiological mechanisms by which humans SOCIAL SCIENCE and animals select and collect energy into a form that allows the 161. Social Psychology. Broad issues such as social percep­ nervous system to process and respond to the information it tion, interaction, group dynamics, attitude change and social contains. Same as CVS 252. influence, emotions, and others covered. (Formerly PSY 261.) 262. Human Motivation and Emotion. A study of the moti­ 171. Issues in Human Development. An introductory course vational and emotional processes and theories that underlie which focuses on a number of important and controversial both adaptive and maladaptive behavior. Includes considera­ issues in developmental psychology, issues on which there is tion of research largely with human subjects. disagreement among developmental psychologists. (Formerly 264. Psychology in Business and Industry. Applications of PSY 270.) psychological findings and methods to problems encountered in 181. Psychology of Personality. A survey of personality, business, industry, and the professions. Prerequisites: PSY 161 emphasizing modern theoretical approaches, basic methods of and STT 211 or equivalent. investigation, and current research findings. (Formerly PSY 271. Developmental Psychology of Infancy. Development 28 1.) before and immediately after birth and during infancy. 272. Cognitive Development. A survey of the field of cogni­ tive development from birth to adolescence. Topics include 219Labora. Retorysearch Cour Methoses ds in the Social Sciences. A broad sur- parameters of attention in infancy, early concepts of number, 126 Arts and Science time, space, cognitive styles, language development, informa­ 342. Issues in Human Biopsychology. Current views of bio­ tion-processing models of problem solving, and Piaget's theory. logical explanations of human behavior are examined. Topics may include sexual dimorphism in the brain, pain, sociobiology 275. Lectures in Child Development and Education. The as a force in human behavior, endowments of a cognizing brain, relations between child development research and theory and etc. contemporary issues in education. Prerequisite: PSY 171 or equivalent. Same as EDD 275. 351. Seminar in Perception. Emphasis on selected topics in visual processes, including space and picture perception, mental 276. Theories of Development. A survey of naive psychol­ ogy. Kurt Lewin, Jean Piaget, psychoanalytic theory, and social and visual representation, perceptual development, and visual learning theory as they relate to child development. Prerequi­ components of reading and information processing. site: PSY 171 or equivalent. 361. Seminar in Social Psychology. Selected areas of cur­ rent research in social psychology. 277. Social Development. Study of the socialization of children and the development of social behavior. Prerequisite: 363. Nonverbal Communication. Investigates the origins, PSY 171 or equivalent. channels, and significance of nonverbal communication, utiliz­ ing knowledge from several disciplines, especially social psy­ 279. The Exceptional Child. Etiologies, characteristics, and educational and therapeutic needs of children with handicap­ chology and anthropology. ping conditions. Some attention will be given to gifted children. 364. Psychology of Interpersonal Attraction. Analysis of the Same as EDD 279. development and nature of affective bonds between people. 282. Abnormal Psychology. Etiological factors, clinical de­ 365. Social Psychology of Sex Roles. Sex differences in scriptions, and treatment of personality aberrations, emphasiz­ behavior, sex-role stereotypy and androgyny, and their rela­ ing the more serious forms of mental disorder. tionship to self-concept and social behavior. 283. Group and Individual Differences. Application of psy­ 366. Social Psychology and Control. Determinants and chometric methods to research problems of behavioral variabil­ consequences of the need for control and perceived control, and ity. Prerequisite: STT 211 or equivalent. their relation to individual and social behavior. 289. Behavior Disorders of Childhood. Behavioral disorders 368. Humanistic Psychology. Humanistic psychology the­ of childhood and adolescence and relevant research topics in ory and its application to one's life experiences. Requires active developmental psychology. Prerequisites: PSY 171 and 181. participation. 314. History and Systems. A survey of the precursors of 371. Seminar in Developmental Psychology. Current re­ contemporary psychology from its beginnings in philosophy search and theory in developmental and child psychology. and biology, with an emphasis on its development during the 372. Seminar in Infancy. Discussion of methods and re­ ' first half of the twentieth century. Prerequisite: completion of search with children during the first three years of life. the core requirements. (Not offered in 1982-83.) 373. Personality Development. Current reading and discus­ 344. Psychophysiology. Relationship between mental proc­ sion of various aspects of personality and character develop­ esses and physiological activity; electrophysiological recording, ment. attention, conditioning, emotions, biofeedback, sleep, etc. 381. Seminar in Personality. Advanced study of selected topics in personality theory and research. Seminar Courses 382. Seminar in Abnormal Psychology. Advanced study of (Prerequisites typically include the prior lecture course the clinical descriptions and treatment of personality aberra­ and/ or permission of the instructor.) tions, with special emphasis on the etiology. 328. Experimental Analysis of Respondent Behavior. The 383. Behavioral Medicine. Topics include biofeedback, sex­ use of reflex modification as an objective procedure for assess­ ual dysfunction, death and dying, behavioral treatment of ing sensory dysfunction is studied, and the consequences of seizure disorders, compliance, stress, and psychosomatics, both therapeutic drugs and toxic chemicals on sensory proc­ among others. esses and behavior are examined. 332. Psychology of Consciousness. An examination of the Practica origins, nature, and range of human consciousness, including both its normal and altered states. 386. Seminar-Practicum in Community Mental Health and Prevention of Emotional Disorders I. Pro blems of early de­ 341. Seminar in Physiological Psychology. A basic survey of tection and prevention of emotional disorder, training new the biological substrates of sensation, perception, simple and sources of mental health, manpower, and community mental complex movement, regulatory and "heroic" behaviors, learn­ health. ing, memory, and cognition. An introduction to neuroanatomy, neurophysiology, and neurochemistry is included. 387. Seminar-Practicum in Community Mental Health and Prevention of Emotional Disorders II. Continuation of Psy­ chology 386. Public Policy Analysis 127 388. Seminar-Practicum in Clinical Child Psychology I. Richard G. Niemi, Ph.D. (Michigan) Professor of Participants attend seminar meetings and engage in eight to 10 Political Science hours of child care experiences at the Mt. Hope Fa mily Center. Walter Y. Oi, Ph.D. (Chicago) Milliman Professor of 389. Seminar-Practicum in Clinical Child Psychology II. Economics Continuation of Psychology 388, working at the Mt. Hope William H. Riker, Ph.D. (Harvard) Wilson Professor Fa mily Center with parents and children and attending weekly of Political Science; Universily Dean of Graduate seminars. Studies Bruce Jacobs, Ph.D. (Harvard) Associate Professor of Political Science Special Courses Each of the following courses may be offered as a Group II Russell Roberts, Ph.D. (Chicago) Assistant Professor or Group III course with the approval of the instructor. of Political Science and of Economics 390. Supervised Teaching of Psychology. Teaching of topics David L. Weimer, Ph.D. (California, Berkeley) in psychology within a regular course under an instructor's Assislant Professor of Political Science supervision. Michael J. Wolkoff, Ph. D. (Michigan) Assistant Professor of Political Science 391. Independent Study in Psychology. Supervised reading on topics not covered by existing courses, or on specialized Th e Program occasionally uses leaching assistants as topics. graders. 392. Practicum in Psychology . Supervised reading and ex­ perience in an applied setting. Essential supervision by a U ni­ The Public Policy Analysis Program offeres inter­ versity instructor only. disciplinary training to individuals interested in analysis 393. Senior Thesis in Psychology. A paper based upon or leadership careers in the design, evaluation, and independent study and research, primarily for a degree with implementation of public policies. These careers may be distinction. in either government or related private companies. The 394. Internship in Psychology. Experience in an applied set­ progam, which generally requires two years to complete, ting supervised on site. Approved and overseen by a University leads to an M.S. (public policy) degree. Students are instructor. Limit: two internships in program. encouraged to complete an internship in a government 395. Special Problems Course in Psychology. The empirical agency between the first and second year. investigation, under guidance, of a special problem in psychol­ The core curriculum develops tools and techniques ogy and the presentation of the result of the research in a paper. generally needed by all analysts, regardless of specializa­ 396. Seminar in Special Topics. Consideration of recent tion or areas of interest. The following courses fulfill the experimental and theoretical contributions in several selected core requirements: areas of psychology. PPA 207. Microeconomic Theory. PP A 404. Introduction to Statistical Methods. PPA 405. Multivariate Statistical Methods. PPA 406. Design and Analysis of Survey Studies. PUBLIC POLICY PPA 430. Public Policy Research Methods. PPA 431, 432. Public Policy Workshop I, II. ANALYSIS PPA 433. Public Policy Modeling.

In addition to the core curriculum, students must William T. Bluhm, Ph.D. (Chicago) Professor of complete eight elective courses. These courses develop Political Science analytical approaches and techniques in more detail and Richard F. Fenno, Jr., Ph.D. (Harvard) Kenan provide for some experience and specialization in par­ Professor of Political Science ticular substantive areas. These courses are usually Bernard R. Gifford, Ph.D. (Rochester) Vice President drawn from PPA courses or courses in the Department fo r Student Affa irs and Professor of Political Science of Political Science, Department of Economics, and Eric A. Hanushek, Ph.D. (M.I.T.) Professor of Graduate School of Management; however, they need Political Science and of Ec onomics; Director of the not be restricted to these. A minimum of two electives Public Policy Analysis Program must consider governmental decision making and politi- 128 Arts and Science cal processes, and two must be related to some substan­ M.S. students in the Public Policy Analysis Program tive specialty (such as education, health care, defense may do their substantive work in the Center for the planning, or natural resources). Study of Drug Development. The program enables stu­ dents to apply the analytical techniques learned in the public policy program to real and current pharmaceuti­ The 3-2 Option cal issues of drug development, evaluation, use, and A limited number of undergraduates may complete regulation. the public policy analysis degree under a 3-2 option. Students accepted in the program take the core of the By satisfying most of the requirements for their under­ existing PPA curriculum and courses in pharmacology, graduate concentration in the first three years, students and then complete a substantial research project in the under this plan begin the public policy analysis curricu­ Center for the Study of Drug Development. The re­ lum in their senior year. At the end of that year, they search is conducted under the direction of faculty ad­ receive their bachelor's degree, and, after one additional visers from both departments. year of full-time graduate study, complete the require­ ments for the M.S. (public policy) degree. Students may combine the Public Policy Analysis Program with virtu­ M.S. in Public Policy and ally any undergraduate concentration. However, some Ph.D. in Education prior exposure to political science, economics, or statis­ Individuals interested in educational policy may pur­ tics is helpful. Students interested in the 3-2 option must sue a program leading to both the M.S. degree in public apply to this program in the spring of their junior year. policy and a Ph.D. degree from the Graduate School of Applications and additional information can be ob­ Education and Human Development. This program tained in Harkness Hall 312. requires at least four years to complete. Additional information about any of the combined degree programs can be obtained from the Director of M.S. in Public Policy and the Public Policy Analysis Program in Harkness Hall. M.S. in Community Health

Through a cooperative arrangement between the Pub­ Courses of Instruction lic Policy Analysis Program and the Department of Preventive, Family, and Rehabilitation Medicine, stu­ 207. Microeconomic Theory. Develops basic microeco­ nomic concepts, including supply and demand relationships, dents may undertake a combined three-year program market equilibrium, welfare analysis, and uncertainty. Atten­ leading to the degrees M.S. in public policy and M.S. in tion is given to the conceptual framework for making decisions community health. For this program, the existing M.S. about the allocation of resources. Same as ECO 207. degree program in public policy analysis requires that 247. Educational Policy Analysis. Consideration of costs the substantive area be taken in the Department of Pre­ and returns of education; public policy decisions for all levels of ventive, Family, and Rehabilitation Medicine. Part of education; educational finance problems. Same as ECO 237. the required practicum will also be fulfilled in Preventive 403. Mathematical Modeling. An introduction to mathe­ Medicine 450. Conversely, the elective credits in the matical modeling in the social sciences, designed for students existing M.S. program in community health must be with limited math backgrounds. Develops concepts of calculus, concentrated in public policy courses. matrix algebra, and set theory. Same as PSC 403. The M.S. program in public policy analysis allows 404. Introduction to Statistical Methods. Develops basic students to enter after their junior year. By doing so, it is concepts of statistical theory for use in public policy analysis. possible under certain conditions to earn both master's Same as PSC 404. degrees aftertwo years of study beyond the B.A. 405. Multivariate Statistical Methods. Develops linear sta­ tistical models, with special emphasis on mUltiple regression techniques. Applications in public policy analysis and social M.S. in Public Policy with a Specialty science research. Same as PSC 405. in Pharmaceutical Issues 406. Design and Analysis of Survey Studies. Introduces survey analysis concepts and methodology, including sampling, The Departments of Political Science and of Phar­ measurement, data preparation, and analytical methods. The macology and Toxicology have an arrangement whereby interpretation of existing surveys is treated along with the development of new ones. Same as PSC 406. Religious Studies 129

430. Public Policy Research Methods. Surveys techniques 449. Political Economy. Analysis of the interrelationship commonly used in planning and evaluating public programs. between macroeconomics and politics; the economic determi­ Topics include evaluation research, benefit/cost analysis, mea­ nants of political behavior and macroeconomic policy. Same as surement of program impact, and planning techniques. Same as PSC 349. (Not offered in 1982-83.) PSC 430. 454. Regulation of Economic Activity. Analysis of the 431. Public Policy Workshop I. Involves students in the impact of government regulation in transportation, safety, and formulation and conduct of policy analyses for actual �clients." health on economic welfare and efficiency. Under the guidance and monitoring of a faculty member, stu­ 463. Public Finance. Government tax and expenditure poli­ dents work directly with agency officials in developing analyses cies and their effect on resource allocation and income dis­ of real-world problems. In the process, they become familiar tribution. with the constraints and pressures that exist and learn to cope with the environment often faced in policy analysis jobs. Same 505. Advanced Statistical Methods. Seminar considering as PSC 43 1. advanced statistical topics such as limited dependent variables, simultaneous equation techniques, measurement errors, and 432. Public Policy Workshop II. Follows Public Policy analysis of panel data. Analysis 431 and emphasizes in-depth analysis of a particular policy problem. Same as PSC 432. 540. Ethics and Public Policy. An examination of salient ethical issues in public policy decision making. Special empha­ 433. Public Policy Modeling. Considers the application of sis on areas of health policy. Same as PSC 540. microeconomic theory and organizational analysis to public policy problems. Conceptual ideas are illustrated in a variety of 541. Urban Policy. An investigation of the political econ­ diverse areas, such as environmental quality, welfare reform, omy of urban areas. Develops a conceptual basis for under­ health insurance, and educational finance. standing urban policies at the local, state, and federal levels. Same as PSC 54 1. 435. Organizational Theory and Behavior. An analysis of individual and collective behavior in public and private organi­ zations. Various explanations of bureaucratic decision making and performance are considered. 437. Domestic Public Policy. The content, rationale, RELIGIOUS STUDIES assumptions, and development of selected domestic policies. The use of social science theories and findings in policy forma­ tion and evaluation. This is a concentration program, leading to a bache­ 438. Economics of Energy. Deals with theories of exhausti­ lor's degree, which is administered through the Center ble resources, regulatory policy, and industrial organization as for Special Degree Programs (page 48). related to energy markets, particularly oil and natural gas. Same as ECO 238. Grace Harris, Ph.D. (Cambridge) Professor of 439. Introduction to the U.S. Health Care System. Seminar Anthropology and of Religious Studies provides an understanding of the principal health institutions Abraham J. Karp, M.H.L. (Jewish Theological and their behavior; selected topics of importance for national Professor of History and of Religious health policy and local decision making are explored. Same as Seminary) PM 239. Studies; Philip S. Bernstein Professor of Jewish Studies 440. Health Policy Studies. Seminar examines current U.S. Associate health policies substantively and as important examples of the William Scott Green, Ph.D. (Brown) policy process. The nature and role of policy studies in health Professor of Religious Studies and Chairman of the receive attention. Program Associate 442. Federal Courts and Public Policy Making. An analysis *Paul W. Walaskay, Ph.D. (Duke) of the increasing prominence of the federal courts in the making Professor of Religious Studies of public policy. Same as PSC 242. Neil McMullin, Ph.D. (British Columbia) Assistant Professor of Religious Studies 444. Urban Problems and Prospects. Focuses on the condi­ tions of urban America and the prospects for change. Particular Edward Wierenga, Ph. D. (Massachusetts) Assistant emphasis is placed on designing policy responses to such issues Professor of Religious Studies as urban fiscal distress, sun belt vs. snow belt, people vs. places, *H. Darrell Lance, Ph.D. (Harvard) Adjunct and equity in service provision. Same as PSC 244. Professor of Religious Studies 445. Aging and Public Policy. Analyzes policies in such *Charles Neilson, Th.D. (Union Theological Seminary) areas as social security, public assistance, health care, and social Adjunct Professor of Religious Studies services for the elderly. Same as PSC 245. ·Part-time. 130 Arts and Science

*Leonard Sweet, Ph.D. (Rochester) Adjunct cross-listed with a department which offers a doctoral Associate Professor of Religious Studies program. Harmon R. Holcomb, B.D. (Colgate Rochester Divinity School) Professor Emeritus of Philosophy Courses of Instruction and of Religious Studies 101. Old Testament. The historical formation of the Old The program of religious studies offers a wide range Testament; a study of its representative books; discussion of of courses that cover the histories, literatures, and their significance then and now. phenomena of religious traditions. Course offerings 102. New Testament. The historical setting and formation of fall within four main divisions: Judaism, Christianity, the New Testament; selected readings and discussions of the Asian Religions, and Comparative and Methodological interpretation of central themes. Studies in Religion. As a discipline within the liberal 103. Introduction to Judaism. The basic elements of Juda­ arts, cutting across humanities and the social sciences, ism and their transformations and developments in biblical, religious studies enriches its offerings with regular cross­ rabbinic, and modern periods. Same as HIS 103. listings of relevant courses in six departments of the 104. Introduction to Christianity. A study of the develop­ College. Cooperative arrangements with neighboring ment of Christian belief and thought about God, Jesus, scrip­ academic institutions, particularly Colgate Rochester ture, ethics, and the church. Divinity School-Bexley Hall-Crozer Theological Semi­ 105. The Asian Search for Self. A study of the basic teach­ nary, further supplement the program. ings of Hinduism and Buddhism as to the nature of man, his The goal of a concentration in religious studies is to goal, and the paths to its attainment. Same as HIS 105. achieve an understanding of the nature of diverse reli­ 106. From Confucius to Zen. The teachings, practices, and gions, the methods employed by several disciplines in social impact of the major religious traditions of China and their study, and a measure of competence within a spe­ Japan. Same as HIS 106. cific tradition or area. Seminars, reading courses, and 107. Classical and Scriptural Background in English Litera­ the Senior Tutorial allow intensive study of particular ture. Same as ENG 102. topics. 108. Contemporary Catholicism. The development of theo­ logical thinking within the Roman Catholic tradition during the past century. Requirements for Concentration in 110. The Graeco-Roman World. Same as HIS 110. Religious Studies 111. Philosophy of Religion. Historical and recent readings A minimum of 10 courses: are used to analyze issues such as: existence of God, divine 1. Either REL 10 I or 102. attributes, the relation of God to the world, and faith and reason. Same as PHL Ill. 2. One course in the history of a tradition, either REL 103, 104, 105, or 106. 200. In the Beginning. Same as HIS 200. 3. REL 293, normally taken in the junior year. 202. Early Christian and Byzantine Art. Same as AH 21 I. 4. Six other courses, no more than three of which may 203. Religion in American Life. A historical examination of the Protestant, Roman Catholic, and Jewish experience within be taken within a single division (Judaism, Chris­ the American context. Same as HIS 203. tianity, Asian Religions, Comparative and Methodo­ logical Studies). Of these six courses, two must be 205. Romanesque Art and Architecture. Same as AH 213. selected from courses cross-listed with other depart­ 206. Gothic Art and Architecture. Same as AH 214. ments .. 207. Chaucer. Same as ENG 206. 5. Senior Tutorial (REL 393): a directed, individual 208. Hellenistic and Imperial Civilization. Same as HIS 208. study proj ect, the results of which are presented by ( 1983-84) the student to a colloquium comprised of faculty, 212. The Reformation. Same as HIS 212. other concentrators, and guests. 214. Symbols. Same as ANT 214. A concentration in religious studies may include no 216. Plato and Logopoiesis. Same as LIT 228. more than three IOO-level courses. No course may be 218. The Holocaust. A historical, theological, and ideologi­ taken for credit toward a graduate degree unless it is cal analysis of the holocaust-the ghettos, death camps, and • Part-time. resistance. Same as HIS 218. Russian Studies 131

220. Personhood in Ritual and Society. Same as ANT 220. Jewish sectarianism, apocalyptic literature, Dead Sea Sect, 2 221. The Arts of Buddhist Asia. Same as AH 226. mystery cults, Christian origins. Same as HIS 58. 222. Shrine and Image. Same as AH 223. 263. Tolstoy and Dostoevsky. Same as LIT 263. 224. Augustine, Anselm, and Aquinas. Three formative 264. Modern Jewish Thought. Modern Judaism's growth philosophical treatments of religious belief are compared on from Hassidism and the Enlightenment to the State of Israel. selected topics such as freedom, providence, and the problem of Reading in Rosenzweig, Buber, Heschel, et al. Same as HIS evil. Same as PHL 246. 264. (1983-84) 225. Ethical Decisions in Medicine. Examination of a select 271. The Rise of Islam. Beginning with a close examination number of moral issues arising in medicine. Topics include of the life and teachings of Mohammed, the course traces the abortion, termination of life, experimentation on human sub­ development of Islamic tradition to the present. Same as HIS jects, informed consent, refusal of treatment, and suspension of 271. treatment. Same as PHL 225. 273. Sacred and Public Spaces: Architecture in Greece from the Bronze Age to the Hellenic Period. Same as AH 201. 226. The Problem of Evil. Current treatments of such ancient issues as omnipotence vs. freedom, mysticism, evil, and 274. Images of Gods and Men: Hellenic and Hellenistic alternative frameworks of belief. Prerequisite: one course in Sculpture. Same as AH 202. philosophy. Same as PHL 260. 275. Greek Painting and Minor Arts. Same as AH 203. 228. Knowledge, Truth, and Religious Belief. The nature, (1983-84 or 1984-85) limits, and grounds of knowledge, and the possibility of reli­ 293. Theories of Religion. An investigation of important gious knowledge. Same as PHL 262. methodological contributions to the critical study of religion. 229. Interpretation and the Divine. Same as LIT 229. 301. Topics in Judaism. Advanced seminar on a selected 232. The Idea of the Messiah. An examination of the idea of topic in the history of Judaism. a Messiah in Christianity and Judaism. Same as HIS 296. 302. Topics in Religion. Advanced interdisciplinary seminar 233. Success and Suffering. Textual study of Biblical wis­ on a selected topic in the study of religion. dom literature in context of a comparison with ancient docu­ 311. Byzantine Culture and Civilization. Same as HIS 311. ments. Same as LIT 230. ( 1 983-84) 237. Jewish Legal Tradition. A history of the development 341. Powerful People. Same as HIS 341. (1983-84) of Jewish law from biblical days to the State of Israel. Same as A detailed examina­ HIS 237. (1983-84) 345. Readings in Buddhist Scripture. tion of some of the more important Buddhist sutras, including 238. The Divine Lover: Erotic Themes in Indian Art. Same the Lotus, Heart, Diamond, and Platform. as AH 228. 391. Independent Study. By arrangement with the chairman 239. Issues in American Judaism. How the present evolved and with the consent of an instructor, to permit work beyond out of the past, including some of the central issues confronting the regular course offerings. Limited to juniors and seniors with Jewish life and faith in America today. Same as HIS 239. background in the selected area of reading. 240. American Judaism. The historical development of 393. Senior Tutorial. A directed, individual study project, Judaism in America, the effects of the frontier, immigration, the results of which are presented by the student to a collo­ and democracy on Jewish beliefs. Same as HIS 240. (1983-84) quium composed of faculty, other concentrators, and guests. 245. Mahayana Buddhism. A study of the basic teachings of Buddhism, the rise of the "Great Vehicle" branch, and its devel­ opment in China, Japan, and Tibet. 247. Buddhism and Christianity. A comparative study of the basic assumptions and teachings of these two traditions as to RUSSIAN STUDIES the nature of man and his destiny. 253. Dilemmas in Healing. Dilemmas in healing from the This is a certificate program, administered by the perspectives of medical practitioners, social scientists, theo­ Center for Special Degree Programs (page 48), which logians, and philosophers. Same as SOC 253 and PM 253. gives recognition for specialization in connection with a 256. The American Jew in Literature and Film. The Ameri­ department concentration. can Jew and Jewish life in America as seen through the eyes and perceived through the minds of novelists, short story writers, critics, and essayists and as portrayed in fi lms. Same as HIS Committee on Russian Studies 256. (1983-84) Nathan Rosen, Ph.D. (Columbia) Professor of 258. Jews, Pagans, and Christians in the Hellenistic Age. Russian Literature and Co-Chairman of the Program 132 Arts and Science

Ronald V. Harrington, Ph.D. (Harvard) Associate Annex 376). Students should enroll in the program by Professor of Russian November 10 of their junior year. Brenda Meehan-Waters, Ph. D. (Rochester) Associate Professor of History and Co-Chairman of the Program Tanya Page, Ph.D. (Columbia) Assistant Professor of Russian Literature SOCIOLOGY The Russian Studies Program allows students concen­ trating in the social sciences and the humanities to Professor of broaden their knowledge of Russian language and cul­ "Dean Harper, Ph.D. (Columbia) Sociology and of Psychiatry ture. It serves as a complement to their disciplinary Professor concentration. Upon graduation, the student receives a Raymond Murphy, Ph.D. (Northwestern) of Sociology certificate in Russian Studies as well as a B.A. in his or her department of concentration. Those selecting this Stephen J. Kunitz, M.D. (Rochester), Ph.D. (Yale) Associate Professor of Preventive, Fa mily, and program, in addition to fulfilling the requirements of Rehabilitation Medicine and of Sociology their department, must meet the following requirements. Anne McMahon, Ph.D. (Michigan State) Associate • A reading knowledge of Russian, to be demonstrated Professor of Sociology by passing a proficiency test. Students can prepare for Klaus Roghmann, Dr. rer. pol. (Cologne) Associate this test through the normal language sequence of Professor of Sociology and of Pediatrics RUS 101, 102, and 103. Madeline Schmitt, R.N., Ph.D. (SUNY, Buffalo) Associate Professor of Nursing and of Sociology • Satisfactory achievement in two of the following Ralph Sell, Ph.D. (Pennsylvania State) Associate courses: Professor of Sociology LIT 101. Introduction to Russian Literature Thomas Spence Smith, Ph.D. (Chicago) Associate LIT 128. Russian Civilization (Same as HIS 128) Professor of Sociology and Chairman of the LIT 261. Women in Russian Literature Department Associate LIT 263. Tolstoy and Dostoevsky, Barbara Sobieszek, Ph.D. (Stanford) or the preceptorial Professor of Sociology 191. Introduction to Tolstoy and Dostoevsky Andrew A. Sorensen, Ph.D. (Yale) Associate LIT 264. Classics from Russian Literature Professor of Preventive, Fa mily, and Rehabilitation Medicine and of Sociology LIT 265. Modern Russian Literature Philip Wexler, Ph.D. (Princeton) Associate Professor • Satisfactory achievement in History 129 (History of of Education and of Sociology Imperial Russia, 1689- 1917) and in one of the follow­ William Dale Dannefer, Ph.D. (Rutgers) Assistant ing courses: Professor of Education and of Sociology HIS 128. Russian Civilization (Same as LIT 128) Karol Soltan, M.A. (Chicago) Instructor in Sociology HIS 229. History of the U.S.S.R. HIS 328. The Russian Revolution, The Department of Sociology uses fo ur teaching assis­ or the preceptorial tants in large lecture courses as graders or section 191. The Russian Revolution leaders.

• Satisfactory achievement in a course in Soviet politics Students find that a concentration or joint concentra­ or Soviet foreign policy, when given, or a combination tion in sociology is an outstanding way of obtaining a of HIS 229 (History of the U.S.S.R.) and PSC 270 well-rounded liberal arts education. The Department of (International Politics). Sociology offers undergraduate programs of study lead­ ing to the B.A. degree or to the B.A. degree with distinc­ Students planning to take work in the Russian Studies tion. It also welcomes nonconcentrators in all sociology Certificate Program should consult Professor Meehan­ Waters (Rush Rhees 588) or Professor Rosen (Dewey ""These faculty have applied for one or two semesters of leave in 1982-83. Sociology 133

courses. A concentration in sociology is valuable not It is suggested that concentrators take the required only as preparation for graduate study in sociology, but courses in the above order. It is strongly urged that at also for careers in law, medicine, business, or community least two substantive courses be taken in the sophomore health. In addition to a general concentration, sociology year to (a) provide a sample of the field for the prospec­ majors may emphasize one of the following three spe­ tive maj ors and (b) provide a substantive basis for the cialty areas within the department: (I) Organizations required methodology and theory courses. and the Economy, (2) Interpersonal Relations, and (3) For students not concentrating in sociology, in ad­ Law and Government. These specialty areas may include dition to Introduction to Sociology (SOC 101), the course work in other social science departments. following groups of sociology courses are of particular Sociologists at the University of Rochester teach and relevance: conduct research on a variety of important scientific questions about society. The subjects range from sex Prelaw roles to economic growth, jazz music, families, deviant SOC 204, 217, 220, 222, 232, 261, 263, 267, 272, 274, behavior, law, medicine, bureaucracies, violence, and 275, 276 population dynamics, among others. Many of these Premedicine courses are of seminar size, permitting informal discus­ SOC 213, 217, 253, 264, 265, 266, 268 sions. Anthropology SOC 201, 213, 225, 247, 263 Biology Requirements for Concentration in Sociology SOC 217, 219, 225 Community Health A total of 10 courses: SOC 217, 220, 225, 242, 266, 267, 268 a. Seven courses in sociology including: Economics Major Social Theorists (SOC 201); one methods SOC 203, 204, 217, 220, 225, 229, 265, 267, 274, 276 course; any other five sociology courses, with not English more than one at the 100 level. These five courses SOC 112, 21 1, 220, 247 must be distributed in at least two of the three sub­ Film Studies, Fine Arts, Music stantive areas: Social Structure, Social Interaction, SOC 222, 260, 263, 269, 360 Organizations and Institutions. History b. An introductory course in statistics or its equivalent SOC 20 1, 222, 227, 247 no later than the second semester of the junior year; Naval Science prospective concentrators should see the departmen­ SOC 222, 265, 272, 274 tal adviser if uncertain about the statistics require­ Philosophy ments. SOC 20 I, 204, 263, 272 c. Remaining courses in related fields, with the approval Political Science, Public Policy Analysis, International of tne departmental adviser. Relations d. Those students who plan to go on to graduate work in SOC 20 1, 204, 217, 220, 225, 26 1, 265, 267, 274, 275, sociology or a related field should take at least one 276 400-level course in their junior or senior year. Psychology SOC 213, 240, 24 1, 247, 263, 360 Religious Studies Suggested Ordering of Required Sociology SOC 220, 222, 243, 247, 252, 263 Courses for Concentrators Statistics SOC 203, 217, 219. Statistics 211 or 212 or Sociology 215 sophomore year One Methods course junior year Courses of Instruction Sociology 20 I junior year 101. Introduction to Sociology. Elements of social organiza­ Senior Seminar,· last semester, tions; the nature of society. 400-level course· senior year 125. Population Problems. A topical consideration of social problems associated with demographically related issues such ·Suggested for those planning graduate education in sociology. 134 Arts and Science as abortion, illegitimacy, rapid population growth, occupa­ 222. Modern Society. Examination of the central properties tional relocations, and undocumented immigration. of the institutions in modern societies: the family, armed forces, urban communities, religion, etc. All 200-level courses listed below carry four hours of gradu­ 223. Urban Sociology. Study of structure and change of ate credit. cities, urban life, institutions, and urban problems. 224. Social Conflict. Examines a variety of intergroup con­ I. Sociological Theory flicts (such as conflicts among different racial, economic, 201. Major Social Theorists. A comparative study of se­ sexual, or community groups and conflicts among nations), lected works of Marx, Weber, Durkheim, and other classic studying such forms of conflict as riots, wars, strikes, and revo­ theorists. lutions. 203. Mathematical Models of Social Behavior. An introduc­ 225. Population Dynamics. An introduction to the theories tion to the use of mathematics in sociology. Social structure, and research reflecting dynamic relationships among births, diffusion, social mobility, population growth. deaths, migration, social structure, and population change. 226. Social Organization of Work and Career. A socio­ logical approach to the world of work from a life-span perspec­ II. Methods of Research tive. Study, in the context of cultural, historical, and social 210. Methods: Survey Research. Techniques of measure­ structural variations, of adolescence, studentry, career, and ment, data collection, and computer analysis. Class research retirement. projects. 227. Social Problems of Industrial Society. An examination 211. Methods: Critical Analysis of Sociological Research. of the causes, characteristics, and attempts at alleviation of An examination of selected research monographs, considering diverse social problems, e.g., crime, suicide, mental illness, drug the relations of problem and procedure. addiction. 212. Methods: Field Research. Qualitative and quantitative 229. Sociology of Economic Development. Theory and techniques of conducting research in field settings. Research research on social change as applied to industrialization and projects. other aspects of the social economy. 213. Methods: Small Groups. Study of theory and research 231. Demography of Health. The structure, distribution, on small groups and group dynamics. Selected topics such as and dynamics of health and illness from a social demographic leadership, status and power, evaluation processes. perspective. 215. Statistical Analysis in Sociology. The sociological per­ 232. Social Structure and Personal Freedom. Examines dif­ spective, alternate designs of research that emerge out of that ferent approaches to social structure in terms of their implica­ perspective, and methods of data analysis. tions for individual and social freedom. 216. Women's Studies: Issues and Methods of Solution. This course defines major issues relevant to the intensive study of IV. Social Interaction women. Sociological methods of analysis will be applied to selected issues. 209. Sociology of the Life Course. The course examines how societal institutions and interpersonal expectations shape the 217. Applied Demographic Methods. Basic techniques of individual life cycle, utilizing historical and cross-cultural data. popUlation analysis and description as used in the U.S. 240. Individual and Society. Social influence on individual 219. Logic of Evidence. Analysis of major substantive con­ development; interaction and influence in small groups; atti­ tributions as ·scientific products," and the design of research to tudes and role analysis. improve theory or increase its empirical base. 241. Sex Differences in Social Behavior. Explores the ways in which males and females differ in interaction and examines theories of the development of sex differences and their conse­ III. Social Structure quences for social change. 218. Education in the American Social Order. Analyzes the 242. Deviant Behavior. The theoretical and empirical analy­ relationship between the school and the larger society. Includes sis of deviance as the product of societal reactions, official label­ study of the specific character of American society and social ing activities, and other variables. descriptions of schooling. 243. Social Movements. A study of the development, partic­ 220. Stratification. Major theories and empirical studies of ipation, and consequences of collective movements and change stratification in historical and contemporary settings; class in society. structure. 244. Socialization. The process by which individuals acquire Intergroup relations in industrial soci­ 221. Race Relations. and modify behaviors and self-concepts to meet expectations of ety, with special attention to black-white relations in America. society. Slalislics 135

247. Primary Groups. Sociological study of personal ties 273. Social Research and the Law. An in-depth considera­ and face-to-face social groups: kinship networks, friendship tion of social science research used in legal procedures. groups, political and religious ideological groups, intellectual 274. Design of Organizations. Study of organizations from circles, etc. the viewpoint of criteria useful in their design. 253. Dilemmas in Healing. From the perspectives of medical 275. Sociology of Law. Introduction to the study of law as a practitioners, social scientists, theologians, and philosophers. social institution. The course covers work in various disciplines, Same as PM 253 and REL 253. most notably sociology, anthropology, and economics. 271. Crime and Delinquency. A review of the major socio­ 277. Family and Work. The study of the interaction of work logical fi ndings and theories about crime and delinquency. and fa mily institutions. 276. Individual and Social Choice. Course covers theories of rational choice, game theory, decision procedures for group choice, and other related topics. VI. Seminars, Reading Courses 311. Contemporary Sociological Theories. Rigorous and systematic examination of a few contemporary theories in V. Organizations and Institutions sociology. 204. Distributive Justice. An interdisciplinary introduction 314. The Social Self. Seminar on self-evaluation. Considers to the study of distributive justice. The course covers both de­ in depth sociological theories of the development of self, includ­ scriptive and normative theories in political theory, sociology, ing Mead, Cooley, Zetterberg, Kinch; considers both field and and psychology, among others. laboratory research testing such theories. Prerequisite: permis­ 260. Sociology of Jazz. A sociological case study of the rela­ sion of the instructor. tionship between art and society. 340. Studies in Deviant Behavior. 261. Political Sociology. Study of the social bases of po­ 350. Family, Schooling, and Socialization. Analysis of in­ litical institutions, focusing on the institutions of liberal teractional patterns within fa mily and school settings and how democracies. they are both related to broader social processes, such as the 263. Sociology of Culture. The sociological study of such organization of work, and how they both contribute to the cultural spheres as law, science, religion, and art. formation of the person. 264. Occupations and Careers. The sociology of work roles 360. Theories in Social Psychology. Major theoretical orien­ and careers, with emphasis on developing a comparative analy­ tations in interdisciplinary social psychology and their method­ sis of work and the self. ological implications. 265. Complex Organizations. Analysis of bureaucratic or­ 389. Senior Seminar. Students participate in discussing ganizations, focusing on structure, informal orga nization, and selected topics of contemporary issues in theory and methods. the environment. Senior concentra tors. 266. Medical Sociology. Role of medicine in society. Spe­ 391. Independent Study in Sociology. Special work individ­ cial attention to the sick role, health professions, organization ually assigned, with the consent of the Department. of health services, and ethical issues. 394. Internship. 267. Social Inequality. The sociology of stratification within and among ethnic groups. 268. Sociology of Mental Health. Definitions of mental illness. Social organization of the mental hospital. Etiology and consequences. STATISTICS 269. Mass Communication. The study of effects of mass media on society, such as television violence on children. Role of media in mass society; audience research; public opinion K. Ruben Gabriel, Ph.D. (Hebrew University) formation and change; cross-cultural perspective including Professor of Slalislics and Chairman of the developing and totalitarian societies; individ ual uses of mass media. Deparrmenl; Professor of Bioslalistics William Jackson Hall, Ph.D. (North Carolina) 270. Sociology of Higher Education. Analysis of the histori­ Professor of Slatistics and of Bioslalistics cal development and current "system" of higher education; organization of academic institutions. Julian Keilson, Ph.D. (Harvard ) Professor of Slalistics. of Bioslatistics. and in the Graduale 272. Violence and Society. Force, violence, and social con­ School of Managemenl trol in the functions of military and police institutions. 136 Arts and Science

