Undergraduate Studies 2007–2009

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Official Bulletin Undergraduate Studies 2007–2009

U n i ve r s i t y of R o c h e s t e r The University of Rochester values diversity and is committed to equal opportunity for all persons regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status, or any other status protected by law. Further, the University complies with all applicable nondiscrimination laws in the administration of its policies, programs, and activities. Questions on compliance should be directed to the particular school or department and/or to the University’s Equal Op- portunity Coordinator, University of Rochester, P.O. Box 270039, Roch- ester, New York 14627-0039. Phone: (585) 275-9125. The information in this bulletin was prepared in the spring of 2007. Provi- sions of this publication are not to be regarded as an irrevocable contract between the student and the Uni- versity. The University reserves the right to make changes in its course offerings, degree requirements, regulations and procedures, and fees and expenses as educational and financial considerations require. Current information is available from the Office of the Registrar, P.O. Box 270038, University of Rochester, Rochester, New York 14627-0038. Phone: (585) 275-5131.

www.rochester.edu THE COLLEGE Arts and Sciences School of Engineering and Applied Sciences EASTMAN SCHOOL OF MUSIC SCHOOL OF MEDICINE AND DENTISTRY SCHOOL OF NURSING WILLIAM E. SIMON GRADUATE SCHOOL OF BUSINESS ADMINISTRATION MARGARET WARNER GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

OFFICIAL BULLETIN UNDERGRADUATE STUDIES 2007–2009

(Separate bulletins also are published for graduate studies and by the Eastman School of Music, School of Medicine and Dentistry, William E. Simon Graduate School of Business Administration, and Margaret Warner Graduate School of Education and Human Development.)

Contents

5 Some Notes about the 158 Eastman School of Music 186 Financing an Education University 159 School of Nursing 189 General Regulations 10 Degrees Offered by the 163 William E. Simon Graduate 191 Campus Map University School of Business Adminis- 192 University Buildings 12 Academic Calendars tration 194 Index 2007–08 and 2008–09 167 Margaret Warner Graduate 14 The College: Arts and Sci- School of Education and 197 Abbreviations ences (including courses in Human Development Inside Back Cover the School of Medicine and 170 Academic Services & Administration of the Dentistry open to under- Information University graduates) 176 Student Services 136 The College: School of Engineering and Applied 182 Admissions Sciences

The UniversitySome notes about

The University of Rochester, founded in 1850, The Rochester Curriculum. Students have The Rochester Early Medical Scholars is one of the most innovative of the leading the freedom to define their own academic paths, (REMS) Program. Selected Rochester fresh- private research universities in the coun- driven by interest and curiosity. At Rochester, we men receive a conditional acceptance to the try—and for undergraduates, it’s a university believe that excellence requires freedom. University of Rochester’s School of Medicine in perfect balance. The “Take Five” Scholars Program. Cited and Dentistry when they finish the bachelor’s degree. The program frees these students to Rochester offers the choices and intellectual as one of the more innovative liberal arts develop their intellects broadly before they excitement of a large research university with programs in the country, undergraduates may launch into their medical studies. the intimacy and opportunities for personal apply for a fifth year of courses tuition free. involvement of a small liberal arts college. The Senior Scholars Program. Selected The Bachelor of Arts Degree in Engi- undergraduates devote at least half of their neering. Recognizing the need for broadly More than 95 percent of classes are taught entire senior year to a creative project, whether educated decision makers who are well versed by faculty, not teaching assistants, and it’s in the form of scholarly research, a scientific in engineering, this program gives a student not uncommon for senior faculty to teach experiment, or a literary or artistic endeavor. substantial technological knowledge and introductory courses—there’s no separation competence in at least two areas of engineer- between researching and teaching, between The Fifth Year in Teaching Program. A limited number of undergraduates pursue a ing while also providing the opportunity for a faculty’s own professional excellence and the liberal arts education. excellence they bring to the classroom. fifth year of study tuition free in a master’s program at the Margaret Warner Graduate The CareerSoURce. A nationwide alliance of Rochester students live on a lively, self-contained more than 1,600 alumni volunteers, parents, campus, just minutes from met- and friends advise students on career ropolitan Rochester—a dynamic planning, graduate schools, and intern- city that offers a mix of commerce, ships. culture, and history. he flexible Rochester Curriculum gives students the T There are approximately 4,600 full-time Rochester balances its innovative freedom to explore the disciplines while pursuing their undergraduates including 480 or so at spirit and responsiveness to indi- intellectual passions. With their advisors, students the Eastman School and 2,400 full-time vidual needs with a commitment to graduate students at the University. The the lasting values of a classic liberal identify the courses and programs that they find great majority of classes are small in size, arts education. exciting. Our courses provide students with a deep enabling all students to work closely with The results of the Rochester expe- their teachers. There is a single faculty for rience are self-evident in the track understanding of the methods of inquiry: developing all students; some of the most distin- record of its alumni—in their questions, proposing tentative answers, assessing guished senior professors teach begin- careers and in their personal lives. ning courses. Reflecting the personal “To put it simply,” says one student, and rethinking those answers. Our goal is to enable scale of Rochester’s programs, under- “Rochester opens doors.” students to learn the way faculty learn so that they can graduates are encouraged to work where possible with individual faculty members For many undergraduates, the Roch- profit fully from the immense intellectual resources of in the pursuit of original scholarship. ester experience means surrounding a chosen major with clusters of the University while growing as individuals. College students must make two major related courses that contribute to transitions in their first two years. In a broad liberal education. Others —Dean of the College Richard Feldman their first year, they make the impor- choose double majors or earn certif- tant leap from high school to college. icates in complementary fields. Still As sophomores, they make the crucial others individually design their own departmental School of Education and Human Development choice of a major. The College’s Dean of programs. to prepare as urban school teachers. Freshmen and Dean of Sophomores take The Guaranteed Rochester Acceler- special responsibility for those two important And Rochester students can also benefit from years in students’ careers at the University. the offerings of other schools and depart- ated Degree in Education (GRADE). A ments. For example, undergraduates can five-year B.A./B.S + M.S. education program An administrative staff also offers support, enroll in graduate courses; premed students assures students admitted to the University starting with an orientation program on can enroll in classes at the medical school of Rochester who are interested in becoming campus before the beginning of freshman or at the Eastman School of Music; future educators admission to the Margaret Warner year. Staff are also available to supply advice engineers can diversify their studies with an Graduate School of Education and Human on course and major requirements; to help advanced course in Chaucer. Development. students find paying internships and employ- The Kauffman Entrepreneurial Year Pro- ment opportunities; and to assist in the Rochester’s opportunities are outlined in the development of post-college plans. remainder of this book. They include: gram (KEY). Selected undergraduates devote a tuition-free fifth year to the study or practice of entrepreneurship. 6 THE UNIVERSITY “Meliora, the University’s motto since 1851, is a Latin word that carries the connotation “always better.”

Students can’t expect to gain a “Rochester School. The School also offers undergradu- education” simply by studying and attending OTHER SCHOOLS ate courses in management in the areas of class. Out-of-class activities—whether they’re accounting, behavioral science in industry, intramural sports, political clubs, community OF THE UNIVERSITY computers and information systems, finance, service, or movies and concerts—are a major The Eastman School of Music (page 158), general business administration, law, market- part of undergraduate life. known throughout the world as a major cen- ing, and operations management. The School ter for the education of professional musicians cooperates in an undergraduate program lead- as well as for the study and creation of music, ing to a Certificate in Management Studies, offers diverse curricula leading to undergradu- offered by the College (see page 80). ate and graduate degrees. Students pursuing a THE COLLEGE Bachelor of Arts degree with a major in music The Margaret Warner Graduate School The great majority of undergraduates enroll through the College take some of their course- of Education and Human Development in the College, which comprises departments work at the Eastman School. Other University (pages 167 to 169) provides a broad range of and programs in arts and sciences and the undergraduates, having met the requirements courses of general interest to educators and School of Engineering and Applied Sciences. and with permission, may also take applied those interested in educational issues. The Therefore, transferring between degree pro- music lessons or other music courses at East- Warner School offers master’s and doctoral grams does not require any formal “readmis- man. Some students apply and are admitted degree programs in teaching and curricu- sion” process. The College’s faculty and staff both to the College and the Eastman School, lum, school leadership, higher education, play an active role in academic advising (page and pursue a dual degree program. educational policy, counseling, and human 170). development. Undergraduates can take In addition to the programs leading to the courses in subjects ranging from the history The College (pages 14 to 135) is the oldest M.D., M.S., M.P.H., and Ph.D. degrees, the of American education to child develop- of the University’s seven academic units. The School of Medicine and Dentistry offers ment and learning. Teacher certification is College’s programs in the arts and sciences unusual opportunities for undergraduates. In offered through an additional year of graduate provide undergraduate and graduate degree the Rochester Early Medical Scholars Program study and is offered at the early childhood programs in the humanities, natural sciences, (REMS), exceptionally talented students enter and elementary level as well as in English, and social sciences. The College remains the the University with a conditional acceptance mathematics, Latin, French, Spanish, German, “home” college for most undergraduates dur- to the medical school. biology, chemistry, physics, earth science, and ing their studies at Rochester. The School of Nursing (pages 159 to 162) social studies at the secondary level. The War- The College’s School of Engineering and offers study leading to the Bachelor of Science ner School offers the Guaranteed Rochester Applied Sciences (pages 136 to 157) enrolls degree with a major in nursing. Admission to Accelerated Degree in Education (GRADE) first-year students who express an interest the School of Nursing requires either a regis- program, which is a five-year B.A./B.S + M.S. in concentrating in one of the engineering tered nurse license or a prior baccalaureate education program for students admitted to disciplines. Students may also move into an degree in a non-nursing field. The curriculum the University of Rochester who are interested engineering program at any time after their is designed to be responsive to adult learners, in becoming educators. GRADE students enter first semester provided they have the appro- and this has become the focus of the baccalau- the University of Rochester with an assurance priate science and mathematics background reate nursing program. The degree programs of admission to the Warner School with the and have, or can schedule, the necessary offered by the School include a Bachelor Steven Harrison quarter-tuition scholarship prerequisites for their intended major. The of Science, an R.N. to B.S. or R.N. to B.S. to for the duration of the program. The Warner School’s Bachelor of Science programs in M.S. program for registered nurses, Master School also offers combined undergraduate biomedical, chemical, electrical and computer, of Science nurse practitioner specialties, M.S. and graduate programs in counseling and and mechanical engineering are accredited by in leadership in heath care systems, M.S. and human development, designed for students the Accreditation Board for Engineering and Ph.D. dual-degree programs, and the Doctor planning either to become school counselors Technology, the national accrediting agency of of Philosophy in Health Practice Research. or mental health counselors, or to continue the engineering profession. The Institute of Post-master’s programs are also available. with graduate study in human development. Students begin the program in their senior Optics, which also offers a Bachelor of Science The William E. Simon Graduate School degree, is an internationally known center year and complete the master’s degree in one of Business Administration (pages 163 or two years of graduate study. for teaching and research. In addition, there to 166) offers graduate study in business are provisions for student-designed programs administration for management careers in the that can lead to either a Bachelor of Science in profit and nonprofit sectors. For undergradu- interdisciplinary engineering or a Bachelor of ates interested in such careers, it also offers a Arts in engineering sciences. unique opportunity to earn an undergraduate UNIVERSITY CAMPUSES degree and a Master of Business Administra- The 77-year-old River Campus is the Uni- tion degree (M.B.A.) in five years instead of versity’s main campus and the residential the usual six. This 3-2 program consists of setting for College undergraduates. It is also three years of undergraduate study in another the location of the Margaret Warner Graduate college followed by two years in the Simon School of Education and Human Development “Dandelion Yellow” has been the Uni- THE UNIVERSITY 7 versity color since 1893, joined in later years by the dark “Rochester Blue.”

and the William E. Simon Graduate School SENIOR SCHOLARS PROGRAM of Business Administration. On the southern LIBRARIES The Senior Scholars Program permits selected edge of the city, the 114-acre campus is tucked The University library system (see www. seniors to devote at least half of the entire in a bend of the Genesee River. Next door rochester.edu/libraries) houses more than final year to a single capstone project that are the University Medical Center and one of three million volumes and has access to about can range from a piece of scholarly research Rochester’s many parks. 22,000 periodicals, in print or online. River to a work of artistic creativity. Building on Campus libraries include Rush Rhees (humani- The Medical Center, adjacent to the River the student’s career through the junior year, ties, social sciences, and business), Carlson Campus and the site of the School of Medicine Senior Scholar projects are marked by intel- Library (sciences and engineering), and the and Dentistry and the School of Nursing, has lectual engagement and coherence, and by Physics-Optics-Astronomy Library. Beyond extensive facilities providing an excellent spec- educational soundness and continuity. The River Campus are Edward G. Miner Library trum of patient care and research to support projects may include coursework in addition (Medical Center), Sibley Music Library (East- the educational programs. Strong Memorial to independent study. They carry up to 32 man School of Music), Charlotte Whitney Allen Hospital (including Golisano Children’s Hospi- hours of academic credit and are composed Library (Memorial Art Gallery), and the library tal), with a capacity of 750 beds, is an integral and carried out under the supervision of at the Laboratory for Laser Energetics. part of the University’s Medical Center and faculty advisors. Projects must be completed serves as the principal teaching hospital of by the end of the senior year. the School of Medicine and Dentistry and the School of Nursing. The Medical Center also “TAKE FIVE” SCHOLARS includes the Eastman Dental Center. SPECIAL ACADEMIC The Take Five Scholars Program grants The Eastman School of Music is linked to undergraduates a ninth semester or fifth year the other campuses by free shuttle buses. Its OPPORTUNITIES of study, tuition free, to supplement their Sibley Music Library, with resources number- Students taking their entire four years as regular course requirements. Students may ing more than a half-million items, is recog- undergraduates in the College receive extra apply any time after they have been accepted nized as one of the foremost music research ordinarily strong grounding in their chosen into a major through the first semester of their libraries in the world. Housed since 1989 fields. But the outstanding graduate and senior year. The program is designed for stu- in the Miller Center, its collection includes professional schools of the University also dents who can demonstrate that an additional autograph scores of masters of the past as well offer undergraduates many opportunities to semester or year of study will broaden and as those of many contemporary composers. study in advanced and specialized areas. With enhance their undergraduate education. Kilbourn Hall (seating capacity 459), Howard only a few exceptions, students may count Hanson Recital Hall (65), Kilian and Caroline credits for courses in any unit of the University Schmitt Organ Recital Hall (96), and Eastman toward the bachelor’s degree in the College. KAUFFMAN ENTREPRENUERIAL YEAR Theatre (3,094), one of the great theaters of Graduate study in one’s specialty may be (KEY) PROGRAM taken for credit toward the bachelor’s degree the Western world, comprise the unparalleled The University of Rochester is one of eight performance facilities of the School. by students whose work in a given area is sufficiently advanced. institutions nationwide selected by the Ewing The University’s South Campus, a quarter- Marion Kauffman Foundation to receive a mile south of the Medical Center, is the site major, multiyear grant to make entrepre- of the Laboratory for Laser Energetics and 3-2 PROGRAMS neurship education an integral ingredient of the Center for Optoelectronics and Imaging, Five-year combined programs of undergradu- academic activity. This initiative includes the which houses the Center for Optics Manu ate and graduate study (the first three under- creation of the Kauffman Entrepreneurial Year facturing (COM), the Center for Electronic graduate, the last two graduate) are available (KEY) Program that provides students with Imaging Systems (CEIS), and the Robert L. in a number of fields, and permit students to the opportunity to devote one or two semes- Sproull Center for Laser Research. The River earn a bachelor’s degree (awarded after four ters, tuition free, to the study and practice of Road Complex and Residence are nearby. years) and a professional master’s degree. This entrepreneurship. South Campus is linked to other campuses by 3-2 option is available in fields including: Qualified students may propose to devote a free shuttle bus service. Business administration (page 163) as much as an entire academic year to The University’s Memorial Art Gallery internships, special projects, business plan Computer science (page 53) serves as a public art museum serving development, research into various facets of west-central New York, with representative Engineering and applied sciences (page 138) entrepreneurship, or analysis of how culture collections of world art of nearly all major Neuroscience (page 38) and public policy influence entrepreneurial schools and periods and regularly changing activity. Participation is open to all undergrad- exhibitions. Physics, physics and astronomy, and medical uates at the University. physics (page 110) C. E. K. Mees Observatory is located on Gannett Hill in the Bristol Hills south of Public health (page 125) Rochester. 8 THE UNIVERSITY Inscribed with Einstein’s equation of mass and energy, the meridian marker in the center of the Eastman Quadran- gle records its exact latitude (43 7´40˝) and longitude (77 37´49˝).

UNDERGRADUATE RESEARCH Practica are credit courses supervised by Uni- On-location programs are in Israel, Italy, versity faculty members that usually combine France, Germany, Peru, Russia, Mexico, and As a major research institution, the Univer- field experience with lectures, seminars, and England: sity actively encourages primary research by oral and written reports. Each practicum pro- Rochester in Arezzo, Italy—a fall-semester undergraduates in the natural sciences, engi- vides direct personal interaction with working program in Italian language, literature, art, neering, the social sciences, and humanities. professionals in their everyday environment. Opportunities for doing hands-on, profession- and culture. Sponsored by the Department ally supervised research in fields as diverse as Internships enable students to work in a of Modern Languages and Cultures. Open to organic chemistry and medieval history are variety of off-campus settings. Students in arts sophomores, juniors, and seniors. open to qualified students, both within regular and sciences, working under the supervision London Theater Seminar—a “winter term” courses and in special independent projects of a faculty member, can receive credit for course offered in London and Stratford in late during the regular school year and in summer. their work. Recent internship placements have December to early January. Sponsored by the For information on such opportunities, con- included the Rochester District Attorney’s Department of English. tact the Director of Undergraduate Research, office, the Rochester Democrat and Chron- Office of the Dean, the College. icle, local television stations, environmental Peru in Depth—a July course that takes place field work for the county, the Memorial Art in four cities, focusing on the history, politics, CERTIFICATE PROGRAMS Gallery, George Eastman House, and various economics, and religious contexts of Peru. financial and investment offices. In social Sponsored by the Department of Religion and Some students combine their departmental services internships, students have worked in Classics. majors with an interdisciplinary specializa- various programs that help emotionally and Month-long summer language courses tion by following one of the six Certificate physically abused children and the develop- include Italian in Padua; German in Berlin; Programs—in actuarial studies, Asian studies, mentally disabled. With special approval, stu- French in Rennes (Rochester’s sister city international relations, management studies, dents may engage in full-time internships away in Brittany); Russian in St. Petersburg; and mathematical modeling in political science from the Rochester area; examples include Spanish in Oaxaca, Mexico. Sponsored by and economics, and Polish and Central Euro- research projects at the Federal Reserve and the Department of Modern Languages and pean studies—offered through the College at Cohokia Mounds Historical Site. Opportuni- Cultures. Center for Academic Support. The Under- ties for internships in Washington and abroad graduate Program in Physics and Astronomy are described in the sections that follow. Exchange programs permit Rochester stu- offers a Certificate in Biophysics or Medphys- dents to “trade places” with their counterparts The Washington Semester Program, adminis- ics. In addition, a Certificate in Biotechnol- from overseas universities. Current options tered by the Department of Political Science, ogy is offered through the Undergraduate are in England, Germany, Israel, Japan, and allows selected students to participate directly Program in Biology and Medicine. These Sweden: in the work of legislators at the national level. certificates, which give formal recognition to Students work full time as staff assistants Sussex University, Sussex, England—a one- the specialized study, are awarded in addition in the offices of United States senators or year exchange for sophomore or junior brain to the bachelor’s degree. A student wishing to representatives for a semester and receive and cognitive sciences majors. Located in supplement a major in English with a program full academic credit. Their activities usually Brighton, a half-hour south of London. in business studies, for example, can earn include writing speeches, attending hearings, both a Bachelor of Arts degree with a major University of Cologne, Germany—sponsored researching law, taking notes at committee in English and a Certificate in Management by the German section of the Department of meetings, answering mail, and performing Studies. A Citation for Achievement in College Modern Languages and Cultures. A full-year other assignments associated with the political Leadership is also available to students who program for juniors or seniors to take courses process. have developed their leadership skills in the and to teach English. This unique fellowship ways outlined by this program. Study Abroad Programs provide qualified program also provides a stipend. students a summer, a semester, or a year of ORT-Braude Technical College, Karmiel, INDEPENDENT STUDY, foreign study experience. Currently, more than Israel—a spring semester program for sopho- INTERNSHIPS, AND 70 different Rochester-sponsored opportuni- more and junior engineering and science ties are available in 26 countries. Students are majors. Located in the Galilee, in the north of STUDY ABROAD also welcome to take part in programs offered Israel. Sponsored by the School of Engineer- Independent study courses permit by other American colleges and universities. ing and Applied Sciences. Options include “on-location” courses taught qualified students to pursue areas of reading Meiji-Gakuin University, Tokyo, Japan—a by Rochester faculty overseas, university and research not included or not treated in semester or yearlong program in Japanese exchanges, internships, and traditional study sufficient depth in regularly offered courses. language and culture. Sponsored by the Japa- abroad programs. For more information, These special tutorial courses are most often nese section of the Department of Modern contact the Center for Study Abroad in 206 on a one-to-one basis with full-time members Languages and Cultures. of the teaching faculty, with the content and Lattimore Hall. objectives of the course determined by faculty- student collaboration. In 1900, suffragist Susan B. Anthony THE UNIVERSITY 9 pledged her $2,000 life-insurance policy to assure that women were admitted to the University, then a college for men only.

Uppsala University, Uppsala, Sweden—a Business internships are available in advertis- SUMMER STUDY semester or year at one of Europe’s oldest uni- ing, banking, finance, marketing, and media. versities, located 45 minutes from Stockholm. Arts placements include institutions such as Summer provides an opportunity for stu- English-language courses in the humanities theaters, the Victoria and Albert, the Museum dents to study abroad, concentrate on one and social and natural sciences. of London, galleries, and performing arts cen- or two classes, catch up, get ahead, or take ters. Students participate in daily operations, a class of interest that normally would not In addition to these exchanges, universities fit into their schedules! Summer classes are in Egypt, Israel, and Poland accept visiting including mounting exhibitions, helping to plan projects, and carrying out research. The offered May–August in 4-, 6-, or 12-week ses- Rochester students in special English-language sions. For more information or a complete programs. The American University in Cairo, Health Science/Medical Research Internship offers students the opportunity to work as listing of summer courses, visit www. Egypt, offers a semester or a full year at this rochester.edu/summer or call 585-275-2344. four-year liberal arts college. AUC is noted interns either in a research laboratory in one of London’s teaching hospitals, in a psychiatric for its coursework in Arabic language, Islamic SPECIAL DEGREE PROGRAMS art and architecture, Egyptology, and Middle treatment program, or in health care adminis- Eastern history, society, and politics. The tration in a broad range of facilities. The interdepartmental degree programs overseas program at Ben-Gurion University In Berlin, politics interns work with Members (pages 77 and 156) provide students with an of the Negev in Beersheva, Israel, offers full- of the Bundestag and political offices. In unusual opportunity to construct individual year and semester study. The program begins Bonn, placements are made in business, the programs suited to their special talents and with an intensive Hebrew-language course arts, museums, and social service agencies. interests. Students are currently pursuing (Ulpan), and classes taught in English include Brussels interns work with Members of the interdepartmental majors in culture and com- such unique options as pre-medical studies, European Parliament. Depending on language munications, computers in media, American environmental and desert studies, health and proficiency, placements are made with MEPs studies, and Latin-American studies, among social welfare, Israeli studies, and intern- from any of the 12 European Union member others. Faculty members related to the Col- ships. At the Hebrew University of Jerusalem, nations. Business placements with multi- lege Center for Study Abroad and Interde- students attend courses taught in English national corporations are also available. In partmental Programs assist undergraduates in history, politics, religion, Judaic studies, Madrid, students are placed with Members in developing their interdepartmental studies economics, and Middle Eastern languages and of the Cortés or other political offices, busi- majors in the College’s arts and sciences. Stu- literatures. Those proficient in Hebrew may nesses, and museums. Paris interns can work dents planning an interdepartmental program enroll in regularly scheduled Hebrew Uni- in politics, the arts, businesses, and theaters. leading to a Bachelor of Science in engineering and applied science or the Bachelor of versity courses. In Poland, at the Jagiellonian Rochester belongs to several consortia that Arts in engineering sciences work closely with University in Kraków, courses include Polish provide access to programs through the faculty members on the Interdepartmental language, history, Judaic studies, literature, Institute for the International Education of Engineering Committee in the School of Engi- political science, immigration, economics, and Students (IES), the Council on International neering and Applied Sciences (page 156). sociology. The Jagiellonian University program Educational Exchange (CIEE), and Advanced is sponsored by the University of Rochester’s Studies in England (ASE). Through IES, the Two formalized special degree programs are Skalny Center for Polish and Central European University of Rochester provides semester health and society and the brain and cognitive Studies. and academic year programs in Argentina, sciences majors (pages 72 and 40). Students Internship programs are located in Eng- Australia, Austria, Chile, China, Ecuador, pursuing these majors design their own land, Belgium, France, Germany, and Spain France, Germany, India, Ireland, Italy, Japan, courses of study in consultation with faculty and are open to students majoring in a wide the Netherlands, New Zealand, Spain, and advisors affiliated with the program. Both variety of fields. Students take coursework the United Kingdom. CIEE semester or year majors offer students extensive opportunities paired with a related internship. Semester programs are in Chile, China, Czech Republic, to do independent work and to explore areas programs are offered in all locations, and France, Ghana, Hungary, Poland, and Russia. of special interest. eight-week summer internships (without Rochester is also a member of the Advanced coursework) are available in all sites except Studies in England consortium, a semester or HONOR SOCIETIES France and Spain. yearlong program focusing on medieval and National academic honorary societies include London—The British Politics Internship Renaissance history and literature in Bath, Oxford, and Stratford. Phi Beta Kappa, Golden Key, Tau Beta Pi program places students as interns with (engineering), National Society of Collegiate Members of the House of Commons, pressure Study abroad is open to all majors, and new Scholars (scholarship, leadership, and ser- groups, party headquarters, or constituency programs are currently under development. vice), Beta Gamma Sigma (business, graduate offices, where they carry out research, write The Center for Study Abroad’s advising staff students only), Sigma Theta Tau (nursing), speeches and press releases, and experience works closely with students to enable them to and Alpha Omega Alpha (medicine), Sigma Pi the workings of the British political system find the program best suited to their academic Sigma (physics and astronomy). at close hand. Internships in law offices and interests. other private or governmental agencies, and public policy institutes are also offered. Degrees Offered

Degrees are awarded by the University of Psychology, Developmental (Ph.D.) Music-H Rochester in the following subjects, grouped Psychology, Social-Personality (Ph.D.) Organizational Psychology-S by college or school of the University: Religion and Classics: Paleontology and Evolution-N Classics (B.A.)-H Philosophy-H Religion (B.A.)-H Philosophy of Science-H THE COLLEGE: ARTS AND SCIENCES Russian Studies (B.A.)-V Physics-N For purposes of the Rochester Curriculum, Statistics (B.A.)-N Political Science-S described on page 14, the distribution area Visual and Cultural Studies (M.A., Ph.D.) Psychology-S is noted in which each degree program and Women’s Studies (B.A.)-V Psychology as a Natural Science-N Psychology as a Social Science-S minor in the College falls. H=Humanities, Certificate Programs (taken in conjunction Religion-H S=Social Sciences, N=Natural Sciences and with a bachelor’s degree) Research in Visual Science-N Actuarial Studies Engineering, V=Variable (determined at time Russian-H Asian Studies of official entrance into the program). Russian Studies-V Biophysics Social and Emotional Development-S African and African-American Studies (B.A.)-V Biotechnology Spanish-H American Sign Language (B.A.)-H International Relations Statistics-N Anthropology (B.A.)-S Management Studies Studio Arts-H Art and Art History: Mathematical Modeling in Political Science Theater-H Art History (B.A.)-H and Economics Visual Science-N Studio Arts (B.A.)-H Medphysics Women’s Studies-V Biological Sciences (B.S.), with specialties in: Polish and Central European Studies Biochemistry-N Writing-H Citation for Achievement in College Cell and Developmental Biology-N Leadership Ecology and Evolutionary Biology-N Microbiology-N Minors THE COLLEGE: Molecular Genetics-N African and African-American Studies-V SCHOOL OF ENGINEERING Neuroscience-N American Sign Language-H AND APPLIED SCIENCES Biology (B.A., M.S., Ph.D.)-N Anthropology-S Brain and Cognitive Sciences (B.A., B.S., M.A., Arabic-H Biomedical Engineering (B.S., M.S., Ph.D.)-N Ph.D.)-N Art History-H Chemical Engineering (B.S., M.S., Ph.D.)-N Chemistry (B.A., B.S., M.S., Ph.D.)-N Astronomy-N Electrical and Computer Engineering (B.S.)-N Computer Science (B.A., B.S., M.S., Ph.D.)-N Biology-N Electrical Engineering (M.S., Ph.D.)-N Earth and Environmental Sciences: Brain and Cognitive Sciences-N Engineering and Applied Science (an Interde- Environmental Science (B.S.)-N Chemistry-N partmental Program) (B.S.)-N Environmental Studies (B.A.)-N Chinese-H Engineering Science (B.A.)-N Geological Sciences (B.A., B.S., M.S., Ph.D.)-N Classics-H Geomechanics (B.S.)-N Geomechanics (B.S.)-N Clinical Psychology-S Materials Science (M.S., Ph.D.) Economics (B.A., M.A., Ph.D.)-S Comparative Literature-H Mechanical Engineering (B.S., M.S., Ph.D.)-N English (B.A., M.A., Ph.D.)-H Computer Science-N Optics (B.S., M.S., Ph.D.)-N Film and Media Studies (B.A.)-H Economics-S Financial Economics (B.A.)-S English Literature-H Minors Health and Society (B.A.)-S Environmental Geology-N Bioenvironmental Engineering-N History (B.A., M.A., Ph.D.)-S Ethics-H Biomedical Engineering-N Interdepartmental Studies (B.A., M.A., M.S.)-V Film and Media Studies-H Chemical Engineering-N Linguistics (B.A., M.A.)-S French-H Electrical and Computer Engineering-N Mathematics (B.A., B.S., M.A., Ph.D.)-N Geological Sciences-N Environmental Engineering-N Mathematics-Applied (B.S., M.S.)-N German-H Materials Science-N Mathematics-Statistics (B.A., M.A.)-N Greek-H Mechanical Engineering-N Modern Languages and Cultures: Health and Society-S Optics-N Comparative Literature (B.A., M.A.)-H Health Psychology-S French (B.A., M.A.)-H History-S German (B.A., M.A.)-H History of Philosophy-H EASTMAN SCHOOL OF MUSIC Interdepartmental Studies-V Japanese (B.A.)-H Applied Music (B.M.) Russian (B.A.)-H Italian-H Composition (B.M., M.A., M.M., D.M.A., Ph.D.) Spanish (B.A., M.A.)-H Japanese-H Music (B.A.)-H Latin-H Conducting (M.M., D.M.A.) Philosophy (B.A., M.A., Ph.D.)-H Latin American Studies-H Early Music, Emphasis in Historical Plucked Physics (B.A., B.S., M.A., M.S., Ph.D.)-N Legal Studies-V Instruments (M.M., D.M.A.) Physics and Astronomy (B.A., B.S., Ph.D.)-N Linguistics-S Ethnomusicology (M.A.) Political Science (B.A., M.A., Ph.D.)-S Marine Geology and Ecology-N Jazz Studies and Contemporary Media (B.M., Psychology (B.A., M.A.)-S Mathematics-N M.M., D.M.A.) Psychology, Clinical (Ph.D.) Medical Anthropology-S Musical Arts (B.M.) The second Ph.D. the University DEGREES OFFERED 11 awarded, in 1927, went to Vincent DuVigneaud, who won the Nobel Prize in Chemistry. Recent Nobelists, both in physics, include Steven Chu ’70 in 1997 and Masatoshi Koshiba ’55 (Ph.D.) in 2002.

Music Education (B.M., M.A., M.M., D.M.A., Nursing/Psychiatric Mental Health Nurse Middle Childhood Education (M.S.) Ph.D.) Practitioner Middle Childhood Education for Adolescence Music Theory (B.M., M.A., Ph.D.) M.S. Programs: Education Teachers (M.S.) Musicology (M.A., Ph.D.) Acute Care Nurse Practitioner Middle Childhood Education and Adolescence Opera (M.M.) Adult Nurse Practitioner Education (M.S.) Pedagogy of Music Theory (M.A.) Care of Children & Families—Pediatric Nurse Professional Study in Adolescence Education Performance and Literature (M.M., D.M.A.) Practitioner (M.A.T.) Piano Accompanying and Chamber Music (M.M., Care of Children & Families—Pediatric Nurse Professional Study: Early Childhood/Childhood D.M.A.) Practitioner /Neonatal Nurse Practitioner Education/ESOL (M.S.) Child & Adolescent Psychiatric Mental Health Professional Study: Middle Childhood and Ado- Nurse Practitioner lescence Education (M.S.) SCHOOL OF MEDICINE Family Nurse Practitioner School Administrator and Supervisor (M.S., AND DENTISTRY Gerontological Nurse Practitioner Ed.D.) Biochemistry (M.S., Ph.D.) Psychiatric/Mental Health Nurse Practitioner School Building Leadership—Private Schools Biophysics (M.S., Ph.D.) (Adult/Family) (M.S.) Clinical Investigation (M.S.) M.S./Ph.D. Programs: School Building Leadership—(M.S., Ed.D.) Dental Science (M.S.) Acute Care Nurse Practitioner/Nursing School District Leadership (M.S., Ed.D.) Epidemiology (Ph.D.) Adult Nurse Practitioner/Nursing Teaching and Curriculum (M.S., Ed.D.) Genetics (M.S., Ph.D.) Care of Children & Families—Pediatric Nurse Teaching English to Speakers of Other Languages Health Services Research and Policy (Ph.D.) Practitioner/Neonatal Nurse Practitioner/ (M.S.) Marriage and Family Therapy (M.S.) Nursing Teaching Literacy (M.S.) Medical Statistics (M.S.) Care of Children & Families—Pediatric Nurse Combined Undergraduate and Graduate Medicine (M.D.) Practitioner/Nursing Programs in Counseling and Human Develop- Microbiology-Medical (M.S.) Family Nurse Practitioner/Nursing ment (leading to the M.S. with emphasis on Microbiology and Immunology (Ph.D.) Gerontological Nurse Practitioner/Nursing human development; School Counseling Neurobiology and Anatomy (M.S., Ph.D.) Psychiatric/Mental Health Nurse Practitioner/ leading to certification in school counseling; Neuroscience (M.S., Ph.D.) Nursing or Mental Health Counseling leading to Pathology (M.S., Ph.D.) Ph.D. Program: licensure in mental health counseling) Pharmacology (M.S., Ph.D.) Health Practice Research Physiology (M.S., Ph.D.) UNIVERSITY-WIDE STUDIES Public Health (M.P.H.) WILLIAM E. SIMON Statistics (M.A., Ph.D.) Combined Bachelor’s Programs Toxicology (M.S., Ph.D.) GRADUATE SCHOOL OF B.A. and B.S. in arts and sciences BUSINESS ADMINISTRATION B.A. or B.S. in arts and sciences and B.S. or B.A. in engineering and applied sciences SCHOOL OF NURSING Business Administration (M.S., M.B.A., Ph.D., B.A. or B.S. in arts and sciences and B.M. in music M.B.A./Master of Public Health, M.D./M.B.A., Bachelor Programs: B.S. in engineering and applied sciences and B.M. M.S. in Accountancy, and graduate-level certificate in music Nursing—R.N. to B.S. programs) Accelerated Program for Non Nurses 3-2 Programs Nursing (B.S.)/M.S. Accelerated Programs for B.A. and B.S. in an engineering concentration Non Nurses: MARGARET WARNER GRADUATE (for transfer students) Nursing/Acute Care Nurse Practitioner SCHOOL OF EDUCATION AND B.A. or B.S. plus an M.B.A. Nursing/Adult Nurse Practitioner HUMAN DEVELOPMENT B.A. or B.S. plus a master’s in public health Nursing/Care of Children & Families— B.S. and M.S. in biological sciences—neuroscience Pediatric Nurse Practitioner Adolescence Education (M.S., M.A.T.) B.S. and M.S. in biomedical engineering Nursing/Family Nurse Practitioner Childhood Education (M.S.) B.S. and M.S. in chemical engineering Nursing/Gerontological Nurse Practitioner Community Mental Health Counseling (M.S.) B.S. and M.S. in electrical and computer engineering Nursing/Psychiatric/Mental Health Nurse Counseling and Human Development B.S. and M.S. in mechanical engineering Practitioner (M.S., Ed.D.) B.S. and M.S. in optics Early Childhood Education (M.S.) R.N. to B.S. to M.S. Programs: Combined Bachelor’s and M.D. Degree Nursing/Acute Care Nurse Practitioner Education (Ph.D.) Educational Administration (M.S., Ed.D.) Program Nursing/Adult Nurse Practitioner B.A. or B.S. plus an M.D. Nursing/Care of Children & Families— Gerontological Mental Health Counseling (M.S.) Pediatric Nurse Practitioner Human Development (M.S.) Concurrent Master’s Programs Nursing/Care of Children & Families— Inclusion Adolescence Education (M.S.) M.B.A. and M.S. in microbiology Pediatric Nurse Practitioner/Neonatal Inclusion Childhood Education (M.S.) Inter-College Degree Programs Nurse Practitioner Inclusion Early Childhood Education (M.S.) Genetics (Ph.D.) Nursing/Family Nurse Practitioner Inclusion Middle Childhood Education (M.S.) Neuroscience (M.S., Ph.D.) Nursing/Gerontological Nurse Practitioner Mental Health Counseling and Supervision (Ed.D.) Academic Calendar

December 13 (Thursday) April 30 (Wednesday) THE COLLEGE Reading period begins at close of classes Classes end. Last date for students in the AND SCHOOL OF (optional by college or school offering College to withdraw from courses. course). April 30 (Wednesday) NURSING* December 15 (Saturday) Reading period begins at close of classes Reading period ends. (optional by college or school offering 2007 FALL SEMESTER December 16–22 course). September 4 (Tuesday) Final examinations. May 4 (Sunday) Classes begin at the College and School of Reading period ends. Nursing. December 22 (Saturday) Winter recess begins at end of day. May 5–12 September 24 ( Monday) Final examinations. Last date for students in the College to add independent study courses. 2008 SPRING SEMESTER May 17–18 Commencement Weekend. October 1 (Monday) January 16 (Wednesday) Last date for students in the College to have Classes begin at the College and School of courses deleted from current program. Nursing. 2008 SUMMER Last date for students in the College to add January 21 (Monday) May 19–August 8 courses. Martin Luther King Day (observed) Full summer session Last date for students in the College to declare Classes Canceled May 19–June 13 the S/F option. February 6 (Wednesday) Session A-4 October 5 (Friday) Last date for students in the College to add May 19–June 27 Fall term break begins at close of classes for independent study courses. Session A-6 the College and School of Nursing. February 13 (Wednesday) May 26 (Monday) October 9 (Tuesday) Last date for students in the College to have Memorial Day observed. No classes. Classes resume. courses deleted from current program. Last date for students in the College to add June 16–July 11 October 18–19 Session B-4 Registration materials distributed to under- courses. graduates in the College. Last date for students in the College to declare June 30–August 8 the S/F option. Session B-6 October 29–November 2 Undergraduate program advising in the March 8 (Saturday) July 4 (Friday) College. Spring recess begins at close of classes. Independence Day. No classes. November 5 March 17 (Monday) July 14–August 8 Undergraduate registration begins. Classes resume. Session C-4 November 21 (Wednesday) March 20–21 Thanksgiving recess begins at noon. Registration materials distributed to under- 2008 FALL SEMESTER graduates in the College. November 26 (Monday) September 1 (Monday) Classes resume. March 31–April 4 Labor Day. No classes. Undergraduate program advising in the September 2 (Tuesday) December 3 (Monday) College. Last date for first-semester freshmen and Classes begin at the College and School of transfer students in the College to declare the April 7 Nursing. Undergraduate registration begins. S/F option. September 22 (Monday) December 13 (Thursday) April 16 (Wednesday) Last date for students in the College to add Classes end. Last date for students in the Last date for first-semester freshmen and independent study courses. transfer students in the College to declare the College to withdraw from courses. September 29 (Monday) S/F option. Last date for students in the College to have courses deleted from current program.

*Eastman School of Music calendar differs slightly. Francis Bellamy (Class of 1876) is the ACADEMIC CALENDAR 13 author of the “Pledge of Allegiance” to the flag.

October 3 (Friday) 2009 SPRING SEMESTER April 29 (Wednesday) Fall term break begins at close of classes for Reading period begins at close of classes the College and School of Nursing. January 14 (Wednesday) (optional by college or school offering Classes begin at the College and School of course). October 7 (Tuesday) Nursing. Classes resume. May 3 (Sunday) January 19 Reading period ends. October 23–24 Martin Luther King Day Registration materials distributed to under- Classes Canceled May 4–11 graduates in the College. Final examinations. February 4 (Wednesday) November 3–November 7 Last date for students in the College to add May 16–17 Undergraduate program advising in the independent study courses. Commencement Weekend. College. February 11 (Wednesday) November 10 Last date for students in the College to have 2009 SUMMER Undergraduate registration begins. courses deleted from current program. May 18–August 7 November 26 (Wednesday) Last date for students in the College to add Full summer session courses. Thanksgiving recess begins at noon. May 18–June 12 Last date for students in the College to declare Session A-4 December 1 (Monday) the S/F option. Classes resume. May 18–June 26 March 7 (Saturday) Session A-6 December 1 (Monday) Spring recess begins at close of classes. Last date for first-semester freshmen and May 25 (Monday) March 16 (Monday) transfer students in the College to declare Memorial Day observed. No classes. the S/F option. Classes resume. June 15–July 10 March 18–19 December 11 (Thursday) Session B-4 Classes end. Last date for students in the Registration materials distributed to College to withdraw from courses. undergraduates in the College. July 3 (Friday) Independence Day observed. No classes. December 11 (Thursday) March 29–April 2 Reading period begins at close of classes Undergraduate program advising in the June 29–August 7 (optional by college or school offering College. Session B-6 course). April 6 July 13–August 7 December 14 (Sunday) Undergraduate registration begins Session C-4 Reading period ends. April 15 (Wednesday) December 15–21 Last date for first-semester freshmen and Final examinations. transfer students in the College to declare the S/F option. December 21 (Sunday) Winter recess begins at end of day. April 29 (Wednesday) Classes end. Last date for students in the College to drop courses without penalty. 14 ARTS AND SCIENCES The College

ADMINISTRATIVE OFFICERS The College encompasses the disciplines of barriers between the way the faculty learn and Peter Lennie, Ph.D. (Cambridge) Senior arts and sciences, as well as the departments the students learn so that students can make Vice President and Robert L. and Mary L. within the School of Engineering and Applied not just the content, but also the practice, Sproull Dean of the Faculty of Arts, Sciences, that together enroll the majority of disciplined learning their own. We do this Sciences, and Engineering of University undergraduate and graduate through the Quest Program and the Roches- Joanna B. Olmsted, Ph.D. (Yale) Dean of students. For undergraduates especially, it is ter Curriculum, both of which are distinctive Arts and Sciences a college home at the heart of a nationally among American universities. respected institution. Paul F. Slattery, Ph.D. (Yale) Dean of In the first years, students may enroll in Quest Research The College offers degree programs leading courses (described later in this section). With Richard Feldman, Ph.D. (Massachusetts) to the bachelor of arts and to the bachelor of relatively small class sizes and tightly focused Dean of the College science. In addition, it provides the first three topics, the Quest courses introduce students William Scott Green, Ph.D. (Brown) Dean years for students admitted to 3-2 programs to the way that faculty think and conduct their Emeritus of the College offered in conjunction with other schools of own research—in other words, to the special Kevin Parker, Ph.D. (M.I.T.) Dean, School the University, and the full course of study for way that learning takes place at the college of Engineering and Applied Sciences 3-2 programs in computer science, engineer- level. Thomas DiPiero, Ph.D. (Cornell) Senior ing, neuroscience, optics, and applied mathe- As a student progresses at Rochester, he or Associate Dean of Humanities matics. Thomas Y. Hsiang, Ph.D. (California, she chooses a major, with at least 10 semes- Berkeley) Associate Dean for Under- ter courses, in either the humanities, social graduate Programs, School of Engineer- THE ROCHESTER CURRICULUM sciences, or natural sciences (including math- ing and Applied Sciences In the American system of education, college ematics and engineering). In addition, the stu- Suzanne J. O’Brien, B.A. (Rochester) is the time in which a student’s intellectual dent chooses a cluster of three related courses Associate Dean of Undergraduate growth and personal growth coincide—as he in each of the other two main divisions of the Studies and Director, College Center for or she gains the ability to make a series of crit- liberal arts named above. ical choices. Academic Support More than 250 authorized clusters exist from Marcy Kraus, Ph.D. (New Hampshire) Most of education through the 12th grade, which students may choose. Virtually every Dean of Freshmen and most of graduate and professional train- department and program in the College Jacqueline Levine, M.A. (Rochester) ing, is mandated by someone else—a school proposed these sets of courses to meet the Assistant Dean and Director of Study board, an accrediting agency, the demands spirit of the Rochester Curriculum, and the Abroad of a profession or a career. In America, it is College Curriculum Committee reviewed Burton J. Nadler, M.A. (Stanford) Assistant uniquely in the college years that students and approved them. Complete descriptions Dean and Director of the Career Center choose their subjects and thereby sharpen can be found on the Web at www.rochester. Deborah F. Rossen-Knill, Ph.D. their interests, develop their skills, and focus edu/College/CCAS/clusters/. Examples from (Minnesota) Director of College Writing their goals. Through the freedom of the so- the humanities include Modern and Contem- Vicki Roth, M.A. (Minnesota) Assistant called modular system of education that marks porary Literature, Japanese Language, Ethics Dean for Learning Assistance Services American undergraduate learning, students and Values. From the social sciences division, and Dean for Sophomores grow as thinkers and as persons. examples include Applied Economics, African- Nancy Speck, B.A. (American The Rochester Curriculum takes the special American Politics, Psychology of Motivation. In University) Assistant Dean for Institu- character of college education seriously and the natural sciences division, examples include tional Research and Registrar attempts to craft a structure of learning that Mind and Brain, Foundations of Computer Ovide Corriveau, B.A. (St. Anselm both respects the student as an individual Science, The Nature of the Universe. College) Senior Operations Officer for learner and takes full advantage of Rochester’s The opportunity exists for students to pro- the College character as a research university. University pose exceptions to already existing clusters, Priscilla Auchincloss, Ph.D. (Columbia) researcher/teachers are self-motivated learners, and—with the support of two faculty spon- Interim Director of Undergraduate people who every day work to sharpen un- sors—students may also propose individu- Research derstanding and create new knowledge. More alized interdepartmental divisional clusters. Dana Rittenhouse, A.A.S. (Rochester than any other group in society, a university Final approval rests with the Curriculum Institute of Technology) Secretary to research faculty knows how to make learning Committee. the College the habit of a lifetime. The basic aim of the Stephen Taylor, M.B.A. (Rochester Institute of Rochester Curriculum is to break down the Technology) Senior Financial Officer ARTS AND SCIENCES 15