Johannes Henricus Bernardus Kemperman, Ph.D. ment or industry, and (3) an introduction to statistics in (Amsterdam) Fayerweather Professor of preparation for graduate work in statistics and related Mathematics and of Statistics fields. Govind Shrikrishna Mudholkar, Ph.D. (North Professor of Statistics and of Carolina) Introductory Course Information Biostatistics Poduri S.R.S. Rao, Ph.D. (Harvard) Professor of The Department offers five introductory courses. Two Statistics and in the Graduate School of of the courses (165 and 20 1-203) are theoretical in Management nature; the others (145, 211, 212) are applied. Statistics Henry T. Davis, Ph.D. (Chicago) Associate Professor 165 is an introductory course in probability and statisti­ of Biostatistics and of Statistics cal theory; it provides a theoretical background for sta­ Charles L. Odoroff, Ph.D. (Harvard) Associate tistics as used in the humanities and sciences. Statistics Professor of Biostatistics and of Statistics and 20 1-203 is a two-semester, thorough introduction to the Director of the Division of Biostatistics theory of probability and statistics. Jon Wellner, Ph.D. (University of Washington) Statistics 145 is a nonmathematical, introductory, Associate Professor of Statistics terminal course concentrating on interpretation of data Michael Akritas, Ph. D. (Wisconsin) Assistant and on some of the basic techniques of statistical analy­ Professor of Statistics sis. Statistics 211 and Statistics 212 are more technical, Christy Chuang, Ph.D. (Minnesota) Assistant though still without any mathematical prerequisite; Professor of Oncology in Biostatistics and of many of the techniques of statistical analysis are intro­ Statistics duced along with computer implementation. Either of W. Allen Wallis, A.B. (Minnesota) Professor these may be followed by Statistics 216. Emeritus of Economics and of Statistics Statistics 201 -203, 211-216, and 212-216 are natural two-course sequences for statistics as an allied field. The Department uses 10 to 15 teaching assistants as Other two-, three-, and four-course sequences are graders or section leaders. possible. The Department maintains a calculating laboratory The Department of Statistics at the University of that is available to students taking statistics courses. The Rochester offers instruction in statistics from introduc­ Department also has a computer terminal for remote tory through graduate levels. Programs leading to the access to the University's IBM-3032 and DEC 10 com­ B.A., M.A., and Ph. D. degrees in statistics and joint puter facilities. B.A. and M.A. programs in mathematics and statistics are available. The Department interprets the term "statistics" very broadly. The courses available permit Concentration in Statistics specialization in statistical theory, probability theory, The concentration in statistics must form a coherent statistical analysis, biostatistics, and operations research. program directed toward the objectives of the student, The Department recognizes and emphasizes both theo­ and must be approved by the statistics departmental retical and applied aspects of statistics. Some computer adviser. It is expected that students considering statistics usage is an essential and integral part of all programs. as a concentration take Statistics 211 or 212 and one By appropriate choice of courses, students may coordi­ other statistics course, or Statistics 20 1 -203 during their nate their statistical education with some specific field of sophomore year. application. Or, they may choose a program strong in theory and in supporting mathematics courses. Oppor­ tunities for student participation in statistical consulting Requirements for Statistics Majors proj ects are sometimes available through the affiliated • Mathematics 161-162 or their equivalents (141-143 Division of Biostatistics in the School of Medicine and or 150- 1 52), and 163-164. Dentistry. The objectives of the B.A. program are to provide • 10 additional courses: (I) a background in quantitative methods for graduate a. Six to eight statistics courses, including 20 I, 203, work in the social sciences or business administration, 211 or 212, 226. (2) training in statistical methods for work in govern- 137 138 Arts and Science

b. Two to four courses in an allied field: computer 205. Mathematical Genetics. Selected topics in the mathe­ science, mathematics, economics, engineering, matics of inherited characteristics, employing only elementary political science, psychology, sociology, man­ probability theory. Same as MTH 205. agement, or any cognate field, with the consent 207. Linear Programming and the Theory of Games. The of the Department. basic properties of convex sets. Linear programming. Duality. Principal theorems. Finite games. Some infinite games. Prereq­ Some of the 400-level courses in statistics (see the uisite: MTH 164 or 174. Same as MTH 207. Off icial Bulletin: Graduate Studies) are also available to 208. Nonlinear Programming. Constrained optimization, concentrators. Lagrange multipliers, quadratic programming, dynamic pro­ gramming. Prerequisites: MTH 163 and 164, or 174. Same as MTH 208. Joint and Double Concentrations 211. Applied Statistics for the Social Sciences I. Descriptive The above requirements are needed for double con­ statistics, statistical analysis, and statistical infe rence as used in centrations-statistics and another field-in addition to the social sciences; including elements of correlation, regres­ the requirements in the other field; the departmental sion, and analysis of variance. Computer usage. adviser should be consulted. 212. Applied Statistics for the Biological and Physical Sci­ The Department offers a joint concentration in ences I. Descriptive statistics, statistical analysis, and statisti­ mathematics and statistics. cal inference as used in the biological and physical sciences; including elements of correlation, regression, and analysis of variance. Computer usage. Requirements for Joint Concentration in 216. Applied Statistics II. Continuation of 211 or 212. Mathematics and Statistics Analysis of variance, regression, correlation contingency table analysis, and associated topics. Prerequisite: STT 211 or 212. Same as above plus: 221. Sampling Techniques. Simple random, stratified, sys­ • MTH or STT 20 I, 202, 203, and 207 or 208; MTH tematic, and cluster sampling; estimation of the means, propor­ 236, 265; STT 226; esc 100; two additional 200-level tions, variance, and ratios of a finite population. The non­ courses in mathematics and/ or statistics. response problem. Prerequisite: STT 21 1 or 212. 226. Introduction to Linear Models. Linear and mUltiple Courses of Instruction finear regression. Simple, partial, and multiple correlation. Introduction to analysis of variance and covariance for ran­ 145. Elements of Applied Statistics. The nature and mean­ domized blocks. Latin squares and factorial designs. Prerequi­ ing of statistics; organization and interpretation of data. site: STT 21 1 or 212. Elements of statistical inference, sampling, and regression. 241. Applied Multivariate Analysis. Multivariate normal 165. Elements of Probability and Mathematical Statistics. distribution; regression and correlation; tests of hypotheses and Probability, probability distributions, random variables, mo­ confidence regions for vector means; MANOVA; discriminant ments, principles of statistical infe rence, estimation, hypothesis analysis; principal components and factor analysis; canonical testing. Prerequisite: MTH 141, 150, or 161. correlations; applications from natural and social sciences. Pre­ 201. Introduction to Probability. Probability spaces, com­ requisites: STT 203 and fa miliarity with matrices . binatorial problems, random variables and expectations, dis­ 280. Introduction to Numerical Analysis. Same as MTH crete and continuous distributions, generating functions, inde­ 280 and CSC 280. pendence and dependence, binomial, normal, and Poisson laws, laws of large numbers. Prerequisite: MTH 143, 152, or 162. 320. Introduction to Design of Experiments. Credit-2 Same as MTH 20 1. hours. Techniques for designing, analyzing, and reducing bias in observational studies. Prerequisite: STT 216 or 226. 202. Introduction to Stochastic Processes. Theory and ap­ plications of random processes, including Markov chains, 391 . Independent Study in Statistics. Supervised reading Poisson processes, birth-and-death processes, random walks. arranged on an individual basis. Prerequisite: consent of the Prerequisite: STT 20 1. Same as MTH 202. Department. 203. Introduction to Mathematical Statistics. Principles of statistical decision theory, point and interval estimation, tests of hypotheses, multivariate normal distribution, linear hypoth­ eses, selected topics. Prerequisite: STT 20 I. Same as MTH 203. Visual Science 139 Tatiana Pasternak, Ph.D. (Copenhagen) Assistant Professor· of Psychology and Research Associate in VISUAL SCIENCE the Center fo r Visual Science David R. Williams, Ph.D. (California, San Diego) Assistant Professor of Psychology and in the Center Robert M. Chapman, Ph.D. (Brown) Professor of fo r Visual Science Psychology and in the Center fo r Visual Science Gerald Howard Cohen, Ph.D. (Wisconsin) Professor Te aching assistants occasionally assist instructors in the of Electrical Engineering and in the Center fo r Vis ual courses offe red in (he Center, primarily in large Science courses or those requiring laboratories or numerous Paul D. Coleman, Ph.D. (Rochester) Professor of demonstrations. Anatomy and in the Center fo r Visual Science Manuel Del Cerro, M.D. (Buenos Aires) Professor in The Center for Visual Science (CVS) is located on the the Center fo r Brain Research, of Neurology, and in River Campus in the Psychology Building. Its primary the Center fo r Visual Science; Associate Professor of purpose is to provide specialized course work and ad­ Anatomy and Op hthalmology vanced research facilities for graduate students and Robert W. Doty, Ph.D. (Chicago) Professor in the postdoctoral workers in various disciplines whose work Center fo r Brain Research, of Physiology, of or interest involves the field of visual science. This is Psychology, and in the Center fo r Visual Science done with the cooperation of faculty who have their Peter Lennie, Ph.D. (Cambridge) Professor of primary appointments elsewhere in the University. Pro­ Psy chology and in the Center fo r Visual Science spective students with an interest in this area might be David MacAdam, Ph.D. (M.I.T.) Professor of Op tics drawn from any one of the following departments: and Engineering and Adjunct Professor in the Center Anatomy, Brain Research, Optics, Electrical Engineer­ fo r Visual Science ing, Physiology, or Psychology. CVS courses are avail­ Walter Makous, Ph.D. (Brown) Professor of able to any graduate students working toward degrees Psychology and in the Center fo r Visual Science; in any of the regular departments of the University. Director of the Center Some participation by undergraduate students may be Henry S. Metz, M.D. (SUNY) Professor and arranged with special approval. Chairman of Op hthalmology and in the Center fo r Visual Science Seymour Zigman, Ph.D. (Rutgers) Professor of Courses of Instruction Op hthalmology, of Biochemistry, and in the Center 151. Sensation and Perception. Introduction to the fu nda­ fo r Visual Science mental facts, methods, and theories about sensing stimulation, Thomas R. Corwin, Ph.D. (Rochester) Associate processing information, and perceiving objects in the environ­ Professor· of Psychology and in the Center fo r ment. Psychophysical and physiological aspects of vision, audi­ Visual Science and Research Associate tion, taste, smell, and the skin senses are included. Robert Kintz, Ph. D. (Rochester) Adjunct Associate 252. Sensory Processes. Lectures, demonstrations, and read­ Professor in the Center fo r Vis ual Science ings on the physiological mechanisms by which humans and Charles A. Dvorak, Ph.D. (Delaware) Adjunct animals select and collect energy from the stimuli that surround Assistant Professor in the Center fo r Visual Science them and transduce that energy into a form that allows the nervous system to process and respond to the information it Robert C. Emerson, Ph.D. (Pennsylvania) Assistant contains. Prerequisite: CVS or PSY 151 or permission of the Professor· of Psychology and in the Center fo r instructor. Same as PSY 252. Visual Science; Associate Director of the Center 256. Perception with Laboratory. Fundamental perceptual W. Michael King, Ph.D. (Washington, Seattle) processes investigated through laboratory demonstrations and Assistant Professor of Physiology and in the Center student-conducted experiments. Prerequisites: CVS or PSY 151 fo r Visual Science and statistics, or permission of the instructor. Same as PSY 256. William H. Merigan, Ph.D. (Maryland) Assistant 257. Sensory Processes with Laboratory. Each student de­ Professor of Op hthalmology, of Radiation Biology signs and performs an experiment on one of the senses. Prereq­ and Biophysics, and in the Center fo r Visual Science uisite: CVS or PSY 151 or permission of the instructor. Same as PSY 257. (1983-84)

• Part-time. 140 Arts and Science

440. Introduction to Visual Science. Survey course covering 443. Proseminar in Visual Science. Classic concepts, papers, the physics, anatomy, physiology, and psychology of vision; and references in visual science. (1983-84) including photometry and colorimetry, photochemistry and 444. Research Methods and Equipment in Visual Science. electrophysiology, and psychophysics. Survey of research instrumentation and methods, including 441 . Seminar in Perception. Seminar on the perception of optics, sources of illumination, spatial and luminance control, size, distance, and visual direction with emphasis on perceptual calibration and measurements, and psychophysical methods. plasticity revealed by exposure to distorted environments. 445. Quantitative Methods for Visual Science. The mathe­ 442. Seminar in Sensory Processes. Basic seminar on the matical tools required for research in visual science. (1983-84) anatomy, physiology, and psychophysics of the human auditory system.

U R CH£�l tNli 141

COLLEGE OF ENGINEERING AND APPLIED SCIENCE

Administrative Officers Students intending to be engineering majors are assigned faculty advisers in the College of Engineering Brian J. Thompson, Ph.D. (Manchester) Dean and Applied Science in their freshman year, and they t John H. Thomas, Ph.D. (Purdue) Associate Dean may and usually do begin taking engineering courses as fo r Graduate Studies early as the first semester. tCarlyle F. Whiting, M.S. (R.P.I.) Associate Dean Undergraduate students formally enter the College of Gail McDonald, M.A. (Pennsylvania) Assistant to the Engineering and Applied Science at the junior level after Dean two years of strong liberal arts education. During this period of time the student will have completed the requi­ The College of Engineering and Applied Science of­ site freshman and sophomore courses as published in the fers degree programs leading to the bachelor of science, Off icial Bulletin: Undergraduate Studies of his or her master of science, and doctor of philosophy degrees. freshman year. Based on the fundamentals of science and engineering, Normally, formal application to the College of Engi­ the programs exist in and benefit from a strong liberal neering and Applied Science is accomplished by the arts environment. student's filing in the spring of the sophomore year a The undergraduate program provides education for a concentration approval form. The form will contain an lifetime career, not merely training for a job. The pro­ approved plan of study for the junior and senior years gram has two major objectives: and will be based on the undergraduate bulletin of the 1. To prepare students for positions as practicing engi­ student's junior year. neers and leaders in industry, government, education, The list of specific courses required to complete the and other areas of society. degree is approved by the faculty and available from 2. To prepare students for graduate work leading to faculty advisers. Students who file concentration ap­ professions in medicine, law, and business as well as proval forms later than the end of the sophomore year engineering, giving them an understanding of science must make special arrangements with their faculty and technology that will provide a firm foundation advisers. for their lifework. Four-year courses of study lead to the bachelor of science degree in chemical engineering, electrical engi­ The emphasis is on individual opportunity. Students neering, geomechanics, mechanical engineering, optics, are encouraged to participate in the many active research or an interdepartmental program in engineering and projects in the College, and flexibility in each program applied science. Accreditation of the programs in electri­ makes it possible to incorporate specialized course work. cal, che mical, and mechanical engineering has been For instance, engineering students pursue elective work given by the Accreditation Board for Engineering and and undertake research projects in such fields as biomed­ Technology. See pages 144- 163 for details about these ical engineering, computer engineering, environmental programs. studies, and materials science.

t Licensed professional engineer. 142 Engineering and Applied Science 4. Requirements for the Degree One year of residency for undergraduates in the Col­ lege. Students must be admitted to and registered in Bachelor of Science the College with an approved degree program for at least two semesters (not necessarily consecutive); dur­ In addition to the specific courses stipulated in the ing each of these two semesters, students must com­ degree programs, students must satisfactorily complete plete at least 12 hours of course credit. the following: 5. Cumulative grade-point average: an average of at l. A minimum total of 128 semester hours, or equiva­ least 2.0 for all courses taken for credit at the Univer­ lent, of acceptable and satisfactory academic work; sity of Rochester, and an average of at least 2.0 in individual departments may require a higher total. courses specified by the department or program of 2. English: any course at the 100 level (except 110- 129), concentration. normally English \0 1. ROTC students concentrating in engineering must 3. Distribution requirements: Distribution requirements take certain naval science courses in addition to the regu­ are an important and integral part of an engineering lar courses listed. A maximum of two ROTC courses education, and should be carefully chosen with the (eight hours) may be used as free electives. Other ROTC help of faculty advisers. Students should consult with courses must be taken as overloads. their faculty advisers about choosing meaningful se­ quences of courses within these requirements. In all Common First Year programs, students must take at least two courses in the humanities and two in the social sciences, as out­ Students intending to major in an engineering or lined below. science field (chemical, electrical, and· mechanical engi­ neering; geomechanics; optics; and the interdepartmen­ a. Humanities: any English course except the course tal program in this college; biology, chemistry, general taken to satisfy the English degree requirement science, geological sciences, mathematics, and physics in (see above) and, in chemical engineering, courses the College of Arts and Science) can take substantially 113-129; any fine arts course; any foreign and the same courses during their freshman year and can comparative literature course; any foreign lan­ change among these programs fairly easily until the end guage course above the 101 level; any music theory of the first year. Students who come to the University or music history course; any philosophy course; interested in engineering but uncertain of the specific any religious studies course. There is no foreign area are encouraged to consider themselves as interde­ language requirement for the undergraduate pro­ partmental program students for the first year while, grams in the College of Engineering and Applied with the help of their engineering faculty advisers, they Science. explore different options. b. Social Sciences: any anthropology course; any economics course; any history course; any linguis­ tics course; any political science course; any psy­ Enriched Five-Year Program chology course; any sociology course. Normally undergraduate programs are completed in Individual departments may require additional four academic years. Students may extend undergradu­ distribution courses; the chemical and mechanical ate work over a five-year period by including additional engineering programs require one additional courses in the liberal arts or in the sciences. Students course; in electrical engineering and in the interde­ wishing to follow such a program should consult their partmental, geomechanics, and optics programs, faculty advisers toward the end of the freshman year. two additional courses are required. These addi­ The proposed program must meet the normal minimum tional courses may include music performance load requirements. courses and foreign language courses at the 101 By properly choosing the electives in a five-year pro­ level if followed by another course in the same gram, students can meet requirements for both the B.S. language. Refer to individual department sections degree in the College of Engineering and Applied Sci­ in this bulletin for further details. ence and a B.A. or B.S. degree in a chosen liberal arts or Liberal arts (LA) courses can be counted only science concentration. These students essentially com­ as free electives. Policies regarding other elective plete a program similar to a two-college program, but do courses are included in departmental curriculum descriptions. Engineering and Applied Science 143

so entirely at the University of Rochester. (See the 3-2 two-degree program meets, in their judgment, the Program descri bed on page 141.) requirements of the New York State Education Students who wish to complete a bachelor's degree in Department (Memo No. 4) and the University policy engineering and a master of business administration may approved by the Cabinet of Deans on January 5, be able to combine an undergraduate engineering pro­ 1976 (both are on file in the Office of the Dean, Col­ gram with work in the Graduate School of Management. lege of Engineering and Applied Science). This program may require that students take an over­ d. After approval by the department chairmen, the load or summer courses during the junior or senior year; request should be routed to the Administrative Com­ students should also be aware that, effective September mittee of the College of Engineering and Applied 1982, GS M will operate on a quarter-system calendar. Science for final approval.

The 3-2 Program Biomedical Engineering The 3-2 Program offers extensive education in the Students may pursue biomedical engineering either humanities, social sciences, and natural sciences in com­ through one of the departments or through the inter­ bination with professional education in engineering. In departmental program. The Departments of Chemical this five-year program the student attends a participating Engineering, Electrical Engineering, and Mechanical liberal arts college for three years and then transfers to Engineering, and The Institute of Optics all offer courses the College of Engineering and Applied Science for two relevant to biomedical engineering. A noncredit course, years. For a list of participating colleges, write to the Options in Biomedical Engineering, is offered to help Dean, College of Engineering and Applied Science, students decide how to develop their interest in this area. Gavett 204, University of Rochester, Rochester, New York 14627. Computer Engineering Application for admission to the 3-2 Program is made to the Ii beral arts college of the student's choice and is Computer engineering may be studied either through subject to the admission procedures of that institution. the Department of Electrical Engineering or the inter­ After three years of successful study of a curriculum departmental program in the College of Engineering and which is submitted to and agreed upon by both faculties, Applied Science. The Department of Electrical Engi­ acceptance into the College of Engineering and Applied neering offers a strong sequence in computer engineer­ Science is guaranteed upon the recommendation of the ing; these courses may be supplemented with courses participating college. from the Department of Computer Science for an inter­ departmental degree or taken as the core of an electrical engineering program. See also pages 57 and 149. Two-Degree Program Students may earn two undergraduate degrees from the College of Engineering and Applied Science under the following conditions: Academic Information and a. The interdepartmental program may not be one of Advising the two degrees. b. The time span involved must be greater than that The Dean's Office in Gavett Hall assists students with normally required for one degree. Advanced place­ course changes, summer school approval, preparation ment and summer courses may be counted as the for graduate and professional study, independent study equivalent of time. and special courses, and academic petitions. For specific regulations on these and other aspects of program plan­ c. The student must have the written approval of his or ning, turn to the Academic Services and Information her adviser and the department chairmen concerned. section of this bulletin (pages 20 I - 208). A written request should list the courses being sub­ Faculty advisers are assigned to each engineering stu­ mitted for each degree, noting those being counted dent early in the freshman year to provide information fo r both degrees. The signatures of the department about different engineering fields and to help students chairmen indicate their agreement that the proposed plan and review course schedules and degree programs. 144 Engineering and Applied Science

The Dean's Office insures that students can see the Richard Frederick Eisenberg, M.S. (Rochester) faculty advisers most appropriate to their individual Associate Professor of Metallurgy and of Materials interests and needs. Science All courses in the College are taught by full-time Martin Robert Feinberg, Ph.D. (Princeton) Associate faculty members with professorial rank or by part-time Professor of Chemical Engineering faculty members with the rank of professor or lecturer. Richard H. Heist, Ph. D. (Purdue) Associate In courses that have more than 25 students, student Professor of Chemical Engineering teaching assistants may aid the professor in supervising Robert H. Notter, Ph.D. (Washington). M.D. laboratory sessions, running regularly scheduled prob­ (Rochester) Assistant Professor of Pediatrics and of lem sessions, or grading homework. Radiation Biology and BiophysiCS and Associate Professor of Chemical Engineering *tHerman R. Osmers, Ph.D. (Delaware) Associate Introductory Courses Professor of Chemical Engineering Students seeking introductory level courses may wish tHarvey John Palmer, Ph.D. (University of to choose from among the following, which, except for Washington) Associate Professor of Chemical EAS 255, have no prerequisites: Engineering Assistant CHE 92. Introduction to Chemical Engineering. No credit. Shaw-Horng Chen, Ph.D. (Minnesota) Professor of Chemical Engineering EAS 92. Options in Biomedical Engineering. No credit. Thor Olsen, Siv.Ing. (Technical University of Norway) EAS 101, 102. Introduction to Computing. For students not Instructor and Laboratory Supervisor planning further work in computer science or computer engi­ Gouq-Jen Su, Sc.D. (M.LT.) Professor Emeritus of neering. The first half of the semester covers FORTRAN. The Chemical Engineering second half treats the following topics in numerical methods: interpolation. integration. roots of equations. systems of linear equations. and ordinary differential equations. Each student is Chemical engineers apply the chemical and physical expected to complete a proj ect to demonstrate mastery of pro­ sciences to the solution of practical problems. They often gramming skills. Students may register for the first or second work in the chemical industry supervising design and half of the course (2 credits) or both (4 credits). construction of new manufacturing units, seeing that EAS 255. An Introduction to Electronic Circuits and these operate economically and efficiently, accumulating Measurement. and analyzing scientific information needed for useful EE 101. Computing. process designs, and taking part in the development and marketing of new products. They may also use their OPT 100. Introduction to Modern Optics. engineering backgrounds in a wide variety of other occupations. For example, chemical engineers may enter legal work, particularly in patent law; their special understanding of chemical and physical processes is CHEMICAL invaluable for further training in medical or biomedical research. The chemical engineer also plays an increas­ ENGINEERING ingly important role in problems of waste treatment and pollution abatement and in best uses of energy and natu­ ral resources. Giles R. Cokelet, Sc.D. (M.LT.) Professor of The versatility demanded of chemical engineers re­ Radiation Biology and Biophysics and of Chemical quires that their abilities to use the basic sciences be Engineering especially well developed. Moreover, because the solu­ John Royal Ferron, Ph.D. (Wisconsin) Professor of tions to society's problems frequently involve questions Chemical Engineering which transcend technical considerations and because John C. Friedly, Ph.D. (California, Berkeley) our faculty is committed to a true university education Professor of Chemical Engineering and Chairman of for chemical engineering students, the curriculum is the Department designed to include humanities and social sciences as Howard Saltsburg, Ph. D. (Boston) Professor of Chemical Engineering. of Chemistry. and of • Part�time. Materials Science t Licensed professional engineer. Chemical Engineering 145

well as the physical and biological sciences, mathemat­ the junior and senior year and normally do not include ics, and engineering. more than one course at the 100 level. Technical electives Courses in chemical engineering are coordinated with often include personal research or design projects. Stu­ separate laboratory courses in the sophomore, junior, dents are urged to consult widely and select their techni­ and senior years. The laboratory experiments are de­ cal electives carefully. Examples of technical areas in signed to demonstrate and test fundamental concepts which students can study in some depth might be: learned in lectures. The laboratory is optional during the biotechnology-problems of common interest to biol­ last semester and provides the student with the oppor­ ogists, biochemists, physicians, and engineers tunity to do an open-ended project related to current environmental engineering-engineering methods ap­ problems in design and research. plied to community or ecological problems For admission to the chemical engineering department the student normally is required to have a grade-point energy resources-fossil fuels, their production, chem­ average of 2. 15 in all chemistry and chemical engineering ical processing, and uses; other sources: nuclear fission courses taken during the first four semesters. For grad­ and fusion, solar, hydroelectric, geothermal, etc. uation a student must have obtained a grade-point aver­ systems and controls-the behavior of complex chem­ age of 2.0 in all chemical engineering courses in addition ical processes and their on-line control to having an overall average of 2.0. materials science-structure and properties of metals, glasses, plastics, and refractories Advising plastics and polymers-their structure, properties, and manufacture Each student is assisted by a faculty adviser in plan­ surfa ce chemistry and catalysis-unique properties of ning his or her individual program of study, especially in interfaces separating solids, liquids, and gases the choice of electives. Faculty advisers help students to make sure that programs satisfy minimum degree re­ computer applications-computer use in chemical quirements and, in addition, the minimum professional processing systems. accreditation requirements of the Accreditation Board for Engineering and Technology and of the American Institute of Chemical Engineers.

Electives Twelve of the 32 four-credit courses in a four-year program are electives; a five-year enriched program includes an additional eight. Five electives are selected from humanities and social science subjects (see page 142; in addition, English 113-129 do not count toward these distribution requirements). One elective (or nine in an enriched program) may be used however the student wishes. The six remaining electives are chosen from technical courses with the following restrictions: one course must be in applied mathematics; a second course must be in process control or systems analysis; and a third course must be in advanced chemistry. Those stu­ dents taking Chemistry 203 for their organic chemistry laboratory are permitted to take Chemistry 204 in addi­ tion to satisfy the advanced chemistry requirement. The three remaining technical electives should be chosen in consultation with faculty advisers. Students select these courses to broaden their engineering back­ ground or to pursue an area of special personal interest in more depth. These courses are usually completed in 146 Engineering and Applied Science

Typical Four-Year Program physical and chemical changes and accompanying energy ef­ fects. Stoichiometric and compositional relationships, material and energy balances, materials properties, chemical processing First Year systems. Math 161' Math 162' CHE 116. Fundamentals of Computing and Data Acquisi­ Chern 1412 Chern 1422 tion. Credit- l hour. Introduction to techniques of comput­ English Physics 121 ing and the use of the computer in laboratory data processing Elective Elective and real-time data acquisition. Instruction is based upon the use CHE 92 CHE 92 of microcomputers in an interactive environment. Prerequisite: CHE 113. Second Year CHE 225. Chemical Engineering Thermodynamics. Appli­ Math 163' Physics 122 cation of thermodynamics to chemical engineering problems. Chern 20 1, 2032 Chern2022 The thermodynamic potential is formalized from postulates and CHE 113 CHE 243, 116 applied quantitatively to ideal and non-ideal systems. Complex Elective Elective equilibria involving multicomponent, multi phase, reacting systems. Third Year CHE 231. Applied Kinetics and Reactor Design. Review of CHE 244, 245 CHE 225, 246 chemical kinetics; methods of kinetic data collection, analysis, CHE 280 CHE 23 1 and interpretation; calculation of simple reactor designs. Em­ Physics 123 CHE 94 phasis is on homogeneous uncatalyzed reactions, but hetero­ Elective Elective geneous and catalyzed reactions are considered. Elective CHE 243. Transport Phenomena I. Basic mathematical tools of transport phenomena, the equations of continuity and Fourth Year momentum, laminar flow problems, dimensional analysis, mac­ CHE 250, 255 CHE 273, 2563 roscopic balances, and design of fluid flow systems. Prerequi­ Chern25 1 Elective site: PHY 121. Elective' Elective CHE 244. Transport Phenomena II. Continuation of Chem­ Elective Elective ical Engineering 243. Theory of energy and mass transfer with reference to diffusive and convective transport of material and 'An alternative approved sequence is Mathematics 171, 172, 173 fo r those considered eligible by the Department of Mathematics. An accept­ energy in static and flowing systems. able alternative sequence to Mathematics 161, 162 is Mathematics 141, CHE 245. Junior Laboratory I: Credit-l hour. Laboratory 142, 143. safety, measurement of physical properties, gas chromatog­ 'The chemistry sequence 141 (or 125), 142, 20 1 with 203, 202, and 25 1 raphy, and fluid mechanics. Exploratory experiments and pre­ is recommended. Alternate sequences, fo r example, 125, 132, 133, 134, liminary experimental design, as well as written and oral final and 25 1, are permissible provided that they involve freshman chemistry, reports, are required. organic chemistry with laboratory, and physical chemistry. The elective in advanced chemistry is taken in addition to the sequence chosen. CHE 246. Junior Laboratory II. Credit-l hour. Heat and JAn elective course. mass transfer, vapor-liquid equilibrium, and chemical kinetics 40ne elective must be in process control or systems analysis and of homogeneous and heterogeneous catalytic systems. Explora­ selected from CHE 272, EE 213, or M E 213. tory experiments and preliminary experimental design, as well as written and oral fi nal reports, are required. CHE 250. Design of Separation Processes. The theory of equilibrium stage and continuous separation of processes, with Courses of Instruction applications to such operations as distillation, absorption, extraction, and crystallization. Fixed-bed operations, such as CHE 92. Introduction to Chemical Engineering. No credit. gas adsorption and chromatography, and membrane processes Group discussions of chemical engineering's current problems are also considered. and relationship to the community. For entering students Types, designating chemical engineering as their intended field of con­ CHE 252. Pollution and Water Environment. sources, and effects of water pollutants and liquid wastes. Bio­ centration. logical and chemical aspects; river and lake modeling; treat­ CHE 94. Plant Visits. No credit. Visits to industrial plants ments; economics; legislation. Prerequisites: CH M 125, MTH that illustrate chemical engineering in practice, preceded by 163, or permission of the instructor. No prior engineering study explanation and followed by discussion. assumed. CHE 113. Conservation of Material and Energy. Formula­ tion and solution of chemical engineering problems involving Electrical Engineering 147

"CHE 253. Pollution and the Air Environment. Types, CHE 392. Special Topics. Seminar on current practices and sources, and effects of air pollutants. Identification and mea­ developments in chemical engineering and related areas for surement. Photochemical processes; aerosols; atmospheric and juniors and seniors; subjects vary from year to year. stack modeling; treatments; economics; legislation. Prerequi­ CHE 393. Special Project, Essay, or Thesis. sites: CHM 125, MTH 163, or permission of the instructor. No prior engineering study assumed. CHE 395. Research Course. See approval procedures for Independent Study on page 204. "CHE 254. Pollution and the Land Environment. Origins, characterization, disposal of solid wastes. Landfill, incineration, CHE 396. Chemical Engineering Projects. Credit-I to 4 composting, recycling, pyrolysis, chemical change. Domestic, hours. Students pursue original problems related to chemical industrial, nuclear, mining, agricultural wastes. Economics; leg­ engineering. Projects may be experimental, theoretical, or com­ islation. Prerequisites: CH M 125, MTH 163, or permission of putational. Prerequisite: permission of the instructor. the instructor. No prior engineering study assumed. CHE 255. Senior Laboratory I. Credit- I hour. Experi­ Graduate Courses Open to Qualified Undergraduates ments involving chemical process equipment: double effect CHE 411. Mathematics for Chemical Engineering. evaporator, distillation column, gas absorber, and continuous stirred tank reactor. Exploratory experiments and preliminary CHE 421. Classical and Statistical Thermodynamics. experimental design, as well as written and oral final reports, CHE 431. Analysis of Chemical Reactors. are required. ··CHE 435. Gas-Solid Interactions. CHE 256. Senior Laboratory II. Credit- I to 4 hours. CHE 441. Principles of Transport Phenomena. Design studies and independent projects. Some examples are chemical process systems, biochemical and biomedical applica­ ··CHE 447. Heat Transfer. tions, polymers and plastics, reactors and separators, environ­ CHE 448. Mass Transfer in Chemically Reacting Systems. mental problems, energy usage, food technology, and on-line CHE 452. The Kinetics of Phase Transitions. computer control. ··CHE 470. Advanced Unit Operations. CHE 272. Process Dynamics and Control. Introduction to the dynamic behavior of chemical engineering systems. Analysis ··CHE 471. Process Dynamics I. and design of feedback control systems. Prerequisites: CH E CHE 472. Process Dynamics II. 113, 116. CHE 474. Process Control. CHE 273. Chemical Engineering Process Design. An inten­ ··CHE 481. Corrosion. sive course fo r seniors. Fundamental material in transport phenomena, thermodynamics, reaction kinetics, unit opera­ ··CHE 486. Polymer Science. tions, materials science, and economics is interrelated through CHE 487. Polymer Processing. laboratory experiments and applications to chemical plant CHE 492. Special Topics: Applied Mathematics in design. Prerequisites: CHE 23 1, 250. Chemical Engineering. CHE 280. Materials Engineering and Mechanical Design. Evaluation and selection of materials for engineering design. Correlation of structure and properties, control of properties, fa brication methods, strength of materials and mechanical glasses, and ceramics. Laboratory. ··CHE 283. Principles of Physical Metallurgy. Structure ELECTRICAL and properties of metallic materials. Crystalline state and its characterization; X-ray diffraction. Phase equilibria and prop­ erties of alloys. Kinetic and diffusional phenomena. ENGINEERING CHE 284. Applied Physical Metallurgy. A study of alloy systems. Phase diagrams, heat treatments, and microstructure Edwin Lorenz Carstensen, Ph. D. (Pennsylvania) related to mechanical and other physical properties. Labora­ Professor of Electrical Engineering and of Radiation tory. Biology and Biophysics ··CHE 285. Contemporary Problems in Materials Engineer­ Gerald Howard Cohen, Ph. D. (Wisconsin) Professor ing. Study of current literature relating to materials research of Electrical Engineering. of Op hthalmology. and in and development, by discussion and criticism of the assigned reading. Prerequisite: CHE 280 or equivalent. (he Centerfor Visual Science CHE 391. Reading Course. See approval procedures for Independent Study on page 204. " Not given academic year 1982-83. 148 Engineering and Applied Science

Jerome Feldman, Ph.D. (Carnegie-Mellon) Professor state devices and integrated circuits that make possible of Computer Science and of Electrical Engineering electronic computers and automated control systems. tEdwin Kinnen, Ph.D. (Purdue) Professor of Sometimes this energy is carried by electric and magnetic Electrical Engineering fields propagating through space, as in the microwave Charles Wolcott Merriam, Sc.D. (M.I.T.) Professor and satellite communications systems that make possible of Electrical Engineering worldwide television and data transmission. Sidney Shapiro, Ph.D. (Harvard) Professor of To carry out their task of putting electricity to work, Electrical Engineering and Chairman of the electrical engineers need to understand the physical prin­ Department ciples underlying electrical phenomena and the mathe­ Herbert Bernhardt Voelcker, Ph.D. (Imperial College matical formulae underlying the interrelationships of of Science and Technology) Professor of Electrical electrical systems. They need to learn and to practice the Engineering principles of design and of problem solving so that they Leon Lum Wheeless, Ph.D. (Rochester) Professor of can apply their kno wledge efficiently and effectively. Pathology and of Electrical Engineering They need to keep themselves informed of new develop­ Bobby Ross Barmish, Ph.D. (Cornell) Associate ments in science and in technology in order to handle Professor of Electrical Engineering tomorrow's challenges. Edward Lawrence Titlebaum, Ph.D. (Cornell) The University of Rochester's faculty is dedicated to Associate Professor of Electrical Engineering involving students in a total educational experience to tRobert Charles Waag, Ph.D. (Cornell) Associate prepare them for the high expectations of the engineer­ Professor of Electrical Engineering and of Radiology ing profession. Each student has numerous opportuni­ Alexander Albicki, Ph.D. (Institute of Tele­ ties to interact with individual faculty members via par­ Communications, Warsaw) Assistant Professor of ticipation in research or design projects and via activities Electrical Engineering of the local chapters of the various technical and profes­ tDavid Charles Farden, Ph.D. (Colorado State) sional societies. These contacts help reinforce the moti­ Assistant Professor of Electrical Engineering vation and discipline so essential to the attainment of Thomas Y. Hsiang, Ph.D. (California, Berkeley) engineering goals. Students are also encouraged to join Assistant Professor of Electrical Engineering and be active in the student chapter of IEEE, the profes­ Kevin James Parker, Ph. D. (M.I. T.) Assistant sional society for electrical engineers. Professor of Electrical Engineering Vasant Saini, Ph. D. (Rochester) Assistant Professor of Obstetrics and Gynecology and of Electrical Undergraduate Program Engineering The Department of Electrical Engineering has an up­ tCharies V. Stancampiano, Ph.D. (Rochester) to-date, flexible, and fully accredited curriculum that Assistant Professor of Electrical Engineering and encourages students to pursue individual interests and Scientist in the Laboratory fo r Laser Energetics goals with respect to both general education and profes­ Professor Hugh Guthrie Flynn, Ph.D. (Harvard) sional training. The curriculum emphasizes flexibility in Emeritus of Electrical Engineering content and student involvement in program planning. Lloyd Philip Hunter, D.Sc. (Carnegie Institute of Curriculum flexibility permits specialization in fields Professor Emeritus of Electrical Technology) such as biomedical engineering and computer engineer­ Engineering ing, as well as in traditional fields of electrical engi­ neering such as communications, feedback control, and Electrical engineers put electricity to use. Some work solid state electronic devices. on the efficient generation and reliable distribution of The curriculum is based on sequences of course work electric power; others specialize in the design of circuits that emphasize the application of mathematical and and systems for communications and computers; still physical concepts to engineering problem solving. Many others apply their knowledge in the collection and inter­ of the undergraduate courses include a laboratory pretation of biomedical information. All are concerned intended to provide students with extensive "hands-on" with controlling the flow of electric energy. Sometimes and design experience. Undergraduates are also encour­ this energy is carried by electrons, as in the tiny solid aged to participate in active research programs by enroll­ ing in special proj ect courses under the supervision of a t Licensed professional engineer. faculty member. Electrical Engineering 149 All the undergraduate engineering curricula have cer­ Flexibility in the departmental program facilitates tain degree requirements in common, such as courses in entry into the program by transfer students and also basic mathematics, physics, and chemistry as well as in assures them the opportunity of preparing themselves English, the humanities, and the social sciences. (See the for graduate study in electrical engineering as well as typical program outlined below.) In addition, the electri­ other areas. cal engineering program requires the completion of at least four out of the following five two-course basic Accreditation sequences: Computers and Computation: EE 101-102 or CSC Each student is assisted by a faculty adviser in plan­ 171-EE 102 ning his or her individual program of study. In making Systems and Control: EE 111-212 specific course selections each student must be sure to Solid State Electronics: EE 221-222 satisfy not only the categorical course requirements Fields and Waves: EE 23 1-232 given above but also the minimum professional accredi­ Signals and Communication: EE 241-242 tation requirements established by the Accreditation Board for Engineering and Technology. The Board No basic two-course sequence is a prerequisite for any requires that each electrical engineering student follow other basic sequence (with the exception of EE 1 1 1-212, a curriculum that has the following minimum content: which is a prerequisite for EE 24 1-242). It is strongly recommended that EE 101 or CSC 171 be the first course Humanities and Y2 year (16 credit hours) taken. Social Science Mathematics Y2 year (16 credit hours) Additional courses are to be selected from the basic Basic Science Y2 year (16 credit hours) sequences or advanced courses (undergraduate or grad­ Engineering Science I year (32 credit hours) at least II uate) so that electrical engineering courses are Engineering Design Y2 year (16 credit hours) included in each student's program. In virtually every electrical engineering course, home­ To help each student plan such a program of study, a work, laboratory, or design projects are assigned that Guide to Course Selection has been prepared, and a require extensive use of computers. All students intend­ copy may be obtained from the departmental office. ing to take the B.S. in electrical engineering are expected to prepare themselves adequately for such assignments Admission early in their college careers. After satisfying the general course requirements given For admission to the Department of Electrical Engi­ above, there remains in the typical program room for six neering, the student must have completed at least EE 101 more electives: two are free electives while four must be or CSC 171 and one additional electrical engineering technical electives selected from appropriate engineer­ course from the basic sequence courses and have ing, science, or mathematics courses. A specific listing of achieved a grade-point average of at least 2. 15 in all departments, including course exceptions, from which basic sequence courses completed at the time of applica­ technical electives may be selected is on file in the tion for admission. The student must also have a grade­ departmental office. point average of at least 2.0 overall. For graduation, Study of related social, behavioral, and biological dis­ electrical engineering majors are required to obtain a ciplines is also encouraged. Students interested in medi­ cumulative grade-point average of at least 2.0 in the cine, law, or management may take preparatory courses eight courses included in the basic sequence category of for these areas as electives. the program. Another distinctive feature of the curriculum is its removal of artificial boundaries between undergraduate Computer Engineering and graduate courses. Because basic graduate courses can be taken in addition to advanced undergraduate Those electrical engineering students who are seeking electives, a larger variety of electives is available for specialized professional training in computer engineer­ undergraduates. This feature also allows for in-depth ing are encouraged to complete all five basic electrical preparation for graduate study in electrical engineering engineering sequences, EE 20 1 -202, EE 203-204, and an or in related areas such as computer science. Undergrad­ advanced elective mathematics sequence such as MTH uate students are encouraged to participate in active 216 and 217, MTH 236 and 237, or MTH 247 and 248. research programs by enrolling in special project courses Additional electives may be selected from the offerings (EE 396). 150 Engineering and Applied Science of the Department of Computer Science (see page 57). advantage of this program is that it provides a smooth "Hands-on" hardware, firmware, and software experi­ transition into graduate work with no deficiency or dis­ ence with minicomputers and microcomputers is also continuity between the undergraduate preparation and available for advanced computer engineering students the graduate work, Another advantage is the increased through use of equipment in the Electrical Engineering flexibility that the additional EE courses provide the Computer Facility; academic credit for this experience student in satisfying accreditation and minimum curricu­ can be obtained by registration in EE 396. (See also lum requirements. pages 48, 57, 143, and 155.) To be accepted, students must have a good academic record and must have completed at least three basic EE sequences by the end of their junior year. Students Typical Four-Year Degree Program admitted to the program may also compete with other M.S. candidates for financial aid in the fifth year. First Year EE 101 or CSC 171 EE 102 B.S.-M.S. Program Example Math 161' Math 162' Chern 125 Physics 121 English 101 Elective (hum. or soc. sci.) Fourth Year Second Year EE basic sequence EE basic sequence EE III EE 212 EE advanced EE 400' level Math 163' Math 164' Elective (technical)' EE 495 (thesis)' or Physics 122, 181 Physics 123, 183 EE advanced' Elective (hum. or soc. sci.) Elective (hum. or soc. sci.) Elective (hum. or soc. sci.)

Third Year Fifth Year Four EE courses from basic sequences and advanced electives EE 495' or 400'-level EE 495' or 400'-level Two EE courses or other technical electives elective elective Two electives (humanities or social science) EE 400' level EE 400' or 500' level EE 400' level Elective (technical)' Fourth Year Elective (free) E·E advanced' Three EE courses from basic sequences and advanced elec- tives Not less than six or more than 12 hours of EE 495 may be Two EE courses or other technical electives used in the Plan A degree. For those students intending to Two free electives pursue a Ph.D. degree at the University of Rochester, there is Elective (humanities or social science) the additional requirement that the Plan B program include a 400-level special project course as one of the 400-level courses 'An alternative approved sequence is Mathematics 171, 172, 173. 174 or, if the Plan A program is followed, the comprehensive ex­ for those considered eligible by the Department of Mathematics. An amination must be taken in addition to the normal Plan A acceptable alternative sequence to Mathematics 161, 162 is Mathematics requirements. 141, 142, 143. 'May also be an EE course if desired. 'Courses comprising the M.S. part of the program.

B.S.-M.S. Program in Electrical Engineering Courses of Instruction Electrical engineering juniors contemplating graduate I. Computers and Computation work should consider the special five-year program out­ EE 101. Computing. Algorithmic formulation of computing lined below. Students are accepted into this program in problems. Introduction to Pascal programming. Topics in­ the spring of their junior year and can begin master's clude: number representations, introduction to data structures, level independent work in their senior year. At the end of data base management, and an introduction to FORTRAN 77. the five-year program, both a B.S, and an M.S. in elec­ (This course closely parallels CSC 171, which is equivalent to trical engineering are awarded. Students may pursue either a Plan A (with thesis) or a Plan B (with a compre­ ·See the Official Bulletin: Graduate Studies for a description of Plan hensive examination) M.S. degree program,· The chief A Plan B M.S. degree options. Electrical Engineering 151 EE 101 fo r purposes of concentration in electrical engineering.) convolution. Laplace transform, transfer functions, multi port No prerequisites. networks, feedback. Laboratory. Prerequisites: EE III or equiv­ EE 102. Digital Circuits. Combinational switching circuits alent; MTH 163. analysis and design. Synchronous and asynchronous systems. EE 213. Control Systems. Analysis and synthesis of linear Flip-flops, counters, registers, and other MSI and LSI circuits servo systems; topics include mathematical models of electro­ and their applications. Laboratory. No prerequisites. mechanical systems, linearization of energy storage systems, EE 201. Computer Systems I. Introduction to computer Laplace and z-transforms, sample data systems, properties of organization and implementation. Topics include comparative linear systems, transfer function algebra, flow graphs, feedback, computer architecture, registers and data paths, bus design, stability, and frequency-domain design techniques. Introduc­ fi xed-point arithmetic units, hardwired control units, I/O tion to nonlinear systems; topics include describing functions units, and memory units. Prerequisite: EE 102 or equivalent. and phase plane analysis. Laboratory includes analog simula­ tion, computer-aided design, and digital computer control. Pre­ EE 202. Computer Systems II. Concurrent processes and requisite: EE 212 or equivalent. computer organization. Topics include I/O programming, mu­ tual exclusion, semaphores, deadlock, Petri nets, processor EE 215. Electrical Utility Engineering. Three-phase electri­ scheduling, microprogrammed computer organizations, micro­ cal system analysis. Synchronous machines, power trans­ assemblers and formatters, error detection and correction using formers, transmission lines. Load flow analysis and optimum coding techniques. Prerequisite: EE 20 I or equivalent. system operation. Load control fault analysis and transient sta­ bility. Prerequisite: EE 212 or equivalent. EE 203. Computer Programming Systems I. Theory and practice of computer programming systems. Topics include EE 217. Electronics I. Models of diodes and transistors. programming languages, data structures, sorting and searching, Discrete component and integrated circuit amplifiers. Input as well as parsing and code generation. Interpreters and and output stages, operational amplifiers, and oscillators. Fre­ assemblers. Prerequisite: EE 101 or CSC 171. quency and time response, feedback and stability. Laboratory. Prerequisite: EE 212 or equivalent. EE 204. Computer Programming Systems II. Theory and practice of computer programming systems continued. Topics EE 218. Electronics II. Integrated circuits for op amps, mul­ include theoretical models fo r process scheduling and system tipliers, modulators, active filters, phase locked loops. D/ A and performance. Assemblers, loaders, link editors, file systems, A/ D converters. Microprocessors and data conversion. labora­ and operating systems. Design of mUltiprogramming systems. tory. Prerequisite: EE 217 or equivalent. Prerequisite: EE 203 or equivalent. EE 410. Linear Systems. EE 206. Computational Methods for Engineers. Use of EE 416. Computer-Aided Design of Distributed Parameter digital computers for solving computational problems, specifi­ Systems. cally, methods fo r approximation, interpolation, differentia­ tion, and integration. Topics include methods for solving linear and nonlinear algebraic equations and for solving ordinary and III. Solid State Electronics partial differential equations, sparse matrix techniques, factor­ EE 221. Solid State Electronics I. Introduction to the oper­ ing polynomials and associated eigenvalue problems arising in ation, fabrication, and design of solid state devices. Topics the analysis of linear systems, and fast Fourier transform tech­ covered include the physics of semiconductors, fabrication niques used in the digital processing of signals. Computational technology, charge transport, p-n junctions, solar cells, LEDs, methods for solving optimization problems and associated transistors, MOS devices, and basic integrated circuits. Labo­ algebraic Riccati equations presented as time permits. Students ratory: measurement of the electronic properties of semicon­ use a digital computer throughout the course. Prerequisites: ductors and solid state devices. Prerequisites: PHY 123; MTH MTH 164 or equivalent and a working knowledge of Pascal. 163 or equivalent. EE 402. Stochastic Models for Computer Systems. EE 222. Solid State Electronics II. A continuation of the material covered in EE 221, this course emphasizes the model­ ing and design of modern MOS devices. Topics covered include II. Systems and Control the metal-oxide-semiconductor interface, surface states, the EE Ill. Circuits. Circuit analysis considering passive R LC MOS FET, and fundamental limits of performance. Charge­ elements, ideal and controlled sources. Topics: network theo­ transfer devices such as the CCD and their applications to rems, steady state and transient solutions, complex frequency, imaging and memory are discussed in detail. Modeling of MOS harmonic wave-form analysis, and two-port network descrip­ and bipolar integrated devices as well as some computer-aided tions. Laboratory: electrical measurement instruments and tech­ design techniques are reviewed. Finally, Gunn effect electronics niques. Prerequisites: concurrent registration in MTH 163 and is presented along with some applications in the areas of micro­ PHY 122. wave devices and logic. Laboratory: electrical characterization of MOS devices and several design proj ects using CAD tech­ EE 212. Systems. Systems with application to circuits; net­ niques. work topology, vector/ matrix formulation of equations, equiv­ alent circuits and biasing. Fourier series and Fourier transforms, EE 327. Solid State Electronics Laboratory. Project labora- 152 Engineering and Applied Science tory involving techniques of materials preparation or device ory. A number of computer exercises is included. Prerequisites: fabrication related to solid state electronics components. May EE 213 and/or 215, or equivalent. be taken for credit more than once. Prerequisite: EE 222 or EE 258. Geometric Modeling and Engineering Graphics. equivalent. Modeling and representation of solid objects and automated EE 420. Introduction to Solid State Electronics. engineering graphics. A theory based on geometry, set theory, and topology is developed to model and represent rigid solids. EE 424. Active Microwave Devices. Useful algorithms which operate on the representations are EE 425. Superconductivity and the Josephson Effect. studied. Prerequisite: EE 101 or equivalent. EE 429. Research Seminar in Solid State Electronics. EE 261. Very Large Scale Integrated Systems. Design and implementation of very large scale integrated systems. Inte­ IV. Fields and Waves grated circuit devices, subsystems, and architecture. Computer­ aided design and design testing. Design project. Prerequisites: EE 231. Fields. Fundamentals of electromagnetic field rela­ Some familiarity with solid state devices, electronic circuits, and tions in various media. Topics: boundary-value problems in computer systems at the level of EE 217, 221, 20 I. electrostatics and magnetostatics. Time-varying fields and Max­ EE 391. Independent Reading. well's equations. Prerequisites: MTH 163 and PHY 122 or equivalent. EE 392. Special Topics Seminar. EE 232. Waves. Wave phenomena. Topics: Plane electro­ EE 393. Special Essay. magnetic waves, acoustic waves, transient and steady state solu­ EE 396. Special Project. tions of transmission line problems, propagation and radiation EE 450. Bioelectric Phenomena. of electromagnetic waves, wave guides, antennas. Laboratory. Prerequisite: EE 231 or equivalent. EE 451. Bioultrasound. EE 431. Microwaves. EAS 255. An Introduction to Electronic Circuits and Mea­ surement. Electrical circuits, signals, components, and in­ EE 433. Acoustic Waves. struments often encountered in a life science research labora­ tory. Operational aspects of devices, integrated circuits, and V. Signals and Communication instruments. Some theory of circuits and signals. Laboratory EE 241. Signals. Theory and practice of communication required. Prerequisites: one semester each of calculus and engineering. Functions of complex variables; Fourier analysis; physics. filtering and distortion of signals by linear networks; sampling and mUltiplexing of signals; modulation theory (continued in EE 242). Prerequisites: MTH 164 and EE 212. GEOMECHARles EE 242. Communications. Modulation and demodulation. Introduction to probability theory and stochastic processes; sta­ tistical characterization of noise and communication channels. Program Advisers Performance of communication systems in the presence of noise. Laboratory. Prerequisite: EE 241. t Alfred Clark, Jr., Ph.D. (M.LT.) Professor of EE 440. Communication Theory I. Mechanical Engineering EE 441. Communication Theory II. Udo Fehn, Ph.D. (Munich) Assistant Professor of Geological Sciences EE 446. Digital Signal Processing. EE 447. Image Processing. The program in geomechanics is a joint offering of the Department of Geological Sciences and the Department VI. Special Interests of Mechanical Engineering, and leads to the degree of EE 253. Biomedical Systems. Applications of control tech­ bachelor of science in geomechanics. The program pro­ niques to biological systems. Regulatory and communication vides an unusual opportunity for students. interested in systems at the cellular and organ levels. Cardiovascular, respi­ the quantitative aspects of the earth sciences. ratory, renal, neuromuscular, endocrine, and neural systems. The curriculum emphasizes the application of the Prerequisite: EE 212 or equivalent. principles of mechanics to problems associated with the EE 256. Optimization with Applications to Large-Scale Sys­ atmosphere, the oceans, and the solid earth. The pro­ tems. Topics in optimization which are useful in the analysis gram is a natural outgrowth of collaborative research and design of large-scale systems with uncertainty. Lagrange multipliers, the simplex algorithm, descent methods, penalty functions, emergency state control, dynamic programming, t Licensed professional engineer. decentralization, multi machine systems, vector Lyapunov the- Geomechanics 153 efforts between the two departments, and builds on flood-control project on a tributary of the Genesee several areas of common interest: the mechanics of River; hydrologic studies of local communities; water fluids, the mechanics of solids, and the properties of quality problems of the Finger Lakes; experimental materials. studies of microfracturing in granite; and laboratory Students who successfully complete this program modeling of the dynamics of the earth's crust and upper should be well equipped for employment or graduate mantle. studies in a number of fields, such as geophysics, hydrol­ ogy, structural geology and rock mechanics, engineering geology, limnology, coastal and marine geology, theoret­ Program Requirements ical geomorphology, and related fields. Career oppor­ For preparation in mathematics, the program requires tunities include work with the U.S. Geological Survey MTH 161, 162, 163, and 164. The required physics and with departments of natural resources or environ­ courses are 121; 122, 181; 123, 182; 183; and the required mental protection at the federal, state, and county levels, chemistry courses are CHM 125 and 126 (or CHM 141 with the oil and mineral resources industries, and in and 142). In geology, GEO 101, 20 1, 224, and 283 are multidisciplinary private consulting firms engaged in required; and in mechanical engineering, the require­ geological engineering. ments are ME 120, 123, 225, and 226. In addition to the above courses, there are five tech­ nical electives, which may be any of the GEO or ME courses on the 200 level or higher. Curriculum The program includes three free electives to allow a strong minor in an area of particular interest to the stu­ The geomechanics curriculum is built around basic dent, or to broaden the scope of the curriculum. Other mathematics, physics, chemistry, geology, and engineer­ general degree requirements are those listed on page 142. ing courses. The required geology courses cover geologic processes, the evolution of the earth, mineralogy, and structural geology. Required engineering courses deal Administration with mechanics, thermodynamics, fluid mechanics, and The geomechanics degree is awarded by either the Col­ solid mechanics. lege of Arts and Science or the College of Engineering Technical electives, chosen from a number of geology and Applied Science-the choice is made by the student. and engineering offerings, include courses in geophysical If the student chooses Arts and Science, his or her major fluid dynamics, optical mineralogy, materials science, adviser will be in the Department of Geological Sciences; advanced mechanics, heat transfer, rheology, rock me­ if the college chosen is Engineering and Applied Science, chanics, geophysics, sedimentary processes, and geo­ the major adviser will be in the Department of Mechani­ technical engineering. In addition, the curriculum pro­ cal Engineering. In each case, the student will also have a vides a balance of elective courses in the humanities and minor adviser in the other department. social sciences. Listed below is a sample arrangement of courses. Con­ The program also allows three free electives, which siderable variations on this ordering are possible to each student may choose to suit his or her special inter­ accommodate transfers and special needs. ests. For example, a student can elect to study envi­ ronmental problems by taking courses in air and water pollution and in ecology. Training in environmental planning and policy work may be obtained by taking courses in geology and public policy, environmental decisions, and operations research. Many other special Four-Year Degree Program in programs can be developed in such areas as water Geomechanics resources problems, advanced fluid dynamics of atmo­ spheres and oceans, or advanced rock mechanics and structural geology. First Year As part of their studies, many undergraduates investi­ Math 161' Math 162' gate problems, often of local interest, in the area of GEO 101 Physics 121 geomechanics. Recent proj ects include: flooding and English ME 120 level regulation on Lake Ontario; analysis of a proposed Elective (free) Elective (hum. or soc. sci.) 154 Engineering and Applied Science

Second Year Each student in the interdepartmental program, with Math 163 Math 164 the advice of a Program Committee member, creates a Physics 122, 181 Physics 123, 182 program of study based on more flexible degree require­ Electi ve ( free) ME 123 ments than those found in classical engineering degree Elective (hum. or soc. sci.) GEO 201 programs. Thus the interdepartmental program allows a large number of program possibilities for a student who Third Year plans to enter postgraduate education in applied science, Chern 1252 Chern 1262 medicine, law, or business. ME 226 ME 225 Students whose career objectives are technologically Elective (technical) Physics 183 Elective (technical) Elective (hum. or soc. sci.) oriented, but lie outside fields in which established engi­ Elective (hum. or soc. sci.) neering programs are available, also fi nd the program attractive. For example, interdisciplinary interests which Fourth Year may form the basis fo r individual programs of study are: GEO 224 GEO 283 computer engineering, bioengineering, physical metal­ Elective (technical) Elective (technical) lurgy, polymer science, environmental engineering, etc. Elective (free) Elective (technical) The degree earned is a bachelor of science in engineering Elective (hum. or soc. sci.) Elective (hum. or soc. sci.) and applied science. Freshmen who enter the University interested in engi­ I An alternative approved sequence is Mat hematics 171, 172 for those considered eligible by the Department of Mathematics. An acceptable neering but uncertain of the specific area are encouraged alternative sequence to Mathematics 161, 162 is Mathematics 141, 142, to consider themselves as interdepartmental program 143. students for the first year while, with the help of their 'An alternative approved sequence is Chemistry 141, 142 for those engineering faculty advisers, they explore different op­ considered eligible by the Department of Chemistry. tions. Many of these students subsequently choose a program in one of the departments. A student who plans to enroll in the program may request to be assigned to a Program Committee member as adviser. The student prepares a full program of courses for approval by the Committee, afterwhich the INTERDEPArrMENTAL student may be formally accepted into the program. Students normally follow a four-year program of 32 courses. Sixteen are basic courses: one satisfies the PROGRAM degree requirement in English; six are humanities and social science electives; and nine are in natural sciences. These nine courses normally include at least as many Program Committee mathematics, physics, and chemistry courses as required Edwin Lorenz Carstensen, Ph.D. (Pennsylvania) by a department in the College. Professor of Electrical Engineering and of Radiation Sixteen additional courses must be arranged to satisfy Biology and Biophysics the foHowing conditions: (I) they contain at least three John Royal Ferron, Ph.D. (Wisconsin) Professor of sequences of courses, each related to the technical focus Chemical Engineering and Chairman of the the student wishes to develop in the program; (2) eight Committee are offerings of the College of Engineering and Applied Howard Saltsburg, Ph.D. (Boston) Professor of Science; and (3) the remaining eight either belong to the Chemical Engineering, of Chemistry, and of sequences or are free electives. Materials Science Each sequence contains three or more technical or Kenneth James Teegarden, Ph. D. (Illinois) Professor scientific courses, but not more than one IOO-level of Op tics; Director, Th e Institute of Op tics course. A sequence must involve a logical progression of tHelmut D. Weymann, D.Sc. (Aachen) Professor of study confined to an acceptably identifiable area, in Mechanical Engineering and of Materials Science which later material builds upon and extends earlier material. A student interested in Environmental Engineering might consider the following: t Licensed professional engineer. Mechanical Engineering 155

A. Fundamentals BIO III, GEO 101 CHE 113, ME 120 MECHANICAL ME 123 or CHE 225 ME 225 or CHE 243 ENGINEERING B. Technical Applications BIO 208, GEO 27 1 ME 227, 232, 428 or tStephen J. Burns, Ph.D. (Cornell) Professor of CHE 23 1, 250, 470 Mechanical Engineering and of Materials Science C. Sociotechnical Problems t Alfred Clark, Jr., Ph.D. (M.LT.) Professor of GEO 219, 340 Mechanical Engineering CHE 252, 253, 254 Leonard M. Goldman, Ph.D. (Rochester) Professor of Mechanical Engineering Courses in the social sciences could also be included. tMartin Lessen, Sc. D. (M.LT.) Professor of Some other sequences are: Mechanical Engineering; Yates Memorial Professor Applied Mechanics: ME 120, 213, 226 of Engineering Biochemical Applications: BIO 150, 121, CHE 23 1 James C. M. Li, Ph.D. (Washington) Professor of Mechanical Engineering and of Materials Science; Biomedical Applications: BIO III, EE 251, ME 228 Hopeman Professor of Engineering Computer Engineering: EE 101-102, 20 1-204 *t Robert S. Sherwood, M. M. E. (Texas A & M) Control and Systems: EE III, 212-213 Professor of Mechanical Engineering Energy Problems: ME 123, 252, 253 t Albert Simon, Ph. D. (Rochester) Professor of Materials and Metallurgy: CHE 280, ME 280-28 1, OPT Mechanical Engineering and Chairman of the 221 -222 Department; Professor of Physics t John H. Thomas, Ph.D. (Purdue) Professor of Optical Engineering: OPT 241, 242, 253 Mechanical and Aerospace Sciences; Associate in the Polymer Science: CHM 201 -202 (or 132- 1 33), CHE 486, Mees ()bservatory 487 t Helmut D. Weymann, D.Sc. (Aachen) Professor of Solid State Electronics: 0 PT 221, EE 222, 420 Mechanical Engineering and of Materials Science Students are encouraged to propose other sequences t Roger F. Gans, Ph.D. (California, Los Angeles) which satisfy their special interests. They are also en­ Associate Professor of Mechanical Engineering couraged to include courses of independent study in t Victor L. Genberg, Ph. D. (Case Western Reserve) their programs so that special interests may be further Associate Professor of Mechanical Engineering developed. t John E. Molyneux, Ph.D. (Pennsylvania) Associate Professor of Mechanical and Aerospace Sciences The course sequence requirements assure that each student studies no less than three technical or scientific *Edward A. Williams, Ph.D. (Princeton) Associate areas to at least the same depth as required in depart­ Professor of Mechanical Engineering mental programs within the College. t Richard C. Benson, Ph.D. (California, Berkeley) In some areas, a student who wishes to study a Assistant Professor of Mechanical Engineering nontechnical or nonscientific discipline in depth to Peter A.E.M. Janssen, Ph.D. (Eindhoven) Visiting strengthen the focus of a program may be permitted to Assistant Professor of Mechanical Engineering use a course sequence to this end. Bhaskar Majumdar, Ph.D. (Rochester) Assistant All students in the interdepartmental program must Professor of Mechanical Engineering Assistant earn a minimum cumulative grade-point average of 2.0 t David J. Quesnel, Ph. D. (Northwestern) for all courses taken in their field of specialization. This Professor of Mechanical Engineering and of will include all courses in their basic sequences as well as Materials Science the eight required engineering courses. *Neville F. Rieger, Ph.D. (Nottingham) Senior Students considering concentration in the interdepart­ !.Rcturer in Mechanical Engineering mental program are encouraged to write or visit the chairman of the Program Committee for further infor­ • Part-time. mation or for individual program counseling. t Licensed professional engineer. 156 Engineering and Applied Science

*Tsai C. Soong, Ph.D. (Stanford) Senior Lecturer in Many undergraduates in the Department assist faculty Mechanical Engineering members in research projects during the academic year *Mukhles U. Rahman, Ph.D. (Wisconsin) Lecturer in and the summer. Recent projects involving undergradu­ Mechanical Engineering ates include experiments in controlled nuclear fusion *tJef frey M. Steele, M.S. (R.I.T.) Lecturer in using high-powered lasers, use of the electron micro­ Mechanical Engineering scope and testing machines to study engineering mate­ rials, experimental modeling of the dynamics of plate The Department of Mechanical Engineering offers an tectonics, and an experimental study of stability and undergraduate program leading to the degree of bache­ turbulence in pipe flow. lor of science in mechanical engineering and a program leading to the degree of bachelor of science in geome­ Curriculum chanics. The program in geomechanics is described on page 152. The required courses are shown below in the four-year degree program in mechanical engineering. There is an introductory course in engineering graphics; a sequence in mechanics, ME 120, 121, 203, 226, 213; a sequence in Program in Mechanical energy and fluids, ME 123, 223, 225, 241,252 (or 253); a Engineering materials course, ME 280; and a laboratory in materials and solids, ME 242. All these are capped by the senior Mechanical engineers are in many ways the most design sequence, ME 204, 205. In addition, students are versatile, flexible, and broadly based engineers in the urged to use the technical electives to further deepen profession. Their activities can range over such fields their training in the sequences by utilizing undergraduate as energy, mechanics, manufacturing, design, transpor­ electives, such as ME 227 or 253, or by including gradu­ tation, materials, heat, fluids, hypersonic gases, and ate courses at the 400 level. There are a number of these plasma. available in energy, fluids, applied mechanics, and mate­ The University of Rochester has offered an under­ rials. Students are also encouraged to take an introduc­ graduate degree in mechanical engineering for over 60 tory course in circuits, such as EAS 255. years. This program provides a particularly good back­ For admission to the mechanical engineering pro­ ground for graduate study in engineering and other gram, the student must have completed the first two fields, as well as effective preparation for students who years as listed in the four-year degree program below. In enter industry immediately upon graduation. The De­ addition, the student must have attained a grade point partment strives to develop competent, creative, respon­ average of 2.0 or better in all ME courses taken, and an sible engineers capable of assuming leadership roles in overall grade point average of 2.0 or better. their profession. For graduation, concentrators in the Department The curriculum provides a balance of courses in the must obtain a cumulative average of 2.0 or higher for all humanities and social sciences, physics, applied mathe­ required ME courses. matics , and basic engineering. Emphasis is placed on the Students are encouraged to join and be active in the underlying fundamentals in the required engineering student chapter of ASME, the professional society for course work, enabling graduates to adapt throughout mechanical engineers. In addition, the seniors are en­ their careers to rapid advances in science and technol­ couraged to take Part A of the New York State Profes­ ogy. Training in the design process gradually supple­ sional Engineering License examination. ments the analytical content of the courses as the under­ graduate progresses. A required senior-year sequence in Technical Electives design acts as a capstone course in this process. Formal presentation of each team's final design is a key element There are two technical electives in the program. of this course. A dedicated senior design room is made These, in combination with the free elective, may be used available to the senior class for use as a center for team to gain exposure to scientific or technical subjects out­ design activities. This room includes computer termi­ side of mechanical engineering or to take additional nals, drafting tables, modeling kits, and reference mate­ course work within the department. Students should rials. consult with their adviser for assistance in selecting these

·Part-time. electives. t Licensed professional engineer. Mechanical Engineering 157

Distribution Requirements 'An alternative approved sequence is Physics 133, 134, 135 and 136 for those considered eligible by the Department of Physics. This sequence There are five required courses. Of these, at least two should begin in the fi rst term of the freshman year.

must be in the humanities and at least two in the social 'esc 171 or EE 101 may be substituted for EAS 101-102. sciences. The remaining course may be a humanities 'ME 252 may be taken in the junior year. course, a social science course, or any course in the Graduate School of Management with one of the follow­ ing designations: BSI, AEC, or LA W. Courses of Instruction

Accreditation ME 110, Engineering Graphics, Credit-I hour. Elements of descriptive geometry. Orthographic projections and drawing. Each student is assisted by a faculty adviser in plan­ Dimensioning and tolerancing. Manufacturing principles and ning his or her program of study. In making specific techniques. Assembly drawings. Computer-aided design. course selections, each student is required to satisfy not ME 120, Engineering Mechanics I, Equilibrium of particles only the course requirements given below, but also the and rigid bodies; analysis of structures, trusses, beams, and minimum professional accreditation requirements of the cables; friction; distributed forces, moments of inertia; virtual Accreditation Board for Engineering and Technology. work. Prerequisites: MTH 161 and PHY 121; MTH 162 taken Faculty advisers should be consulted to be sure that all concurrently. such requirements are met. ME 121, Engineering Mechanics II, Kinematics and dynam­ ics of particles and rigid bodies. Forces and accelerations. Energy and momentum methods. Introduction to vibrations. Four-Year Degree Program in Prerequisite: ME 120. Mechanical Engineering ME 123, Thermodynamics, Concepts of temperature, first law and second law of thermodynamics, applications of fi rst and second laws, equations of state, gaseous mixtures and psy­ First Year chometrics, power and refrigeration cycles. Prerequisites: MTH Math 161' Math 162' 162; PHY 113 or 121. Chem 125 Physics 1212 ME 201, Engineering Analysis: Boundary-Value Problems, EAS 101-1023 ME 110 Advanced ordinary differential equations, Fourier series, English ME 120 Sturm-Liouville theory, Bessel functions, Legendre polyno­ Elective (hum. or soc. sci.) mials. Partial differential equations, separation of variables, transform methods, numerical methods. Prerequisites: MTH Second Year 163, 164. Math 163 Math 164 ME 202, Engineering Analysis: Applied Complex Variables. Physics 122, 181 Physics 123, 182 Complex numbers, analytic fu nctions, singularities and branch ME 121 ME 123 cuts. Complex differentiation and integration, residues and Elective (hum. or soc. sci.) Elective (hum. or soc. sci.) poles, series expansion. Geometry of analytic functions, con­ formal mapping, potential theory, vibration problems. Prereq­ Third Year uisites: MTH 163, 164. ME 280 ME 223 ME 203, Kinematics of Machinery, Geometrical kinematics. ME 225 ME 226 Elementary properties of plane motion with applications to ME 203 ME 241 linkages, cams, and gears. Analytical kinematics. Generalized Physics 183 coordinates, constraint equations, position and kinematic Elective (hum. or soc. sci.) Elective (hum. or soc. sci.) analysis of mechanisms. Numerical methods. Analytical dy­ Fourth Year namics of machines. Generalized forces, virtual work. Appli­ cations to reciprocating engines. Mechanism design project. ME 204 ME 205 Prerequisites: ME 120, 121. ME 242 ME 213 ME 204, Mechanical Design, Design of mechanical com­ ME 2524 or ME 253 Elective (technical) ponents common to many engineering applications. Examples: Elective (technical) Elective (free) straight and curved structural elements, plates, springs, bear­ ings, threaded fa steners, and electromechanical actuators. 'An alternative approved sequence is Mathematics 171, 172 fo r those considered eligible by the Department of Mathematics. An acceptable Problems include specifications such as strength, stiffness, alternative sequence to Mathematics 161, 162 is Mathematics 141, 142, stability, fa tigue life, and dynamic response. Materials selec­ 143. tion, cost constraints, need to interface with total system, and 158 Engineering and Applied Science manufacturing limitations are considered . Course emphasizes ME 242. Materials and Solids Laboratory. Design, plan­ open-ended design problems and includes a team design proj ­ ning, execution, and reporting of three experimental projects ect. Prerequisite: ME 226. that emphasize the interaction between mechanical behavior of materials and their internal structure. Topics include: precipita­ ME 205. Advanced Mechanical Design. Follows ME 204 in tion hardening, stress corrosion, optical metallography, stress the study of mechanical elements: springs, bearings, gears, concentrations, mechanical testing (impact, fracture, creep, and clutches, and drives. Emphasis shifts to study of mechanical tension), photoelastic stress analysis, and phase transforma­ systems and optimal design. Computer-aided design techniques tions in steels. Prerequisites: ME 120, 226, 280. are taught. Semester-long, team design project. Local industry input for problem selection and review is solicited. Prerequisite: ME 252. Modern Energy Conversion. Conversion of chemi­ ME 204. cal and nuclear energy into mechanical and electrical energy. Energy sources and their projected use. Conventional electric ME 213. Mechanical Systems, Dynamics of discrete me­ power generation, thermoelectric and thermionic systems and chanical systems. Perturbation methods and linearization. fuel cells, fission, controlled fusion, and magneto hydrodynamic Analysis of constant coefficient and positive linear systems. power generation. Design project. Prerequisite: ME 123. Transform and state space methods: oscillations, stability, con­ trolability, observability, and feedback. Nonlinear systems. ME 253. Nuclear Engineering. Nuclear structure, nuclear Optimal control. System design project. Prerequisites: ME 120; reactions, fission, nuclear power plants, neutron diffusion, reac­ MTH 163, 164. tor theory, reactor kinetics. Team design project. Prerequisites: PHY 123, ME 123. ME 223. Heat Transfer. Modes of heat transfer; application ME 280. Introduction to Materials Science. Relationship of practical heat transfer devices. Engineering analysis of heat between structure of solid materials and their engineering prop­ exchanger elements and design of heat exchangers. Team design erties. The dependence of mechanical, electronic, magnetic, project requiring synthesis of analytical and empirical elements. thermal, and chemical properties of metals, semiconductors, Prerequisites: ME 123, 225. ceramics, polymers, and glasses on their chemical bonding, elec­ ME 225. Introduction to Fluid Dynamics. Dimensional tronic structure, atomic arrangement, and phase composition. analysis, kinematics, Bernoulli's theorem, potential fl ow, vortic­ Prerequisites: MTH 163, 164; PHY 123. ity, viscous flow, boundary layers, instability and turbulence, ME 390. Supervised Teaching. one-dimensional compressible flow, shock waves. Prerequisites: MTH 163, 164; PHY 123. ME 391. Independent Reading. ME 226. Introduction to Solid Mechanics. Mechanics of ME 392. Special Topics Seminar. deformable solids, fo rces and moments in slender members, ME 393. Special Essay or Thesis. Castigliano's theorem, stress and strain, Hooke's Law, plane ME 394. Internship. stressj plane strain, elastic solutions, thermal elasticity, mechan­ ical properties of materials, tensile test, torsion, stresses in ME 395. Independent Research. bending, deflection of beams, statically indeterminate systems, ME 401. Topics in Ordinary Differential Equations. Greens buckling. Prerequisites: ME 120, MTH 164. functions. Matrix methods for linear systems, Fourier trans­ ME 227. Applied Fluid Dynamics. Selected topics in fluid form, Laplace transform, vibration theory. Linear equations in dynamics as applied in engineering practice. Topics include pipe the complex plane, singular points, asymptotic solutions, inte­ flow, pipe networks, open-channel flow, flow in turbines and gral representations. Boundary-value problems, eigenfunction pumps, low-speed aerodynamics, drag reduction, and hydro­ expansions, minimum principle. Perturbation theory, eigen­ dynamic lubrication. Assignments include design of fluid com­ value perturbations, two-time methods, boundary layers and ponents and systems. Individual design proj ects. Prerequisite: matched expansions. Prerequisites: ME 201, 202 or MTH 281, ME 225. 282. "ME 232. Introduction to Geotechnical Engineering. Iden­ ME 402. Partial Differential Equations. Greens functions, tification and classification of soil and rock materials. Mea­ transform methods, and eigenfunction expansions used to treat surement of soil and rock properties; application of data to the Laplace equation, the diffusion equation, and the wave practical engineering problems such as building foundations, equation. Theory of characteristics, shock waves, and Burger's highways, dams, and tunnels. Prerequi'sites: MTH 162, ME 120; equation. Finite-difference methods for numerical solutions, GEO 101 recommended. truncation errors, stability, implicit and explicit schemes. Pre­ requisites: ME 20 1, 202 or MTH 28 1, 282. ME 241. Fluid Dynamics and Thermal Sciences Laboratory. Small team solution of experimental problems: parameter --ME 408. Phase Transformation in Metals and Alloys. studies, design problems, theory verification, application of The physical, chemical, and mechanical properties of metals results from the current journal literature. Laminar and turbu­ and alloys can be varied drastically by thermal and mechanical lent flows, heat transfer and heat power. Flow visualization and treatments. This phase transformation course is concerned with measurement. Computer interfacing. Prerequisites: ME 123, 225; EAS 101 (or other computer course); ME 223 is helpful. ""Not given academic year 1982-83. Mechanical Engineering 159 a description of how atomic arrangements occur; how they are ME 441. Mechanics of Structures II. Finite Elements. The­ associated with kinetic and crystallographic features; and how ory and applications of the fi nite element method, a popular they influence the physical, chemical, and mechanical proper­ approximation technique for the analysis of general field prob­ ties of real engineering materials. Prerequisite: consent of the lems. Practical problems are solved using the general purpose instructor. NASTRAN computer program. Emphasis is placed on elastic­ ity and structures, but heat transfer, fluid flow, and electric ··ME 411. Mechanical Properties of Polymers. Structure of fields are discussed. Matrix theory and computer experience are polymers, elastic behavior, fi nite strain elasticity, viscoelastic helpful, but not required. Prerequisite: ME 226. behavior of polymers, time-temperature superposition, free volume theory, relaxation processes, nonlinear and anisotropic ··ME 442. Introduction to Dislocation Plasticity. Some behavior, dislocations and disclinations, yielding and fracture. elementary concepts in the physics of plasticity, imperfect crys­ Prerequisite: consent of the instructor. tals, and point, line, and surface defects. Burgers circuit and vector, Frank-Read source, partial and super dislocations, force ··ME 416. Rheology with Application to Polymers. Basics on a dislocation, dislocation mobility, and plastic deformation. of rheology: stress, strain, constitutive equations. Phenomeno­ Prerequisites: ME 226, 280. logical description of different types of rheological behavior. Molecular theories of viscosity, viscosity of suspensions. Appli­ ME 443. Applied Vibrations Analysis. The course consists cation to polymers: structure of polymers, infinitesimal and primarily of vibration case histories. Each case history is finite strain elasticity, viscoelastic behavior, time-temperature divided into a general description, explanation of fa cts, method superposition, nonlinear and anisotropic behavior, dislocations of analysis, and conclusion. The course begins with a review of and disclinations, yielding and fracture. vibrations principles and ends with a summary of general tech­ niques for future applications. Prerequisites: ME 213 or an ME 421. Physical Rheology. General relations between introductory course on vibrations, or consent of the instructor. stress and strain and their time derivatives. Phenomenological description of different types of rheological behavior. Molecu­ ME 444. Continuum Mechanics. The mechanics of contin­ lar theories of viscosity, viscosity of suspensions, thixotrophy, uous media. Introduction to tensors. Study of stress and strain. viscoelasticity, and rubber elasticity. Prerequisite: consent of Constitutive laws for solids and fluids. Balance of mass, mo­ the instructor. mentum, angular momentum and energy. Entropy production. Application to boundary value problems. Prerequisites: MTH ··ME 428. Geophysical Fluid Dynamics. Fluid motions in 164; ME 225, 226. oceans and atmospheres. Static structure; Boussinesq approx­ imation; internal gravity waves; waves in a compressible, strati­ ME 445. Plates and Shells. Study of the linear elastic fied fluid; geostrophic flow; inertial waves; Ekman layers; defo rmation of plates and shells and emphasis on surfaces of Rossby waves; convection. Prerequisite: ME 225. revolution. Solutions of deformation problems with various support and load conditions. Prerequisites: ME 120, 226; MTH ME 434. Introduction to Plasma Physics I. Orbit theory, 164. adiabatic invariants. MHD equations, waves in plasmas, shock waves in plasmas, diffusion across magnetic fields and in veloc­ "ME 451. Crystallography and X-Ray Diffraction. Crys­ ity space. Prerequisite: EE 23 1 or PHY 217 or equivalent. tallography, symmetry elements, space groups, X-ray diffrac­ tion, single crystal diffraction, powder patterns, Fourier trans­ ME 435. Introduction to Plasma Physics II. Vlasov equa­ forms, Patterson functions, grain size effects, residual stress and tion, Landau damping. VanKampen modes, shield clouds, two­ cold work, diffuse and small angle scattering, Bragg and Laue, stream instability, micro-instabilities, drift instability, nonlinear X-ray topography. Weekly laboratory. Prerequisite: consent of instability theory, radiation from plasmas. Prerequisite: ME the instructor. 434. ME 452. Electron Microscopy. Kinematical theory of dif­ ME 436. Compressible Flow. Acoustics, one-dimensional fraction; reciprocal space, single crystal diffraction patterns; steady flow, shock waves, one-dimensional unsteady flow and dynamical theory of diffraction; direct observations of disloca­ the theory of characteristics, steady supersonic flow, radiative tions, stacking faults. Weekly laboratory involving use of the transfer in gases. Prerequisite: ME 225. electron microscope. Prerequisite: ME 45 1 and consent of the "ME 437. Viscous Flow. Viscous flow; exact solutions, instructor. small and large Reynolds number approximations, asymptot­ ME 460. Thermodynamics of Solids. Review of thermo­ ics, singular perturbation theory, examples of current interest. dynamic variables and laws, Jacobian algebra, partial molal Prerequisite: ME 225. and excess quantities, phase transformations and chemical ME 440. Mechanics of Structures I. Tensions, compression, reactions, solid solutions, surfaces and interfaces, diffusion, and shear stress; equilibrium; deformation; beams; plates and irreversible thermodynamics. Prerequisite: ME 123 or CHE torsion; combined loading and multiaxial stresses in frames; 225. transfer matrices and state vectors; variational and strain energy methods; mechanical and elastic stability; viscoelastic behavior. Prerequisite: ME 226. " Not given academic year 1982-83. 160 Engineering and Applied Science G. Michael Morris, Ph.D. (California Institute of Technology) Scientist in Op tics OPTICS Gerard Mourou, Ph. D. (Paris) Scientist in Laser Energetics and in Op tics *Grace Wever, Ph.D. (Temple) Research Associate in Joseph H. Eberly, Ph.D. (Stanford) Professor of Op tics Physics and of Op tics Miles Parker Givens, Ph.D. (Cornell) Professor Nicholas George, Ph.D. (California Institute of Emeritus of Op tics Technology) Professor of Op tics *Robert Earl Hopkins, Ph.D. (Rochester) Professor The Institute of Optics at the University of Rochester of Op tics is the only department in the country offering a four­ *Rudolph Kingslake, D.Sc. (London) Professor of year undergraduate degree in optics. It is also an inter­ Op tics nationally known center for research and teaching at the *David Lewis MacAdam, Ph.D. (M.LT.) Professor of graduate level. The B.S. in optics provides fundamental Op tics courses in physical optics, geometrical optics, radiation *Erich W. Marchand, Ph.D. (Rochester) Professor of and detectors, and numerous electives in specialized Op tics areas of optics and related fields. The bachelor's degree Kenneth James Teegarden, Ph.D. (Illinois) Professor prepares students for immediate employment as optical of Op tics; Director, Th e Institute of Op tics engineers. Optics majors who plan to do graduate work Brian John Thompson, Ph.D. (Manchester) Professor may apply in their junior year for admission to the five­ of Op tics; Dean, College of Engineering and Applied year B.S.-M.S. program, described in detail on page 161, Science and may begin master's-Ievel independent research in Emil Wolf, Ph.D. (Bristol), D.Sc. (Edinburgh) their senior year. The B.S. in optics also provides suit­ Professor of Physics and of Op tics able background for students wishing to work toward a Christopher Dainty, Ph.D. (London) Associate Ph. D. degree in pure or applied optics and a career in Professor of Op tics and Associate in the Mees research. Observatory Interested and qualified undergraduates are some­ James Morton Forsyth, Ph.D. (Rochester) Senior times able to participate in faculty research projects dur­ Scientist in Laser Energetics and Associate Professor ing the school year or in the summer. Current projects of Op tics include studies involving lasers, holography, image proc­ *Conger Wren Gabel, Ph.D. (Rochester) Associate essing and information handling, experimental studies of Professor of Op tics optics and electronic properties of matter, computer­ Duncan Thomas Moore, Ph.D. (Rochester) Associate aided lens design and evaluation, design of multilayer Professor of Op tics optical filters, and the interaction of intense optical radi­ Carlos Ray Stroud, Jr., Ph. D. (Washington) ation with matter, including studies of laser-induced Associate Professor of Op tics nuclear fusion, a potential energy source for the future. Robert W. Boyd, Ph.D. (California, Berkeley) Students normally apply for admission to The Insti­ Assistant Professor of Op tics tute at the end of the sophomore year by submitting a Dennis G. Hall, Ph.D. (Tennessee) Assistant concentration approval form to their adviser or to the Professor of Op tics chairman of the Undergraduate Committee. Admission Michael C. Lea, Ph.D. (Imperial College, London) requirements are a 2.0 grade-point average in required Assistant Professor of Op tics optics courses taken up to that time (usually Optics 241 Michael G. Raymer, Ph.D. (Colorado) Assistant and 261) and an overall grade-point average of 2.0. For Professor of Op tics graduation, a minimum cumulative grade-point average Jay M. Eastman, Ph.D. (Rochester) Director of the of 2.0 is necessary for all courses taken in The Institute Laboratory fo r Laser Energetics and Associate of Optics, as well as an overall average of 2.0. Professor of Op tics Students are encouraged to join as members of the Stephen D. Jacobs, Ph. D. (Rochester) Scientist in local chapter and national organization of the Optical Laser Energetics and in Op tics Society of America and the Society of Photo-Optical Instrumentation Engineers.

·Part-time. Op tics 161

Prospective students and undergraduates considering B.S.-M.S. Program in Optics optics as a major are encouraged to write or to visit The Optics juniors contemplating graduate work should Institute of Optics for further information and individ­ consider the special five-year program outlined below. ual counseling. Students learn of acceptance into this program in the spring of their junior year and can begin master's-Ievel Four-Year Degree Program independent work during the senior year. The B.S. is awarded at the end of the fourth year. Work or study for credit in the summer between the fourth and fifth years First Year can be arranged if desired. The fifth year of this program Math 161' Math 162' contains more reading and research (Optics 49 1 and 495) Chern 125 Physics 121' than the normal curriculum would and fewer formal English Elective courses. Students write a master's thesis (see Plan A Elective' Elective degree in the 9!ficial Bulletin: Graduate Studies) but are Second Year not required to take the M.S. comprehensive examina­ tion. Math 163' Math 164' Physics 122, 18 l' Physics 123, 182) To apply, students must be in good academic standing OPT 24 1 OPT 261 and must have completed all required courses through Elective (hum. or soc. sci.) Elective (hum. or soc. sci.) the first semester of the junior year. Students may also compete with other M,S. candidates for financial aid in Third Year the fifth year. OPT 262 OPT 242 ME 202 ME 20 1 B.S.-M.S. Program Elective Elective Elective (hum. or soc. sci.) Elective (hum. or soc. sci.) Fourth Year Fourth Year OPT 46 1 or 44 1' OPT 462 or 442' OPT 225 Elective OPT 453 Optics Laboratory OPT 256 (or elective) Elective (or OPT 256) Elective Elective Elective Elective Elective Elective Elective (hum. or soc. sci.) Elective (hum. or soc. sci.) Summer Work or Study (optional) I An alternative approved sequence is Mathematics 171, 172, 173, 174 fo r those considered eligible by the Department of Mat hematics or OPT 49 1, 493, or 495 (up to 6 credits) Mathematics 141, 142, 143, 163, 164. 'A computer course is strongly recommended. Fifth Year 'The Physics sequence 121, 122, 135, 136 and the corresponding labo­ OPT 44 1' or 46 1 OPT 442' or 462 ratories may be substituted; PhysIcs 182 is not required fo r students who OPT 49 1 OPT 49 1 take EE III as an elective. OPT 495 OPT 495 Elective (Optics) Elective (Optics)

Four electives must be technical electives from the fol­ 'An alternative sequence is Optics 47 1 -472. lowing list. At least two of the four technical electives must be from group b below. Not less than six nor more than 12 hours of research a. Optics 100-freshman year only. credit (Optics 495) and not more than six hours of read­ h. Any undergraduate or graduate-level optics course ing course credit (Optics 49 1) may be applied toward the with a 200 number or higher. M.S. degree without special permission in advance from c. Physics 217 and/ or 218, Intermediate Electricity and the Associate Dean for Graduate Studies. The optics Magnetism I, II. electives in the fifth year are recommended (but not d. A computer course or sequence. required) to form a course sequence at the 400 level, e. Courses from the Systems and Control sequence in such as Optics 47 1 and 472 (lens design), Optics 443 and the Department of Electrical Engineering. 444 (optical fabrication, testing, and design), or any two of the three courses Optics 464, 465, and 467 (holog­ raphy, laser systems, and electro-optical systems). 162 Op tics 163

Courses of Instruction OPT 256. Optics Laboratory. Intensive laboratory course with experiments on optical imaging systems, testing of optical OPT 100. Introduction to Modern Optics. A discussion of instruments, diffraction, interfe rence, holography, lasers, detec­ the properties of light: refraction, imaging, diffraction, interfer­ tors, spectroscopic instruments. Prerequisites: OPT 253 and ence; principles and applications of optical instruments, includ­ 26 1. ing the microscope, telescope, and laser. Demonstrations. OPT 261. Physical Optics I. Complex representation of OPT 221. Introduction to the Optical and Electrical Proper­ waves; scalar diffraction theory; Fresnel and Fraunhofer dif­ ties of Solids. Schriidinger equation, potential wells, barriers. fraction and application to measurement; partially coherent Metals, semiconductors, insulators. Electron in a periodic light; diffraction and image formation; optical transfer func­ potential, energy bands, Fermi statistics; hydrogen atom, peri­ tion; coherent optical systems, optical data processing, and odic table, absorption, emission. Prerequisites: PHY 123; MTH holography. 164 or equivalent; ME 20 1, 202 (may be taken concurrently). OPT 262. Physical Optics II. Vector analysis, Maxwell's "OPT 222. Optical Materials and Solid State Devices. equations, energy flow in electromagnetic fields, dipole radia­ Introductory course covering spectra of simple atomic and tion from Lorentz atoms, partially polarized radiation, spectral molecular systems, lifetimes and energy levels, molecular and line broadening, dispersion, reflection and transmission, crystal atomic lasers, optical constants of materials with applications optics, electro-optics, quantum optics. to optical devices. Prerequisite: OPT 221. OPT 391. Independent Reading. OPT 224. Opto-Electronics I. Optical devices including lasers, modulators, and optical wave guides. Emphasis is placed OPT 392. Special Topics. on developing the basic principles needed to design new devices, OPT 393. Special Essay. as well as an understanding of the operation of those currently OPT 395. Independent Research. In use. OPT 396. Special Problems in Optics. Reading or research OPT 225. Opto-Electronics II. Detectors of optical radi­ course open by special permission to seniors in optics. ation including quantum detectors and thermal detectors. Sources of noise in detectors and the limits of detectivity. Opti­ Graduate Courses Open to Advanced Undergraduates (with cal heterodyning and video detection. Applications to commu­ permission of the instructor) nications, optical radar. OPT 412. Quantum Mechanics for Optics. OPT 241. Geometrical Optics I. Optical instruments and OPT 441, 442. Geometrical and Instrumental Optics. their use. First-order Gaussian optics and thin-lens system OPT 443. Optical Fabrication and Testing. layout. Photometric theory applied to optical systems. The eye, magnifier, microscope, matrix optics, nature of Seidel aberra­ OPT 444. Optical Design Laboratory. tions. Laboratory. OPT 453. Radiation and Detectors. OPT 242. Geometrical Optics II. Telescope, rangefinder, OPT 461, 462. Physical Optics. and angular measuring instruments; prisms and gratings used in OPT 464. Holography. spectroscopic instruments. Optics of photographic lenses; fabri­ cation and testing of optical surfaces and lenses. Laboratory. OPT 465. Laser Systems. Prerequisite: OPT 24 1. OPT 467. Electro-Optical Systems. OPT 246. Optical Interference Coating Technology. Optical OPT 471, 472. Lens Design. interference in a multilayer stack and its application to anti­ OPT 475. Interferometry. reflection coatings, beamsplitters, laser mirrors, polarizers, and bandpass filters. Prerequisite: OPT 262. ·OPT 491. Reading Course in Optics (M.S.) OPT 252. Colorimetry. Principles and uses of CI E system of OPT 492. Special Topics in Optics. colorimetry, additive and subtractive color-mixture calcula­ ·OPT 495. Research in Optics (M.S.) tions, color-difference evaluation, uniform color scales, chro­ matic adaptation, computer colorant formulation, metameric colors, color-rendering properties of light sources. 'Admission normally limited to those students enrolled in the five­ year optics B.S.-M.S. program. '·Not given academic year 1982-83.