The Rochester Curriculum is simple, flexible, toward the degree. For students not major- accredited need to complete only one divi- and reflects the true hallmarks of university ing in music, no more than 16 credit hours of sional cluster outside the area of the major. life and learning—curiosity, competence, and applied music instruction and 8 credit hours Students formally declare their Rochester community. of River Campus ensemble may be counted Curriculum, i.e., their major and two divi- toward the degree. Curiosity—The most important discoveries sional clusters, not later than the beginning in the history of science, the most endur- 2. Primary Writing Requirement. Entering stu- of their junior year (by the time 64 credit ing works of art and literature, and the most dents fulfill the Primary Writing Requirement hours have been taken). Students may alter compelling theories of society are the conse- by earning a C or better in CAS 105, Reasoning their program until the final semester of quences of curiosity—which brings with it and Writing in the College, or CAS 105E, an the senior year. The College transcript will scholarly or artistic energy and persistence extended version of 105 developed for stu- reflect the student’s three areas of focus. that won’t let a question rest until it is an- dents whose placement results suggest that Departments of the College discourage stu- swered. The freedom to follow one’s own curi- they need a more supportive first-year writ- dents from registering for the next course in osity is the prime motivator of faculty learning, ing experience. CAS 105 and 105E introduce a continuing science sequence if an appropri- and it works just as well for undergraduates students to academic writing at the college ate grade level (“C–’’ or above) has not been as it does for faculty. Therefore, we do not level and provide instruction and practice in achieved in the preceding course. It has been restrict our students’ freedom with a system in writing clear and cogent argumentative es- shown that a student’s success in such a se- which they must take required courses to “get says. Individual sections of 105 and 105E have quence is directly related to performance in them out of the way.” Instead, we ask students unique discipline-specific content and themes the preceding course. Students so advised to take responsibility and build their college designed by each instructor. For section titles are asked to seek assistance in their future education out of their own interests, goals, and descriptions please visit http://writing. program planning from the College Center and aspirations. Broad and free experimenta- rochester.edu/courses/index.html. We encour- for Academic Support and from their faculty tion with ideas and subjects allows them to age students to choose sections that interest advisors. discover and sharpen their own interests and them, whether this interest grows out of a to learn their own strengths and weaknesses. desire to learn more about a favorite subject College Writing Program Competence—We believe that for students or to try something new. to understand how a field of learning actually Incoming freshmen who believe they are Information about the works, they need to spend sufficient time in it proficient college writers may petition to use Program to learn its language, become familiar with its a course other than CAS 105 or 105E to satisfy Faculty across the College agree that mastery artifacts, and experience its logic. The Roch- the Primary Writing Requirement. The course of the skills of written argument, including ester Curriculum allows them to do so—not must involve a significant writing component, critical thinking, problem solving, organization just in their major, but also in two other fields which usually includes several papers across of ideas, and clarity and power of expression, across the liberal arts disciplines. A key mark the semester and a substantial research paper. is of enormous importance both in academic of a Rochester education is a demonstrable The course used to satisfy the Primary Writing work during residence in the College and in competence in the three major realms of Requirement must be approved by the Writing the world beyond the College. Writing as part thought and analysis and the consequent abil- Program (we recommend preapproval) and of college life is a given, whether by students ity to make informed intellectual connections may not also be used to satisfy the Upper- completing required coursework, by scholars across fields and disciplines. Level Requirement. The student must earn a as part of their professional lives, or by those who find in writing a source of discovery and Community—Curiosity does not thrive in B in the alternate course in order to satisfy the Primary Writing Requirement. pleasure. Writing is how we know what it is isolation, and our researchers do not—indeed, that we know, because our ability to explain cannot—work alone. Active participation in 3. Completion of the Rochester Curriculum. a subject clearly and precisely to others is an a community of inquiry and expertise, en- a. Satisfactory completion of a major with ultimate test of having learned it. To help stu- gagement in a heritage of curiosity, is a funda- an average grade of “C” or better. Each dents join Rochester’s community of writers mental ingredient of the intellectual life in a major contains an upper-level writing and researchers, the Writing Program offers research culture. By providing the framework requirement which explicitly incorporates writing courses and writing support services, for a major and two clusters, the Rochester student writing into its curriculum and/or as well as opportunities to celebrate outstand- Curriculum invites students into three differ- requirements. Students file their major ing writers and their work. ent intellectual communities—three different program approved by the appropriate sustained conversations about learning and faculty advisor in the department or pro- ideas—during their undergraduate careers. gram by the time noted below. The divi- Courses sional classification of all interdepartmental CAS 105 and CAS 105E both satisfy the Pri- majors, as noted in the following para- mary Writing Requirement. Each section has ARTS AND SCIENCES graph, is determined by the student and unique content. For an updated list of course REQUIREMENTS FOR THE the faculty committee responsible for the descriptions, please refer to http://writing. DEGREES BACHELOR OF ARTS major. rochester.edu/descriptions.html. AND BACHELOR OF SCIENCE b. Satisfactory completion, with an aver- CAS 105. Reasoning and Writing in the age grade of C or better, of a divisional clus- To ensure that students acquire a broad base College. Introduces students to disciplinary ter composed of at least three courses in of general knowledge, as well as extensive writing at the college level through instruction each of the two divisions outside the area familiarity with at least one area of special- in small sections that focuses on the act of of the major. Each set of courses for the ization, the College has established general writing. Section topics range from “Truths and divisional clusters will be in one of the degree requirements. These requirements are Lies of the Energy Crisis” to “The Art of Seduc- three divisions: humanities; social sciences; identical for the B.A. and B.S. degrees. tion in Advertising,” and cover a range of sub- natural science, mathematics, and engi- 1. Completion of eight semesters of approved jects and disciplines. The course provides neering and applied sciences. Students coursework, i.e., 32 4-credit courses or 128 instruction and practice in clear and effec- may also construct a program from existing credit hours, with an average grade of “C’’ or tive writing and in constructing cogent and majors and minors, as long as the princi- better. No more than 20 courses from a sin- compelling arguments, as students draft and ple of distribution over the three divisions gle department, no more than three courses revise numerous papers of different forms and is maintained. Students who complete an from naval science, and no more than 8 credit lengths. Students consider the roles of audi- engineering major that is professionally hours of dance technique may be counted ence and purpose in shaping the organization, 16 ARTS AND SCIENCES

style, and argumentative strategies of their interact closely with their classmates and economic issue. This course examines the own papers, while they learn to become crit- professor. questions raised by biologists, demographers, ical readers of their writing through peer cri- In the humanities Quest courses, students and economists on the causes and conse- tiques and revision/editing workshops. delve into analysis and interpretation of pri- quences of population growth. Students are CAS 105E. Reasoning and Writing in the mary sources such as letters, authors’ original asked to read the relevant literature on pop- College. An extended version of CAS 105, writings and revisions, and films. In social sci- ulation growth, and to examine the avail- CAS 105E also introduces students to disci- ences Quest courses, students scrutinize exist- able evidence on the causes of growth and plinary writing at the college level. CAS 105E ing data, conduct research that yields new the relationship of population growth to eco- courses differ in that they include an addi- data, and learn techniques for data collection nomic welfare. Students learn that the answer tional class section each week, are taught in and analysis. Science and engineering Quest to the question “How many people can the computer labs, and are limited to 10 students. courses draw students into the generation and earth support?” involves much more than the Places in these sections are reserved for stu- analysis of new experimental data. answers provided by Malthus or Paul Ehrlich dents whose writing-placement results sug- in The Population Bomb. gest the need for more support to meet the When students study primary sources, their demands of college and professional writing. best insights typically occur when they review Minds and Machines their material for a second (or third, or fourth) What is it to have a mind? What is it to think? Prerequisites for the following course: satis- time. That’s why Quest courses feature “recur- Is the best way to think about the nature of faction of the primary writing requirement. sion,” the perspective of the second look. the mind to think about how one might build By application only. All Quest courses share the skills that guide an intelligent computer? This course attempts CAS 245/ENG 285. Advanced Writing faculty researchers and scholars: to make some headway with these questions and Peer Tutoring. This course prepares • How to define a question in a meaningful by way of four topics. First, a discussion of sophomores and juniors from the humanities, way. the mind-body problem. How are our minds sciences, and the social sciences for work as • How to decide which arguments, evidence, related to our bodies? The course considers writing fellows. The course design facilitates data are required to best approach the in depth an answer popular today amongst the development of a strong, intuitive writer problem. philosophers and taken for granted by many and speaker in order to become a success- • How to find the information—in library in cognitive science: that our minds are pro- ful reader, listener, and responder in peer- and computer databases, for example, or grams implemented on the hardware which tutoring situations. Ample writing and rewrit- through the major literature sources in the are our brains. Second, a look at the history ing experiences, practice in informal and field. of artificial intelligence, paying attention to formal speaking, and the critical reading of • How to sort evidence—by weeding out the various assumptions that have been in the published essays and student work enhance information that may be correct but irrele- background, to get a grasp on the prospects students’ ability to become conscious, flexible vant, and ranking the relevant evidence in of this way of thinking about ourselves. Next, communicators. Before tutoring on their own, order of importance. consideration of several challenges and objec- students observe Writing Fellows and Writing • How to decide what can and what can- tions to the computational theory of mind. Center consultants conduct tutoring sessions. not be concluded. In other words, which Finally, investigation of the so-called “hard On completion of the course with a B or bet- caveats must be imposed on the conclu- problem” of consciousness and evaluation of ter, Fellows should be prepared to accept sion? the prospects for developing a science of con- their own hours as peer tutors. • How to decide if the question has been sciousness. No prior background in either phi- answered. If it hasn’t been, what further losophy or cognitive science is presupposed. FRESHMAN OFFERINGS information is required? If it has been answered, what is the next good question? Cultural Anthropology THE TRADITIONAL APPROACH Cultural anthropologists study contempo- Students who desire maximum flexibility rary human societies and cultures at home in course choice, the ability to start work- Some Quest courses offered in 2006–2007 and abroad. They learn about and write inter- ing toward a desired concentration from the having no prerequisites include the pretations of particular sociocultural systems. first semester on, or the opportunity to build following: They also compare sociocultural systems. At a general foundation according to their own its best, cultural anthropology helps us step special interests will want to consider the Tra- Life’s Structures: Mechanical Design in outside our own commonsense views of the ditional Approach. Assisted by an advisor, Nature and in the Technological World world and see ourselves as others might see students following this approach choose an This course discusses the mechanical aspects us. It makes the strange familiar and the famil- appropriate group of courses (usually four of design in the context of two areas in which iar strange. Ethnographic fieldwork or partic- each semester) from the entire range of most students have a very good intuitive ipant observation is a defining feature of cul- offerings open to freshmen. Some of these understanding: structures built and used by tural anthropology. An ethnographic study courses lay a basis for a choice of major. Oth- humankind over the centuries and human and involves being with the people one is study- ers fulfill basic requirements for graduation animal bodies. We examine how Newtonian ing while they are doing what one is study- and provide the first college-level steps mechanics, material behavior, energy require- ing in order to learn what it means from their toward a liberal education. ments, size, and dimensional considerations define the boundaries of mechanical design point of view. It also involves looking at the in nature and in human technology. On the things that people do in context, paying atten- Quest: A Gateway to side of technology, the course studies the evo- tion to the ways in which one thing they do College Learning lution of masonry buildings, of bridges, and is related to other things. This course intro- The Quest Program, now more than a decade of other structures. In the case of biological duces students to anthropology through eth- old, offers first- and second-semester fresh- design, topics include bones and the skeletal nographic research. It gives students hands- men the opportunity to participate in a system, the heart and the circulatory system, on experience doing participant observation unique academic experience. Quest courses muscles, and soft tissues. among some of the diverse cultures of Roch- involve exciting work with original materials ester. Some students may combine participant and data and encourage conversation and col- Population Growth: An Economic observation with community service. laboration between teacher and student and Perspective among students themselves. Because of the The decision to procreate and to allocate small size of most Quest courses, students resources to future generations is surely an ARTS AND SCIENCES 17

Religion and Society in Modern Europe Dante’s Divine Comedy: A Journey from ination. The proposition that chemical reac- Is religion a conservative force or a progres- Inferno to Paradise tivity is a consequence of molecular structure sive one? Why do religious beliefs often lead to The objective of this course is to familiarize is a powerful way to understand the observed conflicts while preaching peace? How do reli- beginning students in the liberal arts with one properties of organic compounds and, in turn, gious beliefs shape history and how does his- of the most significant texts in Western Cul- the world in which we live. The fall and spring tory shape beliefs? This course seeks to answer ture. Through Dante’s text, students gain a semester continuation courses are designed these and other questions while introducing perspective on the Biblical, Christian, and Clas- for first-year students with good preparation students to the research process in history. sical traditions as well as on the political, lit- in chemistry. The sequence explores the basic erary, philosophical, and theological context observations, concepts, and laboratory prac- The Philosophy, History, and Practice of of medieval Europe. The course also pro- tice of organic chemistry while carefully inte- Nonviolence vides students with an avenue of investigation grating key concepts from general chemistry. This course studies the origins and histori- on the problems of knowledge, and guides In lecture, workshop, and laboratory, these cal development of nonviolence in its twen- them in developing critical tools and research courses offer opportunities to grapple with tieth-century manifestations, particularly in skills. Students with backgrounds or interests issues central to all Quest courses: defining the works of Gandhi and Martin Luther King, in the following are particularly welcomed to questions, constructing and testing hypothe- Jr. and its prospects for the future in interper- apply: Italian, history, classics, religion, philos- ses, evaluating evidence, weighing arguments, sonal, social, and international affairs. The ophy, poetry, medieval studies, interdisciplin- and reflecting on epistemological issues. The moral assessment of nonviolence is of para- ary studies. sequence meets all of the requirements for a mount concern. There are extensive class dis- year of organic chemistry with lab, and pre- cussions and an emphasis on independent Some Quest courses offered in 2006-2007 pares students to enter upper-level chemis- thought and research. Text: Nonviolence in having prerequisites: try courses. Theory and Practice. Quest Calculus I EARLY CONNECTION OPPORTUNITY Russia Now (Prerequisite: 3 or higher on AP Math AB The Early Connection Opportunity (ECO) In this Quest version of Russia Now, students exam or 2 or higher on BC exam or equiv- program is designed to assist students in follow current events in Russia through Inter- alent.) This is a Quest version of MTH 161. acquiring the attitudes, skills, and social con- net, print, and other sources and keep a jour- Emphasis is placed on understanding connections necessary to become successful Uni- nal of significant developments that form cepts as well as on learning techniques. versity of Rochester students. The program the basis for class participation. At the end of Homework includes more challenging and provides supplemental academic support to the term, students are familiar with the most occasionally more theoretical problems. Stu- selected pre-freshmen during a three-week important issues facing Russia and its neigh- dents contemplating majoring in mathematics summer program. ECO is a residential pro- bors today, and with the variety of available as well as others desiring a strong foundation gram that takes place in the month of July. resources and the strategies required for judg- in calculus are encouraged to take this course. Students admitted through the Higher Edu- ing between contradictory reports on the sit- cation Opportunity Program are required to uation in Russia. Readings and discussions Honors Calculus I attend as a condition of admission, and oth- focus in particular on domestic politics, inter- (Prerequisite: 2 or higher on AP Math BC or 3 ers are invited who we believe would profit national relations, the economy, and social or higher on AP Math AB or equivalent.) This from the connections that can be made dur- issues; other issues as they are relevant are sequence is an honors calculus sequence for ing this program. Enrollment is limited. No included as well. Students meet in discussion talented students interested in mathemat- fees, no tuition, and no room and board costs sections twice a week and write several papers ics or its theoretical understanding of calcu- are charged to participating students. Stu- analyzing ongoing developments in Russia. lus in addition to teaching technical skills. Stu- dents are responsible for transportation costs dents completing the sequence acquire a deep to and from Rochester and all other personal The History of the Book in the West understanding of the subject. The sequence expenses. Discover the treasures in the Rush Rhees satisfies all the basic mathematical prerequi- Library’s Manuscript Collection and learn how sites for majors and minors in mathematics, Model courses in selected areas, such as math- to analyze them in their historical context. physics, and engineering. These include single ematics, writing, literature, and biology and Students study how to “read” the format and variable calculus (MTH 161–162), multivari- chemistry are offered. A series of workshops design of medieval manuscripts and later pub- able calculus (MTH 164), differential equations on strategies and tactics to promote academic lications as well as how print affected Euro- (MTH 163), and linear algebra (MTH 235). success and using the University’s computer pean politics and society, particularly dur- facilities are also offered. Courses are taught ing the first three centuries after Gutenberg. Organic Chemistry and Organic Chem- by instructional faculty representing various Every class meeting involves a hands-on expe- istry Lab departments in the University. Upon success- rience with materials from the Department of (Prerequisite: AP score of 4 or 5, or equivalent ful completion of ECO courses students earn Rare Books, Special Collections and Preser- preparation.) There are millions of organic 4 credits (the equivalent of one full college vation. compounds of known structure and proper- course). One or 2 credits may be earned in ties. Some are the naturally occurring com- follow-up courses during the academic year. ponents of living systems; others are the synthetic products of chemists’ skill and imag- 18 ARTS AND SCIENCES

EXTRA-DEPARTMENTAL students should meet with an advisor in Aca- addition, some proficiency in a high-level com- demic Support to review and submit the computer language is required. CSC 108, 171, ECE COURSES pleted registration form. 171, STT 277, and 278 are among the courses Each semester the College offers a variety of Upon graduation, students successfully com- that may be used to satisfy the computing courses that are unique or interdisciplinary in requirement. (Please note: Course substitu- nature, reflecting the current interests of stu- pleting the Citation for Achievement in Col- lege Leadership receive a notation on their tions may be possible with the approval of the dents and faculty. These courses are listed program advisor.) under the heading CAS in the Schedule of official transcript. Courses, the Course Description Handbook, Many insurance companies offer summer and in the Registration and Resource Guide for internships for students contemplating the nonmatriculated students. Expanded descrip- actuarial profession. Such an internship may tions, of these and other noncredit profes- provide important additional training, as well sional and personal development courses, are ACTUARIAL as summer income. available each semester, and questions regard- STUDIES The Society of Actuaries is the professional ing these courses may be directed to the Office organization of actuaries in the United States of Special Programs in Lattimore Hall. and Canada. To become an Associate Member of the Society, one must pass a series of exami- The College offers a certifcate in actuarial nations. Some or all of these may be taken studies for students contemplating a profes while employed, after college graduation; sional career in the insurance industry. The some may be taken while still a student. The ACHIEVEMENT IN program is organized by a committee of repre first examination is in calculus and linear al- sentatives from the Departments of Statis- gebra, and the courses MTH 161, 162, and 164 COLLEGE LEADERSHIP tics, Mathematics, and Economics, with one provide most of the necessary background. member designated as program advisor, and The second examination is in probability administered through the College Center for and statistics, covered by courses MTH/STT The Citation for Achievement in College Lead- Academic Support (in 312 Lattimore Hall). 201 and 203 and STT 212 or 213. Certificate ership Program offers students the opportu- Ordinarily, interested students should apply students could, and are strongly encouraged nity to develop their leadership skills through by March 1 of their junior year. to, take the first two examinations before, or “leadership experiences” that combine spe- upon, graduation. The exams are given three cific academic study with specific practical COMMITTEE ON times a year: February, May, and November. application. ACTUARIAL STUDIES At graduation, students successfully completing S. R. S. Rao, Poduri Ph.D. (Harvard) the actuarial studies program receive a certifi- COMMITTEE ON ACHIEVEMENT IN Professor of Statistics and of Biostatistics; cate in their departmental diploma ceremony. COLLEGE LEADERSHIP Chair of the Committee and Program Joseph P. Dinnocenzo, Ph.D. (Cornell) Advisor Professor of Chemistry and Chair of the Sanford L. Segal, Ph.D. (Colorado) Professor Committee of Mathematics Anthony J. Olek, Ph.D. (SUNY, Albany) AFRICAN AND Senior Lecturer in Biology REQUIREMENTS FOR AFRICAN-AMERICAN Deborah Rossen-Knill, Ph.D. (Minnesota) Director of College Writing Program A CERTIFICATE IN STUDIES Vicki Roth, M.A. (Minnesota) Assistant Dean ACTUARIAL STUDIES of Learning Assistance Services; Dean of The course requirements are Sophomores Five core courses: 1. STT 212 or ECO 231 (prerequisites for ECO The Frederick Douglass Institute for African REQUIREMENTS FOR A CITATION 231: ECO 207; ECO 230, STT 213) and African-American Studies offers an inter- 2. MTH/STT 201 (prerequisites: MTH 162 or disciplinary major in African and African- FOR ACHIEVEMENT IN COLLEGE equivalent, MTH 164 recommended) American studies. LEADERSHIP 3. MTH/STT 203 (prerequisite: MTH/STT 201) Students interested in the citation need to 4. MTH 164 (prerequisite: MTH 143, 162, or CORE FACULTY AND ASSOCIATES successfully complete at least three different 172) John Michael, Ph.D. (Johns Hopkins) leadership experiences from the approved list 5. FIN 205 or MTH 210 or ECO 216 (prerequi- Professor of English available in the Center for Academic Support. sites: ECO 207, 230 or equivalent). (ECO 216 Sharon Willis, Ph.D. (Cornell) Professor of Each leadership experience has two compo- no longer offered.) French and of Visual and Cultural Studies nents: Two additional courses (totaling at least six Signithia Fordham, Ph.D. (American Univer 1. An academic course (2-credit minimum) credits): sity) Associate Professor of Anthropology designed to prepare students for specific lead- One from the following list: Larry E. Hudson, Jr., Ph.D. (Keele University, ership work. • MTH/STT 208, MTH/STT 280, STT 216, 221 UK) Associate Professor of History 2. A specific leadership practicum which Cilas Kemedjio, Ph.D. (Ohio State) Associate One additional course, either from the above implements ideas from the preparatory Professor of French; Curriculum Director list, or the following list, or an approved course. Anthea Butler, Ph.D. (Vanderbilt) Assistant substitute: Professor of Religion The Citation for Achievement in College Lead- • ECO 236 or Independent Study (approved Joan Saab, Ph.D. (N.Y.U.) Associate Profes- ership is administered through the College by the program advisor) Center for Academic Support. Students who sor of Art History and of Visual and Cul- plan to enroll in the program should pick up For certification, students must complete tural Studies a registration form at the Academic Services these course requirements with a grade-point Counter outside 312 Lattimore Hall. No later average of 2.5 or higher. None of the certifi- than the spring semester of the junior year, cate courses may be taken satisfactory/fail. In AFRICAN AND AFRICAN-AMERICAN STUDIES 19

Jeffrey Tucker, Ph.D. (Princeton Uni Requirements for 142. Afro-American History II. An exam- versity) Associate Professor of English; Concentration in African and ination of some of the most salient issues Director of the Institute of American society since 1900. The course Victoria Wolcott, Ph.D. (University of African-American Studies begins with an examination of those changes— Michigan) Associate Professor of History Ten courses are required for a concentration political, psychological, social, attitudinal, Valeria Sinclair-Chapman, Ph.D. (Ohio in African and African-American studies: and geographical—that Americans, black and State) Assistant Professor of Political 1. One course from the following list: white, have experienced. It then examines the Science • History 165 (AAS 141). African-American ideologies that have guided racial advance- History I ment efforts and organization upon their The Frederick Douglass Institute for African • History 166 (AAS 142). African-American inception, as well as state and federal poli- and African-American Studies sponsors pro- History II cies in regard to equality. The problems of seg- grams of teaching and research at the under- • History 106 (AAS 106). Colonial and Con- regation and discrimination are discussed in graduate level. As part of the College, the Insti- temporary Africa depth, along with interracial efforts that have tute has a broad mandate in undergraduate • History 110 (AAS 110). Introduction to promoted equality of opportunity and equal and graduate education, advanced research, African and African-American Studies justice. This course is intended for students and exchange within the University commu- 2. AAS 297. Colloquium in African and with an interest in twentieth-century America. nity and beyond. It is the focal point for Afri- African-American Studies Same as HIS 166. can and African-American studies at the Uni- 3. Seven electives in African and African- 151. The Blues. The course is about the versity. American studies as indicated by AAS cross- history and influence of the music known as listings of which The undergraduate concentration in African “the Blues.” The course covers development • Not more than two can be at the 100 level and African-American studies, administered of the blues from the earliest practitioners • At least four must be grouped in social sci- by the Frederick Douglass Institute for Afri- to recent developments. Same as REL 151. ences or humanities can and African-American Studies, provides (Spring) • At least one must address foundational or an interdisciplinary program of studies that 156. Introduction to African-American methodological issues in an established dis- integrates the social sciences (history, political Literature. This is a survey course that cipline. See the curriculum director for a list science, anthropology, psychology, econom- examines various fiction and nonfiction texts by of possible courses that satisfy this require- ics) and the humanities (English, modern lan- African-American writers from the eighteenth ment in specific disciplines. guages and cultures, religion and classics, mu- century to the present. Same as ENG 156. (Fall) 4. The Senior Seminar or the Senior Tuto- sic, philosophy). It allows students to follow a 175. Environment and Food Security rial when the seminar proves impossible or rigorous and closely monitored concentration in Africa. This course introduces key issues impractical. designed to facilitate both broad exposure in the relationship between the environment and in-depth mastery of a field which has, in and food security in Africa. Topics to be cov- the last 20 years, rapidly established itself as a The Upper-Level Writing ered include population pressure, land alien- crucial focus in a broad array of disciplines. Requirement ation, cash-crop agriculture, new markets, and their impact on the ability of African farmers The upper-level writing requirement is satisfied The concentration in African and African- to manage their ecosystems. Same as HIS 175. by the Colloquium and the Senior Seminar. American studies is multidisciplinary and (Spring) interdepartmental. It brings together histori- 185. African-American Religious His- cal, cultural, psychological, economic, and COURSES OF INSTRUCTION tory. Religion is an integral part of the lives political approaches and perspectives to the Definitive course listings are published before and history of the peoples of the African Dias- study of people of African descent in the each semester. Courses listed here carry 4 pora. Peoples of African descent in the Amer- Atlantic world, including the United States, credit hours unless otherwise noted. Following icas from the beginnings of slavery to the the Caribbean, and Latin America. The new are some of the recent or planned offerings. present have both embraced and contested concentration—which may be individually 102. Language and Social Identity in religion, and it is this historic tension between tailored to focus on either the humanities African Americans’ use and experience of reli- or the social sciences—appeals to students the United States. This course examines the relationships between language and social gion as both oppressor and liberator that with primary interests in African and African- forms the foundation of the class. Same as American studies as well as students working diversity in the general American speech community. Its aim is to shed light on how individ- REL 157. (Fall) in more traditional, departmentally based 194Q. Rochester Politics and Places. majors who may concentrate in African and uals and social groups distinguish themselves on the basis of their choice of language and Home to Frederick Douglass, Susan B. African-American studies as an additional or Anthony, and George Eastman, upstate New double major. Many students already major- their sharing (or lack of it) of a common norm of social evaluation and interpretation. Same York has been the seedbed for many of the ing in history, English, political science, com- most important events in American history. In parative literature, anthropology, or similar as LIN 102. (Fall) 106. Colonial and Contemporary Africa. this seminar, students discover the rich his- disciplines find a second major in African and tory of Rochester as well as learn about cur- African-American studies an attractive option. The course explores the impact of capitalism on African socioeconomic institutions during rent debates over political organization, racial Students majoring in engineering or the natu- and economic segregation, suburbanization, ral sciences may find a double major in African and after the era of formal colonialism. Same as HIS 106. (Fall) and economic change. The course emphasizes and African-American studies an enriching and five major themes: urbanization and religious humanizing opportunity as well. 107. History of Islam. This course traces the development of the religion of Islam from revivalism in the 1820s and 1830s; movements Institute courses are cross-listed with those its origins in the Qur’an and Muhammad’s for abolition and women’s rights; reform ini- of anthropology, economics, history, English, teachings, through the codification of the clas- tiatives during the Progressive Era; economic modern languages and cultures, political sci- sical tradition in its various forms, and finally and racial changes in the twentieth century; ence, chemical engineering, women’s studies, to the living Islam of the contemporary world. and city politics in the twentieth and twenty- and religion and classics. Same as REL 107. (Fall) first centuries. As part of the course, students visit sites in and around the city as well as In addition to the courses offered, the Insti- 141. Afro-American History I. The course meet and talk with political figures active in tute sponsors an annual Residential Fellowship considers the cultural and political develop the city today. Same as PSC 225. (Fall) Program (postdoctoral and predoctoral). ment of Africans in America from the seventeenth century to the end of the nineteenth century. Same as HIS 165. (Spring) 20 ARTS AND SCIENCES

202. The Third World. The concept of a 229. Contemporary Black Women Writ- 249. The Civil War. This course examines Third World. The origins of colonialism and ers. In recent decades some of the most pow- the events that led to the Civil War and the “underdevelopment” in the rise of Euro- erful and innovative American literature has war’s impact on the nation’s political, social, pean capitalism. The struggles of the colonial emerged from black women. This course and economic order. Same as HIS 249. (Fall) and postcolonial peoples for political inde- focuses on the social and political contexts 252. Economies and Society of Latin pendence, cultural autonomy and economic of Civil Rights, the Black Power movement, America and the Caribbean Since 1492. development. Same as HIS 201. (Spring) and debates about feminism to ground read- Provides an historical explanation for the gen- 216. Topics in African and African- ings of such authors as Gayl Jones, Toni Mor- eral problem of material poverty and the American Life and Culture. The primary rison, Angela Davis, and Ntozake Shange. Spe- attendant sociopolitical crises that charac- goal of this course is to provide an intro- cial attention is paid to the dynamics between terize contemporary Latin America and the duction to the interdisciplinary approach black men and women, the balance between Caribbean. Same as HIS 203. (Fall) to the study of issues in African and African- self-fulfillment and family responsibilities, 253. Economics and Social Condi- American life and culture. Students attend modes of resistance, and the emotional leg- tions of African-Americans in the Twen- talks given by visiting speakers, meet, discuss, acies of slavery. Students are expected to be tieth Century. Study of selected topics con- and respond to issues raised. (Fall and Spring) active participants in this discussion-based cerning the conditions of African-Americans 220. Social Movements in the United seminar. Same as ENG 230. (Spring) in the United States during the twentieth cen- States. This course surveys social movements 232. Populations and Resources: A tury. Topics include education, incomes, hous- in the United States mostly from the twentieth Twenty-First-Century Country Study. ing, family patterns, etc. Same as ECO 253. century, including Populist, labor, civil rights, The relationship between a country’s econ- (Spring) and women’s movements. Same as PSC 220. omy, natural resources, and social factors are 256. History of Race in America. This 224. African-American Politics. This studied. Students select individual sectors to course identifies salient moments in the course surveys the political strategies adopted research and work with a simulation model to nation’s history when race functioned as an by African-Americans since Reconstruction predict conditions in the country to the year organizing principle in the construction of to forge organized resistance to racial domi- 2050, and assess policy options. (Fall) American public and private institutions. Same nation in the United States. Same as PSC 224. 236. Introduction to Francophone as HIS 258. (Fall) 225. Race and Political Representation. Literature. This course surveys Franco- 260. Africa’s Sleeping Giant—Nigeria The course introduces democratic theory, the phone African and Caribbean literature from Since the Islamic Revolution of 1804. The civil rights movement, the voting rights act, its beginnings in the ’40s to the postcolonial course is taught in the context of the world African-American public opinion and electoral age. We study major trends and texts that have economic order, its evolution from the six- behavior, and the effect of electoral rules and shaped the emergence of a genuine Franco- teenth century and the location of different districting decisions on representation. Same phone literary tradition. Same as FR 271. (Fall) parts of the world within it. Nigeria, the most as PSC 225. 243. Muhammad and the Qur’an. populous country in Africa, is blessed with vast 226. Black Paris. This course is a study of This course is a study of the prophet Muham- mineral resources, which include petroleum, black Paris, as imagined by three generations mad, the Qur’an, and their importance to natural gas, coal, iron ore, and others. It has of black cultural producers from the United medieval and modern Muslim culture. The agricultural lands capable of producing a wide States, the Caribbean, and Africa. Paris was prophet’s life and major themes of the Qur’an variety of tropical products and foodstuffs. a place of personal and artistic freedom that are discussed together with interpretations of Same as HIS 272. (Spring) African-American writers, soldiers, and artists them found in Islamic legal, theological, philo- 261. Islam in and out of Africa. High- were denied back home. For colonized Afri- sophical, and mystical writings. Same as lighting the importance of transnational Mus- cans and Caribbeans, Paris was the birthplace REL 240W. (Fall) lim networks in an increasingly globalized of the Negritude, the ultimate cultural renais- 245. African-American Drama. Surveys world, this course introduces students to both sance influenced by the Harlem Renaissance. the entire tradition of African-American drama, the anthropological study of Islam and the his- From Josephine Baker, Richard Wright, James including works by James Baldwin, August tory and culture of Islam in Africa. Permission Baldwin to Shay Youngblood’s Black Girl in Wilson, and many others. Same as ENG 247. of instructor required for freshmen. Same as Paris, from Aime Cesaire to Maryse Conde, (Spring) ANT 260. (Fall) from Bernard Dadie’s An African in Paris, 246. Cry Freedom: Liberation The- 264. Representing Race in American and to contemporary Franco African writing, ologies of Africa and the Americas. This Culture. In this course students confront and we investigate how the representation of Paris course examines various theologies of lib- analyze a wide assortment of influential rep- functions in the construction of black iden- eration including writers from South Africa, resentations of race, especially, but not exclu- tities. Readings include Black Girl in Paris Latin America, and men and women from sively, representations of African-Americans (Shay Youngblood), Desirada (Maryse Conde), North America. Same as REL 234. (Fall) drawn from the long history of this nation’s The Josephine Baker Story, Paris Noir: Afri- 247. Harlem Renaissance: Reflection racialized struggles. Examples are drawn not can Americans in the City of Light (Tyler and Refraction. This course provides a sur- only from literature and film but also from his- Stovall), and An African in Paris (Bernard vey of texts that reflect the spirit of the era, tory, sociology, and popular discourses. We Dadie). Same as FR 247. (Spring) from writers such as Jessie Fauset, Langston consider the ways in which both black and 228. Martin and Malcolm in America: Hughes, Zora Neale Hurston, Nella Larsen, white Americans have constructed represen- Religion in the Civil Rights Movement. Alain Locke, and Jean Toomer. In addition, tations of African and African-American iden- Martin Luther King Jr. and Malcolm X are icons the course considers later works that are set tity in the U.S. public sphere, and the ways in of the civil rights movement, in part because in this milieu to ascertain what the Harlem which those representations have reflected of their religious beliefs and their deployment renaissance has meant for later writers such as and helped shape the problems and the prom- of belief in advocating for civil rights for Afri- Samuel R. Delany, Toni Morrison, and August ises of race in America. We also consider con- can Americans. This course explores the reli- Wilson. Special attention is paid to the sub- structions of race in a global and comparative gious biographies of MLK and Malcolm X, plac- ject of migration, constructions of black iden- context. Same as ENG 264. (Spring) ing their lives in comparison to the broader tity, and to the ways in which both sets of texts 265. Comparative Perspectives on Race, civil rights movement and the roots of reli- address differences within black America. Culture, and Politics. Examines the for- gious motivation and dissent that fueled the Same as ENG 246. (Spring) mation of racial solidarity in the political ferment of change. Same as REL 226. (Fall) sphere, state policies regarding racial inequality, and how race as a social construct oper- AFRICAN AND AFRICAN-AMERICAN STUDIES 21

ates as a political resource for racially domi- 343. Race and the American City. Race 373. North Africa and the Middle East nated groups and for institutionalized political has played a major role in defining the phys- in the Age of Imperialism. The social, entities. The course covers the United States, ical, cultural, and political environment of political, and economic consequences of the South Africa, the United Kingdom, Brazil, and American cities. This course explores the role region’s incorporation into the capitalist world others. Same as PSC 265. (Fall) of race in urban history in the nineteenth and economy from the early nineteenth century 271. Civil Rights in America. This course twentieth centuries. Cities were utopian des- to the present. Analysis of major changes of examines the civil rights movement in twen- tinations for generations of immigrants and the period highlights not only the logic of tieth-century America, focusing on the post- native-born African-Americans. Yet, those same imperialism, but also the dynamics of the pre- 1945 period. Following the call to view civil cities were marked by racial prejudice, concen- existing sociopolitical and religious structures. rights from a local perspective, the focus is a trations of poverty, and political corruption. Same as HIS 344W. (Spring) comparative study of the movement in a vari- The course examines these contradictions by 375. The Atlantic Slave Trade and ety of locations: from the rural south to the analyzing the experiences of African-American, Africa, 1650–1850. Seminar course. Exam- urban north. In addition to examining the Latino, and Asian residents of urban centers. ines the level of socioeconomic development nonviolent struggle for integration in the Same as HIS 343W. (Spring) in Africa by the late fifteenth century, relative South, activists’ demands for better hous- 350. Criticism and Culture: Black Males to the other major regions of the world at the ing, jobs, and economic parity nationwide and Culture. Surveys the literature (fiction, time. The effects of the “production” of cap- are reviewed. Rather than viewing the black nonfiction, contemporary films) of and about tives for export on social and political struc- power movement as a separate, and divisive, African-American males. Begins with the slave tures, and the overall economic consequences struggle the course intertwines the history narrative and the history of the slave culture, of the trade in Africa are also examined. Same of black power and self- determination with and explores the African-American male’s his- as HIS 356W. (Fall) the history of civil rights activism. Although torically racist, oppressive, and capitalist rela- 380. Senior Seminar. Students draw upon the course focuses on the post–World War II tionship to white America and his often sexist their exposure to the theory methods of Afri- period, roots of the movement in early twen- relationship with the African-American female. can and African-American studies to produce tieth-century struggles for justice are also dis- Same as ENG 350. (Spring) an interdisciplinary research paper on a topic cussed. Same as HIS 271. (Fall) 351. Issues in Literature and History: of their own choosing. 277. Energy Resources and Utilization. African-American Feminists. In this course, Emphasis on technical and developmental students read and analyze primary texts—fic- INDEPENDENT STUDY AND RESEARCH aspects of energy resource problems; con- tion and nonfiction—written by nineteenth- 391. Independent Study: Hydrocarbon sideration of quality-of-life impacts of energy. and early twentieth-century African-American Energy for African Development. Inde- Cross-listed with CHE 277. (Spring) women, who practiced and promoted feminist pendent studies on some aspect of the prob- 280. Madness and Postcolonial Lit- principles in their writings, speeches, art, the- lems of energy resource development in erature. This course explores inscriptions of ories, and social and political activism. Same as lower-income countries, solutions to it, and madness in postcolonial African and Caribbean ENG 351. (Spring) relationship to development issues, including texts. Beyond the obvious and visible signs of 356. The Black Family in Slavery and work with the instructor’s Access to Hydro- what is generally termed “madness” (from the Freedom. After a discussion of the Moyni- carbon Energy for African Development proj- pathological to the political or cultural), we han Report controversy and an assessment ect, can be done within this course. Same as ask ourselves if the postcolonial arena cannot of the literature on the black family, the read- CHE 393. be interpreted as a pervasive manifestation of ings investigate why and how stable black fam- 393. Senior Project. May be an inde- madness, that is to say, of something funda- ilies were encouraged and how they devel- pendent course with a faculty sponsor or mentally “alien, foreign” to the Known, to the oped under slavery. The impact of factors such may be taken in an advanced research sem- imperial destructuring order, and to the disar- as economics, politics, religion, gender, medi- inar in which the student elects to write the ticulated colonial and post-independent com- cine, and the proximity of free families on the essay but not to do all the required readings; munities. Same as FR 272. (Spring) structure of the black family are given spe- as such it does not meet the 300-level seminar 292. African Novel: Its Theory and Its cial attention. In this way, the structure of the requirement, but it may be used as a distribu- Contexts. This course is a study of the Fran- slave family on the eve of emancipation and tion requirement within the area. cophone African novel from north sub- its preparedness for freedom are tested and 394. Internship in African and African- Saharan Africa and from Madagascar. The assessed. Students are encouraged to identify American Studies. Experience in an applied course explores the political and cultural con- persistent links between the “history” of slav- setting supervised on site. Approved and over- texts that gave rise to modern African liter- ery and the black family and the development seen by a University instructor. ature in general, and to the modern African of social policy. Same as HIS 340. (Fall) novel in particular. Same as FR 278. (Fall) 371. Evolution of the World Economic ADDITIONAL COURSES 297. Contemporary Issues in African- Order Since the Sixteenth Century. AAS 104. Contemporary Issues in American Life and Culture. The course Seminar course. Course deals with the eco- Anthropology. Same as ANT 104. (Fall) identifies and discusses a selection of texts nomic relations between the developed and AAS 133. Making the News: Eurocen considered crucial for the understanding of less developed parts of the world since the trism and the Media. Same as ANT 207. the black experience in America from 1619 sixteenth century. Same as HIS 357W. (Spring) AAS 150. Topics in Afro-Hispanic Litera to the present. Same as HIS 297. (Fall and 372. America at War: The Civil War and ture. Same as LIT 150. (Spring) Spring) Reconstruction. The course identifies and AAS 210. American Culture. Same as ANT 335. Major Literary Figure: James discusses causes, conduct, and consequences 245. (Spring) Baldwin. Heralded as one of the most prolific of the Civil War, and examines changing ideas AAS 215. Race and Gender in Afro- and versatile writers in American letters of the about nation and nationalism, and perceived Hispanic Literature. Same as SP 288/CLT twentieth century, this course examines James differences between northerners and south- 217. (Spring) Baldwin’s writings. We read Baldwin within erners. Same as HIS 339. (Fall) AAS 219. Special Problems in Applied various theoretical and ideological frameworks Research Methodology. (Fall) including, but not limited to, Marxist, psy- AAS 222. Afro-American Literature: choanalytic, black feminist, queer, and Black Autobiography and Beyond. Same as ENG Nationalism. Same as ENG 335K. (Spring) 226. (Fall) 22 ARTS AND SCIENCES

AAS 230. Economics of Afro-American CLUSTERS FOR GENERAL Slavery. Same as ECO 228. (Fall) AMERICAN SIGN EDUCATION REQUIREMENTS AAS 259. African-American Women’s Three clusters are available to students to History. Same as HIS 259. (Fall) LANGUAGE meet general education requirements. AAS 264. Urban Economics: Prospects for Metropolitan America. Same as ECO Humanities Cluster: Basic Proficiency in 264. (Spring) American Sign Language AAS 278. Islam and the Third World. Elissa L. Newport, Ph.D. (Pennsylvania) • ASL 101. Beginning American Sign Same as REL 247. (Fall) George Eastman Professor of Brain and Language I AAS 287. History of the American Cognitive Sciences and Professor of • ASL 102. Beginning American Sign South, 1792–1896. Same as HIS 253. (Fall) Psychology Language II AAS 288. History of the American South Ted Supalla, Ph.D. (California, San Diego) • ASL 105. Intermediate American Sign II. Same as HIS 254. (Spring) Associate Professor of Brain and Cognitive Language I AAS 335. Major Literary Figures: Toni Sciences and of Linguistics; Director of the Morrison. Same as ENG 335. (Spring) Program Humanities Cluster: Advanced Proficiency AAS 349. Plantation Societies in the Deirdre Schlehofer, M.Phil. (Bristol) Senior in American Sign Language Americas. Same as HIS 337. (Spring) Lecturer in American Sign Language Three from the following list: AAS 354. State and Revolution in South- Lisa Johnston, M.A. (Arizona) Senior Lec- • ASL 105. Intermediate American Sign Lan- ern Africa. Same as HIS 343. (Spring) turer in American Sign Language guage I AAS 357. Oral History: Theory and Part-time faculty also teach several of the • ASL 106. Intermediate American Sign Lan- Methods. Same as HIS 379. basic language courses. guage II AAS 372. The Civil War: A Search for • ASL 200. Sign Language Structure National Unity. Same as HIS 339. (Spring) The American Sign Language Program pro- • ASL 201. Introduction to ASL Literature AAS 384. Food Crisis in Africa. Same as vides students the opportunity to develop an • ASL 203. Advanced American Sign Lan- HIS 346. (Fall) integrated base of liberal arts and sciences in guage AH 128. Modern Art. (Fall) the study of American Sign Language (ASL), • ASL 205. Art of Translation: ASL and AH 255. American Art. (Spring and Fall) the indigenous visual-gestural language de- English AH 259. Quilts in Women’s Lives: A veloped and used by the Deaf community in Social and Feminist History. (Fall) most areas of North America. The program Social Sciences Cluster: Deaf Culture ANT 101Q. Cultural Anthropology. (Fall) offers a major, minor, and clusters in American Studies ANT 191. Rural Poverty: Invisible Poor. Sign Language. • ASL 201. Introduction to ASL Literature (Spring) • ASL 202. History and Culture of the Deaf ANT 205. Theories and Debates in LANGUAGE INSTRUCTION Community Anthropology. (Spring) The program offers five semesters of language • ASL 250. Sociolinguistics of the Deaf ANT 241. Anthropology of Urban Life. instruction in ASL, which gives students suf- Community (Spring) ficient facility in the use of ASL to converse ANT 246. Families, Households, and with ease and to pursue advanced study of the Gender. (Spring) REQUIREMENTS FOR A structure of signed languages, and of deaf peo- DAN 341. World Dance Form. (Spring) ple, their history, cultural institutions, and lit- CONCENTRATION IN ASL ECO 227. American Economic Growth. erary achievements. Except where indicated, Six Core Courses (Spring) the advanced courses in the program require • ASL 101. Beginning American Sign ECO 271. Economics of Human basic competence in ASL, as lectures and class- Language I Behavior. (Spring) room discussions are conducted exclusively • ASL 102. Beginning American Sign ENG 224. American Contemporaries. in ASL without interpretation into spoken Language II (Fall) English. • ASL 105. Intermediate American Sign ENG 229. Contemporary Women’s Writ- Language I ing. (Fall) • ASL 106. Intermediate American Sign ENG 335R. Faulkner and Morrison: The ADVANCED COURSES OF STUDY Language II Ordeal of Race. (Fall) The student is expected to meet a level of ASL • ASL 203. Advanced American Sign ENG 372A. Gender Writing and Repre- fluency (by completing ASL 105 or 106 or with Language sentation. (Fall) permission of the instructor) before taking • ASL 200. Signed Language Structure FS 131. Introduction to Media Studies. any advanced course, except where indicated (Spring) (e.g., ASL 200). Students can choose 200-level Six Advanced Elective Courses HIS 301W. History Seminar. (Fall) courses from a variety of areas. Literature ASL concentrators are required to take two MUR 103. Musical Adventures. (Fall) courses examine literary forms of ASL of all courses on literary and cultural aspects of ASL, MUR 121. Worlds of Music. (Spring) kinds, from poetry to theater. Culture courses two courses on linguistic and psycholinguistic MUR 122. History of Jazz. (Fall) permit the student to understand and appre- aspects of ASL, and two additional courses from PHL 103. Contemporary Moral ciate the heritage of deaf people in America. either of the two groups above, or from peda- Problems. (Spring) Language sciences courses provide further gogy and related topics. PHL 116Q. Philosophy, History, and study of ASL itself—its production, history, Practice of Nonviolence. (Fall) and structure. The ASL Program thus offers PSC 202. Argument in Political Science. a strong educational foundation for students REQUIREMENTS FOR A MINOR (Spring) interested in entering the field of deafness as IN ASL REL 235. Religion and Society in Latin sign language interpreters, instructors, coun- The minor in ASL requires six classes: three America. (Spring) selors, government specialists, audiologists, basic/intermediate-level language classes (ASL WST 100. Introduction to Women’s speech pathologists, program administrators, 101, 102, and 105), and three elective courses Studies. (Spring) community service personnel, and many other selected from the core and elective courses. WST 235. Contemporary Women Nov- positions, or for entering advanced study in The purpose of this minor sequence is to pro- elists. (Fall) the cognitive and language sciences. vide students with basic knowledge of the rich ANTHROPOLOGY 23

heritage of deaf people and their language ASL 105, LIN 210, 220, 226, BCS 152, or per- 250. Sociolinguistics of the Deaf Com- and to enable students to think critically about mission of the instructor. Same as LIN 230, munity. Investigation of language attitudes, what it means to be a member of the deaf BCS 264. (Spring) language policy, language use in society, and community. 201. Literature in American Sign Lan- discourse analysis. Prerequisite: ASL 105. guage. Study of selected videotapes and films (Spring) ranging from the early 1900s to the present. 260. Language and Psycholinguistics. UPPER-LEVEL WRITING Emphasis is placed on historical background, Overview of the nature and processing of REQUIREMENT meanings of the story content, discussion of human languages; comparisons between lan- ASL majors can satisfy the upper-level writ- grammatical features, and styles revealed in guage and animal communication systems; ing requirement by taking two of the follow- these contexts. Prerequisite: ASL 106. (Fall) consideration of biological bases of human ing courses: ASL 200, ASL 201, ASL 220. These 202. History and Culture of the Deaf language; discussion of the cognitive mecha- courses include substantial writing assign- Community. Discussion of various aspects of nisms used in producing, understanding, and ments where the instructor provides feed- the American Deaf culture, including descrip- learning language. No signing skills required. back allowing the student the opportunity to tions of deafness and the Deaf community. Prerequisite: BCS 110, 111, 112, or LIN 110. rewrite assignments. Prerequisite: ASL 105. (Fall) Same as LIN 217, PSY 152, BCS 152. (Fall) 203. Advanced Sign Language. This 280. Current Trends in Deaf-Related COURSES OF INSTRUCTION advanced language course focuses on Careers. Bringing together historical infor- Definitive course listings are published before advanced ASL grammar, providing students mation and career preparation strategies for each semester. Courses listed here carry 4 practice in expression and comprehension teaching, service provision, and other related credit hours unless otherwise noted. Following skills in both conversational and formal regis- fields, this course is designed to provide an are some of the recent or planned offerings. ters. Hands-on exercises include the descrip- understanding of signed language as used in tions of complex and abstract concepts and various settings and to explore professional Note: To maintain signing skills, ASL students advanced argumentation techniques. Prereq- service approaches to the Deaf community. must continuously take classes in which the uisite: ASL 106 in the immediately preced- The course also provides an overview of top- language of instruction is ASL: ASL 101–106, ing semester or permission of the instructor. ics ranging from child language development and the 200-level ASL classes (not including (Spring). to brain-cognition relationships, from educa- ASL 200, 208, and 260). To enter any of these 205. Art of Translation: ASL and Eng- tional interventions to technological advances, classes, students must have taken a signing lish. Introduction to the study of meaning- and social, psychological, and linguistic char- class in the immediately preceding semester based translation, with focus on the analysis acteristics of Deaf communities and sign lan- or obtain permission of the instructor. of ASL texts and the development of written guages. (Fall) 101. Beginning American Sign Lan- English translations. Prerequisite: ASL 201. 290. Assessment and Diagnosis of ASL guage I. An introductory course in Ameri- (Spring) Competence. Examination of various diag- can Sign Language. Consists of a preparatory 208. Language Development. Basic intro- nostic tools used for assessing sign language phase to attune students to communica- duction to children’s language development fluency. Guided fieldwork experience in ASL tion in the manual-visual mode, followed by including acquisition of phonology, syntax, diagnosis with an emphasis on data gathering instruction and practice in vocabulary, sen- and semantics. Focuses on the acquisition of a and analysis. Prerequisites: ASL 106 and 200. tence structure, elementary conversation, and first language by young children and compares (Spring) literature. In addition, the course provides a the acquisition of various spoken and signed 391. Independent Study of ASL. survey of various issues raised by examining languages to find possible universal principles ASL and the Deaf community. Prerequisite: of language learning. Students should have ADDITIONAL COURSES none (Fall and Spring) a background in at least one of the fields of LIN 110. Introduction to Linguistic 102. Beginning American Sign Lan- study pertinent to course material: language Analysis. (Spring and Fall) guage II. Continuation of basic study of the structure, psycholinguistics, cognitive science, BCS 162. Understanding Reading. (Fall) language and culture of the American Deaf developmental psychology, or general psy- BCS 172. Development of Mind community. Prerequisite: ASL 101 in the imme- chology. No signing skills required. Prerequi- and Brain. (Spring) diately preceding semester or permission of site: one of BCS 110, 111, 172, PSY 101, or LIN BCS 221. Audition. (Spring) the instructor. (Fall and Spring) 110. Same as LIN 208, BCS 259. (Every other 105. Intermediate American Sign Lan- Spring) guage I. This course emphasizes further 209. Teaching ASL as a Second Lan- development of receptive and expressive guage. Provides ASL teachers with an under- skills. Introduction to linguistic and cultural standing of how sign language is taught in var- ANTHROPOLOGY aspects of ASL poetry, art, and the theater. Pre- ious settings, and explores current teaching requisite: ASL 102 in the immediately preced- methods and theories. Students are provided ing semester or permission of the instructor. opportunities to prepare lesson plans. Prereq- (Fall and Spring) uisite: ASL 106. (Fall) Anthony T. Carter, Ph.D. (Cambridge) 106. Intermediate American Sign Lan- 210. Narrative and Poetic Styles in ASL. Professor of Anthropology guage II. Consists of advanced use of expres- Examines techniques for telling stories and Robert Foster, Ph.D. (Chicago) Professor of sive and receptive skills in complex grammat- creating poetry in ASL. Students have the Anthropology and Mercer Brugler Distin- ical structures, dialogues, and storytelling. opportunity to create literary forms from per- guished Teaching Professor Prerequisite: ASL 105 in the immediately pre- sonal experience, as well as from well-known Thomas P. Gibson, Ph.D. (London School of ceding semester or permission of the instruc- sources, with guidance from the instructor. Economics) Professor of Anthropology; tor. (Spring) Prerequisite: ASL 106. (Spring) Chair of the Department 200. Signed Language Structure. An 220. Deaf Image in Film, Theater, and Ayala Emmett, Ph.D. (Rochester) Associate examination of signed languages and the cog- Novels. Examination of historical films, plays, Professor of Anthropology nitive constraints that shape them, through and novels that portray deaf individuals. Dis- Signithia Fordham, Ph.D. (American Uni a detailed consideration of the structure of cussion of various attitudes towards deafness versity) Associate Professor of Anthropology American Sign Language and other natural lan- revealed in these creative works. Prerequisite: Elena Kim, Ph.D. (New York University) guages of the world. Includes training in sign ASL 201. (Every other Spring) Assistant Professor of Anthropology language notation and analysis. Intermediate Daniel Reichman, Ph.D. (Cornell) Assistant signing skills required. Prerequisite: one of: Professor of Anthropology 24 ARTS AND SCIENCES