165

SCHOOL OF NURSING

Administrative Officers Vivian Derby, R.N., Ph.D. (Denver) Associate Professor of Nursing; Clinical Chieffo r Obstetrical Loretta C. Ford, R.N., Ed.D. (Colorado, Boulder) and Gynecological Nursing Dean of the School of Nursing and Director of Elaine C. Hubbard, R.N., Ed.D. (Boston) Associate Nursing of the Medical Center Professor of Nursing; Clinician Carole A. Anderson, R.N., Ph.D. (Colorado) Elizabeth McAnarney, M. D. (Syracuse) Associate Associate Deanfor Graduate and Undergraduate Professor of Pediatrics, of Psychiatry, of Medicine, Studies and of Nursing Margaret D. Sovie, R.N., Ph.D. (Syracuse) Associate Helen McNerney, R.N., M.S. (Rochester) Associate Dean fo r Practice Professor of Nursing Edith Olson, R.N., M.S. (Hunter) Associate Professor Faculty Emeritus of Nursing Marjorie Pfaudler, R.N., M.A. (Columbia) Associate Josephine Craytor, R.N., M.S. (Rochester) Professor Professor of Nursing and of Preventive, Fa mily, and Emeritus of Nursing Rehabilitation Medicine; Clinician Loretta C. Ford, R.N., Ed.D. (Colorado, Boulder) Rose Pinneo, R.N., M.S. (Pennsylvania) Associate Professor of Nursing and of Preventive, Fa mily, and Professor of Nursing; Clinician Rehabilitation Medicine; Dean of the School of Klaus Roghmann, Ph.D. (Cologne) Associate Nursing and Director of Nursing of the Medical Professor of Sociology, of Pediatrics, of Preventive, Center Family, and Rehabilitation Medicine, and of Nursing Eleanor Hall, R.N., M.A. (Columbia) Professor Madeline H. Schmitt, R.N., Ph.D. (SUNY, Buffalo) Emeritus of Nursing Associate Professor of Nursing and of Sociology Robert Hoekelman, M.D. (Columbia) Professor of Margaret D. Sovie, R.N., Ph.D. (Syracuse) Associate Pediatrics, of Health Services, and of Nursing Professor of Nursing; Associate Deanfor Practice Jean E. Johnson, R.N., Ph.D. (Wisconsin) Professor Mary Wemett, R.N., M.S. (Rochester) Associate of Oncology; Associate Director fo r Nursing in the Professor of Nursing; Clinician Cancer Center; Clinical Chief of Oncology Nursing Barbara Adams, R.N., M.S. (Rochester) Assistant Thomas Knapp, Ed.D. (Harvard) Professor of Professor of Nursing and of Pediatrics Educational Administration and of Nursing JoAnn Belle-Isle, R.N., M.S. (Pittsburgh) Assistant Robert Schwartz, Ph.D. (Pennsylvania) Visiting Professor of Nursing; Clinician Professor in Nursing Judith Broad, R.N., M.S.N. (Case Western Reserve) Carole A. Anderson, R.N., Ph.D. (Colorado) Assistant Professor of Nursing; Clinical Chief of Associate Professor of Nursing and of Psychiatry; Psychiatric-Mental Health Nursing Associate Deanfor Graduate and Undergraduate Jean K. Brown, R.N., M.S. (Rochester) Assistant Studies Professor of Nursing; Clinician; Associate to the Carolyn Aradine, R.N., Ph.D. (Michigan) Associate Clinical Chief of Oncology Nursing Professor of Pediatric Nursing; Clinical Chief of *Kirstan Burke, R.N., M.S.N. (Catholic University) Pediatric Nursing Assistant Professor of Nursing Robert W. Chamberlin, M.D. (Harvard) Associate Patricia Davitt, R.N., M.S. (Rochester) Assistant Professor of Pediatrics and of Nursing Professor of Nursing; Clinician; Clinical Chief of Rita Chisholm, R.N., M.A. (Teachers College, Surgical Nursing Columbia) Associate Professor Emeritus of Nursing 166 Nursing

Katharine M. Donohoe, R.N., M.S. (Rochester) Ruth Anne Yauger, R.N., M.P. H. (Minnesota) Assistant Professor of Nursing and of Neurology; Assistant Professor of Nursing Clinician Nancy Baker, R.N., M.S. (Rochester) Instructor in Judith Dunbar, R.N., Ph.D. (Pittsburgh) Assistant Nursing; Clinician Professor of Nursing; Clinician II *Margaret Bank, R.N., M.S.N. (Yale) Instructor in Diane Eigsti, R.N., M.S. (Tulane) Assistant Professor Nursing of Nursing Mary A. Baroni, R.N., M.S. (Rochester) Instructor in *Jean Garling, R.N., M.S. (Rochester) Assistant Nursing; Clinician II Professor of Nursing; Clinician Carroll Bouman, R.N., M.S. (Rochester) Instructor in Cynthia Hart, R.N., M.S. (Rochester) Assistant Nursing; Clinician II Professor of Nursing; Clinician Deborah Bies, R.N., M.S.N. (Michigan) Instructor in *Amy M. Karch, R.N., M.S. (St. Louis) Assistan t Nursing; Clinician Professor of Nursing Margaret Briody, R.N., M.S.N. (Catholic University) Nancy Kent, R.N., M.S.N. (Catholic University) Instructor in Nursing; Clinician Assistant Professor of Nursing; Clinical Chief of Susan M. Brooke, R.N., M.S. (Rochester) In structor Medical Nursing in Nursing; Clinician II *Anne Klijanowicz, R.N., M.S. (Boston College) Kathryn Burns, R.N., M.S. (Rochester) Instructor in Assistant Professor of Nursing; Clinician Nursing; Clinician Barbara A. Lum, R.N., M.S. (Rochester) Assistant Mary Ann Campbell, R.N., M.S. (Rochester) Professor of Nursing; Associate Clinical Chief of Instructor in Nursing; Clinician Perinatal Nursing Linda Carter-Jessop, R.N., M.S. (Rochester) Gail C. McCain, R.N., M.S. (SUNY, Buffalo) Instructor in Nursing; Clinician Assistant Professor of Nursing; Clinician Patricia Chiverton, R.N., M.S. (Rochester) Instructor Marilyn McClellan, R.N., M.S. (Rochester) Assistant in Nursing; Clinician II Professor of Nursing; Assistant Director of Nursing. *Abigail Chodoff, R.N., M.S. (Columbia) Instructor Staff Development; Acting Coordinator fo r in Nursing; Clinician II Continuing Education Mary Kimberly Clarke, R.N., M.S. (Rochester) Ruth O'Brien, R.N., Ph.D. (N.Y. U.) Assistant Instructor in Nursing; Clinician II Professor of Nursing *Phyllis Collier, R.N., M.S.P. H. (North Carolina) Kathleen Plum, R.N., M.S. (Rochester) Assistant Instructor in Nursing Professor of Nursing; Clinician *Carol Crane, R.N., M.S.N. (Ohio) Instructor in Bethel A. Powers, R. N., M.S. (Rochester) Assistant Nursing; Clinician Professor of Nursing Betty Deffenbaugh, R.N., B.S. (Rochester) Susan Saunders, M.S.W. (Missouri) Assistant * Instructor in Nursing; Assistant Director of Nursing Professor of Psychiatry. of Medicine. and of Nursing; Practice. Medical Center Associate Director of Clinical and Community Susan DeRosa, R.N., M.S. (Rochester) Instructor in Programs. Psychiatry Nursing; Clinician Harriet Seigel, R,N., M.S. (Rochester) Assistant Mary T. Dombeck, R.N., M.S. (Rochester) Inslructor Professor of Nursing; Clinician in Nursing; Clinician Carol A. Smith, R.N., M.S. (Rochester) Assistant Ann Marie Dozier, R.N., M.S. (Rochester) Instructor Professor of Nursing; Clinician in Nursing; Clinician II Donna Sorensen, R.N., M.S. (Cornell) Assistant Beverly Faro, R.N., M.S. (Rochester) Instructor in Professor of Nursing Nursing; Clinician Michael Tarcinale, R.N., Ph.D. (Syracuse) Assistant Martha Fortune, R.N., M.S. (Rochester) Instructor in Professor of Nursing Nursing Sharon Trimborn, R.N., M.S.N. (Case Western *Maureen M. Friedman, R.N., M.S.N. (Ohio) Reserve) Assistant Professor of Nursing; Clinician Instructor in Nursing; Clinician Mary S. Turner, R.N., M.S. (Rochester) Assistant Pamela J. Heiple, R.N., M.S. (Rochester) Instructor Professor of Nursing; Clinician in Nursing; Clinician *Erlinda Wheeler, R.N., M.S. (Rochester) Assistant Professor of Nursing • Pa rt-time. Fa culty 167

June L. Helberg, R.N., M.S. (Rochester) Instructor in * Janice Rogers, R. N., M.S. (Rochester) Instructor in Nursing; Clinician Nursing; Clinician Lorelei Heliotis, R.N., M.S. (Rochester) Instructor in Susan F. Rogers, R.N., M.S. (Rochester) Instructor Nursing; Clinician II in Nursing; Clinician /I Gloria Horsley, R.N., M.S. (Rochester) Instructor in Kathleen Sanford, R.N., M.S. (Syracuse) Instructor Nursing; Clinician /I in Nursing; Clinician /I Mary Insel, R.N., M.S. (Rochester) Instructor in Theresa Schwartz, R.N., M.S. (Rochester) Instructor Nursing; Clinician II in Nursing; Clinician /I Margaret S. Izzo, R.N., M.S. (Catholic University) Leslie Skillman, R.N., M.S.N. (Pennsylvania) Instructor in Nursing; Clinician Instructor in Nursing; Clinician J/ Rosemary Johnson, R.N., M.S. (Rochester) Instructor *Rosemary Somich, R.N., M.S. (Rochester) in Nursing; Clinician Instructor in Nursing; Clinician Linda Jones, R.N., M.S. (Rochester) Instructor in Karen P. Stein, R.N., M.S.N. (Buffalo) Instructor in Nursing; Clinician Nursing; Clinician Nancy Kane, R.N., M.S. (Rochester) Instructor in Carol J. Sutter, R.N., M.S.N., C.N.M. (St. Louis) Nursing; Clinician /I Instructor in Nursing; Clinician J/; Coordinator Colleen Keenan, R.N., M.S. (Rochester) Instructor in Nurse Midwifery Services Nursing; Clinician /I Hope Titlebaum, R.N., M.S. (Rochester) Instructor Genevieve Knortz, R.N., M.S.N. (Pennsylvania) in Nursing; Clinician /I Instructor in Nursing; Clinician Janis R. Tobin, R.N., M.S. (Boston) Instructor in Mary Ellen Kunz, R.N., M.S. (Rochester) Instructor Nursing; Clinician in Nursing; Clinician Sandra Van Camp, R.N., M.S. (Rochester) Instructor Gerri S. Lamb, R.N., M.S. (Rochester) Instructor in in Nursing; Clinician II Nursing; Clinician Alison VanPutte, R.N., M.S. (Rochester) Instructor Rebecca K. Ledwin, R.N., M.S. (Rochester) in Nursing; Clinician Instructor in Nursing; Clinician *Nancy Watson, R.N., M.S. (North Carolina) * Jane M. Lyons, R.N., M.S. (SUNY, Buffalo) Instructor in Nursing Instructor in Nursing; Clinician II Donna H. White, R.N., M.S. (Rochester) Instructor Cheryl Mahoney, R.N., M.S. (Rochester) Instructor in Nursing; Clinician in Nursing; Clinician II Joan L. Whittenberg, R.N., M.S. (Rochester) Barbara Masiulis, R.N., M.S. (Rochester) Instructor Instructor in Nursing; Clinician /I in Nursing; Clinician II Carol Wilson, R.N., M.S. (Rochester) Instructor in Merle Mast, R. N., M.S. (Rochester) Instructor in Nursing; Clinician Nursing; Clinician /I *Hannelore Yoos, R.N., M.S. (Rochester) Instructor Suanne Miller, R.N., M.S. (Rochester) Instructor in in Nursing; Clinician Nursing; Clinician Suzanne T. Zigrossi, R.N., M.S.N. (Texas) Instructor Mary E. Moynihan, R.N., M.S. (Rochester) Instructor in Nursing; Clinician in Nursing; Clinician II Sonja Nielsen, R.N., M.S. (Rochester) Instructor in The faculty of the School of Nursing subscribes to the Nursing; Clinician II philosophy of the University of Rochester that men and *Sue Nickoley-Colquitt, R.N., M.S. (Rochester) women must have an opportunity to learn and should Instructor in Nursing; Clinician understand their responsibilities for enlightened leader­ Linda S. Pawlik, R.N., M.S. (California, Los Angeles) ship as citizens in a changing social order; that liberal In structor in Nursing; Clinician J/ education should consist of acquiring the knowledge and Marilyn Petit, R.N., M.S. (Buffalo) In structor in skills adequate to conduct a rational search for answers Nursing; Clinician to the major questions which confront man; and that Karen Piacentino, R.N., M.S. (Buffalo) Instructor in liberal education is basic to professional education and Nursing; Clinician II Marie Riga-Zeigler, R.N., M.S. (Buffalo) Instructor in Nursing; Clinician II

• Part-time. 168 Nursing should evoke clarity of thought, direction of purpose, 1. A minimum total of 128 semester hours, or equiva­ and integrity of character. lent, of acceptable and satisfactory academic work. The faculty believes that nursing is a useful profession, 2. A cumulative grade-point average of at least 2.0 a service rendered by one human being for another, or for all courses taken for credit at the University of for a group, in which knowledge is drawn from the Rochester. health sciences and applied to the maintenance and 3. A minimum of 32 hours of course work at the School restoration of the physical and mental well-being of of Nursing. persons. For registered nurses, a minimum of 32 hours of Education for professional nursing requires a founda­ course work in the School of Nursing must be completed tion in the physical, biological, and social sciences and in on a full- or part-time basis within a six-year period the humanities. Upon this base are built educational following admission, for a minimum total of 128 credits experiences which help the nursing student acquire the overall. knowledge, skills, and understandings necessary to fu nc­ tion as a member of the health team and to care for Bachelor's Degree cum Laude. Magna cum Laude. and individuals according to their physical, emotional, and Summa cum Laude social needs, fostering for them the greatest possible The School of Nursing recognizes outstanding achieve­ independence and self-direction. The undergraduate ment of its students by awarding these degrees. The program, leading to the bachelor of science degree with a Dean of the School assigns the levels of award. major in nursing, is designed to prepare for professional nursing practice and to provide a base for graduate edu­ cation. The faculty believes that the professional nurse Basic Program must respond to the challenge of unresolved problems in nursing by perfecting skills, deepening understandings, The program offered in the School of Nursing consists and contributing to knowledge through practice, teach­ of the following courses: ing, and research. Programs of the School of Nursing are registered with Junior Year Hours the State Education Department of the University of the State of New York. All programs are accredited by the Fall Spring Summer PSY 171 Issues in Human National League for Nursing. Graduates are eligible to Development 4 take the licensing examination for Registered Nurse in NUR 200 Foundations of New York State; likewise, they also are eligible for mem­ Nursing Care 6 bership in nursing organizations such as the American NUR 21 1 Mammalian Nurses' Association, the National League for Nursing, Physiology 4 Sigma Theta Tau (the nursing honor society), and oth­ NUR 210 Nutrition 2 ers, including specialty groups. NUR 214 Pharmacology 4 NUR 215 Nursing Care of Adults and Children I 5 Requirements for the Degree NUR 216 Nursing Care of Adults and Children II 5 Bachelor of Science NUR 217 Nursing Care of Adults and Children III 6 Students formally enter the School of Nursing at the Pathophysiology 2 junior level after a minimum of two years of liberal arts and science education. University of Rochester students 16 16 6 are assigned advisers at the time they declare their inten­ Senior Year tion to concentrate in nursing. The advisers help the students plan a prenursing academic program including Fall or Spring introductory courses in English, biology, psychology, NUR 252 Community Health Nursing statistics, microbiology, chemistry, sociology, and elec­ 8 NUR 253 Psychiatric Nursing 8 tives in the humanities. In addition to the specific courses stipulated in the 16 degree program, students must satisfactorily complete (These two courses are taken concurrently either fi rst or second semester; the following: the same applies to the group of three courses listed below.) Courses of Instruction 169

Fall or Spring metabolic function in physical systems maintenance. Role NUR 255 Advanced Clinical adaptation focuses on the stress of normal life changes such as Nursing 8 pregnancy, the stress of acute illness, and the stress of potential NUR 310 Senior Seminar 4 permanent role change. Metabolic fu nction focuses on both NUR 392 Independent Study 4 physiological and psychosocial concerns. Physiological aspects include fluid and electrolyte imbalance and restoration of 16 balance in renal and endocrine disorders. Psychosocial aspects NOTE: Curriculum revision at the undergraduate level is continuing, include behavior modification, patient education, and psycho­ and courses have been and may be modified substantially during aca­ logical effects of the puerperium. Prerequisites: PSY 171, NUR demic year 1982-83. 200, 210, 211. (Early spring) NUR 216. Nursing Care of Adults and Children II. Credit- 5 hours. The two concepts presented are conservation of energy Registered nurses have the option to exempt all and safety. Conservation of energy includes acute and chronic junior-level courses and Psychiatric Nursing by satisfac­ deviations from normal heart and lung function with associated torily passing exemption examinations, implications for nursing care. The needs of patients with body image changes are discussed in terms of nursing care of cancer patients and of patients undergoing surgery. Issues of safety are Courses of Instruction addressed in regard to the nursing care of patients with seizure PSY 171. Issues in Human Development. Credit-4 hours. disorders, cardiac and respiratory problems, and patients who An introductory course in developmental psychology, with are immunosuppressed. Psychosocial content focuses on com­ emphasis on a series of controversial issues in human develop­ munication theory and adaptation of patients to illness. ment that are broadly relevant inside and outside the field of NUR 217. Nursing Care of Adults and Children III. Credit psychology. Two lectures and one discussion group meeting -6 hours. The two concepts presented are mobility and de­ each week. Prerequisite: PS Y 101 or equivalent. (Fall) generation. Both temporary and permanent interfe rences with NUR 200. Foundations of Nursing Care. Credit-6 hours. mobility are discussed by focusing on nursing care of patients An introduction to professional nursing. Emphasis is on assess­ with neurological and orthopedic conditions. The concept of ing physical and psychosocial parameters as a basis for nursing degeneration is discussed by focusing on nursing care of intervention. Basic nursing concepts which fa cilitate therapeutic patients with progressive, degenerative, and irreversible condi­ intervention are discussed and practiced. (Fall) tions. This portion of the course also deals with the reaction of patients, fa milies, and health professionals to death and dying. NUR 210. Nutrition. Credit-2 hours. A study of the nutri­ Prerequisites: NU R 215, 216. (Summer session) tional requirements of the normal human being which are essential for growth and maintenance of health. (Spring) NUR 252. Community Health Nursing. Credit-8 hours. A fa mily-centered nursing course emphasizing the health care of NUR 211. Mammalian Physiology. Credit-4 hours. The fa milies within their home and community environments. The normal gross and microscopic structures and function of the health status of the community is studied with its current and human body are presented through lectures, laboratories, dem­ changing needs and services. A focus is on teaching and coun­ onstrations, and conferences. Prerequisites: CH M 125- 1 26. seling as prime effectors of illness prevention and health main­ (Fall) tenance, with emphasis on the basic concepts of community NUR 214. Pharmacology. Credit-4 hours. The therapeu­ health. Community health agencies are utilized for experiences. tic and toxic effects and mechanisms of action of commonly Students must provide their own transportation for home visit­ used drugs, with emphasis on those aspects relevant to nursing. ing in the community. (Fall and spring terms) Includes a concurrent self-study unit (I credit hour) on the NUR 253. Psychiatric Nursing. Credit-8 hours. The study mathematics of calculating dose and making up solutions. Pre­ of coping abilities and interactional processes, particularly in requisites: general biology, microbiology, CHM 125-126, and small groups, as they relate to the nurse's role in the provision NUR 211. (Spring) of health and illness care. Emphasis is placed on development of NUR 215, 216, and 217 are courses offered in the junior year a repertoire of skills through clinical opportunities in a variety which provide both classroom and clinical experience dealing of settings. (Fall and spring terms) with the health problems of adults and children in medical­ NUR 255. Advanced Clinical Nursing. Credit-8 hours. Of­ surgical, pediatric, and maternity settings. They build on the fered during the senior year. Classroom instruction and clinical knowledge of concepts and skills from previous courses. Diet experience provide knowledge and skills necessary for the stu­ therapy and pathology are integrated, and health care needs are dent to care for children and adults with complex or multiple explored . (Spring) health problems. Focus is on the delivery of comprehensive NUR 215. Nursing Care of Adults and Children I. Credit- health care and multidisciplinary planning. (Fall and spring 5 hours. The two concepts presented are role adaptation and terms) 170 Nursing

NUR 310. Senior Seminar. Credit-4 hours. Relevant topics NUR 392. Independent Study. Credit-4 hours. An elective and issues in professional nursing are discussed, such as current to allow opportunity for independent pursuit of special projects, legislation, legal aspects, ethics, professional organizations, readings, research studies, or clinical and field experiences. licensure, leadership in nursing, systems of health care delivery, Content is determined by the interest of students in coordina­ history of nursing, and expanded roles fo r nurses. (Fall and tion with faculty preceptors. (Fall and spring terms) spring terms) NUR 310-02. Senior Seminar. Credit-4 hours. This sec­ N on-nursing students need the written permission of tion for registered nurses only. the instructor and the Associate Dean for Undergradu­ ate Studies to register for nursing courses. 171

GRADUATE SCHOOL OF MANAGEMENT

William H. Meckling, M.B.A. (Denver) Dean 3. Obtained their undergraduate department's permis­ sion to enter the 3-2 Program. Although undergrad uate degrees in business are not 4. Scored well on the Graduate Management Admission offered, the Graduate School of Management cooper­ Test, which they should take by February of their ates with other University divisions in offering the 3-2 junior year. Program, through which a student can earn in five years, instead of the usual six, a bachelor's degree in his or her Transfer students may apply for the 3-2 Program after undergraduate concentration and a master of business completing three years of study at another institution if administration. their undergraduate school will accept the first year of the M.B.A. program as completing the requirements for the bachelor's degree. Other admission requirements are the same as those for University of Rochester students. The 3-2 Program Leading to a B.A. and an M.B.A. M.B.A. Study under the 3-2 Program The Master of Business Administration degree pro­ Under the 3-2 Program, students study for three years gram is offered under the quarter calendar. The Grad­ in their undergraduate concentration, completing most uate School of Management academic year is comprised of their required courses during that time. At the end of of three quarters-fall, winter, and spring. The fall quar­ the junior year, qualified students may apply for admis­ ter begins in late September and the spring quarter ends sion to the Graduate School of Management, where they in early June. take the first year of the M.B.A. program. At the end of The M.B.A. portion of the 3-2 Program seeks to train that year, they should receive the bachelor's degree in individuals to think effectively about management prob­ their undergrad uate concentration. At this point, the student is in a position to complete lems. The emphasis is on learning the principles of the M.B.A. program at Rochester in one additional year problem solving that lead to effective decision making. or to enter with advanced standing an M.B.A. program The approach to decision making is quantitative and at some other institution. analytical. Students learn to identify the variables im­ portant for solving a problem, gather and analyze the pertinent data, evaluate alternative solutions, and decide Admission Requirements upon the best possible alternative. The objectives of the Program are to provide: Admission to the 3-2 Program is limited and is offered only to exceptionally well qualified students. Under­ • Understanding of the disciplines important to decision graduate preparation in economics, mathematics, statis­ making. tics, engineering, or the sciences is preferred. Application • Familiarity with the functional areas of business. to the M.B.A. portion of the 3-2 Program is made • Specialization in an area of concentration. during the second semester of the junior year. Applicants should have: Curriculum l. Evidenced outstanding scholarship in their first five semesters of undergraduate study. To earn the M.B.A. degree, each student must success­ 2. Completed most of their required undergraduate fully complete 64 credit hours-20 quarter-courses, each courses. of which carries three hours of credit. Four introductory 172 Management courses also have labs, which carry one hour of credit. The second accounting alternative is corporate ac­ As with regular full-time M.B.A. candidates, this nor­ counting. Corporations actively recruit M.B.A. account­ mally involves six quarters of full-time study. ing majors for positions in their controller's, treasurer's, Six core courses are in the underlying disciplines of and internal auditing offices, as well as their accounting economics, operations research, and applied statistics, as departments. well as accounting and computers and information sys­ tems. They are designed to provide an understanding of The Computers and Information the dynamic forces which underlie all business activity­ the economic aspects of business and the information Systems Option systems and quantitative methods of analysis used in A concentration in computers and information sys­ modern decision making. tems prepares graduates for management responsibilities One course is required in each of the functional areas in using computer systems and enables them to provide of finance, marketing, and operations management. their organizations with a successful management infor­ Emphasis is on principles, analytical methods, and prob­ mation system. lem solving, rather than on description of existing practice. Ten elective courses are required, of which five must The Applied Economics Option form a sequence of concentration. The student may Students planning careers in management must have a choose to concentrate in corporate accounting, public firm background in the fundamentals of economics in accounting, computers and information systems, applied order to be effective in the decision-making process. economics, fi nance, marketing, or operations manage­ Those choosing to concentrate in applied economics, ment. therefore, will be prepared for a wide range of manage­ The final course in the concentration sequence is gen­ ment positions in government, business, and industry. erally a seminar that considers recent theoretical and Under the economics option, students also may choose empirical findings in the area. Students review current to concentrate in management for the nonprofit sector. journal literature and carry out research projects, which are often conducted in cooperation with major industrial firms. However, seminars are not required in every The Finance Option concentration. The finance option is particularly attractive in light of The remaining electives should be taken in fields the continuing demand in industry and government for related to the student's area of concentration. They may managers trained in finance. be taken in the GS M or in another division of the U ni­ versity. In the second year of the Program, the student is also required to take an integrative course in business The Marketing Option policy. Marketing continues to be a strong area of oppor­ tunity for graduates with an M.B.A. The marketing option is popular with students interested in product The Accounting Option planning and development, consumer behavior, adver­ There are two alternatives available to students-select­ tising and industrial management, market analysis, and ing the accounting concentration in the M.B.A. 3-2 Pro­ other fields. gram: public acco,unting and corporate accounting. The first meets the educational requirements of the State of The Operations Management Option New York for admission to the Uniform Certified Public Accounting Examination used by all states. The ac­ The operations management option is concerned with counting concentration under the quarter calendar has the managerial decisions by which a firm allocates and been registered with and unconditionally approved by utilizes its physical, fi nancial, and human resources to the Division of Professional Education, New York State produce goods or services. The resurgence of interest in Education Department. Graduates may be certified to operational productivity has reinforced the demand fo r the New York Board of Examiners as having completed M.B.A.s with the ability to analyze resource manage­ the Registered Curriculum necessary for admission to ment problems in manufacturing and service fi rms and the examination. to design the appropriate solutions. Courses of Instruction 173 Research Activity III, with numerous terminals for easy access by the stu­ dents and faculty. Video monitors are interfaced to the Research activity at the Graduate School of Man­ system for online access in the classroom. Large batch agement includes independent research conducted by processing is accomplished at the GS M via a Remote faculty and graduate students and other studies carried Batch Entry terminal connection to the main University out at the School's research centers. Computing Center's IBM-3032. Also available to the The Center fo r Research in Government Policy and GSM is a large-scale DEC- IO and a CDC Cyber 175. Business was established in 1966 to investigate the inter­ Together, these five processors provide an almost limit­ action between government and business. The nation's less source of computing for GSM faculty and students. first such university-based facility, the Center examines The Timesharing and the Remote Batch Entry facili­ specific areas of public policy to determine their impact ties, together with GS M's computing staff and pro­ on the local and national economy. grammers, provide outstanding computing capabilities The Managerial Economics Research Center (MERC) for GSM students and faculty. The University's central was orga nized to encourage scholars of diverse interests computing facilities are also available to students. A and backgrounds to focus their attention on the prob­ large library of computer programs and data bases is lems of management, to develop theories and evidence available there to process and analyze information for a that will enable managers to understand more thor­ wide variety of purposes. The central computing facility oughly the world around them, and to provide the basis also has specialists and programmers on its staff who can fo r improved decision making. assist with unusual information processing problems. Students interested in improving their skills in com­ puters will find numerous noncredit short courses open The Management Library to them on a variety of topics. These, together with the computers and information systems concentration and The Management Library, located on the fourth floor individual CIS courses available to M.B.A. candidates, of Rush Rhees Library, has seating for 180, carrels and provide GS M students with an unusual range of options open studies for 88 graduate students, and six research for meeting the need to better utilize modern computers. studies. In addition, the adjoining fourth-floor stacks house 50 student carrels and 32 studies. The University libraries overall have resources of 1.8 The Placement Office million volumes, and Rush Rhees Library is a depository fo r United States .and New York State documents. It The Graduate School of Management maintains its regularly receives more than 12,000 periodicals and own Placement Office, specifically designed to serve serials, of which over 1,000 relate to management. The M. B.A. students and employers. The average starting main library collections on business and economics salary fo r 1981 graduates was $25,473. In 1981, over 82 (about 95,000 volumes) are adjacent to the Management percent of offers were a direct result of on-campus Library. recruiting or Placement Office contacts. The Placement With the help of 10 to 12 student assistants and cler­ Office organizes a broad array of programs, including an ical staff, librarian Edward Wass maintains extensive annual career seminar, a weekly noncredit career course, collections of reference, research, and reserve materials and frequent guest speakers from a variety of firms. fo r the GS M's use, including management, business, and Perhaps the most innovative progra m organized by the economics periodicals. Corporate annual reports are Placement Office is the New York Recruiting Progra m, available for approximately 2,600 companies. A special in which firms that have not recruited on campus are geographical file is maintained on economic conditions, invited to interview students in New York City. In 1981 along with an industry file of statistics and trends and a the Program resulted in over 30 second interviews and large file of research reports and working papers from eight job offers. other institutions.

Courses of Instruction Regularly The Computing Center Open to Undergraduates The GSM Computing Center has a Hewlett-Packard 2000 Access System and a Hewlett-Packard 3000 Series The following courses are offered in both the day and 174 Courses of Instruction J 75 evening sessions and are available to full- and part-time 291. Reading Course. Independent study in some specific undergraduate students. area of business administration, at a level advanced beyond that of regular course offerings. Prerequisite: written approval of the Accounting supervising fa culty member. 201. Principles of Accounting. An introduction to the prin­ ciples and procedures employed in analyzing business transac­ tions, recording their financial effects, summarizing them in Law fi nancial statements, and interpreting these statements. 205. Business Law. Basic principles of contract law, includ­ 221. Cost Accounting. Study of the accounting problems ing the doctrines of offer and acceptance, consideration, effect involved in determining, analyzing, and controlling production of mistakes, fraud and undue influence, the necessity of a and distribution costs, and income determination for fi nancial writing, and rights of enforcement where there has been failure statements. Budgetary control, standard costs, and other topics of performance. Legal aspects of agencies, partnerships, and are discussed from the viewpoint of management use in plan­ corporations as a means of carrying on business. Creation and ning and control. Prerequisite: ACC 20 I. incidents of the agency relationship; rights of partners as between themselves and third parties; formation and powers of corporations; rights of stockholders; and problems arising from Behavioral Sciences in Industry business liquidation. Cases are used extensively. 241. Fundamentals of Personnel Administration. A study of organized approaches to employing, developing, compensating, Marketing and servicing a work force so as to assure optimum return to the employing organization, the cooperative effort of individuals 203. Marketing. Problems involved in the movement of and groups involved, and maximum satisfaction consistent with goods from producers to consumers and industrial users the need for coordination and control. Personnel administra­ through the different channels of distribution. Analysis of the tion as a staff function is given special attention, together with marketing functions performed by manufacturers, wholesalers, research bearing on the validity of personnel concepts, require­ retailers, agent middlemen, and market exchanges. Critical ments, and practices. Emphasis is on administrative considera­ analysis of major marketing policies. Evaluation of such topics tions rather than application of refined technique. as pricing, branding, choice of distribution channels, selective selling, and the planning and administration of sales programs.

Finance Operations Research 205. Financial Management. Analysis of the fi rm's role in the market system, the objectives of the fi rm, and the resulting ORM 231-90. Principles of Management Science. Quanti­ model for choice among alternative investment proj ects (the tative models and their applications. Formulation of linear pro­ capital budgeting problem). Discussion of diffe rent investment gramming models, interpretation of solutions. Shadow prices criteria, interest effects, and the calculation of net cash flows. and sensitivity analysis. Constrained optimization and La­ Analysis of the effects of fi nancial structure and dividend policy grange multipliers. Introduction to queuing models, stochastic on the value of the fi rm. Other topics include: analysis of leasing models, and simulation. Integer programming model formula­ alternatives, management of short-term assets and liabilities, tion; enumeration methods and heuristics. Prerequisite: MTH mergers and acquisitions, and an introduction to security 141; knowledge of probability and linear algebra helpful. markets and portfolio theury. Prerequisites: ECO 207 or equiv­ alent; ACC 20 1. For further information on the Graduate School of Management, consult the Graduate School of Manage­ ment catalogue or write to John G. Baker, Assistant General Business Administration Dean and Director of Admissions, Graduate School of 157. Fundamentals of Business Administration. An intro­ Management, University of Rochester, Rochester, New duction to the principal activities, responsibilities, types of York 14627. policy problems, and interrelationships of the main phases of business, including personnel, production, marketing, and finance. Frequent use is made of business cases fo r illustrative purposes and to introduce the student to the method of business problem analysis.

177

GRADUATE SCHOOL OF EDUCATION AND BUMAN DEVELOPMENT

Walter I. Garms, Ph.D. (Stanford) Dean Admission Requirements I. Junior standing and evidence, including good aca­ demic standing, that certification and bachelor's Preparing for Secondary degree requirements will have been completed by the end of the senior year. School Teaching 2. A grade-point average of 2.5 or higher in the field Programs designed to prepare highly qualified teach­ selected for student teaching and, for students pre­ ers for certain academic areas in the secondary schools paring to teach a foreign language, satisfactory per­ are an important component of the professional offer­ formance on the Modern Language Association's ings in the Graduate School of Education and Human proficiency tests. Development. At the present time, these programs are 3. An interview with the appropriate faculty member. available in English, mathematics, science, social studies, 4. Favorable action on the student's application by the and modern foreign languages. Undergraduates normally Center for the Study of Curriculum and Teaching. begin taking courses at the School in the sophomore or (Favorable action is contingent upon the Center's junior year. appraisal of the above information and the avail­ The preparatory program for secondary school teach­ ability of faculty members to provide the required ing is predicated on a well-rounded general education instruction and supervision.) and a major field of study. It requires the completion of the bachelor's degree in the College of Arts and Science Application Procedure as well as the Teacher Education Sequence in the Grad­ uate School of Education and Human Development. As The following steps must be taken by students seeking the first element of this sequence, the student takes an admission: introductory course, normally EDC 200, in the sopho­ I. Obtain instruction and application forms from the more or junior year. The fall semester of the senior year office of the Center for the Study of Curriculum and must be reserved entirely for the remainder of the Teaching early in the first semester of the junior year. sequence, since student teaching and the seminar which 2. Meet with the assigned faculty member for an inter­ must accompany it are offered only in the fall. view and preliminary program planning. Application for admission to the secondary Teacher 3. Enroll, at the next regular registration, in the courses Education Program should be made during the first selected in conference with the assigned fa culty semester of the junior year. Since the state certification member. requirements that all public school teachers must meet do not necessarily coincide with the University's degree requirements, students considering a career in teaching Preparing for Elementary should discuss their plans with a faculty adviser from the School's Center fo r the Study of Curriculum and Teach­ School Teaching ing as early as possible. It is to the student's advantage to contact the School as early as the freshman year so as to The Graduate School of Education and Human plan an appropriate undergraduate program. Development does not offer an undergraduate program 178 Education of preparation for elementary school teaching. Students gram offers an opportunity for qualified students to interested in opportunities for such preparation should begin graduate study toward the M.S. in human devel­ inquire as early as possible at the Academic Advising opment degree during their senior year and complete the Office in the College of Arts and Science for available 45-hour master's program in one year of postgraduate information on programs at other institutions. study. In addition to a common core of course work, the program offers opportunity for emphasis in·course work and field experience in one of four fields of study: child The 3-2 Program in development, counseling, gerontology, or evaluation. In Human Development the first year of the 3-2 Program, students finish their undergraduate program and receive the bachelor's de­ As the provision of human development servIces In gree in their undergraduate concentration at the end of agency and institutional settings expands, there is a the senior year. They are simultaneously enrolled in the growing need for professionals prepared for a wide range master's degree program and complete 15 credit hours of of roles in work with a variety of clients. The 3-2 Pro- graduate course work in human development. The sec- Courses of Instruction 179 ond year in the program is devoted to the student's area EDC 239. Student Teaching in the Secondary School. (Two of concentration, professional courses, and field expe­ courses) Observation, participation, and classroom teaching rience assignments. Application for admission to gradu­ are done in the secondary schools of Rochester and vicinity. ate study under the 3-2 option must be completed no Applications for student teaching are to be submitted to the Center for the Study of Curriculum and Teaching. later than the spring semester of the student's junior year. Inquiries are encouraged at any time, especially EDC 248. Introduction to Instructional Materials Design. from sophomores and juniors. Admission to the pro­ (One course) The development, use, and analysis of individu­ alized self-instructional sequences. All participants are engaged gram is contingent upon completion of the student's in planning, developing, and pilot testing a programmed in­ undergraduate concentration by the end of the junior structional sequence in an area of their own interest and exper­ year or assurance from the concentration department tise. In addition, methods of analyzing, using, and evaluating that requirements for the bachelor's degree will be met programmed sequences are discussed and subjected to trial use. by the end of the senior year. Further information about EDD 233. Introduction to Developmental Psychology. (One the program or the application and admission proce­ course) An introduction to developmental psychology from dures should be directed to Mrs. Olean Shields, Office of birth through adolescence. Particular attention is given to Graduate Studies, Lattimore 304, (716) 275-3950. relating the subject matter to problems of education. EDD 270. Educational Psychology. (One course) A basic course in educational psychology, including theoretical con­ Courses of Instruction Regularly Open cepts, research findings, and educational application in three to Undergraduates areas: measurement and evaluation, human development, and EDC 200. Education in the American Social Order. (One learning and instruction. course) An examination of the development, the current EDD 275. Child Development and Education. (One course) issues, and the problems of education in the United States. Examines current research in child development as it relates to EDC 231. Seminar in the Teaching of English in the Second­ the education of pre-school and school-age children in settings ary School. (Two courses) A study of theoretical issues in ·the such as the home, school, and peer group. Same as PSY 275. teaching of English: the political nature of culture and literature EDD 279. The Exceptional Child. (One course) Deals with and their study in the schools; the educational significance of the etiologies, characteristics, and the educational and thera­ literary experience; the possibilities of pedagogy; the psycho­ peutic needs of children with handicapping conditions. Special social consequences of teaching and studying English. emphasis on their fa mily interactions. Students must have a EDC 232. Seminar in the Teaching of Social Studies in the background in normal child development from infa ncy through Secondary School. (Two courses) Methods and techniques of the latency period. Prerequisite: PSY 171, EDD or PSY 275, or teaching social studies at the secondary level. EDD 233. Same as PSY 279. EDC 234. Seminar in the Teaching of Science in the Second­ EDG 391. Independent Study. Credit-variable. Registra­ ary School. (Two courses) Consideration of the content of the tion limited; under regulations similar to those in the College of high school sciences, methods of selection and organization of Arts and Science. curriculum materials and equipment, and procedures for teach­ EDH 275. Interdisciplinary Topics in Human Aging. (One ing and evaluation. course) An interdisciplinary approach is used to examine the EDC 235. Seminar in the Teaching of Modern Foreign Lan­ biological, psychological, and social aspects of the aging pro­ guages in the Secondary School. (Two courses) A study of cess. recognized procedures and typical programs for teaching mod­ EDH 276. Practicum in Gerontology. (One course) Contin­ ern foreign languages in the secondary school. Basic objectives uation of field work and research projects begun in EDH 275. and content of the curriculum. Evaluation of materials and Emphasizes designing and implementing evaluation procedures recent curricular developments. for these projects. Prerequisites: ED H 275. EDC 236. Seminar in the Teaching of Mathematics in the Secondary School. (Two courses) Survey of desirable meth­ For further information on the Graduate School of ods in the teaching of mathematics. The objectives, content, and Education and Human Development, consult the Offi­ methods of presenting the basic topics in arithmetic, algebra, cial Bulletin: Graduate Studies or write to the Office of geometry, and trigonometry. Some discussion of other school Graduate Studies, 304 Lattimore Hall, University of concerns such as discipline, evaluation, etc. Rochester, Rochester, New York 14627. 180 181 AND RECREATION sporrs