Edward E. Calnek, Ph.D. (Chicago) Professor • Any three additional courses in anthro- Durkheim, and Weber, and of the use made of Emeritus of Anthropology pology their works by contemporary social scientists. Grace Harris, Ph.D. (Cambridge) Professor 203. Language and Culture. The study Emeritus of Anthropology and of Religion Medical Anthropology of language in its sociocultural context, with René Millon, Ph.D. (Columbia) Professor Six courses are required. attention to class and gender differences in Emeritus of Anthropology • Two of the following courses in anthropology: speech, power, and language ideology, and the Walter Hinchman Sangree, Ph.D. (Chicago) ANT 202–205, 291 ethnography of speech forms. Professor Emeritus of Anthropology • Three of the following courses in medical 204. Ethnographic Themes. Critical study A teaching assistant occasionally helps with anthropology: ANT 102, 216, 218, 220, 320 of the role ethnographic texts play in posing discussion sections in large courses. • Any one additional course in anthropology and answering questions about human culture and society. This study may take the form Anthropology is the comparative study of UPPER-LEVEL WRITING of intensive readings on a particular society or humanity. At its broadest, it seeks to un- area, or an extensive survey of ethnographic derstand the origin and diversification of REQUIREMENT “classics” and their critics. In addition to fieldwork, writing is central to human adaptations to the natural and social 205. Theories and Debates in Anthro- the practice of social and cultural anthropol- environment. Thus physical anthropologists pology. Contemporary and historical debates ogy. Instructors give particular attention to study the evolution of human anatomy and which have shaped theory and method in techniques of analytical and persuasive writ- archeologists study the artifacts left behind cultural anthropology, showing how they ing in the four core courses and two research by human manipulation of the natural world. have shifted over time and differed between seminars required of all majors. Students are But the most complex and diverse products national traditions. provided opportunities across the anthropol- of human activity are the languages, social ogy curriculum to write fieldnotes, journals, relations, and cultural meanings humans have RESEARCH SEMINARS FOR MAJORS exegetical essays, original ethnographies, and developed. It is these invisible artifacts that 291. Research Practicum: Doing substantial research papers. Accordingly, the linguistic, cultural, and social anthropologists Anthropology. An introduction to the craft upper-level writing requirement is fulfilled by study. The Department of Anthropology at of social and cultural anthropology. The class virtue of completing the requirements for the the University of Rochester specializes in this is organized around individual and group major in anthropology. aspect of humanity: the comparative study of exercises in designing and carrying out inten- contemporary human cultures and societies. sive, participant-observation studies of human social activities. Open only to anthropology The Department of Anthropology offers pro- COURSES OF INSTRUCTION Definitive course listings are published before majors or minors. grams of study leading to the B.A. degree and 292. Senior Seminar. For anthropology to the B.A. degree with honors. each semester. Courses listed here carry 4 credit hours unless otherwise noted. Following majors in their final semester, an opportunity Students may minor in anthropology by fol- are some of the recent or planned offerings. to pull together the results of the work they lowing one of the two plans described below. have done in the anthropology concentration. INTRODUCTORY COURSES Content varies according to the student and Concentration Requirements 101. Cultural Anthropology. The course the instructor. Students may fulfill this require- is designed to give students an understand- ment by writing and presenting their findings In Anthropology ing of cultural variation and how anthropol- from projects they carried out in ANT 291 or Ten courses are required for a concentration ogists interpret it. (Note: at least one section by building on other work completed in the in anthropology. of this course is open to juniors and seniors major. Open only to students who will be com- • Ten courses in anthropology of which at each year.) pleting the requirements for the concentra- least eight must be beyond 200. The eight 101Q. Introduction to Cultural Anthro- tion in the semester in which they are taking advanced courses must include at least pology. The aim of this course is to intro- the seminar and who do not have incom- three of the core courses in anthropology: duce students to cultural anthropology and pletes in anthropology courses from previous ANT 202, 203, 204, and 205; ANT 291, to familiarize them with some of the work semesters. Registration is by permission of the Research Practicum; ANT 292, Senior anthropologists do. instructor. Seminar 102. Introduction to Medical Anthro- 390. Supervised Teaching. pology. An exploration of anthropological 391. Independent Study. The Honors Program interpretation, research, and writing on the 392. Practicum in Anthropology. Students wishing to graduate with honors in ways different peoples understand and deal 393. Honors Research in Anthropology. anthropology must fulfill the normal require- with issues of illness and disease. 394. Internship. Internships will be graded ments of the undergraduate concentration 103. Women in Society: A Cross- on a pass/fail basis only. and must in addition: Cultural Perspective. Explorations of wom- • Successfully complete one additional core en’s domestic, productive, and political roles TOPICS IN ANTHROPOLOGY course and one other course beyond the in both traditional and industrial societies, 110. Introduction to Linguistic Analy- 200 level including the United States. sis. This course investigates the structure • Successfully complete ANT 393, Honors 104. Contemporary Issues and Anthro- of human language, covering the basic tech- Research in Anthropology pology. A critical look at the anthropo- niques and concepts in the subfields of con- • Submit an acceptable honors thesis by logical approach to understanding social temporary linguistic analysis. Same as LIN 110. April 1 of the senior year and present the issues of homelessness, population growth, 193. Diversity and Community. Explores thesis for review by a committee of the ecology, famine and food crises, refugees, themes of cultural diversity, social inequal- department health, human rights, social justice, and gen- ity, and the nature of community in American der equity. society to prepare students for work with culturally diverse populations in community service Requirements for Minors CORE COURSES IN ANTHROPOLOGY settings. Anthropology 202. Modern Social Theory: Key Texts 210. Anthropology and Education. Six courses in anthropology are required. and Issues. A close textual analysis of three Explores the nature and function of education • Three of the following courses in anthro founders of modern social theory: Marx, in complex state systems. What roles do race, pology: ANT 202–205, 291 class, gender, and ethnicity play in the kind of education America’s children receive? ART AND ART HISTORY 25

213. World Musics. Examination of the 249. Envisioning Shangri La. Examines 295. Home From Abroad. This course world’s musical cultures with an emphasis on representations of Tibet and the Himalayas in allows students who have been abroad to musical repetories and how they fit within the West through film, memoir, and ethnog- explore their experiences and expand their specific social and cultural context. Same as raphy. understanding of encountering another cul- MHS 281. 251. The Asian-American Experience. ture through readings in anthropology. The 214. Love, Friendship, and Community. The history of Asian immigrants and Asian- course is open to students who have gone Introduces students to a neurosociological Americans in the United States and Hawaii in abroad through a university program and to perspective on strong interaction and strong the nineteenth and twentieth centuries. Same students who traveled on their own. personal ties—high-frequency social dynam- as HIS 280. 351. Mind and Emotion in Culture. ics marked by strong mutual coupling. Same 252. Women in East Asia. A history of Questions about the construction of meaning as SOC 221. women in the family, women and work, and in human life, with special attention to the use 215. Self, Soul, and Psyche. What does it women in society in three East Asian cultures. of cognitive theory. mean to be an individual? Examination of the Same as HIS 296. shaping of experience in culture. 253. Imagining India. An introduction 216. Medical Anthropology. The study to India through the different perspectives of of “disease” and “illness” in relation to soci- ethnographies, novels, and autobiographies ety and culture. Comparative analysis of bio- written by both indigenous South Asian and and ethno-medical models. Prerequisite: one foreign authors. Same as ANR 230. ART AND course from among ANT 101–104. 262. New Nationalisms. Taking the post- ART HISTORY 218. Birth and Death I: Vital Events in Communist 1990s as a point of departure, this Our Personal Lives. Analysis of the inter- course explores the roots and fates of differ- action of population processes, sociocultural ent varieties of nationalism in Eastern Europe. systems, and human welfare. Implications for Same as PSC 251. Janet Catherine Berlo, Ph.D. (Yale) Profes- population and health policy and for develop- 263. Religion and Society. An exploration sor of Art History and of Visual and Cul- ment are examined. of rituals and doctrines in selected scriptural tural Studies 220. Healing and Ritual. Examination of and nonscriptural religions in relation to their Douglas Crimp, Ph.D. (City University of New the symbolic dimensions of healing by look- social-historical context. Same as REL 295. York) Fanny Knapp Allen Professor of Art ing at the use of ritual procedures as a form 264. Islam and Global Politics. A study History and Professor of Visual and Cul- of healing. of the conflict between Muslim Asia and Chris- tural Studies 226. Culture and Consumption. Anthro- tian Europe, from colonial times to contempo- Paul Duro, Ph.D. (Essex, England) Profes- pological approaches to the study of mass rary American foreign policy. sor of Art History and of Visual and Cul- consumption and material culture in Western 265. Religion and Culture: Fundamen- tural Studies and non-Western societies. talism. Looking deeply into the phenomenon David A. Walsh, Ph.D. (Minnesota) Professor 227. Local and Global Market Research. of fundamentalism by concentrating on two of Art History and of History Introduction to the uses of cultural anthropol- prominent fundamentalist movements, Islam Elizabeth Cohen, M.F.A. (Rhode Island School ogy in a business environment; focusing on and Christianity, growing out of very different of Design) Associate Professor of Art the retail experience of business owners and social and cultural worlds. Same as ANR 260. Joan Saab, Ph.D. (N.Y.U.) Associate Professor consumers in Rochester communities as well 266. Global Culture. This course brings an of Art History and of Visual and Cultural as factors influencing behavior from the wider anthropological awareness of local cultural dif- Studies; Director, Program in Visual and political economy. ferences to bear upon the conception of a sin- Cultural Studies 228. Women, Cloth, and Culture. An gle capitalist world system, examining social Grace Seiberling, Ph.D. (Yale) Associate Pro- inquiry into women’s predominant roles as processes that accelerate the circulation of fessor of Art History textile artists, particularly in the Americas. ideas, people, and objects across the globe at Allen Topolski, M.F.A. (Pennsylvania State) Same as AH 259. unprecedented velocity: mass media, tourism, Associate Professor of Art; Chair of the 243. Ritual and Cosmology: South migration, and so forth. Department Pacific Perspectives. Explores the cosmo- 270. Urban Schools: Race and Gender. Emile Devereaux, M.F.A. (California, San logical visions and ritual processes of different Exploring the nature and function of educa- Diego) Assistant Professor of Art South Pacific societies. Topics include myth, tion in complex state systems. Rachel Haidu, Ph.D. (Columbia) Assistant magic, sorcery, rites of passage, cargo cults, 274. Creative Ethnography. Experiment Professor of Art History and of Visual and Christian missionization, and millennial anx- in different styles of telling a cultural story Cultural Studies ieties. in one of the following ways: fiction, poetry, Marni B. Shindelman, M.F.A (University of 244. Families, Marriage, and Commu- autobiography, creative nonfiction, photogra- Florida) Assistant Professor of Art nities in a Global Perspective. Explorations phy, play, or the more traditional ethnographic Carl Chiarenza, Ph.D. (Harvard) Fanny of current issues facing American families as writing. Knapp Allen Professor Emeritus of Art His- expressions of contemporary change, cultural 276. Native American Gender and Rep- tory and Artist in Residence diversity, ethnic heritage, and core American resentation in Art. An examination of quilt- Howard Merritt, Ph.D. (Princeton) Professor values. work, beadwork, pottery, weaving, and other Emeritus of Art History 245. American Culture. American pub- arts, both historical and contemporary made Archibald Miller, M.F.A. (Cranbrook Academy) lic debates on topics such as politics, reli- by indigenous women. Same as AH 276. Professor Emeritus of Art gion, education, health, and popular culture 277. The Museum and “the Other.” An Michael Venezia, M.F.A. (Michigan) Professor are at the center of this course. Anthropolo- analysis of the history and development of Emeritus of Art gy’s cross-cultural research brings a global per- ideas about non-Western peoples as presented spective to our local American debates. in North American museums from 1880 to the 248. Colonial and Contemporary Africa. present. Same as AH 277. An exploration of the impact of capitalism on 278. Birth and Death II: Making Popu- African socioeconomic institutions during and lations Healthy. Examination of programs after the era of formal colonialism. Same as carried out by governments, multilateral orga- HIS 106. nizations, and nongovernmental organizations to deal with “public problems” connected to population. 26 ARTS AND SCIENCES

The Department of Art and Art History offers and gender issues; problems of patronage Study abroad during a fall or spring semester courses in art history and studio arts, which and taste; and questions of literary exchange, in the University’s European Arts Internship may lead to a B.A. degree with a concentra- conservation, and restoration. The studies program is encouraged for majors and non- tion in either of these areas. With a curricular of visual and cultural documents and objects majors alike. In Europe, there are opportuni- plan and ongoing consultation with a depart- draw upon adjunct areas such as cultural and ties to work in institutions, such as the Victoria mental advisor, a student may petition for an intellectual history, psychology, literary criti- and Albert Museum and the Museum of Lon- individualized major that combines both. Each cism, religion, philosophy, sociology, archae- don, and internships can be arranged in Paris, program provides a basis for graduate study ology, and the history of science. The history Brussels, Bonn, and Madrid. In addition, the and professional training for those students of art is an ideal field for a student who wishes department offers an Art New York semester, who wish to pursue careers in the arts, and to acquire a general cultural background, to which includes an internship and coursework a sound liberal education for those students develop analytical and writing skills, and to as well as intensive exposure to art history/vi- whose final degree will be the Bachelor of sharpen critical sensibilities. sual culture and contemporary art-making in Arts. Students’ programs may be enriched New York City’s museums, galleries, studios, by undergraduate/graduate courses in the General Course Information and cultural institutions. department’s graduate program in visual The introductory courses cover broad his- and cultural studies, which are based on the torical periods and serve to introduce the sociohistorical study of visual and literary texts methods and problems of art history. They are REQUIREMENTS FOR HONORS with an emphasis on theory and criticism. The useful to both first-year and upperclass stu- IN ART HISTORY department also offers course clusters and dents who want a general overview. Sopho- Students wishing to be considered candidates minors in art history and studio arts. Students mores, juniors, and seniors, as well as first- for honors in art history/visual culture must meet often complement a major in one area with a year students who have had a course in art the following requirements before applying: minor or cluster in another. history or some other relevant preparation, • Have a grade-point average of 3.3 within the may begin at the 200 level, as well as the 100 major. Registration in some courses is strictly limited • Have completed the introductory courses and is by consent of the instructor. First-year level. The 200-level courses offer similar introductions but in much more defined areas. and at least three courses in the students’ students and sophomores will be considered program, or have demonstrated proficiency first for admission to 100-level courses. These are useful cognate courses for those students studying a specific period or culture in a number of related courses in the field. In-residence access to streamed media files in another discipline, and are also the build- • Have completed a 300-level art history and other recent technologies are among the ing blocks for any major or minor within the course or have otherwise demonstrated many resources for learning available through department. Seminars are indicated by the competence in the area of study of the pro- the Multimedia Center, also located in the 300 level and are open to advanced students posed honors project. library. from other disciplines as well as to art history To apply, submit to the department an honors The collections of the Memorial Art Gallery majors. project proposal that has been mutually agreed and George Eastman House are used in sup- upon (signed) by the students and their chosen port of the programs of the department. In CONCENTRATION IN faculty advisors early in the junior year. addition, a series of exhibitions is presented Following acceptance of the proposal by the in the Art/Music Library Gallery and in the ART HISTORY For those who wish to concentrate in art department, the candidates must complete Hartnett Gallery at Wilson Commons, both on history, the department offers a variety of the requirements listed below: the River Campus. The department regularly approaches, structured around each student’s • A minimum of 12 credit hours beyond con- sponsors visiting artists of note and lectures by individual interests and career plans. Students centration requirements: 4 credits in a 300- distinguished outside speakers. construct their studies with the aid and direc- level seminar in art history; 4 in AH 393, The Sage Art Center’s spacious and open tion of the program advisor and typically fol- senior project (the honors course); and 4 in studio areas create an interactive surround- low one of three areas of concentration: a course given outside the art and art history ing conducive to broad-based learning; they • Studio Theory and Practice department (e.g., in the history department) include well-equipped studios for sculpture, • Histories and Theories of Art that is related to the honors project. The painting, photography, drawing, printmaking, • Visual and Cultural Studies latter is intended to provide a broader or and video as well as digital and performance These areas respond to the various ways stu- deeper understanding of the period or area art. Sage is monitored by a studio art manager dents wish to explore art and visual culture, of the honors project and normally will be and a studio art program coordinator. A sched- and provide flexible guidelines that allow a 200-level course selected in consultation ule of supplemental hours, monitored by students to combine courses from differ- with the honors faculty advisor and taken in studio assistants, provides ample opportunity ent departments into an individualized major the spring semester of the junior year or fall for students to further their independent pro- within the Department of Art and Art History. semester of the senior year. duction in the facility. Faculty studios increase • Completion of a distinguished essay, approxi- A total of 12 courses fulfill the requirements faculty accessibility and the AsIs Gallery pres- mately 35 pages in length, which may be a for a student majoring in art history/visual ents ongoing and rotating exhibitions of art by seminar paper, further researched and suit- culture: students who are currently enrolled in courses ably expanded, or it may be the direct prod- • Two or three 100-level introductory art his- in the studio program. uct of AH 393 (Senior Project). In addition tory courses to the student’s project advisor, a second • Four 200/400-level art history courses in a reader, selected together by the advisor and ART HISTORY AND VISUAL STUDIES relationship determined in discussion with the student, will evaluate the essay. The information and methodologies of many the program advisor. Independent Study in • Maintenance of a 3.3 GPA within the major. fields come together in the Department of Art History and Internships can meet some • Submission of two complete copies of the Art and Art History. The discipline of art his- of these requirements. essay, one of which will be preserved by the tory involves analysis of the work of art itself— • One or two studio art courses University. understanding its form, and why and how • One section of Writing on Art (offered once we make use of it—and also investigation a year) in advance of the senior year of its historical context and mode of pro- • One section of Senior Seminar in the senior duction. These inquiries can lead in many dif- year ferent directions, involving economic, social, • One additional course in the department ART AND ART HISTORY 27

MINOR IN ART HISTORY area of investigation becomes a locus for dis- critical theory or an offering relevant to The minor consists of five courses, three of cussion and artistic production in a variety of the student’s artistic concerns, and agreed which should be interrelated; these may be materials and formats. upon in consultation with a studio advisor; courses in a historical sequence, deal with a 4 credit hours in senior project (SA 393). single period or medium, or address theoret- CONCENTRATION IN STUDIO ART The work involved in SA 393 should include both studio work and a distinguished essay ical issues: A concentration in studio art must be declared of 8 to 15 pages soundly substantiating the • Two or three 100-level courses prior to the junior year and requires a total of student’s art with historical and/or theoret- • Two or three 200/400-level courses 12 courses, including two from a related area: ical principles. SA 393 should be completed • Four 100-level studio art courses (prior to during the senior year and must be evaluated the junior year). No more than two trans- REQUIREMENTS FOR INDEPENDENT by the chosen faculty advisor and a second ferred studio courses will be accepted reader selected by mutual agreement. STUDY IN ART HISTORY toward a major. • Topic for research must not be available • Submission of two complete copies of the • Three 200/300-level studio art courses within the regular offerings of the depart- essay and photographic documentation, • One section of Writing on Art (offered once ment. Schedule conflicts are not a rationale one of which will be preserved by the a year) in advance of the junior year for independent study. University. • Two semesters of Senior Studio and Sem- • Faculty director must have relevant expertise inar (taken in the final two semesters, the in topic area and be willing to supervise the second of which should not be taken con- student and to sign a contract stipulating MINOR IN STUDIO ART currently with any other 200/300-level A minor in studio art requires five production- agreed-upon requirements. studio). based courses: • Normally open only to juniors and seniors. • Two other courses from related areas. • Two or three 100-level studio art courses • Semester must result in a completed re- Although these two courses are typically in • Two or three 200/300-level studio art search paper or equivalent project at an art history/visual culture, one being from courses advanced level of achievement. offerings in critical theory, relevant courses Students are encouraged to meet with faculty in film and media studies will also be advisors to design a coherent program of accepted. STUDIO ART study early in their degree process. In Studio Art, housed at Sage Art Center, stu- Students are encouraged to meet with a fac- dents find a multifaceted program that allows ulty advisor to design a coherent program of them to choose an area of concentration that study early in their degree process. Majors REQUIREMENTS FOR INDEPENDENT is either medium-based or interdisciplinary. should consider courses alternative to the reg- STUDY IN STUDIO ART Both introductory and advanced-level courses ular 200/300-level offerings; internships, both • Topic for exploration must not be avail- operate within a regulated student/faculty local and through the Art New York program, able within the regular offerings of the ratio, enabling the personalized one-to-one as well as courses such as Supervised Teaching department. interaction that is vital in art instruction. Stu- and study abroad are encouraged and avail- • Faculty director must have relevant exper- dents can select courses in drawing, painting, able. The major is required to have an exhibi- tise in topic area and be willing to supervise photography, sculpture, installation, video and tion, installation, or screening of work in the the student and to sign a contract stipu- sound art, digital imaging, performance art, final semester of the senior year; documenta- lating agreed-upon requirements. and multimedia. tion of the work must be submitted and the • Normally open only to juniors and seniors Introductory level courses focus on skill build- student must be prepared to discuss the work who have previously completed a sufficient ing, while providing students with a common in depth in a final review with the studio art number of studio courses. vocabulary and artistic concepts needed to faculty. • Semester must result in a body of individual communicate ideas. Introductory courses usu- studio work or equivalent project at an advanced level of achievement. ally explore interdisciplinary approaches within REQUIREMENTS FOR HONORS a particular medium, thereby expanding a stu Course schedule conflicts are not accepted as dent’s scope of possibilities and providing him IN STUDIO ART a rationale for independent studies. or her with alternative perspectives. A student wishing to be considered a candidate for honors in studio art must meet the The advanced-level courses explore a wide ar- following requirements before applying: REQUIREMENTS FOR GRADUATION ray of approaches to artistic production while • A grade-point average of 3.3 within the con- paying particular attention to individualized WITH DISTINCTION IN THE centration. DEPARTMENT OF ART AND ART modes of investigation and learning within the • Completion of the established minimum creative arts. They foster an in-depth under- distribution requirement for the concen- HISTORY standing of contemporary frameworks of art tration. Grade-point average is calculated only from making and the critical discourses that address the required concentration courses. Transfer them. Advanced levels of studio courses are To apply, submit to the department an honors grades and study abroad grades (unless given generally grouped together to promote peer- project proposal, the subject of which has by the University of Rochester) are not com- supported learning experiences. Students in been mutually agreed upon (signed) by the puted. Levels of distinction are rated by min- levels “B” and “C” are expected to take on student and his or her chosen faculty advisor imum GPA as follows: more challenging problems, both conceptually early in the junior year. With Distinction 3.3 and technically. Individual work, progress, and Following the acceptance of the proposal by With High Distinction 3.5 effort are evaluated at respective levels. Many the department, the candidate must fulfill the With Highest Distinction 3.7 advanced-level courses include a seminar com- following requirements: ponent that addresses issues in cultural and • A minimum of 12 credit hours beyond con- UPPER-LEVEL WRITING critical theory, as well as art history. In addition, centration requirements having the follow- the sophomore/junior seminar (Writing on ing distribution: 4 credit hours in a 300-level REQUIREMENT Art) and the Senior Studio and Seminar (both studio course; 4 credit hours in a 200-level Upper-level writing requirements for the required of studio majors) focus primarily on or higher art history course, preferably in department are available in the department these concerns. Thematically structured courses office or by contacting one of the department are also offered. In these courses a particular undergraduate advisors. 28 ARTS AND SCIENCES

COURSES OF INSTRUCTION 210. Woman as Image and Text. An 256. Vernacular Architecture in the Definitive course listings are published before examination of the female body as a visual and USA. Provides an in-depth exploration of each semester. Courses listed here carry 4 textual image through history. American vernacular architecture. credit hours unless otherwise noted. Following 214. Beyond the Boundaries: Folk, Out- 259. Women, Cloth, and Culture. An are some of the recent or planned offerings. sider, and Visionary Arts. Examines the inquiry into women’s predominant roles as problematized categories of “folk” and “out- textile artists, particularly in the Americas. Top- sider” and other categories that fall outside ics may include historical quilts and other ART HISTORY (AH) the canon, considering historical works of the needlework; contemporary fiber arts; indig- INTRODUCTORY COURSES last 100 years, as well as contemporary arts enous and ethnic traditions; and theoretical 100. Introduction to Visual and Cul- and critical writings on both of these. and feminist issues concerning women’s roles tural Studies. An understanding of how 215. Contemporary Art: Theory and as makers of “soft goods.” visual media informs our everyday lives and Practice. Designed to provide a forum for the 262. Impressionism and Post- experiences. discussion of artwork produced by students Impressionism. Deals with the intercon- 101. Introduction to Art History. within the context of current art being shown necting artistic concerns and subjects of art- Addresses visual culture from the Renaissance in galleries and museums. ists such as Manet, Monet, Renoir, Pissaro, to the present and seeks out connections 217. Art, Science, and Visual Represen- Morisot, Cassatt, Cezanne, Van Gogh, and and themes within the whole period under tation. Investigates the many connections Gauguin. Also investigates ways in which consideration. between art and science, such as Leonardo’s paintings and prints made during the nine- 102. Introduction to Media Studies. scientific notebooks, Neo-Impressionist color teenth century in France in their represen- Considers the cultural and economic histories theory, images of Enlightenment science and tations of aspects of modern life such as the of the mass media, with television produced thought, the development of perspective, and city and suburbs, leisure activities, and gender in the United States as the primary focus with scientific illustration. roles participated in communicating a particu- close consideration to questions of race, gen- 231. Introduction to Traditional Japa- lar world view. der, and cultural identity in U.S. media culture. nese Culture. Traces the development of the 263. Twentieth-Century Art and Culture. Same as ENG 131. Japanese cultural tradition through the prom- Explores selected aspects of twentieth-century 106. Introduction to Archaeology. Intro- inent examples of its visual, literary, and per- art, including issues of identity, difference, and duces the discipline and methods of archae- forming arts. Same as JPN 210. the body and ways in which institutions have ology. Deals with the history of archaeology 234. Culture of Urban Japan 1650– shaped art. in Europe and the Near East from the work 1850. Evolving urban spaces of Edo (mod- 266. African-American Visual Culture. of the antiquarians to the projects of the late ern Tokyo) created a stage for new and vibrant This course surveys African-American visual twentieth century. forms of theater, dance, music, song, liter- culture (including painting, sculpture, photog- 128. Modern Art. An introduction to major ature, and art, many of which remain vital raphy, prints, textiles, mixed media, installa- modernist movements of nineteenth- and today. These activities are examined in light tions, performance, and video) in the United twentieth-century art, such as Impression- of the development of new modes of material States from Colonial times to the present. ism, Post-Impressionism, Cubism, Surrealism, culture and sophisticated commercial prac- 274. Cultural History of American Abstract Expressionism, and Pop Art. tices that gave rise to new modes of artistic Architecture. Focuses on what the critic 130. History of Photography. Historical expression. Same as JPN 220. Andreas Huyssen calls the perceived “Great survey of photography from its pre-history to 238. Romanesque Europe. A study of the Divide” between highbrow and lowbrow the present day. origins, development, and regional manifes- forms of culture. Explores the emergence of 133. Introduction to Film History: tations of western European art and architec- these divisions and interrogates if and how Silent Cinema. The development of motion ture of the Romanesque period (eleventh and they have blurred in the recent past. pictures from 1895 to the present. Same as twelfth centuries A.D.). 276. Gender and Representation in ENG 133. 239. Gothic Europe. Explores the intellec- Native American Art. An examination of 136. Introduction to the Art of Film. tual, social, political, economic, and religious gender-based artistic practices in selected The primary visual, aural, and narrative struc- aspects of medieval culture of the twelfth and Native American societies. tures and conventions by which motion pic- thirteenth centuries through its art and archi- 277. The Museum and ‘the Other.’ An tures create and comment upon significant tecture. analysis of the history and development of human experience. Same as ENG 132. 240. British Art of the Middle Ages. A ideas about non-Western peoples as presented 150. Introduction to Architecture. survey of art of the middle ages in England in North American museums from 1880 to the Lectures and readings introduce many from the end of Roman occupation to the present. approaches to the study of architecture. Tudor period. 280. Native American Art and Religion. 167. Introduction to Chinese Art 242. Barbarian Europe. Explores the cul- Case studies in Native American cultures History. A survey of Chinese art and visual tures of northern Europe from the fifth cen- where the visual arts articulate religious and culture from the prehistoric period to the tury B.C.E. to the tenth century C.E. philosophical systems of thought. modern era. Same as CHI 267. 250. Art and Culture. This course 282. Topics in Contemporary Art and 168. Introduction to Japanese Art addresses the painting, sculpture, and archi- Criticism. Examines specific practices of art History. A survey of Japanese art and visual tecture of seventeenth-century Europe and and architecture from the 1960s through the culture from the prehistoric to the modern considers the art of the period as a manifes- 1990s in relation to theories of postmodern- era. Same as JPN 268. tation of a post-Renaissance sensibility. The ism. art examined ranges from Italian ecclesiastical 287. Culture on Display. Most of us expe- PROGRAM COURSES sculpture through to French royal architecture rience “real art” in museums. This course 209. Writing on Art. Students analyze and Dutch still-life painting. looks at the phenomenon of the museum, prose by artists, historians, cultural critics, and 255. American Art. Examines selected asking questions about the relation of culture others who have written about art during the topics in American art and culture of the and institutions. last 100 years and sharpen their own skills as nineteenth and twentieth centuries. A cen- 292. The Modern City. An interdisciplin- writers about both historical and contempo- tral concern will be the way in which images, ary approach to examining the modern city rary arts. expecially paintings and photographs, gave in both moments of triumph and crisis. Using shape to the ideas of what America was and critical theory, urban planning documents, as what it meant to be American, as well as to the well as fictional accounts, students explore creation of an urban culture. ART AND ART HISTORY 29

competing ideological perspectives on and 393. Honors Project. See “Requirements 162. Concepts in Introductory Video debates over the place of the city in modern for Honors in Art History,’’ page 26. and Sound Art. culture. 394. Internships. Internships in London 171. Introductory 2D. Provides a frame- and the United States. work for two-dimensional studio production; ADVANCED COURSES conventional experimental approaches and 306. The Sublime in Visual Culture. STUDIO ART (SA) processes of drawing, painting, and photog- Undertakes a re-evaluation of the perceived raphy; or drawing, collage, and digital image ideas associated with the operation of the pic- INTRODUCTORY COURSES production are investigated, utilized, and torial sublime in European Romanticism and 111. Introductory Drawing. Explores interrelated. to extend its traditional boundaries to encom- basic principles of visual organization and inves- 172. Concepts in Introductory 2D. pass Colonial, American, and Orientalist paint- tigates, at an elementary level, approaches to 190. Introductory Visual Production. ing. art production. Builds on areas of research interest connected 307. Rhetoric of the Frame: the Borders 112. Concepts in Introductory Draw- to AH 100, Introduction to Visual and Cul- and Boundaries of Art. At first glance the ing. Addresses studio production as a visual tural Studies. Addresses studio production as frame of art may seem to be as unproblem- component of the investigations into the exhi- a visual component of these investigations, atic as it is marginal—a surround to protect bition institution, while taking up the readings while taking up relevant readings and formal the edges of a painting, a pedestal for a statue, and formal concerns relevant to the topic. concerns. an embellishment or ornament for what is 121. Introductory Painting. Emphasizes 191. Visual Display: The Exhibition as already present—this course aims to show direct experience, practical processes, and Artistic Medium. Introduces students to tra- that the frame serves to create a space for the compositional basics all in a framework of crit- ditional and nontraditional artistic produc- artwork that the work, in itself, is incapable of ical analysis. tion and curatorial practice as emphasized by furnishing. 122. Concepts in Introductory Painting: current exhibitions at institutions within the 308. Art and Imitation: Visual Rep- Ritual and Practice. Provides direct expe- Rochester area. resentation in the Western Tradition. rience with painting and related processes at Addresses the issue of imitation in art, focus- an introductory level while supplying a forum PROGRAM COURSES ing on the binary between the imitation of for examining how ritual and practice play into It is recommended that two 100-level stu- nature and that of the antique. the creation of art. dio courses and one course in art history be 310. Representing Differences. Takes 131. Introductory 3D. Explores many taken prior to or concurrently with a 200-level up current debates on identity by examin- approaches to three-dimensional art making, course. ing cultural constructions of differences and within a contemporary framework, and covers a wide range of materials and processes from In courses numbered 200 and higher, some by approaching differences in their complex research may be assigned; however, students interrelations. A wide range of cultural prac- metal and welding to assemblage, from wood to experimental methods and media. are expected to develop their own projects. tices is studied, from Hollywood movies to Individual and group discussions of student postmodern art. 132. Concepts in Introductory 3D: (Re)Collecting the Object. Provides a work, gallery visits, presentations by guest art- 320. The Politics of Space. Explores how ists, slide talks, and readings are regular fea- space is constructed and politicized. Close framework for introductory-level, three- dimensional studio production focusing on tures of these courses. Classes are normally attention is paid to questions of identity for- limited to 15 students. mation, particularly as they relate to issues of the incorporation of appropriated objects and found materials. 222A, B, C. Advanced Painting. The gender, race, and class. evolving continuation of painting with serious 350. Topics in Contemporary Art and 141. Introductory Photography. The goal of this course is to begin to formulate concep- emphasis on independent proposals, research, Criticism. The focus changes from mono- and production. The broadest examination of graphic (Andy Warhol) to a survey of post- tual ideas and to gain the skills and techniques necessary to synthesize these ideas through painting and related media is expected. modernism or art of the 1960s. 232A, B, C. Advanced 3D. 362. Seminar in Western Monasticism. photographic imagery. 142. Concepts in Introductory Photog- 233A, B, C. Issues in Advanced 3D: Nar- Explores the variety of forms of monasticism rative and Anti-Narrative. Broadens the in Western Europe during the Middle Ages. raphy: Materials and Processes. Intro- duces students to black-and-white photo- investigation undertaken in introductory 3D 368. Art of the Colonial Encounter. classes to include other materials and proc- Case studies in artistic production forged in graphic processes. Learned skills and the linear and nonlinear representation of ideas esses as well as a focus on working in an inter- the “middle ground” of a colonial situation, disciplinary fashion. principally in the Americas, from 1520 to the are addressed as well as nonsilver photographic processes. 242A, B, C. Advanced Photography. present. Looks at contemporary photography and pho- 391. Independent Study in Art History. 144. Introductory Photography/Digital. 145. Concepts in Introductory tographic practice using readings, visiting col- Independent study under faculty guidance of lections, galleries, and production of photo- a limited field of art history or individual study Photography/Digital. 151. Introductory Digital Art. An intro- graphic work. on a single topic at an advanced level under 243A, B, C. Issues in Advanced Pho- the guidance of a member of the art history duction to the use of the computer as a tool of art production using various multimedia soft- tography: Race, Gender, Ethnicity. Exam- faculty. ines the relationship between digital and tradi- 392. Art New York Program. The pro- ware. 152. Concepts in Introductory Digi- tional photographic processes and the ideas of gram combines an internship with a collo- contemporary race and gender theory. quium and elective courses and is run each tal Art. 161. Introductory Video and Sound Art. 244A, B, C. Advanced Photography/ spring semester in New York City. It is offered Digital. to all qualified junior and senior students Video and sound are considered as independent art forms, as well as part of video installa- 245A, B, C. Issues in Advanced interested in learning about how art gets Photography/Digital: Image and Text. made, how it reaches its public, and the proc tions and sound installations. This course covers both analogue and digital formats. Image and text serve as a conceptual back- ess of its interpretation and display. Students ground for exploring advanced photographic receive a total of 16 credits for their Art New and digital techniques. The course begins with York semester. basic photographic skills and moves into areas such as silkscreening, alternative photographic processes, and Adobe Illustrator. 30 ARTS AND SCIENCES

252A, B, C. Advanced Digital Art II, III, William B. Hauser, Ph.D. (Yale) Professor of CHI 210. Introduction to Traditional and IV. Looks at contemporary digital art and History Chinese Culture. new media and practice using readings, vis- David Pollack, Ph.D. (California, Berkeley) CHI 232. Asian Calligraphy: History and iting collections, galleries, and production of Professor of Japanese and of Chinese Practice. photographic work. Joanne Bernardi, Ph.D. (Columbia) Associate 253A, B, C. Issues in Advanced Digital Professor of Japanese HISTORY Art. The program uses teaching assistants in large HIS 105. Traditional Japan. 262A, B, C. Advanced Video and Sound lecture courses and language offerings. HIS 108. Traditional China. Art. In this advanced production course, HIS 183. Modern China. video and sound are considered as indepen- HIS 184. Modern Japan. dent art forms as well as part of video installa- ASIAN STUDIES HIS 238. History of British India. tions. Students produce experimental videos CERTIFICATE PROGRAM HIS 280. The Asian American and sound pieces. They also explore the use The Asian Studies Certificate Program at the Experience. of these mediums when combined with two- University of Rochester is designed to per- HIS 296. Women in East Asia. and three-dimensional materials in real time. mit students concentrating in the social sci- HIS 314W. Gender and International 263A, B, C. Issues in Advanced Video ences and humanities to develop knowledge Human Rights. and Sound Art: Memory and Documen- of Asian cultures and languages as a com- HIS 347. Tokugawa Japan, 1560–1850. tary. Addresses studio production as a visual plement to their disciplinary concentration. HIS 348. Modern Japan, 1850–1945. component of the investigations in memory Those interested in the program must satisfy HIS 349. Postwar Japan. and documentary, while taking up relevant the requirements in their major field and, in HIS 387W. Nation and Culture in readings and formal concerns. addition, submit a program that includes at Twentieth-Century China. 272A, B, C. Advanced 2D. least the following: HIS 388W. The Chinese Cultural Revolu- 273A, B, C. Issues in Advanced 2D: • Six courses from those listed under the tion in History and Memory. Series and Sequence. Emphasizes book- heading “Primary Courses in Asian Studies,’’ HIS 389W. Gender in Late Imperial and making as a physical structure for creating with an understanding that no more than Modern China. sequential imagery. two will be taken in any one department. 292A, B, C. Markings, Methods, and • Four additional courses from those listed RELIGION AND CLASSICS Materials. Explores the boundaries of con- under the heading of Modern Languages REL 105. The Asian Search for Self. ventional studio production through experi- and Cultures (Chinese or Japanese), Reli- REL 106. From Confucius to Zen. mentation with nontraditional materials and gion and Classics (Sanskrit), or Allied Asian REL 108. Hinduism: An Introduction. invented approaches. Investigates the act of Courses. REL 171. Storytelling in Indian “making a mark” and probes the motives and In addition: Religions. impulses inherent in that process. • None of the courses used toward the cer- REL 172. Striving for Perfection. .293A, B, C. Interdisciplinary Studio: tifcate may be taken satisfactory-fail. REL 173. Religions of Japan Imagined Futures. Builds on areas of • Students must earn an overall grade-point REL 255. Hindu Goddesses and Women. research interest connected to travel and tour- average of at least 2.0 in courses submitted REL 257. Hindu Philosophy I. ism, extended notions of the body, and new for the program. REL 258. Hindu Philosphy II. configurations of space and community. The Asian Studies Certificate Program is REL 259. Hindu Mystical Poetry. 391. Independent Study in Studio Art. REL 260. Hindu Ascetics, Mystics, and Individual studio work at an advanced level administered through the College Center for Academic Support. Students who plan to en- Doctors. and under the guidance of a member of the REL 261. Hindu Tantric Yoga. studio arts faculty. roll in the program should pick up an application at the Academic Services Counter outside REL 263. Japanese Noh Drama. 392. Art New York Program. See listing REL 264. Buddhism in South Asia. under Art History courses. 312 Lattimore Hall and then consult one of the members of the Asian Studies Committee, REL 266. Buddhist Philosophers, Poets, 393. Senior Project. See “Requirements & Siddhas. for Honors in Studio Art,” page 27. who act as faculty advisors for the program. Once the application is filled out and is signed REL 270. Medicine, Alchemy & Religion 396–397. Senior Studio and Seminar. in India. For senior majors and minors. Addresses con- by the faculty advisor, it should be returned to the College Center for Academic Support. REL 271. Medieval Hindu Philosophy. temporary issues in art through readings, dis- REL 272. Classical Yoga Traditions of cussions, and student presentations of cultural Upon graduation, students successfully com- India. theory, art history, and art criticism. Consists pleting the Asian Studies Program receive a REL 310. Seminar in Mahabharata. of the intensive critique of ongoing work, crit- Certificate in Asian Studies. ical writing, and the development of a thesis exhibition. (Fall and Spring) Modern Languages and PRIMARY COURSES Culture, Religion and Classics IN ASIAN STUDIES (Languages) Definitive course listings are published before Any offering from Modern Languages and Cul- each semester. Courses listed here carry 4 tures (Chinese and Japanese) or Religion and ASIAN STUDIES credit hours unless otherwise noted. Following Classics (Sanskrit) are some of the recent or planned offerings.

ANTHROPOLOGY ALLIED ASIAN COURSES COMMITTEE ON ASIAN STUDIES ANT 215. Self, Psyche, and Soul. ANTHROPOLOGY Douglas R. Brooks, Ph.D. (Harvard) Profes ANT 253. Imagining India. ANT 266. Global Culture. sor of Religion and Chair of the Committee ANT 264. Islam and Global Politics. Anthony T. Carter, Ph.D. (Cambridge) Pro- HISTORY fessor of Anthropology MODERN LANGUAGES AND CULTURES— HIS 201. The Third World. Thomas P. Gibson, Ph.D. (London School of Japanese and Chinese Economics) Professor of Anthropology Any offering between JPN 210 and JPN 293. PROGRAM IN BIOLOGY AND MEDICINE 31

PLANNING A CURRICULUM B.S. in Biological Sciences: ASTRONOMY One particular advantage of the program is that Biochemistry (see Physics and Astronomy, page 108) the student need not make a premature choice Studies include basic concepts of metabolism, between the degrees offered. The B.A. and B.S. protein structure and function, and experi- degrees require a common core of courses: mental techniques. In the senior year a wide BIO 110 and 111/111L or BIO 112 and 113/113L, variety of optional courses is offered allowing Principles of Biology I and II or Perspectives specialization in enzymology, membrane bio- UNDERGRADUATE of Biology I and II; and BIO 198, Principles of chemistry, DNA, and RNA structure and Genetics. These core courses are to be taken in formation. (See page 32.) PROGRAM IN BIOLOGY sequence. The student may then sample sev- AND MEDICINE eral gateway courses in the specific areas of the B.S. in Biological Sciences: six B.S. curricula; these courses may be used as Cell and Developmental Biology part of a B.S. program (as required or as diver- Studies include the analysis of the structure sification courses) or may become part of a B.A. and function of cells, the organization and COMMITTEE OF curriculum. In addition, most of the courses interaction of cells and tissues, and the proc- required in the allied fields (chemistry, math- esses of development responsible for cell and TRACK COORDINATORS tissue differentiation and production of the John Jaenike, Ph.D. (Princeton) Professor of ematics, and physics) are the same for both of adult form. Emphasis is placed on the molec- Biology; Evolutionary Biology and Ecology the degrees offered. Students interested in pur- ular bases for cellular and developmental proc Track Coordinator suing a concentration in biological sciences are esses. (See page 34.) Robert E. Marquis, Ph.D. (Michigan) Professor urged to begin fulfilling the chemistry require- of Microbiology & Immunology; Microbiol- ments in the first year. A typical program for B.S. in Biological Sciences: ogy Track Coordinator the first two years that would prepare a student Evolutionary Biology and Ecology Ernest J. Nordeen, Ph.D. (California, for a B.A. degree is listed below. Students seek- Studies include evolution, ecology, animal Irvine) Professor of Brain and Cognitive ing a B.S. degree would take the same first-year behavior, population genetics, ecological Sciences, of Psychology, and of Neurobi- sequence of courses, but the coursework taken genetics, and molecular evolution. The major ology and Anatomy; Neuroscience Track in the second year might differ somewhat. emphasis in all courses is on the dynamic proc Coordinator esses influencing organisms and populations Cheeptip Benyajati, Ph.D. (Princeton) First Year in nature. The subject matter presented con- Associate Professor of Biology; Cell and Fall Spring centrates on integrating comparative, experi- Developmental Biology Track Coordinator; BIO 110 or 112 BIO 111/111L or mental, and theoretical methods to study Director, Undergraduate Program in Biol- CHM 131 BIO 113/113L evolutionary and ecological processes. An ogy and Medicine MTH 141/161, or 161Q CHM 132 emphasis in this program is the integration of Elizabeth Grayhack, Ph.D. (Cornell) Research English MTH 142,162, behavioral, ecological, molecular, and genetic Associate Professor of Biochemistry and Bio- or 162Q methods to investigate ecological and evolu- physics; Biochemistry Track Coordinator Elective tionary questions. (See page 34.) Elaine Sia, Ph.D. (Columbia) Associate Professor of Biology; Molecular Genetics Second Year B.S. in Biological Sciences: Track Coordinator Fall Spring Microbiology Anthony J. Olek, Ph.D. (SUNY, Albany) BIO 198 and 198L BIO 250 The introductory course considers how micro- Senior Lecturer in Biology; B.A. in Biology CHM 203/207 lab CHM 204/208 lab organisms are adapted to their environment. Track Coordinator or or CHM 171Q/173Q lab CHM 172Q/210 lab In advanced courses, emphasis is placed on the molecular functioning of microorganisms, Undergraduate education in the biological Elective Elective covering such topics as microbial physiology, sciences at the University of Rochester involves Elective Elective microbial genetics, industrial microbiology, an unusually close collaboration between the immunology, virology, and pathogenic micro- arts and sciences and the School of Medicine B.A. in Biology biology. (See page 37.) and Dentistry. The B.A. curriculum is intended to provide the student with a well-rounded introduction to Undergraduates may choose to obtain either the major areas of biology. This program offers B.S. in Biological Sciences: a B.A. degree in biology or a B.S. degree in the maximum freedom of course selection since Molecular Genetics biological sciences with specialization in one among the 8 biology courses (minimum 32 Studies include chromosome structure, the of six areas: biochemistry, cell and develop- credits) necessary to earn the degree, only the molecular mechanisms of DNA replication, -mental biology, evolutionary biology and 3 core courses are specifcally require Students DNA mutations and repair, DNA recombina ecology, microbiology, molecular genetics, must also satisfy a laboratory requirement. tion, and the regulation of gene expression. or neuroscience. In addition, students may (See page 33.) Emphasis is placed on experimental receive a Certificate in Biotechnology in con approaches, including recombinant DNA tech- junction with a degree upon completion of a B.S. in Biological Sciences nology. (See page 35.) prescribed set of courses. The B.S. curricula stress theoretical and exper- Each of the curricula described below con- imental approaches and the development of B.S. in Biological Sciences: stitutes strong preparation for graduate or expertise in a focused field of biology, including Neuroscience professional study. The combined curricula analysis of results in the current scientific lit- Neuroscience, which is an interdisciplinary of the Undergraduate Program in Biology erature. Breadth of background in biology is pursuit, deals with the mechanics by which and Medicine offer more than 40 lecture and achieved through the three biology introduc- nervous systems mediate behavior. A combi- laboratory courses and additional seminars tory courses, three to six advanced courses, nation of coursework and laboratory expe- in specialized topics. In addition to formal and one to two additional biology diversifica- rience gives students a firm understanding coursework, the large number of faculty in- tion courses (depending on the concentration) of brain function from the molecular to the volved in the program provides an exceptional selected from outside the area of specialization. behavioral levels. Topics covered include bio- number and diversity of independent research To earn a B.S. degree, a total of 40 to 47 cred- chemical, anatomical, physiological, and medi- opportunities. its of coursework in the biological sciences is cal aspects of neurobiology. (See page 38.) required. 32 ARTS AND SCIENCES

ADVANCED PLACEMENT lished journal articles, and the students are Eric M. Phizicky, Ph.D. (Cornell) Professor of Students with an AP biology score of 4 or 5 listed as coauthors of these papers. Biochemistry and Biophysics receive 4 general elective credits but not credit Independent research may be arranged for Terry Platt, Ph.D. (Harvard) Professor of Biol- towards the biology major or minor. Students formal course credit (courses numbered 395). ogy and Adjunct Professor of Biochemistry retain these general elective credits regardless These courses are generally taken in the junior and Biophysics of the biology courses they take. or senior year after the student has gained a Fred Sherman, Ph.D. (California, Berkeley) solid background of courses in the biological Marie Curran Wilson and Joseph C. Wilson sciences and the allied fields. Each year 50 Professor of Biochemistry and Biophysics CERTIFICATE IN BIOTECHNOLOGY William Simon, Ph.D. (Harvard) Professor of The program for the Certifcate in Biotech- to 60 students take independent research courses with faculty members in the program. Biochemistry and Biophysics nology is designed to give students the spe- Harold C. Smith, Ph.D. (Buffalo) Professor of cialized background needed for entry into bio- Research projects can also be conducted during the summer through de Kiewiet Summer Biochemistry and Biophysics technology jobs or for advanced study in the Mark E. Dumont, Ph.D. (Johns Hopkins) field. Requirements for the certifcate com- Research Fellowships, awarded on a com petitive basis to students in program tracks. Associate Professor of Biochemistry and plement the B.A. or B.S. tracks in biological Biophysics science; students in other degree programs Students who have demonstrated ability and Barry A. Goldstein, Ph.D. (Rochester) Associ- may also be eligible. The certificate is admin- initiative in an independent research project ate Professor of Biochemistry and Biophysics istered through the Undergraduate Program may be recommended for a degree with David A. Pearce, Ph.D. (Bath) Associate in Biology and Medicine Office. Interested stu- distinction in research after successful com Professor of Biochemistry and Biophysics dents should contact this office for further pletion and defense of a written dissertation. Joseph E. Wedekind, Ph.D. (Wisconsin- information. The deadline for applying for a degree with Madison) Associate Professor of Biochem- The Certificate in Biotechnology will be distinction in research is February 28 of the se- istry and Biophysics awarded upon graduation to those who nior year. However, it is necessary to plan the Yi-Tao Yu, Ph.D. (Case Western Reserve) have successfully completed the following research project well beforehand. Specific in- Associate Professor of Biochemistry and requirements: formation is available from the Undergraduate Biophysics Program in Biology and Medicine Office (402F Sayeeda B. Zain, Ph.D. (Glasgow) Associate Biology Courses—three (12 credits) with as- Hutchison Hall). Professor of Oncology in Biochemistry and sociated labs: BIO 110 or 112; 111 or 113; 198; Biophysics and BIO/BCH 250 UPPER-LEVEL WRITING Fred Hagan, Ph.D. (Calgary) Research Computer Technology Courses—one (4 cred- Assistant Professor of Biochemistry and its): CSC 170, 171, ECE 114 or an approved REQUIREMENT Biophysics Majors in all of the biology department’s equivalent George A. Kimmich, Ph.D. (Pennsylvania) areas of concentration must complete either Professor Emeritus of Biochemistry and Microbiology Courses—one (4 credits): MBI two upper-level writing requirements in Biophysics 220 or MBI 431 (offered every other year); their major or one in their major and one Christopher W. Lawrence, Ph.D. (Birmingham, Laboratory Experience—two (8 credits): one in another natural science. When students England) Professor Emeritus of Biochem- from group A and one from group B declare their major, they are advised of the istry and Biophysics possible ways to meet the requirement. For Group A: MBI 221W or BIO 268 Alan E. Senior, Ph.D. (University of Newcastle- more information, please visit the UPBM Web Upon-Tyne) Professor Emeritus of Bio- Group B: BIO 228, BCH 208, MBI 221W, or site at www.rochester.edu/College/BIO/UPBM. BIO 268 chemistry and Biophysics For more information, please visit the UPBM BIOCHEMISTRY AND BIOPHYSICS REQUIREMENTS FOR BIOCHEMISTRY Web site at www.rochester.edu/College/BIO/ Robert A. Bambara, Ph.D. (Cornell) Profes- • Introductory Courses—Three (12 credits). UPBM. sor of Oncology in Biochemistry and Bio- BIO 110 or 112; 111/111L or 113/113L; and physics and of Microbiology and Immunol- BIO 198/198L. ogy; Chair of the Department INDEPENDENT RESEARCH, • Laboratory Experience—One and a half labs William A. Bernhard, Ph.D. (Penn State) Pro- DEGREES WITH DISTINCTION, (5 credits). BCH 208 and one from the fol- fessor of Biochemistry and Biophysics lowing: BIO 111L, 113L, 198L, or 151. AND COURSE OFFERINGS Philip J. Fay, Ph.D. (Rochester) Professor of • Required Biochemistry Core Courses—Six The facts, theories, and principles taught in Biochemistry and Biophysics (24 credits). BCH 250, BIO 202, IND 408, our formal courses ultimately derive from Thomas E. Gunter, Ph.D. (California, Berkeley) 410, and two courses from the following: research in the laboratory or the field. Stu- Professor of Biochemistry and Biophysics BCH 412, BIO 243, CHM 252, 437, IND 409, dents are encouraged to experience the chal- Jeffrey J. Hayes, Ph.D. (Johns Hopkins) Pro- 447, MBI 473, or BCH 395 (only one semes- lenges, successes, frustrations, and excitement fessor of Biochemistry and Biophysics and ter of BCH 395 is allowed to count in the of research by arranging independent research of Oncology in the Cancer Center track requirements). in the laboratories of individual members of Russell Hilf, Ph.D. (Rutgers) Professor of Bio- • Elective/Diversification—One course from the faculty in the Undergraduate Program in chemistry and Biophysics and of Oncology outside the biochemistry curriculum. It is Biology and Medicine and faculty in various in the Cancer Center to be selected from those courses offered departments in the nearby University of Roch- Hartmut Land, Ph.D. (Heidelberg) Professor through the Undergraduate Program in ester School of Medicine and Dentistry. The of Biochemistry and Biophysics; Director of Biology and Medicine and be approved by diversity of the faculty’s research interests Center for Cancer Biology the track coordinator. gives students the opportunity to select proj- Mahin D. Maines, Ph.D. (Missouri) Profes- • Allied Fields—Nine courses (36 credits) ects from a wide variety of fields. Work in a sor of Biochemistry and Biophysics and of 1. Two semesters of calculus. laboratory provides an inside view of science Environmental Medicine, and Dean’s Pro- 2. Four semesters of chemistry (two general and scientists that cannot be gained through fessor of Toxicology in the Dean’s Office and two organic courses) with labs. lectures or reading and is particularly valuable Lynn E. Maquat, Ph.D. (Wisconsin- 3. Two semesters of calculus-based physics for undergraduates who contemplate careers Madison) Professor of Biochemistry and with labs. in research. Occasionally students’ contri Biophysics butions to research are incorporated into pub- 4. One additional approved course in math, statistics, or computer science.

BIOLOGY 33

COURSES OF INSTRUCTION protein-protein interactions; enzyme kinetics Further information is available from the Definitive course listings are published before and catalytic mechanisms; DNA and RNA struc- Biochemistry Track Coordinator, Box 712, each semester. Courses listed here carry 4 ture and function; cellular energy production University of Rochester Medical Center, credit hours unless otherwise noted. Following and utilization; and glycobiology. In addition 601 Elmwood Avenue, Rochester, New York are some of the recent or planned offerings. to lectures, workshops are held once a week, 14642-8607. during which time selected papers from the 208. Biochemistry Laboratory. A labora- literature are discussed (BCH 250/450). Pre- BIOLOGY tory course designed to introduce students requisite: a one-semester introductory course Thomas Eickbush, Ph.D. (Johns Hopkins) to the theory and practice of biochemical, in biochemistry or equivalent. (Fall) Professor of Biology; Chair of the Depart- molecular, and structural biology techniques. 410. Molecular Biology and Genetics. ment Students gain first-hand experience with This course is designed primarily for graduate David S. Goldfarb, Ph.D. (California, Davis) state-of-the-art techniques and data analysis students. One-hour lectures cover modern Professor of Biology through their participation in experiments topics of interest, including DNA replication; John Jaenike, Ph.D. (Princeton) Professor of that emphasize particular assays, methods, DNA repair and mutagenesis; regulation of Biology or instrumentation. Computational analysis RNA transcription in eukaryotes; RNA pro- Joanna B. Olmsted, Ph.D. (Yale) Professor of of macromolecular structure and DNA se- cessing, and protein translation. Emphasis Biology; Dean of Arts and Sciences quence database searches and alignments are is placed on both biochemical and genetic H. Allen Orr, Ph.D. (Chicago) Shirley Cox integral components of the students’ experi- approaches to the study of these problems. Kearns Professor and Professor of Biology ence. Topics covered are agarose gel and Special additional topics include genomics as Terry Platt, Ph.D. (Harvard) Professor of Biol- SDS polyacrylaminade gel electrophoresis; an approach to regulation and mammalian ogy and Adjunct Professor of Biochemistry computer-assisted protein structure analysis, genetic techniques of analysis. (Spring) and Biophysics DNA sequence database searching, and DNA 412. Advanced Topics in Biological John H. Werren, Ph.D. (Utah) Professor of sequence alignment; laboratory safety; DNA Macromolecules. An advanced biochemistry Biology isolation; expression of recombinant pro- lecture course intended for senior undergrad- Cheeptip Benyajati, Ph.D. (Princeton) teins, fractionation and purification of pro- uate and graduate students. Topics include Associate Professor of Biology teins; affinity chromatography, ion exchange DNA structure, RNA structure and catalysis, Xin Bi, Ph.D. (Johns Hopkins) Associate Pro- chromatography, measurements of volume nucleic acid-protein interactions, X-ray crystal- fessor of Biology and mass and calculation of concentration; lography, NMR spectroscopy, protein folding, Gloria M. Culver, Ph.D. (University of polymerase chain reaction, DNA restriction molecular chaperones, membrane proteins, Rochester) Associate Professor of Biology fragment analysis; cloning and manual and post-translational modifications of proteins, James D. Fry, Ph.D. (Michigan) Associate automated DNA sequencing; protein crystal- ATPases, G protein and function, protein- Professor of Biology lization; protein structure assessment; setting protein interactions, proteases and clotting. Rulang Jiang, Ph.D. (Wesleyan University) up enzyme reactions and measuring kinetic Presentation of a journal article in a workshop. Associate Professor of Biomedical Genetics parameters; spectrophotometry and western Preparation of a paper based on a topic in the in the Center for Oral Biology, of Dentistry blotting. (Spring) course. Prerequisite: IND 408. (Spring) 250/BCH 250. Biochemistry. Covers fun- and of Biology damental aspects of biochemistry, including The following is a typical program: Elaine Sia, Ph.D. (Columbia) Associate Pro- bioenergetics, protein structure, kinetic analy- First Year fessor of Biology sis of enzyme action, and general intermedi- Fall Spring Michael Welte, Ph.D. (University of Chicago) ary metabolism. The text is the 4th edition CHM 131 CHM 132 Associate Professor of Biology of Lehninger’s Principles of Biochemistry by MTH 141,161,161Q, MTH 142,162, 162Q, Richard Glor, Ph.D. (Washington University) Nelson and Cox, with its accompanying Web or 171Q or 172Q Assistant Professor of Biology site, which includes access to CHIME tutorials BIO 110 or 112 BIO 111/111L or Vera Gorbunova, Ph.D. (Weizmann Institute of that explore structure-function relationships Elective 113/113L Science) Assistant Professor of Biology in biomolecules. Three 50-minute lectures Elective (CAS writing Heinrich Jasper, Ph.D. (Heidelberg) Assistant plus 10 two-hour workshops. Prerequisites: one semester) Professor of Biology BIO 110 or 112, plus CHM 203 and 204 (may J. David Lambert, Ph.D. (Arizona) Assistant be taken concurrently), or permission of Second Year Professor of Biology instructor. (Spring and Summer) CHM 203 & 207 lab CHM 204 & 208 lab Rita K. Miller, Ph.D. (Northwestern) Assistant 395. Independent Research in Bio- or or Professor of Biology chemistry. Arrangements for independent CHM 171Q & 173Q lab CHM 172Q & 210 lab Robert Minckley, Ph.D. (Kansas) Adjunct research in biochemistry can be made with BIO 198/198L BIO/BCH 208 Assistant Professor of Biology any faculty member in the biochemistry track. Elective MTH 163 or STT 212 Daven Presgraves, Ph.D. (Rochester) Assis- Contact can be made directly with the appro- Elective Elective tant Professor of Biology priate faculty member or through the Commit- Justin M. Ramsey, Ph.D. (University of tee for the B.S. Track in Biochemistry. Students Third Year Washington) Assistant Professor of Biology may take this course up to two times with a PHY 113 or 121 PHY 114 or 122 Andrei Seluanov, Ph.D. (Weizmann Institute particular faculty member. BCH 395 courses BIO 202 BCH 208W of Science) Assistant Professor (Research) may be used to fulfill some of the require- BIO elective BIO elective of Biology ments for distinction in research, provided IND 408 IND 410 (either junior Alan Dietsche, Ph.D. (Kentucky) Senior that prior approval of the track coordinator is or senior year) Lecturer in Biology obtained. Anthony J. Olek, Ph.D. (SUNY, Albany) 408. Biochemistry. This course is de- Fourth Year Senior Lecturer in Biology signed primarily for graduate students. IND 408 ND 410 (either junior S. Linn Sajdak, Ph.D. (Wisconsin, Eighty-minute lectures cover selected topics Advanced Biochemistry or senior year) Milwaukee) Senior Lecturer in Biology in modern biochemistry including analysis of Elective Advanced Biochemistry Thomas T. Bannister, Ph.D. (Illinois) Profes- protein and domain structure by classical and Elective Elective sor Emeritus of Biology modern methods. Includes mass spectrom- Elective Elective Martin A. Gorovsky, Ph.D. (Chicago) Rush etry, NMR, X-ray crystallography, and other Elective Rhees Professor Emeritus of Biology biophysical techniques; protein-ligand and 34 ARTS AND SCIENCES

Barry G. Hall, Ph.D. (Washington) Professor be 200-level or higher. For lists of UPBM • Allied Fields—Nine courses (36 credits) Emeritus of Biology elective/diversification courses please visit 1. Two semesters of calculus. Stanley M. Hattman, Ph.D. (M.I.T.) Professor the UPBM Web site at www.rochester.edu/ 2. Four semesters of chemistry (two general Emeritus of Biology College/BIO/UPBM. and two organic courses) with lab. David C. Hinkle, Ph.D. (California, Berkeley) • Allied Fields— Eight courses with indicated 3. Two semesters of calculus-based physics Professor Emeritus of Biology laboratories (PHY 113, 114 or PHY 121, 122) with lab. George E. Hoch, Ph.D. (Wisconsin) Profes- 1. Two semesters of general chemistry with 4. One additional approved course in math, sor Emeritus of Biology lab. statistics, or computer science. Jerome S. Kaye, Ph.D. (Columbia) Professor 2. One semester of organic chemistry with Emeritus of Biology lab. William B. Muchmore, Ph.D. (Washington 3. One semester of general physics with lab. B.S. IN BIOLOGICAL SCIENCES: University) Professor Emeritus of Biology 4. Two semesters of calculus. ECOLOGY AND EVOLUTIONARY Uzi Nur, Ph.D. (California, Berkeley) Profes- 5. Two additional approved courses in math, BIOLOGY sor Emeritus of Biology statistics, computer science, chemistry, or This track encompasses the studies of behav- Graduate students, in partial fulfillment of physics. ior, ecology, population genetics, evolution requirements of their Ph.D. degree, work and biodiversity. Together these disciplines closely with faculty as teaching assistants to B.S. IN BIOLOGICAL SCIENCES: attempt to understand how the processes aid in instructional programs. of adaptation affect the activities of individu- CELL AND DEVELOPMENTAL als, local breeding and foraging groups, and The Department of Biology administers curricula BIOLOGY larger populations by natural selection, as well leading to four of the seven undergraduate con- Cell biology is the study of the structure, com- as by other forces that shape the genetic and centrations offered through the Undergraduate position, and function of cells and their com- phenotypic character of populations and spe- Program in Biology and Medicine: (1) B.A. in ponent parts. Cell biologists seek to eluci- cies. The sheer number of the mechanisms biology, (2) B.S. in biological sciences: cell and date the common features of different kinds underlying population phenomena and espe- developmental biology, (3) B.S. in biological sci- of cells as well as the unique aspects of struc- cially evolutionary change, as well as the num- ences: molecular genetics, and (4) B.S. in biolog- ture and physiology that confer special func- bers of individuals and genes involved and the ical sciences: evolutionary biology and ecology. tions on different types of cells in a tissue, great variety of different kinds of ecological A minor in biology is also available. (The gen- organ, or organism. The fields of cell biol- interactions possible, predispose the subject eral structure of the Undergraduate Program in ogy and developmental biology are closely to formulation in mathematical models that Biology and Medicine is described on page 31.) related. Developmental biology deals with the must be tested through observation of natu- processes involved in the production of an ral populations. Students in this program are adult organism from a fertilized egg. A major encouraged to gain experience with the use PLANNING A CURRICULUM facet of developmental biology is the study of of analytical, sampling, and experimental tech- See Undergraduate Program in Biology and the mechanisms by which differentiated cells niques of laboratory and field biology. Medicine, page 31, or visit UPBM Web site: achieve and maintain their special properties. The requirements for the B.S. in evolutionary www.rochester.edu/College/BIO/UPBM. Modern investigations in both cell and devel- biology and ecology are opmental biology are extensively integrated • Introductory Courses—Three (12 credits). B.A. IN BIOLOGY with the theories, results, and techniques of BIO 110 or 112; 111 or 113; and 198. The requirements for the B.A. in biology are genetics, molecular biology, and biochemistry. • Laboratory Experience—Three (6 credits). • Introductory Courses—Three (12 credits). The requirements for the B.S. in cell and BIO 111L, 198L, and 395 (4 credits) or a 4- BIO 110 or 112, BIO 111/111L or 113/113L, developmental biology are credit laboratory course approved by the and BIO 198/198L. • Introductory Courses—Three (12 credits). track coordinator. • Laboratory Experience—One and one-half BIO 110 or 112, BIO 111 or 113, and BIO198 • Required Ecology and Evolutionary Biology laboratories. Any combination of labora- • Laboratory Experience—One and one-half Core Courses—Four (16 credits). BIO 205 tories listed below will satisfy the labora- labs (6 credits total). BIO 228. Strongly rec- and 263, plus two of the following: BIO 232, tory requirement. Most students complete ommended half labs (1 credit) are BIO 111L 260, 265, or EES 201. BIO 111L, 113L, and 198L concurrently with or 113L and 198L. • Elective/Diversification—Two (8 credits).To the lecture course and then choose a third • Required Cell and Developmental Biology be selected from courses offered through laboratory that complements an interest. Core Courses—Five courses (20 credits). BIO the Undergraduate Program in Biology and Half labs (meet once a week) are BIO 111L, 210, 226, 250, and two courses to be cho- Medicine and approved by the track coordi- 113L, and 198L, 203, 204, 204, EES 271. Full sen from the following list or from courses nator. Courses listed above as Ecology and labs (meet twice per week) are BIO 228, approved by the track coordinator: BIO 220, Evolutionary Biology core courses may not 268, BCH 208, MBI 221, NSC 203, BIO 395. 243, IND 447, BIO 215, MBI 473. be used to fulfill the elective/diversification • Advanced Courses—Two (8 credits.) Select • Elective/Diversification Courses—One (4 requirement. one course from groups A and B. Group A: credits). To be selected from those courses • Allied Fields—Nine courses (36 credits) BIO 205, Evolution; BIO 232, Genetic Diver- offered through the Undergraduate Pro- 1. Two semesters of calculus. sity in Human Populations; BIO 247, Envi- gram in Biology and Medicine and approved 2. Two semesters of general chemistry with ronmental Animal Physiology; BIO 260, Ani- by the track coordinator. Visit the UPBM lab. mal Behavior; BIO 263, Ecology. Group B: Web site for course offerings: 3. One semester of organic chemistry with. BIO 250, Biochemistry; BIO 202, Molecu- www.rochester.edu/College/BIO/UPBM/ 4. One semester of calculus-based physics lar Biology; BIO 210, Molecular Cell Biology; upbmcourses.htm. with lab. BIO 215, Molecular Biology of Cell Signal- • Recommended Elective Courses—BIO 516, 5. One semester of statistics. ing; and BIO 226, Developmental Biology. Seminar in Cell and Development (a 1- 6. Two additional approved math, statistics, • Elective/Diversification—Three courses (12 credit, non-required course open to con- computer science, physics, or chemistry credits.) Three courses are to be selected centrators with permission of the instruc- courses. from any of those offered through the tor); and IND 395, Independent Research NOTE: CSC 108 and 110 are not acceptable. Undergraduate Program in Biology and (this does not count as an elective/diversifi- Medicine, including approved Independent cation course). Research 395. Biology elective courses must BIOLOGY 35

B.S. IN BIOLOGICAL SCIENCES: ate advisor grants approval of courses chosen physiology. An emphasis is placed on problem MOLECULAR GENETICS for the minor. solving, critical thinking, and experimental design. Prerequisites: BIO 110 or 112 and con- Molecular genetics is the study of the struc- current enrollment in BIO 111. (Spring) ture of genes and the mechanisms involved COURSES OF INSTRUCTION 112. Biology Perspectives I. The first in their maintenance, alteration (mutation), Definitive course listings are published before semester of a two-course introductory expression, replication, recombination, and each semester. Courses listed here carry 4 credit sequence for students with a strong back- transmission. Molecular geneticists seek to hours unless otherwise noted. Following are ground in science. Topics include biochem- describe these events in terms of the prop- some of the recent or planned offerings. istry, molecular and cellular evolution, cell erties and interactions of DNA, RNA, proteins, 102. Biology and the Environment. A reproduction, fundamentals of genetics, and and other molecules. non-majors course which explores evolution- molecular biology. This course differs from The requirements for the B.S. in molecular ary and ecological topics such as the evolu- BIO 110 in that there is greater emphasis genetics are tion of disease, origin of species, the distribu- on experimental approaches, data analysis, • Introductory Courses—Three (12 credits). tion of life on earth, biological and economic and quantitative methods, and may include BIO 110 or 112; 111 or 113, and 198. importance of ecosystems, factors affecting cli- reading original papers. A significant writing • Laboratory Experience—One and a half mate, the recycling of resources within natu- component includes preparation of a book laboratories. BIO 268 (4 credits) plus one ral systems, the relationships of species within review (from selected titles, such as The Self- other full or half laboratory. It is recom- ecosystems and how they benefit the health ish Gene). Note, both BIO 110 and 112 are mended that students take BIO 111L and of natural communities. Special topics dealing designed to prepare students who intend to 198L as part of the introductory courses to with issues of conservation and human activity major in biology. Prerequisites: Students with complete the requirement. Please visit the are addressed. Three 50-minute lectures and a score of 4 or 5 on the AP Biology test, partic- UPBM Web site for the full list of laborato- one 50-minute recitation per week. (Fall) ularly those who have interest in research, and ries: www.rochester.edu/College/BIO/UPBM/ 104. Ecosystem Conservation and completion or concurrent enrollment in CHM upbmlab.htm. Human Society. As the natural resources on 131 or equivalent. (Fall) • Molecular Genetics Core Courses—Five (20 which human society depends are depleted, 113. Biology Perspectives II. Sec- credits). BIO 250, 202, 243, and two courses the need for sound conservation poli- ond semester of a two-course introductory to be chosen from the following list or from cies increases. The course examines a new sequence for students with a strong back- courses approved by the track coordinator: approach in conservation biology that iden- ground and interest in science. Topics include BIO 215, 210, 222, 226, IND 410. tifies and places economic value on the ser- evolution, organismal diversity, ecology, and • Elective/Diversification—One course (4 vices that natural ecosystems provide. Such functional biology. This course differs from credits). This course must be from out- services are basic to sustainable societies and BIO 111 in that there is greater emphasis on side the molecular genetics curriculum. include clean water and air, waste decompo- experimental approaches, data analysis, and It is to be selected from those courses sition, pollination, and farmland productiv- quantitative methods, and includes reading offered through the Undergraduate Pro- ity. Major themes the course covers include an original papers. Note, both BIO 110 and 112 gram in Biology and Medicine and must be overview of other approaches in conservation are designed to prepare students who intend approved by the track coordinator. Visit the biology, a review of the services that ecosys- to major in biology. Prerequisites: BIO 112 UPBM Web site for course offerings: www. tems provide, ways the value of these services or AP Biology score of 4 or 5 and concurrent rochester.edu/College/BIO/UPBM/upbm- are determined, and how this novel approach enrollment in CHM 132. (Spring) courses.htm. is influencing economic and political policy at 113L. Perspectives in Biology Lab. • Allied Fields—Nine courses (36 credits) local, national, and international levels. (Fall) This is the laboratory course that accompa- 1. Two calculus courses. 110. Principles of Biology I. The first nies the lecture course Perspectives in Biol- 2. Four semesters of chemistry (two general semester in a yearlong course sequence ogy II. Course content is drawn from the lec- and two organic courses) with lab. designed for majors and minors in biology. ture material and includes biological diversity, 3. Two semesters of calculus-based physics. Major topics include biochemistry, molecu- ecology, evolution, animal behavior, physiol- 4. One additional approved course in math, lar and cellular evolution, cell reproduction, ogy, and bioinformatics. Emphasis is placed on statistics, or computer science. fundamentals of genetics, and molecular biol- problem solving, critical thinking, and experi- ogy. Prerequisites: Completion or concurrent mental design and data analysis. Lab meets for MINOR IN BIOLOGY enrollment in CHM 131 or equivalent. Three one three-and-a-half-hour session each week. The requirements for a minor in biology are 50-minute lectures and one two-hour Prerequisites: BIO 110 or 112 and concurrent • Introductory Courses—Three (14 credits). problem-based workshop per week. (Fall) enrollment in BIO 113. (Spring) BIO 110 or 112; 111 or 113; and 111L or 111. Principles of Biology II. The sec- 151L. Introduction to Biochemistry 113L, or 198 or 198L. ond semester of the introductory sequence Lab. The course is designed to introduce • Advanced Courses—Two (minimum 8 cred- designed for majors in biology. Topics include sophomore biology majors to experimental its). These courses are to be selected from evolution (natural selection, speciation, plant approaches in biochemistry, including enzyme any of those offered through the Under- and animal diversity), ecology (population assays, protein analysis, and the use of anti- graduate Program in Biology and Medi- genetics, ecosystem structure, species inter- bodies. Students develop light microscopic cine and approved by the program direc- actions), plant and animal physiology. Prereq- skills, e.g., using fluorescent dyes in organelle tor. Please visit UPBM Web site for course uisites: BIO 110 and completion or concur- isolation. The laboratory emphasizes experi- offerings: www.rochester.edu/College/BIO/ rent enrollment in CHM 132. Three one-hour mental design and data analysis and comple- UPBM/upbmcourses.htm. exams and a comprehensive final exam. ments BIO 250, Biochemistry. This course can • Laboratory Requirement—One lab or one (Spring) be used to satisfy a half laboratory require- lab equivalent (two half labs). BIO 111L, 111L. Introductory Biology Labora- ment in the B.A. and other UPBM tracks. Pre- 113L, 151, and 198L are half labs as they are tory. This is the lab course that accompanies requisites: One year of introductory biology included in the courses. the lecture course Principles of Biology II. The and chemistry (e.g., BIO 110 and 111, CHM • Allied Fields content of the course is drawn from the lec- 131 and 132). Genetics (e.g., BIO 198) recom- Tw o courses of chemistry with labs. ture material. Topics include plant and animal mended. (Spring) diversity, anatomical dissections, and meth- 198. Principles of Genetics. Methods of No independent study or research course (391 ods in bacteriology, animal behavior, and basic or 395) may be counted toward the minor in genetic analysis are stressed. Topics include biology. The biology department undergradu- Mendelian assortment; gene interaction; link- 36 ARTS AND SCIENCES

age and mapping; methods of genetic analysis evolution including the neutral theory, molec- tific reports, and public scientific presentation. in yeast, bacteria, and phage; DNA replication, ular phylogeny, and the molecular clock. Two Two four-hour labs and one 50-minute recita- recombination, repair, and mutation; gene 75-minute lectures and one 50-minute reci- tion per week. Prerequisites: BIO 250 strongly expression and its regulation; transposons and tation per week. Prerequisites: BIO 111 and recommended; should have completed biol- retroviruses; recombinant DNA technologies; 198. (Fall) ogy core as well as chemistry requirement. cancer as a genetic disease. Three 50-minute 210. Molecular Cell Biology. An inter- (Fall) lectures and one 50-minute problem-based mediate-level course that covers fundamen- 232. Genetic Diversity and Human Dis- recitation per week. Prerequisites: BIO 110 tal cell processes at the molecular level. Top- ease. Examines genetic diversity in human and completion or concurrent enrollment in ics include organelle structure and functions, populations from an evolutionary perspective, CHM 203 or 205. (Fall and Summer) membrane biogenesis, cytoskeleton, cell sig- with particular attention to inherited diseases 198L. Principles of Genetics Lab. This naling, cell cycle growth and death. Prerequi- and disease-related traits. Covers single gene course is an introduction to basic genetic the- sites: BIO 110 and 111 and BIO 198 and 250 disorders, chromosome abnormalities, and ory and laboratory practices. Topics covered are strongly suggested. (Fall) diseases with complex inheritance. Emphasis are classical inheritance in eukaryotes, bacte- 215. Molecular Biology of Cell Signal- is on using evolutionary and genetic principles rial genetics, and molecular technology tech- ing. This course offers an introduction to cell to understand why inherited diseases persist, niques. One three-and-a-half-hour laboratory signaling. The course explores basic molecular rather than on clinical details of particular dis- per week. Prerequisite: concurrent with BIO mechanisms of signal transduction, and stud- eases. Other topics include the use of genetic 198 or after completion of BIO 198. (Fall) ies how these mechanisms are used in differ- information to reconstruct human migrations 201. Lectures in Physiology. Function ent contexts to direct cell fate during devel- and human evolution. About one-third of the of various mammalian systems with special opment, physiology, and disease. The course course grade will be based on group projects emphasis on humans. Topics include excit- draws heavily on experiments from the clas- in which students research practical issues in able tissue, respiration, nutrition, reproduc- sic and most recent primary literature. Two human genetics and present their findings to tion, endocrinology, skeletal, circulatory and 75-minute lectures and one 50-minute recita- the class. Three 50-minute lectures and one renal systems; homeostatic mechanism. Stu- tion per week. Prerequisites: BIO 198. One of 50-minute recitation per week. Prerequisite: dents attend lectures and take examinations the following: BIO 202, 250 strongly recom- BIO 198. (Spring) with students in BIO 204, Mammalian Physi- mended. (Spring) 243. Eukaryotic Gene Regulation. This ology, and attend one hour of mandatory rec- 220. Advanced Cell Biology: Cytoplas- course examines mechanisms of transcription itation per week. Laboratory exercises are not mic Structures and Functions. This course initiation, eukaryotic chromosome structure conducted. Three 50-minute lectures and one focuses on the cell biology of processes occur- and its modifications, mechanisms of chroma- 50-minute recitation per week. Prerequisites: ring within the cytoplasm of the cell. Topics tin-mediated regulation of gene expression, as BIO 110 and 111 or permission of the instruc- include protein trafficking, cytoskeleton, cell well as epigenetics and functional genomics. tor. (Spring) adhesion, the cell cycle, and processes of cell Lectures and readings draw heavily on primary 202. Molecular Biology. This course deals transformation. This literature-based course literature both classic and most recent. Two with the molecular mechanisms of gene rep- focuses on the experimental strategies used in 75-minute lectures and a one-hour recitation lication, gene expression, and the control modern cell biology to investigate important per week. Prerequisites: BIO 198, 202, and of gene expression in both prokaryotic and questions in these areas. Two 75-minute lec- 250; 150 strongly recommended. (Spring) eukaryotic cells. Topics include enzymatic tures and an optional 50-minute recitation per 247. Environmental Animal Physiology. mechanisms of DNA replication, recombina- week. Prerequisite: BIO 198 strongly recom- This course is designed for sophomore biol- tion and repair; transposable elements; DNA mended. (Spring) ogy majors who want to deepen their under- transcription; RNA splicing; RNA translation; 222. Biology of Aging. This course focuses standing of animal function by examining how repressors, activators, and attenuators; recom- on molecular mechanisms of aging and its animals cope with environmental challenges. binant DNA and genetic engineering. Two relation to DNA damage and repair. Evolu- This includes cellular and physiological adap- 75-minute lectures and one 75-minute reci- tion of aging, model organisms used in aging tations to extremes of temperature, salinity, tation per week. Prerequisites: BIO 198 and research, human progeroid syndromes, and and altitude. This course can be used to satisfy BIO 250 strongly recommended; should have interventions to slow aging are discussed. Two an upper-level elective/diversity requirement completed biology core as well as chemistry 75-minute lectures and one 50-minute recita- in all UPBM tracks and as a “group” A require- requirements. (Fall) tion per week. Prerequisites: BIO 198. BIO 202 ment in the B.A. track. Prerequisites: one year 203. Mammalian Anatomy. This course recommended. (Fall) of introductory biology and chemistry (e.g., deals with the structural and systematic anat- 226. Developmental Biology. This course BIO 110 and 111, CHM 131 and 132). Genetics omy of animals with special emphasis on deals with the cellular and molecular aspects (e.g., BIO 198) recommended. (Spring) human beings. Laboratory includes the dissec- of animal development, with emphasis on 250. Introduction to Biochemistry. tion of fresh and preserved tissue plus analy- processes and underlying mechanisms. Top- Covers fundamental aspects of biochemis- sis of structures and systems. Three 50-min- ics include fertilization, cloning (of embryos), try, including bioenergetics, protein structure, ute lectures and one three-hour laboratory per embryonic cleavage, gastrulation, early devel- kinetic analysis of enzyme action, and general week. Prerequisites: BIO 110 and 111 or per- opment of model vertebrates and inverte- intermediary metabolism. The text used is the mission of instructor brates, patterning of cell fates along embry- 4th edition of Lehninger’s Principles of Bio- 204. Mammalian Physiology. Function onic axes of Drosophila and vertebrates, chemistry by Nelson and Cox, with its accom- of various mammalian systems with special organogenesis, sex determination, and stem panying Web site, which includes access to emphasis on humans. Topics include excitable cells. Two 75-minute lectures per week and a CHIME tutorials that explore structure-func- tissue; respiration; nutrition; reproduction; 50-minute recitation per week. Prerequisite: tion relationships in biomolecules. Three 50- endocrinology; skeletal, circulatory, and renal BIO 198 or permission of the instructor. (Fall) minute lectures plus 10 two-hour workshops. systems; homeostatic mechanisms. Three 50- 228. Laboratory in Cell and Develop- Prerequisites: BIO 110 or 112, plus CHM 203 minute lectures and one three-hour laboratory mental Biology. This course is designed to and 204 (may be taken concurrently) or per- per week. Three 50-minute lectures and one provide (1) training in specific methods used mission of instructor. (Spring and Summer) three-hour laboratory per week. (Spring) in molecular, cell, and developmental biol- 260. Animal Behavior. Examines animal 205. Evolution. Fundamentals of evolu- ogy research, with emphasis on data acquisi- behavior from an ecological and evolution- tion. Topics include natural selection and its tion and analysis; (2) experience in the design ary perspective. Topics include social organi- ecological basis, population genetics including and execution of experiments, writing scien- zation, mating systems, foraging, aggression, selection and drift, speciation, and molecular MICROBIOLOGY 37

and animal learning. Students also learn quan- Edith Lord, Ph.D. (California, San Diego) Students earning the B.S. in biological sci- titative techniques in behavioral biology. Three Professor of Oncology in Microbiology and ences: microbiology will possess a strong 50-minute lectures and one 50-minute recita- Immunology foundation in the basic introductory sciences tion per week. Prerequisite: BIO 111. (Fall) Jack Maniloff, Ph.D. (Yale) Professor of (chemistry, biology, biochemistry), related ar- 263. Ecology. A survey of adaptations to Microbiology and Immunology and of Bio- eas (mathematics and physics), microbiology, the physical environment, dynamics of natu- physics and liberal arts. They will be well prepared to ral populations, interactions between species, Robert E. Marquis, Ph.D. (Michigan) Pro- continue graduate education in microbiology, and human impact on the environment. Three fessor of Microbiology and Immunology another biological science area, or a health 50-minute lectures and one 50-minute recita- Marilyn A. Menegus, Ph.D. (Cornell) Pro- care profession. tion per week. Three 50-minute exams and a fessor of Microbiology and Immunology, of comprehensive final exam. Prerequisites: BIO Pathology, and of Pediatrics MICROBIOLOGY CONCENTRATION 111 and MTH 142 or 161. (Fall) Tim R. Mosmann, Ph.D. (British Columbia) Students should declare the concentration 265. Molecular Evolution. This course Professor of Microbiology and Immunology toward the end of their sophomore year. Dur- explores evolution at the molecular level. Richard Barth, Ph.D. (SUNY, Buffalo) Asso- ing the junior and senior years, advisors from Basic evolutionary principles are used to infer ciate Professor of Microbiology and Immu- the Department of Microbiology and Immu- history from DNA sequences; to determine nology nology will supervise a concentrator’s prog- what forces have shaped the evolution of J. Scott Butler, Ph.D. (Illinois, Urbana) Asso- ress. Microbiology is one of the B.S. tracks in genes and genomes; to understand the rela- ciate Professor of Microbiology and Immu- the Undergraduate Program in Biology and tionship between molecular evolution and nology Medicine. With satisfactory performance and phenotypic evolution; and to address applied Virginia Clark, Ph.D. (Rochester) Associate completion of degree requirements, students problems, like assigning biological function Professor of Microbiology and Immunology will be recommended for the degree of B.S. in to genome sequences, finding the sources of Deborah Fowell, Ph.D. (Oxford) Associate biological sciences: microbiology. epidemics, and finding the genes involved in Professor of Microbiology and Immunology human disease. Prerequisites: BIO 111, 198, Constantine G. Haidaris, Ph.D. (Cincinnati) 205. (Spring) Associate Professor of Microbiology and REQUIREMENTS FOR 268. Laboratory in Molecular Genetics. Immunology CONCENTRATION IN MICROBIOLOGY A series of experiments, each lasting two to Dwight J. Hardy, Ph.D. (Louisiana) Associate Students concentrating in microbiology are three weeks, introducing various organisms Professor of Microbiology and Immunology advised to complete the following courses, and techniques. Emphasizes (1) data acqui- Baek Kim, Ph.D. (Arizona) Associate all of which are requirements for the micro- sition and analysis and (2) experience in the Professor of Microbiology and Immunology biology B.S. track. design and execution of experiments, writing Sanjay Maggirwar, Ph.D. (India) Associate • Introductory Courses—Three (12 credits). scientific reports, and public scientific presen- Professor of Microbiology and Immunology BIO 110 or 112; 111/111L or 113/113L; and tation. Two four-hour labs and one one-hour Martin S. Pavelka, Jr., Ph.D. (Rochester) 198/198L or an approved alternate. recitation per week. Prerequisite: BIO 202 or Associate Professor of Microbiology and • Required Microbiology Core Courses— permission of instructor. (Spring) Immunology Six (24 credits). MBI 220, 221W lab (rec- 391. Independent Study. A special pro- Robert G. Quivey, Jr., Ph.D. (Texas) Associate ommended to be taken in the junior year), gram of reading in advanced aspects of bio- Professor of Microbiology and Immunology BCH/BIO250, and three courses to be logical science may be arranged with a fac- David Topham, Ph.D. (Vermont) Associate chosen from the following list: MBI 414, ulty member of the department according to Professor of Microbiology and Immunology 421, 431, 456, 473. the interests of individual students. (Fall and Mary Anne Courtney, Ph.D. (Louisville) Assis • Elective/Diversification—One course not Spring) tant Professor of Microbiology and Immu- in the microbiology curriculum. It is to 395. Independent Research. A spe- nology be selected from those courses offered cial program of laboratory or field work in Michelle Dziejman, Ph.D. (Pennsylvania) through the Undergraduate Program in advanced aspects of biological science may Assistant Professor of Microbiology and Biology and Medicine and approved by the be arranged with a faculty member of the Immunology track coordinator. Please visit the UPBM department according to the interests of indi- Wolfgang Haas, Ph.D. (Albany) Assistant Web site for list of course offerings: www. vidual students. (Fall and Spring) Professor of Microbiology and Immunology rochester.edu/College/BIO/UPBM/upbm- Other biology courses with numbers of 400 courses.htm. It may be another laboratory and above, although intended primarily All members of the faculty may serve as pre- course (see below). for graduate students, are open to quali- ceptors of MBI 395. The Department of Micro- • Supplementary Laboratory Course—One fied juniors and seniors by permission of biology and Immunology annually has up to additional laboratory course (4 credits). the instructor. See Official Bulletin: Graduate 10 teaching assistants serving as laboratory It may be a full laboratory course in a bio- Studies. instructors in introductory courses. logical science (may also satisfy the elective/ diversification requirement); two half- MICROBIOLOGY Microbiology, the study of microorganisms, laboratory courses; or an approved XXX encompasses bacteriology, virology, mycology, 395W Independent Research, which does AND IMMUNOLOGY and parasitology and is inseparable from not count as an elective/diversification Nicholas Crispe, Ph.D. (London) Professor of molecular biology, genetics, physiology, and course. Microbiology and Immunology immunology. Consequently, the Bachelor of • Allied Fields Stephen Dewhurst, Ph.D. (Nebraska) Science degree program in microbiology inte- 1. Two semesters of calculus. Professor of Microbiology and Immunology grates coursework in many disciplines in 2. Four semesters of chemistry (two general John G. Frelinger, Ph.D. (California Institute order to provide undergraduates with basic and two organic courses) with lab. of Technology) Professor of Oncology in knowledge of the field. This program uses the 3. Two semesters of calculus-based physics Microbiology and Immunology resources of the Department of Microbiology (PHY 113, 114 or PHY 121, 122) with lab. Barbara H. Iglewski, Ph.D. (Pennsylvania State) and Immunology of the School of Medicine 4. One additional approved course in math, Professor of Microbiology and Immu- and Dentistry and the Clinical Microbiology statistics, or computer science. nology; Chair of the Department Laboratories of Strong Memorial Hospital to provide undergraduates with a background in general and medical microbiology. 38 ARTS AND SCIENCES

COURSES OF INSTRUCTION expression in prokaryotes. (Graduate students regulate behavior. Nerve cells perform some Definitive course listings are published before must register for MBI 521, Seminar.) Prerequi- of the most complex tasks of the body, impart- each semester. Courses listed here carry 4 site: MBI 220. (Spring) ing behavioral and physiological individuality credit hours unless otherwise noted. Following 431. Microbial Physiology. This course to an organism. Accordingly, some of the most are some of the recent or planned offerings. provides a survey of microbial physiology debilitating diseases known are associated 220. An Introduction to Microbiology. with emphasis on metabolism, regulation, cell with a failure in the function of these cells. This course provides an introduction to bac- walls, membranes, ecology, and adaptation to Neuroscience at the University of Rochester teria and viruses. Major topics discussed are extreme environments. The class meets twice was established in 1973 as an interdepart- bacterial and viral structure; microbial metab- per week for two lectures of 75 minutes each. mental concentration undergraduate degree olism, genetics, growth, evolution, diversity, Extensive handout materials are provided, and program and was initiated by student inter- and ecology; and microbial interactions with readings are from the current literature. (Doc- est. It integrates fields as diverse as anatomy, humans, including nonspecific and specific toral students must register for MBI 531, Semi- biochemistry, biology, physiology, and psychol- (immune) host defenses and mechanisms of nar.) (Fall, every other year) ogy, and is one of only a few undergraduate microbial pathogenesis. Three lectures per 456. General Virology. Provides an intro- programs in neuroscience available in the week with assigned readings from text. Prereq- duction to animal virology, with emphasis on United States. Neuroscience majors gain a uisites: BIO 110 or 112; 111 or 113; 198; CHM human disease. Topics covered include the fol- solid background in biology, chemistry, phys- 203 or equivalent. (Fall) lowing: general properties of viruses, methods ics, and mathematics, along with a concentra- 221W. Microbiology Laboratory. This in viral research, virus structure, biochemistry tion of courses in neuroscience. As one of the course is designed to accompany MBI 220. It of virus replication, virus-host cell interactions, B.S. tracks in the University’s Undergraduate allows the students to have direct experience pathogenesis, HIV/AIDS, emerging infections, Program in Biology and Medicine (UPBM), it in handling microorganisms and studying their vaccines, antivirals, and viral vectors and gene draws upon the collective strengths of several properties. Emphasis is placed on learning therapy. Prerequisite: Basic Biochemistry or departments on the River Campus and at the basic laboratory skills and techniques; collect- Molecular Biology. (Spring, every other year) Medical Center. ing and recording data; and analyzing experi- 473. Immunology. Innate and adaptive mental results. Some exercises are performed immunity; structure and genetics of immu- by individual students, while others are car- noglobulins and T cell receptors; lymphocyte REQUIREMENTS FOR THE ried out in small groups. Each student com- development, immune regulation, immuno- B.S. IN BIOLOGICAL SCIENCES: pletes a semester-length project. Lab note- logical diseases, tumor immunity. Prerequi- NEUROSCIENCE sites: BCH/BIO 250 and BIO 198 or equivalent. book and independent project reported in • Introductory Courses—Three (14 credits). BIO 202 is also recommended. (Fall) paper and presented in poster. Prerequisite: BIO 110 or 112, 111 or 113 and 111L, and MBI 220 concurrent or previous. (Fall) either 198, 250, or 210 (juniors and seniors 395W. Undergraduate Research in NEUROSCIENCE only). The laboratory section associated Microbiology. For qualified and interested COMMITTEE ON NEUROSCIENCE with 198 is optional for the neuroscience students, research experience in the laborato- James R. Ison, Ph.D. (Michigan) Professor of concentration but is highly recommended. ries of department faculty members may be Brain and Cognitive Sciences, of Psychol- • Required Neuroscience Core Courses— arranged. Arrangements need to be made well ogy, and in the Center for Visual Science Five and three fourths (23 credits). NSC 201 in advance by contacting appropriate faculty Carol K. Kellogg, Ph.D. (Rochester) Profes and 201L, 203 (it is recommended that this members. (Fall and Spring) sor of Brain and Cognitive Sciences and of course be taken before the senior year), The following graduate courses are open to Psychology either 301 or 302, and three electives advanced undergraduates with permission Ernest J. Nordeen, Ph.D. (California, Irvine) chosen from the following list: at least one of the instructor. Professor of Brain and Cognitive Sciences, from Group A—NSC 243, 249, 512,* IND of Psychology, and of Neurobiology and 447*—at least one course from Group B— 414. Mechanisms of Microbial Patho- Anatomy NSC 221, 245. The third elective may be genesis. An examination of host-parasite Kathy W. Nordeen, Ph.D. (California, Irvine) from Group A, B, or C—NSC 242, 246, 508,* interactions and the mechanisms by which Professor of Brain and Cognitive Sciences, BCS 547. microbes evade the host response and cause of Psychology, and of Neurobiology and • Elective/Diversification—Two courses (8 disease. The emphasis is on an understand- Anatomy credits). These courses must be from out ing at the molecular level of microbial patho- William E. O’Neill, Ph.D. (SUNY, Stony Brook) side the neuroscience curriculum and genesis, including colonization, invasion, anti- Associate Professor of Neurobiology and are to be selected from those courses gen variation, and toxin production and mode Anatomy and of Brain and Cognitive Sci- offered through the Undergraduate Pro- of action. In addition, an understanding of ences gram in Biology and Medicine and must be how host defense mechanisms interact with Alexandre Pouget, Ph.D. (California, San approved by a neuroscience advisor. pathogenic microbes is examined. (Gradu- Diego) Associate Professor of Brain and • Allied Fields ate students must register for MBI 514, Semi- Cognitive Sciences and in the Center for 1. Four semesters of chemistry (two general nar.) Alternate year course. Prerequisite: MBI Visual Science and two organic courses) with lab. 220/221. (Spring) Michael Weliky, Ph.D. (California, Berkeley) 2. Two calculus courses. 421. Microbial Genetics. This course pro- Associate Professor of Brain and Cognitive 3. Two semesters of calculus-based physics vides an in-depth examination of representa- Sciences and in the Center for Visual Science (PHY 113, 114 or PHY 121, 122) with lab. tive genetic systems in bacteria and bacterial 4. BCS 200 and 200L (Statistical Analysis viruses. Emphasis is placed on the methods of Biological systems are composed of a variety and Experimental Design with lab). Must be genetic analysis used to study biological func- of cell types, each performing highly special- taken before enrolling in NSC 203. STT 212 tion. The material covered includes the nature ized tasks. Neuroscience adopts a multidisci- plus BCS 200L may be taken in place of BCS of bacterial variation, processes affecting gene plinary approach to the study of nervous sys- 200, however this is not recommended. synthesis and integrity, the nature of gene tems, and endeavors to understand how cells transfer in bacteria, and the regulation of gene of this organ system function to generate and

*Recommended for seniors only and requires permission of instructor. NEUROSCIENCE 39

First Year overview of peripheral physiology (the outer 246. Biology of Mental Disorders. Exam- BIO 110 or 112 BIO 111 or 113 and middle ears, cochlea, and auditory nerve), ines the neurobiology of anxiety/phobic condi- CHM 131 CHM 132 and central aspects of auditory physiology tions, mood disorders, and chronic psychotic English MTH 142/162 (brainstem nuclei, auditory cortex, descending states, particularly schizophrenia. Consid- MTH 141/161 Elective systems). Introduces the electro-physiological ers definitions of psychiatric syndromes, the techniques used to study auditory function, problems of diagnosis, brain organization, and Second Year and explores sensory and perceptual corre- neurotransmitter systems involved in “state” NSC 201 NSC 203 lates of physiology and sensorineural hear- functions. Introduces research approaches NSC 201L (1 cr.) BIO elective ing loss. Prerequisite: BCS 110 or NSC 201 or including epidemiologic, phenomenologic, CHM 203, 207 CHM 204, 208 equivalent background. (Spring) family/adoption, longitudinal descriptive, psy- BCS 200 Elective 242. Neuropsychology. This course intro- chophysiologic, neuropharmacologic, genetic Elective duces students to the field of clinical neuro- linkage, and postmortem studies; emphasizes psychology, which bridges the domains of recent in vivo brain imaging and neurorecep- Third Year neurology, neuroscience, and clinical psy- tor studies. Prerequisite: BCS 110 or NSC 201 Physics 113 BIO elective chology. It begins with a general overview or permission of the instructor. (Fall) NSC elective NSC elective and history of clinical neuropsychology. Then, 249. Developmental Neurobiology. Elective Physics 114 principles of neuropsychological assessment Advanced treatment of the development of Elective Elective and the interpretation of cognitive and behav- the nervous system, including the nature/nur- ioral findings as they relate directly to brain ture issue and factors that influence the devel- Fourth Year dysfunction are discussed. The remainder of opment of neural organization and function. NSC elective BIO elective the course is “syndrome” oriented and focuses Topics include the production, migration, dif- Elective NSC 302 (2 cr.) on specific neurological syndromes including: ferentiation, and survival of neurons; func- Elective Elective neurodegenerative disorders, cerebrovascular tional specialization of neural regions; axo- Elective Elective disorders, memory disorders, epilepsy, head nal navigation; target mapping. Compares and Elective trauma, toxic disorders, infectious processes, contrasts developmental plasticity with forms pediatric neuropsychology, psychiatric syn- of neural plasticity exhibited in adults. Pre- COURSES OF INSTRUCTION dromes, and forensic neuropsychology. Pre- requisite: NSC 201 or equivalent background. requisite: BCS 110 or BCS 240 (NSC 201) or (Spring) Definitive course listings are published before permission of the instructor. (Spring) 301/302. Senior Seminar in Neuroscience. each semester. Courses listed here carry 4 243. Neurochemical Foundations of To be taken for one semester in the senior credit hours unless otherwise noted. Follow- Behavior. An introduction to the field of neu- year. Emphasizes “neuroscience as a scientific ing are some of the recent or planned offerings. rochemistry with an emphasis on cellular and career.” Students read and lead discussions of For fuller descriptions and up-to-date sched- molecular neurochemistry. Topics range from issues of general professional concern: peer ules see the program’s Web page, www.bcs. study of neurochemical mechanisms that review and the evaluation of research, the rochester.edu/neuro/. underlie normal neural function to discussion function of federal research agencies, science 201. Basic Neurobiology. Explores fun- of behavioral disturbances that result from education and teaching, and scientific ethics, damental concepts of neural organization and neurochemical abnormalities. Considers spe- for example. As a group, students prepare for function. Covers gross and cellular neuroanat- cific functional issues such as neurochemical and attend at least three colloquia in neurosci- omy, neuronal cell biology, the electrophysiol- mechanisms of adaptive behavior, learning ence. In addition, students prepare three brief ogy of neurons and synapses, neurochemistry, and memory, behavioral disorders, gender dif- reviews of current research problems for class spinal circuitry, sensory and motor systems, ferences, and drug-seeking behavior. Prereq- presentation, discussion, and critique. (Fall, and higher functions including learning and uisite: NSC 201; an introductory knowledge of Spring) memory. Includes labs on gross anatomy of biochemistry is recommended. (Fall) Undergraduates who wish to enroll in the brain and computer simulation of neuro- 244. Neuroethology. Explores the neural graduate-level neuroscience courses must be nal electrophysiology. Prerequisites: BIO 110 basis of naturally occuring animal behaviors. declared concentrators in their senior year or 112 and 111 or 113 and 111L. (Fall) Emphasizes how information is integrated and have consulted their faculty advisor as 201L. Basic Neurobiology Lab. Credit—1 from interactions between molecules, cells, well as the course instructor(s) for permission. hour. Designed to be taken concurrently with and groups of cells, all of which are neces- NSC 201, Basic Neurobiology. Seven labora- sary to produce behavior. Considers how hor- Further information on the undergraduate tory sessions reinforce concepts introduced mones, neural development, anatomy, phys- program as well as the 4-1 B.S./M.S. program in NSC 201. Each session lasts approximately iology, and evolution lead to behaviors such is available from the Undergraduate Neuro- two hours. NSC 201L is a prerequisite for the as orientation, communication, feeding, and science Program office, 102 Meliora Hall, and upper-level neurobiology laboratory course, reproduction. Prerequisite: BCS 240 (NSC from Professor Ernie Nordeen, Neuroscience NSC 203. (Fall) 201) or permission of instructor. (Spring) Track Coordinator, in the Department of Brain 203. Laboratory in Neurobiology. Intro- 245. Sensory and Motor Neuroscience. and Cognitive Sciences, 116 Meliora Hall. Also duces the various methods used in neurobio- Provides an overview of the neural basis consult our Web page at www.bcs.rochester. logical research. Covers anatomical, chemical, of perception and action, covering vision, edu/neuro. behavioral, and physiological approaches to audition, somatosensation, chemical senses, studying neural organization and function and eye movements, and reaching. Topics include concludes with a research project that extends a review of sensory transduction, how the over a period of five weeks. Prerequisites: BCS brain extracts information from sensory sig- 200 and NSC 201 and 201L. (Spring) nals, how muscles convert nerve impulses into 221. Audition. An examination of the phys- mechanical forces, how different movements iological substrate responsible for hearing. are encoded in the brain, and how an animal’s Topics include the physical stimulus for hear- internal state (e.g., memory or attention) ing, receptive aspects of speech and language, influences the course of action. Prerequisite: NSC 201, or equivalent background with instructor’s permission. (Spring) 40 ARTS AND SCIENCES