John A. Reeves, M.S. (Pennsylvania State) Director First Aid Racquetball Water Safety Instr. of Sp orts and Recreation Fitness Self-defense Weight Training William L. Boomer, M.Ed. (Rochester) Associate Golf Swimming Professor of Physical Education; Associate Director fo r Recreation and lntramurals Activities not directly offered but supported by the Donald C. Smith, M.Ed. (Springfield) Associate Department of Sports and Recreation include: Professor of Physical Education; Associate Director Aerobics Bowling Yoga of Athletics fo r Scheduling Badminton Canoeing John Bernfield, M.S. (Brockport) Trainer/ Recreation Sp ecialist Timothy Hale, B.S. (Cortland) Coach/ Recreation Sp ecialist Intercollegiate Sports Peter Lyman, M.S. (Brockport State) Coach/ Men Recreation Sp ecialist Baseball Golf (coed) Swimming Michael C. G. Neer, B.A. (Washington & Lee) Coach/ Recreation Sp ecialist Basketball Lacrosse Tennis Cross-country Soccer Track (outdoor Jane S. Possee, M.S. (Syracuse) Coach/ Recreation Sp ecialist Football Squash and indoor) Patricia Skehan, M.S. (Indiana) Coach/ Recreation Sp ecialist Women Peter G. Stark, M.S. (Syracuse) Coach/ Recreation Basketball Soccer Track (outdoor Sp ecialist Field Hockey Swimming and indoor) John Vitone, M.S. (Western Reserve) Coach/ Golf (coed) Tennis Volleyball Recreation Specialist Lacrosse Joyce S. Wong, Ph.D. (Indiana) Coach/ Recreation Sp ecialist; Coordinator of Women's Intercollegiate Students planning to participate in Intercollegiate Athletics Sports should contact the appropriate coach. Paul E. Bitgood, M.Ed. (Springfield) Professor Emeritus of Physical Education Sylvia Fabricant, M.S. (Wellesley) Associate Club Sports Professor Emeritus of Physical Education Merle Spurrier, B.A. (Ohio Wesleyan) Professor Badminton Crew Karate Em eritus of Physical Education Band Fencing Table Tennis Boxing Gymnastics Volleyball Canoe and Ice Hockey Women's Softball Kayak Judo Women's Squash Recreation Activities The Sports and Recreation program offers many selections. All activities are coeducational unless other­ Notice to Freshmen wise indicated. Students may choose from the following Freshmen may attend recreation/sports clinics offered list of activities: by the Department of Sports and Recreation. The CPR Lifesaving Tennis Sports and Recreation program provides students with 182 Sp orts and Recreation

an opportunity to participate actively and develop skill Campus Community Involvement in sports of their choice. Recreation activities are con­ ducted in various ways, via clinics, class sessions, a con­ Recreation activities and clinics are available to all tract basis, or a one-on-one arrangement with a highly students, faculty, and staff free of charge, with the excep­ qualified professional. Freshmen will be notified of a tion of activities where fees are necessary to defray addi­ recreation registration time, and they should enroll at tional costs. The registration fee for courses offered by the annual Sports Fair in September. Also, at this time, the Department is $5. Intercollegiate and Club Sports opportunities will be For more about sports and recreation, including a explained. description of athletic facilities, see page 218. 183 ADMISSIONS

Admission the college level. A strong secondary school program usually includes four years of English with continuous The University of Rochester welcomes students who practice in writing, four years of social studies, at least are able to take advantage of excellent resources and an two years of a foreign language, three to four years of outstanding faculty. Undergraduates are admitted as mathematics, and two or more years of laboratory sci­ freshmen or as transfer students for full-time or part­ ence. Honors, Regents, or Advanced Placement courses time study. Application forms, appointments for inter­ are expected of students in secondary schools offering views, and other information may be obtained by writing these programs. to the Office of Admissions, River Campus Colleges, Several concentration programs at Rochester have Morey Hall, Rochester, New York 14627, or by calling science requirements. A prospective applicant intending (716) 275-3221. to earn a B.S. degree in chemistry or chemical engineer­ Individual attention is given to each student from the ing or a degree in biology should have taken high school time he or she first becomes interested in the University. chemistry, and chemistry also is strongly recommended A large staff of counselors and many faculty members for the applicant who designates a B.S. degree in nurs­ participate in the advising of applicants and review of ing. Physics is required for admission to the B.S. degree applications. Admission decisions are based on a stu­ program in physics or in physics and astronomy, and is dent's high school work, recommendations from instruc­ highly recommended for all prospective engineering tors and counselors, verbal and quantitative skills, par­ concentrators. ticipation in school and community life, and, for transfer students, college course work already completed. Interviews and Visits to the University The University's strong commitment to undergrad­ uate liberal arts education attracts students of varied The Office of Admissions is open all year on weekdays interests, talents, goals, and social and economic back­ from 9 a.m. to 5 p.m. for interviews and campus tours. grounds. Throughout the undergraduate years numer­ For the convenience of students and parents, the Office ous interacting offices meet students' individual needs also is open on many Saturday mornings during the aca­ for academic and career counseling assistance, tutoring, demic year. Weekday visits are preferred, however, so and special services. that candidates will have the opportunity to attend classes if they wish. Prospective and current applicants, as well as in­ Recommended Preparation for Admission terested parents, are encouraged to visit the campus. The University does not use a specific minimum for Visiting students find that informal conversations with high school or college grades or examination scores; it admission counselors, academic and career counselors, does seek students who can grow and mature intellec­ and faculty members in departments of their interest tually through its academic programs and opportunities. prove invaluable. Other offices, the departments of the Grades and test scores are not the only indicators of colleges, and students work closely with the Office of potential success. Because secondary schools vary greatly Admissions in providing opportunities for interested in the diversity and quality of courses which they offer, students to learn about the University. Admission coun­ it is important to know what a student has accomplished selors are knowledgeable about the undergraduate cur­ within his or her total environment. Therefore, students ricula and the various facilities and special programs are evaluated in terms of their individual accomplish­ available to undergraduates. ments. Students with questions concerning academic depart­ The University recommends that students have sound ments, student life , or extracurricular activities should basic preparation in several disciplines, because this write to the Office of Admissions; questions will be background will enhance a student's academic success at referred to faculty or staff members or to students fo r 184 Admissions

personal replies. Students planning to visit the campus are reviewed on a rolling admission basis, with no for­ are urged to call or write to the Office in advance of their mal deadlines for United States citizens or permanent visits so that appointments can be made with faculty or residents. staff members. During the academic year, the Office of The following materials are required before the appli­ Admissions is often able to arrange overnight accom­ cation review can begin: an official copy of a high school modations on campus for prospective students. Requests transcript, a recommendation from a counselor or fac­ to stay on campus overnight should be made approxi­ ulty adviser, the SAT or ACT score report, and a com­ mately two weeks in advance. pleted University or Common Application form includ­ Applicants who live at some distance from Rochester ing a personal essay. Applicants are invited to submit may wish to arrange to have an informal interview and additional instructor recommendations and other mate­ conversation with an alumni representative in their area. rials which may be useful in the application review. Please call or write to the Office of Admissions for CoJIege En trance Examinations. All applicants for further information. admission are required to take either the Scholastic Aptitude Test (SAT) of the College Entrance Examina­ Travel Information tion Board or the American College Test (ACT) of the American College Testing Program. Both are offered The River Campus is located on Wilson Boulevard at several times a year at centers throughout the world. Elmwood Avenue. Motorists coming to Rochester via Scores from CEEB Achievement Tests are recom­ the New York Thruway from the east should use exit 45, mended but not required. However, students are urged take 1-490 to the South Goodman Street exit, turn left to take Achievement Tests, particularly in areas such as on South Goodman to Elmwood Avenue, and right on English, a foreign language, mathematics, and other Elmwood to Wilson Boulevard . A right turn on Wilson sciences, because the scores indicate the level of achieve­ Boulevard leads to the River Campus and the visitor ment in these areas and may prove valuable to both an parking area (see the map on the inside back cover). admitted student and faculty and staff advisers in deter­ From the south, take 1-390 to exit 16, cross East Hen­ mining appropriate introductory college courses. For rietta and West Henrietta roads, take East River Road example, students may satisfy the College of Arts and to Kendrick Road, turn right on Kendrick to Lattimore Science foreign language requirement on the basis of a Road, left on Lattimore to Elmwood Avenue, left on sufficiently high score on a foreign language Achieve­ Elmwood to Wilson Boulevard, and proceed as above. ment Test. Applicants for admission should take the From the west, use Thruway exit 47, take 1-490 to 1-390, SA T or the ACT no later than February of the final year and 1-390 south to exit 17 (Scottsville Road). Turn left in secondary school for fall admission or no later than on Scottsville Road to Elmwood Avenue, and right on October for spring admission. Elmwood to Wilson Boulevard. A left turn onto Wilson Application forms for the SAT and a Bulletin of Boulevard will lead to the visitor parking area. Roches­ Information may be obtained from secondary schools or ter is served by Altair, American, Eastern, Empire, Mall, the College Entrance Examination Board, Box 592, United, and U.S. Air airlines. The campus can be Pri nceton, New Jersey 08540, or the Board's Pacific reached by taxicab from the airport in approximately 10 Coast Office, Box 1025, Berkeley, California 94701. minutes. Greyhound and Trailways bus terminals are Further information about the ACT can be obtained within walking distance of Main Street East, where through secondary schools or by writing to the Ameri­ Regional Transit Service Bus # 19 or a taxi may be taken can College Testing Program, Box 168, Iowa City, Iowa to the River Campus. Transportation to Rochester is 52240. also provided by Amtrak trains. Early Decision. Students who decide that Rochester is their first-choice college may apply for an early decision Applying to Rochester on their applications. To be eligible for an early decision, Students may apply to enter Rochester for either the the applicant should: fall or spring semester. Freshman applications should be I. submit the application before November 15 (see next submitted by November 15 for spring consideration and page for the exception to this filing date), January 15 for fall consideration. Students wishing an 2. sign the Early Decision Statement certifying intention early decision for the following fall should see the to enroll at the University of Rochester if accepted instructions below. Transfer applications (see page 186) under the Early Decision Program, Admissions 185 3. file the early version of the Financial Aid Form with their applications for transfer admission consideration. the College Scholarship Service before November IS, Students granted deferred admission must pay the en­ if applying for financial aid. rollment deposit to reserve a place in the next class. Candidates are notified of the decision of the Committee Financial aid decisions are not deferred. Students applica­ on Admissions by December IS, and if admitted, are granted deferred admission must resubmit an expected to make formal accepta nce of the offer of tion for fi nancial aid. admission, including payment of the $200 enrollment deposit, by January 15. Applying for Admission to a Degree Students 'who select Rochester as their first-choice col­ Program in Music lege after November are welcome to request an early decision review in writing until February I. Notification There are two kinds of bachelor's degree programs in will be made within three wee ks of the receipt of all music at the University and, hence, two different appli­ credentials, and admitted students will be expected to cation procedures. The Eastman School of Music of the submit their enrollment deposits within two weeks of the University of Rochester offers bachelor of music (B.M.) date of notification. degrees in applied music, music composition, music Those not accepted under early decision procedures theory, music history, and music education. Students in are notified that their applications will be considered these programs normally live at the Eastman School under regular admission procedures early in the spring. campus in downtown Rochester. To apply for these pro­ grams, please write directly to the Director of Ad­ Notification of Admission Decision. An applicant for missions, Eastman School of Music, 26 Gibbs Street, spring-term admission will usually be notified within Rochester, New York 14604. several weeks after the application is complete. Appli­ The College of Arts and Science offers a bachelor of cants for the fall semester will be notified between March arts (B.A.) degree with a music concentration (see page 15 and April 15. Applicants for financial aid will be 104). This program is designed for students who wish notified of financial aid action at the same time as, or approximately half their courses to be in music and half shortly after, they are notified of admission. Students to be in other liberal arts areas. Students in this program or before a specific date because requesting a decision on normally live on the River Campus but take most of of special circumstances may receive an earlier notifica­ their concentration courses in music at the Eastman tion provided that the application is complete. For fall School. Successful applicants for this program must be admission, the University subscribes to the uni form admitted by the College of Arts and Science and also Candidates' Reply Date whereby admitted students are auditioned and admitted by the Eastman School of not required to notify the University of their decision Music. To apply, students should request both an appli­ I. until May cation and the supplementary music application forms Students who accept the offer of admission submit a fo r the B.A. in music from the Dean of Admissions of nonrefundable deposit of $200. For those students who the River Campus Colleges, Morey Hall, University of matriculate at the University, on the first day of classes Rochester, Rochester, New York 14627. In this program, tained in the $200 becomes a security deposit which is re students may emphasize either performance or music a separate interest-bearing account. When the student history and theory. Because some applied music depart­ graduates or withdraws with proper notice to the Dean's ments at the Eastman School fill rapidly, students are Office, the deposit, together with the interest earned, is advised to complete their applications and arrange audi­ transferred to the student's account, and any resulting tions early in their senior year of high school. credit balance is refunded. Deferred Admission. Students who are offe red admis­ Foreign Students sion may request a deferral of their admission for a period of up to one year. During the time of deferral, The University of Rochester welcomes applications students may take a limited number of college courses from foreign students. Admission is competitive, and for purposes of enrichment but not, under this arrange­ students needing financial assistance should be aware ment, matriculate as full-time students at another college that fi nancial aid for citizens of foreign countries is or university. Students deciding to attend another school limited. Foreign applicants are required to submit the for a semester or longer may at a fu ture date reactivate same application materials and to take the same en- 186 Admissions trance tests as United States citizens. All correspondence Credit may be granted to entering students for prior and applications should be sent by air mail. Because the course work completed with a grade of "C-" or above at SAT and the ACT may not be given as often abroad, an accredited college or university. Upon receipt of an and scores take longer to be reported, foreign students official transcript from the institution of higher learning are advised to write to the American College Testing where the student was enrolled, the course work will be Program or to the College Entrance Examination Board evaluated to determine if it is equivalent in level and/ or as soon as they decide to apply to the University to content to course work offered through the University of ascertain where and when the next test is offered in their Rochester college awarding the degree. Students wishing area. The SAT or ACT should be taken no later than to receive credit for such college work already completed January for fall admission consideration. Because it is or who are now considering taking college or university often difficult to interpret and evaluate secondary school courses elsewhere should ask the Academic Advising transcripts from abroad, translations and explanations Office in Lattimore Hall for advice about credit transfer of grading systems should be submitted when necessary. and/ or selection of courses. The Ordinary and Advanced level examinations admin­ istered in many countries are strongly recommended when available; the results will be considered both for Transfer Admission admission and for placement. The University of Rochester encourages students who The Test of English as a Foreign Language (TOEFL) have begun their academic careers at other colleges or is not required of applicants, although scores may be universities to continue their educations here. Ordinarily, submitted. Applicants are expected to have a firm com­ students who have previously enrolled for at least one mand of the English language before they apply; no semester of full-time study or who have completed a provisional admission is offered whereby a student may minimum of eight credit hours at another college or come to the University and spend a semester or a year university after graduation from high school are eligible learning English. to apply for transfer admission. Students undertaking college-level course work as part of their high school programs or in order to satisfy high school diploma Advanced Placement requirements are eligible to enter as freshmen, although they are welcome to request academic credit for their Entering students may receive course credit and/ or college work. higher-level course placement at the University through Transfer students may apply for admission to either the College Entrance Examination Board Advanced the fa ll or spring semester. Because applications for Placement Program. Advanced Placement score reports transfer admission are reviewed as soon as all of the must be forwarded to the College of Arts and Science necessary materials are received, it is to the student's from the CEEB. As soon as these reports are received, advantage to complete an application well in advance of admitted students are notified about placement or course the semester for which he or she is applying. However, credit. During Freshman Orientation this information is there is no formal deadline for submission of an appli­ used in course selection. Specific questions may be cation for students residing within the United States. All addressed to the Director of Orientation Programs in transfer applicants should submit scores from either the Lattimore Hall. Scholastic AptitUde Test or the American College Test. Foreign students living outside the United States are required to submit the same documents and to take the College Credit for Prior Course Work same tests as are students living in the United States in For the sake of coherence and uniformity of instruc­ order to complete their applications. Applications from tion, the University prefers that as fa r as possible its candidates who would enter with more than three semes­ entering freshman students take all their courses, basic ters of transfer credit are reviewed by the particular and advanced, from its own faculty. With the exception department in which concentration is planned. After of CEEB Advanced Placement work, the University reviewing an application, the Committee on Admissions, normally does not recognize nor grant college credit fo r composed of faculty and staff members, notifies the secondary school course work or for courses taught in candidate of its decision within two to four weeks of the a secondary school by the school's own faculty for col­ time the application is completed. The decision on fi nan­ lege credit. cial aid is also announced at this time. Admissions 187

The College of Arts and Science and the College of should be filed at least a month before the beginning of Engineering and Applied Science each has as a require­ the term in which the student plans to re-enter. ment for graduation a two-semester residency require­ ment. Students must satisfactorily complete at least 12 credits in each of the two semesters in order to be eligible Special Students for the bachelor's degree from the college from which The category special student includes those desiring to they intend to graduate. Summer school course work pursue courses not leading to degrees and "visiting" stu­ taken after transfer to the College of Arts and Science or dents currently enrolled in another college who wish to the College of Engineering and Applied Science does not attend the University for only a term or a year. Prepro­ apply toward this residency requirement. fessional advising is available to those special students Transfer students are expected to fulfill all require­ planning to complete requirements at the University of ments set by the college in which they intend to earn Rochester for admission to medical or dental school, law their degrees. Students transferring into the College of school, or other graduate and health professions pro­ Arts and Science particularly are reminded that they grams (refer to Career and Counseling Services). One must demonstrate proficiency in one foreign language wishing consideration for admission as a special student before the degree can be awarded. should request application materials from the Office of Students who are considering transfer are urged to Transfer Admissions. The application for special student plan a visit to Rochester in order to become familiar status should be filed at least one month prior to the with the campus and the University community, and to start of the semester the student wishes to enter. Special obtain answers to questions concerning admission pro­ students are subject to all general regulations, and they cedures and academic opportunities. Requests for appli­ pay tuition fees proportional to the current tuition cation materials and interview appointments should be charge plus all incidental fees attached to the courses directed to the Office of Transfer Admissions, Morey taken. 307, University of Rochester, Rochester, New York 14627, telephone (7 16) 275-5312. Appointments are School of Nursing-Admission scheduled Monday through Friday from 9 a.m. to 4 p.m. Transfer students in need of financial assistance Students who plan to major in nursing should apply should file the University of Rochester's application for during the sophomore year for transfer to the School of financial aid which is contained in the application book­ Nursing in the junior year. During their first two years of let. A financial aid transcript, documenting all sources of study, students from other institutions applying for financial aid received from previous colleges, must also junior standing should seek information about courses be filed. It is recommended that students requesting which meet admission requirements. They may obtain financial assistance complete the application early. For application forms and information concerning admis­ additional information, see the section on financial aid sion from the Office of Admissions and Registration, on page 189. School of Nursing. In addition, juniors and seniors cur­ Transfer students desiring on-campus housing are rently enrolled in a nursing program at other schools are usually accommodated. However, they should be aware invited to enrich their degree programs as special or that housing is assigned first to returning students and "visiting" students (see above) for a semester or a year at entering freshmen; for that reason, on-campus housing the School of Nursing. The School of Nursing provides for transfer students cannot be guaranteed. equal opportunity in admissions and student aid regard­ less of sex, race, handicap, color, and national or ethnic origin. Readmission Requirements for admission include the successful Students who withdraw from the University or are completion of two years of college study (16 courses at separated for any reason and who wish to re-enter the University of Rochester or the equivalent of 64 should apply through the Office of Transfer Admissions. University of Rochester semester hours at another ap­ Applications for readmission are reviewed by represen­ proved institution), including introductory courses in the tatives of the various colleges. Students who appear following subjects: ready to resume their programs are generally approved English Composition for readmission, subject to space limitations in depart­ Vertebrate Structure and Function or Human Anat­ ments and residence halls. Applications for readmission omy and Physiology 188 Admissions

Biology courses to be offered for admission to the nursing major. Psychology Statistics Registered Nurses-Regular Admission Microbiology (including laboratory) Humanities Registered nurses who have graduated from diploma Chemistry (2 semesters, including laboratory) or associate degree programs and who seek admission to Sociology (2 semesters) or one each of Sociology and the School of Nursing under the admission procedures Anthropology just described may achieve advanced placement through Physical education courses required in the college examination. It may be possible for some registered attended are not accepted as fulfilling admission re­ nurses to complete the baccalaureate program in one quirements. year or take extra courses at the graduate level. The minimum academic standing expected of all applicants is 2.0. All courses listed as prerequisites Registered Nurses-Early Option Admission should be completed with a grade of "C" or better (pre­ Registered nur requisites cannot be taken with the S/ F option). Courses ses may be admitted to earn the bacca­ laureate with grades of "C-" or below taken outside the Univer­ degree upon completion of a minimum of one year of sity of Rochester are not acceptable for transfer credit in study in the liberal arts and sciences. The addi­ tional the School of Nursing. required year of liberal arts and sciences may be taken in combination The School requires evidence of a strong desire to with nursing courses, provided make nursing a career, together with evidence of apti­ that the prer�quisites have been completed. The oppor­ tumty tude for such a career. to achieve advanced placement in the School of Nur Students, especially those taking part-time study over sing is available and is arranged through the College Proficiency a period of time, are advised to check periodically Exam (CPE) program on an individual basis. regarding degree requirements and the acceptability of 189 FINANCING AN EDUCATION

Costs All students pay an activity fee, which is established annually by the student government. The fee is $64 for Expenses to be anticipated in determining the cost of the academic year. an education at Rochester can best be understood as a One-half of the annual fixed costs is charged each combination of fixed and variable expenses. Fixed costs semester. One-half of the annual amount of allowable are those payable directly to the University for tuition, credits (such as University scholarships, state scholar­ fees, and room and board for those living on campus and ships, and National Direct Student Loans) is credited. participating in a University board plan. Those costs and The net balance is payable in full prior to the beginning information relevant to their payment are summarized of each semester, and extensions of time for payment are below. not granted. Late payment charges will be assessed. Stu­ Variable expenses are those which an individual stu­ dents with unpaid balances are not allowed to register dent finds necessary over and above these fixed costs. for classes or room drawings for the next semester and The largest single items of variable expense are likely to are withdrawn before the end of the current semester. be books and transportation. Amounts spent for cloth­ The University offers a Monthly Option Plan which ing, recreation, and personal items will differ widely may provide a convenient alternative for budgeting and according to the financial circumstances and personal paying such costs. It combines the features of a prepay­ spending patterns of individuals. ment and deferred payment program and allows the On the basis of past experience and for purposes of academic year expenses to be paid in 10 installments. assessing the need for financial aid, the Office of Admis­ The first installment is due on July I fo r students enter­ sions and Student Aid can estimate the average cost to ing the University in September. To help offset the cost an undergraduate for one year. Generally referred to as of administering the plan, a fee of $35 is charged. Addi­ the estimated student budget, this figure for students tional information and application forms are mailed to living on campus during the 1982-83 academic year is all students. For the academic year beginning in Sep­ $11,200 plus travel. Commuting students who live with tember 1983 the University plans to revise its billing their parents in the greater Rochester area may estimate system for full-time students. A IO-month billing and an annual budget of $8, 1 50. payment plan beginning in July of each year will become the standard plan for payments. However, semester payment plans will also be offered. Fixed Costs Detailed information about financial aid follows. In Tuition for full-time undergraduates except junior addition, parents may wish to investigate time payment nursing students is $6,850 for the 1982-83 academic plans available through commercial lenders and local year. A room in a campus residence, including linen ser­ banks to pay for University education costs. vice, is $1,602 per year. The most comprehensive board plan (mandatory for resident freshmen) is $1,550 per Financial Aid year. The maximum charge for a combined room and board plan is $3, 152 regardless of accommodations. The Recognizing that the cost of a quality education is room charge for upper-class students who elect to live in high, the University has made a commitment to provide the residences and do their own cooking or eat at non­ a sound program of financial aid. Financial aid awards University-operated eating establishments is $1,760· per administered directly by the University, including schol­ year. Freshmen incur a one-time charge of about $85 for arships, grants, loans, and part-time campus employ­ meals and accommodations during summer orientation. ment, are held by approximately one-half of our under­ A compulsory health fee of $342 per year is charged to graduates. Over 75 percent of undergraduate students all full-time students. The insurance portion of the fee receive some type of financial assistance from the Uni-

($1 96) may be waived, if the student has equivalent cov­ -The room charge of $1,760 fo r upper-class students who elect the erage, by submission of a Health Plan Options form at non-board option includes the basic room charge of $1,602 plus a dining the beginning of the semester. fa cilities availability fee of $130 and a kitchenette fee of $28. 190 Financing an Education

River Campus: Fixed Cost Summary 1982-83 Tuition ...... $ 6,850 Room ...... 1,602 Board ...... ,...... 1,550t Fees (approximately) ...... 416 Total Annual Fixed Cost $10,418 tUpper-class students may elect a plan of 14 meals per week. for which the charge is $1,460.

School of Nursing: Fixed Cost Summary 1982-83 Junior Year Summer Senior Year 1982-83 1983 1982-83 Tuition (12-20 semester hours) ...... $ 6,850 ...... $1,525 ...... $ 6,850 Room, Board ...... 3,152 ...... 850+ ...... 3,152 Fees (approximately) ...... 416 ...... 416 $10,418 $2,375 $10,4 18

t Estimated. NOTE: Variable expenses incurred by nursing students include the fo llowing: uniforms; books and supplies; and expenses in connection with field trips or clinical experience, including transportation to and from clinical settings. These expenses may vary from $400 to $500 per year.

NOTE: For adjustment of charges in case of withdrawal, see page 206, Adjustment Charges, Withdrawal and Inactive Status. versity, from sources outside the University, or from a submit the required forms by January 31. Transfer aid combination of both. Through careful allocation of applicants should submit the forms at the same time they available resources, the University attempts to provide submit admission applications and also must provide financial support for many who would otherwise be documentation of all sources of financial aid received at unable to attend. A complete listing of available scholar­ the college from which transfer is being made. All appli­ ships begins on page 191. cants who are not United States citizens should file the A general discussion of student aid follows. Addi­ Financial Aid Application for Students from Foreign tional information is available from the Office of Admis­ Countries instead of the Financial Aid Form. This appli­ sions and Student Aid or the Office of Admissions and cation is available from the Office of Admissions and Registration, School of Nursing. A brochure, Meeting Student Aid. Costs at Rochester: A Guide fo r AllPros pective Under­ graduates, provides a comprehensive discussion of Basis for Award and Renewal of financial aid, including eligibility and application pro­ cedures for many specific aid programs. This publication Financial Aid is available upon request. Selection for aid awards, especially University schol­ arships, is closely related to merit, achievement, and future academic promise. The amount of aid, however, Making Application reflects financial need and takes into consideration rea­ Applicants for financial aid must complete the finan­ sonable contributions from parents and the applicant cial aid section of the application for admission and toward meeting college costs. Applicants are considered must submit the Financial Aid Form to the appropriate for all types of scholarships, loans, and employment for regional office of the College Scholarship Service. This which they are qualified and eligible. form usually is available from the secondary school; The amount of financial assistance is subject to subse­ copies also may be obtained from the Office of Admis­ quent adjustment if the applicant receives additional aid sions and Student Aid. Freshman aid applicants should outside that which is under the direct administration of Financial Aid 191 the University, or if changes in financial need become For these reasons, Rochester has joined other univer­ apparent. Students are expected to submit the appro­ sities in requiring verification of financial information priate applications for all outside awards for which they through submission of a copy of the preceding year's qualify. An Acceptance of Financial Aid document is Federal Income Tax Return. Specific instructions re­ required of those students who decide to enroll. garding this requirement are sent following a student's Aid awards are reviewed annually, and a renewal acceptance of an offer of admission and aid. application for the subsequent academic year must be submitted early in the spring term. In the review of Types of Financial Assistance upper-class 'applications, the University takes into con­ sideration continuing financial need, academic achieve­ University Scholarships ment at a level which assures satisfactory completion of Scholarships administered by the University include degree requirements, and evidence of individual efforts general and endowed scholarships and special awards to meet college expenses through part-time employment made under the sponsorship and annual support of spe­ and student loans. In the determination of financial cific individuals or groups (see page 193 for a complete need, all resources available to the student to help meet list). Students applying fo r aid are considered for all college costs are considered in the decision to continue scholarships for which they are eligible. Unversity-administered financial assistance. Certain honorary scholarships, based upon superior University scholarships ordinarily are continued for a qualifications, provide a minimum stipend without re­ maximum of eight semesters for students entering as gard to need (excluded are those applicants who qualify freshmen in the fall term. Transfer students are eligible for parents' University tuition benefits). Honorary for scholarship consideration based upon the number of achievement scholarships of particular distinction in­ semesters remaining between entrance and the antici­ clude: pated graduation date (class year designation) estab­ Alumni Regional Scholarships. Winners are selected from lished at the time of enrollment. With the exception of among students nominated by Rochester Alumni Admission students who were separated by the University, financial Program Committees (currently 60) throughout the United aid recipients who withdraw are eligible for continuation States. Up to three Regional Scholarships may be awarded in of assistance upon completing all requirements for re­ each area. Names of Committee chairmen are available upon admission. The amount of aid will depend on the avail­ request from the Office of Admissions and Student Aid. The ability of funds and will not necessarily be equal to a minimum annual award is $1,000. Amounts in excess of this previously held award . Readmitted students with a pre­ honorary level are based upon financial need. vious educational loan in default status are not eligible Bausch & Lomb Scholarships. Sponsored by Bausch & Lomb for renewal of aid. Incorporated, recipients are selected from among freshman applicants who have been awarded the Bausch & Lomb Science Medal by their high schools. The minimum annual award is Verification of Financial Information $1,000. Amounts in excess of this honorary level are based upon fi nancial need. The University endeavors to allocate its fi nancial aid Joseph C. Wilson Scholarships. Winners are selected on the resources as equitably as possible. Because the amount basis of the application for admission from among freshman of aid awarded is determined by the financial need of the applicants who show clear evidence of academic and extra­ applicant, the Committee on Student Aid must have an curricular excellence, as well as potential to profit from an accurate assessment of the fa mily's financial circum­ exceptionally flexible program of study with individual faculty stances. With few exceptions, parents provide candid sponsors. These scholarships honor the memory of the late and reliable financial information. Much of the informa­ Joseph C. Wilson, former Chairman of the University's Board tion requested on the Financial Aid Form, however, of Trustees, former Chairman of Xerox Corporation, and a involves often difficult estimates. In a minority of cases, University alumnus, Class of 1931. The minimum annual award is $2,000, for a maximum of ten semesters. Amounts in excess therefore, financial information reported may prove to of this honorary level, for a maximum of eight semesters, are be inaccurate, incomplete, or misleading. based upon financial need. Furthermore, the University is required to document Rochester Engineering Scholarships. Awarded to outstanding the financial circumstances of federal fund recipients and freshmen engineering candidates, chosen by a faculty commit­ must adhere to regulations governing federal awards, tee from the College of Engineering and Applied Science, on the particularly with regard to the eligibility of applicants basis of the application for admission. The minimum annual according to fi nancial need. award is $1,000. Amounts in excess of this honorary level are based upon fi nancial need. 192 Financing an Education National Merit Scholarships. Awarded to entering freshmen on advantage of deferred repayment until the completion of the basis of the annual National Merit Scholarship Corporation studies. Loan programs commonly utilized by Rochester qualifying test. In addition to corporation and foundation undergraduates include: sponsors, the University also sponsors 10 renewable scholar­ National Direct Student Loans. Loans from this federal pro­ ships to selected finalists who designate Rochester as their col­ gram are authorized at the discretion of the Committee on Stu­ lege choice. The minimum annual award is $500. Amounts in dent Aid. Repayment at 5% interest may be extended up to 10 excess of this honorary level, to a maximum of $2,000, are years, following a 6-month grace period after completion of based upon financial need. studies. Further deferments are possible during periods of addi­ NROTC Scholarships. Scholarship assistance is available from tional study, service with the Armed Forces, or volunteer ser­ the United States Navy for students enrolled in the NROTC vice with certain agencies such as Peace Corps or VISTA. A Program. See page 107 (Naval Science) for further information. substantial portion of total indebtedness may be cancelled for Other Special Scholarships are available to those meeting spe­ students who enter specified fields of education, such as the cial requirements, such as place of residence, place of parent's teaching of handicapped children. Eligibility restricted to U.S. employment, selection of program of study, and the like. These citizens or permanent residents. are described on page 193. Applicants are automatically con­ Federal Nursing Loans. Loans from this federal program are sidered for all awards for which they are eligible. authorized at the discretion of the Committee on Student Aid to juniors and seniors only. Repayment begins nine months Federal Financial Aid· after completion of studies at 6% interest. Similarly to National Direct Loans, specified deferment and cancellation provisions The University is an approved particIpant in the are available. Eligibility restricted to U.S. citizens or permanent National Direct Student Loan, Federal Nursing Student residents. Loan, College Work-Study, Pell Grant, and the Sup­ Guaranteed Student Loan Program (GSLP). This federal pro­ plemental Educational Opportunity Grant programs of gram makes loans of up to $2,500 per year at 9% interest avail­ the federal government. Approved by acts of Congress, able to eligible students, with aggregate undergraduate borrow­ these programs make funds available to United States ing limited to $12,500. Loans to students from families whose citizens or permanent residents for grants, loans, and adjusted gross income exceeds $30,000 require documentation campus employment. With the exception of Pell Grants, of financial need. Although authorized by federal legislation, the administration of these federal student aid funds the GSLP program is subject to individual state and lender regulations. Further information and applications are available rests with the University, however, and recipients are from hometown lenders such as banks, savings and loan associ­ selected by the Committee on Student Aid. Preference is ations, or credit unions. Eligibility is restricted to U.S. citizens given to applicants with the greatest financial need, and or permanent residents. continuation of aid from this source depends upon Auxiliary Loans to Assist Students (ALAS). Also called PLUS annual Congressional appropriations. Loans (Parent Loans to Undergraduate Students) in Massachu­ The Pell Grant is an entitlement program not under setts and New York. Primarily a loan for parents, this federal the direct administration of the University, which does program provides up to $3,000 per year at 14% interest. not select recipients nor determine eligibility. Estab­ Repayment of principal and interest is not deferred, and begins lished by Congress in 1972, and formerly called Basic 60 days after processing is completed. The amount borrowed, Educational Opportunity Grants (BEOG), this program together with all other financial aid, including the GSLP, can­ makes direct grants to students who qualify solely on the not exceed the cost of attendance. Students no longer depend­ basis of financial need. Instructions for applying for Pell ent upon their parents also are eligible, but an ALAS and GSLP combined cannot exceed $2,500 annually. Grants are available from the secondary schools and also are included with the Financial Aid Form of the College University Loans. The University itself makes a limited number Scholarship Service. of loans available to students needing further assistance to meet educational costs. These loans, with interest at 9%, may be Student Loans repaid over a period of five years following graduation with a Educational loans as a means of self-help toward minimum repayment of $15 per month. Special arrangements meeting college costs have increased markedly in recent may be made to defer repayment during periods of graduate years. With few exceptions, student loans offer the study, military service, or further professional training.

Part-time Employment 'Eligibility requirements, terms. conditions. and amounts of federal student financial aid are subject to sudden revision by the Congress. Students may be given priority status for placement in Descriptions of federal aid programs included in this publication, there­ campus jobs as part of the total aid award. Many of fore, may not be applicable at the time of enroUment. Undergraduate Scholarships 193 thesejobs are funded through the Federal College Work­ to provide scholarships for student nurses on the basis of Study Program. Ordinarily 10 to 15 hours per week is a achievement and promise. suggested work load. In addition, the Student Employ­ Alumni Leadership Scholarships. Established in 1976 by ment Office maintains an open job file which may be alumni interested in basketball at the University of Rochester. used by any student seeking employment on or off Awarded annually on the basis of achievement and financial campus. need to a student who has demonstrated athletic ability as a basketball player. Alumni Regional Scholarships. Upon recommendation of Assistance from Other Sources Regional Alumni Committees. For additional information see Applicants for financial aid also are urged to seek page 191. information concerning their eligibility for assistance Susan B. Anthony Scholarship. Established by the Women's from outside sources such as state scholarship programs Club of the University of Rochester in 1979. Awarded to a (New Y ork State Tuition Assistance Program and woman undergraduate from the greater Rochester area on the Regents Scholarship Program for New York State resi­ basis of academic achievement, future promise, and financial need. dents), Veterans Administration benefits, the Office of Vocational Rehabilitation, and local community agen­ Bausch & Lomb Scholarships. Available to selected recipients cies, corporations, foundations, or similar organizations. of the Bausch & Lomb Medal. For additional information see page 191. Application instructions and other conaitions affect­ ing receipt and retention of outside scholarships and Carl F. W. Betz Family Scholarships. Established in 1972 from grants will vary among sponsors, and applicants there­ the estate of Martha J. Betz, Class of 1912, in memory of her father and her six brothers who also attended the University. fore must be aware of acceptable procedures. The New I ncome to be used for undergraduate scholarships. York State Tuition Assistance Program, for example, requires evidence of satisfactory academic progress and Fannie R. Bigelow Memorial Scholarship. Commemorates the work of Fannie R. Bigelow, friend and colleague of Susan B. timely pursuit of the program of study for retention of Anthony. Provides a scholarship for a woman of outstanding award. qualities in her junior or senior year. Geoffrey Broughton Memorial Scholarships. In memory of Geoffrey Broughton, former professor and chairman of the Undergraduate Scholarships chemical engineering department. Provides scholarships for deserving students of chemical engineering. Selection for the majority of University scholarships is \. The Charles A. Brown Prize Scholarships. Endowed by the late \ based upon merit and achievement, with the amount Charles A. Brown of Chicago, Class of 1879, and awarded to determined according to the financial need of the appli­ candidates from the Chicago area. ,,-; ant. For a limited number of scholarships, a minimum David Burbank Scholarships. Established in 1880 by John H. hci.!lprary amount is offered without regard to need. Deane, Class of 1866 and trustee of the University, in honor of Thest.'- programs are described on pages 191-192. No the former principal of Brockport Academy. Restricted to stu­ separa"t\e application is required for consideration for dents from the town of Brockport, New York. individu�1 scholarships. Charles W. Butler Scholarship. Established in 1952 by Bertha The fo�owing list includes endowed and sponsored L. Butler in Memory of Charles W. Butler, Class of 1891. To be undergradtl.ate scholarships available as of December used for a male student who is a member of the First Baptist 1981. Church at Fairport, New York. Sol Aiole Sch\olwsh ips. Established from the estate of Samuel Centennial Prize Scholarships. Originally established in honor Aiole in memory'.:,\fhis brother, a member of the Class of 1909. of the University's 100th anniversary. Now awarded primarily To be awarded to worthy Jewish students. to qualified students who apply through the Early Decision Allen-Forsyth Memct>rial Scholarships. Endowed by the fa mi­ Program. Several available for each class. lies of Wheeler D. Allen and Walter S. Forsyth. Awarded to Charles Challice, Jr. and Cornelia Sidwell Challice Scholarship University undergraduates, with preference given to students Fund. Established in 1979 by Mr. Charles Challice, Jr., to be who have shown special interest in athletic and musical activi­ awarded to needy undergraduates. ties and who demonstrate ability necessary to continue active The Professor Donald R. Charles Scholarships. Established successful participation in these areas while maintaining satis­ through the generosity of Mr. and Mrs. Joseph L. Noble. fa ctory academic performance. Creates income for awards to well-qualified, needy students in Allstate Foundation Scholarships. Established in 1961 by gifts biology. 194 Financing an Education