Elissa Newport, Ph.D. (Pennsylvania) George Michael Weliky, Ph.D. (California, Berkeley) BRAIN AND Eastman Professor of Brain and Cognitive Associate Professor of Brain and Cognitive Sciences and Professor of Psychology Sciences and in the Center for Visual Science COGNITIVE SCIENCES Ernest J. Nordeen, Ph.D. (California, Irvine) T. Florian Jaeger, Ph.D. (Stanford) Assistant Professor of Brain and Cognitive Sciences, Professor of Brain and Cognitive Sciences of Psychology, and of Neurobiology and Duje Tadin, Ph.D. (Vanderbilt) Assistant Anatomy Professor of Brain and Cognitive Sciences James F. Allen, Ph.D. (Toronto) John H. Des- Kathy W. Nordeen, Ph.D. (California, Irvine) The Department of Brain and Cognitive Sci- sauer Professor of Computer Science and Professor of Brain and Cognitive Sciences, ences represents a new academic discipline Professor of Brain and Cognitive Sciences of Psychology, and of Neurobiology and that integrates biological, behavioral, and com- and of Linguistics Anatomy putational methods to study behavior and the Richard N. Aslin, Ph.D. (Minnesota) William Gary D. Paige, Ph.D. (Chicago) Kilian J. and brain activity that underlies it. Faculty and stu- R. Kenan Professor, Professor of Brain and Caroline F. Schmitt Professor of Neurobiol- dents study how we see and hear, move, learn Cognitive Sciences, of Psychology, and in the ogy and Anatomy, Professor of Neurology, and remember, reason, produce and under- Center for Visual Science; Director, Rochester of Ophthalmology, of Biomedical Engineer- stand spoken and signed languages, and how Center for Brain Imaging ing, of Surgery, of Brain and Cognitive Sci- these remarkable capabilities depend upon Dana Ballard, Ph.D. (California, Irvine) Pro ences, and in the Center for Visual Science the workings of the brain. Students also study fessor of Computer Science, of Brain and Tatiana Pasternak, Ph.D. (Copenhagen) Pro how these abilities develop, and how the brain Cognitive Sciences, and in the Center for fessor of Neurobiology and Anatomy, of matures to become able to organize such Visual Science Brain and Cognitive Sciences, and in the complex behavior. Research and teaching span Gregory N. Carlson, Ph.D. (Massachusetts) Center for Visual Science a large domain that touches several disciplines Professor of Linguistics, of Brain and Cog- Marc Schieber, M.D. (Washington University, in the behavioral, neural, and computational nitive Sciences, and of Philosophy St. Louis) Professor of Neurology, of Neu- sciences. Robert M. Chapman, Ph.D. (Brown) Profes robiology and Anatomy, of Physical Medi- sor of Brain and Cognitive Sciences, of Psy- cine and Rehabilitation, of Brain and Cog- The programs in the Department of Brain and chology, and in the Center for Visual Science nitive Sciences, and in the Center for Visual Cognitive Sciences (BCS) offer rigorous but Gregory DeAngelis, Ph.D. (California, Berkeley) Science accessible natural science concentrations for Professor of Brain and Cognitive Sciences, Michael K. Tanenhaus, Ph.D. (Columbia) students interested in how we perceive, think, of Biomedical Engineering, of Neurobiol- Professor of Brain and Cognitive Sciences, and learn, and what brain mechanisms make ogy and Anatomy, and in the Center for of Psychology, and of Linguistics; Director, these abilities possible. The programs have Visual Science Center for Language Sciences two aims: (1) to provide sound intellectual Charles J. Duffy, Ph.D. (Johns Hopkins) Pro- David R. Williams, Ph.D. (California, San training that will benefit students in a wide fessor of Neurology, of Neurobiology and Diego) William G. Allyn Professor of Med- range of career paths; and (2) to provide qual- Anatomy, of Ophthalmology, of Brain and ical Optics, Professor of Brain and Cognitive ification for students contemplating graduate Cognitive Sciences, and in the Center for Sciences, of Psychology, of Biomedical Engi- or professional training in the behavioral and Visual Science neering, of Ophthalmology, of Optics, and in neural sciences. The curricula provide excel- James R. Ison, Ph.D. (Michigan) Professor the Center for Visual Science; Director of the lent routes to learn the logic and methods of of Brain and Cognitive Sciences, of Psy- Center for Visual Science scientific inquiry and how to reason critically, chology, and in the Center for Visual Daphne Bavelier, Ph.D. (M.I.T.) Associate and provide unique opportunities to engage Science Professor of Brain and Cognitive Sciences, in research problems at the frontiers of knowl- Suzanne Haber, Ph.D. (Stanford) Professor of Imaging Sciences, and in the Center for edge. of Pharmacology and Physiology, of Neuro- Visual Science biology and Anatomy, of Neurology, and of The B.A. curriculum consists of two founda- Peter Como, Ph.D. (Delaware) Associate tion courses; three core courses built on these Brain and Cognitive Sciences Professor of Neurology, of Psychiatry (Neu- Robert A. Jacobs, Ph.D. (Massachusetts) foundations; a statistics course; a laboratory ropsychology), and of Brain and Cogni- course; four upper-level electives organized Professor of Brain and Cognitive Sciences, tive Sciences of Psychology, of Computer Science, and in around a theme chosen by each student; and Joyce McDonough, Ph.D. (Massachusetts) a senior seminar. the Center of Visual Science Associate Professor of Linguistics and of Carol K. Kellogg, Ph.D. (Rochester) Pro- Brain and Cognitive Sciences The B.S. curriculum includes all the require- fessor of Brain and Cognitive Sciences and Jonathan W. Mink, M.D. (Washington University) ments for the B.A. degree in BCS, and also of Psychology Associate Professor of Neurology, of Neuro- incorporates foundational and advanced work Rafael Klorman, Ph.D. (Wisconsin) Profes- biology and Anatomy, of Pediatrics, and of in related allied fields, including biology, com- sor of Psychology and of Brain and Cogni- Brain and Cognitive Sciences puter science, math, and symbolic systems. tive Sciences William E. O’Neill, Ph.D. (SUNY, Stony There is no requirement to undertake a re- David C. Knill, Ph.D. (Brown) Professor of Brook) Associate Professor of Neuro- search project, but students are encouraged to Brain and Cognitive Sciences, of Computer biology and Anatomy and of Brain and take advantage of the many research opportuni- Science, and in the Center for Visual Sci- Cognitive Sciences ties available in the department. All of the fac- ence; Associate Director of the Center for Alexandre Pouget, Ph.D. (California, San ulty in brain and cognitive sciences have active Visual Science Diego) Associate Professor of Brain and research programs, and qualified undergradu- Peter Lennie, Ph.D. (Cambridge) Professor Cognitive Sciences and in the Center for ates can participate directly in scientific discov- of Brain and Cognitive Sciences and in the Visual Science ery through independent research courses and Center for Visual Science Jeffrey Runner, Ph.D. (Massachusetts, the honors program (see page 42). Walter Makous, Ph.D. (Brown) Professor Amherst) Associate Professor of Linguistics In addition to the B.A. and B.S. in brain and of Brain and Cognitive Sciences, of Psy- and of Brain and Cognitive Sciences cognitive sciences, the department adminis- chology, of Ophthalmology, and in the Ted Supalla, Ph.D. (California, San Diego) ters the curriculum leading to a B.S. in bio- Center for Visual Science Associate Professor of Brain and Cognitive logical sciences with specialization in neuro- William H. Merigan, Ph.D. (Maryland) Profes Sciences and of Linguistics; Director, Amer- science, offered through the Undergraduate sor of Ophthalmology, of Environmental ican Sign Language Program Medicine, of Brain and Cognitive Sciences, Program in Biology and Medicine (see page and in the Center for Visual Science 31). Also, in cooperation with the Department BRAIN AND COGNITIVE SCIENCES 41

of Clinical and Social Sciences in Psychology, must be 200-level courses, and three of the Speech and Hearing* the department provides a curriculum lead- four should form a coherent “track” around LIN 110. Introduction to Linguistic Analysis ing to a B.A. in psychology (see page 123). some theme within BCS. The department BCS 221. Audition Further information can be obtained from the offers examples of common track themes BCS 259. Language Development Department of Brain and Cognitive Sciences (see below), but students can form their BCS 261. Language Use and Understanding Web pages (www.bcs.rochester.edu) or the own tracks in consultation with their advi- BCS 264. Signed Language Structure department’s Undergraduate Programs Office, sor and with the approval of the director of BCS 265. Language and the Brain 102 Meliora Hall, (585) 275-0541. undergraduate studies. The department also offers a minor and a • Students complete their degree with the REQUIREMENTS FOR THE B.S. IN number of clusters (see below) that provide Senior Seminar (BCS 310 or 311), a 2-credit BRAIN AND COGNITIVE SCIENCES an introduction to the field and allow students course that focuses on reading, evaluating, The B.S. program provides a broad and rigor- freedom to pursue topics of special interest. and discussing primary research papers and ous natural science education that prepares writing an evaluation of papers as though students for postgraduate work in BCS and providing peer review for a journal. The related fields (e.g., cognitive science, cogni- UNDERGRADUATE ORGANIZATIONS course also includes discussions of the work The Department of Brain and Cognitive tive neuroscience, computational modeling). of visiting speakers. Honors students enroll Sciences supports an undergraduate council In addition to BCS courses, the curriculum in BCS 311 and write and present a senior for students interested in the discipline. The entails a foundation in math, biology, com- thesis. council organizes trips to conferences, brings puter programming, and symbolic systems in guest speakers, organizes faculty/student Sample track themes: so as to prepare students for all advanced mixers, promotes the brain and cognitive sci- Neuropsychology and Mental Disorder courses within our discipline. The B.S. con- ences major, and holds office hours for under- BCS 240. Basic Neurobiology centration consists of 20 courses. graduates interested in tutoring. Additional BCS 242. Neuropsychology information about this organization is available BCS 243. Neurochemical Foundations of General Science Foundation Courses on the department’s Web pages. Behavior (four courses required) BCS 246. Biology of Mental Disorders One cell biology (BIO 110) BCS 265. Language and the Brain One calculus (MTH 161 recommended or REQUIREMENTS FOR THE B.A. IN MTH 141 acceptable) BRAIN AND COGNITIVE SCIENCES Psycholinguistics One symbolic systems (LIN 110, CSC 173, The B.A. program provides introductory back- LIN 110. Introduction to Linguistic CSC/PHL 217, CSC 240, or 242) ground to all areas of brain and cognitive sci- Analysis One computer programming (ECE 114, CSC ences and encourages deep exploration of one BCS 172. Development of Mind and Brain 170, or 171) subfield within BCS. It differs from the B.S. in BCS 259. Language Development that it requires fewer courses and thus allows BCS 261. Language Use and Understanding All of the B.A. Requirements (12 courses, greater flexibility in overall program planning. BCS 264. Signed Language Structure see descriptions above) The B.A. program is particularly suitable for BCS 265. Language and the Brain Two BCS foundations courses (BCS 110, 111) students with focused interests in a single area Three BCS core courses (BCS 151, 152, 153) of BCS and those wishing to pursue double Perception and Action One statistics course (BCS 200) degrees or double majors. The concentration BCS 191Q. Seeing and Acting in a Virtual One laboratory course (BCS 203 or 205 or consists of 12 courses. World 208) • Two foundation courses (BCS 110 and 111) BCS 220. The Intelligent Eye Four upper-level electives provide a general introduction to the field; BCS 221. Audition One senior seminar (BCS 310) one examines the neural machinery that BCS 222. Foundation of Vision: Perception underlies behavior, and the other intro- and Computation Allied Field Electives (two courses) duces the domain of cognitive science. BCS 228. Human-Machine Interface These electives can be chosen from the list • Three core courses (BCS 151, 152, 153) BCS 245. Sensory and Motor Neuroscience of approved allied field courses in mathemat- build on the foundation courses by provid- ics, computer science, biology, chemistry, psy- ing a fuller exploration of the major scien- Computation and Cognition chology, philosophy, music theory, linguistics, tific problems we study—perception and BCS 191Q. Seeing and Acting in a Virtual optics, or engineering. They should be cho- action, language, and cognition. World sen, in consultation with a faculty advisor, to • A statistics course (BCS 200) and a labora- BCS 222. Foundation of Vision: Perception relate to the track theme formed by the BCS tory course (BCS 203, 205, or 208) intro- and Computation electives. duce the fundamentals of experimental BCS 230. The Computational Brain design and analysis, and provide hands-on BCS 232. Artificial Intelligence Open Electives (two courses) experience with how we acquire knowledge BCS 268. Computer Models of Mind These can be BCS or approved allied field about the brain and behavior. The brain and elective courses. cognitive sciences draw on a wide variety of Development Sample track themes: scientific methods, and students can choose BCS 172. Development of Mind and Brain Artificial Intelligence/Computation from among laboratory courses that empha- BCS 240. Basic Neurobiology The track in artificial intelligence and com- size different techniques. All courses stress BCS 249. Developmental Neurobiology putation focuses on the design of computer analytical thinking and technical writing and BCS 259. Language Development simulations that mimic how people create provide a solid grounding for students to and manipulate mental and neural represen- undertake major research projects. Music and Language Cognition tations. A variety of topics can be explored • Depth of knowledge is achieved through BCS 260. Music and the Mind within the context of this track, including the four upper-level electives. At least three BCS 221. Audition use of mental and neural representations for BCS 259. Language Development the purposes of sensory perception, motor *Students interested in pursuing graduate work in speech BCS 261. Language Use and Understanding action, linguistic communication, and reason- and hearing are strongly encouraged to take Introduction to BCS 265. Language and the Brain Sound Systems (LIN 210 ) even though it cannot be used to ing and decision making. To support these fulfill the BCS track requirement. topics of interest, allied field electives typi- 42 ARTS AND SCIENCES

cally are chosen from computer science and projects. A research project fosters inde- ception and action, language, and cognition). mathematics. This track is particularly suitable pendent thinking, encourages teamwork, Additional electives allow students freedom for students interested in pursuing advanced and prepares a student well for postgradu- to explore the field broadly or to specialize degrees in cognitive science, computational ate employment and advanced degree pro- somewhat. neuroscience, or artificial intelligence. grams. Students wishing to make a substan- • Two foundation courses tial investment in research may do so through BCS 110. Neural Foundations of Behavior Language the honors research program. Generally, this BCS 111. Foundations of Cognitive Science The track in language focuses on how people program is begun before the end of the junior • At least two of the following core courses: produce and understand spoken and signed year after completion of at least one semester BCS 151. Perception and Action languages and how children learn language. of independent research. Students who intend BCS 152. Language and Psycholinguistics A variety of topics can be explored within the to participate in the honors research program BCS 153. Cognition context of this track, including the percep- should notify the Undergraduate Program sec- • One or two electives, at least one of which tion and production of speech, the develop- retary of this intent as soon as possible and no is numbered 200 or above (students who ment of language in children, natural language later than the end of the fall semester of their take only two core courses must take two processing, the formal structure of language senior year. A degree with Honors in Research electives). Elective(s) must either form a and computer models of language. To sup- is awarded to students who successfully com- progression with the core course(s), be a port these topics of interest, allied field elec- plete the following additional requirements: methods course, or an associated laboratory tives typically are chosen from linguistics, 1. Maintain a 3.3 GPA in BCS courses. course. computer science, and philosophy. This track 2. Complete two semesters of independent The department offers a broad range of elec- is particularly suitable for students interested research with the thesis advisor. At least one tive courses on such topics as language, per- in pursuing advanced degrees in cognitive sci- semester should be registered as Honors ception, development, or behavioral neuro- ence, psycholinguistics, linguistics, and com- Research (BCS 396). science. No more than two courses may be putational linguistics, or in more applied fields 3. Before enrolling in honors research, sub- counted for credit towards both the major such as speech sciences and communication mit a three-page thesis proposal to an advisory and minor requirements. disorders. committee consisting of the thesis advisor and one other faculty member in the depart- Neurobiology ment. At the same time, register a copy of this RELATED MINORS The track in neurobiology focuses on the biol- proposal in the BCS Undergraduate Program Minor in Psychology as a Natural Science ogy of the nervous system with special empha- Office (102 Meliora Hall). The thesis proposal See the psychology program. sis on biological mechanisms of cognitive should present the background and rationale behavior. A variety of topics can be explored for the research, explain why the work under- Minor in Visual Science and within the context of this track, including taken is important, and outline the methods Research Minor in Visual Science the physiological foundations of sensory per- used to address the problem and the time- See Center for Visual Science. ception and motor behavior, relationships frame estimated to complete the work. The between brain dysfunction and cognitive/ thesis proposal should be reviewed by the CLUSTERS behavioral deficits, and the cellular and molec- advisory committee no later than the end of Students can satisfy the College’s distribu- ular processes that influence the development the fall semester of the senior year. Students tion requirements for natural science courses of brain and behavior. To support these top- wishing to work with an advisor in an affili- by completing one of the department’s nine ics of interest, allied field electives typically are ated program must obtain prior approval from clusters. Because we offer a range of courses chosen from biology or chemistry. This track is the department’s Committee on Undergradu- at introductory, intermediate, and advanced particularly suitable for students interested in ate Studies. levels, students can form clusters in differ- pursuing advanced degrees in neuroscience, 4. Submit the title of the thesis and endorsing ent ways, choosing to emphasize breadth or neuropsychology, or medicine. signatures from the advisory committee to the depth. All clusters offered by the department Undergraduate Program Office (102 Meliora require at least one foundation course fol- Perception and Action Hall) no later than the second week of the lowed by one intermediate course. The track in perception and action focuses semester in which the Senior Seminar is taken. on sensory systems and how humans and ani- Honors students enroll in the Honors Senior Mind and Brain mals use sensory information to perceive the Seminar (BCS 311). (Because of “overlap” rules, this cluster is not world and guide actions. Topics that can be 5. Prepare a written senior thesis in the form available to most psychology majors.) studied in this track include how our eyes, of a scientific journal article and present the A general introduction to perception, cog- ears, and other sensory organs work, how the thesis orally as part of the Senior Seminar. nition, learning, memory, and development, brain interprets information from the senses The written thesis must be received by the considering both the nature of these proc for perception and action, and how to con- advisory committee no later than April 15 of esses and the brain mechanisms that underlie struct artificial sensory and robotic systems. the graduating year. them. To support these topics of interest, allied field 6. The thesis is presented formally in a public BCS 110. Neural Foundations of Behavior electives typically are chosen from biology, seminar and then defended at a closed meet- and physics, mathematics, and computer science. ing of the student’s advisory committee with BCS 111. Foundations of Cognitive Science This track is well suited for students interested an additional faculty member chosen by the or in pursuing advanced degrees in cognitive sci- departmental chair. BCS 112. Cognitive Psychology* ence, vision science, neuroscience, or artifi- and cial intelligence or more applied degrees in MINOR IN BRAIN AND Choose one: fields such as physical therapy, optometry, or BCS 151. Perception and Action audiology. COGNITIVE SCIENCES Students can build a six-course minor in brain BCS 152. Language and Psycholinguistics and cognitive sciences. All minors are based BCS 153. Cognition HONORS PROGRAM IN on the two foundation courses that provide an BRAIN AND COGNITIVE SCIENCES integrated introduction to the field; these are Faculty in the department have active research augmented by at least two of the three core courses that provide a thorough treatment programs and strongly encourage under- *Students cannot take both BCS 111 and 112. graduates to become engaged in research of one of the major problems we study (per- BRAIN AND COGNITIVE SCIENCES 43

Language and Cognition Biology and Behavior 112. Cognitive Psychology. Provides an An introduction to the mental processes An introduction to animal behavior and its introduction to basic concepts in modern involved in human language and cognition. underlying biological and evolutionary mech- cognitive psychology. Topics covered include Choose three: anisms. pattern recognition, attention and mem- BCS 111. Foundations of Cognitive Science BCS 110. Neural Foundations of Behavior ory, concepts and categories, language com- or BCS 183. Animal Minds prehension and production, and higher-level BCS 112. Cognitive Psychology* BIO 260. Animal Behavior thinking, such as reasoning and decision mak- BCS 152. Language and Psycholinguistics ing. No prerequisites. (Spring) BCS 153. Cognition Neurobiology 151. Perception and Action. Explores BCS 162. Understanding Reading An introduction to the biology of the brain and how the biology of our senses shapes per- BCS 172. Development of Mind and Brain the neural mechanisms underlying behavior. ceptual experiences of reality. Emphasizes BCS 183. Animal Minds BIO 110. Principles of Biology I sense of sight primarily and hearing second- BCS 259. Language Development or arily. An important theme is that our sensory BCS 261. Language Use and Understanding BIO 112. Perspectives in Biology I systems play a crucial role in the execution BCS 264. Signed Language Structure BCS 240. Basic Neurobiology of coordinated movements of our bodies, as and we navigate in, and interact with, the environ- The Senses Choose one: ment. Prerequisites: BCS 110 or 111, or equiv- An introduction to the human senses, particu- BCS 221. Audition alent background. (Fall) larly vision and hearing, covering both the basic BCS 242. Neuropsychology 152. Language and Psycholinguistics. sensory processes and higher-level percep- BCS 243. Neurochemical Foundations of An overview of the nature and processing tual ones. Behavior of human languages, including comparisons BCS 110. Neural Foundations of Behavior BCS 244. Neuroethology between language and animal communication BCS 151. Perception and Action BCS 245. Sensory and Motor Neuroscience systems, the biological bases of human lan- and BCS 246. The Biology of Mental Disorders guage, and the cognitive mechanisms used in Choose one: BCS 249. Developmental Neurobiology producing, understanding, and learning lan- BCS 191Q. Seeing and Acting in a Virtual guage. Prerequisites: BCS 110 or 111 or 112; World Neuropsychology or LIN 110. (Fall) BCS 220. The Intelligent Eye An introduction to the biological mechanisms 153. Cognition. Considers human cogni- BCS 221. Audition that underlie behavior with special emphasis tive processes, including behavioral and com- BCS 222. Foundations of Vision: Perception on abnormal behavior. putational methods used to understand the and Computation BCS 110. Neural Foundations of Behavior nature of cognition. Explores how we perceive BCS 245. Sensory and Motor Neuroscience BCS 242. Neuropsychology and integrate sensory information to build a BCS 246. The Biology of Mental Disorders coherent perception of the world; how we Mind, Brain, and Development memorize and retrieve information; how we (Because of “overlap” rules, this cluster is not reason and solve problems. Prerequisite: BCS available to most psychology majors.) UPPER-LEVEL WRITING 110; BCS 111 recommended. (Spring) An introduction to the brain and cognitive REQUIREMENT 172. Development of Mind and Brain. processes, with a special emphasis on their Successful completion of a BCS degree will also Introduces human development, focusing on development. satisfy the College upper-level writing require- the ability to perceive objects and sounds, to BCS 110. Neural Foundations of Behavior ment through significant writing experience at think and reason, and to learn and remember BCS 111. Foundations of Cognitive Science three levels of the curriculum: core courses, language and other significant patterned stim- or laboratory course, and Senior Seminar. ulation. Includes the nature and mechanisms BCS 112. Cognitive Psychology* of development in humans and an overview BCS 172. Development of Mind and Brain COURSES OF INSTRUCTION of what is known about brain and behavioral Definitive course listings are published before development in other species. No prerequi- Perception and Development each semester. Courses listed here carry 4 sites. (Spring) An introduction to perception, cognition, credit hours unless otherwise noted. See the 183. Animal Minds. Considers the cog- their development, and their underlying brain department’s Web pages for fuller descrip- nitive and communicative abilities of ani- mechanisms. tions and up-to-date schedules (www.bcs. mals, especially primates, as compared with Choose one: rochester.edu). humans. Topics include thinking, reasoning, BCS 110. Neural Foundations of Behavior remembering, communicating, and under- BCS 111. Foundations of Cognitive Science 110. Neural Foundations of Behavior. standing number, time, and causality, in ani- BCS 112. Cognitive Psychology Introduces the structure and organization of mals ranging from ants to apes. No prerequi- and the brain, and its role in perception, move- sites. (Fall) BCS 151. Perception and Action ment, thinking, and other behavior. Topics 191Q. Seeing and Acting in a Virtual BCS 172. Development of Mind and Brain include the brain as a special kind of computer, World. Explores how we extract information localization of function, effects of brain damage from the visual world, how perceptions guide Language and Cognitive Development and disorders, differences between human and our movements, and how the nervous system An introduction to the development of lan- animal brains, sex differences, perception and controls these behaviors. Emphasis is on how guage and cognition and their underlying bio- control of movement, sleep, regulation of body virtual reality technology enables us to study logical mechanisms. states and emotions, and development and human response to complex environments BCS 110. Neural Foundations of Behavior aging. No prerequisites. (Fall) that have previously been outside the domain BCS 172. Development of Mind and Brain 111. Foundations of Cognitive Science. of experimental control. Students use the Vir- BCS 259. Language Development Introduces the organization of mental proc tual Reality Laboratory to investigate how the esses underlying cognition and behavior. Top- brain mediates perceptual experience and ics include perception, language processing, motor responses. Class includes lectures and learning, and memory. Integrates knowledge labs, and students conduct their own inde- of cognition generated from the fields of cog- pendent project at the end of the semester. nitive psychology, artificial intelligence, neu- No prerequisites. (Spring) *Students cannot take both BCS 111 and 112. roscience, linguistics, and philosophy. No prerequisites. (Fall and Spring) 44 ARTS AND SCIENCES

200. Statistical Analysis and Experi- porary perceptual science. Prerequisite: BCS Same as CSC 248. (Spring, even-numbered mental Design with Lab. Introduces statis- 151. (Spring) years) tical methods including descriptive statistics 221. Audition. Examines the physiolog- 235. Natural Language Processing. Intro- (count, central tendency, dispersion), hypoth- ical substrate responsible for hearing. Top- duces natural language processing: construct- esis testing (significance, t-test, chi-square, ics include the physical stimulus for hearing, ing computer programs that understand natu- etc.) and elements of correlation, regression, receptive aspects of speech and language, ral language. Topics include parsing, semantic and interaction. Emphasis is on what a tech- peripheral physiology (the outer and middle analysis, and knowledge representation. Same nique does at a conceptual level, how a tech- ears, cochlea, and auditory nerve), and central as CSC 247. Prerequisite: BCS 232 (CSC 242). nique is reported in the literature, and how to physiology (brainstem nuclei, auditory cortex, (Spring) execute a technique. No prerequisites. (Fall) descending systems). Introduces electrophysi- 236. Sensory Motor Systems. Intro- 203. Laboratory in Neurobiology. Intro- ological techniques used to study auditory duces computer vision, including model-based duces the various methods used in neurobio- function, and explores sensory and percep- vision, projective invariance, Hough trans- logical research. Covers anatomical, behav- tual correlates of physiology and sensorineural forms, pattern recognition and neural nets, ioral, chemical, and physiological approaches hearing loss. Prerequisite: BCS 110 or equiv- color theory, texture, and optic flow. Prereq- to studying neural organization and func- alent background. (Spring) uisite: BCS 232 (CSC 242). Same as CSC 249. tion and concludes with a research project 222. Foundations of Vision: Percep- (Fall) that extends over a period of five weeks. Pre- tion and Computation. Advanced, hands- 240. Basic Neurobiology. Explores fun- requisite: BCS 200, 240, and 240L, or equiva- on introduction to computational theories damental concepts of neural organization lent background with permission of instructor. of biological vision. Students work through and function. Covers gross and cellular neuro Same as NSC 203. (Spring) interactive computer tutorials and implement anatomy, neuronal cell biology, the electro- 205. Laboratory in Development and state-of-the-art models of visual processing. physiology of neurons and synapses, neuro- Learning. Introduces behavioral methods Prerequisites: 2 semesters calculus, previous chemistry, spinal circuitry, sensory and motor used to study the development of perception, coursework in perception or neuroscience systems, and higher functions including learn- cognition, and language, and computational (rudimentary knowledge of linear algebra rec- ing and memory. Includes labs on gross anat- and neuroscientific methods used to study ommended). omy of the brain and computer simulation of mechanisms of development, learning, and 228. The Human-Machine Interface. neuronal electrophysiology. Prerequisites: BIO experiential change. Emphasizes methods for Surveys the factors that influence human per- 110 or 112 and 111 or 113 and 111L. Same as testing human infants and children. Includes formance with machines and other artificial NSC 201. (Fall) observation of these experimental methods as systems, including sensory and motor func- 240L. Basic Neurobiology Lab. Credit—1 well as opportunities for individual projects. tion, information processing, memory, moti- hour. Designed to be taken concurrently with Prerequisites: BCS 200 and one of the BCS vation, decision making, problem solving, the BCS 240 (Basic Neurobiology). Seven labo- core courses (151, 152, 153) or BCS 172, or influence of the environment, and facilitators ratory sessions reinforce concepts introduced equivalent background. (Fall) such as instructions, performance aids, selec- in BCS 240. Each session lasts approximately 208. Laboratory in Perception and Cog- tion, and training. Includes in-depth consid- two hours. BCS 240L is a prerequisite for the nition. Introduces observational studies of eration of visual displays and motor input. upper-level neurobiology laboratory course perceptual and cognitive phenomena, show (Spring) (BCS 203). (Fall) ing how scientific questions can be answered 230. The Computational Brain. Explores 242. Neuropsychology. Examines clini- by making such observations. Students per- computational models of mental processes, cal neuropsychology, which bridges neurology, form, analyze, interpret, and report results including philosophical, psychological, and neuroscience, and clinical psychology. Cov- from seven experiments conducted in a psychophysical issues. Considers the his- ers history of clinical neuropsychology, prin- sequence that gradually increases the inde- tory of trends in artificial intelligence, and ciples of neuropsychological assessment, and pendence of the student experimenters. Pre- case studies from problem solving, expert sys- the interpretation of cognition and behav- requisites: BCS 200 and either BCS 151 or tems, robotics, natural language understand- ior as they relate to brain dysfunction. Con- 153. (Spring) ing, computer vision, neural nets, and learn- siders specific neurological syndromes includ- 209. Introduction to Functional Mag- ing. Prerequisites: PHL 110 and CSC 172. Same ing neurodegenerative, cerebrovascular, toxic, netic Resonance Imaging. Provides an as CSC 240. (Fall) and memory disorders; epilepsy; head trauma; overview of topics relevant to functional mag- 232. Artificial Intelligence. Computer toxic disorders; infectious processes; pediat- netic resonance imaging (fMRI), including MRI representations of facts, temporal phe- ric neuropsychology; psychiatric syndromes; physics, brain anatomy, experimental design, nomena, beliefs, physical processes, and and forensic neuropsychology. Patient presen- and data analysis. In the laboratory compo- space. Applications include planning, natu- tations (videotape and in-person interviews) nent, students use AFNI software to analyze ral language, computer vision (physics-based supplement lectures. Prerequisite: BCS 110 or fMRI data. The course provides a good foun- vision, texture, motion, active vision), and equivalent background (Fall) dation for understanding the results of fMRI robotics (coordinates kinematics, dynamics, 243. Neurochemical Foundations of studies as well as designing and implementing control, architectures, mobile robotics labo- Behavior. Introduces the field of neuro- new fMRI experiments. Enrollment is limited ratory). LISP, C++, and possibly MATLAB pro- chemistry with an emphasis on cellular and to eight students, by permission of the instruc- gramming. Laboratory exercises involve state- molecular neurochemistry. Topics range from tor. Parts of the course are taught via telecon- of-the-art hardware and software systems. study of neurochemical mechanisms that ference from the State University of New York Same as CSC 242. Prerequisites: PHL 110 and underlie normal neural function to discus- at Geneseo. CSC 172. (Spring) sion of behavioral disturbances that result 220. The Intelligent Eye. Provides an 233. Speech Recognition and Statistical from neurochemical abnormalities. Consid- interdisciplinary view of modern research Language Models. An introduction to sta- ers neurochemical mechanisms of adaptive into how the human brain solves the prob- tistical natural language processing and auto- behavior, learning and memory, behavioral dis- lems involved in perception, including how matic speech recognition techniques. This orders, gender differences, and drug seeking we perceive the three-dimensional struc- course presents the theory and practice be - behavior. Prerequisite: BCS 240 (NSC 201); an ture of the world, how we recognize objects hind the recently developed language proc introductory knowledge of biochemistry rec- and how visual information is used to control essing technologies that enable applications ommended. Same as NSC 243. (Fall) action in the world. Students read contempo- such as speech-driven dictation systems, docu- 244. Neuroethology. Explores the neural rary research and, through classroom discus- ment search engines (e.g., finding Web pages) basis of naturally occuring animal behaviors. sion and critical essays, explore and analyze and automatic machine translation. Prereq- Emphasizes how information is integrated the questions and debates that define contem- uisites: CSC 172 and either CSC 240 or 242. from interactions between molecules, cells, CHEMISTRY 45

and groups of cells, all of which are neces- focus on contextually situated language use. 390. Teaching Tutorial. By individual sary to produce behavior. Considers how hor- Studies the moment-by-moment processes arrangement with faculty, undergraduates mones, neural development, anatomy, phys- underlying language production and com- serve as teaching assistants in a BCS or neuro- iology, and evolution lead to behaviors such prehension, including how speakers choose science core course that they have previously as orientation, communication, feeding, and words and phrases and how listeners under- completed. Students attend all classes and reproduction. stand them. Prerequisite: BCS 152. (Spring, hold regular office hours. Responsibilities may 245. Sensory and Motor Neuroscience. odd-numbered years) also include holding regular recitation sec- Provides an overview of the neural basis 264. Signed Language Structure. tions, study groups, demonstrations, and aid- of perception and action, covering vision, Examines signed languages and the cogni- ing in preparation of quizzes and exams. (Fall audition, somatosensation, chemical senses, tive constraints that shape them, through and Spring) eye movements, and reaching. Topics include a detailed consideration of the structure of 391. Independent Study. A special pro- a review of sensory transduction, how the American Sign Language and other natural gram of reading in advanced aspects of neural brain extracts information from sensory sig- signed languages of the world. Includes train- and/or cognitive sciences. Designed by indi- nals, how muscles convert nerve impulses into ing in sign language notation and analysis. vidual arrangement with a faculty member in mechanical forces, how different movements Knowledge of sign language is not required. the Department of Brain and Cognitive Sci- are encoded in the brain, and how an animal’s Prerequisites: ASL 105; LIN 210, 220, or 226; or ences. (Fall and Spring) internal state (e.g., memory or attention) permission of instructor. (Spring) 392. Practicum. A research course that influences the course of action. Prerequisite: 265. Language and the Brain. Exam- involves the supervised practical applica- BCS 240 (NSC 201) or equivalent background ines how the comprehension and production of concepts related to understanding with instructor’s permission. (Spring) tion of language is implemented in the human the brain and behavior. Designed by individ- 246. Biology of Mental Disorders. brain. Uses evidence from neuropsychologi- ual arrangement with a faculty member in the Examines the neurobiology of anxiety/phobic cal and brain imaging studies to consider the Department of Brain and Cognitive Sciences. conditions, mood disorders, and chronic psy- following questions: What is the network of (Fall and Spring) chotic states, particularly schizophrenia. Con- brain areas that subserves language process- 395. Independent Research. A research siders definitions of psychiatric syndromes, ing? What are the specific functions of these course designed by individual arrangement the problems of diagnosis, brain organiza- areas? What happens when these brain areas with a faculty member. Complete descriptions tion, and neurotransmitter systems involved are damaged? What is the timing of brain activ- of Faculty Research Programs can be found on in “state” functions. Introduces research ity in these areas during language processing? the Web (www.bcs.rochester.edu) or obtained approaches including epidemiologic, phe- Finally, how do the brain areas involved in lan- from the department’s Undergraduate Pro- nomenologic, family/adoption, longitudinal guage processing overlap with those involved grams Office (102 Meliora). (Fall and Spring) descriptive, psychophysiologic, neuropharm- in other complex cognitive processes? Prereq- 396. Honors Research. An indepen- acologic, genetic linkage, and postmortem uisites: BCS 152 and 110. dent research course designed by individual studies; emphasizes recent in vivo brain imag- 268. Computer Models of Mind. Explores arrangement with a faculty member and ing and neuroreceptor studies. Prerequisite: how theories of human cognition, includ- required of students enrolled in the Hon- BCS 110 or equivalent background. (Spring) ing theories of perception, language, mem- ors Research Program. Prerequisites: Comple- 249. Developmental Neurobiology. ory, learning, categorization, and reasoning, tion of at least one semester of Independent Advanced treatment of the development of can be implemented on a computer. Empha- Research (BCS 395) and submission of a thesis the nervous system, including the nature/ sis is placed on providing students with hands- proposal. Department approval required. nurture issue and factors that influence the on experience via a software package provided development of neural organization and func- to students. tion. Topics include the production, migration, 310. Senior Seminar. Credit—2 hours. differentiation and survival of neurons; func- Required of all senior BCS majors who do tional specialization of neural regions; axo- not enter the honors program. Emphasizes CHEMISTRY nal navigation; target mapping. Compares and reading, evaluating, and discussing primary contrasts developmental plasticity with forms research papers. Each student chooses a topic, of neural plasticity exhibited in adults. Prereq- becomes familiar with it, selects a classic uisite: BCS 240 (NSC 201), or equivalent back- paper, leads a class discussion, and writes an Robert K. Boeckman, Ph.D. (Brandeis) Mar- ground. Same as NSC 249. (Spring) evaluation of the paper as though providing shall D. Gates, Jr., Professor of Chemistry; 259. Language Development. Introduces peer review for a journal. Prerequisite: Senior Chair of the Department children’s language development, includ- concentrators. (Fall and Spring) Esther Conwell, Ph.D. (Chicago) Professor ing the acquisition of phonology, syntax, and 311. Senior Seminar (Honors). Credit— (Research) of Chemistry and of Physics semantics. Focuses on the acquisition of a first 2 hours. Required of seniors in the BCS hon- Joseph P. Dinnocenzo, Ph.D. (Cornell) Pro- language by young children, comparing the ors program. Students choose a classic paper fessor of Chemistry acquisition of a variety of spoken and signed for the class to read, lead a discussion of it, and Richard S. Eisenberg, Ph.D. (Columbia) languages to find possible universal principles give a formal oral and written presentation of Tracy H. Harris Professor of Chemistry of language learning. Prerequisites: One of their honors theses. To be taken in the semes- Samir Farid, Ph.D. (Göttingen) Professor the following: BCS 110, 111, 112, 172, LIN 110, ter the honors thesis is completed. Prerequisites: (Research) of Chemistry PSY 101, or equivalent background. (Spring, Senior concentrators and permission of depart- James M. Farrar, Ph.D. (Chicago) Professor even-numbered years) ment. (Spring) of Chemistry 260. Music and the Mind. Introduction 389. Vision Science Research and Col- Joshua L. Goodman, Ph.D. (Yale) Professor to the discipline of music cognition. Top- loquium. Intended for students who are of Chemistry ics include empirical methods, psycho-acous- engaged in research in the Center for Visual William D. Jones, Ph.D. (California Institute of tic principles, influence of Gestalt psychology, Science and who may be considering a career Technology) Charles Frederick Houghton music and language, metric and tonal hierar- in research. Provides exposure to the research Professor of Chemistry chies, music and the brain, aspects of musical environment of the Center through the reg- Thomas R. Krugh, Ph.D. (Pennsylvania development, and research on musical mem- ular research meetings and colloquia attended State) Professor of Chemistry ory, expectation, and emotion. by CVS graduate students, postdocs, and fac- Lewis Rothberg, Ph.D. (Harvard) Professor of 261. Language Use and Understanding. ulty. Students also complete a paper on a Chemistry, of Chemical Engineering, and Explores the cognitive mechanisms used to vision-related topic. No prerequisites. Same as of Physics speak and understand language, with a special CVS 389. (Fall and Spring) 46 ARTS AND SCIENCES

Wolf-Udo Schröder, Ph.D. (Darmstadt) Pro- faculty teach undergraduate students; all fac- Organic chemistry is offered with a lecture fessor of Chemistry ulty are actively involved in chemical research. and a laboratory course each semester. The Ching W. Tang, Ph.D. (Cornell) Doris Johns An undergraduate student gets the benefits of organic chemistry lectures are CHM 203 in the Cherry Professor, Professor of Chemical facilities and a community of faculty and stu- fall, and CHM 204 in the spring. The organic Engineering and of Chemistry dents dedicated to the contemporary ideas chemistry laboratories are CHM 205 in the Douglas H. Turner, Ph.D. (Columbia) Pro- and problems in chemistry; the faculty value fall, and CHM 208 or 210 (recommended for fessor of Chemistry and of Pediatrics, and the challenges and the stimulation of present- majors) in the spring. in the Center for Pediatric Biomedical ing their ideas to others and the collaboration Research with students that leads to new understanding. The department offers undergraduate pro- Kara L. Bren, Ph.D. (California Institute Students move easily through the spectrum of grams leading to both B.A. and B.S. degrees. of Technology) Associate Professor of departmental activities. Undergraduates are an In general, the programs differ in the choice Chemistry integral part of the research programs of the and timing of courses in the junior and senior Patrick L. Holland, Ph.D. (California, department; it is common to find a laboratory years; an early choice between programs is not Berkeley) Associate Professor of Chemistry with an undergraduate, a graduate student, a required. Between the two programs, the stu- Todd D. Krauss, Ph.D. (Cornell) Associate postdoctoral student, and a faculty member dents can arrange a chemistry major that cov- Professor of Chemistry working side by side. In a similar fashion, some ers the fundamentals as essential background Alison J. Frontier, Ph.D. (Columbia) Assistant of the teaching programs in the department for a specific career in some other area or that Professor of Chemistry involve faculty, postdoctoral students, graduate provides rigorous and thorough preparation David W. McCamant, Ph.D. (California, students, and advanced undergraduates work- for professional work in chemistry. A minor in Berkeley) Assistant Professor of Chemistry ing as a team to present ideas and techniques chemistry is also available. Specific programs Man Kit Ng, Ph.D. (Chicago) Assistant Pro- to beginning students. are described below. fessor of Chemistry Chemistry is a rich and fascinating subject that Bradley L. Nilsson, Ph.D. (Wisconsin) ranges in concern from macromolecular bio Assistant Professor of Chemistry B.A. PROGRAM IN CHEMISTRY polymers to problems in subatomic structure The B.A. program makes fewer specifications Misha Ovchinnikov, Ph.D. (Utah) Assistant and in time scales from eons to picoseconds. at the advanced level than the B.S. degree and Professor of Chemistry The skills of chemists range from sophisticated encourages a wide range of elective courses. It is Harry A. Stern, Ph.D. (Columbia) Assistant levels of mathematical abstraction to the ele particularly suitable for students with interdisci- Professor of Chemistry gant conception and execution involved in the plinary scientific interests in the health profes- Frank P. Buff, Ph.D. (California Institute synthesis of complex, naturally occurring mole- sions, biology, physics, geological sciences, engi- of Technology) Professor Emeritus of cules. The chemist’s view of the atomic and mo- neering, or education. B.A. students may elect Chemistry lecular structure of the world is one of the major advanced courses in chemistry, including inde- John R. Huizenga, Ph.D. (Illinois) Tracy H. intellectual forces that shape modern thought. pendent research, and can, thereby, create a cur- Harris Professor Emeritus of Chemistry The chemist’s skill and understanding have rev- riculum best suited to their individual interests. and of Physics olutionized many areas of modern society, such Jack A. Kampmeier, Ph.D. (Illinois) Professor as agriculture, clothing and shelter, health care, Emeritus of Chemistry and energy resources. The department hopes, REQUIREMENTS FOR Andrew S. Kende, Ph.D. (Harvard) Charles of course, to prepare and stimulate students to THE B.A. IN CHEMISTRY Frederick Houghton Professor Emeritus of professional achievement and accomplishment • CHM 131 (or equivalent AP credit) Chemistry in chemistry. At the same time, we recognize • CHM 171Q/203, 172Q/204, 173Q/207 Robert W. Kreilick, Ph.D. (Washington the fundamental nature of our discipline and • Three of the following: CHM 132, 211, 251, University) Professor Emeritus of Chem- its proper role as the basis and complement to 252 istry study and accomplishment in a host of other • Two of the following: CHM 210, 231, 232, 234 John S. Muenter, Ph.D. (Stanford) Professor areas. A very large number of our students will • Two additional 200-level or higher chemistry Emeritus of Chemistry find their fascination and aspirations in related courses or other science courses approved William H. Saunders, Jr., Ph.D. or interdisciplinary fields. We aim to give them by the Undergraduate Advising Commit- (Northwestern) Professor Emeritus of the insights and the skills in chemistry that will tee. No more than 4 credits may be from Chemistry support their work in these areas. laboratory courses, and no credits can be Approximately 40 graduate teaching fellows from independent research. Examples of and specially chosen undergraduates assist courses that may be used are available from the faculty in the presentation of the teach- GENERAL COURSE INFORMATION the Chemistry Undergraduate Advising ing program. The majority of the teaching The first-year chemistry offerings consist of CHM Committee or at www.chem.rochester.edu/ assistants are used in the lower-level, high- 131 and CHM 171Q in the fall semester and undergrad. enrollment courses to help the students with CHM 132 and CHM 172Q in the spring. These • MTH 161 and 162 questions and problem solving that arise out courses are intended for all students following • MTH 163/165 or a course in computer sci- of the lectures and/or homework assignments. programs requiring two or more years of chem- ence (CSC 170, 171) or statistics (STT 201, istry, including those seeking careers in health 211, 212) The Department of Chemistry is committed professions. The CHM 131/132 sequence is • PHY 113–114. Students wishing a more rig- to the search for new insights into problems intended for most regular students needing gen- orous background in physics are advised in chemistry and to the presentation of our eral chemistry. The quest sequence 171Q/172Q to take PHY 121–123, or 121 and 142–143, understanding of chemistry to students at all is intended for students who have an AP score instead of 113–114. stages of the educational spectrum, from the of 4 or 5 in chemistry. The two sections of CHM • Additional courses in physics, mathematics, beginner to the accomplished scholar. Thus, 131/132 courses in each semester follow the and other sciences such as biology, geology, the department presents programs of teaching same basic curriculum. The two CHM 131 sec- etc., may be taken as part of the concen- and research for undergraduate, graduate, and tions have identical laboratory experiments, as tration. postdoctoral students. The size and attitudes of do the two sections in CHM 132. • Satisfaction of the Upper-Level Writing our department create a rich interplay among Requirement. these programs. Our research and teaching Prospective chemistry majors may take either B.A. candidates considering employment in goals are complementary. We want students to CHM 131 and 132 during their first year the chemical profession or graduate work in catch both our ideas and our enthusiasm. All of study, or the CHM 171Q/172Q courses. chemistry should include CHM 210, 211, 231, 232, 251, and 252 in their curriculum. CHEMISTRY 47

B.S. PROGRAM IN CHEMISTRY Second Year UPPER-LEVEL WRITING The B.S. program is designed primarily for stu- CHM 203 CHM 204 REQUIREMENT CHM 207 CHM 210 dents who anticipate professional careers in All chemistry majors are required to complete MTH 163/165 PHY 123 chemistry and related science. The program two upper-level writing courses (“W” courses). PHY 122 Elective4 provides the range of knowledge, skills, and At least one of these courses must be a chem- Elective Elective experience required for work as a professional istry department course selected from the list chemist or for entry into graduate studies below. In each chemistry writing course stu- Third Year in chemistry. The fundamental work is com- dents are required to submit a total of four CHM 211 CHM 232 pleted by the end of the third year, leaving the writing requirement laboratory reports. Two CHM 231 CHM 2341 senior year free for graduate-level coursework types of reports are required in each course: CHM 251 CHM 252 and a full year of independent research with one report is written so that a well-educated Elective4, 5 Elective4, 5 one of the department faculty. A B.S. program non-scientist is able to understand the con- that includes a biochemistry course meets all tent; the second report is written as a formal Fourth Year of the requirements for an American Chemical scientific presentation with appropriate litera- CHM 3932 CHM 3932 Society approved degree. ture references. The writing requirement may 400-level CHM3 Elective4, 5 be satisfied in the following courses: CHM Elective Elective6 210W, 231W, 232W, 234W, 393W. Students may REQUIREMENTS FOR THE B.S. IN Elective Elective use one writing course from another depart- CHEMISTRY QUEST SEQUENCE ment for one of the two required writing • Either the series CHM 131, 132, 203, 204, First Year courses. 207, and 210 or the series CHM 131 (or CHM 171Q CHM 172Q equivalent AP credit), 171Q, 172Q, 173Q, CHM 173Q CHM 210 COURSES OF INSTRUCTION 210, and CHM/BIO 250 (Biochemistry), MTH 161 MTH 162 CHM 132, or an approved 200/400-level sci- Definitive course listings are published before Elective PHY121 each semester. Courses listed here carry 4 ence course Elective Elective • CHM 211, 251, and 252 credit hours unless otherwise noted. Following 1 are some of the recent or planned offerings. • CHM 231, 232, and 234 Second Year 2 131. Chemical Concepts, Systems, and • CHM 393 (senior research, 8 credits total) CHM 211 CHM 234 3 Practices I. Credit—5 hours. This course is • 400-level chemistry course MTH 163/165 PHY 123 • MTH 161, 162, 163/165 plus one additional an introduction to the concepts of chemistry PHY 122 Elective for science and engineering students, health course in mathematics (MTH 164 or a 200- Elective Elective level mathematics course), computer sci- professions students, and as a science course ence (CSC 170, 171) , or statistics (STT 201, for students of the humanities and social sci- Third Year ences. Properties of chemical systems are dis- 211, 212) CHM 231 CHM 232 • PHY 121–123, or 121 and 142–143 cussed from a macroscopic and molecular CHM 251 CHM 252 perspective with examples developed from a • Satisfaction of the Upper-Level Writing Elective Elective Requirement. wide range of disciplines. The topics covered Elective Elective include stiochiometry, atoms and molecules, While the required courses leading to a B.S. properties of gases, thermochemistry, chem- in chemistry may be scheduled with some Fourth Year ical equilibrium, acids and bases, solubility 2 2 flexibility (e.g., the mathematics and physics CHM 393 CHM 393 equilibria, and oxidation-reduction reactions. 3 4, 5 courses), the following program is suggested: 400-level CHM Elective Laboratory is an integral part of the course. 6 REGULAR SEQUENCE Elective Elective Prerequisite: high school chemistry. First Year Elective Elective 132. Chemical Concepts, Systems, and CHM 131 CHM 132 Practices II. Credit—5 hours. A continuation MTH 161 MTH 162 Students who complete CHM 171Q/172Q of Chemical Concepts, Systems, and Prac- Elective PHY 121 courses during their first year should consult tices I, emphasizing molecular and macro- Elective Elective with a chemistry advisor to plan the remainder scopic approaches to chemical systems with of their program. examples concerned with energy and the environment. Topics covered include chemical REQUIREMENTS FOR kinetics, electrochemistry, thermodynamics, A MINOR IN CHEMISTRY properties of atoms, atomic structure, and chemical bonding. Laboratory is an integral • Any six courses (4 credits or greater) in 1. CHM 234 can be replaced by an approved laboratory course part of the course. Prerequisite: CHM 131. chemistry. in another science department. 171Q/173Q and 172Q/210. Quest 2. Eight credit hours of CHM 393 (senior research) are Courses at the 400-level may be included with required for a B.S. degree. Organic Chemistry. A one-year exploration 3. Four credits of a 400-level chemistry course may be taken the permission of the instructor. Prerequisites of the basic observations, concepts, and prac- anytime during the junior or senior year. for advanced courses, such as prior chemis- tice of organic chemistry, with a focus on the 4. Students must select one course from the following: try courses or the mathematics and physics fundamental relationships among molecular mathematics (MTH 164 or a 200-level mathematics course), prerequisites for courses in physical chemistry, structure and chemical reactivity. The explo- computer science (CSC 170, 171), or statistics (STT 201, must be taken in addition to the six required ration requires that students grapple with 211, 212). 5. Careful consultation with faculty is necessary to choose chemistry courses. Quest issues: defining questions, evaluat- an appropriate program. Students are urged to include Each minor will be assigned a faculty advisor ing evidence, weighing arguments, reflecting advanced work in related sciences consistent with their who must approve the student’s proposed on epistemological issues, constructing new professional aims, such as more mathematics and physics program, normally at the end of the sopho- experiments, etc. The study of organic chem- for graduate work in physical chemistry, biology for gradu- istry is carefully integrated with a review of the ate work in biochemistry, etc. more year. Particular attention should be given 6. B.S. chemistry majors who complete CHM 171Q and to the intellectual coherence of the program key concepts from general chemistry. Quest CHM 172Q must include either CHM/BIO 250 (Biochem- in terms of the student’s goals. Two courses istry) or CHM 132 or an approved 200/400-level science with substantial overlap of content should not course. be included in a program. 48 ARTS AND SCIENCES