The Janet Howell Clark Scholarship. Proposed by the alumnae 1924, for deserving undergraduates. of the University and established in honor of the Dean Emeritus Eastman Kodak Scholarships. Awarded to sophomores on the of the former College for Women. The award is presented to an basis of merit and achievement and continuing through the entering freshman woman on the basis of unusual promise of senior year. Selected on the basis of nomination by the aca­ achievement as evidenced by high intellectual capacity and out­ demic deans. standing personal qualifications. Eleanor Motley Eastwood Scholarships. Established in 1978 Class of 1929-Women's Fund for Purchase of Books. Estab­ and awarded from the Sage Trust to needy students in the lished in 1929 by the Women's Class of 1929. Income to be used College of Arts and Science. for the purchase of books by any daughters, granddaughters, or great granddaughters of the Class of 1929 who are juniors in the William Eastwood Scholarships. Established in 1953 by Albert College of Arts and Science. If no eligible recipients, income B. Eastwood for deserving undergraduates. may be used for scholarships for junior women. Educational Modules, Inc. Scholarships. Sponsored by the Milton S. Comfort Scholarships. Endowed by the late Frances local Rochester corporation specializing in products for the B. Comfort. Awards are determined by the Committee on Stu­ science educator. Preference is extended to students from dent Aid. upstate New York whose field of concentration is biology, chemistry, or science education. The Professor William J. Conley Scholarships. Endowed by a gift of Mr. and Mrs. Joseph L. Noble. Stipends to be awarded M. Herbert Eisenhart Scholarships. Established in 1976, the to deserving students in mechanical engineering. M. Herbert Eisenhart Scholarships are available to provide equal opportunity in education to students from low- and Wilmot R. and Jean M. Craig Scholarship Fund. Established in middle-income families. 1979 by Wilmot and Jean Craig. To be used equally among students in the School of Medicine and Dentistry and the Col­ Helen Martin Emery Scholarships. Established in 1963 by John lege of Arts and Science. A. Emery in memory of his wife. Preference is given to students interested in social service as a career. Trafton M. and Maude W. Crandall Scholarships. Established in 1978 by Charles T. Crandall, Class of 1937, and Robert W. The Engineering Women's Club Scholarship. Awarded to an Crandall in memory of their parents, Trafton Milford Crandall, engineering student entering the junior or senior year. Criteria Class of 1905, and Maude Wilson Crandall. Promising candi­ for award include motivation for a career in engineering, aca­ dates who are in need of financial assistance in any of the Uni­ demic promise, and achievement. Preference is given to a quali­ versity's colleges or schools are eligible for these scholarships. fied woman engineering student. Preference is given to students from the Rochester- Monroe John Fahy Scholarships. Established in 1959 �y; C. Harold Fahy, Class of 1915, in memory of his father, Classpf18 66, for County area. ." undergraduate scholarships. Marian J. Cummings Scholarship. Established in 1976 by a bequest from the estate of Marian J. Cummings. The income Barbara Finch Scholarship for Women. Endowed bY'a tlequest / from this fund is to be used for scholarship aid to worthy stu­ of Charles E. and Mary B. Finch in honor \lfitheir d'l ugl:lter ;/ Barbara. To be awarded to female students' � . dents in the College of Arts and Science. }-1.. / ". Charles R. Dalton Scholarships. Esta blished in 1979 by Charles Grace Firman-George Winthrop Johnson Sch�.larships. "TpHee f and Mary Dalton. Mr. Dalton, a devoted alumnus, Class of scholarships for undergraduates, established by . bequesf,(The ' 1920, served the University for nearly 40 years, including 19 Warren S. and Margaret Cox Firman Met;noriill S.cOCd� rshiP ; years as director of admissions and student aid. The Grace Firman and George Winthrop, "Johnson � emori�l Scholarship, and The George Winthrop Johns0 Memorial J. ' The Dante Scholarship. Provided by the Italian Women's Civic Scholarship. '.E . Club of Rochester. Restricted to students entering the College 7 of Arts and Science who are of Italian birth or ancestry. This Henry S. and Kate Fredendall Scholarship. F.cstablished by� scholarship carries a stipend of $400 annually for four years. Faythe B. Fredendall, Class of 1918. Preferen� given to a stu­ dent from Rose, New York, and secondly, frolJl1 Wayne The Davenport-Hatch Foundation, Inc. Scholarships. Awarded County, New York. annually to promising nursing students upon recommendation I of the Department of Nursing. J. Donald Frey Scholarship. Made possible through the contri­ bution of an anonymous donor. Awarded. to a qualified student Carl Lewis Deavenport Scholarships. Established in 1972 by a in the School of Nursing. bequest from the estate of M. Gertrude Deavenport in memory of her brother. The income from this fund is to be used for Beulah Elizabeth Fuller Scholarship. Established through the scholarships in the College of Arts and Science. generous gifts of Beulah F. Fuller and her sister Susan E. Fuller and friends. Awarded to women enrolled in the River Campus Clare Dennison Memorial Scholarships. Awarded to juniors Colleges. and seniors in the School of Nursing. Fred John Galloway Scholarships. Established in 1980 by Eliz- Leo H. East Scholarships. Established by Leo H. East, Class of Undergraduate Scholarships 195 abeth Galloway Smith in memory of her father. Scholarships Graflex Scholarship. Endowed by Graflex, Inc. Income to be to be awarded to deserving undergraduate students majoring in used for a scholarship to a University of Rochester student who English. Preference will be given to entering freshmen who is a son, daughter, or relative or a member of the Graflex organ­ show likelihood of a further concentration in English literature. ization. Awards are renewable and based on general performance and Sylvia Hansen Griffin Scholarship. Established in 1977 by financial need. Herbert W. Griffin in memory of his wife. Preference is given to Lysle "Spike" Garnish Memorial Scholarship. Established in a student interested in international relations as a career. 1971 by Drs. Richard and John Garnish, Classes of 1949 and Charles and Nettie Grosberg Foundation Scholarship. Estab­ 1951 (sons of Lysle Garnish), and friends in memory of Lysle lished in 1975 by Stephen M. Grosberg, an alumnus of the Garnish, athletic trainer and assistant football, basketball, and University. To be awarded to students who have demonstrated baseball coach for 19 years. To be used for scholarships for their efforts to meet a significant portion of college costs undergraduate students, with preference given to those who through employment. have participated in athletics in either high school or college. Statira Johnson Gruppe Memorial Scholarships. Awarded to General Motors Engineering Scholarships. Awarded to engi­ undergraduates in the School of Nursing. Preference is given to neering students upon completion of two years of academic students from western Connecticut. work, and on the basis of outstanding achievement and extra­ curricular activities. Selection by the Dean of the College of Ezra A. and Josephine Booth Hale Scholarship. Established by Ezra Hale, Class of 1916, in memory of his wife, a member of Engineering and Applied Science. Summer internships preced­ the Class of 1917, to commemorate their long and rich associa­ ing the junior and senior years are an integral part of the schol­ tion with the University. Awarded to deserving undergraduates arship program. on the basis of achievement, promise, and need for financial Genesee Scholarships. Originally established for students living assistance. a considerable distance from Rochester. Preference now ex­ Henry Bradford Hanley Scholarships. Established in 1968 by tended to well-qualified applicants from foreign countries. bequest of Bertina T. Hanley in memory of her husband. The Genesee Valley Delta Upsilon Foundation Scholarship. Income to be used for scholarships for worthy and needy stu­ Awarded to a student on the basis of achievement, promise, and dents who propose to study medicine or who are enrolled in the financial need. Founded by alumni in the Delta Upsilon Chap­ medical school of the University. ter formerly at Rochester. Jack and Lester Harrison Memorial Scholarships. Established Charles F. and Elizabeth Filkins Gessler Scholarships. Estab­ by members of the family in 1972 in honor of Jack Harrison, an lished by Mr. and Mrs. Gessler of the Gessler Publishing Co. alumnus of the Class of 1931. Recipients are selected on the Mrs. Gessler is an alumna of the University. Preference for basis of achievement and promise, with preference to men who worthy women students interested in the Romance languages, have demonstrated achievement in athletics. especially French. Mabel M. and A. T. Hatch Memorial Scholarship Fund. Gleason Memorial Scholarship. Awarded to students in engi­ Awarded by the Davenport Hatch Foundation (under the aus­ . eering. Provided through the generosity of the Emmet Blake­ pices of Mrs. George Heller and Mrs. Austin Hildebrandt) to ne) Gleason Memorial Fund Incorporated in memory of qualified nursing students. Emm t Blakeney Gleason. Samuel M. Havens Prize Scholarships. Established in 1954 by a Elizab . h Brown Goldstein Memorial Scholarships. Estab­ bequest of Mr. Havens, Class of 1899 and a former trustee. lished in 1972 by Dr. Jacob Goldstein, Professor Emeritus of Awarded to promising candidates, for any of the colleges or Medicine, his two sons, and friends in memory of Dr. Gold­ schools of the University, who are residents of the state of Illi­ stein's wife. . warded to junior and senior undergraduates m the nois and who are in need of financial assistance. of N sing. School . Ercil and George Haywood Hawks, Jr. Scholarship Fund. Hy Goldstein cholarships. Established in 1973 by f�iends of Endowed by the gift of Mr. George Hawks to be used for Mr. and Mrs. H l\Goldstein in honor of their 50th anmversary. undergraduates interested in the legal profession. For undergraduat students. ,\ Elihu Hedges Memorial Scholarship. Established in 1969 by Edwin Lee and Porl\.ia Strong Gosnell Scholarships. A bequest members of Mr. Hedges's family in memory of Elihu Hedges, in 1960 for the establi hment of scholarships for undergraduate Class of 1924. Awarded to a male member of the sophomore students. \ class who has demonstrated both academic and athletic profi­ The Graflex Prize Sc�olarships in Mechanical Engineering. ciency. Endowed by Graflex, In�. Awarded to a student at the begin­ Leonard H. Henderson Memorial Scholarships. Established in ning of the junior year 01], the basIs of personal quahflcatlOns, 1978 by the family of Leonard H. Henderson for River Campus achievement, and aptitude in the field of mechamcal engmeer­ undergraduates. eference is given to a child or grandchild of an employee ing. Pr Alec A. Herschler Memorial Fund. Established by the late of the company. 196 Financing an Education Sophye Ann Herschler of Rochester in memory of her brother, students whose qualifications are consistent with the Univer­ Alec A. Herschler. The scholarships are to be awarded to sity's standards of award. worthy Rochester city high school graduates. Preference is Kenneth B. Keating Scholarship. Established in memory of given to undergraduates of the College of Arts and Science. Kenneth B. Keating, a most distinguished alumnus, Class of Sol Heumann Scholarships. Endowed by the late Sol Heu­ 1919, Congressman, U.S. Senator, Ambassador to India and mann. Awards to male students in equal numbers from each of Israel. To be awarded to worthy River Campus undergraduates. three faiths: Jewish, Protestant, and Roman Catholic. Ray W. Kimball Scholarships. Established from the estate of The Burlew Hill Memorial Scholarships. Established in 1960 by Ray W. Kimball, M.D., who was a member of the staff of SI. a bequest of Burlew Hill, Class of 1903, for the purpose of Mary's Hospital in Rochester for many years. scholarships. John Knight Scholarships. Established in 1958 by the bequest Jill Hirsh Memorial Scholarship. Established in 1974 by the of John Knight, an alumnus of the Class of 1893. Income to be parents of Jill Hirsh, a 1973 graduate, in memory of their used for scholarships to worthy and deserving students, with a daughter to provide scholarship assistance to a worthy graduate preference for residents of Wyoming County, New York. or undergraduate student of the Department of Foreign Lan­ William C. Kohlmetz Scholarships. Established by Elizabeth H. guages, Literatures, and Linguistics, with preference to a stu­ Kohlmetz. Income to be used to assist needy undergraduate dent of Russian. students. The Augusta Laney Hoeing Scholarships. Awarded through The Professor Willard R. Line Scholarships. To be awarded to contributions of the alumnae of the Alpha Sigma Sorority and able and needy students in chemistry. Provided by Mr. and Mrs. Charles Hoeing, an honorary member of the sorority. Mrs. Joseph L. Noble. Restricted to the River Campus, with preference given to female students. The Livingston Park Seminary Alumnae Scholarship. En­ dowed by alumnae of the Livingston Park Seminary in com­ The Katy B. Hofheinz Scholarships. Endowed in 1939 by a gift memoration of the institution. Awarded to a woman from the from Mrs. Rudolph Hofheinz. Awarded upon entrance to Rochester area on the basis of ability, achievement, character, freshman men or women. and need. The award is made annually and preference is given Rudolph Hofheinz Scholarships. Established in 1945 by Dr. to descendants of alumnae. Rudolph Hofheinz for deserving undergraduates. T. Richard Long-Isabel K. Wallace Memorial Scholarship. The Luther Emmett Holt Prize Scholarships. Endowed by the Established in 1969 by the Class of 1944 in honor of Isabel late Francis R. Welles, A.B., 1875, in memory of his classmate, Wallace, Class of 1916, who served the University for many Dr. Luther Emmett Holt, and awarded to candidates from years as Freshman Adviser and Women's Counselor; and Pro­ Chicago or New York who intend to follow a premedical fessor Long, Class of 1921, for 27 years a member of the course. mathematics faculty. Awarded to junior men and women on the basis of achievement and promise of future service to the Uni- The Susan Huntington Hooker Scholarship. Honors Mrs. . . Horace B. (Susan Huntington) Hooker (daughter of Elon versity as alumni. Huntington, a founder and trustee of the University), who was Lowell and Esther MacMillan Scholarships. Established . In widely known and loved for her cultural and civic interests and 1978 for the purpose of providing scholarships for dese ving activities in Rochester over a long lifetime. In providing for this River Campus students. scholarship, the donor expresses the hope that it will be of Arthur J. May Scholarships. Established in 1970 by th Class of assistance to a woman undergraduate or graduate who gives 1945 in memory of Arthur J. May, Professor 0 History, promise of comparable service in her own community. 1925- 1 964, Professor Emeritus and University Historian, Jesse S. Horwitz Memorial Scholarships. To be used for schol­ 1964- 1968. Income to be used for undergraduate cholarships. arship aid to students from the Rochester and Genesee Valley McIntosh Educational Fund Scholarships. stablished by area. Josieannie Duff McIntosh for the education o'r students prefer­ Orilla Inman Scholarships. Endowed by the bequest of William ably of Scottish parentage or descent and tolbe selected annu­ H. Inman in memory of his sister. Preference given to students ally upon recommendatIOn of the Scottlsh ;Nomen's Society of from Clarendon, New York, and secondly, from Orleans Rochester, New York. County, New York. The Ellen McMaster Scholarship. E d fowed by a gift from Institute of Optics Alumni Scholarships. Supported by contri­ Donald McMaster. Awarded to an eniJ ineering student upon butions from alumni of The Institute of Optics. Awarded upon the recommendation of the College of ngineering and Applied recommendation of the Director to undergraduates pursuing a Science. Preference will be given to u�dergraduate members of degree in optics. Tau Beta Pi. George Winthrop Johnson Memorial Scholarships. Established The Fred S. and Ella F. Miles Scholarship Funds. Income to be by the bequest of Grace Firman Johnson. Awarded to those used by the University in assisting needy students, either men or women, from Rochester, New York, public schools. 197 /98 Financing an Education

Etta Miller Scholarships. Established in 1921 by R. T. Miller, Clyde W. Rea Memorial Scholarship. Established in 1981 by Jr. Income to be used for the aid and encouragement of worthy C. Woodrow Rea, Jr., Class of 1970, in honor of his father. and needy students. Awarded to students who show special promise for achievement in scholarship, citizenship, and leadership, with preference to John M. Milne Memorial Scholarships. Established in 1909 in entering freshmen from the Capital District of New York State memory of Dr. John M. Milne, Class of 1879, by the Nathaniel (Albany, Schenectady, Troy areas). D. Hubbell Alumni Association of Geneseo Normal College. The scholarships are restricted to students from the town of Reader's Digest Foundation Scholarship. Endowed in 1973 by Geneseo. the Reader's Digest Foundation. The total income may be assigned to a number of individual scholarships. Professor Howard D. Minchin Scholarships. Established in 1966 by Florence Minchin Mather in memory of her father, a The Mildred Cadwallader Reif Scholarships for Students of former professor at the University of Rochester and teacher at Nursing. Established in 1970 by a gift of Mildred C. Reif for Monroe High School in Rochester, New York. Income to be scholarships for students of nursing. used for scholarships for undergraduate students at the Univer­ Francis K. and Carolyn Lyon Remington Scholarships. Estab­ sity who are graduates of Monroe High School. lished in 1980 by Francis K. and Carolyn Lyon Remington to Clarence King Moore Scholarships. Established in 1956 by a commemorate in perpetuity the longstanding relationships of bequest by Professor Clarence King Moore. Income to be used the Remington and Lyon fa milies with the University. To be for scholarships in Romance languages to worthy men. awarded to deserving undergraduates. The Rida S. Moore Scholarships. Endowed by the late Mrs. The Charles Resler Scholarships. Established in 1972 by Mr. Clarence King Moore for worthy female students. Resler, Class of 1930. Awarded to students who have demon­ strated leadership and interest in extracurricular activities Mabel A. Morgan Fund. Established by a bequest in 1970 from through participation in athletics. the estate of Mabel A. Morgan to assist worthy students in the School of Nursing to complete their education. Rush Rhees Scholarships. Founded in memory of Rush Rhees, President of the University from 1900 to 1935. These scholar­ National Action Council for Minorities in Engineering ships are awarded to male students, contingent upon satisfac­ (NACME) Scholarship. Sponsored by NACME at selected par­ tory conduct, and are renewable for remaining undergraduate ticipating colleges, and awarded to black, Puerto Rican, Mexi­ years if the recipients' general performance and financial cir­ can American, or American Indian first-year or transfer stu­ cumstances warrant. dents intending to major in the College of Engineering and Applied Science. Albertus D. Richards Scholarships. Established in 1969 by a bequest from the estate of Edith L. Richards, sister of Albertus National Merit Scholarships. Awarded to freshmen who are D. Richards. Income to be used to assist worthy, needy young National Merit Finalists. (See page 192 for details.) men and women of the Protestant faith. National Society of Professional Engineers Educational Foun­ River Campus Memorial Scholarships. Established in 1973 dation Scholarships. Sponsored by the University of Rochester and the National Society of Professional Engineers. Three through a combination of memorial gifts to the University for scholarships of $1,000 are awarded to outstanding freshman the purpose of unrestricted scholarships. engineering candidates. Interested students must apply both to Milton K. Robinson Scholarships. Created in 1976 by Helen H. the University and to the NSPE Educational Foundation. Robinson, former President of the University of Rochester Further information is available from the Dean's Office, Col­ Alumni Association, in memory of her husband, Milton K. lege of Engineering and Applied Science. Robinson, Class of 1912. To be used to aid deserving students Nursing Alumnae Scholarships. Awarded to entering transfer from middle-income fa milies. students in the School of Nursing upon the recommendation of Rochester Engineering Scholarships. Upon recommendation of the Nursing Admissions Committee. Supported by contribu-· the faculty of the College of Engineering and Applied Science. tions from the Alumnae Association of the School of Nursing. For additional information see page 191. Paideia Scholarship. The Paideia Scholarship is awarded to The Rochester Gamma Pi of Sigma Chi Foundation Scholar­ students of outstanding ability with a special interest in the ship. Awarded to students on the basis of the general criteria of humanities. Recipients are selected on the basis of scholarly award used by the University in granting scholarship assistance. achievement, imagination, promise of future distinction, and Preference is given to members of the Gamma Pi Chapter of the personal character. fraternity. / Julia A. Peel Scholarships. Endowed by the bequest of Julia A. Rochester National Scholarships. Provided through general Peel for worthy students. Preference to be shown in favor of University scholarship funds and by donors who have made graduates of Pittsford High School. contributions for unrestricted scholarship purposes. Awarded H. O. Porter Scholarships. Established in 1972 by a gift from on the basis of fi nancial need, outstanding qualifications, and the Porter Foundation. Provides scholarships for the School of promise of future academic achievement. Awarded primarily to Nursing. entering freshmen, and renewable for up to four years. Undergraduate Scholarships 199 The Frances Smith Rogers Scholarships. Established by the Martin F. Tiernan Scholarships. Endowed by gifts from Martin Herbert E. and Anne E. Rogers Foundation, Inc. in 1965. F. Tiernan, Class of 1906, and from his estate. Terms provide Awarded to two women students in the Department of Nursing. that some awards may be made partly in the form of loans. Criteria for award include academic achievement, personal Tiernan-Roeser Chi Funds. Established in 1978 in part for the qualifications, and financial need. purpose of undergraduate scholarships. Restricted to members Rosenthal Memorial Scholarships. Awarded to undergraduates of the University's Chi Charge of Theta Delta Chi fraternity in the School of Nursing. upon recommendation of an advisory committee. Thomas Trelease Rowe Scholarship. Established in 1923 for a Mr. and Mrs. H. W. Tripp Scholarships. Established in 1965 by student who is pledged to enter the ministry of the Genesee Mr. H. W. Tripp, former Vice President for Investments, Trus­ Conference of the United Methodist Church. tee of the University, and Chairman of the Investment Commit­ Henry Schwarm Scholarships. Awarded to students with high tee. Income to be used for scholarships, with preference given to academic promise, achievement, and suitable personal qualifi­ students from the state of Maine. cations. Preference is given to graduates of West High School in University of Rochester Nursing Scholarships. Sponsored by Rochester, New York. alumnae and friends of the Department of Nursing. Awarded to Phillip O. Schwarz Scholarships. Income to be used for schol­ qualified junior-year nursing students who transfer to the Uni­ arships for needy and worthy undergraduate students. versity from other institutions. Sigma Kappa Upsilon Sorority Scholarship. Established in Wolf Vishniac Scholarships. Endowed by fa mily and friends in 1938 by the former Rochester sorority. Awarded to a deserving memory of Professor Wolf Vishniac of the Department of Biol­ woman student. ogy to provide scholarships for students selected on the basis of need. Lawrence H. Smith Scholarship. Established in 1981 by the estate of Lawrence H. Smith. Awarded to full-time Rochester Hila Mae Weeks Scholarship. Established from the estate of undergraduates who are graduates of accredited secondary Naomi S. Weeks in memory of her daughter to provide scholar­ schools in the state of New York. ships for deserving women. Provided through B. Franklin Snow Scholarships. Established in 1916 fo r stu­ John F. Wegman Foundation Scholarships. dents in engineering. annual grants from the Foundation. Eligibility is restricted to residents of Monroe County and preference is given to candi­ Irene M. Streb Scholarships. Provides income to be used for dates from disadvantaged backgrounds. scholarships for deserving undergraduate students. Francis R. Welles Scholarships. Established in 1927 by a gift of Abraham J. and Esther Tatelbaum Scholarship. Established in Mr. Welles, Class of 1875. Scholarships to be awarded to stu­ 1979 in recognition of the support given by Dr. Abraham J. dents from the Chicago area. Tatelbaum, Class of 1932, and his wife. " Ray HiII White Scholarships. Established in 1957 by Frances ' , Anna M. Tausch Memorial Scholarships. Established in 1968 ' French White in memory of her husband, Class of 190 I, to be . by the Tausch fa mily. Income to be used for scholarships for awarded to undergraduate men. j � iors in an approved Study Abroad program in Germany, � Joseph C. Wilson Scholarships. Offered to a limited number of witi\!, preference given to a student planning to study at the selected freshmen. See description on page 191. Univ't;rsity of Tuebingen. Katherine Upton Wilson Scholarships. Established in 1959 by a Raym d L. Thompson Scholarships. Established in 1971 from �n.., gift from members of the Wilson fa mily. Eligibility is limited to gifts in m mory of Raymond L. Thompson, Class of 19 I 7, and � sons and daughters of employees of the Xerox Corporation former Sel':j,ior Vice President and Treasurer of the University. with three or more years of service. Funds to be ,used for undergraduate scholarships.

\ \ 200 201 ACADEMIC SERVICES AND INFORMATION

Academic Advising Offices ning begins during Freshman Orientation and continues throughout a student's academic career at Rochester. All undergraduate students are strongly encouraged Advice should be sought from faculty advisers and the to use the services of the academic advising offices college advising offices. Discussions with advisers are throughout their college careers. Staff members in these useful in working out a schedule of courses for a particu­ offices assist students in arranging their programs, sug­ lar semester as well as an overall plan for future semes­ gesting courses, obtaining faculty advisers, and making ters. Many of the special services designed to assist the unavoidable paper work as simple as possible. Pre­ undergraduate students are described below. Students liminary questions concerning interdepartmental studies should feel comfortable at any time in directing specific and many other concentrations will be answered. The questions to the academic advising offices of the col­ Study Abroad Office, University Tutoring Office, and leges. Orientation Program Office are located in the College of Arts and Science Academic Advising Office, Latti more 312. Located just outside Lattimore 312 is the Academic Information Counter, which serves as a focal point for Program Planning Workshops satisfying quickly many routine academic inquiries, for During summer orientation sessions, faculty members making immediate appo intments or walk-in arrange­ representing all River Campus academic areas are on ments to see an academic adviser, and for providing fast hand to assist new students in choosing and registering referrals to other offices. The counter is open on week­ for courses. In November and in March, during a period days from 8:30 a.m. to 5 p.m., including the period from called "early registration," students already enrolled who I 'Voonto p.m. Most College of Arts and Science forms have financial clearance from the Bur sar select their ari'Q general academic material can be picked up at this courses and submit their class schedules for the follow­ � co nter. Students should feel free to consult members of ing semester to the Registrar. Each semester, just prior the �taff whenever they have questions about courses, to early registration, the Academic Advising Office of degree�\, or any other academic matter. The College of the College of Arts and Science sponsors an advising Engineering and Applied Science offers academic advis­ workshop where faculty, staff, and student advisers are ing thro�gh a faculty advising system and the Dean's available to help in program planning and to answer Office, Gavett 204. The Graduate School of Education questions about concentrations and the ways in which and Human Development offers advisement and infor­ academic goals may be fulfilled. mation assista,nce related to programs in education through the Office of Graduate Studies, Lattimore 304, and through faCility advisers in each of the School's \ Centers. Registration \ Entering students areencour aged to register for their courses during one of the orientation programs sched­ Program Plamning uled during the summer. Returning students who have received fi nancial clearance from the bursar may register One of the University's goals is to help undergraduates during the early registration periods scheduled in No­ plan an integrated program of study which will provide vember and March. A person is not considered a student intellectual satisfaction and challenge. Program plan- until registered. 202 Academic Services and Information Students who have not received financial clearance which their application will be processed by the Student before the early registration periods will forfeit their Employment Office. priority for course selection and lose the opportunity to participate in the room drawing procedure. In cases where students settle their accounts after the Study Skills Center early registration period, the bursar's office will notify the registrar's office that the student is cleared for regis­ Counselors in the Study Skills Center, Lattimore 107, tration. Cleared students may then submit their registra­ assist students in examining their study habits and sug­ tions and apply for on-campus housing. Should ac­ gest ways that will help them study more effectively and counts remain unsettled at the end of the term, the efficiently through practice. (See page 2 I 2.) bursar's office will refer such cases to the dean of the student's college for withdrawal for financial reasons. Program of Courses

Faculty Advisers A normal schedule for regularly enrolled students is four courses per semester. This permits completion of Freshmen are encouraged to request a faculty adviser the 32 courses required for graduation in eight semesters. at the Academic Advising Office in the College of Arts Students are expected to take four years for the degree. and Science after their arrival. Students in the College of A few accelerate. Others occasionally find it necessary Arts and Science, after being admitted to an area of to make up work during the summer. Taking an extra concentration at the end of the sophomore year, are course is not considered a means of speeding up the assigned faculty advisers in their area of concentration. timetable for attaining a degree, but rather a means for Students interested in degree programs in the College enriching an academic program. Only students with a of Engineering and Applied Science have faculty advis­ "8" or better average are permitted to take more than ers assigned to them at the beginning of the freshman four and one-half courses per semester. This is referred year and are encouraged to consult with them frequent­ to as an "overload." Fewer than four courses is termed ly. Students who plan to receive degrees in nursing also an "underload." First-semester freshmen are not per­ have faculty advisers assigned in the freshman year. mitted an overload. Programs of fewer than four courses (16 credit hours) or more than four and one-half courses (18 credit hours) must be approved by the dean of the University Tutoring Program college in which the student is enrolled. If credits in excess of the standard four-course load are used to. The University Tutoring Program is administered accelerate completion of degree requirements, a retroa,-;;­ through the College of Arts and Science Academic tive tuition adjustment will be assessed for all overluad' Advising Office. It was established to assist students who courses counting toward degree requirements. are having difficulty in achieving a satisfactory grade in a particular course or courses. The tutor's role is to help provide the student with a better understanding of a Course Definition subject and to help discover and remedy whatever is causing the student to be weak in that specific area. The ordinary unit of undergraduate instmction is the This university-wide service provides, through a care­ course. Each course numbered between 100 and 399 car­ fully selected group of tutors, supplementary tutorial ries the equivalent of four hours of credit, except for assistance to students based on their individual needs. some partial courses which carry one, two, or three Students interested in tutorial assistance should apply at credit hours. Every full course requires approximately the Academic Advising Office. Financial help to those one-quarter of the student's working time for one term. students needing it may be arranged upon recommenda­ Restrictions concerning prerequisi�es and approval re­ tion of the Office of Admissions and Student Aid. quired are noted in each semester" s schedule of courses ' Only tutors approved by the University Tutoring and must be observed carefully. I n some cases, special Office will be paid for their services. Students interested forms are required and may be obtained in the academic in becoming tutors should apply at that office, after advising offices of the colleges. Sp ecial Academic Opportunities 203

Course Numbering System Special Academic Opportunities 1-99 Non-credit courses Students are encouraged to take courses offered by 100-189 Introductory courses-usually at the fresh­ any University school or college-or study elsewhere if man and sophomore level; no graduate necessary-to fulfill academic goals. Admission to cer­ credit tain courses requires special permission. Usually, this 190-199 Freshman preceptorials means permission of the instructor, whose signature is 200-299 Courses at the junior and senior level that then required on the registration form. Special require­ may also carry graduate credit ments must be met in the following instances: Affiliated Area College Courses. 300 Study Abroad Students who wish to take a course at one of the area colleges in order to 301-399 Experimental courses, independent courses, complement their programs of study may obtain infor­ with distinction courses toward degree or mation and registration forms at the College of Arts and honors Science Academic Advising Office. Grades received in 400-489 Graduate courses at the master's level or the approved courses are noted on the transcript but are not first year of graduate study; open to under­ used in computing the cumulative average. graduates by special permission Music Courses at the Eastman School of Music. Stu­ 490-499 Master's-Ievel reading or research courses dents desiring to enroll in one of these courses should 500-589 Advanced or specialized graduate courses consult the Music Adviser on the River Campus. Appli­ -usually at the doctoral level cation forms for applied music courses are available from the Music Office, 510 Wilson Commons. 590-599 Ph.D. reading or research courses Audited Courses. If a student plans to participate in class sessions and work without earning a grade for a course, and without earning credit toward a degree, the Class Attendance course may be included in the class schedule at the time Each instructor sets the regulations regarding atten­ of registration. There is no extra cost, but permission of dance for each class; many do not make class attendance the instructor in the class to be audited is necessary. The mandatory. However, consistent absence from class may audited course will not appear on the transcript. determine whether or not students pass a course. When Freshman Preceptorials. Announcements of these it is necessary to be absent because of travel or illness, offerings are advertised prior to each semester. Each students are expected to make arrangements with in­ preceptorial is open to about 15 freshmen in order to structors for catching up on class work they miss. stimulate discussion and interaction between the instruc­ Any illness that causes a student to be absent from tor and students in a seminar setting. (See page 33.) class should be reported at the time of the illness to the Graduate Courses. Qualified undergraduates may, University Health Service. The Health Service submits with the written permission of the instructor and the to college offices a "sick list" of students (names and approval of their dean, register for graduate-level dates only) whose illness may have precluded class courses. attendance. Students who are treated elsewhere but wish to be noted on the "sick list" must ask their physicians to Honors Seminars. Special application is required in inform Health Service of the nature of the illness. some cases. Courses and restrictions are listed in the schedule of courses. In ternships. These off-campus learning experiences Student Retention require that arrangements be made by the beginning of the semester. A maximum of eight hours of credit for Of the 1,089 full-time, first-time freshmen who en­ Rochester-area internships may count toward the de­ rolled at the University of Rochester in the fall of 1974, gree. Admission to some progra ms is highly selective. 61.2 percent had graduated by spring of 1978; by fall of Students who obtain approval from the Internship Com­ 1979, 65.7 percent had graduated and an additional 1.4 mittee for work outside the Rochester area may receive percent were still enrolled. as much as a full semester's credit toward their degree. 204 Academic Services and Information Questions should be addressed to the Academic Advis­ may choose to pursue two concentrations, provided that ing Office in Lattimore. both lead to the same bachelor's degree. In most in­ stances students may do so by fulfilling concurrently the Study Abroad. The University of Rochester directly concentration requirements determined by each of the sponsors three programs in London, and also offers its students the One Year Program at the Hebrew Univer­ two departments and by receiving written permission sity of Jerusalem. Each of the London programs com­ (usually on the concentration forms) from the respective bines course work with a practical internship and carries concentration advisers to pursue a double major in the a full semester's credit. These programs are described in other area. Questions concerning double majors can be more detail on page 16. addressed to the college advising offices and the appro­ Rochester students may also study abroad on pro­ priate concentration advisers. grams sponsored by other American colleges and uni­ versities, or they may apply for direct enrollment at Double Degrees overseas universities. Students who plan a program leading to more than Independent Study Courses. Arrangements must be one baccalaureate degree, such as a bachelor of arts and made with appropriate faculty members for these special a bachelor of science, are required to meet all require­ reading or research courses. An Independent Studies ments for each degree and to augment the minimum Form is submitted to the college advising office no later number of courses or credits usually required for either than the fourth week of the semester after the signature degree. The amount of augmentation will be determined of the faculty member has been obtained. At the conclu­ individually by faculty members and deans in each area, sion of the term the instructor provides a written evalua­ taking into account the quality of work submitted. The tion of the student's progress using the form on which approval forms are available in the deans' offices of the the student has described the nature of the course. The colleges awarding undergraduate degrees. Students who Independent Studies Form and the evaluation are kept wish to complete work in two areas of concentration as in the student's academic file. Students are eligible to part of a single degree need only obtain approval for apply for a four-credit-hour independent course each each concentration and for the double maj or (see Dou­ semester. Independent study courses required specifi­ ble Majors above). The requirements for double degrees cally for a concentration are listed under departmental within the College of Engineering and Applied Science offerings. Internships (see page 203) provide another are specified on page 143. kind of independent study. Summer School Courses. Credit for summer study may require approval from the department offering comparable work at the University of Rochester. Fur­ Academic Procedures ther information and approval forms are available at the Course Changes college advising offices. Approved summer work com­ pleted with a grade of "C-" or better is recorded in terms Course programs may be changed after the beginning of course credit. Summer course credit is not used in of the semester. It is necessary to obtain a Change Notice computing the student's cumulative average. Grades (drop-add form) from the appropriate academic advising earned in courses offered during the Summer Semester office. It is possible to withdraw from a course, add a of the College of Arts and Science will, however, be course, or drop one course and substitute another. calculated into the cumulative average. Students in the College of Arts and Science may add "X" Period. Students who wish to work with faculty courses through the fourth week and drop them without members on individual "X" Period projects must obtain penalty through the last day of classes. After the third the written approval of the faculty members. "X" Period week (thirteenth week in the case of first-semester fresh­ projects do not carry academic credit. men and transfer students during their first semester), the drop action and the week of the semester in which the course is dropped are recorded on the transcript. Double Majors Students in the College of Engineering and Applied Students enrolled in the College of Arts and Science Science may add or drop a course during the first seven or in the College of Engineering and Applied Science weeks. Courses added require the instructor's signature. Courses which are dropped in the firstseven weeks will Academic Procedures 205 be deleted from a student's record. Courses may be cumulative grade-point average. dropped after the seventh week, with the instructor's Instructors assign and submit regular letter grades for consent. When signing the Change Notice, the instructor students choosing this option, as they are not informed will specify either a drop-delete (no record on the tran­ which students have elected the option. The Registrar script) or a drop with a �W" and a letter grade (if the records "S" for letter grades " A" through "D-" or "P for instructor believes one can be determined). The �W," the letter grade "E" on the student's permanent record, along with the letter grade if assigned, appears on a stu­ retaining the letter grades "A" through " E " on file. Stu­ dent's transcript but does not affect the grade-point dents who are interested in conveying maximum infor­ average. mation on the transcript to professional and graduate School of Nursing courses may not be added after the schools should speak to an adviser prior to electing the start of the semester; courses may be dropped at any option. time during the semester with the permission of the Students enrolled in the College of Arts and Science Dean. may declare the option through the third week of classes, In all colleges, course changes can be made only if the and, except for first-semester freshmen and transfer stu­ college's deadline is met, if the instructors of the affected dents who may change or declare the option through the courses approve, and if the change meets the provisions thirteenth week of that semester, the option may not be outlined earlier for overload or underload schedules. changed. The option may not be elected for courses used Students in the College of Engineering and Applied to fulfill concentration or distribution requirements or to Science must also obtain the approval of their faculty satisfy the English requirement. adviser and dean's office. Students enrolled in the College of Engineering and Applied Science must declare the option in the Dean's Student Petitions Office, Gavett Hall, during the seventh week of the semester. Once declared, the option may not be changed. The faculty of each college establishes degree require­ Students planning degrees from the College of Engineer­ ments within that college. The faculty recognizes that ing and Applied Science should note that courses taken there are instances in which interpretations are required with the satisfactory-fail option may be used to satisfy and exceptions should be made. The Administrative distribution or English requirements (see page 142) or as Committee of each college, comprising both faculty and free electives for an engineering degree. Further, all students, reviews requests for exceptions to facuIty courses taken beyond those required for a degree may be regulations. taken with the option. Students seeking exceptions to regulations must sub­ mit a written petition to their academic advising office for review by the appropriate committee. It is an advan­ Procedure for "Incomplete" tage to discuss the content of the petition with a faculty If a student in the College of Arts and Science or the or academic adviser before submitting the petition. Stu­ College of Engineering and Applied Science is unable to dents will be informed in writing of the committee's complete course work by the end of the semester, a form action. requesting a grade of "Incomplete" should be obtained from the student's college advising office. This form, indicating the work outstanding and the deadline for its Satisfactory-Fail Option completion, must be signed by both the student and the Undergraduate students are encouraged to venture instructor and submitted to the appro priate college outside areas of their concentration, investigate new dis­ office. In both colleges, the student's failure to complete ciplines, and discover new, perhaps unsuspected, inter­ the form may result in the assignment of the grade of "E" ests. If the student chooses, the satisfactory-fail option for the course. Whenever a letter grade is submitted later may reduce anxiety about electing a course in an area in than the end of the semester in which the course was which the student has had little or no prior experience. taken, the Registrar shall record the grade "I" followed Students enrolled in the College of Arts and Science by the letter grade; however, the Dean may instruct the and the College of Engineering and Applied Science may Registrar to delete the "I" if he finds that the course elect to take one course per semester up to a maximum work had in fact been completed on time. Failure to of eight courses and receive grades of Satisfactory (S) or complete the course work will result in a grade of "E" for Fail (F). The grades "S" and "P do not affect the the course. 206 Academic Services and Information

In the School of Nursing, a student receiving an "In­ enrollment deposit. complete" must complete the course work prior to the Students wishing to spend a semester or more away beginning of the following semester. A form requesting from the University to work, to travel, or to study at the "Incomplete" grade may be obtained from the Office another institution may apply for "inactive" status in of Admissions and Registration in Helen Wood Hall and their academic advising office. Those students who are must be completed according to the instructions on the placed on inactive status pay a nominal fee, receive pre­ form. Failure to file this form will result in a grade of "E" registration materials, and maintain housing priority in for the course. accordance with their classification. Students holding residence halls contracts who with­ draw or are withdrawn from the University for any Repeating a Course for a Grade reason should be aware that their residence halls con­ There are times when students wish to demonstrate on tracts are automatically cancelled upon receipt of a their official record that they understand the material withdrawal notice from the appropriate academic advis­ better than their grades indicate. Students are encour­ ing office and that the withdrawn student has no furt her aged to discuss with their advisers the appropriateness claim to any previously assigned space. Students who are of retaking a course for a better grade. When a course reinstated by the University and who wish to live in the is repeated for a grade, only the second grade is used residence halls must submit a new contract, and they will in computing the grade-point average, although both be placed on a space-available basis. These conditions grades appear on the transcript. also apply to students in absentia, Study Abroad stu­ dents, students in internship programs, and students going on inactive status who request reinstatement for in Absentia Senior Year the semester in which they originally had intended to be Students in the College of Arts and Science who are away. admitted to a professional or graduate school at the end Adjustment of Charges, Withdrawal and Inactive of their junior year may be eligible to spend their senior Status year in absentia. All distribution and concentration requirements should be completed by the end of the ju­ For students who withdraw or declare inactive status nior year. Those students considering a senior year in during the first four weeks of the semester, tuition and absentia should discuss the possibility in the Academic residence halls room charges will be adjusted according Advising Office and petition the Administrative Com­ to the schedule that follows. The period for tuition mittee for approval. If in absentia status is approved, the adjustment will be measured from the beginning of student will earn a baccalaureate degree from the Uni­ classes to the withdrawal date determined by the appro­ versity of Rochester following successful completion of priate academic dean's office. The period for adjustment the first year in the graduate or professional program. of the room charge will be measured from the first day Students who have spent their junior year abroad will of scheduled room occupancy to the date of contract not receive approval to spend the senior year in absentia. termination. Because a student's most advanced work can be done Withdrawal during first seven days: 80% reduction in the senior year, the College of Engineering and Ap­ of semester charges plied Science and the School of Nursing do not encour­ Withdrawal during second seven days: 60% reduc­ age their students to take that year in absentia. Students tion of semester charges interested in attending other colleges as special students Withdrawal during third seven days: �O% reduction or in beginning medical or law school early should con­ of semester charges sult their faculty advisers. Withdrawal during fourth seven days: 20% reduc­ tion of semester charges Withdrawal after fourth seven days: no reduction Withdrawal and Inactive Status of semester charges If a student contemplates withdrawal from the Uni­ The board charge, after deduction of a fixed facilities versity at any time, the appropriate academic advising charge, will be adjusted on a daily prorated basis mea­ office should be consulted. Failure to notify the appro­ sured from the beginning of the contract period to the priate dean's office of intended withdrawal by the date date of contract termination. specified in the calendar will result in forfeiture of the Academic Procedures 207

Adjustment of Financial Aid, Withdrawal and Grades which carry no grade points: Inactive Status I Incomplete Because financial aid is based upon total anticipated W Withdraw without effect on the grade-point costs, adjustments in these costs because of withdrawal average ordinarily will result in a reduction of previously com­ P Pass (mandatory grading system in certain mitted financial assistance. The calculation of the red uc­ courses) tion will be made by the Financial Aid Officer after S Satisfactory (Satisfactory-Fail option) verification of the date of withdrawal by the Dean and F Failure (Satisfactory-Fail option) the determination of actual costs by the Bursar and the Director, University Services Division. Dean's List Inactive students studying at another institution are not eligible for University-administered financial aid. An overall semester grade-point standing of 3.0 and completion of four full courses are required for a student to be named to the Dean's List. For example, a student Determination of Student Status who receives grades of "A," "B," "B," and "C" would The University retains the right to determine the stu­ have a 3.0 grade-point average and would qualify for dent's status within the University. The University has placement on the Dean's List. discretionary powers to maintain a student's enrollment, to grant academic grades, to authorize graduation, or to Probation and Separation confer any degrees or grant any certificates. Each stu­ dent concedes to the University the right to require the The colleges regularly review the academic progress of student's withdrawal at any time for any valid reason, registered students and act to place on probation or including fa ilure to pay the term bill. separate those not making satisfactory progress toward their degree. The standards for "satisfactory progress" are: • An overall (or cu mulative) grade-point standing for The Grading System, Transcript, all semesters completed of at least 2.0 • A grade-point average for the latest semester of at and Degrees least 2.0 • Acceptance into an area of concentration before Grades achieving junior standing and, once accepted, a grade­ The undergraduate grading system for all River point average of at least 2.0 in the courses submitted Campus colleges is as follows: for the concentration. Letter Performance Grade Usually, a college warns a student of impending diffi­ Grade Level Points culty by placing him or her on probation for a semester before considering separ ation. Students on probation A Excellent 4.0 are encouraged to seek advising, tutoring, and counsel­ A- 3.7 ing assistance. Their advisers are notified of students' B+ 3.3 academic difficulties, as are Sports and Recreation (for B A bove Average 3.0 students on intercollegiate teams) and the Department of B- 2.7 Naval Science (for students affiliated with the NROTC C+ 2.3 Program). Any student whose enrollment is continued C Minimum Satisfactory Grade 2.0 will be considered to be in good academic standing. C- 1.7 The dean of the college can be asked to review actions D+ 1.3 on separation. Any request must be made in writing. D 1.0 Reviews are granted only when pertinent new evidence is D- 0.7 Minimum Passing Grade presented. E 0.0 Failure Financial aid for students on probationary status is subject to adjustment. 208 Academic Services and Information

Academic Honesty Bachelor's Degree with Distinction Cheating or plagiarism is a concern not only of the The bachelor's degree may be awarded in three grades student and the professor involved, but of the entire of distinction: with distinction, with high distinction, University. Each student is expected to perform all and with highest distinction. This award is based on required work without improper or unauthorized help. performance in special programs and course sequences Findings of guilt or innocence in cases of suspected established by individual departments or colleges. Stu­ academic dishonesty are decided by the Board on Aca­ dents interested in further information on standards for demic Honesty, not by individual faculty members or degrees with distinction should consult the undergrad­ proctors. When a complaint is received by the chairman uate adviser in their area of concentration. of the Board, the student's entire file is reviewed and a decision is made whether or not to bring a charge of Bachelor's Degree with Honors academic dishonesty. After due notice to the student, the Board hears and decides the case, giving the student a Selected concentrators in the fields of anthropology, fair opportunity for defense against the charge. biology, and political science may follow programs lead­ The Board forwards its findings, the complete file on ing to the bachelor's degree with honors. Descriptions of the student, and its recommendation for action to the these programs are included in the departmental listings. dean of the student's college. Appeals from penalties imposed by the dean may be made to the Provost's Office. Transferring Within the University

College of Engineering and Applied Science Grade Reports Engineering students enroll in the College of Arts and Students receive grade reports from the Registrar's Science for the first two years. Those who have met the Office at the conclusion of each semester. The report requirements (see pages 31-32) for their particular pro­ includes: courses taken, grades received, credit hours grams are then admitted to the College of Engineering earned, and semester and cumulative grade-point aver­ and Applied Science for the last two years. Students ages. The University reserves the right to withhold grade should seek assistance from engineering faculty mem­ reports in the event of an outstanding balance owed the bers, particularly their faculty advisers (assigned early in University. the freshman year), and Dean's Office personnel to help For University policy regarding reports to parents, see insure that first-year courses both explore potential University Records, page 225. areas of concentration and prepare the student for each one which might be chosen. Students who satisfactorily Academic Transcripts complete the four-year sequence receive a B.S. degree in Official academic transcripts, which include a record chemical engineering, electrical engineering, engineering and applied science, geomechanics, mechanical engineer­ of the student's entire undergraduate program, are is­ sued by the Registrar's Office to other institutions or ing, or optics. prospective employers at the student's written request. Students who wish to enrich their program in the The University reserves the right to withhold academic liberal arts can devote a total of five years to under­ transcripts in the event of an outstanding balance owed graduate study. The extra year may be used to satisfy the University. requirements for a bachelor of arts degree in addition to the bachelor of science degree in engineering.

Bachelor's Degree cum Laude, Magna cum School of Nursing Laude, and Summa cum Laude Students intending to complete work for a degree in The College of Arts and Science recognizes outstand­ the School of Nursing are directed to the requirements, ing college-wide achievement of its students by awarding page 187 of this bulletin. these degrees. The dean of the College assigns the levels Members of the School of Nursing faculty are ap­ of award, based on criteria established by the Steering pointed as advisers to students declaring their intention Committee of the Faculty Council. to major in nursing. Therefore, students are encouraged to declare their intention early. 209

CAREER AD COUNSELING SERVICES

tudents considering graduate studies or employ­ All students are encouraged to become familiar with ment obtain help from faculty and staff mem­ the resources of the Center early in their college careers. bers, college and departmental offices, and the Whether a student has as yet no definite career objective, centers described below. Students seek advice has many possible career goals, or has one seemingly and assistance from appropriate departmental definite objective as an entering freshman, it is not too offices in conjunction with utilizing the follow­ soon to start exploring opportunities and to start think­ Sing resources and services. ing about and preparing for life afterco llege. A student's introduction to the Center may be to come in and look over the Goldberg Career Library. It con­ tains general reference material such as Peterson's Career Services and Placement Annual Guide to Graduate Study and information on Center fellowships; graduate catalogs from other universities; career information such as the Occupational Outlook The Career Services and Placement Center offers Handbook and Guide to Careers Th rough College advising and assistance to undergraduates, graduate stu­ Majors; information on careers and employment in edu­ dents, and alumni who are preparing and applying for cation, including job vacancies; catalogs for law schools admission to professional and graduate schools, and to and graduate schools of business; catalogs for graduate those who are seeking career information or full-time programs in the health professions; files containing spe­ employment. The Center is used primarily by students cific descriptions of careers or programs in over 50 and alumni of the College of Arts and Science, the Col­ health care and health science professions; files contain­ lege of Engineering and Applied Science, and the Grad­ ing career descriptions or programs on over 100 other uate School of Education and Human Development. careers from accounting/ auditing to zoology; a file on Faculty committees, staff advisers, and career counselors federal career and employment opportunities; and files help students plan programs most likely to enhance their for employers-many of whom recruit at the University \ credentials. Located on the second floor of Lattimore -describing something about the company and their . all, the Center is open from 9 a.m. to 5 p.m. Monday employment opportunities. Magazines including the thl\Elugh Friday. Journal of Medical Education, Graduating Engineer, U�on request from a student, an individual credentials and Juris Doctor (for the new lawyer) are displayed for fi le be set up and maintained by the Center's staff. reading in the library. In addition, students may pick up The WIfi�Il will contain letters of recommendation which their own copy of many University brochures on depart­ the stud ,nt has requested from faculty members and ments and special programs. A staff member or coun­ employers with whom he or she has studied or worked. selor familiar with the library is always available to help Additional \: nformation maintained in the credentials file students find what they need. Appointments can be may include ��, resume, prepared by the student with the made in the library for preprofessional career and place­ assistance of the Center's counselors, an unofficial tran­ ment counseling and advice. Confidentiality, recommen­ script, records �oncerning the transmission of the stu­ dation, and resume forms for setting up a credentials file dent's credential�. and copies of correspondence. When are available there. fo'r students to submit applications for If a student is considering the possibility of profes­ the time comes ' fellowship awards, .special honors, the Rochester Plan sional school for law, business, one of the health pro­ Early Selec tion Program, graduate or professional fessions, or education, he or she can consult with one of schools, or employment, the file becomes a necessary the advisers who specializes in that area, learn about and valuable source of information. In addition, when special workshops and informational meetings with fac­ appropriate and at the student's request, letters of rec­ ulty members and staff, plan to attend one of the annual ommendation are prepared and forwarded by the Career career fairs where professionals from the community Services and Placement Center. speak to students on a one-to-one basis, and become 210 Career and Counseling Services acquainted with specific sections of the Center's library. Health Professions Students who are unsure about their career goals, or who are having difficulty in matching their interests with Students who are interested in preparing for careers in a career area, may fi nd it helpful to attend some of the the health professions and health sciences will find that special panel presentations, discuss specific careers with the University of Rochester provides both a broad cur­ volunteers from the Rochester Alumni Career Explora­ riculum and a comprehensive advising program. Ample tion Referral Service (RACERS), or join a career opportunities are provided for students to test their decision-making group run jointly by Counseling and talents in medical research. Faculty members from both Psychological Services and the Career Services and the River Campus and the Medical Center are involved Placement Center. Additional opportunities for observa­ in the teaching and advising of undergrad uates. The tion and clarification of professional goals are afforded proximity of the Medical Center to the River Campus to undergraduates through "Hospital Rounds," a pro­ has enabled the University to offer preprofessional stu­ gram that involves a series of visits to various depart­ dents the opportunity to acquire knowledge concerning ments of several health care facilities in the Rochester the operation of the health care system and the roles of area. health professionals. Each year from September through May the place­ Admission to graduate degree programs in the health ' ment staff arranges for about 200 firms to visit the River professions and health sciences is highly selective. Appli­ Campus for individual employment interviews with cants must have excellent academic credentials as well as seniors and graduate students. Background information personal commitment, knowledge of the health sciences about these and other firms, federal and state depart­ and health care issues, and experience in a health care ments and agencies, and their employment opportunities setting. The University of Rochester has a fine record of are maintained on file in the Center's library. Students acceptance: 65 percent of those seniors who applied last who plan on immediate employment after graduation year are now in medical school and all senior applicants are encouraged to begin pursuing this information early were accepted to dental school. and to seek advice from a placement counselor. In prep­ Graduate and professional schools encourage pre­ aration for employment applications and interviews, the professional students to pursue a baccalaureate degree staff helps students learn how to analyze their job­ program in the liberal arts. Even students pursuing pro­ related skills, to prepare an effective resume, and to fessional degrees at the baccalaureate level (see School handle an interview situation with poise and confidence. of Nursing) are required to complete the first two years Interview skills workshops are held several times each in a liberal arts curriculum. Professional schools usually /' semester. Current job opportunities for openings in busi­ have core course admission requirements, including an I ness, government, and industry are maintained through­ academic year of general chemistry, organic chemistry i out the year. Whatever the anticipated field, the Center general physics, college mathematics, biology beyo¢d will work actively to acquaint the student with job pos­ the introductory level, and often a year of English- nd fi sibilities in his or her area(s) of interest. most recommend fa miliarity with a broad spec m of Of those students in the Class of 1981 who reported disciplines. It is not necessary to complete a tn ('once . n-· their plans to the Career Services and Placement Center, tration in the natural sciences, and the U niv ,' rsity of 49 percent were accepted into graduate or professional Rochester does not offer a concentration in (premed," school and 35 percent entered employment. At the time "predent," or any other preprofessional are?!. With the of that survey (in the summer after graduation) the plans assistance of counselors in the Career Services and for 10 percent of the graduates were not yet fi nal. Placement Center and faculty advisers �fom both the Generally, about five of every 10 students at the Uni­ River Campus and the Medical Center, s,rludents develop versity of Rochester go on to professional or graduate an integrated program. ,I studies, many in the best programs in the country, im­ Health professions counseling qegins during the mediately after earning the bachelor's degree. Below Freshman Orientation Programs and/continues through­ are detailed descriptions of several of the specialized out and sometimes beyond four years. Students are preprofessional advising services available. urged to see a health professions adviser in the Career Career and Counseling Services 211

Services and Placement Center (CSPC) and set up a possible under the regular four-four, premedical-medical credentials file during the first years of college. It is sequence. Some students are able to develop and com­ advisable to begin collecting letters of recommendation bine B.A.-M.A. or B.S.-M.S. programs while simul­ even that early, and these letters will form a vital part of taneously completing the preclinical medical require­ the composite letter which will be prepared for the pre­ ments. professional student. The CSPC sponsors several meetings and workshops Each year the CSPC revises three guidebooks relevant of interest to students considering a career in the. health to the health professions and makes them available, free, professions. The Junior Applicant Meeting takes place in the Goldberg Career Library to those students with each February and helps juniors begin the application credentials files. The Guide to Selected Health Profes­ process for programs in medicine, dentistry, osteopathy, sions gives brief descriptions of 26 professions. Under­ optometry, podiatry, and veterinary medicine. At the graduate Preparation fo r the Health Professions at the In terview Skills Workshops students view and discuss University of Rochester assists students in planning their videotapes of simulated interviews and participate in undergraduate programs, and the Guide to the Appli­ practice interviews. A Workshop on the Writing of cation Process fo r Programs in Medicine, Dentistry, Application Essays, which proves difficult for many ap­ Osteopathy, Podiatry, Op tometry and Veterinary Medi­ plying to graduate and professional schools, is held one cine provides a great deal of information for the appli­ evening each spring. Finally there is a meeting, also in cant. Students interested in graduate programs in other the spring, to discuss ways of Financing an Education health professions obtain the Guide to the Application in the Health Professions. Process fo r Graduate Study and Financial Assistance. For more information about health professions at the The Goldberg Career Library also contains numerous University of Rochester, please write to Health Profes­ publications describing individual health professions, sions Advising, Career Services and Placement Center, helpful information and comments from recent alumni, Lattimore Hall, University of Rochester, Rochester, and catalogs for graduate and professional programs. New York 14627. With the University of Rochester School of Medicine and Dentistry next door and the hospitals and clinics in the Rochester area, U of R students have many oppor­ Nursing tunities both to observe health professionals at work and to participate in research and clinical activities. The The maj or purpose of graduate education in nursing is \. Hospital Rounds Program, for those considering medi- the scholarly pursuit of knowledge about humankind in \ cal school, provides a chance for students to observe health and illness. Focused on tomorrow and designed \doctors working in a hospital setting. The Dental Chair­ for the student whose career goal is leadership for flexi­ stde Program includes practical experience in assisting a ble and innovative professional practice, graduate edu­ deittist. Many students volunteer in area hospitals and cation includes the study of the basic sciences and clinics, either in clinical or research capacities. Lists of humanities, the development of an advanced level of volunteer possibilities both at the University of Roches­ competence in a clinical area, and the development of ter and in the larger community are available in the research and leadership skills. While maintaining profes­ Goldberg Career Library. sional individuality, the student also learns to function The Rochester Plan Early Selection Program provides collaboratively with other disciplines and professions. the opportunity for up to 16 sophomores to be granted Further information about master's and doctoral educa­ early admission to the University of Rochester medical tion in nursing may be obtained from the University of school each year. After completing two years of liberal Rochester School of Nursing Graduate Studies Office, arts education, students granted early selection design, from graduate program catalogues of schools of nursing, under the guidance of faculty advisers, individual four­ and by writing to the National League for Nursing, year programs integrating undergraduate and preclinical 10 Columbus Circle, New York, New York 10019. medical education. The final two years are devoted to traditional clinical study. Although the normal eight­ year time sequence needed to earn the B.A. (or B.S.) and Law the M.D. degrees is not shortened, the integration of courses during the middle four years allows students Prelaw advising is offered through the Career Services freedom to develop personalized programs usually not and Placement Center in Lattimore Hall. With the assis- 212 Career and Counseling Services tance of faculty members and deans, the prelaw advisers Prelaw students at the University of Rochester have offer students detailed academic information and advice an extraordinarily wide range of options available in about undergraduate preparation at Rochester, law shaping their undergraduate curricula. From the point school admission criteria, the procedure for applying, of view of the law schools, a student's undergraduate and careers in the legal profession. The prelaw advisers major is relatively unimportant. Whatever major a pre­ are in regular contact with law school deans and staff, law student chooses, law schools will be interested and with Rochester graduates now enrolled in law primarily in the breadth and depth of the intellectual schools, in order to provide current undergraduates with challenges represented by the overall undergraduate up-to-date, practical, and factual information. Beyond record. using published data, the prelaw advisers do their own Just as the Association of American Law Schools surveys of law schools around the country. In addition, stresses the necessity of a strong liberal arts education, prelaw advisers provide opportunities for students to the Association also notes the importance of gaining obtain direct advice from visiting law school representa­ some fa miliarity with the legal profession before decid­ tives and from practicing lawyers. The following are ing to apply to law school. Such exposure may be valu­ among the special services provided by prelaw specialists able to the admission committee of a law school; but, in the Career Services and - Placement Center. even more important, it will assist students in making a Advising meetings acquaint prospective law school wise career choice. At Rochester, students have direct applicants with the ABC's of the application process and personal contact with lawyers through the programs ways to enhance the applicant's chances of acceptance. already mentioned above; and, in addition, the Univer­ sity offers academic opportunities, including internships, Annually revised University publications include two for students to gain firsthand experience with lawyers Undergraduate Preparation fo r the Legal Pro­ booklets, and their activities. fe ssion Guide to the Application Process fo r Law and We are concerned that our students make the best use School; information about where the most recent Roch­ of the University's offerings for their personal intellec­ ester applicants were accepted, rejected, and / or wait­ tual growth as well as in preparation for the study of law. listed; and the LawSc hool Locator, which enables stu­ F or each of the past six years, over 90 percent of U niver­ dents to see at a glance the median grade-point average sity of Rochester students seeking admission to law and LSAT scores of students accepted at law schools school have been accepted at one or more schools. This throughout the country for the preceding year. -/ is well above the national average. On-campus visits by law school representatives each fall semester include deans or other admission officers from 15 to 20 law schools who meet informally with prospective and current applicants individually or in Counselin g and Psychological small groups. Services (CPS) Recent law school graduates and successfu l attorneys are invited to speak about their experiences in law school CPS is located in Lattimore 107. Students can see to all prospective and interested prelaw students. counselors by appointment Monday throug�1 Friday Comments fr om recent Rochester graduates now en­ from 9 a.m. to 5 p.m. An appointment can be made in person or by calling extension 2361 during office hours. rolled in law school are available in a notebook in the CPS offers counseling services to help students with Goldberg Career Library. personal, vocational, and educational concerns. Specific The most important criteria used by law schools in help is available for such concerns as interpersonal rela­ evaluating a candidate for admission are the individual's tionship problems, clarifying vocational goals, improv­ undergraduate record, the Law School Admission Test ing academic effectiveness, handling external pressures, (LS AT) score, and the quality of the undergraduate and coping with internal stress and discomfort. institution. Career and Counseling Services 213

Academic effectiveness is a major concern of many A number of other advising and counseling resources students, and CPS offers a number of specialized pro­ are described in this bulletin. Of these, the mental health grams in this area. These programs include assistance section of the University Health Service is another par­ with: ticularly fine resource fo r personal counseling assistance. Reading Eff ectiveness -improving reading effective­ ness through individually tailored programs. Study Skills - mastering texts and other assigned Testing readings; preparing for and taking exams; organizing The Testing Office administers testing programs and and using time effectively; listening; memory skills. services in conjunction with counseling and, in addition, Ex amination Anxiety-reducing anxiety that may be administers those tests which are required for advanced interfering with performance on exams. work or special programs. Academic Motivation-exploring and achieving aca­ Additional information about testing programs can be demic motivation. Sessions may explore such topics as obtained in the Testing Office in Lattimore 312. Recent "Why am I in school?" or "How can I decide on what to changes in New York State law make it advisable for study?" or "What do I want from college?" students to consult the Testing Office for current infor­ mation regarding test administration and reporting of Writing Skills -providing an opportunity to develop results. The major testing programs administered by this writing skills; working on problems in researching, office in recent years include: organizing, and articulating without the pressures inher­ ent in course work. Foreign Language Proficiency Examinations Graduate Record Examination Mathematical Skills-acquiring mathematical think­ American Dental Association Aptitude Test ing skills at an appropriate level to assist in implement­ Law School Admission Test ing academic and/ or career plans. The primary aim of Graduate Management Admission Test (G MA T) this service is not remediation, but enhancement. Graduate School Foreign Language Test All of CPS's services are offered on a confidential Test of English as a Foreign Language basis. The content of conversations with a counselor will National Teacher Examinations , , not be released to anyone without the student's written consent. Counselors are also willing to see students who Questions about other national testing programs are not yet sure they need particular help. It is often should be directed to the Testing Office. If the tests in useful to talk with someone in order to express feelings question are not given there, students will be referred to

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215 STUDENT LIFE

he University recognizes that students develop Research. Students' attitudes, opinions, and evalua­ not only int ellectually, but physically, emo­ tions collected by the Office are an important source of tionally, and socially as well. This development information for faculty and staff. Both on its own and in is supported by the services and informal edu­ cooperation with student organizations, Student Life cational opportunities provided through the conducts research on such topics as students' changing professional staffs of several student se rvices attitudes, the effectiveness of various committees, the Tdepartments. effects of residence hall life on students, and students' Many students consider their informal learning expe­ preferences for changes in the academic calendar or riences outside the classroom to be among their most board plan options. significant and enduring experiences as undergraduates. Discipline. The Dean of Student Life is responsible In many instances these experiences complement stu­ for nonacademic discipline. A system of student judicial dents' academic and intellectual development; in others, boards helps to maintain order within the University they are simply for relaxation and enjoyment. Informal community and to insure that individual rights are learning at Rochester includes broadly diversified op­ respected. portunities in maj or areas of involvement: intramural Arbitration. sports, intercollegiate sports, ind ividualized sports skills, Students who feel that they have not been religious life, intercultural programs, informal learning listened to or have been treated unfairly often consult the experiences geared to personal development, clubs and Dean to request a third party review of their problem. activities, residence hall progra ms, off-campus experi­ Informal Education Programs. The Dean serves a ences, opportunities for leadership development, and the coordinating function for several programs of informal planning and execution of entertainment events. education run by various departments within the Stu­ \ dent Affairs Division. The Dean's office is a clearing­ \ house for info rmation on any or all of these programs of informal education. \, Office of Student Life \ Student-Faculty In teraction. The Dean's office seeks The Office of Student Life helps students improve the to promote social and intellectual interaction between qu�lity of their lives outside the classroom through ser­ students and faculty through such programs as "Person­ vice's and informal educ!ltion programs. Areas in which to-Person" which provides funds for the purp ose of the Office can provide assistance include: defraying the costs of small student-faculty gatherings. Student Problems. In any complex community such Emergency Loans. Short-term, no-interest loans are as the UI'1iversity, some problems affect many members available to all full-time River Campus students through of the community. The Office of Student Life often the Office. works with '�tudents to identify and solve such problems. Information. Coping in any large organization re­ quires more information than most individuals have at Student Activities any given time . . The Student Life staff will answer a student's questions about the University or will refer the The Wilson Commons Student Activities staff pro­ student directly to the office which can answer them. vides professional advice and planning for the active Change. To prosper, the University must continually participation of students in a diversified program of change and students must be among the prime initiators social, cultural, and recreational activities (for the Uni­ of change. Working through the Office, students have versity community). The student activities program is as initiated changes in student-faculty relations, security, varied and broad as campus facilities and student inter­ buildings and grounds, programs of informal learning, ests permit. Weekdays, evenings, and weekends through­ and in developing new student organizations. out the academic year are scheduled with a variety of 216 Student Life events by students, campus organizations, and academic The schedule changes during semester breaks and departments. scheduled vacations. Wilson Commons, the University center containing a variety of facilities and services, is the focal point for Participation in the student activities program at the out-of-class life on the River Campus. The Commons is University can help students develop skills, explore new the place to meet friends, schedule meetings, plan pro­ ideas, dev elop leadership potential, and learn more grams and events, make informal contacts with faculty about themselves. and staff, or just relax. Located in the Commons are The Students' Association includes all undergraduates offices for student organizations, a snack bar and raths­ and is governed by a student-elected senate and presi­ keller, a recreation center, meeting rooms, the Hartnett dent. The Student Senate and its 50 funded organiza­ Art Gallery, the Student Activities Office, the Hair tions are supported by the student activities fee, which is Company, and the Music Office. assessed to all undergraduate students. The Senate has five standing committees: the Extracurricular Commit­ tee, the Student Life Committee, the University Rela­ Wilson Commons Schedule of Hours tions Committee, the Appropriations Committee, and 1982-83 the Steering Academic Affairs Committee. Information Desk Students may obtain editorial, business, and writing experience working on publications, including the Cam­ Monday-Wednesday ...... 8 a.m.-I a.m. pus Times (a daily student paper), Interpres (a year­ Thursday and Friday ...... 8 a.m.-2 a.m. book edited by the junior class), and Logos (a literary Saturday ...... 9 a.m.-2 a.m. magazine). Sunday ...... II a.m.-I a.m. Students may gain experience in broadcasting, an­ nouncing, and engineering by joining WRUR, the The Common Market student-operated AM and FM radio station, or the Monday-Friday ...... IO a.m.-II p.m. Amateur Radio Club (K2ZWI). Saturday ...... noon- 2 a.m. Various dramatic productions allow students to de­ Sunday ...... II a.m.-II p.m. velop their skills as actors, set designers, theater techni- cians, or playwrights. The principal drama organizations / Recreation Desk are the Committee on the Performing Arts and the r' Monday-Friday ...... opens at IO a.m. Association for Black Drama and the Arts. / Saturday and Sunday ...... opens at II a.m. Informal activities which complement classroom J / Closes 15 minutes before building closes learning and which concentrate on students' specia, interests are available through departmental organiz a­ Snack Bar tions and through groups such as the Outside Spea ers Committee, International Students Association, ;' Black Opens at the same time as the building Student Union, Campus Cinema Group, Outin,g' Club, Closes one hour before building closes Bridge Club, Chess Club, and several dozen oth,er clubs. v Rathskeller There are 12 active social fraternities and fj. e sorori­ er of honorary societies ties on campus, as well as a numb ' Opens at 4 p.m. daily for those who have excelled academically or have been Closes at the same time as the building recognized for outstanding contributions to the Univer­ Last call 15 minutes before closing sity community. The professional staff of the River Campus Music Hair Company Office helps individuals develop their interests and tal­ Tuesday and Thursday ...... 9 a.m.-8 p.m. ents in music. River Campus musical organizations Monday, Wednesday, and Friday .... 10 a.m.-5 p.m. include the Chapel Choir, Women's and Men's Glee Saturday ...... 10 a.m.-4 p.m. Clubs, Yellowjackets, Women's Ensemble, University Symphony Orchestra, University Chamber Orchestra, Music Office Symphonic Band, Jazz Ensembk, Varsity Band, and Monday-Friday ...... 8:3 0 a.m.-4:30 p.m. Vocal Point. University Health Service 217

Counseling and Special Services and other sacramental celebrations and offers a wide range of opportunities for personal enrichment, educa­ Counseling and Psychological Services tion, service, and social events. The Hillel Foundation serves to transmit the Jewish (CPS) heritage through educational, religious, cultural, social, CPS is located in Lattimore 107. Counselors can be and counseling services. The Hillel student leadership is seen by appointment Monday through Friday from 9 committed to projects on widely divergent aspects of a.m. to 5 p.m. An appointment can be made in person or Judaism. by calling extension 2361 during office hours. The Chaplains' Office maintains close contact with CPS offers counseling services to help students with representatives of other religious groups such as the personal, vocational, and educational concerns. Specific Hindu Students Association, the Muslim Students Asso­ help is available for such concerns as interpersonal rela­ ciation, Baha'i, yoga groups, and the Christian Science tionship problems, clarifying vocational goals, improv­ Organization. ing academic effectiveness, handling external pressures, The Director of Religious Affairs works with students, and coping with internal stress and discomfort. The chaplains, and University departments to facilitate and Study Skills Center, which is a part of CPS, offers a coordinate the many programs carried on within the range of services to aid student academic effectiveness. chapel. Chapel rooms may be reserved for lectures, dis­ See page 212 for a more detailed description of CPS's cussions, or social events by calling the chapel secretary servIces. at 275-4321. The Service Learning Center (SLC) is a student-run agency that assists student volunteers who wish to work Career Services and Placement Center in local hospitals, settlement houses, and city schools. Located on the second floor of Lattimore Hall, the The Campus "Y" Project also helps students become Career Services and Placement Center serves as the focal involved in community service projects. Both the Cam­ point in a student's search for vocational information, pus Y and the SLC are located in the Ruth Merrill advice, and placement. Offices are open from 9 a.m. to 5 Student Organization Center of Wilson Commons. p.m. Monday through Friday. See page 209 for a detailed description of its services. University Health Service The University Health Service provides a comprehen­ sive medical care program for all full-time students, The Chaplains' Office, located in the University's postdoctoral fellows, and Strong Memorial Hospital Int" rfaith Chapel, offers students a variety of opportuni­ resident staff. Medical care is available 24 hours a day ties L r religious worship and meditation, social service throughout the year. The primary medical outpatient and pe rsonal counseling, and cultural and social events. department for all students is located in the Medical Roman Catholic, Protestant, and Jewish chaplains are Center at 250 Crittenden Boulevard. For the conve­ available to work with all members of the University nience of students who need minor ambulatory health communit . care or information during the regular school year addi­ The Prot estant community focuses on the weekly tional facilities are open around the clock on the River �e. Attempts are made, b th formall and Campus and during the day at the Eastman School. At Sunday serv . ? � informally, to' raIse and deal wIth Important Issues its River Campus Unit the Health Service operates a within the Univ�rsity, church, and society and to involve four-bed infirmary and an observation room for stu­ community and L"furch in University life. Other groups dents who need nonambulatory care or observation but such as the Chap&\! Choir, the Gospel Choir, and Inter­ do not require hospitalization. In case of serious illness Varsity Christian �ellowship offer additional opportu­ or injury, students may be admitted to the University's nities for religious e>-\pression. Strong Memorial Hospital. Mental health consultation As the Catholic cainpus parish, the Newman Commu­ and short-term psychotherapy are also available through nity welcomes undergraduate students as well as other the Health Service. members of the Univl:rsity. The Newman Community The relationship between the Health Service physi­ provides a regular sche_1ule of Sunday and daily Masses cians and their student patients is confidential. It is 218 Student Life assumed that parents and students agree that the student cial Student Services continues the growth and develop­ is able to give consent for most medical treatment, ment of a pluralistic, multicultural learning community including minor surgical procedures. Notification of by assisting in the recruitment of minority students and others, including parents, is generally considered the in working to enhance their experiences at the University student's responsibility unless the condition is serious or through special programs and services. The New York the student is unable to assume responsibility for inform­ State Higher Education Opportunity Program, the Sum­ ing others. mer Early Connection Program, and the Peer Coun­ The mandatory health fee provides full-time students seling Program are some of the progra ms conducted by with unlimited access to care at the University Health the department. Service 12 months a year in accordance with the pro­ Staff are also available to provide individual counsel­ visions of the University Health Service Users Manual ing. In addition, the Learning Resource Center provides distributed to all new students and available on request. regular study-tutorial sessions, group workshops, and Should a student choose to see a private physician or go individual learning opportunities for students. outside the University Health Service, the student In ternational Student Services. The International Stu­ assumes all responsibility (including financial responsi­ dent Services staffprovides counseling on nonacademic bility) for his or her care. matters for all nonimmigrant foreign students. This The health fee also includes an extended Blue Cross­ office also coordinates campus and community resources Blue Shield health insurance policy that provides for and services available to foreign students and provides coverage of hospitalization, infirmary admission, and information concerning the Immigration and Naturali­ other medical costs. This full-year coverage continues as zation Service. long as the student is enrolled on a full-time basis. If the student is already covered by health insurance com­ parable to the University's Blue Cross-Blue Shield plan, the insurance portion of the health fee may be waived by Sports and Recreation submitting the appropriate form each year. An insurance The Department of Sports and Recreation encourages plan for student dependents is also available. student participation in intercollegiate athletics, in intra­ All entering students must submit a University Health mural competition, and in a variety of club, instruc- History form which includes immunization information. tional, and recreational activities. A late fee of $25 will be charged for failure to submit the Intercollegiate Athletics. completed Health History form by the required date. The intercollegiate program seeks to attract as many participants as possible. Sched­/ The health program is described in fu ll in the Users Manual, available upon request from the Health Service, ules are designed to be compatible with students' aca University of Rochester, Box 617, 250 Crittenden Boule­ demic programs. There is intercollegiate competition f.or _ vard, Rochester, New York 14642. men in baseball, basketball, cross-country, football, r olf, lacrosse, soccer, squash, swimming, tennis, and track and field. There is intercollegiate competition for ' omen in b�sketball, field hockey, lacrosse, soccer, �l.' imming, Department of Special Student tenms, track, and volleyball. There are coed tpportuni­ ties in golf and squash. Services Intramurals. Nearly 65 percent� of Roche� er's students The Department of Special Student Services helps participate in the Universi y's exten�ive iiiitr am ural pro­ . individual students within a group context to learn to gram, whIch mcludes men s, women s, a:nd coed compe­ use an array of academic and nonacademic resources for tition in team and individual sports. /Aasketball, touch intellectual and personal growth. football, soccer, softball,tennis, VOlle ball, floorho ckey, Handicapped Student Services. The University of and inner tube water polo are som'/ of the intramural Rochester admits students without regard to sex, race, sports available. color, national or ethnic origin, or handicap. Staff in the Clubs and Instruction. Many rec;reational and instruc­ Department of Special Student Services work closely tional activities are offered for all students, faculty, and with disabled students coordinating support services, staff. They include badminton, band, boxing, canoe and resources, and counseling. kayak, CPR, crew, fencing, firsl aid, fitness, golf, gym­ Minority Student Services. The Department of Spe- nastics, ice hockey, judo, karate, lifesaving, racquetball, Residence Halls 219

self-defense, softball, swimming, table tennis, tennis, vol­ ball, field hockey, soccer, lacrosse, track and field, and a leyball, water safety, and weight training. full range of intramural and recreational activities. Also houses locker rooms and a coed training room.

Other Outdoor Fa cilities: 12 lighted tennis courts, Athletic Facilities baseball and softball fields, soccer pitch, field hockey area, and a large natural-grass intramural field. The University's athletic facilities include:

Zornow Sp orts Cen ter: A new building housing the Speegle-Wilbraham Aquatic Center, whose pool is 25 meters long and 25 yards wide with a separate well for Residence Halls three-meter and one-meter diving, three regulation bas­ The residence halls program is designed to enhance ketball courts, four indoor tennis courts, mUltipurpose students' academic progress by providing comfortable areas for volleyball, badminton, fitness workouts, and living arrangements and opportunities for personal meetings, and a student lounge. growth. Through contacts with various staff members, Alexander Palestra: Home site for University intercol­ residents are encouraged to share interests with their legiate basketball and volleyball, with permanent seating roommates and neighbors and to participate actively in capacity of 3,000. Also houses coed training room. the fu nctioning ot their residence hall. For example, there are many opportunities for students to become Alumni Gy mnasium: Offices of the Department of involved in the development of their living area by par­ Sports and Recreation, Roman L. Speegle Pool, six ticipating in a hall's student government or serving on racquetball courts, five squash racquet courts, and calis­ one of its committees fo r social, cultural, and educa­ thenic and weight rooms . tional programming. In addition, the program comple­ Field House: 12,000-square-foot indoor playing sur­ ments students' academic growth through its fa eulty-in­ face covered by synthetic turf with a 225-yard polyure­ residence program and informal student-faculty-staff thane-surface running track around the perimeter (and interaction within the halls. About 85 percent of under­ extending through a tunnel under the adjoining Pales­ graduate students live on campus in residence "halls. tra). The area is used for activities of most University Freshmen are required to live on campus (unless they intercollegiate athletic teams, many intramural events, . live with parents or relatives in the Rochester area) and and recreational sessions. are generally housed in double rooms in various resi­ '. Fa uver Stadium: 6,000-seat concrete and brick sta­ dence areas throughout the campus. One of the student's (dum, newly installed lighting, all-weather playing field, earliest contacts with the residence halls staff is with 4ffiQ-meter eight-lane track. Site of intercollegiate foot- the Resident Advisor. RAs, who are carefully selected 220 Student Life upperclassmen, are assigned to floors or corridors where halls include both single and double rooms. Floors are freshmen reside and provide information and referral coeducational and consist primarily of alternating male concerning the various student services available on and fe male corridors, each staffed with a Resident Ad­ campus. They also assist freshmen in making the adjust­ visor. One floor houses males and females in a random ment to academic and campus routines and in develop­ arrangement on all four corridors of that floor. ing friendly relationships with roommates and other stu­ Hill Court (Chambers, Fairchild, Gale, Kendrick, dents living nearby. Munro, and Slater Houses) is a group of six small-scale, Opportunities for diversified living arrangements ex­ four-story units for sophomores, juniors, and seniors. pand grad ually beyond the freshma n year. Although Each house contains suites, which include six single most freshmen and sophomores live in double rooms, rooms, private bath, and common living room. All six-person suites and single rooms become increasingly houses are coeducational and are staffed either by available to upperclassmen on a limited basis. These Graduate Resident Advisors, Resident Advisors, or by spaces are allocated by a lottery system, with seniors faculty-in-residence. drawing first, juniors next, then sophomores. Rooms are Fo unders Court (Anderson and Wilder Towers) in­ selected by students in the spring for occupancy during cludes both suites and double rooms. Suites include four the following academic year. Usually there are some single rooms and one double room, with private bath sophomores who remain unassigned after room selec­ and common living room. Double rooms include adjoin­ tion; these students are placed as vacancies occur during ing bathrooms. A Graduate Resident Advisor and four the summer. In certain buildings sophomores, juniors, RAs staff each of the Towers units. The Towers are and seniors may choose not to participate in the U niver­ coeducational. Freshmen live in the Towers in double sity's board plan. rooms and a few suites; other residents of the Towers are Because a significant portion of students' time at the upperclassmen. University is spent in the residence halls, it is important that they recognize the wide variety of opportunities for Helen Wo od Hall, across from the University Medical personal growth within the residential setting. To this Center, is a coeducational residence with predominantly end students are encouraged by staff and by other stu­ single rooms. A Graduate Resident Advisor staffs this dents to utilize the University's resources in maximizing building, which houses upperclassmen only. such growth. The residence halls staff supports student de Kiewiet To wer at the Graduate Living Center II needs and interests with a variety of programs and ser­ houses undergraduates in one- and two-bedroom apart- I vices, such as special-interest living arrangements, the ments. Three Graduate Resident Advisors staff this I faculty-in-residence program, student-staff committees, building, which houses upperclassmen only. and special program corridors where students with sim­ f ilar academic or extracurricular program interests may / live together. Auxiliary Services // Residence Areas The Office of the Associate Treasurer is resp-bnsible for managing University-provided food servict"_�, book­ TheQuad . Burton, Crosby, Gilbert, Hoeing, Lovejoy, stores, off-campus apartments, parking, security, tele­ and Tiernan Halls are individual buildings offering phone service, and a number of other supr)�rting ser­ single and double rooms. Hoeing and Burton Halls vices. University policy requires that parking, food, house men only; Lovejoy Hall houses women only. The bookstore, and housing services-services, that are used ' remaining halls are predominantly coeducational by cor­ selectively and substantially as matter;i of individual ridor or floor. Tiernan Hall is available by application to preference-be sustained by the fees and other charges those students who wish to commit themselves to an paid by those who use them, includi'llg provisions for organized program of community development for that depreciation, replacement of equipo/lent, and mainte­ hall. Freshmen and upperclassmen live in all buildings nance. Those services, therefore, are not supported from except Crosby, which is reserved for upperclassmen the University's tuition and other eQucational income. only. Resident Advisors live in all areas where there are freshmen. Anthony Halls. Susan B. Anthony Halls comprise Student Identification Cards I Gannett, Gates, Hollister, and Morgan Halls. These Each year Identification cards are provided by the Auxiliary Services 221

University for all students. They are required for charg­ Dining Center) or at Eastman School of Music residence ing out books from the library, for cashing checks on halls. On the River Campus the dining centers serve campus, and for admission to various campus events, three meals a day Monday through Saturday, with and certain facilities and activities. The card has the stu­ brunch and supper served on Sunday. At the Eastman dent name, identifying number, signature, and picture. School two meals, breakfast and dinner, are served daily. Students at the Medical Center are required to wear These meals can be purchased for cash or on a prepaid identification badges. The regular student identification board plan. Exchange meal tickets are available to board card serves this purpose; worn as a lapel badge, one side contract holders. These permit a student whose board of the card carries the student's name and photograph. plan is for meals on one campus to take a particular meal The same cards, with their magnetic and bar codes, serve or, for instance, to regularly take dinners on certain days to identify those students who have purchased board of the week on another campus. contracts and are entitled to meals at University dining Board plan contracts are for the full academic year centers. In addition, the cards are required for access to and are effective from the first day of classes in the fall to certain facilities and services and they are useful for Commencement the following May, excepting periods security purposes and for positive identification on cam­ specifically designated in the University calendar as aca­ pus and elsewhere. demic recesses. Meal hours and food service locations Entering freshmen are photographed during the Fresh­ are adjusted from time to time as the number of students man Orientation Programs. Undergraduates who will be on campus and special events require. Regular schedules returning retain their cards for use the next academic of meal services are published in University newspapers year. Transfer students are photographed early in the fall and posted at the dining centers and in residence halls. and spring terms. Notices of any changes in the schedules are distributed in No charge is made for the identification card, but advance at the dining centers and also posted in the there is a $6 fee for replacement of a card. residence halls. Upper-class students who live in certain residences may elect not to participate in the University's contrac­ Bookstores tual service, but any resident student who so chooses is The River Campus Bookstore, operated for the Uni­ charged a facilities fee each semester to help defray fixed versity by Barnes & Noble Bookstores, Inc., provides operational costs. Freshmen who are residents on the goods and services that reduce the need for students to River Campus are required to participate in the 20-meal leave the campus. In addition to required textbooks and plan. supplies, it stocks paperback and hardbound titles in a The cafeteria-style service provides a variety of main wide range of subjects and a variety of clothing and courses at each meal (generally on an as-much-as-you­ other merchandise to serve personal needs. In addition would-like basis), a nutritionally balanced as well as an to Ilew texts, the Bookstore carries a substantial stock of attractive menu. Other services include snack bars, con­ lower-priced used textbooks. fection and beverage vending machines, and a catering The principal Bookstore is located on the ground floor department. The Wilson Commons restaurant and raths­ of the Frederick Douglass Building and is open week­ keller (the "Common Ground") provide food and bever­ days and Saturdays. Branches of the Bookstore are age services-regular entrees as well as fast food and located at the Eastman School of Music and at the Med­ snacks-every day and late into each evening. For cash ical Center to serve students who take all or part of their customers, an it la carte luncheon buffet is available in programs there. VISA and Master Card credit cards, as Hollister (Anthony Residence Halls) Monday through well as personal checks, are accepted. Friday during the academic year.

University Food Service University Security The University operates its own food service under the The University has its own Security and Traffic Divi­ direction of profes�ional food-service administrators. sion for the protection of students, members of the The University dining service plans provide 5, 7, 14 or 20 University community, and their property. meals per week, for which the student contracts at the The Division, with headquarters on the ground floor beginning of the year. Board plan participants may take of the University Medical Center, operates 24 hours their meals at either of the River Campus dining centers daily and has radio-equipped patrol cars and officers. (Danforth Dining Center or the Frederick Douglass Branch offices are also located on the River Campus and 222 Student Life at the Eastman School of Music. Matters involving turned in there for safe keeping until they can be identi­ security, fire, or police should be reported directly to fied and claimed by their owners. Articles found else­ Security for investigation and action. The emergency where on University premises are turned in to the Secur­ telephone number when dialed from any University tele­ ity headquarters at the Medical Center. phone is the two-digit number 13. From outside the Uni­ versity the Security office number is 275-3333. Intercampus and Public Transportation The University provides free, scheduled shuttle bus Student Employment Office service from the River Campus to the Graduate Living On-campus employment of University of Rochester Center-University Park area, Whipple Park, the Medi­ students is coordinated by the Student Employment cal Center, Goler House, and off-campus parking lots. Office, a unit of the University Personnel Department. Service is also provided between the River Campus and Students seeking part-time jobs at the University should the Eastman School of Music, Memorial Art Gallery, visit this office, located in Todd 107. Regular office Eastman School Residence Halls, and other points. hours are 9 a.m. to 5 p.m. weekdays. Regional Transit Service provides regular, scheduled service between downtown Rochester, a number of sub­ urban towns, and University facilities. University Intercessor RTS bus No. 5 (South Avenue) runs between down­ The Intercessor's office was esta blished in 1972 to town and the University Medical Center. provide a resource for solving problems that do not seem The Eastman School of Music, both the principal to belong elsewhere in the University. Students, staff, or academic center and Eastman Theatre at Gibbs Street, faculty members who have concerns about their uni­ and the residence halls and the Memorial Art Gallery on versity experience that cannot be worked out through the Prince Street Campus, are served by RTS No. 4 obvious channels are encouraged to contact the Inter­ (University Avenue). Weekdays from 5:30 a.m. to 6:30 cessor's office for assistance. This office is particularly p.m. that No. 4 bus continues via Brighton (Twelve Cor­ interested in identifying patterns of problems that indi­ ners-Winton, Monroe, and Elmwood Avenues) to the cate a need to change organizational structures or pro­ University Medical Center and River Campus. cedures. Helping individuals is an important way to RTS bus No. 19 (South Plymouth) operates between learn what needs to be done to improve the total pro­ Main Street and Clinton Avenue at the city center to gram. The Intercessor's office is located in the Frederick both the River Campus (where the principal stop is at Douglass Building and can be reached by phone at Rush Rhees Library) and the University Medical Center. extension 5230. Weekdays from 5:30 a.m. to 6:30 p.m., RTS No. 19 continues eastward on Elmwood Avenue to Twelve Corners in Brighton and returns downtown via Univer­ Special Assistant to the Provost sity Avenue and the Pr ince Street Campus. for Sexual Harassment The Special Assistant was appointed in 1981 to be and available to students, staff, or faculty as an intercessor Automobiles Parking for complaints or questions dealing with sexual harass-­ Students may bring cars to the University at any time. ment and to a&sist in the development of further com­ Free parking is allowed on both sides of the street in munication and education about the issue. The Special many sections of Wilson Boulevard, the main road Assistant may also be consulted if previous questions or adjacent to the River Campus. On-campus parking for complaints have not been resolved satisfactorily or if it students, faculty, and staff is by permit, and several is believed there has been retribution against the com­ options are available. Students may purchase a special plainant. The Special Assistant may be contacted by permit for $84 peryear (in 1981-82), which entitles them calling extension 5197 or writing intramural Box 617. to park in particular areas near rr.sidence halls. At a lower fee, students may purchase a permit that allows them to park in a University lot that is a 15-minute walk Lost and Found Office from the River Campus. This lot is served regularly by a A lost and found service is maintained In Wilson free shuttle bus to and from the campus; students hold­ Commons for the River Campus. Articles found are ing permits for this off-campus lot also may park on A uxiliary Services 223

campus after 8 p.m. on weekdays and at any time on University Apartments weekends. Applications for parking permits, along with Furnished and unfurnished apartments are available further information, may be obtained from the River for married undergraduates in the University'S Graduate Campus Parking Services Office, (7 16) 275-3983 (Uni­ Living Center, University Park, and Whipple Park, all of versity extension 3983). which are served by University shuttle buses. Some Because of the expectation that financial aid recipients single upper-class students are housed in the Graduate must watch their spending patterns closely, it is usually Living Center as a part of the River Campus residence difficult to justify ownership of an automobile. Students halls program, at standard academic-year room contract receiving financial aid are expected to notify the Office rates but other tenants in those facilities are expected to of Admissions and Student Aid if a car is obtained and unde take a full-year lease commitment, including the to provide an adequate explanation of the necessity for � summer and other recess periods. The same is true of its use. George Washington Goler House, a l3-story apartment building, which can accommodate single students shar­ Bicycles and Motorcycles ing apartments, as well as married students. Brochures describing the apartment facilities and giv­ In all but the snowiest of seasons, bikes are a conve­ ing current rents can be obtained from the University nient and popular means of getting between University Apartments Office, George Washington Goler House, 70 buildings and to nearby shopping areas. Bicycles may Crittenden Boulevard, Rochester, New York 14620. not be brought into academic buildings, offices, or resi­ dence halls or into Medical Center buildings, nor may they be chained to trees, lamp standards, balustrades, or Banking Services the like on campus. In a number of residence halls, par­ Branches of the Lincoln First Bank of Rochester are ticular rooms are designated for bicycle storage. Bicycle located on both the River Campus and the Medical racks are available at most locations on the River Cam­ Center. Each provides full checking, savings, and loan pus, as well as at the Medical Center and the Eastman services. Check cashing also is provided for students who School of Music. have Lincoln First accounts. Such service also may be Motorcycles, mopeds, and other motorized vehicles provided, up to a $100 maximum, at a nominal charge may not be operated on walkways and are otherwise for others with a University identification card. subject to the same regulations as automobiles. Banking hours at the University branches are set especially to meet student needs. Saturday services are available throughout the year at the Medical Center.