Organic is designed for first-year students with 232/232W. Experimental Molecular *414. Bioinorganic Chemistry. Discus- good preparation in chemistry (e.g., two years Spectroscopy. A thorough study of the prin- sion of the role of metal ions in biological sys- of general chemistry and Advanced Placement ciples and practice of spectroscopic methods tems, especially enzymes. Uptake and reg- score 4 or 5, or equivalent preparation). CHM of modern physical chemistry. Three lectures, ulation of metals, common spectroscopic 171Q and 172Q are 4-credit courses that meet one lab per week. Prerequisite: CHM 231, 251. techniques used for studying metals, and for three lectures and one two-hour workshop (Spring) mechanisms through which they react. Other each week. CHM 173Q meets for one lab after- 234/234W. Advanced Laboratory Tech- topics include metal ion toxicity, metal-based noon per week (1 credit). CHM 172Q has a niques. Advanced laboratory techniques drugs, and interaction of metals with nucleic required companion lab, CHM 210 (2 credits). of synthesis, characterization, and analy- acids. (Spring) 203. Organic Chemistry I. An intro- sis applied to problems in inorganic and *415. Group Theory. Credit—2 hours. duction to organic chemistry that focuses organic chemistry. One lecture, two labs per Development of symmetry and group theory on chemical bonding, structure and stereo- week. Prerequisite: CHM 211 recommended. concepts and scope of applications to chemi- chemistry, reactions and reaction mechanisms (Spring) cal problems. (Fall, first half semester) of organic compounds. Prerequisites: CHM 131 250. Biochemistry. An introduction to bio- *417. X-Ray Crystallography. Credit— and 132 or the equivalent; co-registration in chemistry. Topics include protein and nucleic 2 hours. Basic principles of X-ray diffraction, CHM 207. (Fall) acid structure, recombinant DNA technology, symmetry, and space groups. Students also 204. Organic Chemistry II. A con- bioenergetics, enzyme kinetics and mecha- experience the single crystal diffraction exper- tinuation of a two-semester sequence in the nism, and intermediary metabolism. (Spring) iment, which includes crystal mounting, data study of organic chemistry. Topics covered 251. Physical Chemistry I. Introduc- collection, structure solution and refinement, include the reactivity of various functional tion to quantum mechanics with applications and the reporting of crystallographic data. groups, approaches to organic synthesis, reac- to spectroscopy and to atomic and molecu- (Fall, second half semester) tivity of conjugated systems, polymers and lar structure. Problem oriented. Prerequisites: *421. Basic Organometallic Chemistry. molecules of biological significance. Prereq- PHY 121–123 or 113–114, MTH 163. (Fall) Credit—2 hours. Examination of the concepts, uisites: CHM 203 or the equivalent plus one 252. Physical Chemistry II. Thermody- systems, reactions, and applications of organo- semester of organic laboratory (CHM 207 or namics, statistical mechanics, solutions, and metallic chemistry. Structure and bonding of the equivalent); co-registration in CHM 208 or chemical kinetics. Prerequisites: PHY 121–122 complexes having carbonyl, alkyl, carbene, 210. (Spring) or 113–114. (Spring) olefin, CnHn, and related pi ligands. Oxidative 207. Organic Chemistry I Laboratory. 352. Issues in Workshop Leadership. addition, insertion, elimination reactions, and Credit—1 hour. One lab lecture and lab ses- This course prepares students to be effec- other fundamental reactions of organometallic sion per week provide an introduction to the tive workshop leaders in chemistry courses. compounds. (Fall, first half semester) characterization and reactivity of organic mol- Topics include group dynamics, diversity, stu- *422. Nuclear Magnetic Resonance ecules. The course provides an introduction to dent development, learning theory, cognitive Spectroscopy. Credit—2 hours. An introduc- modern laboratory techniques used in organic apprenticeship, metacognition, and construction to NMR spectroscopy. Collection, pro- chemistry. Prerequisite: co-registration in CHM tivism. These ideas are developed and applied cessing, and interpretation of homonuclear 203. (Fall) in the context of workshop practice. and heteronuclear 1D and multidimensional 208. Organic Chemistry II Laboratory. *391. Independent Study. Individual spectra are covered. Topics discussed include Credit—1 hour. A continuation of the labo- study of advanced topics arranged by students. chemical shifts, relaxation, and exchange phe- ratory sequence begun in CHM 207. One lab- Prerequisite: registration in or credit for CHM nomena. Examples from organic, inorganic, oratory lecture and lab session per week. Pre- 211. (Fall and Spring) and biological chemistry are used. (Spring, requisites: CHM 207; co-registration in CHM 204. *393. Senior Thesis Research. Indepen first half semester) (Spring) dent research directed by faculty member. To *423. Organometallic Chemistry— 210/210W. Organic Chemistry IIH be arranged during semester preceding reg- Survey. Credit—2 hours. Mechanisms in Laboratory. Credit—2 hours. A laboratory istration. Written report required. (Fall and organometallic reactions. Applications of using advanced, modern experimental tech- Spring) organometallic compounds in homogeneous niques. One lab lecture and two laboratory The following graduate courses are open to catalysis, polymerization, metathesis. Prerequi- sessions per week. This laboratory is required advanced undergraduates with permission site: CHM 421. (Fall, second half semester) for chemistry majors. Prerequisites: CHM 207 of the instructor. *424. Physical Methods in Inorganic or 173Q; co-registration in CHM 204 or 172Q. †402. Biophysical Chemistry I. Intro- Chemistry. Credit—2 hours. Molecular and (Spring) duction to the theory and application of NMR electronic structure determination of inor- 211. Inorganic Chemistry. This course and X-ray crystallographic techniques as used ganic compounds and metal complexes; spec- covers descriptive chemistry of main group for determination of biological structures. troscopic and physical methods. Prerequisite: elements, bonding in inorganic systems, coor- (Spring, even years) CHM 422. (Spring, second half semester) dination chemistry, and the properties and †404. Biophysical Chemistry II. Explores *426. Organic Structure Determination reactions of transition metal complexes. (Fall) how fundamental interactions determine the Techniques. Credit—2 hours. The modern 231/231W. Chemical Instrumenta- structure, dynamics, and reactivity of pro- methods and tools employed for the deter- tion. This course provides an understand- teins and nucleic acids. Examples are taken mination of the structure of complex organic ing of both the method and the application of from the current literature with emphasis on molecules are discussed. Among the areas dis- modern chemical instrumentation to chemi- thermodynamic, kinetic, theoretical, and site- cussed are basic NMR (1D and 2D), IR, UV, cal problems and systems. The problems are directed mutagenesis studies. Prerequisite: and mass spectroscopy. Problem-solving tech- deliberately chosen to cover a range of differ- CHM 252 or its equivalent. (Spring, odd years) niques are illustrated and problem-solving ent chemical systems. One lecture, two labs *411/211. Inorganic Chemistry. Descrip- skills developed by means of problem sets per week. Prerequisite: one year each of Gen- tive chemistry of main group elements, bond- and class examples. Prerequisite: CHM 422. eral and Organic Chemistry; one year each of ing in inorganic systems, coordination chem- (Spring, second half semester) college physics and mathematics. (Fall) istry, and the properties and reactions of *433. Advanced Physical Organic transition metal complexes. Graduate stu- Chemistry I. An understanding of the struc- dents enroll in 411, and will have an additional ture and reactivity of organic compounds assignment. (Fall) by using molecular orbital theory is pro- *Taken with consent of the instructor. vided. Some perspectives on the relation- †Offered in alternate years. ships among structure, mechanism, and reac- Clinical and Social sciences in Psychology 49

tivity are discussed in the context of a number *452. Quantum Chemistry II. Continua- on the theory underlying computational tech- of fundamental concepts and principles, such tion of CHM 451. Matrix formulation of quan- niques and on their practical application. Top- as molecular orbital theory, frontier molec- tum mechanics, time evolution of quantum ics include molecular mechanics, ab initio ular orbital theory, stereochemistry, confor- mechanical systems, density matrices, theories electronic structure theory, density functional mational analysis, stereoelectronic effects, of molecular electronic structure, time-depen- theory, molecular dynamics and Monte Carlo thermodynamics and equilibria, kinetics, lin- dent problem, and interaction of radiation simulations, methods for free-energy calcula- ear free-energy relationships, acids and bases with matter, including absorption, emission, tions, path-integral techniques, and methods catalysis, nonclassical ions, and concerted and multiphoton process. Prerequisite: CHM for protein structure prediction. Prerequisite: pericyclic reactions. (Fall) 451. (Spring) CHM 251. (Fall) *434. Advanced Physical Organic *455. Thermodynamics and Statistical Chemistry II. Structure and reactivity; kinet- Mechanics. The course draws connections ics, catalysis, medium effects, transition state between the orderly and chaotic behavior of theory, kinetic isotope effects, photochemis- simple and complex systems, laying the foun- try, reactive intermediates, and mechanisms. dations of statistical equilibrium and equilib- Clinical and (Spring) rium thermodynamics. The different phases of *435. Organic Reactions. A survey of reac- matter (gases, liquids, solids) assumed by bulk Social Sciences tions of organic substances with emphasis on classical interacting particles and their tran- in Psychology those with practical synthetic utility including sitions are discussed in this approximation. discussion of mechanism, scope and limita- Properties of noninteracting quantal systems tions, and stereochemical issues. (Fall) are expressed in terms of partition functions, *436. Organometallic Chemistry for for gases of simple and complex particles. Patrick Davies, Ph.D. (West Virginia) Organic Synthesis. Credit—2 hours. The Nonequilibrium statistical behavior of multi- Professor of Psychology transition metal mediated organometallic reac- particle systems leads to diffusion and other Edward L. Deci, Ph.D. (Carnegie Mellon) tions most commonly employed in organic transport phenomena. (Fall) Helen F. and Fred H. Gowen Professor in synthesis are discussed including their sub- *458. Molecular Spectroscopy and the Social Sciences and Professor of strate scope, mechanism, and stereo- and/or Structure. Credit—2 hours. The course cov- Psychology regiochemical course. Emphasis is placed on ers the basic theory and experimental practice Andrew Elliot, Ph.D. (Wisconsin, Madison) the practical aspects such as catalyst and reac- of spectroscopy in molecules and condensed Professor of Psychology tion condition selection, and protocols for matter. A general review of electromagnetic Rafael Klorman, Ph.D. (Wisconsin, Madison) trouble shooting catalytic cycles. Prerequisite: waves is followed by time-dependent pertur- Professor of Psychology and of Brain and CHM 421. (Spring, second half semester) bation theory and a density matrix treatment Cognitive Sciences *437. Bioorganic Chemistry and Chemical of two-level systems. The basic principles are Dale W. McAdam, Ph.D. (Iowa) Professor of Biology. An introduction to bioorganic chem- applied electronic, vibrational, and rotational Psychology istry and chemical biology. The course draws spectroscopy. The course draws heavily on lit- Harry Reis, Ph.D. (New York) Professor of heavily from the primary literature to pres- erature studies that exemplify the material. Psychology and of Psychiatry ent a survey of how the principles of organic Prerequisites: CHM 451 or 251 and 222 or per- Richard Ryan, Ph.D. (Rochester) Professor of chemistry have been used to explain and mission of instructor. (Fall, first half semester.) Psychology, of Psychiatry and of Education exploit biological phenomena. Course topics *460. Chemical Kinetics. Credit—2 hours. Judith Smetana, Ph.D. (California, Santa Cruz) include the use of organic chemistry to under- Within the broad area of chemical kinet- Professor of Psychology stand oligonucleotides, proteins, and oligosac- ics, this course focuses on basic concepts of Miron Zuckerman, Ph.D. (Harvard) Professor charides; design of organic molecules for rec- kinetics, photochemistry, and electron-trans- of Psychology; Chair of the Department ognition and catalysis in biological systems; fer (eT). In addition to studying bulk reaction Loisa Bennetto, Ph.D. (Denver) Associate chemical genetics; introduction to principles rates, we discuss Marcus’s theory of eT, intra- Professor of Psychology and of Pediatrics of drug design. (Fall) molecular vibrational energy redistribution Sheree Toth, Ph.D. (Case Western Reserve) *438. Advanced Synthetic Strategy. (IVR) and vibrational cooling, and the fates of Associate Professor of Psychology Credit—2 hours. A formalism describing com- photoexcited species (radiative and nonradi- David J. McDowell, Ph.D. (California, monly employed strategies and tactics for the ative decay channels). We address the exper- Riverside) Assistant Professor of analysis of complex problems in organic syn- imental quantification of these kinetics using Psychology thesis is presented. Examples of such strat- time-resolved spectroscopy and analysis of Ronald D. Rogge, Ph.D. (California, Los egies are compared and contrasted during kinetic data. The course material is somewhat Angeles) Assistant Professor of Psychology discussion of published complex molecule continuous with that of CHM 458, Molecular Barbara Ilardi, Ph.D. (Stanford) Professor syntheses. Prerequisite: CHM 435. (Spring, Spectroscopy. (Fall, second half semester) Emeritus of Sociology first half semester) *466. Nuclear Science and Technol- Ladd Wheeler, Ph.D. (Minnesota) Professor *450. Biochemistry. An introduction to ogy I. Nuclear technologies of measure- Emeritus of Psychology biochemistry. Topics covered include pro- ment, accelerators and radiation detection, Melvin Zax, Ph.D. (Tennessee) Professor tein and nucleic acid structure, recombinant effects and applications of radiation. Funda- Emeritus of Psychology DNA technology, bioenergetics, enzyme kinet- mental particles interactions, quark model. The department uses teaching assistants in ics and mechanism, and intermediary metabo- Nuclear masses, sizes, and shapes. Overview laboratories and as discussion group leaders lism. (Spring) of microscopic and macroscopic models of in large courses. *451. Quantum Chemistry I. Basic quan- the nucleus. Nuclear radioactivity and decay tum chemistry, Schrödinger equation, basic modes. Introduction to nuclear reaction the- The Department of Clinical and Social postulates of quantum mechanics, angular ory, classical potential scattering, semiclassical Sciences in Psychology offers programs of momentum, perturbation theory, and molecu- and quantal models of scattering, nuclear exci- study leading to a bachelor’s degree in psy- lar structure. (Fall) tation, and mass transfer. Mathcad computer chology and Ph.D. degrees in clinical psy- projects. (Spring) chology, social-personality psychology, and *470. Computational Chemistry. In this developmental psychology. (See Psychology, course students learn about a range of compu- page 123, for a description of the psychology tational methods used to attack research prob- major.) The department also offers several lems in chemistry. Emphasis is placed both *Taken with consent of the instructor. clusters in the social sciences. 50 ARTS AND SCIENCES

The department offers instruction in a wide Psychopathology Psychology of Developmental Disabilities variety of topics, including social psychology, • CSP/PSY 282. Abnormal Psychology • Choose three of the following: clinical psychology, personality, motivation, • Two from the following: CSP/PSY 282. Abnormal Psychology and social and emotional development. In all CSP/PSY 181. Theories of Personality and CSP/PSY 289. Developmental Child of these areas courses are offered at a broad Psychotherapy Psychopathology entry level and also at a more specific advanced CSP/PSY 280. Clinical Psychology CSP/PSY 381. Psychology of Developmental level. Parallel to the content-oriented courses, CSP/PSY 283. Behavioral Medicine Disabilities a series of courses on research methodology CSP/PSY 289. Developmental Child CSP/PSY 384 and/or 385. Practicum in and statistics is also offered. Here the intent Psychopathology Developmental Disabilities is to introduce the student to the research • One of the following may be included CSP/PSY 391. Independent Study Related tools with which psychologists acquire their PSY 242. Neuropsychology to Developmental Disabilities knowledge because how the research is done PSY 246. Biology of Mental Disorders PM 427. Special Topics in Disabilities can often shed light on what the research has found. Psychology of Motivation Social and Emotional Development In addition to the standard course offerings, • CSP/PSY 262. Human Motivation and • CSP/PSY 171. Social and Emotional students may pursue their research interests Emotion Development through independent study courses that are • One (only) of the following: • Two from the following: offered by individual faculty. These courses CSP/PSY 161. Social Psychology and CSP/PSY 278. Adolescent Development offer an opportunity to work closely with a Individual Differences CSP/PSY 289. Developmental Child researcher on an ongoing project. For many CSP/PSY 181. Theories of Personality and Psychopathology students, an independent study course is Psychotherapy CSP/PSY 371. Seminar in Social and the first step along the path that leads to the • One of the following: Personality Development honors program. Students can also gain practi- CSP/PSY 263. Relationship Process and CSP/PSY 377. Research in Family cal experience and earn course credit through Emotions Psychology I various internships. These special offerings CSP/PSY 368W. Seminar in Humanistic CSP/PSY 378. Research in Family are particularly aimed at students intending Psychology Psychology II to pursue graduate degrees in psychology, but CSP/PSY 376. Seminar in Self- CSP/PSY 383. Moral Development other interested students are not excluded. Determination Undergraduates can also register for graduate- CSP/PSY 398. Research in Motivation COURSES OF INSTRUCTION level courses with the permission of the advisor Definitive course listings are published before Social Psychology and the course instructor. each semester. Courses listed here carry 4 • CSP/PSY 161. Social Psychology and credit hours unless otherwise noted. Course Individual Differences listings can also be found at the department’s MAJOR IN PSYCHOLOGY • Two from the following: Web site: www.psych.rochester.edu/scp/. All See Psychology (page 123) for a description of CSP/PSY 262. Human Motivation and courses for undergraduates are cross-listed the psychology major. Emotion as CSP and PSY. Following are some of the CSP/PSY 263. Relationship Process and recent or planned offerings. MINORS IN PSYCHOLOGY Emotions CSP/PSY 267. Psychology of Gender See Psychology (page 123) for a description of CSP 556. Social Psychology of Control CORE COURSES the psychology minor. 113. Biopsychology of Social and Organizational Psychology Clinical Behaviors. An exploration of biolog- CLUSTERS IN CLINICAL AND • CSP/PSY 264. Industrial and Organiza ical explanations of topics in social and clinical tional Psychology psychology, e.g., emotions, sexuality, psycho- SOCIAL SCIENCES IN PSYCHOLOGY pathology, and addiction. (Spring) The following are currently approved or pend- • Two from the following: CSP/PSY 161. Social Psychology and 161. Social Psychology and Individual ing social science clusters offered by the Differences. An introduction to the field of department. Individual Differences CSP/PSY 181. Theories of Personality and social psychology and an overview of research Psychotherapy on individual differences in personality. Top- Psychology as a Social Science ics include the self, attitudes, social cogni- • PSY 101. Introduction to Psychology CSP/PSY 262. Human Motivation and Emotion tion, emotion, interpersonal attraction, rela- • Two from the following: tionships, helping, social influence, group PSY 113. Biopsychology of Social and behavior, and dispositional differences among Clinical Behaviors Personality Psychology • CSP/PSY 181. Theories of Personality and people. Students complete several individ- CSP/PSY 161. Social Psychology and Indi- ual differences measures and receive individual Differences Psychotherapy • Two from the following: vidualized feedback at the end of the course. CSP/PSY 171. Social and Emotional Devel- Format is lectures augmented with discussions opment CSP/PSY 161. Social Psychology and Individual Differences and demonstrations. (Spring) CSP/PSY 181. Theories of Personality and 171. Social and Emotional Development. Psychotherapy CSP/PSY 171. Social and Emotional Development An examination of the interpersonal, emo- CSP/PSY 262. Human Motivation and tional, cognitive, and environmental factors Emotion CSP/PSY 262. Human Motivation and Emotion that influence children’s social and emotional CSP/PSY 263. Relationship Process and development from early infancy through late Emotions CSP/PSY 267. Psychology of Gender CSP/PSY 364. Achievement Motivation adolescence. (Fall) CSP/PSY 264. Industrial and Organiza- 181. Theories of Personality and tional Psychology CSP/PSY 373. Exploring Research in Social Psychology Psychotherapy. A survey of personality, CSP/PSY 267. Psychology of Gender emphasizing modern theoretical approaches, CSP/PSY 278. Adolescent Psychology basic methods of investigation, and the rela- CSP/PSY 282. Abnormal Psychology tions of these theories to psychotherapy and behavioral change. (Fall) Clinical and Social sciences in Psychology 51

RESEARCH METHODOLOGY AND 390. Supervised Teaching in Psychology. organizational structure and transformation; LABORATORY OR PRACTICUM COURSES Teaching of topics in psychology within a reg- performance in work groups; motivation and 211. Introduction to Statistical Meth- ular course under an instructor’s supervision. satisfaction; leadership; work conditions; and ods in Psychology. Introduction to the use (Fall and Spring) cross-cultural issues. (Fall) of statistics in psychological research. Topics 391. Independent Studies in Psychology. 267. Psychology of Gender. Exploration include descriptive statistics, correlation and Supervised research on topics in psychology. of the ways males and females differ in inter- regression, and inferential statistics. Exam- May be repeated. An Independent Studies action, theories of development of sex differ- ples are drawn from social and personality Fair is held at the beginning of each semes- ences, consequences for social change. (Fall) psychology. Logic of statistical inference and ter to facilitate linkages between students and 276. Psychology of Parenting. Parenting proper interpretation of research findings are researchers. (Fall and Spring) and family life are emphasized from develop- emphasized. (Fall and Spring) 392. Practicum in Psychology. Super- mental, ecological, and cross-cultural perspec- 219W. Research Methods in Psychology. vised reading and experience in an applied tives. Caregiving in diverse family forms and An introduction to the basic concepts, logic, setting. Essential supervision by a University cultures is studied in relation to adult-child and procedures needed to do psychological instructor only. (Fall and Spring) interactions, parent/school/community rela- research. Hands-on experience with all major 394. Internship in Psychology. Expe- tions, family roles, laws, and parenting skills. phases of the research process is provided, rience in an applied setting supervised on Issues related to aspects of diversity in con- including surveying the existing literature, site. Approved and overseen by a University temporary families are included. Prerequisite: developing research hypotheses, collecting instructor. Limit: two internships in program. PSY 171. (Fall) and analyzing data, and reporting the results Internships are generally developed by stu- 278. Adolescent Development. This in manuscript form. (Fall and Spring) dent initiative and often grow out of volun- course surveys theory and research relating 351. Research in Developmental teer experiences from which they are differ- to normal development during adolescence. Neuropsychology. This course provides entiated by a time requirement and academic Adolescent development is examined in a guided, direct research experiences in devel- content and credit. The general guidelines are variety of contexts, including families, peer opmental neuropsychology, with a particular 8–12 hours per week at the internship site; groups, and schools, and issues pertaining to focus on autism and other developmental dis- scheduled, periodic conversations with a fac- biological, social, and cognitive development abilities. (Fall) ulty member about content and progress; and are discussed. (Spring) 352. Research in Developmental a final summary paper. (Fall and Spring) 280. Clinical Psychology. An introduction Neuropsychology. A continuation of 351. to the field of clinical psychology. Students are (Spring) SPECIAL COURSES INCLUDING HONORS exposed to prevalent theoretical and research 356. Research in Adolescent Develop- COURSES models, as well as approaches and research ment. This course provides guided, direct 100. Psychology Here and Now. An orien- findings to assessment and diagnosis, and experiences with research on adolescent tation to courses, research, and other activities treatment modalities. Prerequisites: PSY 101, development, with a particular focus on ado- of psychology at the University of Rochester. PSY 282 or PSY 289. (Spring) lescence in the context of family relationships. 309. Honors Seminar. A survey of the 282. Abnormal Psychology. This course 373 and 374. Exploring Research in range of research conducted by department provides a conceptual overview to the field Social Psychology. First-hand team experi- faculty. Involves planning for engaging in the- of psychopathology. Assessment and diagno- ence with ongoing research in social psychol- sis research and the consideration of research sis, etiology, developmental course, treatment, ogy areas. (Fall and Spring) design and presentation issues. (Spring) and prognosis of the major psychological dis- 377. Exploring Research in Family 310–311. Honors Research I and II. orders are discussed. Current theory and Psychology I. Provides guided, direct, Development and conduct of research leading research are emphasized. (Spring) research experiences in investigating the inter- to the honors thesis. (Fall and Spring) 283. Behavioral Medicine. An over- play between family relationships and chil- view of the application of behavior/lifestyle dren’s social and emotional development. LECTURE COURSES change approaches to the treatment of med- Emphasis is placed on gaining knowledge in 262. Human Motivation and Emotion. ical disorders, and the examination of inter- translating theories (e.g., family systems the- A study of the motivational and emotional pro- faces between behavior and physiology. Topics ory) into empirically testable hypotheses and cesses and theories that underlie both adap- include diabetes, cardiovascular risk factors, designing research methods and techniques tive and maladaptive behavior. Includes con- chronic pain, and cancer. (Spring) to test predictions. (Fall) sideration of research largely with human 289. Developmental Child Psychopa- 378. Exploring Research in Social subjects. (Spring) thology. Presents theory, research, assess- Psychology II. A continuation of 377. 263. Relationship Process and Emo- ment, and intervention in child and adoles- (Spring) tions. Relationships are among the most cent psychological disorder. Contributions 384. Practicum in Developmental important endeavors of human activity. In of the normal developmental perspective to Disabilites I. Explores educational, therapeu- the past two decades, extensive theory and understanding psychopathology and risk, and tic, and social challenges in developmental dis- research has been devoted to understanding vice versa, are emphasized. (Spring) abilities. Students spend approximately eight the processes of regulating people’s thoughts, hours per week in a supervised educational feelings, and behavior in meaningful relation- SEMINAR COURSES or treatment setting as well as participate in ships with friends, family, and romantic part- Prerequisites typically include prior course- weekly meetings to review and discuss general ners. The purpose of this seminar is to explore work in the subarea and permission of the issues in the field. (Fall) this literature. Psychological research on such instructor. 385. Practicum in Developmental important topics as attachment, emotion, inti- 301. Teaching Psychology. In-depth con- Disabilites II. A continuation of 384. (Spring) macy, conflict resolution, relationship differ- sideration of topics in psychology and their 388. Research Practicum in Develop- ences and similarities, and the impact of rela- communication. PSY 101 is a lab for this mental Psychopathology I. Experience in tionships on physical health and emotional course. Prerequisite: permission of instructor conducting research in the area of develop- well-being are examined (as well as other top- is required. (Fall) mental psychopathology involving patterns of ics that may arise). (Fall) 361. Social Psychology: Self-Concept. development in high-risk children. (Fall) 264. Industrial and Organizational Psy- Considers critical theories and research deal- 389. Research Practicum in Develop- chology. Applications of psychological theory ing with the processes of formation and mental Psychopathology II. A continuation and research in work settings. Topics include change in the self-concept. This course is of 388. (Spring) personnel selection, training and appraisal; intended for advanced undergraduates and 52 ARTS AND SCIENCES

requires a major research paper, which should and other developmental disabilities. We also Mitsunori Ogihara, Ph.D. (Tokyo Insti- involve data gathering. During the first part of explore current beliefs about intelligence, histor- tute of Technology) Professor of Com- the course, students read classic and contem- ical trends in society’s perspectives on disabili- puter Science and in the Center for Aging porary theory and research in the area. During ties, and legal and ethical considerations. The and Developmental Biology; Chair of the the second part of the course students read class format includes both lecture and discus- Department in selected topics and present their original sion. (Fall) Lenhart K. Schubert, Ph.D. (Toronto) Profes- research proposal and results. 383. Moral Development. This semi- sor of Computer Science 364. Achievement and Motivation. Sem- nar focuses on the psychological study of moral Michael L. Scott, Ph.D. (Wisconsin) Professor inar on achievement motivation, including development. Different theoretical approaches of Computer Science achievement motives, achievement goals, and to morality and related empirical research are Chen Ding, Ph.D. (Rice) Associate Professor the strategies individuals use in achievement discussed. The primary focus is from a develop- of Computer Science settings. (Spring) mental psychology perspective, but philosophical Wendi B. Heinzelman, Ph.D. (M.I.T.) Associ- 366. Social Psychology and Control. and educational issues also are considered. (Fall) ate Professor of Electrical and Computer Determinants and consequences of the need 386. Advanced Emotional Development. Engineering and of Computer Science for control and perceived control, and their Examines normative growth and individual Randal C. Nelson, Ph.D. (Maryland) Associ- relation to individual and social behavior. differences in emotional development from ate Professor of Computer Science 367W. Gender and Mental Health. This birth through adolescence. Within each major Joel I. Seiferas, Ph.D. (M.I.T.) Associate Pro- seminar examines the multiple ways in which developmental period, advances in the expres- fessor of Computer Science gender-related factors impact mental health, sion, regulation, and understanding of emo- Daniel Gildea, Ph.D. (California, Berkeley) from a biopsychosocial perspective. We dis- tions is explored. The effects of culture and Assistant Professor of Computer Science cuss gender-related issues in assessment and socialization practices on emotional develop- Michael Huang, Ph.D (Illinois at Urbana/ treatment, as well as in the prevalence, eti- ment is emphasized. Champaign) Assistant Professor of Elec- ology, course, and outcome of selected psy- 396. Special Topics in Psychology. trical and Computer Engineering and of chological disorders. (Fall) Consideration of recent experimental and the- Computer Science 368W. Seminar in Humanistic Psychology. oretical contributions in several selected areas Christopher J. Pal, Ph.D. (Waterloo) Assistant An introduction to the theory and methods of of psychology. Professor of Computer Science humanistic psychology with particular empha- Kai Shen, Ph.D. (California, Santa Barbara) sis on humanistic approaches to psychother- Assistant Professor of Computer Science apy and growth. The approach is learning Daniel Stefankovic, Ph.D. (Chicago) Assis- through experience. The class employs the tant Professor of Computer Science methods of humanistic psychology, including COGNITIVE Thaddeus E. Pawlicki, Ph.D. (SUNY, Buffalo) demonstrations and experimentation. Assign- SCIENCE Lecturer in Computer Science ments include regular reading and writing. The Department uses 15 to 20 teaching Writings require the applications of theory to assistants as graders, workshop leaders, or one’s own life experiences. This is an upper- laboratory leaders. level writing course for all participants. (Fall) (See Brain and Cognitive Sciences, page 40.) 371. Seminar in Social and Personality The Department of Computer Science offers Development. Guided by a family systems per- an intense research-oriented program leading spective, this seminar explores children’s social to the B.A. or B.S. degree in computer science. and emotional development within contexts of In addition, the department offers the Master parent-child, interparental, and sibling relation- of Science and Doctor of Philosophy degrees. ships. Designed for advanced undergraduate COMPUTER SCIENCE students, the course primarily covers research The goal of the undergraduate program is to findings and theories and requires research pro- produce, within the context of a liberal arts posal writing and class presentations. James F. Allen, Ph.D. (Toronto) John H. Des- education, computer scientists. A computer 376. Seminar in Self-Determination. sauer Professor of Computer Science, and scientist is one who is fluent in algorithmic Deals with the field of human motivation with Professor of Brain and Cognitive Sciences thought, and in the widely agreed upon particular emphasis on intrinsic motivation and and of Linguistics core skills and concepts used in algorithmic the meaning of self-determination in human Christopher M. Brown, Ph.D. (Chicago) thought: abstraction, formalization, reasoning functioning. A theoretically oriented course Professor of Computer Science about correctness, complexity analysis, and that reviews a range of research projects. Sandhya Dwarkadas, Ph.D. (Rice) Professor implementation techniques. The curriculum 380. Theoretical Perspectives on of Computer Science and of Electrical and introduces students to these key concepts and Psychotherapy. This course focuses on Computer Engineering skills early on, and builds on that foundation in foundational perspectives concerning human Lane A. Hemaspaandra, Ph.D. (Cornell) subsequent specialized courses. It is expected behavior change, including psychoanalytic, Professor of Computer Science that many of the B.S. students will become in- humanistic, behavioral, and social-cognitive Robert A. Jacobs, Ph.D. (Massachusetts) timately involved in the department’s research approaches. Theoretical and practical issues Professor of Brain and Cognitive Sciences, program during their junior and senior years. concerning processes of motivation and of Psychology, of Computer Science, and in Students are exposed to the research atmo- behavior change in the contexts of child devel- the Center for Visual Science sphere in the department, and are encour- opment, psychotherapy, medicine, and other Henry A. Kautz, Ph.D. (Rochester) Professor aged, taught, and ultimately expected to be applied fields are addressed. of Computer Science critical and original, to go beyond a structured 381. Psychology of Developmental David C. Knill, Ph.D. (Brown) Professor of learning environment, and to become self- Disabilities. This course provides an intro- Brain and Cognitive Sciences, of Computer motivated creative forces. Students have, and duction to the unique characteristics and chal- Science, and in the Center for Visual indeed require, full access to the department’s lenges of individuals with developmental dis- Science research laboratory facilities. abilities across the lifespan. We address the Henry E. Kyburg, Jr., Ph.D. (Columbia) Gideon The result—for all participating students main concepts and issues involved in the iden- Webster Burbank Professor of Moral and (computer science minors, B.A. majors, and tification, treatment, education, and support Intellectual Philosophy and Professor of B.S. majors)—is a broad grounding in the con- of children and adults with mental retardation Computer Science ceptual and mathematical foundations of the COMPUTER SCIENCE 53

field—enduring foundations whose relevance It is the department’s current policy to allow, three of the core courses in computer science is not tied to a particular decade, technology, students who take both MTH 163 and MTH (CSC 242, 252, 254 280, 282). The minor can or activity (such as programming). Addition- 235 to count this two-course sequence as be arranged to provide general competence or ally, all computer science majors are given a covering the MTH 165 requirement. can follow a specialized track. broad and relatively advanced exposure to the subareas of computer science. Finally, all B.S. Advanced Course Requirements for the 3-2 PROGRAM majors are given truly exceptional participa- B.S. Degree The 3-2 program allows undergraduate stu- tory access to advanced courses, to a faculty In addition to the core courses, the B.S. dents to complete a master’s degree in com- composed of prominent researchers, and to degree requires three additional advanced puter science at the end of their fifth year. state-of-the-art facilities. courses in computer science (numbered Students interested in this program typically above 200). Specialization is encouraged, have AP/transfer credits as entering freshmen though not mandatory; it helps prepare for that allow them a more advanced standing. PRE-MAJOR REQUIREMENTS participation in research and for senior-year The B.S. and B.A. programs and the minor in With careful schedule planning in the soph- independent work. Specialized tracks can computer science require a set of pre-major omore year, students could arrange to com- be constructed from the following course courses that must be completed before accep- plete undergraduate requirements and begin topic groups; consult the advisor about track tance into the program. The following six graduate requirements within four years, and choice. courses cover the formal foundations of com- spend the fifth year taking the remaining grad- • CSC 255, 256, 257, 258. Computer Sys- puter science and the basic techniques of pro- uate course requirements and writing a mas- tems gramming: ter’s thesis. Students wishing to apply should • CSC 217, 219, 242, 244, 247, 248. Natural • MTH 150. Discrete Mathematics complete the University of Rochester gradu- Language and Knowledge Representation • MTH 161. Calculus I ate application no later than November 15 of • CSC 246, 249. Vision and Robotics • MTH 162. Calculus II their junior year. Three letters of recommen- • CSC 264, 284, 286, 287. Theory • CSC 171. Computer Programming (or AP dation from University faculty and a minimum Students must also complete either a one- credit, programming experience, etc.) GPA are required. semester senior project (CSC 393) in one of the • CSC 172. Data Structures areas listed above or one additional advanced • CSC 173. Computation and Formal Sys- course in computer science (numbered 200 or Industry Practicum tems higher) or mathematics (MTH 163, 164, 173, An elective industrial partnership program is To be admitted into one of the computer sci- 174, or any additional mathematics course being developed that allows students to spend ence degree programs, students must attain numbered above 200). Especially appropri- up to six months (usually a summer and an a grade of C– or higher in each of the above ate are the mathematics courses in probability, adjacent semester) working in an industrial set- six courses and a GPA of no lower than 2.0 linear programming and game theory, chaos ting. Graduation thus is delayed one semester. in these courses. Students who plan to com- and fractals, logic, number theory and cryptol- Interested students should plan their studies to plete a computer science major or minor must ogy, combinatorics, and graph theory. Courses ensure that all their academic program require- not take these courses on a pass/fail basis. 200 level or above in other related disciplines ments are met despite the semester away. However, marginal performance in any pre- (e.g., philosophy, linguistics, electrical engi- major course is a strong predictor of unsatis- neering) will also be accepted. CIS 225 will be factory performance in future computer sci- Clusters accepted (CIS 215 will no longer be accepted). ence courses. Computer science faculty rely Computer science currently offers eight Supervised Teaching (CSC 390) may not count primarily on pre-major course performance in clusters: toward advanced course requirements. advising prospective majors and minors. After • Foundations of Computer Science: CSC 171, the pre-major requirements are met, these 172, 173. This is the main course sequence Honors Research Program courses are not included in the final GPA cal- leading into the CS majors and minor. It The computer science honors research pro- culation for the B.S., the B.A., or the minor. provides a thorough overview of founda- gram, leading to the “honors in research,” tional computer science techniques and Though the pre-major requirements can “high honors in research,” or “highest honors issues. Prerequisite: none, but those with usually be completed by the end of the soph- in research” honor at graduation, is a version no computer experience may consider tak- omore year, the program is flexible enough to of the B.S. concentration program in which ing CSC 108 before starting this sequence. accommodate those who start their computer honors-level coursework and a senior research • Theory of Computation: CSC 172, 173, 280. science courses as sophomores. thesis are required. Emphasizes mathematical models of the computational process, limitations on what COMPUTER SCIENCE MAJORS Advanced Course Requirements for the is computable, the inherent complexity of B.A. Degree Core Courses practical problems, and the design and anal- In addition to the core courses, students must To satisfy the requirements for the B.S. or B.A. ysis of efficient algorithms. Prerequisite: complete two advanced courses in computer degree, students must take the following core familiarity with a high-level language like science (courses numbered 200 or higher), courses: C++ or Java equivalent to CSC 171. mathematics (MTH 163, 164, 173, 174, or • CSC 242. Artificial Intelligence • Computer Systems: CSC 171 or 173, 172, any course numbered above 200), or other • CSC 252. Computer Organization 252. Covers the internal organization of related disciplines (e.g., philosophy, linguis- • CSC 254. Programming Language Design computers and its relation to recent com- tics, electrical and computer engineering). and Implementation puter hardware developments as well as to CIS 225 will be accepted (CIS 215 will no lon- • CSC 280. Computer Models and Limi- classical topics in computer software such ger be accepted). Supervised Teaching (CSC tations as compilers and operating systems. 390) may not count toward advanced course • CSC 282. Design and Analysis of Efficient Prerequisite: familiarity with a high-level lan- requirements. At least one advanced course Algorithms guage like C++ or Java equivalent to CSC must be in computer science. 171. For the B.S. degree, students must take the • Business Computing: CSC 170 or 171, 108, following additional core courses: COMPUTER SCIENCE MINOR CIS 215 or 225. An introduction to soft- • CSC 200/200H. Undergraduate Problem ware packages, computing, and computer- Seminar A minor in computer science requires all of the pre-major requirements (formal founda- ized business systems analysis. The mixture • MTH 165. Linear Algebra with Differential of programming skills and power analysis Equations tions and basic programming techniques) and 54 ARTS AND SCIENCES

packages like Excel is a strong foundation a discipline. The course is built upon three 173. Computation and Formal Systems. for serious applications. Prerequisite: none. major focuses: (1) fundamental concepts in The conceptual and mathematical foundations • Computer Science and Art: CSC 108, AH computer science, including hardware, soft- of computer science and their application to 100, or CSC 190 I and II, choice of CSC 170 ware, information representation, computer advanced programming. Prerequisite: CSC or 171. This cluster introduces students operation, algorithms, compilation, debug- 172. (Fall) to the use of computers in visual art. Such ging, HTML, WWW, and searching on the Inter- 190. Issues in Computing. This course uses are increasingly common since the net; (2) traditional topics in the field, includ- covers special topics of current interest and advent of the World Wide Web. ing information security, artificial intelligence, differs each time it is offered. Possibilities • Computing for the Social Sciences: CSC human computer interaction, computer sys- include computerized mathematics packages; 108, one of the following: STT 211, 212, 213, tems, and theory of computation; and (3) recreational graphics; history of computing; PSC 200, or 201) and either CSC 170 or 171. modern applications of computer science, programming in LISP; social implications of This cluster introduces students to power- including bioinformatics, Internet search computing technology; using the Internet; E- ful software packages and fundamentals of engines, virtual reality, and electronic com- commerce. General prerequisite: none (may computer programming. There is a special merce. The course activities include weekly vary with course). (Fall and/or Spring; not emphasis on computation done in the con- reading and Internet search assignments, mid- offered every semester) text of the social sciences. term and final exam, and one term paper. No 200 (200H). Undergraduate Problem • Algorithms: CSC172, 282, and either 171 or programming is required. The course has no Seminar Honors. Intensive seminar on 173. Emphasizes algorithmic thought, use of prerequisite courses, but the students are cooperative problem solving. Overview of data structures, and the design and analysis expected to be able to browse the Internet, the subdisciplines and the research of the of efficient algorithms. edit documents using a word processor, and University of Rochester’s computer science • Concepts in Computing: CSC 101, either send e-mail. (Fall) faculty. Required for the honors B.S. in com- 170 or 171, either CSC 108 or MTH 150. 108. Introduction to Computers. A prac- puter science; optional elective for the B.S. This cluster provides a survey of the field of tical introduction to computing for students in and B.A. Prerequisites: all pre-major require- computer science. It includes both practical the humanities, social sciences, and business. ments. (Spring) hands-on beginner skills and a broad intro- Topics covered include stand-alone applica- 217. Uncertain Inference. The focus of duction to the research challenges faced by tions (word processing, spreadsheets, data- the course is the problem of quantifying the today’s computer scientists. bases); Internet tools (Web browsers,e-mail, uncertainty that characterizes most infer- file transfer, Web page creation); basic com- ence outside of logic and mathematics. This is puter technology (how computers work, how important to both philosophy and AI. The var- Departmental Distinction they are programmed, what their limitations ious probabilistic and non-probabilistic mea- Departmental distinction in computer sci- are); and broader social issues (technological sures that have been proposed are explored ence, for both the B.A. and B.S. degrees, will trends, computer ethics, the impact of com- and evaluated. Students in this course may be determined by the student’s GPA on the puting on society). Lab required. No prereq- receive upper-level writing credit. Prerequisite: courses that constitute the program of study uisites. (Fall, Spring, and Summer) PHL 110 or permission of instructor. Same as for the concentration. The minimum scores 170. Introductory Computer Program- PHL 217. (Fall) for the three levels of distinction will be 3.3 ming. The course is taught using the Java 219. Deviant Logic. This course is con- (Distinction), 3.5 (High Distinction), and 3.7 Script programming language and HTML, but cerned with the study of “alternative” log- (Highest Distinction). it emphasizes algorithmic thinking and cre- ics: logics in which more than two truth val- ative problem solving over language specifics. ues are possible, logics in which not every Upper-Level Writing Grades are based on projects and exams. Pro- statement has a truth value, logics that are Requirement spective majors lacking experience can take designed to accommodate vagueness, logics Every computer science major must develop, this course, possibly preceded even by CSC that allow inconsistencies. Some of these alter- in consultation with his or her advisor, a plan 108, in the freshman year, and begin the late- natives have been suggested on philosophical that includes two upper-level writing “expe- start B.A. in the fall of the sophomore year. grounds, others on pragmatic grounds. riences.” Each experience must generate at This course also serves students who want to Acquaintance with first-order logic will be least 25 pages of expository prose, with sub- learn programming, but whose educational assumed. Prerequisite: PHL 110 or permis- stantial feedback on content and form, and goals do not require the scope of coverage sion of instructor. Same as PHL 219. (Fall; not revision of the work. (The 25 pages may be in found in CSC 171. Lab required. No prerequi- offered every year) the form of a single major paper, or a series sites. (Fall and Spring) 242. Artificial Intelligence. Philosophi- of smaller papers in a coherent context, e.g., 171. Computer Programming. Discover- cal, psychological, psychophysical issues. His- a course.) The plan must be described in writing, formulating, and exploiting the structure tory of trends in AI and current state. Case ing, on a form signed by both the student and of problems to aid in their solution by com- studies from problem solving, expert systems, the advisor. Full information is available from puter. An introduction to algorithmic prob- robotics, natural language understanding, the department. lem solving and computer programming in computer vision, neural nets, and learning. Java. This is the first course in the pre-major LISP and possibly MATLAB programming. sequence, intended for students with prior Laboratory exercises involve state-of-the-art COURSES OF INSTRUCTION programming experience. No formal prerequi- hardware and software systems. This course is Definitive course listings are published sites. Lab required. (Fall ) prerequisite for advanced AI courses. Prereq- before each semester. Courses listed here carry 172. Data Structures. Representing data uisites: MTH 150 and CSC 172. Same as BCS 4 credit hours unless otherwise noted. See for computer manipulations (e.g., trees, lists, 232. (Spring) department’s Web site: www.cs.rochester.edu. sets, stacks, and queues) in a high-level lan- 244. Logical Foundations of Artificial Following are some of the recent or planned guage (currently Java). Analysis of the running Intelligence. An introduction to the logical offerings. times of programs operating on such data foundations of AI, including first-order logic, 101. Computer Science without Pro- structures, and basic techniques for program search, knowledge representation, planning, gramming. What is computer science all design, analysis, and proof of correctness (e.g., and probability and decision theory. Prereq- about? Should I be interested in computer sci- induction and recursion). Lab required. Pre- uisites: CSC 173 and 242. (Fall) ence as a major? Can I explore computer sci- requisite: CSC 171 or equivalent; MTH 150 246. Mathematical Foundations of Arti- ence without having to program? This course recommended. (Spring) ficial Intelligence. The mathematical foun- offers an overview of computer science as dations of robotics and vision applications in COMPUTER SCIENCE 55

AI Prerequisites: CSC 242 and MTH 165 (the standing and transforming programs at the 284. Parallel Algorithms. This course two-course sequence of MTH 163 and MTH assembly, function, and program levels. Spe- studies the key techniques for designing paral- 235 may be substituted for MTH 165). (Spring) cific techniques for imperative languages lel algorithms. Prerequisite: CSC 282. (Spring) 247. Natural Language Processing. An include data flow, dependence, and inter- 286. Computational Complexity. This introduction to natural language processing: procedural analyses; resource allocation; and course studies the difference between com- constructing computer programs that under- program transformation for locality and paral- putable and uncomputable problems, and, stand natural language. Topics include pars- lelism. The course also touches on theoretical especially, studies the difference between fea- ing, semantic analysis, and knowledge repre- issues in program semantics for higher order sible and infeasible problems. Regarding the sentation. Prerequisite: CSC 242. Same as BCS languages. Course projects include a program latter pair, what properties of a problem make 235, LIN 247. (Fall; may not be offered every analyzer and optimizer for a subset of the C it computationally simple? What properties of year.) programming language. Prerequisite: CSC 254; a problem may preclude its having efficient 248. Speech Recognition and Statistical CSC 252 recommended. (Spring) algorithms? How computationally hard are Language Models. Introduction to automatic 256. Operating Systems. Principles of problems? Complete sets and low information speech recognition techniques starting from operating system design, explored within the content; P=NP?; unambiguous computation, scratch, covering acoustics, human speech practical context of traditional, embedded, one-way functions, and cryptography; reduc- perception, signal processing, pattern recog- distributed, and real-time operating systems. tions relating the complexity of problems; nition, and hidden Markov models. Introduc- Topics include device management, process complexity classes and hierarchies. Prerequi- tion to statistical language models for use in management, scheduling, synchronization site: CSC 280; CSC 282 is a co-requisite. (Fall) speech recognition systems and natural lan- principles, memory management and virtual 287. Randomized, Parallel, and Other guage processing. Prerequisites: CSC 172 and memory, file management and remote files, Advanced Modes of Computation. Prob- either CSC 240 or CSC 242. Same as BCS 233, protection and security, fault tolerance, net- abilistic algorithms and complexity classes. LIN 248. (Fall; may not be offered every year) works, and distributed computing. Prerequi- Algorithmic randomness. Circuit complexity. 249. Sensory Motor Systems. An intro- site: CSC 252. (Fall) Resource tradeoffs. Computation trees and duction to computer vision, including model- 257. Computer Networks. Architecture counting-based computation. Prerequisite: based vision, projective invariance, hough and protocols: introduction to computer net- CSC 286. (Spring or Fall; may not be offered transforms, pattern recognition and neural works and computer communication. Design every year) nets, color theory, texture, and optic flow. Pre- of protocols for error recovery, reliable deliv- 290. Topics in Computer Science. Spe- requisites: MTH 161 and CSC 242. Same as ery, routing, and congestion control. Store- cial topics of current interest. Possibilities BCS 236. (Spring; may not be offered every and-forward networks, satellite networks, local include building a robot, computer graph- year) area networks, and locally distributed systems. ics, visual computing, software engineering, 252. Computer Organization. Intro- Case studies of networks, protocols, and pro- speech understanding, virtual reality. Prereq- duction to computer architecture and the lay- tocol families. Emphasis on software design uisite: varies with topic. (Fall and/or Spring) ering of hardware/software systems. Topics issues in computer communication. Prerequi- include instruction set design; logical build- site: CSC 252. (Fall) SPECIAL COURSES ing blocks; computer arithmetic; processor 258. Parallel and Distributed Systems. 390. Supervised Teaching. organization; the memory hierarchy (registers, This course focuses on the principles of par- 391. Independent Study. Special work caches, main memory, and secondary storage); allel and distributed systems, and the associ- arranged individually with a faculty member. I/O—buses, devices, and interrupts; micro- ated implementation and performance issues. 391H. Honors Independent Study. Spe- code and assembly language; virtual machines; Programming interfaces to parallel and distrib- cial work arranged individually with a fac- the roles of the assembler, linker, compiler, uted computing, memory management tech- ulty member for completion of the honors and operating system; technological trends niques, and parallel program optimization. research B.S. and the future of computing hardware. Several Interprocess communication, synchronization, 393. Senior Project. A one-semester programming assignments required. Prereq- and consistency models. Fault tolerance and senior project for computer science majors. uisites: MTH 150 and CSC 172. (Spring) reliability. Distributed process management, Each project is arranged individually with a 254. Programming Language Design multiprocessor architectures, and the interac- faculty advisor. and Implementation. Design and imple- tion of the compiler, run-time, and hardware 393H. Senior Project. A one-semester mentation of programming languages, with architecture. Prerequisites: CSC 254, 256, and senior project for computer science majors an emphasis on imperative languages and on consent of instructor. (Fall or Spring; may not completing the honors research B.S. Each implementation tradeoffs. In-depth examina- be offered every year) project is arranged individually with a faculty tion of “how programming languages work.” 280. Computer Models and Limitations. advisor. Topics include fundamental language concepts This course studies fundamental computer 394. Internship. (names, values, types, abstraction, control models and their computational limitations. 395. Research in Computer Science. flow); compilation and interpretation (syn- Finite-state machines and pumping lemmas, Special problems may be arranged for tactic and semantic analysis, code generation the Chomsky hierarchy, Turing machines and advanced students to do individual research. and optimization); major language paradigms algorithmic universality, noncomputability Requires consent of the department. (imperative, object-oriented, functional, logic- and undecidability, tradeoffs between power 395H. Honors Thesis Writing. Usually the based, concurrent). Course projects include and formal tractability. Prerequisite: CSC 173. final course in an honors research program, assignments in several languages and the (Spring) this course gives credit for experimental and modification and enhancement of a working 282. Design and Analysis of Efficient scholarly research, writing, revision, and the compiler. Prerequisite: CSC 173; CSC 252 rec- Algorithms. How does one design programs oral defense of a senior thesis. ommended. (Fall) and ascertain their efficiency? Divide-and- 255/455. Advanced Programming conquer techniques, string processing, Systems. With the increasing diversity and graph algorithms, mathematical algorithms. complexity of computers and their applica- Advanced data structures such as balanced tree tions, the development of efficient, reliable schemes. Introduction to NP-completeness and software has become increasingly dependent intractable combinatorial search, optimization, on automatic support from compilers and and decision problems. Prerequisites: CSC 172. other program analysis and translation tools. (Fall) This course covers principal topics in under- 56 ARTS AND SCIENCES

COURSES OF INSTRUCTION 172. Embracing Experience. Credit— DANCE Definitive course listings are published before 2 hours. This experiential course takes one each semester. Courses listed here carry 4 on a variety of inward journeys. Every other credit hours unless otherwise noted. Following week a new topic is explored, creating a rich are some of the recent or planned offerings. tapestry of experience to be integrated and The Program of Movement and Dance at the 102. Fundamentals of Movement. applied in both one’s personal life and the University of Rochester is committed to offer- Credit—2 hours. This is the course to start world around us. Mandalas, visualization and ing theoretical and experiential study that with if you have never taken a dance class the body, breath work, craft as journey, and honors and informs the whole student. It before. It explores movement through tech- centering are just a few of the offerings that emphasizes the creative process, contempla- nique and improvisation. It emphasizes spon- are explored. This course is open to all those tive practice, the nature of community, diver- taneity, joy in moving, and self-awareness and seeking alternative pathways. The primary sity, somatic education, and an appreciation is based on the fundamental movement pat- focus is an increased awareness and a deeper of diverse ways of thinking and moving. It terns of skipping, walking, running, leaping, exploration of experience on an interactive, explores the use of movement and dance as etc. With its focus on centering and coordina- global level. ritual, as spiritual practice, and as community- tion, it provides a strong foundation for fur- 173. Moving through Words . . . Speak- building, drawing from traditions and philoso- ther study in dance, theater, or sports. No pre- ing through Movement. Credit—2 hours. phies from all over the world. vious dance training is required The notion behind this course is that we think differently when we are in motion. Physical We encourage students to validate their con- 103. Fundamentals of Movement II. response, for example, can enhance language ceptual understanding through their own ex- Credit—2 hours. A continuation of DAN 102. learning. By moving and speaking at once, stu- perience. This is called embodying knowledge, 113. Sacred Dance and Yoga. Credit—2 dents explore and develop both their move- engaging ideas with the tools of our own expe- hours. Many of us experience dance as a form ment and French vocabulary. The course is rience. This is a crucial component of educa- of socializing or a form of artistic expression. taught in French. Classes begin with a move- tion—giving each individual the opportunity This course takes yet another perspective: a ment warm-up in which new French vocabu- to find a personal connection and resonance way of communicating with our innermost self lary is introduced. Students memorize vocabu- with intellectual material. When this happens, as well as a way of celebrating the feminine lary by attaching it to physical actions. In using information is received and retained on a principle and the rhythms of nature, of the improvisation and composition exercises, stu- deeper level, and “academic” material can be seasons, and of our lives. Sacred dance is both dents have the opportunity to explore their taken beyond the classroom and applied to ancient and current. Students explore the own movements while speaking in French. To everyday life. This is the essence of much of many expressions of sacred dance and medi- reinforce the language aspect of the course, the work in the classes: to use all the aspects tative movement chosen from dances danced some spontaneous writing exercises are done of our study to attain a deeper understanding the world over. Included in the warm-up is during each class. Students are asked to keep of ourselves and to enrich our experience of hatha yoga with its similar emphasis on union a journal and to take turns in handing out a living embodied lives. of body, mind, and heart. Examples of dances explored are East Indian and Egyptian folk vocabulary list to the rest of the class. This The Program offers a diverse set of courses dances, ancient hula, African healing dance, course is open to all. No previous background that are carefully woven together to provide and improvisation. Also included in the class in dance or in French is required. the students with diverse models of experien- is time for centering exercises, contemplation, 175. Fundamentals of Movement. tial learning and ways of thinking. The courses and discussion. Class requirements include Credit—2 hours. This is the course to start simultaneously emphasize sharing, coopera- journaling, one three-to-five page paper, and a with if you have never taken a dance class tion, and self-reliance. Students are encour- presentation. before. It explores movement through tech- aged to be open and respect their immediate 114. Introduction to Yoga. Credit—2 nique and improvisation. It emphasizes spon- experience as a significant aspect of the edu- hours. This hatha yoga course offers students taneity, joy in moving, and self-awareness and cational process, and to tap into the resources an opportunity to open and strengthen the is based on the fundamental movement pat- they have: intellectual, emotional, artistic, body, steady the mind, and refresh the spirit. terns of skipping, walking, running, leaping, intuitive, spiritual, and pragmatic. We lay the Students are taught universal principles of etc. With its focus on centering and coordina- groundwork for them to become confident, alignment and balanced action with an attitude tion, it provides a strong foundation for fur- articulate, highly creative, and compassionate of self-respect, acceptance, and fun. Fundamen- ther study in dance, theater, or sports. No leaders. tals of movement are woven among classical previous dance training required. (Fall and The program also sponsors the Performing postures thereby providing a harmony of still- Spring) Artist Series, which features lecture-demon- ness with motion. Course requirements include 176. Fundamentals of Movement II. strations, workshops, and performances by home practice of asanas (poses), readings on Credit—2 hours. A continuation of DAN 175. internation-ally and nationally acclaimed art- hatha yoga and yogic philosophy, journaling, 180. Creative Middle Eastern Dance. ists and edu-cators who share their passion for midterm exam, group presentation, and atten- Credit—2 hours. Unveils the grace and beauty the arts with the University and the surround- dance at specific dance events. residing in the creative nature of Middle East- ing community. Students are given an op- 120. Introduction to Aikido. ern dance. Improves strength, flexibility, portunity to interact with the guest artists and Credit—2 hours. Aikido is a different kind and self-awareness of the body. Class work understand the issues that concern them. The of martial art. It doesn’t rely on speed or includes meditative movement, dance tech- focus of the series is to encourage discussion, strength, but on the development of a calm nique, improvisation, and rhythm identifica- stimulate the imagination, provide bridges mind and a relaxed body. While the tech- tion through music and drumming. Specific between artistic and other disciplines, and to niques learned in Aikido are fascinating and dance forms such as Egyptian and Turkish Ori- foster a learning environment composed of effective, Aikido’s real secret is this strong, ental, Tunisian, American Tribal, and Folkloric/ students, faculty, staff, and community. dependable mind/body state. In the class stu- Bedouin styles of North Africa are taught. Dis- dents are taught how to throw attackers effec- course and research topics explore issues of Together, the academic and co-curricular tively and almost effortlessly and how to fall gender, body image, historical perspectives, components of the Program of Movement and safely. Aikido helps one to know oneself, to and Orientalism. Dance give a foundation for ongoing learn- understand the natural rhythms of the human 185. Tap Dance: Making Music and ing and creative responsiveness throughout a body, and to harness the true power of the Motion. Credit—2 hours. This course allows student’s life. mind and body for school, sports, dance, and students to experience and study the fascinat- all aspects of one’s life. ing art of tap dancing. Coursework includes DANCE 57

basic tap vocabulary and technique, along with stand and to attain the integration of body, 217. Body as Medium: Performance Art. improvisational exercises and assignments. An mind, and spirit. Topics include traditional Credit—2 hours. This class introduces stu- overview of tap history from its roots in per- Chinese cultural concepts such as Yin-Yang dents to performance art as a four-fold dis- cussive folk dancing to its heyday in Vaudeville theory, Five Element theory, Qi theory, and cipline: as a historical and contemporary is presented through visual and written mate- methods utilizing relaxation, posture, medita- practice, as a powerful means of personal rials to deepen students’ appreciation and tion, concentration, movement, and breath- expression, and as a path toward ecologi- understanding of this dance form. No previ- ing. cal wellness. Much confusion surrounds per- ous dance experience required. 211. Explorations in Qi and Culture. formance art, partly because it is difficult to 202. Contact Improvisation I. Credit— Dancers, philosophers, poets, warriors, heal- institutionalize. After all, many cannot decide 2 hours. Contact improvisation is rooted in ers, and artists of every discipline historically whether performance art constitutes theater, dance, the martial arts and studies of body have utilized the Chinese internal arts of T’ai dance, visual art, or physical exercise. And development, and awareness. It is a duet form Chi and Qi Gong as tools for the mobilization since it can pass as potentially all or none of where partners use weight, momentum, and of Qi, or energy, in order to achieve health, the above, performance art remains a pow- inertia to move each other freely through healing, and mind-body-spirit integration. This erful avenue of interdisciplinary inquiry. Stu- space, finding support through skeletal struc- course combines movement, meditative, and dents, presented with daily warm-up, group, ture rather than muscular effort. We explore breathing exercises and traditional forms with and individual exercises, learn to develop col- solo and duet skills such as rolling, falling, bal- readings, video viewings, and discussions of laborative and individual pieces that explore ance, counterbalance, jumping, weight shar- literature and philosophy to explore how the embodiment as artistic medium. Key ele- ing, spirals, and attuning to sensory input. Skill practice and philosophy of these transforma- ments covered in the class are body as artis- work is combined with more open dancing tive arts can lead to mental and physical bal- tic medium; embodied history; alternative phi- in a supportive and focused environment. No ance, body-mind integration, self-discovery, losophies of the body; and the body politic vs. previous dance training required. creative expression, and peak performance. the political body. 203. Contact Improvisation II. Credit— Students complete creative exercises and 218. Dance and Community. Credit— 2 hours. A continuation of DAN 202 that is exploratory projects. 2 hours. Dance has played a part in commu- taught concurrently with the introductory 214. Community, Earth, and Body. What nities for centuries. The relationship between course. Students in DAN 203 gain a deeper is a sustainable community? How does our dance and community from various perspec- experiential and intellectual knowledge of relationship with our body affect the way we tives and from around the globe is examined contact by exploring issues further. Work interact with the world? What does it mean through readings and film. Students explore includes both more advanced practices with to be truly human and to renew and deepen the meaning of community while creating a other 203 students, and the experience of communication with our natural world and group performance piece together, which helping teach the 202 students the basic prin- society? What is transformative learning? revolves around themes of social awareness ciples of contact. These questions and others are addressed and active citizenship. Whether the function of 204. Contact Improvisation and Cul- through experiential practice, journal writing, dance is recreation, courtship, social change, ture. This course includes the studio work reading and discussion of contemporary writ- performance, or appealing to supernatural of the 2-credit contact improvisation course, ers, and time spent in meditation/reflection. forces, this course offers a wide-ranging exam- and readings and written assignments that use 215. Honoring All Life. Change your per- ination of dance’s role in many settings. ideas from contact improvisation to explore ception—change your world. This course is a 220. An Onscreen Tour of Dance. cultural issues. perceptual shift that takes us from our tradi- Credit—2 hours. In this course students 208. T’ai Chi and Chinese Thought. tional mechanistic way of perceiving to a sys- embark on a journey through dance tradi- Credit—2 hours. A study of Taijiquan (also tems-based perception. In coming to the real- tions around the world, examining dance as a known as T’ai Chi Ch’uan or “Tai Chi”), a tradi- ization that we are damaging the earth and in fundamental expression of human existence, tional Chinese martial art and its intimate rela- the process, our own bodies and spirits, we identity, and culture. Coursework consists of tionship to the cosmological, physiological, have the opportunity to redefine who we are, in-class screenings, discussion, viewing assign- and philosophical conceptions found in the what we stand for, and how we want to live. ments, short writing assignments, and two culture and thought from which it emerged. This course explores the tools necessary for essays. Open to all students. The course investigates both the traditional planetary and personal transformation. 225. Embracing Experience. Credit— Chinese philosophy and movement aspects 216. Yoga and Experiential Anatomy. 2 hours. This experiential course takes stu- of Tai Chi in order to better understand the Credit—2 hours. This course explores the ana- dents on a variety of inward journeys. Every integration of human body, mind, and spirit. tomical systems of the human body through other week a new topic is explored, creating Additionally, this course examines the areas the practice of yoga asanas (postures). Delv- a rich tapestry of experience to be integrated of internal energy, time, space, body aware- ing experientially into bones, muscles, organs, and applied in both our personal lives and ness, breathing, the mechanics and psychol- nervous system, fluid, and connective tis- the world around us. Mandalas, visualization ogy of martial arts, and the relationship with sues brings a deeper awareness, refinement, and the body, breath work, and craft as jour- Qi Gong. The Simplified 24-Step Taijiquan and clarity to the exploration of the yoga asa- ney and centering are just a few of the offer- (Ershisi Shi Taijiquan) is learned along with nas as well as to daily functional movement ings to be explored. This course is open to all the foundation skills of the Eight Methods or and other movement practices. Students dis- those seeking alternative pathways. The pri- Energies (Ba Fa), Reeling Silk (Chan Si Gong), cover that the asanas become an expression mary focus is an increased awareness and a Pushing Hands (Tui Shou), and Standing Pole of our internal experience rather than a form deeper exploration of experience on an inter- meditation (Zhan Zhuang). imposed upon the body. Awareness of one’s active, global level. 209. Qi Gong and Chinese Thought. own living anatomy offers support for move- 226. Embracing Experience II. Credit— Credit—2 hours. Qi Gong is a traditional Chi- ment and opens up rich and subtle possibili- 2 hours. This course includes the work of DAN nese internal art and an early forerunner of ties for self-expression. A variety of approaches 225 coupled with additional reading, written T’ai Chi Ch’uan consisting of the practice or to learning are used including movement, dis- assignments, and a final project. Gong, of sets of energy, Qi, and exercises to cussion, journaling, reading, coloring anatomi- 265. Contemporary Dance Technique. build outer and inner strength. It is a self- cal drawings and individual and partner hands- Credit—2 hours. This class is designed for healing modality designed to balance and har- on work. The Anatomy Coloring Book by both students with dance experience and monize the longevity. This course is a study Kapit and Elson is used in this course. those who simply want to explore their move- of both the philosophical and the movement ment potential in a guided, dynamic way. Stu- aspects of Qi Gong in order to better under- dents learn alignment principles, modern 58 ARTS AND SCIENCES

dance technique, and movement phrases. A 342. Creative Improvisation through the earth sciences overlap with the life sci- variety of exercises are taught in floor work, World Percussion. Credit—2 hours. Explores ences or with engineering. The two B.A. pro- center, and traveling through space, as well improvisation as a process and vehicle for per- grams are designed to allow more flexibility in as creative work—all of which serve as invita- sonal expression while investigating some of program design and are pursued not only by tions to a deeper experience of body aware- the rhythms and musics of the world through students preparing for graduate work in the ness and joyful, aesthetic expression. The class hands-on performance, guided listening, earth sciences but also by students interested also includes selected readings, videos, and games, and video presentations. The course in law, management, and teaching. These journaling. includes an introduction to drumming tech- students commonly carry double majors, such 266. Contemporary Dance Technique. niques with an emphasis on West African and as geological sciences and economics. The Credit—2 hours. This course is a continua- Afro-Cuban percussion traditions. Following department also offers minors in geological tion of DAN 265 and it is taught concurrently the spirit of these traditions, which celebrate sciences and environmental geology. with the introductory course, with a 20-min- community over individualism, practical facil- The department considers field experience to ute extra studio time. Students in DAN 266 ity with drumming language is emphasized as be a valuable part of geological training and deepen and refine the technique learned in a key to improvisation. incorporates field trips into the regular sched- the previous semester. The extra class time is ule of many of the undergraduate courses. dedicated to learning more advanced move- Students take excursions within New York and ment phrases. The focus is on performance adjoining states. Special courses provide field and on the making of a short dance piece to EARTH AND experience studying active geological probe presented during the class showing. Stu- cesses in California. dents also gain a deeper intellectual under- ENVIRONMENTAL standing of the work of some contemporary Academic staff encourage advanced under- choreographers through video viewing and SCIENCES graduates to participate in North American reading. and overseas field research programs. Most 270. Capoeira: Brazilian Art Movement. undergraduates participate in active laboratory research including geophysics, geochemistry, Credit—2 hours. An art form of self-defense with Asish R. Basu, Ph.D. (California, Davis) paleontology, petrology, structural geology, strong aerobic and dance elements that brings Professor of Geology tectonics, seismology, stratigraphy, geodynam- together a harmony of forces. Through the study Cynthia J. Ebinger, Ph.D. (M.I.T.) Professor of ics, magneto-stratigraphy, geology, public of the history, movements, and culture behind Geology; Acting Chair policy, paleoclimate studies, and environmen- Capoeira students gain self-confidence, power, Udo Fehn, Ph.D. (Munich) Professor of tal geology. flexibility, endurance, and ultimately the tools Geology towards self-discovery. Capoeira is within the Gautam Mitra, Ph.D. (Johns Hopkins) The Undergraduate Student Geological reach of anyone regardless of age, sex, or athletic Professor of Geology Organization (USGO) is an active student-led experience. In keeping with its strong traditions, Robert J. Poreda, Ph.D. (California, San Diego) organization that provides special field trips, Capoeira balances the body, mind, and soul and Professor of Geology speakers from other universities and colleges, enables one to break through limits, revitalizing John A. Tarduno, Ph.D. (Stanford) Professor and social events throughout the academic oneself for everyday life. of Geophysics; Chair of the Department year. 280. West African Dance. Credit—2 Carmala Garzione, Ph.D. (Arizona) Associate hours. The objective of the course is to give Graduate work and careers in most fields de- Professor of Geology mand a broad general background in the basic students an experience in West African dance. William Chaisson, Ph.D. (Massachusetts, Students both dance and research the his- sciences and mathematics, and students are Amherst) Adjunct Assistant Professor of strongly advised to take courses beyond the torical development of performing and cul- Geology tural arts in post-colonial Ghana and Guinea. minimum requirements in these subjects. All Lawrence W. Lundgren, Jr., Ph.D. (Yale) students are encouraged to gain a proficiency These cultural practices stem from a rich his- Professor Emeritus of Geology tory pertaining to environment, identity, and in reading scientific material written in foreign Robert G. Sutton, Ph.D. (Johns Hopkins) languages. cross-cultural perspectives. Aesthetic qualities Professor Emeritus of Geology of African dance are explored through video, At least two courses are required to ful- readings, and performance. This course culmi- The Department of Earth and Environmental fill the department’s upper-level writing nates in a final departmental showing that is Sciences offers five distinctive degree pro- requirement. A list of courses and a descrip- choreographed during class. grams and provides its students with excellent tion of the requirement can be found in the 281. Dance, Culture, and Ethnicity. opportunities for communicating and work- Earth and Environmental Sciences’ Upper- Credit—2 hours. Political boundaries may ing with its faculty members and graduate Level Writing Requirement document (see have divided ethnic families, but the people students, both in and outside of the class- Kathy Lutz in 227 Hutchison Hall or con- remain unified by their cultural heritage. In room. Each of the degree programs has been tact her at [email protected] for a West Africa, the cultural practices of dance and designed to serve special interests of the stu- copy). drum are ritually performed with specific pur- dents and the particular demands associated pose and context. Students examine the func- with professional work in various areas of the COURSE STRUCTURE tion of dance and drum in West African soci- earth sciences. Each of the five courses and the suggested ety, the role that gender plays in participation, paths or tracks are outlined below. and the conversation between the dance, the The degree programs consist of the B.A. drum, and the spirit. The final project is a class in geological sciences, the B.S. in geologi- rite of passage that will be constructed by the cal sciences with concentrations in geology, MINIMUM REQUIREMENTS FOR class participants. Using the tools of guided geochemistry or geobiology, the B.S. in geo THE B.A. PROGRAM IN GEOLOGICAL visualization, journaling, and improvisation, mechanics (GEM), the B.A. in environmental students identify personal motivations for ini- studies, and the B.S. in environmental SCIENCES Required Courses tiation and contribute to the final ritual pre- sciences. A concentration in Planetary Geology • MTH 161 or MTH 141–142 (calculus AP sentation. and Geophysics is under review for 2008. The three B.S. programs are designed to give stu- credit is acceptable) dents the background for graduate work and • PHY 121 (physics AP credit is acceptable) professional careers in the earth and environ- • CHM 131 (chemistry AP credit is accept- mental sciences, and in those areas in which able) EARTH AND ENVIRONMENTAL SCIENCES 59

• One other course in related sciences (math- Third Year GEOBIOLOGY TRACK ematics, physics, chemistry, biology, or sta- PHY 122 or Elective EES 240 Required Courses tistics) EES 203 Elective • BIO 110. Principles of Biology I (biology EES 206 Elective AP credit is acceptable) Geology Core Courses Technical Elective Technical Elective • BIO 111. Principles of Biology II • EES 101. Introduction to Physical Geology • STT 212. Applied Statistics for the Bio • EES 201. Evolution of the Earth Fourth Year logical and Physical Sciences I • EES 203. Sedimentology and Stratigraphy EES 391 EES 393 or • EES 204. Mineralogy Technical Elective Elective • BIO 276. Statistics for Biologists • EES 208. Structural Geology Elective Elective • EES 207. Invertebrate Paleontology Elective Elective Technical Electives Field Course Three technical electives should be chosen to Field Course This requirement may be satisfied by partici- create what the student and faculty advisor(s) This requirement may be satisfied by participating in a 6–8 week summer field course in view as a coherent program. Any EES courses pating in a 6–8 week summer field course in geology, or by undertaking supervised field- at the 200 level or higher are acceptable. One geology, or by undertaking supervised fieldwork (EES 299) with approval of the advisor. 100-level EES course may be acceptable if it work (EES 299) with approval of the advisor. was taken in the first year. Technical Electives Technical Electives Two technical electives in EES or BIO should MINIMUM REQUIREMENTS FOR Four technical electives in EES should be cho- be chosen to create what the student and the THE B.S. PROGRAM IN GEOLOGICAL sen to create what the student and the faculty faculty advisor(s) view as a coherent program advisor(s) view as a coherent program that that builds to an advanced understanding of SCIENCES builds to an advanced understanding of the the earth sciences. One 100-level EES course Required Courses earth sciences. One 100-level EES course may may be acceptable if it was taken in the first • MTH 161, 162, 163, or MTH 141–143, 163 be acceptable if it was taken in the first year. year. Technical electives should be courses (calculus AP credit is acceptable) Technical electives should be courses distinct distinct from required courses in the track. • PHY 121 (113 for geobiology track) (physics from required courses in the track. AP credit is acceptable) Senior Thesis • PHY 122 (114 for geobiology track) (physics Senior Thesis In addition to the above courses, students are AP credit is acceptable) In addition to the above courses, students are encouraged to undertake a research project • CHM 131 (chemistry AP credit is accept- encouraged to undertake a research project culminating in a thesis written in the senior able) culminating in a thesis written in the senior year (EES 393). • CHM 132 (chemistry AP credit is accept- year (EES 393). able) ADVISING COMMITTEE GEOCHEMISTRY TRACK Geology Core Courses FOR ENVIRONMENTAL DEGREES Required Courses • EES 101. Introduction to Physical Geology Udo Fehn, Ph.D. (Munich) Professor of • EES 206. Petrology • EES 201. Evolution of the Earth Geology and Director of the Programs • Two courses in geochemistry chosen from • EES 203. Sedimentology and Stratigraphy John S. Muenter, Ph.D. (Stanford) Professor the following: • EES 204. Mineralogy of Chemistry EES 209. Geochemistry • EES 208. Structural Geology Robert J. Poreda, Ph.D. (California, San Diego) EES 217. Physical and Chemical Hydrology Professor of Geology EES 218. Chemistry of Global Change Geology Track Required Courses Lawrence S. Rothenberg, Ph.D. EES 248. High Temperature Geochemistry • EES 206. Petrology (Stanford) Professor of Political Science • EES 205. Introduction to Geophysics John H. Werren, Ph.D. (Utah) Professor of Field Course or Biology This requirement may be satisfied by partici- • EES 207. Invertebrate Paleontology Michael Wolkoff, Ph.D. (Michigan) Senior pating in a 6–8 week summer field course in • EES 211. Earthquakes and Volcanic Lecturer in Economics Hazards geology, or by undertaking supervised fieldwork (EES 299) with approval of the advisor. REQUIREMENTS FOR THE B.S. IN Suggested Course Sequence Technical Electives ENVIRONMENTAL SCIENCE for B.S. in Geological Sciences Three technical electives in EES or CHM The B.S. in environmental science provides a should be chosen to create what the student Geology Track broad basis in the natural sciences and their and the faculty advisor(s) view as a coherent First Year applications to processes and problems in the program that builds to an advanced under- MTH 161 MTH 162 environment. This degree is intended for stu- standing of the earth sciences. One 100-level CHM 131 PHY 121 or dents who are interested in a career in envi- EES course may be acceptable if it was taken CHM 132 ronmental research. Students going through in the first year. Technical electives should be EES 101 EES 201 this program will be able either to seek employ- courses distinct from required courses in the Writing or Elective Elective ment directly or to go to programs that offer track. advanced degrees in environmental science. Second Year Senior Thesis MTH 163 CHM 132 or Basic Courses In addition to the above courses, students are PHY 121 • BIO 110, 111 encouraged to undertake a research project PHY 122 or Elective EES 204 • CHM 131, 132, 203, and 207 culminating in a thesis written in the senior EES 208 Elective • EES 101 year (EES 393). EES 207 or EES 205 Technical Elective • MTH 161, 162 (or 141–143), and 163 or 165 • PHY 113/121, 114/122

Core Courses • EES 103, 215, 217, and 218 60 ARTS AND SCIENCES

Technical Electives • EES 101, 201, 204, and 208 SPECIAL NOTE ON Three technical electives are required, chosen • ME 120, 123, 225, 226, and either 241 or 242 COURSE NUMBERING from tracks in biology, chemistry, or geology. In addition to the above courses, there are four Courses offered by the Department of Earth Courses in this category are selected from a technical electives, which may be any of the and Environmental Sciences include several list of approved courses by the student in con- EES or ME courses at the 200 level or higher, subdisciplines, representing a wide range of sultation with a faculty advisor. The program is and one technical elective from any discipline, earth science study. To represent these subdis- completed with two closure courses (8 credit as agreed upon with the faculty advisor. The ciplines, a special system of course numbering hours), which consist either of a senior thesis program includes three free electives to allow has been employed, as outlined below. Higher or a combination of internship, practicum, and a strong minor in an area of particular interest numbers are more advanced courses only seminar in the environmental sciences. to the student, or to broaden the scope of the within a given subdiscipline. curriculum. 10x Introductory courses without prereq- REQUIREMENTS FOR THE B.A. uisites IN ENVIRONMENTAL STUDIES REQUIREMENTS FOR A MINOR 20x Introductory courses in geology (with EES 101 as prerequisite) The B.A. in environmental studies combines IN GEOLOGICAL SCIENCES courses necessary for the basic understanding 21x Introductory courses in environmental Six courses are required: sciences (with EES 101 as prerequisite) of processes in the environment with courses • EES 101. Introduction to Physical Geology dealing with theories of economics and 23x Courses in hydrology and related fields • EES 201. Evolution of the Earth 24x Courses in petrology political science. This program is intended for • Any four of the following: students who are interested in the economic 25x Courses in marine geology, geophysics, EES 203. Physical Sedimentology and related fields and political consequences of problems in EES 204. Mineralogy the environment. Students who complete this 26x Courses in geochemistry EES 205. Introduction to Geophysics 27x Courses in paleontology program typically go into fields such as envi- EES 207. Principles of Paleontology ronmental law or public policy. 28x Courses in structure and tectonics EES 208. Structural Geology 29x Field courses EES 241. Petrology Basic Courses • BIO 110 or 111 A student taking this minor would have a COURSES OF INSTRUCTION • CHM 131 broad grasp of geology and would be able to Definitive course listings are published before • EES 101 build upon it as a solid foundation for a major each semester. Courses listed here carry 4 • MTH 161 (or 141 and 142) should his or her career plans change. credit hours unless otherwise noted. Following are some of the recent or planned offerings. Core Courses REQUIREMENTS FOR A MINOR • EES 103, 215, 217 or 218 100S. Oceanography. This course intro- IN ENVIRONMENTAL GEOLOGY duces students to the basics of marine geol- Elective Courses Six courses are required (three specified and ogy, and physical, chemical, and biological Elective courses come from two groups: nat- three electives). oceanography. Also examined are coastal envi- ural sciences and social sciences. A total of • Specified: ronments, limnology (the study of lakes), and seven elective courses is required (three or EES 101. Introduction to Physical Geology satellite oceanography. The session ends with four from either group), to be chosen from EES 103. Introduction to Environmental an introduction to oceanographic institutions, a list of approved courses by the student in Science research and education programs, and ships. consultation with a faculty advisor. In addi- EES 215. Environmental Geophysics Field trips include a visit to the Lake Ontario tion, one course in statistics, mathematics, or • Choose three courses from the following coastal environments and a day on a research computer science is required. The program is list: vessel on Seneca Lake. (Summer) completed with a closure course that will be EES 201. Evolution of the Earth 101. Introduction to Physical Geology. either a senior thesis, internship, or suitable EES 203. Sedimentology and Stratigraphy This introductory geology class provides a seminar. EES 204. Mineralogy broad overview of the earth sciences, from EES 208. Structural Geology planetary evolution to the interplay of geology and climate. The course is a prerequisite for B.S. IN GEOMECHANICS EES 211. Earthquake and Volcanic Hazards: Living on an Active Planet all undergraduate majors who are considering A four-year program in geomechanics is EES 217. Physical and Chemical Hydrology careers in the earth and environmental offered jointly with the Department of EES 218. Chemistry of Global Change sciences, while also satisfying science require- Mechanical Engineering for students inter- EES 219. Energy and Mineral Resources ments for other undergraduate majors. A basic ested in the application of the field of introduction to geological processes is supple mechanics to problems associated with the The environmental geology minor is intended mented with an emphasis on marine geology atmosphere, rivers, lakes and oceans, and especially for natural-science and social- and plate tectonics. A voluntary field trip to the solid earth. Students successful in this science concentrators who are planning on the Adirondack Mountains and other field program will be well equipped for graduate further study or employment in environmental opportunities are available for course partic- work in a variety of fields, including geophys- fields. ipants. The course also aims to provide stu- ics, hydrology, structural geology and rock dents with a geological background with mechanics, engineering geology, limnology, UPPER-LEVEL WRITING which they can better evaluate current envi- and coastal and marine geology. (See also a ronmental issues, including potential global description of the program in the section on REQUIREMENT warming. (Fall) Interdisciplinary Programs, School of Engi- At least two courses are required to fulfill the 102Q. Earthquakes, Volcanoes, and neering and Applied Sciences.) department’s upper-level writing require- Mountain Ranges in California: A Field ment. A list of courses and a description of the Quest. Understanding how the Earth works requirement can be found in the Earth and starts with an appreciation of geological pro- Requirements Environmental Sciences’ Upper-Level Writing • MTH 161, 162 (or 141–143), 163, and 164 cesses in action. To observe these dynamic Requirement document (see Kathy Lutz in 227 processes, Earth scientists must travel to areas • PHY 121, 122, 123 Hutchison Hall or contact her at Kathy@earth. • CHM 131 of geological youth, such as California. In this rochester.edu for a copy). Quest, students are introduced to active geol- EARTH AND ENVIRONMENTAL SCIENCES 61

ogy through readings and discussion sections forms, rise and fall of ancient seas, movements 209. Geochemistry. Solar system chemis- in preparation for a field excursion to Califor- of continents, etc., and (2) the evolution of try; mineralogic, chemical, and isotopic com- nia. During the excursion students learn how historical geology such as paleontology, sed- positions of meteorites. Earth’s structure and to examine critically ideas on how Earth sci- imentology, stratigraphy, geochronology, and mineral composition, partial melting, and frac- ence systems work and how active processes plate tectonics, and a chronological survey of tional crystallization models; isotopic het- affect society. Prerequisite: EES 101 or permis- earth and life history, emphasizing the evolu- erogeneity of the mantle and composition of sion of instructor. (Spring) tion of North America. (Spring) oceanic and continential crust. Relative abun- 103. Introduction to Environmental 203. Sedimentology and Stratigraphy. dances of major sedimentary rocks and mass Science. An introduction to the natural, phys- Sediments and sedimentary rocks cover or balance; trace elements in sandstones and ical, chemical, biological, and geological pro- underlie much of the Earth’s surface. In them limestones; iron formations, element parti- cesses that shape conditions at the Earth’s are recorded both evidence of the processes tioning between river-suspended particles surface, their interrelationships, and the mod- responsible for shaping the planetary sur- and river water, and the adsorption model. ification of these processes by human activ- face and the record of life. Sedimentary rocks Distribution, concentration, and speciation ity. Students learn to critically analyze scientific contain enormous volumes of water; solid of elements in the ocean; marine sediments, hypotheses and the data on which they are and fluid hydrocarbons, as well as other nat- manganese nodules, and seamount crusts. formed. Exercises in the field and laboratory ural resources. Sediments and sedimentary Hydrothermal vents of the mid-ocean ranges. reinforce basic concepts introduced in the lec- rocks are very important to our way of life, Prerequisite: EES 204. (Spring) ture, and introduce students to some basic and they are fascinating in and of themselves. 210. Analytical Methods in Geochem- methods of environmental research. The con- This course describes and classifies sedimen- istry. A laboratory-based, hands-on introduc- tent of this course is similar to that of the AP tary rocks towards understanding the processes tion to selected analytical methods commonly environmental science curriculum. (Spring) that shape them and the environments in which employed in the study of geological and envi- 104Q. Environmental Quest in the they form. Prerequisites: EES 101 and 201. (Fall) ronmental programs. Standard methods of Field and Laboratory. In this quest, small 204. Mineralogy. Lectures discuss the sample preparation, elemental separation, and groups of students (about 4 per group; maxi- physical and chemical principles govern mass spectrometric analysis are used to deter- mum of 12) conduct an environmental inves- ing the properties and formation of miner- mine elemental concentrations and isotopic tigation of an actual field site in the Rochester als. There are three major divisions of the sub- compositions. Students apply these methods area. Through a series of experiments involv- ject matter: (a) geometric crystallography; to a variety of geological and environmental ing field mapping, sampling, laboratory analy- (b) crystal chemistry and properties of miner- materials. Students are required to complete sis, and data interpretation, students attempt als, and (c) occurrence, origins, and pressure- laboratory exercises as well as a term project to achieve an understanding of a specific envi- temperature stabilities of the major rock- to be agreed upon with the instructor. Prereq- ronmental problem. The coordination of the forming minerals. Laboratories are devoted to uisite: permission of instructor. laboratory experiments allows students to exercises in geometric crystallography, X-ray 211. Earthquake and Volcanic Hazards: build on skills learned in previous sessions diffraction and hand-specimen mineral iden- Living on an Active Planet. Earthquakes and to recognize the linkages among a variety tification. Prerequisite: EES 101 or permission and volcanic eruptions are violent manifes- of investigative approaches. The semester cul- of instructor. (Spring) tations of plate tectonics, the movement of minates with the presentation of the results in 205. Geophysics. Composition of the the relatively rigid plates forming the Earth’s a departmental forum. earth, radioactivity and age of the earth, grav- outer shell. This course focuses on the caus- 106. Meteorites and Impact Craters. ity field and rotation, earthquakes and propa- ative mechanisms of earthquakes and volca- An introduction to the geology of the solar gation of seismic waves, magnetic field, paleo- noes, hazard mitigation and forecasting, and system from the perspectives of earth sci- magnetism, heat generation and heat flow, insights into planetary processes gained from ence and the fascinating world of meteorites, plate tectonics, and convection in the earth. their study. The final third of the course exam- asteroids, comets, and impact craters. Special Prerequisites: MTH 143, PHY 114 or equiva- ines particular events on Earth, with implica- emphasis is on the meteorite evidence for our lent, EES 101. (Fall) tions for planetary evolution in general. Stu- understanding of planetary formation, the role 206. Petrology and Geochemistry. Dis- dents electing EES 211 extend the case study of impacts and mass extinction, and the origin tribution, description, classification, and origin to a report and oral presentation. Prerequisite: of the moon. of igneous and metamorphic rocks in the light EES 101 or permission of instructor. (Spring) 111. Earthquake and Volcanic Hazards: of theoretical-experimental multicomponent 214. Environmental Geology. Examines Living on an Active Planet. Earthquakes phase equilibria studies; use of trace elements the geological processes that shape our sur- and volcanic eruptions are violent manifesta- and isotopes as tracers in rock genesis; hand face environment. Topics focus on the inter- tions of plate tectonics, the movement of the specimen and microscopic examinations of actions between natural processes (e.g., vol- relatively rigid plates forming the Earth’s outer the major rock types. Prerequisite: EES 101. canic eruptions; earthquakes; glaciers; fluvial, shell. This course focuses on the causative 207. Invertebrate Paleontology. This coastal, and groundwater systems) and the mechanisms of earthquakes and volcanoes, course is designed to introduce the basic prin- changing human environment. Prerequisite: harzards and forecasting, and insights into ciples of paleontology with a concentration EES 101. (Spring) planetary processes gained from their study. on invertebrate fossils. Topics covered include 215. Environmental Geophysics. Physical The final third of the course examines particu- taphonomy and principles of evolution as evi- processes at the surface of the earth. Sources lar events on Earth, with implications for plan- denced by the fossil record. Laboratory exer- of energy: solar energy; radioactive heat gen- etary evolution in general. (Spring) cises and lectures also cover the classification, eration; heat conduction and convection. 119. Energy and Mineral Resources. morphology, and evolution of major inver- Dynamics of the crust: earthquakes and prop- Mineral deposits; the geologic processes tebrate fossil groups. Prerequisite: EES 201. agation of seismic waves; plate tectonics. related to their formation, geologic setting, (Fall) Movement of fluids in the oceans, rivers, and distribution, and use. Formation of fossil fuels. 208. Structural Geology. Recognition crust; physics of atmospheric movements. Technical principles of today’s major energy and interpretation of geologic structures. Top- Influence of human activities on physical pro- sources, their availability and future potential. ics include geometric analysis of faults, folds, cesses at surface of the earth. Prerequisites: Alternative energy sources (e.g., solar energy, joints, and rock fabrics; an introduction to EES 101, MTH 141. (Fall) geothermal energy). Environmental and eco- stress analysis, theories of brittle failure, finite 217. Physical and Chemical Hydrol- nomic consequences of energy use. (Spring) strain analysis, ductile deformation, applica- ogy. This course provides a foundation in 201. Evolution of the Earth. Historical tion to geotectonics. Laboratory work con- both qualitative and quantitative analyses of geology encompasses the (1) dynamic history cerned with structural analysis. Prerequisites: the dynamic interaction between water and of the physical earth: the development of land EES 101, 201, 204. (Fall) geologic media. The first part of the course 62 ARTS AND SCIENCES

outlines the formation of water, atmospheric ity of habitable planets. Practical work includes introduction to chemistry, biology, physics, processes, and the hydrologic cycle. The sec- interpretation of space imagery from the sur- and calculus. (Spring) ond part focuses on the theory of, and geo- faces of terrestrial planets, analysis of gravity, 264. Paleoenvironmental Reconstruc- logic controls on, groundwater flow. The and magnetic data. (Spring) tions Using Light Stable Isotopes. This third and final part of the course deals with 252. Marine Geology. This course pro- class focuses on techniques used in envi- natural groundwater geochemistry and envi- vides a comprehensive review of modern ronmental reconstructions to address ques- ronmental contamination. Prerequisite: EES marine geology with an emphasis on the deep tions related to paleoclimate, paleotempera- 101. (Spring) sea. Areas identified by the Joint Oceano- ture, paleovegetation, and paleoelevation. The 218. The Chemistry of Global Change. graphic Institution as of high research prior- course examines the use of stable isotopes A quantitative survey of the processes control- ity are discussed, including new techniques in paleoenvironmental reconstructions with ling environmental conditions at the Earth’s used to study such problems. Four subject particular emphasis on O, C, and to a lesser surface today, how they have changed with areas are discussed: the lithosphere, tecton- extent H and N isotopes. The course starts time, and how they are expected to change ics, ocean history and sedimentary geochem- with a thorough introduction of the geolog- in the future. The course emphasizes the istry, and physical processes. Prerequisite: EES ical framework of the environments of inter- chemical composition of the atmosphere and 101. (Spring) est and the processes of light isotope fraction- oceans, and the chemical, biological, and geo- 253. Geodynamics. Processes that creation. This is followed by “emphasis areas” logical processes that affect this composition. ate and modify Earth and the terrestrial plan- that highlight the basics and latest develop- Specific topics include greenhouse gases and ets are examined using an “earth engineer- ments in a variety of environmental systems, global warming; photochemistry and strato- ing” approach. Emphasis is placed on plate including the oceans, rivers, ice, lakes, soils, spheric ozone; geochemical cycles and feed- tectonics, with discussion of current research and fossils. Prerequisites: EES 101 or 103. backs; the effects of human activities; and the in mantle convection. The final third of the Open to juniors and seniors. (Fall) methods used to study the chemical evolution course focuses on active plate tectonic bound- 268. Chemical and Isotopic Hydrol- of the atmosphere and oceans through time. aries, and evidence for plate tectonics on Mars ogy. An integrated approach to groundwa- Prerequisites: CHM 131–132 or 151–152, MTH and Venus. (Fall) ter hydrology applying physical, chemical, iso- 162, EES 101 and 103; MTH 163 recommended. 254. Geographic Information Systems: tropic, and dating data. The course is based on (Fall) Earth Science Applications. This course case studies and exercising of data processing. 219. Energy and Mineral Resources. provides an introduction to Geographic (Alternate Springs) Same as EES 119, but with more emphasis on Information Systems, with an emphasis on 269. Stable Isotopes in Geochemistry. science background in separate readings and their application to issues in the earth and This course examines the distribution of the discussion section. Intended for students in environmental sciences. Examples of applica- stable isotopes of hydrogen, carbon, oxy- sciences and engineering. (Spring) tions may include land use (and environmen- gen, and nitrogen in biological sedimentary, 240. Optical Mineralogy. Principles of tal contamination) and its relationship to geol- metamorphic, and igneous processes. Pre- optical crystallography and their application ogy, hydrology, and climate. Other applications requisites: EES 248, 467, or permission of in the identification of rock-forming minerals, (time permitting) include a survey of com- instructor. (Spring) mostly the silicates, with the polarizing micro- puter packages routinely used in the marine 270. Vertebrate Evolution. A survey of scope. Prerequisite: EES 204 or permission of geoscience community. Prerequisite: EES 101. fossil records of vertebrate animals. Topics instructor. (Fall) (Spring) include classification of the vertebrates, intro- 241. Igneous and Metamorphic Petrol- 256. Paleomagnetism and Global Plate ductory osteology, origin of the vertebrate ogy. Lectures cover an overview of igneous Tectonics. The basic paleomagnetic methods classes, transition to land, origin of flight, hot- and metamorphic petrology. Origin and dis- used to determine absolute plate motions are blooded/cold-blooded dinosaur controversy, tribution of the major igneous-metamorphic reviewed. Applications include the potential hominid evolution as well as the origin and rocks in the light of experimental and theoret- cause and effect relationship between changes evolution of important vertebrate orders. ical multicomponent phase-equilibria studies in absolute plate motions, mantle plume vol- 271. Invertebrate Zoology. This course are the major topics of the lectures. Trace ele- canism, orogeny, and climate change. Prereq- covers the classification of the major inver- ment distribution and isotopes as petrogenetic uisite: EES 101. (Alternate Springs) tebrate organism phyla from protistands tracers in the evaluation of the crust-mantle 258. Hotspots and Plate Motions. The to hemichordates. Lectures, twice a week, system also are covered in the lectures. Labo- course provides a basic understanding of emphasize functional and constructional mor- ratories are devoted to description, identifica- hotspot models, hotspot fixity, and the rela- phology and evolutionary aspects; labs focus tion, and significance of mineral assemblages tionships between hotspots, mantle plumes, on classification and anatomy; emphasis is in these rocks as observed in hand-specimens true polar wander, and plate motions. given to skeletonized groups with a geologic and under the petrographic microscope. Pre- Hypothesis development and testing are dis- record. requisites: EES 101, 204, 240 or permission of cussed, as are the basic elements of grants- 272. Advanced Principles of Paleontol- instructor. (Spring) manship. Prerequisite: EES 101 or equivalent. ogy. A continuation of EES 207, but with an 248. High-Temperature Geochemistry. (Spring) increased emphasis on broad-scale concepts An introduction to the principles of geochem- 259. Seminar in Paleomagnetism. Cur- and applications of paleontology. Topics cov- istry. The first portion of the course is devoted rent topics in paleomagnetism and rock mag- ered include principles of biostratigraphy, bio- to basics, especially thermodynamics and iso- netism are explored through literature reviews geography, paleoclimatology, and evolutionary tope (both stable and radio-) geochemistry. and modeling studies. Topics range from the paleontology. Seminars focus on case stud- The middle portion of the course deals with history of plate tectonics to biogenic mag- ies that illustrate particular principles. Course high-temperature processes and crystalliza- netism. An introduction to basic concepts builds on fundamental knowledge of inverte- tion. The last part of the course covers lower in paleomagnetism and rock magnetism is brate paleontology. temperature processes including weather- included. Prerequisite: EES 101 or permission 274. Seminar in Paleoceanography. ing, sediment diagenesis, and element cycling of instructor. Credit—2 hours. Topics of discussion include through the lithosphere. Prerequisites: EES 263. Seminar in Biogeochemistry. the history of deep-water formation and sur- 101, CHM 103. (Fall) Current topics in biogeochemistry, geobiology, face circulation, geochronology, stratigraphy, 251. Planetary Sciences: Interiors, Sur- and astrobiology are approached through lit- and ocean chemistry and the results from faces, and Evolution. This course focuses erature reviews, discussions, and student pre- deep-sea drilling in general. Prerequisite: per- on the evolution of planetary interiors within sentations. The course emphasizes geochem- mission of instructor. the solar system, including processes that are ical methods used to study the biology and essential for the development and sustainabil- environment of the early Earth. Prerequisites: ECONOMICS 63

275. Building the Icehouse: Paleocean- will involve readings, presentations, and dis- ography and the Marine Records of Cli- cussions of classic and current literature. Pre- ECONOMICS mate Change. This course examines the requisite: EES 101; EES 203 recommended. response of the ocean to gradual tectonic (Spring) change as recorded in the marine sedimentary 288. Geometry and Mechanics of record. Students are introduced to fundamen- Thrust Faults. Geometry of thrust faults and Mark Bils, Ph.D. (M.I.T.) Professor of tal principles of paleoceanography, practical thrust belts. Mechanics of thrust motion and Economics; Chair of the Department aspects of isolating primary geological sig- thrust emplacement. Homework assignments John Duggan, Ph.D. (Caltech) Professor of nals from marine sediments, and the nature of and readings on current literature in thrust Political Science and Economics interpreting these signals. The central theme mechanics and geometry. (Spring) Stanley Engerman, Ph.D. (Johns of the course is the role of the oceans dur- 298. Introduction to Research Methods. Hopkins) John Munro Professor of Eco- ing the climate transition from greenhouse A basic introduction to research in the earth nomics and Professor of History conditions during the Cretaceous to present and environmental sciences is provided in one Ronald Winthrop Jones, Ph.D. (M.I.T.) Xerox “icehouse” conditions. Some topics covered of the laboratories that comprise the depart Professor of International Economics include stratigraphic correlation of deep-sea ment’s Center for Analytical Geosciences. Steven Landsburg, Ph.D. (Chicago) Professor cores, evolution of surface and deep circula- 299. Field Geology. This course covers the of Economics tion patterns, chemical tracers of provenance essential geologic and geophysical approaches Walter Y. Oi, Ph.D. (Chicago) Professor of and process, major events in paleoceanogra- to field stratigraphy, mapping, and structural Economics phy. interpretation. The coursework is based on Charles E. Phelps, Ph.D. (Chicago) Professor 277. Paleoecology. This course focuses observations made during a substantial field of Economics, of Political Science, and of upon interpretation of modes of life, interac- excursion (usually six weeks long). Additional Community and Preventive Medicine tions, and environments of ancient organisms, credit may be earned by laboratory analysis of Alan Stockman, Ph.D. (Chicago) Marie Cur- based on data from fossil preservation, associ- samples collected during the field excursion. ran Wilson and Joseph Chamberlain Wil- ated sediments, functional analysis, and com- Prerequisite: permission of instructor. son Professor of Economics parison with modern analogs. Topics include 318W. Environmental Decisions. Analysis William Thomson, Ph.D. (Stanford) Profes- taphonomy, physical environments (particu- of decisions resulting in environmental change sor of Economics larly substrates), paleoecology of trace fossils, as seen from scientific perspective. The inter- Mark Aguiar, Ph.D. (M.I.T.) Associate Profes- paleoautecology and functional morphology, action of scientists with the public and with sor of Economics criteria for recognizing fossil communities, policymakers is also emphasized. A College Yongsung Chang, Ph.D. (Rochester) meaning and measurement of diversity, tro- writing course. (Spring) Associate Professor of Economics phic ecology, and the evolution of marine 319W. Energy Decisions. Investigation of Árpád Ábrahám, Ph.D. (Universitat Pompeu communities through eologic time. the decision-making processes leading to the Fabra) Assistant Professor of Economics 279. Evolutionary Paleontology. This use of specific energy sources in developed Paulo Barelli, Ph.D. (Columbia) Assistant course assumes familiarity with the concepts countries, with special attention given to the Professor of Economics presented in EES 207 and takes a more in- United States and Germany. Review of energy William Hawkins, Ph.D. (M.I.T.) Assistant depth look at topics such as evolutionary sources in use today (hydrocarbons, nuclear) Professor of Economics ecology (e.g., development of diversity, mass and potential alternatives (wind, solar); com- Jay Hong, Ph.D. (University of extinction events), evolutionary change at the parison of electoral systems; history of envi- Pennsylvania) Assistant Professor of organismic level (e.g., morphometric stud- ronmental movements and decision processes Economics ies, cladistics and the fossil records, paleobio in the United States and Germany. Seminar Ronni Pavan, Ph.D. (Chicago) Assistant geography), and also examines the interde- course; evaluation based on oral presentations Professor of Economics pendence of geochronological and “molecular and papers. Fulfills Department of Earth and Uta Schöenberg, Ph.D. (University College clock” studies. The purview of the course Environmental Sciences writing requirement. London) Assistant Professor of Economics includes microbial, invertebrate, and verte- (Spring) Gábor Virág, Ph.D. (Princeton) Assistant brate groups. Prerequisite: EES 207. 360. Environmental Geology in the Professor of Economics 283. Sedimentary Basin Analysis. By Field and Laboratory. This course provides Nese Yildiz, Ph.D. (Stanford) Assistant determining how sedimentary basins develop instruction in laboratory techniques used in Professor of Economics and fill, we better understand the tectonic the analysis of natural waters. The laboratory Joshua Kinsler, B.S. (Virginia) Instructor and eustatic controls on subsidence and sur- techniques are applied to the study of local in Economics ficial processes. Basin classification schemes, environmental problems and include instruc- Michael Wolkoff, Ph.D. (Michigan) Senior flexural and thermal subsidence, isostasy, tion in atomic absorption spectrophotometry; Lecturer in Economics; Deputy Chair of sequence stratigraphy, and techniques used to ion and gas chronatography, as well as stan- the Department characterize sedimentary basin evolution are dard “wet” chemical techniques. Prerequisites: Lionel Wilfred McKenzie, Ph.D. (Princeton) discussed. Prerequisite: EES 203. CHM 103/104, MTH 161, EES 217. (Fall) Wilson Professor Emeritus of Economics 285. Structure and Tectonics of Moun- 390. Supervised College Teaching. Teaching assistants supervise recitation and tain Belts. Orogeny and its relationship to (Fall and Spring) homework sections of ECO 108, 207, 209, plate tectonics. Structural style and tectonic 391. Independent Study in Geology. 230, and 231. Approximately one course per history of mountain belts with special ref- (Fall and Spring) semester is taught by an advanced part-time erence to the Appalachians and Cordilleras. 392. Special Topics Seminar. (Fall and graduate instructor. Homework assignments involve drawings and Spring) interpreting cross-sections through mountain 393. Senior Thesis. An individual research The Department of Economics offers a pro- belts. Field trip to the Appalachians to look at course for seniors who have completed the gram of study leading to the B.A. degree in typical structures of mountain belts. Prerequi- basic program of undergraduate courses economics and financial economics and, at site: EES 208 or equivalent. (Spring) required for a major. (Fall and Spring) the graduate level, to the M.A. and Ph.D. 286. Seminar in Sedimentology and 394. Internship. Experience in an applied degrees. The department also offers a minor Tectonics. Interpreting the lithofacies and setting supervised on site. Approved and in economics as well as six different economic chemistry of sedimentary rocks to understand overseen by a University instructor. (Fall and clusters. paleoenvironment; impact of tectonics on cli- Spring) mate. Topics vary each semester. Classwork 64 ARTS AND SCIENCES