11 undergraduate residence hall suites and rooms havl telephones. The cost of the basic service is included Postal Services in the room fees. This provides dial access without extra The U.S. Postal Service operates a branch (River WI' cost hin the University of Rochester telephone sys­ Station, Rochester, New York 14627) in Todd Union on tem, inc. udinx. g security �ervices and emergency medical the River Campus. All classes of mail are handled there, facilities, nd to Rochester and suburban areas. Calls to including parcel post. All undergraduate students who students m�y be dialed directly to the individual's room live in campus residences are rented combination-locked or suite tele�hone. . postal boxes at rates set by the Postal Service. This box For toll cal'-ls, Rochester Telephone CorporatIOn pro­ number (with the post office name, City, and Zip code) vides each res\jdent student with a special toll-billing serves as the student's mailing address and is required for u number. The st dent is responsible for all charges gen­ delivery of mail. (Items addressed to residence halls or erated against tfloat account, for which the Rochester room numbers must be rerouted and hence are delayed.) � Telephone Corpo -ation bills the student directly each Box numbers are assigned upon application as soon as month. students arrive on campus or in advance at freshman and transfer student orientations. 224 225 GENERAL REGULATIONS

General Responsibility University Records Students are expected to abide by the rules of the The University policy on student records is available University and its faculties and to conduct themselves in to students and their parents through the Office of the accordance with accepted standards of good citizenship, Vice President for Student Affairs. honesty, and propriety, and with proper regard for the rights of others. When the University delegates judicial Reports to Parents and disciplinary responsibilities to faculty or student groups, students must abide by their decisions. Of Term bills, grade reports, and general announcements course, students must obey federal, state, and local laws about events at the University will be sent to parents or as would any other citizens. guardians of all dependent students. The following paragraphs indicate some of the stan­ It is the policy of the University to consider all stu­ dards expected of the Rochester student. More specific dents dependent unless they formally declare their inde­ regulations are to be found in the University's "Stan­ pendence, either at the time of enrollment or subse­ dards of Conduct and Procedures," the University quently through application to the dean's office of their statement on harassment and hazing, the room and college. board contract, the University's parking regulations, and Unless otherwise directed, reports concerning depen­ the policy statements issued by the various deans' and dent students will be sent to the parent(s) or guardian(s) directors' offices and student activities centers. at the address designated on the registration materials at Disciplinary sanctions up to and including suspension, the time of enrollment. expulsion, or termination may be imposed upon mem­ If divorced or separated parents wish to receive indi­ bers of the University community for: vidual mailings of grade reports and general announce­ I. Academic cheating or plagiarism, * fu rnishing false ments, the student should so advise the registrar's office information to the University or to members of the (River Campus students, Office of the University Regis­ University community, forgery, alteration or misuse trar; Eastman School and School of Nursing students, of University documents, records, or identification the registrar of their respective schools). cards, or violation of fire safety regulations. Notification of a change of address, or of a change in 2. Acts which are illegal under the law are also viola­ the designation of the parent who is to receive University tions of University regulations. These would include, mailings, should be made by the student to the appro­ but are not li mited to, theft; di sorderly conduct; priate registrar's office. manufacture, sale, possession, or distribution of ille­ gal drugs; possession or use of firearms or explosive materials; assault or battery; vandalism; reckless Inventory of Registered Programs endangerment of other persons; unauthorized pos­ session of master keys; or failure to comply with The New York State Education Department has reasonable requests of University officials acting in authorized the University of Rochester to offer the performance of their duties. undergraduate-level programs which appear in the fol­ lowing inventory. A listing of graduate programs may be

·Plagiarism is more explicitly defined in the Po/icy on Academi(, found in the Graduate Studies Bulletin. Programs Honesty. which also delineates the procedures fo r adjudicating such offered at the Eastman School of Music may be found in charges. the Eastman School's official bulletin. 226 General Regulations

College of Arts and Science

Program Hegis Code Code Program Name Degree Cert*

10797 2202 Anthropology BA 10608 040 1 Biology BA 81462 040 1 Biology BS 10612 040101 Biology 7- 12 BA B 10609 4902 Biology-Geology BS 10767 1905 Chemistry BA 10766 1905 Chemistry BS 10770 19050 1 Chemistry 7- 12 BA B 78521 190501 Chemistry 7- 12 BS B 10780 191701 Earth Science 7- 12 BA B 78522 191701 Earth Science 7-12 BS B 10798 2204 Economics BA 10729 1501 English BA 1073 1 150101 English 7-12 BA B Fine Arts 10677 1003 Art History BA 10676 1002 Studio Arts BA Foreign Languages, Literatures, & Linguistics 10716 1107 Chinese BA 10736 1504 Classics Literature BA 78 107 1503 Comparative Literature BA 78 106 1503 Foreign Literature BA 10702 1102 French BA 10697 110201 French 7- 12 BA B 10706 1103 German BA 10703 110301 German 7-12 BA B 10739 1505 Linguistics BA 10715 1106 Russian BA 10714 1105 Spanish BA 10709 110501 Spanish 7- 12 BA B 10813 4902 General Science BA 10776 1914 Geology BA 10779 1914 Geology BS 10669 09 12 Geomechanics BS 10802 2205 History BA 10812 490 1 Interdepartmental Degree Program BA 10744 1701 Mathematics BA 10747 170101 Mathematics 7- 12 BA B 77418 1799 Mathematics & Statistics BA 1069 1 1005 Music BA 10740 1509 Philosophy BA 10756 1902 Physics BA 10758 1902 Physics BS 10753 190201 Physics 7- 12 BA B 78520 190201 Physics 7- 12 BS B 10775 1901 Physics & Astronomy BA 10774 1901 Physics & Astronomy BS

• B = provisional teacher certification. In ventory of Registered Programs 227

Program "egis Code Code Program Name Degree Cert·

10805 2207 Political Science BA 093 14 200 1 Psychology BA 10743 1510 Religious Studies BA 10793 220101 Social Studies 7-12 BA B 10807 2208 Sociology BA 10751 1702 Statistics BA

• B = provisional teacher certification.

College of Engineering and Applied Science

Program "egis Code Code Program Name Degree

10662 0906 Chemical Engineering BS 10663 0909 Electrical Engineering BS 80 164 0909 Electrical Engineering BS{ MS 10655 0901 Engineering & Applied Science BS 10669 09 12 Geomechanics BS 10668 09 10 Mechanical Engineering BS 10673 0999 Optics BS

School of Nursing

Program "egis Code Code Program Name Degree

1072 1 1203 Undergraduate Nursing BS 228 BOAID OF TRUSTEES

David T. Kearns, Chairman C. Peter McColough Honorary Trustees: Robert L. Sproull, President Gilbert G. McCurdy Willard M. Allen, M.D. Monica M. McConville George M. Mullen David M. Allyn William W. McQuilkin Alfred C. Aman, Jr. Andrew H. Neilly, Jr. John H. Brinker Mitchell W. Miller William Balderston III H. Scott Norris, Jr. J. Douglas Brown Joseph E. Morrissey Colby H. Chandler George E. Pake Mercer Brugler Ernest A. Paviour Edwin I. Colodny David S. Potter Albert K. Chapman Richard B. Secrest Angelo A. Costanza Ernest I. Reveal Wilmot R. Craig Robert A. Sherman Virginia A. Dwyer Arthur M. Richardson Edward Peck Curtis George Graham Smith Walter A. Fallon The Rev. Hays H. Rockwell Cornelis W. de Kiewiet Samuel J. Stabins, M.D. Max M. Farash O. Cedric Rowntree J. Wallace Ely The Hon. Samuel S. Stratton Robert B. Frame Robert H. Scheerschmidt Matthew E. Fairbank, M.D. Hulbert W. Tripp Donald A. Gaudion Robert F. Sykes Bernard E. Finucane William S. Vaughn James S. Gleason Richard L. Turner Janet P. Forbes W. Allen Wallis Robert B. Goergen William G. von Berg Marion W. Fry Robert L. Wells Paul R. Gross Margaret D. Waasdorp Emanuel Goldberg Marie C. Wilson Elliott W. Gumaer, Jr. William B. Webber Ezra A. Hale Robert A. Woods Edward Harris Kay R. Whitmore Arthur R. Kantrowitz Clarence L.A. Wynd Marion J. Hawks George R. Williams Nancy C. Kennedy Alejandro C. Zaffaroni Jeremiah Kaplan G. Robert Witmer, Jr. Robert P. Larson Jacob Koomen, Jr., M.D. Gerald B. Zornow William F. May

ADMINISTRATION

President ...Rob ert L. Sproull Vice Provost for Academic Concerns ...Paula R. Backscheider Provost. ..Ri chard D. O'Brien Vice Provost for Computing ...David L. Stonehill Assistant to the President. ..Kenneth F. Wood Senior Vice President and Treasurer ...La Roy B. Thompson University Dean of Graduate Studies ...William H. Riker Vice President for Public Affairs ...George M. Angle Acting Dean of Student Life ...Paul W. Walaskay Vice President for Planning and Director of Budgets ... Director of Residence Halls ...Stuart M. Zellmer Robert R. France Dean of Admissions and Student Aid ...Timothy W. Scholl Vice President for Campus Affairs ...Donald K. Hess Director of University Libraries ...James F. Wyatt Vice President for Investments ...Phillip Horsley Director of University Health Service ... Vice President for Student Affairs ...Berna rd R. Gifford Clifford B. Reifler, M.D. Vice President for University Relations ...Roger D. Lathan University Secretary ...Harmon S. Potter Vice President for Health Affairs ...Frank E. Young, M.D. University Registrar. ..Jerome D. Diver Affirmative Action Officer (faculty) ...Rob ert R. France Chancellor. ..W. Allen Wallis Affirmative Action Officer(staf f) ...H. Clint Davidson, Jr. 229 OFFICIAL BOLLETINS

OF THE UNIVERSITY OF ROCHESTER

Address requests to:

Undergraduate Studies Dean of Admissions Morey Hall College of Arts and Science University of Rochester Graduate School of Education Rochester, New York 14627 and Human Development College of Engineering and Applied Science School of Nursing

Eastman School of Music Director of Admissions Eastman School of Music Regular and Summer Sessions 26 Gi bbs Street Graduate Studies Rochester, New York 14604

Graduate School of Management Dean, Graduate School of Management Dewey Hall University of Rochester Rochester, New York 14627

School of Medicine & Dentistry Dean, School of Medicine & Dentistry Medical Center University of Rochester 60 1 Elmwood Avenue Rochester, New York 14642

Graduate Studies The Secretary of Graduate Admissions Office of Admissions Morey Hall University of Rochester Rochester, New York 14627

Part-time Studies 127 Lattimore Hall University of Rochester College of Arts and Science Rochester, New York 14627 Graduate School of Education and Human Development College of Engineering and Applied Science Graduate School of Management School of Medicine and Dentistry School of Nursing 230

INDEX

AAcademic Advising ...... 10, 143, 20 1 Administrative Officers ...... 31 Academic Information Counter ...... •...... 20 1 Certificate Programs ...... 21 Academic Opportunities, Special ...... 15, 203 Course Changes ...... 204 Academic Services and Information ...... 20 1 Courses of Instruction (by department) ...... , .. 36- 140 Acceleration ...... • ...... 202 Degree Requirements Accounting ...... •...... •....•.... 172, 175 Bachelor of Arts ...... 31 Achievement Tests ...... •....•...... 184 Bachelor of Science ...... 32 Activities, Student ...... 215 Degrees Offered ...... • ...... 21 see also Out-of-Class-Life Double Majors ...... •...... 204 Activity Fee ...... 189 Faculty (by department) ...... 35- 139 Adjustment of Charges. Withdrawal and Inactive Status . . . . . • . . 206 Faculty Advisers ...... • ...... • ...... 202 Administration, University ...... •.. 228 Groups I, II, III...... 31 Administrative Officers Incomplete, Procedure for ...... 205 College of Arts and Science ...... 31 Interdisciplinary Offerings ...... 32 College of Engineering and Applied Science...... 141 Preceptorial Courses ...... 15, 33, 203 Graduate School of Education and Human Development ..... 177 Satisfactory-Fail Option ...... 205 Graduate School of Management ...... 171 Senior Year in Absentia ...... 206 School of Nursing ...... 165 Arts, Fine ...... • ...... 67 Admissions ...... , ...... • ...... 183 Arts, Studio ...... •...... 68, 71 Achievement Tests ...... 184 Asian Studies ...... 37 Advanced Placement ...... •...... 186 Astronomy, Department of Physics and ...... •...... 113 American College Test ...... 184 Athletic Facilities ...... •...... 219 Applying to Rochester ...... 184 Athletics ...... 181, 218 College Credit for Prior Course Work ...... • .. . . • .• . . . .• . . 186 Attendance, Class ...... 203 Deferred Admission ...... 185 Audited Courses ...... •...... 203 Early Decision ...... 184 Automobiles and Parking ...... 222 Entrance Examinations ...... 184 Auxiliary Services ...... • ...... 220 Foreign Students ...... 185 Interviews and Visits ...... 183 Music, Admission to Degree Program in ...... 185 B Notification of Admission Decision ...... 185 Bachelor of Arts Degree Readmission...... 187 College of Arts and Science ...... • ...... 31 Recommended Preparation for Admission ...... 183 Bachelor of Science Degree Scholastic Aptitude and Achievement Tests . . . . • ...... 184 College of Arts and Science ...... 32 School of Nursing...... 187 College of Engineering and Applied Science ...... 142 Registered Nurses School of Nursing ...... •...... 168 Early Option Admission...... 188 Banking Services ...... • ...... 223 Regular Admission ...... 188 Behavioral Sciences in Ind ustry .....•...... 175 Special Students ...... •....•....•.... 187 Bicycles and Motorcycles ...... 223 Transfer Admission ...... 186 Biochemistry, Department of ...... •....•...... 39 Travel Information ...... •...... •...... 184 Degree with Distinction in Research ...... •....•...... 40 Advanced Placement ...... •...... 186 Biological Sciences . , ...... 40 Advisers, Faculty...... • ...... 202 Biology, Department of ...... •...... 42 Advising, Academic ...... , ...... 10, 143. 20 1 Honors Program ...... 45 Affiliated Area College Courses ...... • . . . . • . . . . • ...... 203 Biology and Medicine, Airlines ...... , ...... 184 see Biological Sciences American College Testing Program ...... • ...... 184 BiOlogy-Geology, B.S. in ...... 84 Anthropology. Department of...... • ...... 35 Biomedical Engineering ...... •...... • ...... 143 Honors Program ...... • . . . . • . . . . • ...... 36 Board of Trustees ...... • ...... • ...... 228 Apartments ...... 223 Bookstores ...... 221 Applied Economics Option ...... 172 Brain Research, Center for ...... 47 Applying to Rochester ...... 184 British Parliamentary Internship Program ...... • . . . 16 Art Gallery, Memorial ...... • . . . . • ...... 12, 68 Budget, Estimated Student ...... 189 Art History ...... •...... 68, 69 Buildings, see Map Arts and Science. College of ...... •...... 25, 31 Bulletins. Official ...... • ...... 229 Index 231

Business Administration, General ...... 175 Concentration Programs ...... 49 Business Career, Preparing for ...... 19 Counseling and Psychological Services ...... 212, 217 Business Law ...... , ...., .. ,. 175 Counseling and Special Services ...... • ...... 217 Course Changes ...... 204 Course Definition ...... 202 c Course Numbering System ...... •...... •..... 203 Calendar...... 6 Courses, Program of ...... , ...... 202 Campus, The ...... , . , ...... 10 Campus Life ...... 11, 12, 215 D D�� �p ...... ill Candidates' Reply Date ...... • ...... 185 Dance ...... •....•..•....•...... 70, 71 Career and Counseling Services ...... •....•...... 209 Dean's List ...... 207 see also Counseling and Special Services Deferred Admission ...... 185 Career Services and Placement Center ...... 209, 217 Degree cum LAude. Magna cum Laude. Summa cum Laude .... . 208 Cars, Student ...... , ...... 222 Degree with Distinction ...... 208 Center for Brain Research ...... 47 see also individual departmental listings Center for Special Degree Programs ...... 48 Degree with Honors ...... •...... 208 Center for Visual Science ...... • . . • . . . . • ...... 139 Degrees Offered ...... •...... •...... 21 Certificate Programs ...... 21 Dining Centers ...... 22 1 Chapel, Interfaith ...... 217 Dou ble Degrees ...... •...... 204 Chaplains' Office ...... 217 Double Majors ...... •...... 204 Chemical Engineering, Department of ...... 144 Drama ...... , ....•..•...... 216 Chemistry, Department of ...... 49 Courses in ...... 63, 64 ...... • II Chinese ...... •...... 74, 77 Drama Center ...... Cinema ...... 66, 70, 71 Drawing...... 71 see also Film Studies Drop-Add ...... • ...... 204 Classics Gred ...... •...... 77 Latin ...... ,...... 77 E Literature in Translation ...... • ...... 76 Early Decision Admission ...... 184 Clubs ...... 181, 215 East Asian Language and Area Program ...... 38 Cognitive Science ...... 52 Eastman School of Music ...... 16, 27, 104 Colgate Rochester Divinity School ...... 29 Courses for River Campus Students ...... 104. 185, 203 College Entrance Examinations ...... 184 Degrees Offered ...... • ...... 22 College of Arts and Science Eastman Theatre ...... 12 see Arts and Science, College of Economics. Department of ...... 58 College of Engineering and Applied Science Education and Human Development, Graduate School of ..... 25, 177 see Engineering and Applied Science, College of Admission Requirements...... 177 Colleges and Facilities ...... 25 Application Procedure...... 177 Colleges in the Rochester Area ...... 29 Certificate Program ...... 21 Computing Facilities ...... 29 Courses of Instruction ...... 179 Eastman School of Music ...... 27 Dean...... 177 Graduate Studies ...... •...... , . . . 30 Degrees Offered ...... 21 Libraries ...... • ...... 28 Elementary School Teaching ...... 177 Medical Center ...... 27 Secondary School. Teaching...... 177 River Ca mpus Colleges ...... 25 Student Teaching ...... 177, 179 South Campus ...... 28 Electrical Engineering, Department of ...... 147 Special Research Facilities ...... 29 Elementary School Teaching ...... • ...... 177 Colleges in the Rochester Area ...... 29 Employment, Student ...... •.... 73. 192, 222 Combining Graduate and Undergraduate Study ...... 19 Engineering and Applied Science, College of ...... 25, 141 Community Health ...... 53 Academic Info rmation and Advising ...... 143 Community Services Coordinating Committee ...... 13 Administrative Officers ...... •....•...... 141 Comparative Literature ...... 74. 75 Biomedical Engineering ...... 143 Computer Engineering ...... 143 Chemical Engineering ...... 144 Computers and Information Systems Option (M.B.A.) ...... 172 Common First year ...... •...... 142 Computer Science ...... 56 Computer Engineering ...... 143, 149 College of Engineering and Applied Science ...... 143, 149, 150 Course Changes ...... 205 Department of ...... 57 Courses of Instruction (by department) ...... 146- 163 General Science Program ...... 81 Degree Requirements ...... 142 Graduate School of Management ...... •.. , . . . . • . . . . • . . . . . 172 Degrees Offered ...... 21 Mathematics, Department of...... 97 Double Degrees ...... • ...... 143 Computing Center...... 29 Double Majors ...... 204 Graduate School of Management ...... 173 Electrical Engineering ...... 147 Computing Facilities ...... 29 Enriched Five-Year Program ...... 142 232 Index

Faculty (by department) ...... 144- 160 Fine Arts Semester ...... • ...... 16. 68 Faculty Advisers ...... 202 Food Service ...... 221 Geomechanics ...... 152 Foreign Languages, Literatures, and Linguistics. Incomplete, Procedure fo r ...... •...... 205 Department of ...... 72 Interdepartmental Program...... 154 Foreign Literature ...... 74 Introductory Courses ...... • . . . . . 144 Foreign Students ...... • . . . . • ...... 185 Mechanical and Aerospace Sciences ...... 22 Fraternities ...... • . . . . • . . • ...... • ...... • ...... 216 Mechanical Engineering ...... • . . . . . 155 French ...... •...... •...... •...... 74, 77 Optics...... 160 Freshman Orientation ...... •..•....•..•...... 10. 20 I Satisfactory-Fail Option ...... •...... • . . .. 205 Freshman Preceptorials ...... • ...... 10, 15, 33, 203 Senior Year in Absentia ...... 206 3-2 Program ...... 143 G Two-Degree Program ...... :...... 143 English, Department of ...... 61 General Business Administration 175 Enrollment Deposit, Forfeiture of ...... 6. 7 General Regulations ...... •....•...... 225 Entrance Examinations ...... 184 General Science ...... 81 Environmental Living Center ...... •...... II Genetics, see Biology Expenses Geological Sciences, Department of ...... 83 River Ca mpus ...... 190 Geology Internship in Marine Sciences ...... � ...... 16. 85 School of Nursing...... 190 Geomechanics ...... •...... 85, 152 Extracurricular Activities, German ...... •...... 74, 78 ...... J see Out-of-C1ass Life and Student Activities Government Career, Preparing for . . 9 Grade Reports ...... • . .. 208 Grades ...... 207 F Graduate School of Education and Human Development, see Education and Human Development, Graduate School of Facilities ...... 236 Graduate School of Management, Faculty see Management. Graduate School of Arts and Science (by department) ...... 35- 139 Graduate Studies ...... 30. 171, 177, 203. 209 Engineering and Applied Science (by department) . . . .• . . .. 144- 160 Greek ...... 77 Nursing ...... 165- 167 Groups I, II, III (Arts and Science) ...... 31 Sports and Recreation ...... 181 Fees ...... 189 Film, Courses in, see Fine Arts H Film Studies ...... 66 Handicapped Student Services ...... 218 Finance ...... • ...... •. . . . . 175 Health and Society ...... 87 Finance Option (M.B.A.) ...... 172 Health, Community ...... 53 Financing an Education ...... 189 Health Fee ...... 189. 218 Budget, Estimated Student ...... 189 Health Professions ...... 210 Costs...... 189 Health Service. University ...... •...... 203, 217 192 Employment, Part-time ...... Hebrew ...... •...... 76, 79 Fees Hebrew University, One Year Program at ...... 16 Activity ...... 189 Hillel Foundation ...... • . . . . . 217 ...... •....•....•...... 189. 218 Health History, Department of ...... • . . . . • . . • . . . . . 89 ...... 189 Financial Aid . . Distinction in History ...... • . .. .• ...... • . . . . • . . . 90 ...... •... 190 Application fo r Honorary Societies ...... • ...... 216 ...... •. . 190 Basis for Awards . . . Honors Program in Anthropology ...... • ...... •. . . . . 36 190 Renewal of Financial Aid ...... Honors Program in Biology ...... •....•...... 45 ...... •. 191 Types of Financial Assistance...... Honors Seminars ...... • ...... 203 . 191 Verification of Financial Information ...... Hospital, Strong Memorial ...... • ...... • ...... 16, 27 Monthly Option Plan...... 189 Housing, see Residence Halls Overload Adjustment ...... 202 Off-Campus ...... • ...... • . . . .• . . •. . . . . 223 Room and Board ...... 189 Scholarships Undergraduate...... 193 University...... 191 Identification Cards, Student ....•...... •...... 220 Tuition ...... 189 Illness ...... 203, 217 Withdra wal and Inactive Status In Absentia, Senior Year ...... 206 Adjustment of Charges ...... 206 Incomplete, Procedure for ...... • ...... 205 Adjustment of Financial Aid ...... •...... 207 Independent Study Courses ...... •...... 15. 204 Fine Arts. Department of...... • ...... 67 Institute of Optics. The ...... 160 Art History ...... " ....•.•...... 68. 69 Intercampus and Public Transportation ...... 222 Film. Courses in ...... •...... •...... 70, 71 Intercessor, University ...... •...... 222 London Semester ...... 68 Intercollegiate Sports ...... 181, 218 Studio Arts ...... •...... 68, 71 Interdepartmental Degree Programs ...... • . .•...... 15 Index 233

College of Arts and Science ...... • ...... 95 Degrees Offered ...... • ...... • ...... 22 College of Engineering and Applied Science...... •....•. .. 154 Medieval Studies Ce nter ...... •....•...... II Interdisciplinary Courses ...... 15, 32 Memorial Art Gallery ...... •...... 12. 68 Interfaith Chapel ...... 217 Microbiology ...... •. . . .• ...... • ...... 103 International Museum of Photography ...... 12, 17 B.S. with Distinction ...... •...... 104 International Relations ...... •. . . . •...... 96 Minority Student Services ...... 218 International Student Services ...... •...... 218 Monthly Option Plan ...... 189 Internships ...... 16, 203 Motorcycles ...... • ...... 223 Interviews...... 183 Museums ...... 12 Intramurals ...... 218 Music ...... 104, 185, 203 Inventory of Registered Programs ...... • ...... 225 Performing Organizations (River Campus)...... 104 Music Floor...... II J Musical Organizations ...... 104. 216

Japanese ...... 76, 79 Jobs, Student ...... 192, 222 N Junior Year Abroad, see Study Abroad Program Naval Science, Department of ...... •. ...•...... 107 Courses of Instruction ...... •....•..•...... 109 L Neuroscience ...... • ...... •. . . 109 Newman Community...... 217 Latin ...... • .• ...... • ...... • ...... • ...... 77 NROTC Program...... 107 . Law ...... 175, 21 1 Scholarships ...... •...... •....•...... 192 ...... •.• Law and Ethics ...... III Nursing, School of ...... 27, 165 Liberal Arts, see Interdisciplinary Courses Administrative Officers ...... 165 Libraries Admission ...... •...... 187 Affiliations and Services ...... • ...... 28 Registered Nurses ...... •...... •....•...... Management 28, 173 Early Option ...... •...... •...... 188 Medical (Ed ward G. Miner) ...... •...... 28 Regular ...... 188 ...... •.... Rush Rhees 28 Course Changes ...... • ...... • ...... 205 ...... •...... •...... Sibley Music 27 Courses of Instruction ...... 169 Linguistics ...... •...... 75, 81 Degree cum Laude ...... 168 ...... • Literature in Translation ...... 76 Degree Requirements .. ...•...... •....•. 168 Loans. Student ...... •....•...... 192 Degrees Offered ...... 22 London Semester (Fine Arts) .....•...... 68 Faculty ...... • ...... 165 Lost and Found Office ...... 222 Faculty Advisers ...... •...... 202, 208 Financial Aid ...... •...... •...... 190, 192 M Graduate Education...... 21 1 Incomplete, Procedure for ...... • . . . . • . . •. • ...... 206 Management, Graduate School of ...•...... 25. 171 Progra m, Basic ...... 168 Accounting Option ...... • ...... 172 Registered Nurses, Admission ...... •.... 188 Admission Requirements ...... 171 Senior Year in Absentia ...... • . . • .. . . • ...... 206 Applied Economics Option ...... 172 Tuition and Fees ...... •...... •...... 190 Computers and Info rmation Systems Option ...... • . . . . . 172 Computing Center ...... 173 Courses of Instruction ...... 173- 175 o Curriculum ...... 171 One Year Program at Hebrew University ...... 16 Dean...... 171 Operations Management Option (M.B.A.) ...... •....•...... 172 Degrees Offered ...... 22, 171 Optics...... 160 Finance Option ...... 172 Orientation Programs ...... 10. 20 1 Library...... 173 Out-of-Class Life; see also Student Life ...... • . . . . • Marketing Option . . . .. 172 Off Campus ...... •....•....•...... 12 M.B.A. Study Under the 3-2 Program ...... 171 On Ca mpus ...... II ...... • . . . • Operations Management Option ...... 172 Overload ...... • . . . . • . . . . • ...... 202 Placement Office ...... 173 Research Activity ...... •...... •....•...... 173 3-2 Program ...... 171 p Map, Campus ...... •....•...... 238 Painting, Courses in ...... • . . . . • ...... 71 Marine Sciences. Geology Internship in ...... •...... 16. 85 Parking ...... • . .. 222 Marketing ...... • . . . .. 172. 175 Performing Organizations (Music) ...•. ...•..•...... •.•... 104 Master of Business Administration Degree ...... 21. 171 Petitions. Student ...... • . . . 205 Mathematics. Department of...... 97 Philosophy. Department of ...... 110 Mechanical Engineering, Department of ...... 155 B.A. with Distinction ...... III Medical Center ...... 27 Concentration with Emphasis on Law and Ethics ...... •. . . III Medical Research/ Health Ca re Administration Semester...... 16 Concentration with Emphasis on Logic and Medicine and Dentistry, School of ...... 17, 27 the Philosophy of Science ...... •... 112 234 Index

Photography. Courses in ...... 71 Secondary School Teaching ...... 177 International Museum of ...... • . . . . 17 Security ...... •...... 221 Physical Education. see Sports and Recreation Senate. Student...... 216 Physics and Astronomy. Department of ., ...... 113 Senior Year in Absenlia ...... 206 Placement Office. Graduate School of Management ...... 173 Separation from University ...... • ...... 207 see also Career Services and Placement Center Sociology. Department of ...... •...... •.. . .•.. . . 132 Plagiarism ...... 225 Sororities ...... • . . .. 216 Political Science. Department of ...... • . . . . • ...... I 18 South Ca mpus ...... •...... 28 Honors Program in Political Science ...... • ...... 122 Spanish ...... •...... 75. 80 3-2 Program in Public Policy Analysis ...... 119 Special Academic Opportunities ...... 15. 203 Postal Services ...... • ...... 223 Special Degree Programs. Center for ...... • . . . . 48 Practica ...... 16 Special Students. Ad mission ...... 187 Preceptorials. Freshman ...... 10. 15. 33. 203 Special Student Services. Department of ...... •...... 218 Preventive. Family. and Rehabilitation Medicine ...... 53 Handicapped Student Services ...... 218 Probation and Separation ...... 207 International Student Services ...... 218 Program Planning Workshops ...... 20 1 Minority Student Services...... 218 Protestant Community...... 217 Sports and Recreation ...... 181. 218 Psychology. Department of ...... • ...... • . . . . • . . . . • . . . . 122 Statistics. Department of ...... • ...... 135 Degree with Distinction...... 124 Joint and Double Concentrations ...... 138 Publications. Student ...... 216 Strong Memorial Hospital ...... 16. 27 Public Policy Analysis Program ...... 127 Student Activities ...... 215 M.S. with a Specialty in Pharmaceutical Issues ...... •. 128 see also Out-of-C1ass Life M.S. and Ph.D. in Education ...... 128 Student Employment ...... •...... 73. 192. 222 3-2 Option...... 128 Student Life ...... 215 Student Publications ...... 216 Student Records ...... •...... 225 R Student Responsibility ...... 225 Radio Stations ...... 216 Student Retention ...... •...... •...... 203 Readmission...... 187 Student Senate ...... 216 Records. University ...... 225 Student Teaching ...... 75. 177. 179 Recreation Activities ...... 181. 218 Students' Association ...... •...... 216 Refund Policies ...... 185. 206 Students. Foreign ...... 185 Registered Programs. Inventory of ...... 225 Students. Special...... 187 Regulations. General ...... •...... 225 Studio Arts ...... • ...... • . . . . 71 Religious Services ...... 217 Study Abroad Office ...... 20 1 Religious Studies ...... 129 Study Abroad Program ...... • . . . .• ...... •...... • . . 204 Repeating a Course for a Grade ...... 206 Study Skills Center ...... • ...... 202 Research Activity. Graduate School of Management ...... 173 Summer Offerings ...... •...... 15 Research Facilities ...... 29 Summer Projects...... 15 Residence Halls ...... 219 Summer School Courses ...... 204 Residence. Student ...... II Summer Sessions ...... 27 Resources. University ...... 16 Responsibility, General ...... 225 River Campus Colleges ...... 25 T Rochester Area. see Out-of-Class Life Teaching Rochester Plan ...... 15. 21 1 Elementary School ...... • . . . .• .. . .•. . . .• ...... 177 Romanian...... 79 Secondary School ...... •...... 177 Room and Board Charges ...... 189 Student ...... 77. 177. 179 Adjustment of Charges. Withdrawals and Inactive Status ..... 206 Te lephone Service ...... • . . . . • ...... 223 ROTC Program ...... 107 Testing ...... 213 Russian ...... •...... 75. 76. 79 Theater...... 216 Russian Studies ...... 131 Courses in ...... 63 3-2 Programs ...... 22 Community Health ...... 53 s ��� � �...... � Satisfactory-Fail Option ...... 205 Education and Human Development...... 178 Scholarships Electrical Engineering ...... 150 Undergraduate ...... 193 Engineering and Applied Science ...... 143 University ...... •....•...... 191 Management ...... 171 Scholastic Aptitude and Achievement Tests ...... • . . . .• . . 184 Optics...... 161 School of Medicine and Dentistry. Public Policy Analysis ...... • ...... 128 see Medicine and Dentistry. School of Transcripts. Academic ...... • ...... 208 School of Nursing. see Nursing. School of Transfer Admission ...... 186 Sculpture ...... • . . . .• . . 71 Transferring Within the University...... 208 Index 235

Transportation, Intercampus and Public ...... •.. . . . 222 W Travel Information ...... •..... 184 Washington Semester Program ...... • .. 16, 95, 119 Trustees. Board of...... 228 Wilson Commons. Schedule of Hours...... 216 Tuition and Fees ...... 189 Withdrawal and Inactive Status ...... 206 Adjustment of Charges, Withdrawal and Inactive Status ...... 206 Adjustment of Charges ...... •...... 206 ...... 20 I Tutoring Office . Adjustment of Financial Aid ...... 207 ...... 202 Tutoring Program . Worship ...... 217 Two-Degree Program (Engineering and Applied Science) 143

x U "X" Period ...... 15, 204 Undergraduate Opportunities ...... 15, 20 1 Undergraduate Summer Projects ...... 15 University College of Liberal and Applied Studies . . . .•.. . .•. . . . 26 Z Degrees Offered ...... • ...... 22 Zornow Sports Center ...... 219 University, Some Notes about the . . .- ...... 9 University-Wide Studies ...... 95 Degrees Offered ...... • ...... • . . . . • . . . . 22

V Visits to the University...... 183 Visual Science, Center for ...... • ...... 139 236

FACIL(SEE MAPITIES)

2. Psychology Bldg.: Department of Psychology, Center for 4. Lattimore Hall: Graduate School of Education and Human Visual Science, Department of Special Student Services, ad­ Development, Office of the Dean and Academic Advising ministrative offices, and general classroom fa cilities. Office of the College of Arts and Science, Career Services and Placement Center, Counseling and Psychological Services, 3. Morey Hall: Departments of English and Fine Arts, Center Center for Special Degree Programs, Orientation Office, a 153- for Audio-Visual and Technical Services, Office of Admissions seat auditorium, and classrooms and seminar rooms. and Student Aid. Fa cilities 23 7

5. Wilson Commons: The campus center, opened in 1976, with in the United States; essentially replaced by Wilson Commons. student organization offices, a recreation center, lounges, meet­ Houses the Student Employment Office, the offices of NROTC, ing and performing facilities, a snack bar and rathskeller, the a U.S. post office, a bank, a theater, and two student radio River Campus Music Office, William H. Stackel Meeting clubs, WRUR-AM and FM and K2ZWI. Room, Hartnett Gallery, Arthur J. May Multi-Purpose Room, Samuel M. Havens Lounge, Fred Gowen Room, Ruth Merrill 21. Frederick Douglass Building: A student dining center, Student Organization Center, and George Graham Smith meeting rooms, University Bookstore, Faculty Club, Fairbank Plaza. Alumni Center.

6. Dewey Hall: Departments of Foreign Languages, Litera­ 22. Alumni Gymnasium: Office of Sports and Recreation, rac­ tures, and Linguistics and of Philosophy; Graduate School of quet courts, wrestling and weight rooms, and the alumni swim­ Management; Language Laboratory. ming pool.

7. Hoyt Hall: 350-seat auditorium for lect ures, meetings, and 23. Alexander Palestra: Home site for University inter­ conferences. collegiate basketball and volleyball, with permanent seating capacity of 3,000. 8. Bausch & Lomb Hall: Department of Physics and Astron­ omy. 24. Field House: 12,000-square-foot indoor playing surface covered by artificial turf; a Ys-mile running track around the 9. Harkness Hall: Offices of the Departments of Anthropology, perimeter. Economics, Political Science, and Sociology. 25. Zornow Sports Center: Offices for the Department of 10. Gav ett Hall: Administrative offices of the College of Engi­ Sports and Recreation, Speegle-Wilbraham Aquatic Center, neering and Applied Science; offices, classrooms, and labora­ four indoor tennis courts, three combination basketball-volley­ tories of the College's Department of Chemical Engineering. ball courts, nautilus room, meet ing room, locker rooms, and 12 lighted rooftop tennis courts. II. Hopeman Engineering Bldg.: Offices, classrooms, and laboratories of the Departments of Electrical Engineering and 26. Fauver Stadium: 6,000-seat concrete and brick stadium; Mechanical Engineering. also houses coed training room; a quarter-mile track encircling playing field; site of intercollegiate field hockey, football, 12. Taylor Hall: University Computing Center terminal fa cility. lacrosse, track and field, and soccer. Artificial turf; lights.

14. James Peter Wilmot Bldg.: Offices, seminar and laboratory 27-31. Susan B. Anthony Halls: Undergraduate residence and facilities for The Institute of Optics. dining center, Office of Student Life, infirmary, University Security office, and Services Division offices. IS. Mathematical Sciences Bldg.: Classrooms, conference rooms, commons rooms, seminar rooms, and offices of the 32. Spurrier Gymnasium: Dance studio and music rooms. Departments of Mathematics, Statistics, and Comp uter Sci­ ence. 33. Sage Art Center: Teaching and studio facilities for fi ne arts programs. 16. Hutchison Hall: Classrooms, lecture halls, laboratories, offices, and commons rooms of the Departments of Biology, 53, 54. Medieval Studies Centerand Drama Center: Residence­ Chemistry, and Geological Sciences, a greenhouse complex, and-study houses with regular programs of public lectures, and an aviary complex. readings, and special events. (See page II.)

Hubbell Auditorium: 483-seat auditorium in Hutchison Hall 59-64, 66, 71, 79. University Medical Center: School of Medi­ for lectures, special meetings, and conferences. cine and Dentistry, School of Nursing, Strong Memorial Hospital. 17. Administration Bldg.: University administrative offices and offices of the Registrar and the Bursar. 67. Helen Wood Hall: Residence fa cilities for undergraduate students and administrative offices for the School of Nursing. 18. Interfa ith Chapel: Center for campus religious activities and chaplains' offices. 68, 80-89, 92. University Apartments: George Washington Goler House, Graduate Living Center, University Park, Whip­ 19. Strong Auditorium: Two halls, seating 1,060 and 480 per­ ple Park. sons, used for lectures, fi lms, stage productions, and concerts. 69. Mt. Hope Professional Building: Includes the University'S 20. Todd Union: Noteworthy as one of the fi rst student unions Office of Administrative Information Services and Purchasing Department. 238

Key I. Rush Rhees Library 2. Psychology Bldg." 3. Morey Hall" Eastman Kodak Colonnade 4. Lattimore Hall" 5. Wilson Commons" 6. Dewey Hall" 7. Hoyt Hall" 8. Bausch & Lomb Hall" 9. Harkness Hall" 10. Gavett Hall" II. Hopeman Engineering Bldg." 12. Taylor Hall" 13. Purchasing Bldg. 14. James Peter Wilmot Bldg." 15. Mathematical Sciences Bldg." 16. Hutchison Hall" Hubbell Auditorium" 17. Ad ministration Bldg." 18. Interfaith Chapel" 19. Strong Auditorium" 20. Todd Union" 21. Frederick Douglass Bldg." Fairbank Alumni Center Bookstore Faculty Club Dining Center 22. Alumni Gymnasium" 23. Alexander Palestra" 24. Field House" 25. Zornow Sports Center" 26. Fauver Stadium" 27-31 Susan B. Anthony Halls" 27. Gates Hall 28. Morgan Hall 29. Hollister Hall 30. Gannett Hall 31. Danforth Hall 32. Spurrier Gymnasium" 33-35 Founders Court 33. Sage Art Center" 34. Anderson Tower 35. Wilder Tower 36. Pick Towne House UNIVERSITY OF ROCHESTER 37-42 Hill Court 37. Slater House 38. Munro House 39. Kendrick House 40. Gale House 41. Fairchild House An. 4-15-12 42. Chambers House 43. Gannett Emergency Center 44. Crosby Hall 239

45. Burton Hall 46. Hoeing Hall 47. Lovejoy Hall 48. Gilbert Hall 49. Tiernan Hall 50. Theta Delta Chi 51. Sigma Alpha Mu 52. Sigma Chi 53. Medieval Studies Center* 54. Drama Center* 55. Delta Kappa Epsilon 56. Alpha Delta Phi 57. Theta Chi 58. Psi Upsilon 59. Medical Education Bldg.* 60. Department of Psychiatry* 61. Eastman Dental Center* (independent affiliated agency) 62. Rehabilitation & Diagnostic Center* 63. Department of Radiation Biology and Biophysics* 64. U niversi ty Health Service* 65. Supplies & Accounts Bldg. 66. Strong Memorial Hospital* 67. Helen Wood Hall* 68. Goler House* 69. Mt. Hope Professional Bldg · 70. Computing Center 71. Department of Radiation Biology and Biophysics Annex* 72. Central Utilities Plant 73. 575 Mt. Hope Avenue 74. 590 Mt. Hope Avenue 75. 630 Mt. Hope Avenue Peter Barry House 76. 668 Mt. Hope Avenue Ellwanger & Barry Bldg. 77. 685 Mt. Hope Avenue 78. 692 Mt. Hope Avenue Patrick Barry House 79. Cancer Center 80-88 Graduate Living Center* 80. Alan Valentine Tower 81. Cornelis W. de Kiewiet Tower Maisonettes 82. John P. Munn House 83. William Kelly House 84. John B. Trevor House 85. Edward Bright House 86. Edward M. Moore House 87. Rufus A. Sibley House 88. Lewis P. Ross House 89. University Park* 90. Laboratory for Laser Energetics 91. Nuclear Structure Research Laboratory 92. Whipple Park Apartments*

'Description on pages 236 and 237.

Official Bulletin Second-class postage paid University of Rochester at Rochester, New York 14692 Rochester, New York 14627 USPS 403-440