The undergraduate program emphasizes the The Honors Program 192Q. Population Growth: An Eco- understanding of modern tools of economic Students seeking an enriched curriculum can nomic Perspective. Small seminar open only analysis and their application to contemporary pursue a concentration with honors. The Hon- to first-year students. The decision to pro- policy issues. Those completing an appropriate ors Program requires additional coursework create and to allocate resources to future gen- program should be adequately prepared for in mathematics and economics, as well as erations is surely an economic issue. This graduate work in economics and other profes- enrollment in “honors” designated courses. course examines the questions raised by biol- sional schools. A more detailed description of Honors graduates also write a research paper ogists, demographers, and economists on the program of the Department of Economics in Senior Seminar. For specific details on the the causes and consequences of population is available from the department office, and on requirements for a concentration with honors, growth. the Web at www.econ.rochester.edu. please visit our Web site at www.econ. 207. Intermediate Microeconomics. rochester.edu. The economics of consumer choice and the demand for goods; producer choice, including REQUIREMENTS FOR A the supply of goods and the demand for CONCENTRATION IN ECONOMICS CITATIONS OF ACHIEVEMENT labor and other inputs; the effects of compe- (Effective for the class of 2007 and beyond. Students who concentrate in economics can tition and monopoly power on prices and pro- See our Web site at www.econ.rochester.edu also earn a citation of achievement. More duction. Prerequisite: ECO 108 or equivalent. for the most current version of all rules.) information is available from the department (Fall and Spring) • One year of calculus established by the suc- office and on the Web at www.econ. 207H. Honors Intermediate Microeco cessful completion of MTH 143, 162, 172, rochester.edu. nomics. This course shows how the choices or equivalent. of consumers and firms interact through • ECO 108 (must not be taken after any 200- CLUSTERS IN ECONOMICS markets to determine all the factors related level economics course; students may place Information is available at the department to economic well being. In comparison to out of ECO 108 and substitute a 200-level office as well as on the Web at www.rochester. other sections of ECO 207, this section devel- economics course). edu/College/CCAS/clusters/. ops these choices more formally and mathe- • ECO 230 (Economic Statistics). Students matically. Prerequisites: Strong performance in may substitute STT 213 or MTH/STT 203 as ECO 108, completion of MTH 161, MTH 171, alternatives. REQUIREMENTS FOR A MINOR or completion of MTH 141 and 142. (Spring) • ECO 207, 209, 230, and 231 (all completed IN ECONOMICS 208. Topics in Microeconomic The- by end of junior year). • ECO 207 ory. The major topics covered include gen- • Four additional economics courses (200 • ECO 209 eral equilibrium analysis, problems of intertem level or above, except 394; five if ECO 108 is • Three additional 200-level economics poral allocation of resources, the economics not taken). courses of uncertainty, and other topics as time per- • A “C” average in the above economics mits. Prerequisites: calculus and ECO 207. courses. 209. Intermediate Macroeconomics. • Two courses beyond the introductory level UPPER-LEVEL WRITING National income accounting concepts; their in an allied field, subject to approval by the REQUIREMENT changes and fluctuations as explained by the- faculty advisor. Students will meet the upper-level writing ories of income determination. Prerequisite: • Completion of the upper-level writing requirement by taking two upper-level writing ECO 207. (Fall and Spring) requirement. courses within the Department of Economics. 209H. Honors Intermediate Macro- For most students, one of these courses will economics. National income accounting REQUIREMENTS FOR A be econometrics. The second course can be concepts, their changes and fluctuations as CONCENTRATION IN FINANCIAL chosen from a variety of electives, denoted by explained by theories of income determina- the postscript “W” in the course schedule. tion. In comparison to other sections of ECO ECONOMICS 209, this section develops those concepts • One year of calculus more formally and mathematically. Prerequi- • ECO 108 (must not be taken after any 200- SCHEDULING sites: calculus and ECO 207. (Fall) level economics course; students may place ECO 108, 207, 209, 230, and 231 are offered 211. Money, Credit, and Banking. The out of ECO 108 and substitute a 200-level in fall, spring, and summer. Elective courses institutions that generate the money supply. economics course). are generally offered not more than once each The influence of monetary and fiscal policy on • ECO 230 (Economics Statistics). Students year. economic stability and growth. Prerequisites: may substitute STT 213 or MTH/STT 203 as ECO 207 and 209 or instructor’s approval. alternatives. COURSES OF INSTRUCTION 217. Economics of Organizations. • ECO 207, 209, 230, and 231 (all completed Definitive course listings are published before Economic analysis of security price dynam- by end of junior year). each semester. Course listings can also be ics in an efficient asset market and of opti- • FIN 205. found on the Web under Student Life, Class mal portfolio selection and its implications for • FIN 206. Schedules. Courses listed here carry 4 credit asset pricing. Prerequisite: ECO 230 • Three additional 200-level electives (one of hours unless otherwise noted. Following are (or equivalent). (Spring) which must be International Finance, Eco- some of the recent or planned offerings. 220. Fair Allocation. Examines issues of nomics of Organizations, Econometrics of distribution and justice from an economics Financial Markets, Public Finance). 108. Principles of Economics. The fun- perspective. Topics that may be examined • Accounting 201. damentals of microeconomic and macroeco- include fair taxation, fair political repre- • Accounting 221. nomic theory, with applications; preparation sentation, apportioning the cost of NATO • MTH 210 (Introduction to Financial Math- for subsequent economics courses. (Fall and among the members, and dividing outer ematics). Must be taken prior to second Spring) space. Prerequisites: calculus and ECO 108. finance course. 191Q. The Economic Way of Thinking. 223. Economics of the Labor Market. • Completion of the upper-level writing Small seminar open only to first-year students. Economics is used to understand the deter- requirement. No prior knowledge of economics is required. Students use ideas from economics to explore mination of wages, employment, workweeks; questions about human behavior, the role of the acquisition of skills; unions, discrimination, government, the difference between right and and unemployment. Prerequisite: ECO 207. wrong, and the nature of justice. ECONOMICS 65

224. Economics of Sports and Enter- 237. Economics of Education. Costs and outside the realm of economics. Prerequisites: tainment. The markets for professional and returns to investment in education; public pol- ECO 207 and 231. amateur sports and entertainment are ana- icy decisions about education; educational 272. International Political Economy. lyzed. Impacts of market organization and finance. Prerequisite: ECO 207. (Spring) Presents an overview of the international polit- public policy on attendance, salaries, and 251. Industrial Organization—Theory ical economy and the role of nation-states profits are examined. Prerequisite: ECO 108. and Evidence. An examination of the market within it. Same as PSC 274. (Spring) 226. Economic Development of the structure, conduct, and performance of con- 273. Economic Growth and Devel- North Atlantic. This course is concerned temporary American industry. Assessment of opment. This course begins with the empiri- with the economic development of Europe industry concentration, market control, and cal facts of economic growth and how growth from the Middle Ages to date. Primary attention associated pricing and innovative behavior is economists have struggled to explain the evi- is given to Western Europe, but the impact of emphasized. Prerequisite: ECO 207. dence. Questions that this course addresses economic changes elsewhere is also discus 252. Economics and Societies in Latin include How rich are rich countries? How sed. Prerequisite: ECO 108. Same as HIS 210. America and the Caribbean Since 1492. poor are poor countries? Why are there these 227. American Economic Growth. Amer- Provides historical explanation for the gen- differences? Prerequisites: ECO 207 and cal- ican economic history from the colonial period eral problem of material poverty and the socio culus. to the 1980s including discussions of growth political crises that characterize contemporary 274. Mathematical Economics. Eco- in the colonial economy, slavery in the Ameri- Latin America and the Caribbean. Same as AAS nomic issues in consumer and producer the- can south, the rise of “big business,’’ causes of 252 and HIS 203. ory treated in a formal, mathematical manner. the depression in the 1930s, and the economic 253. Economics and Social Conditions Prerequisites: calculus and ECO 207. conditions of the period after World War II. of African Americans. Economic devel- 282. Introduction to Positive Politi- Same as HIS 256. Prerequisite: ECO 108; ECO opment of African Americans during the twen- cal Theory. An introduction to some recent 207 is useful but not required. tieth century. Prerequisite: ECO 207. Same as developments in explaining and evaluating 228. Economics of Afro-American Slavery. HIS 253 and AAS 253. government behavior. The profitability and economic viability of the 255. Africa’s Sleeping Giant: Nigeria 286. Political Economy of Property slave system and the effect of slavery on dis- since the Islamic Revolution of 1804. Rights. This course considers the political tribution of income as well as on the level and This course is taught in the context of the economy of property rights with special atten- rate of growth of Southern per capita income world economic order, its evolution from the tion to applications to natural resources prob- are examined. Prerequisite: ECO 108. sixteenth century and the location of differ- lems, organizational design, post-Communist 230. Economic Statistics. Introduction ent parts of the world within it. The course transformations. Prerequisite: ECO 207. Same to the probability and statistical theory under- focuses on the historical development of as PSC 286. lying the estimation of parameters and test- socioeconomic and political structures over 288. Introduction to Game Theory. An ing of hypotheses in economics. Linear corre- time to explain why the giant of Africa has con- introduction to game theory with numerous lation and simple regression analysis. Students tinued to slumber. Same as HIS 272 and AAS applications to economic and political set- use computers to analyze economic data. The 260. tings. Prerequisite: ECO 207. Same as PSC 288. class consists of three hours of lecture and 261. State and Local Public Finances. 290. Political Economy of Markets and one hour of discussion. Prerequisite: students Examination of local taxation, provision of ser- Hierarchies. This course examines markets, should have taken or be taking calculus. (Fall vices, and intergovernmental fiscal relations. firms, states, and communities, asking how and Spring) Prerequisite: ECO 207. they work and who benefits (and who loses) 231. Econometrics. Regression analysis 263. Public Finance and Fiscal Policy. from using them. applied to time series and cross-section data, Government tax and expenditure policies and 291. Political Economy of Economic simultaneous equations; analysis of variance. their effect on resource allocation and income Development. This course investigates both Prerequisite: ECO 230, STT 213, or MTH 203. distribution. Prerequisite: ECO 207. theoretical and empirical issues in economic (Fall and Spring) 264. Urban Economics: Prospects for growth. Examples are drawn from recent inter- 232. Econometrics of Financial Mar- Metropolitan America. Examines conditions national experiences including those of the kets. Many results in the theory of finance of urban America with emphasis on issues that newly developed nations of the Far East and of rely on the fact that the time series repre- are of particular importance to policy makers. formerly Communist block countries. senting financial data follows certain princi- Prerequisite: ECO 207. Same as AAS 264. 293. Politics and Economics of Post- ples. In this course we analyze data in order to 265. Law and Economics. Economic anal- Communist Transformation. This course decide whether the standard models apply or ysis of property rights, contracts, torts and focuses on structural adjustment policies, sta- not. Prerequisites: FIN 205 and ECO 231. civil procedure, crimes and criminal pro- bilization, privatization, liberalization, and the 233. Economics of the Family. This cedure, government regulation and controls, political economy of transition to a market. course uses microeconomic tools to analyze and alternative legal rules and systems. Prereq- Same as PSC 292. the family. Topics include marriage markets, uisite: ECO 207. 294. Economic Development in a economics of polygamy and dowry, demand 269. International Economics. Trade pat- Global Perspective. This course examines for children, and insurance and the family. Pre- terns and comparative advantage; commercial the development of, and connection between, requisite: ECO 207. policy and the distribution of gains from trade; the economies of Europe and Asia since 1350. 234. Regulation of Economic Activity. balance of payments problems. Prerequisite: Same as HIS 294. Analysis of the impact of government regu- ECO 207. 371. Evolution of the World Economic lation in transportation, safety, and health on 270. International Finance. The eco- Order Since the Sixteenth Century. This economic welfare and efficiency. Prerequisite: nomics and institutions of flexible and fixed course deals with the economic relations ECO 207. exchange rates, international money mar- between the developed and less developed 235. The World Economy, Technology, kets and Eurocurrencies, international debt parts of the world since the sixteenth century. Population, and Growth. This course exam- and direct investment, and the balance of Attention is given to the impact of slavery and ines the reasons for the growth in population payments. Prerequisite: ECO 207 and 209. the slave trade upon Africa, Europe, and the and income as well as the reasons for uneven (Spring) Americas, and to the role of overseas trade in growth. Prerequisite: ECO 108. 271. Economics of Human Behavior. European and American development and its 236. Economics of Health. Analysis of fac- This course applies economic principles to impact on the rest of the world. Same as HIS tors that affect supply and demand in the mar- understand various aspects of human behav- 357W/457 and AAS 371. ket for medical care: risk, insurance, externali- ior that have usually been considered to be ties, ethics, regulation. Prerequisite: ECO 207. 66 ARTS AND SCIENCES

385. The Atlantic Slave Trade and 483. Introduction to Mathematical Sta- Jeffrey Tucker, Ph.D. (Princeton) Associate Africa, 1650–1850. The main thrust of the tistics. Credit—2 hours. Elements of proba- Professor of English and Director of course shows the extent to which the Atlantic bility theory and statistics as employed in the Frederick Douglass Institute for African slave trade retarded the development of cap- econometrics sequence ECO 484–485. (Fall) and African-American Studies italism in Africa between 1650 and 1850, and 484. Introduction to Econometrics. Genevieve Guenther, Ph.D. (California, so creating the conditions for the imposition Credit—2 hours. Estimation and hypothesis Berkeley) Assistant Professor of English of European colonial domination on the con- testing in the standard linear model; small and Stephanie Li, Ph.D. (Cornell) Assistant tinent from the late nineteenth century. Same large sample properties; generalized methods Professor of English as AAS 375 and HIS 356W/456. of moments. Prerequisite: ECO 483 or depart- Katharine Mannheimer, Ph.D. (Yale) Assis- 389. Senior Seminar. Supervised research mental permission. (Fall) tant Professor of English on an economic problem or policy issue, cul- 485. Elements of Econometrics. Credit— Albert J. Memmott, Ph.D. (Minnesota) minating in papers that serve as a basis for 3 hours. Extensions of the general linear Adjunct Assistant Professor of English seminars. Taken in senior year or with per- model to handle serial correlation, hetero Jason Middleton, Ph.D. (Duke) Assistant mission of instructor. (Spring) skedasticity, simultaneity, maximum likelihood Professor of English 390. Supervised Teaching of Eco- estimation, and testing. Diagnostic checking Greta Niu, Ph.D. (Duke) Assistant Professor nomics. Responsibility for one recitation sec- of estimated models. Problems in the analysis of English tion and/or for holding office hours under of individual unit data—qualitative dependent Supritha Rajan, Ph.D. (North Carolina, the instructor’s supervision. Departmental variables and sample self-selectivity. Prereq- Chapel Hill) Assistant Professor of English approval required. uisites: ECO 483 and 484. (Spring) Nigel Maister, M.F.A. (Carnegie Mellon) 391. Independent Study. Designed for Senior Lecturer in English and Director of advanced students seeking to do research International Theatre Program beyond what is contained in the regular Gordon Rice, M.F.A. (California Institute of course offerings. Requires faculty supervisor the Arts) Senior Lecturer in English and in the economics department. ENGLISH Production Manager of International 394. Internship. Not for concentration Theatre Program credit. Requires faculty supervisor in the eco- Deborah Rossen-Knill, Ph.D. (Minnesota) nomics department. Senior Lecturer in English and Director of David Bleich, Ph.D. (New York University) The following graduate courses are open to the College Writing Program Professor of English and Professor in the advanced undergraduates with permission Curtis Smith, B.A. (SUNY, Geneseo) Senior College of the instructor. Lecturer in English Morris Eaves, Ph.D. (Tulane) Professor of 471. Modern Value Theory I. The foun- Kenneth Johnson, B.A. (Seattle) Lecturer in English dation of modern microeconomic analysis, English and Director of Forensics Kenneth Gross, Ph.D. (Yale) Professor of including consideration of consumer behav- Thomas Gavin, M.A. (Toledo) Professor English ior, the theory of the firm, equilibrium under Emeritus of English Thomas G. Hahn, Ph.D. (California, Los alternative market structures, and welfare Richard Gollin, Ph.D. (Minnesota) Professor Angeles) Professor of English implications. (Fall) Emeritus of English and of Film and Media Bette London, Ph.D. (California, Berkeley) 472. Modern Value Theory II. Introduc Studies Professor of English tion to general equilibrium analysis, including Cyrus Hoy, Ph.D. (Virginia) John B. Trevor James Longenbach, Ph.D. (Princeton) modern treatment of existence, stability, and Professor Emeritus of English Joseph H. Gilmore Professor of English comparative statics properties; elements of Bruce Johnson, Ph.D. (Northwestern) Patrick Loughney, Ph.D. (George Washington capital theory. Professor Emeritus of English University) Adjunct Professor of English 475. Macroeconomics I. Reviews the main James William Johnson, Ph.D. (Vanderbilt) and of Film and Media Studies; Curator of empirical regularities that characterize eco- Professor Emeritus of English Motion Pictures and Director of the L. nomic growth and business fluctuations in Jarold W. Ramsey, Ph.D. (Washington) Jeffrey Selznick School of Film Preservation market economies. Discusses various theoret- Professor Emeritus of English Alan Lupack, Ph.D. (Pennsylvania) Adjunct ical models of the business cycle as well as the Part-time instructors and part-time assistant Professor of English and Curator of the Ros- macroeconomic impact of fiscal and monetary lecturers are not included in the above list. sell Hope Robbins Library policy. (Fall) John Michael, Ph.D. (Johns Hopkins) 476. Macroeconomics II. This course con- The Department of English offers work lead- Professor of English and of Visual and Cul- tinues with the themes developed in 475; busi- ing to a concentration for the B.A. degree and, tural Studies ness cycles, economic growth, fiscal and mon- at the graduate level, to the M.A. and Ph.D. Russell A. Peck, Ph.D. (Indiana) Professor etary policies. More emphasis is placed on the degrees. The department also offers under- of English and John H. Deane Professor of tools required to do modern macroeconom- graduate minors in writing (creative writing or Rhetoric and English Literature ics: dynamic programming, difference equa- journalism), English literature, and theater. Joanna Scott, M.A. (Brown) Roswell S. Bur- tions, Markov chains, etc. Computational tech- rows Professor of English The program of concentration in English is de- niques such as linear quadratic and discrete Frank Shuffelton, Ph.D. (Stanford) Professor signed to give students knowledge of British state-space dynamic programming, the Cole- of English and Chair of the Department and American literary works in their historical man algorithm, and parameterized expecta- George Grella, Ph.D. (Kansas) Associate and cultural contexts, and to develop writing tions are taught. (No prior knowledge of these Professor of English and of Film and Media skills, as well as critical abilities for reading in a techniques is assumed.) Studies variety of periods, genres, and methodologies. 481. Mathematical Economics I. This Sarah Higley, Ph.D. (California, Berkeley) In addition to the standard concentration in course covers the use of optimization theory in Associate Professor of English English, students may complete concentra- economic analysis. The topics covered include Barbara Jordan, M.A. (Boston) Associate tions with emphases in Creative Writing; The- finite-dimensional optimization (unconstrained Professor of English ater; and Writing, Media, and Communication. optimization, Lagrange’s Theorem, the Kuhn- Rosemary Kegl, Ph.D. (Cornell) Associate Tucker Theorem), the role of convexity in opti- A student preparing to concentrate in English Professor of English mization, parametric continuity of solutions to should get in touch with the department’s Di- optimization problems, and finite and infinite rector of Undergraduate Studies, usually early horizon dynamic programming. ENGLISH 67

in the second semester of the sophomore Concentration in English: from oral to electronic and to highlight the year. All majors should consult their advisors Creative Writing way English, in its objects of study, addresses regularly to maintain a coherent program that the history, theory, and analysis of media. The Department of English offers a concentra- benefits their particular interests. tion in creative writing for students who want While the requirements below offer a general The English Honors Program is open to to explore the art of writing and refine their template for the concentration, majors should English majors by invitation. All junior English skills in critical reading. Students work inten- devise a specific course of study in close majors are invited to apply. Students who are sively on their own imaginative writing (fiction, consultation with the Director of Undergradu- accepted into the program enroll in a special poetry, and play writing) in conjunction with ate Studies or designated writing, media, and honors seminar in the fall of their senior year, the study of literature. Students wishing to pur- communication advisor, who must approve do a preliminary research project, and write an sue a Concentration in English: Creative Writing the final course of study. honors essay in the spring semester. Students must apply to the creative writing advisor in the A minimum of 10 courses is required, at least who successfully complete these requirements department and receive written approval. six of which must be at the 200 or 300 level. receive a degree with honors in English. A minimum of 10 courses is required. 1. Concentrators must take two literature 1. Concentrators must take at least four courses, at least one of which must be at the GENERAL COURSE INFORMATION courses in creative writing, as follows: 200 or 300 level. Students wishing to take any English course a. Two courses (8 credits) at the 100 level 2. Concentrators must take at least six courses numbered 200 or higher should generally from among the following: from the following list, at least three of which have satisfied the College’s primary writing ENG 121. Fiction must be in a single subgroup; this list is not requirement or have taken at least one intro- ENG 122. Poetry comprehensive, so students should consult ductory course (100-level) in literature. ENG 123. Playwriting with the Director of Undergraduate Stud- ENG 125. Speculative Fiction ies or concentration advisor for complete and Courses numbered 200–390 are customarily b. One of the following courses: updated information about applicable courses. open to sophomores, juniors, seniors, and ENG 275. Advanced Creative Writing: qualified first-year students; approval of the Poetry instructor may be required for enrollment in Journalism and Nonfiction ENG 276. Advanced Creative Writing: some courses. Writing Fiction ENG 130. Seminar in Writing (topical) Permission of the instructor is generally ENG 277. Screen Writing ENG 131. Reporting and Writing the News required for 120, 121, 122, 125, 126, 132, 133, c. One of the following: ENG 132. Feature Writing 138, 275, 276, 292, 293, 294, 298, 299, 370, ENG 375. Seminar in Fiction Writing ENG 133. Editing Practicum 375, 376, and 396. ENG 376. Seminar in Poetry Writing ENG 138. Journalism Case Studies 2. Concentrators must take two of the follow- ENG 126. Creative Nonfiction REQUIREMENTS FOR A ing courses: ENG 281. Literary Journalism ENG 112. Classical and Scriptural Backgrounds CONCENTRATION IN ENGLISH ENG 113. British Literature I Media A minimum of 10 courses is required. At least ENG 114. British Literature II seven of the 10 must be English courses at the ENG 117. Introduction to the Art of Film ENG 115. American Literature ENG 118. Introduction to Media Studies 200 or 300 level. 3. Concentrators must take four additional 1. Concentrators must take two of the follow- ENG 255. Silent Cinema English courses at the 200 or 300 level, two of or ing courses, ideally by the end of the sopho- which must be in British or American litera- more year: ENG 256. Sound Cinema ture before 1800 and two in British or Ameri- ENG 263. Media Studies (can be taken more ENG 112. Classical and Scriptural Backgrounds can literature after 1800. ENG 113. British Literature I than once with different topics) ENG 114. British Literature II Students accepted into the honors program ENG 283. Media ABC ENG 115. American Literature in English may write original fiction (a collec- ENG 280. Hypertext Writing 2. Concentrators may take one additional tion of stories or a novella), poetry, or a play to ENG 282. Editing and Desktop Publishing course at the 100-level, either a third survey fulfill the requirements for the honors essay. course from the list above (ENG 112, 113, 114, Students choosing this option must have the Rhetoric and Language 115) or one of the following “approaches to approval of the creative writing advisor in the ENG 134. Public Speaking literary study” courses: English department. ENG 135. Debate ENG 100. Great Books ENG 136. Advanced Debate ENG 101. Maximum English Concentration in English: ENG 137. Freedom of Expression ENG 111. Introduction to Shakespeare Writing, Media, and ENG 200. History of the English Language ENG 116. Introduction to African-American ENG 249. Gender, Writing, and Representation Literature Communication ENG 284. Orality, Language, and Literacy The Concentration in Writing, Media, and ENG 117. Introduction to the Art of Film ENG 285. Advanced Writing and Peer Tutoring Communication is designed to serve students ENG 19-. Quest courses ENG 286. Presidential Rhetoric who want to explore the department’s multi- 3. Of the seven or eight courses at the 200 or With permission of the Director of Under- faceted array of courses related to the forms 300 level: graduate Studies, students may count up to of communication. Such courses—in editing, a. Two must be in British or American liter- two preapproved courses taught in other rhetoric, the history of the media of arts and ature before 1800 (from courses marked as departments (e.g., Art and Art History, His- communication, journalism, professional writ- such in the course schedule). Two must be tory) toward the three courses that may be ing, public speaking, debate, etc.—may be of in British or American literature after 1800 distributed across any of the groups above. special interest to students who are contem- (from courses marked as such in the course Concentrators may also substitute an addi- plating careers in such areas as law, nonfiction schedule). tional internship (ENG 394) for one of these writing, publishing, print journalism, or elec- b. One must be a Research Seminar (from three courses. tronic journalism. The concentration, how- annual list provided by English department), 3. Concentrators must take an approved ENG ever, does not present a narrowly preprofes- ideally taken in the junior or senior year. 394, Internship in English, or equivalent. sional curriculum; rather, it is designed to ENG 396, Honors Seminar, will count as a reflect the way English has come to be under- Research Seminar. stood as encompassing a full array of practices 68 ARTS AND SCIENCES

4. Concentrators must take one additional In cases where some courses are unavailable, ENG 275. Advanced Creative Writing: Fiction 200- or 300-level English course, from any of students should consult with the Director of ENG 276. Advanced Creative Writing: Poetry the above three groups. Undergraduate Studies for possible substitu- ENG 277. Screen Writing tions. ENG 375. Seminar in Fiction Writing For further information, contact the Director ENG 376. Seminar in Poetry Writing Concentration in English: 3. Additional courses, if needed, to be cho- Theater of Undergraduate Studies and/or the Artistic Director of the Theatre Program. sen from the department’s 200-level and 300- The English department offers a special major level offerings. intended to provide institutional support and recognition to students who want to invest a REQUIREMENTS FOR THE MINOR IN THEATER significant part of their undergraduate careers A MINOR IN ENGLISH in theater and theater-related courses, and to The minor in theater consists of a minimum The Department of English offers minors in of 24 credits taken from the following three furnish such students with credentials reflect- English literature, theater, and writing; the ing their work in theater. categories. No more than two courses writing minor includes tracks in journalism included in one’s major may be counted A minimum of 12 courses (amounting to at and creative writing. The minors in theater toward the minor. least 48 credit hours) in English and theater and writing emphasize the practical sides of courses is required. the disciplines and are open to English majors 1. A student must work on at least two, but 1. Students must take two of the following as well as nonmajors. All three minors stip- no more than three, productions, acquiring surveys: ulate a minimum of six courses, five of which at least 8 credits in production and perfor- ENG 112. Classical and Scriptural Back- must be taken in residence. No more than two mance courses (either onstage or backstage): grounds courses in one’s major may be counted toward ENG 290/291. Plays in Production ENG 113. Literature I the minor. Students wishing to minor in Eng- ENG 292/293/294/295. Plays in Performance ENG 114. Literature II lish should contact the Director of Under- 2. Theater method and performance cours- ENG 115. Literature graduate Studies in English. es; 8 credits in all (spring course numbers in 2. Of the remaining courses in literature and parentheses): theater, 16 hours of credit must be in the- THE MINOR IN ENG 123. Playwriting—2 credits ater production (either onstage or backstage). ENG 170 (171)/270 (271). Technical (and Each student must work on at least four pro- ENGLISH LITERATURE Advanced Technical) Theater ductions, serving in stage management or as 1. ENG 113. British Literature I ENG 172. Intro to Stage Lighting and an assistant director for at least one. 2. ENG 114. British Literature II Sound 3. Theater concentrators also are required to or ENG 174 (175). Acting Techniques take 8 hours of credit in theater method and/ ENG 115. American Literature ENG 176 (177). Voice and Movement for or performance courses, choosing from the 3. Four additional courses in British or Amer- the Actor—2 credits following (spring course numbers in paren- ican literature, three of which must be at the ENG 180. Directing theses): 200 or 300 level ENG 252. Theater in England ENG 123. Playwriting—2 credits ENG 360. Special Projects: Theater ENG 170 (171)/270 (271). Technical (and THE MINOR IN WRITING 3. Dramatic literature—8 credits (at least Advanced Technical) Theater Students minoring in writing must choose one two courses): ENG 172. Intro to Stage Lighting and of these tracks: ENG 111. Introduction to Shakespeare, or Sound ENG 203. Medieval Drama ENG 174 (175). Acting Techniques Journalism ENG 208. Renaissance Drama, Elizabethan ENG 176 (177). Voice and Movement for Six courses are required: and Jacobean Drama the Actor 1. ENG 131. Reporting and Writing the News ENG 209. Problems in Shakespeare, or ENG 180. Directing 2. ENG 132. Feature Writing ENG 210. Shakespeare ENG 252. Theater in England 3. At least one of the following courses: ENG 214. Restoration and Eighteenth- ENG 360. Special Projects: Theater ENG 130. Seminar in Writing Century Drama Finally, theater concentrators must take 16 ENG 120. Introduction to Creative Writing ENG 228. African-American Drama hours of credit in literary study courses in ENG 121. Creative Writing: Fiction ENG 235. Modern Drama British or American literature, two of which ENG 122. Creative Writing: Poetry ENG 243. Major Author—a playwrite ENG 125. Speculative Fiction must be in literature before 1800, and two Additionally, students taking an Internship 4. At least two of the following courses: courses in dramatic literature. in Theater (ENG 398), Independent Study ENG 133. Editing Practicum Additionally, students taking an Internship in (ENG 391) whose subject is theater or ENG 391. Research Project in Journalism Theater (ENG 398), undertaking an dramatic research, or enrolled in a standard ENG 394. Internship Independent Study (ENG 391) whose subject Research Seminar (ENG 380) or Honors 5. Appropriate additional courses, if needed, is theater or dramatic research, or enrolled Seminar (ENG 396) with a dramatic litera- to be chosen from the 200- and 300-level in a standard Research Seminar (ENG 380) ture/theatrical focus might also have those courses in literature or criticism. or Honors Seminar (ENG 396) with a dra- classes count towards a minor in theater. matiic literature/theatrical focus might also Similarly, Study Abroad options in London Creative Writing have those classes count towards the theater and Bath (if allied to dramatic or theatrical Six courses are required: concentration. Similarly, Study Abroad op- work) might count towards a minor. Other 1. Two creative writing courses (8 credits): tions in London and Bath (if allied to dramatic courses in the English department relating ENG 120. Introduction to Creative Writing or theatrical work) might count towards this to drama and/or theater may, from time to ENG 121. Creative Writing: Fiction concentration. Other courses in the English time, be valid additions to this list, also. See ENG 122. Creative Writing: Poetry department relating to drama and/or theater the Director of Undergraduate Studies for ENG 123. Playwriting. Credit—2 hours may, from time to time, be valid additions to details. ENG 125. Speculative Fiction this list, also. See the Director of Undergradu- 2. At least one advanced creative writing ate Studies for details. course: ENGLISH 69

In cases where some courses are unavail- 116. Introduction to African-American 137. Freedom of Expression. This course able, students should consult with the Literature. A survey of African-American liter- explores the controversies surrounding cen- Director of Undergraduate Studies for pos- ature, fiction, and nonfiction, beginning with sorship, free speech, and hermeneutics. sible substitutions. the late eighteenth century. 138. Journalism Case Studies. For further information, contact the Direc- 117. Introduction to the Art of Film. 280. Hypertext Writing. tor of Undergraduate Studies and/or the The primary visual, aural, and narrative struc- 281. Literary Journalism. Artistic Director of the Theatre Program. tures and conventions by which motion pic- 282. Editing and Desktop Publishing. tures create and comment upon significant 283. Media ABC. Provides a historical and human experience. Same as AH 112 and FMS critical introduction to the idea of medium UPPER-LEVEL WRITING 132. and media, including books, paint, electronic REQUIREMENT files, music, photography, etc. Because most upper-level English courses are Creative Writing Courses 284. Orality, Language, and Literacy. writing intensive, providing extensive atten- 120. Creative Writing. Introductory work- 285. Advanced Writing and Peer Tutor- tion to writing and revision, concentrators ful- shop exploring multiple genres. ing. This course prepares selected undergrad- fill the upper-level writing requirement as part 121. Creative Writing: Fiction. Short uates for work as writing advisors. of the regular requirements for the major. For story workshop. 286. Presidential Rhetoric. students doing the standard English concen- 122. Creative Writing: Poetry. Poetry tration, this includes a 300-level research sem- writing workshop. Quest Courses inar, which serves as a major component of 123. Playwriting. Credit—2 hours. A 19X. Quest Courses. Courses that intro- the upper-level writing requirement. For con- course devoted to the understanding and exe- duce students to the study of literature and centrators doing English with an emphasis cution of dramatic writing that is unique to the the practice of research. Topics vary for each on Creative Writing and Writing, Media, and theater. section. Communication, the concentration necessar- 125. Speculative Fiction. A creative writ- ily includes upper-level courses with writing as ing course dedicated to commercial and/or lit- Major Authors and Historical their primary subject and medium. Concentra- erary fiction with an emphasis on science fic- Periods tors in English Theater must make individual tion, fantasy, and magic realism. Pre-1800 arrangements with their instructors to com- 126. Creative Nonfiction. 200. History of the English Language. plete the upper-level writing requirement, by 275. Advanced Creative Writing: The development of the English language designating two courses as “W” sections; these Fiction. Seminar in fiction writing. Emphasis from the Anglo Saxon period on up, focusing arrangments must be approved by both the on individual development of style. on texts from representative periods. course instructor and the Director of Under- 276. Advanced Creative Writing: Poetry. 201. Old English Literature. Literature graduate Study. Seminar in poetry writing. Emphasis on indi- written in England before the Norman Con- vidual development of style. quest. Latin works are read in translation; ver- COURSES OF INSTRUCTION 277. Screen Writing. The primary text for nacular works, in the original. this course is students’ own scripts in prog- 202. Middle English Literature. Poetry, Definitive course listings are published before ress. The course also examines various profes- each semester. Courses listed here carry 4 prose, and drama of the thirteenth, four- sional scripts, both film and television. teenth, and fifteenth centuries, exclusive of credit hours unless otherwise noted. Following 375. Seminar in Writing: Fiction. are some of the recent or planned offerings. Chaucer. Readings in Middle English. 376. Seminar in Writing: Poetry. 203. Medieval Drama. English drama from 377. Writing in Other Genres. Introductory and Gateway its beginnings until 1580, including material from the mystery cycles, moralities, and early Courses Writing, Journalism, and Communi- Tudor drama. 100. Great Books. Provides a close reading cation 204. Chaucer. The principal works of Chau- of a selection of literary masterpieces. Read- 130. Seminar in Writing. Students read cer, in their historical and intellectual context. ings vary from year to year. and write essays on a range of topics in the Readings in Middle English. Same as REL 208. 101. Maximum English. A gateway course arts and sciences. Topics vary from year to 206. Studies in Medieval Literature. introducing students to basic concepts and year. The course emphasizes mastery of voice, 207. English Renaissance Literature. skills, and to the particular features of the Eng- argument, and rhetorical strategy. Sixteenth-century literature from Sir Thomas lish department and its faculty. 131. Reporting and Writing the News. More to Spenser, with some attention to the 111. Introduction to Shakespeare. A A laboratory course (requiring typing) on the continental background. selection of his major plays. fundamentals of gathering, assessing, and writ- 208. Elizabethan and Jacobean Drama. 112. Classical and Scriptural Back- ing news. English Renaissance drama through 1642, grounds. The great tradition, from Homer, 132. Feature Writing. A workshop admin- exclusive of Shakespeare. Greek drama, Plato, and Virgil to the Bible and istered by the Department of English and the 209. Studies in Shakespeare. Dante. Same as REL 140. Gannett Newspapers. 210. Shakespeare. Readings of a selection 113. British Literature I. An introductory 133. Editing Practicum. Practicum semi- of Shakespeare’s plays. study of early British literature, its forms and nar on editing a newspaper, with special atten- 211. Milton. The works of Milton in their themes, and the development of our literary tion to the Campus Times. historical and intellectual context. tradition. 134. Public Speaking. Practice in effective 213. Studies in Renaissance Literature. 114. British Literature II. Major themes small-group communication and the presenta- 214. Eighteenth-Century Literature. and central ideas in British literature of the tion of expository and persuasive speeches. 215. Early British Novel. The novel from eighteenth, nineteenth, and twentieth cen- 135. Debate. Critical thinking and reasoned its beginnings to the early nineteenth century, turies. decision making through argumentation. emphasizing such novelists as Defoe, Fielding, 115. American Literature. Significant 136. Advanced Debate. Debate theory and Richardson, and Austen. achievements by American writers of poetry, practice through varsity-level intercollegiate 217. Studies in Eighteenth-Century fiction, and other prose in the nineteenth and competition and research. Literature. twentieth centuries. 70 ARTS AND SCIENCES

218. Early American Literature. From Asimov, Robert Heinlein, Samuel R. Delany, 270/271. Advanced Technical Theater. 1630 to 1830, including Puritan nonfiction and more. 172. Intro to Stage Lighting and Design. and poetry; exploration narrative; and fiction, 248. Studies in Women’s Literature. The course undertakes to introduce students drama, and poetry of the Revolutionary and 249. Gender, Writing, and Representa- to the various elements of theater design. early national eras. tion. Lighting techniques, sound design, and set Post-1800 250. Literature and Ethnicity. design are all covered from time to time. 220. Romantic Literature. Major writers, 251. Studies in Popular Literature. 174/175. Acting Techniques. Training other than novelists, of the early nineteenth 252. Theater in England. in the techniques by which individual actors century, with particular emphasis on poets 253. The Literature of the Bible. set forth the characters recorded in dramatic from Blake through Keats. 254. Arthurian Literature. texts. 221. Victorian Literature. The major intel- 176/177. Voice and Movement for the lectual, cultural, and artistic developments of Film and Media Studies Actor. This is an introductory course on voice the Victorian period (1830–1900), in prose, 117. Introduction to the Art of Film. and movement for the actor. drama, verse, and related arts. Same as FMS 132. 180. Directing. Training in the methods by 222. Nineteenth-Century British Novel. 118. Introduction to Media Studies. The which actor and director embody the dramatic Emphasizing such novelists as Dickens, Thac- cultural, aeshetic, and economic history of text; emphasis on studio practice. Limited to keray, Eliot, and Hardy. visual media. Same as FMS 131. one or two students. Prerequisite: Permission 223. Studies in Nineteenth-Century Lit- 255. Introduction to Film History: of instructor. erature. Silent Cinema. Same as FMS 233. 182. The Actor and the Text. 225. American Romantics. From 1830 to 256. Introduction to Film History: 290/291. Plays in Production. Set build- 1865, including Emerson and the transcenden- Sound Cinema. Same as FMS 234. ing, prop and costume development, and pub- tal movement, abolitionist writing and slave 258. Film Analysis. licity for current production. narrative, representative fiction, and poetry by 259. Popular Film Genres. An intensive 292/293/294/295. Plays in Performance. Poe, Whitman, Melville, Stowe, and others. study of selected types of popular films in For actors and stage managers working on the 226. American Realists. From 1886 to their larger cultural context. Same as FMS 251. current production. 1912, including poetry by Dickinson and Frost; 260. Film History. Same as FMS 254. 298. Acting Lab I. Credit—2 hours. Manda- realist and naturalist fiction by Twain, Whar- 261. Film Theory. An introduction to the tory acting lab for students in ENG 291. ton, James, Dreiser; representative nonfiction history, the theory, and especially the practice 299. Acting Lab II. Credit—2 hours. Man- and philosophy. of criticism. Same as FMS 255. datory acting lab for students in ENG 293. 227. American Moderns. From 1913 262. Studies in a National Cinema. Films to 1941, including Eliot, Stevens, Cather, from a particular national cinema—British, Additional Upper-level courses Faulkner, Hemingway, Fitzgerald, O’Neill, W. C. Japanese, German, French, Italian, and others 370. Special Projects: Theater. Williams, and others. from various periods. Same as FMS 256. 380–389. Research Seminars. Open to 228. African-American Drama. 263. Media Studies. This course addresses junior and senior English majors. Others may 230. Studies in American Literature. the history and theory of a range of commu- be admitted by permission of instructor. 231. Twentieth-Century British Novel. nications media and visual technologies in sci- 391. Independent Study. The novel from 1900 to the present, empha- ence, industry, and popular culture. Same as 394. Internships in English. sizing such novelists as Conrad, Joyce, Woolf, FMS 257. 396. Honors Seminar. Limited to students and Lawrence. 264. Studies in a Director. A course in the completing the English honors program. 232. Modern Literature. works and career of an outstanding and iden- 398. Theater Internship. Limited to stu- 233. Modern Poetry. An introduction to tifiable film director: Hitchcock, Warhol, Hus- dents completing the English honors program. representative twentieth-century poetry. ton, Bunuel, Renoir, etc. Same as FMS 253. 234. Modern Fiction. 265. Issues in Film. The course takes up 400-level Courses 235. Modern Drama. Great modern dra- particular concepts, ideas, and ideology in Qualified undergraduates may enroll in mas from Ibsen to Ionesco as reflectors of the film, often spanning periods, nations, and advanced seminars at the 400 level by permis- main currents in modern thought and feeling. genres. Same as FMS 252. sion of the Director of Undergraduate Studies 236. Contemporary Fiction. Examines 266. Issues in Film Theory. Same as FMS and the Director of Graduate Studies in Eng- novels and short fiction by contemporary Eng- 244. lish and the instructor. lish and American writers. 267. Topics in Media Studies. Same as 237. Contemporary Poetry. Poetry in Eng- FMS 259. lish from around 1945 to the present, empha- 268. Museum Studies. Same as FMS 254. sizing latter-day transformations. 280. Hypertext Writing. Same as FMS 245. 238. Studies in Modern and Contempo- 283. Media ABC. Provides a historical and FILM AND MEDIA rary Literature. critical introduction to the idea of medium and media, including books, paint, electronic STUDIES Literary modes and special topics files, music, photography, etc. Same as FMS 240. Literary Criticism and Theory. 249. 241. Lyric Poetry. PROGRAM FACULTY 242. Topics in Literature. Theater Courses Douglas Crimp, Ph.D. (CUNY) Fanny Knapp 243. Studies in a Major Author. 123. Playwriting. Credit—2 hours. A Allen Professor of Art History and Professor 244. Studies in a Literary Tradition. course devoted to the understanding and exe- of Visual and Cultural Studies 245. Studies in a Literary Mode. cution of dramatic writing that is unique to the Morris Eaves, Ph.D. (Tulane) Professor of 246. Detective Fiction. Examines some of theater. English the major authors and books of detective fic- 170/171. Technical Theater. An intro- Patrick Loughney, Ph.D. (George Washington tion, both British and American, concentrating ductory course to the theories, methods, and University) Adjunct Professor of English on the twentieth century. practice of set construction, power tools, rig- and of Film and Media Studies; Curator of 247. Science Fiction. Examines a range ging, stage lighting, drafting, sound, and scene Motion Pictures and Director of the L. Jef- of science fiction texts and issues, includ- painting. Lab participation in theater program frey Selznick School of Film Preservation ing works by Mary Shelley, H. G. Wells, Isaac productions required. FILM AND MEDIA STUDIES 71

Claudia Schaefer, Ph.D. (Washington, St. Jeffrey Selznick School of Film Preservation at television production or multimedia author- Louis) Professor of Spanish the Eastman House have the option of enrolling, or to begin careers in these industries. Sharon Willis, Ph.D. (Cornell) Professor of ing in a two-year graduate program leading to The special concentration in media produc- Art History and of Visual and Cultural a Master of Arts degree through the Depart- tion comprises 12 courses, organized in the Studies ment of English. For more information contact following manner: Joanne Bernardi, Ph.D. (Columbia) Associate the Film and Media Studies Director or the • One of two core courses Professor of Japanese Graduate Director of the English Department. a. FMS 131. Introduction to Media Studies Elizabeth Cohen, M.F.A. (Rhode Island School or of Design) Associate Professor of Art REQUIREMENTS FOR A CONCENTRA- b. FMS 132. Introduction to Film Studies George Grella, Ph.D. (Kansas) Associate • One course in film/media history Professor of English and of Film and Media TION IN FILM AND MEDIA STUDIES • One course in international or transnational Studies There are many career opportunities open to film/media Ewa Hauser, Ph.D. (Johns Hopkins) students of film and the media arts. Many stu- • One course in media theory Adjunct Associate Professor of Political dents go on to film or television school, pur- • One course in media history Science suing graduate work in producing, directing, and Sarah Higley, Ph.D. (California, Berkeley) editing, cinematography, screenwriting, acting, • One course in media analysis and criticism Associate Professor of English and other creative aspects of media. Others • One upper-level course (200 level or above Rheinhild Steingrover, Ph.D. (SUNY, choose to pursue the graduate study of media in a nonproduction area) Buffalo) Associate Professor of German history, theory, and criticism in master’s or • Five courses in production-related areas. (Humanities, Eastman School of Music) doctoral programs. Media law and business The five courses in production-related areas Allen Topolski, M.F.A. (Pennsylvania also present exciting opportunities for post- may include work in creative writing, the- State) Associate Professor of Art graduate study. A major in film and media ater, photography, and the digital arts as Emile Devereaux, M.F.S. (California, studies can also lead to exciting careers in well as media production. print and media journalism, arts and museum San Diego) Assistant Professor of Art Students will be admitted to the concentration Jason Middleton, Ph.D. (Duke) Assistant management, film preservation and curating, library science, and multimedia authoring. on recommendation of their advisor. Alter- Professor of English native, individualized concentrations for study- Greta Niu, Ph.D. (Duke) Assistant Professor The concentration consists of 12 courses or- ing motion pictures may also be proposed of English ganized in the following categories. Students through the Committee on Interdepartmental Richard M. Gollin, Ph.D. (Minnesota) are admitted to the concentration on recom- Majors. Double-majoring in film and media Professor Emeritus of English and of Film mendation of their advisor. Alternative, indi- studies and another field is also encouraged and Media Studies vidualized concentrations for studying media though not more than two courses may be may also be proposed. The major includes a proposed in common for the two majors. writing requirement, which is satisfied by suc- FILM AND MEDIA STUDIES cessful completion of two intensive upper-level Film and media studies concentrators may, if The Film and Media Studies Program offers writing courses. Each semester the program they wish, include in their senior year an inde- an interdepartmental concentration leading designates several such courses. pendent reading or research course, FMS 391, to a bachelor’s degree. A minor in film and • One of two core courses or an independent project that calls upon the media studies is also available. The film and a. FMS 131. Introduction to Media Studies knowledge and discrimination acquired while media studies concentration offers students or completing these requirements. an opportunity to explore motion pictures, b. FMS 132. Introduction to Film Studies television, and the electronic arts as art forms FMS 394, film internships at television stations (Introduction to the Art of Film) and cultural phenomena. It consists of specific and local industries, and abroad, are open to • One course in film/media history courses offered by participating departments, film students under the sponsorship of the • One course in international or transnational and it provides the opportunity for screening Film and Media Studies Program. In addition, film/media and analysis of centrally important works in most majors intern in the Motion Picture De- • One course in film/media theory the history of cinema and media from the core partment of George Eastman House. The di- • Two courses in film/media analysis and criti- collection in the Film and Media Studies Cen- rector can also recommend many other study cism ter. Twenty or more film courses are offered abroad programs for a semester or a full year. • One course in media production annually by various departments; a list is made Contact the director for more information. For • Five elective film/media studies courses available each semester in time for preregis- information about internships abroad, go to (two of which must be at the 200 or 300 tration. the Center for Study Abroad. level) The program offers a variety of clusters in film The film and media studies honors program and media studies. offers majors an opportunity to spend their REQUIREMENTS FOR A senior year concentrating on a specific course The Film and Media Studies Program also CONCENTRATION IN MEDIA of research or creative endeavor. Interested enjoys a close relationship with George East- PRODUCTION junior film and media studies majors should man House. All University students have free Students interested in media production are consult with the director. access to the museum and library on presen- encouraged to creatively seek out courses that tation of student identification. Important deepen their background in the arts— espe- film screenings and special events are offered REQUIREMENTS FOR A MINOR IN cially in studio art, theater, and creative writ- FILM AND MEDIA STUDIES several nights a week at the Dryden and Curtis ing—and to integrate them into their program A minor concentration in film and media stud- Theatres. The archival resources of the mu- of study. Concentrators in film and media ies requires six courses as outlined below. seum are also available for coursework and studies may also elect to follow a special con • FMS 132. Introduction to the Art of Film for special projects. George Eastman House centration in media production as an alter- or also offers many exciting opportunities for native to the standard program of study. The FMS 131. Introduction to Media Studies internships, especially in the conservation of goal of the special concentration is to prepare • One course in film/media history film and photography. In 2004, the University students with the basic, creative background of Rochester and George Eastman House initi- and the practical experience they need either ated a joint M.A. program. Students in the L. to pursue the postgraduate study of film and 72 ARTS AND SCIENCES

• One course in either film/media theory or 255. Classical Film Theory. Same as CLT Anthony T. Carter, Ph.D. (Rochester) analysis and criticism 211F. Professor of Anthropology • Three additional film/media studies courses 280. French Cinema: the New Wave. Dean Harper, Ph.D. (Columbia) Professor chosen in consultation with the faculty Same as FR 280. of Sociology and Associate Professor of advisor. These courses may include three 281. Popular Film: Sex and Violence. Psychiatry; Director of the Program production-related courses thus compris- Same as CLT 220. Bruce Jacobs, Ph.D. (Harvard) Professor of ing in effect a minor concentration in media 282. Japanese Animation (Anime). Same Political Science production. as JPN 292. Richard Dees, Ph.D. (Michigan) Associate 283. History of Japanese Film. Same as Professor of Philosophy JPN 283. Nancy Reynolds, M.S.P.H.(Massachusetts) UPPER-LEVEL WRITING 284. Monsters, Mobsters, and Swords. Health Educator REQUIREMENT Same a JPN 284. Film and media majors will take two desig- 292. Japanese Cinema: The New Wave. Health and society is a multidisciplinary nated upper-level writing emphasis courses in Same as JPN 286. major intended for students considering the major. Please contact the Program Office 293. Russia Goes to the Movies. Same as careers in health care administration, health for a list of designated courses. RUS 267. policy and planning, or the social services. 294. Spanish Film. Same as SP 288. Health and society majors planning careers in medicine should consult with a health COURSES OF INSTRUCTION POLITICAL SCIENCE professions advisor about premedical Course listings are published before each requirements. semester. For course descriptions see depart- 256L. Political Films: Cold War. Same as mental listings. Courses listed here carry 4 PSC 255. The bachelor’s degree with honors is award- credit hours unless otherwise noted. Following ed according to three criteria: (1) “B+” or are some of the recent or planned offerings. STUDIO ART better performance in the following honors 260A. Introductory Digital Art. Same as courses taken for the health and society ma- ENGLISH SA 151. jor: HLS 116 (Introduction to Community 131. Introduction to Media Studies. 260B. Adanced Digital Art. Same as SA Medicine), HLS 201 (Research in the Health Same as ENG 117. 252A. Sciences), and HLS 301 (Senior Seminar 132. Introduction to the Art of Film. 260C. Adanced Digital Art. Same as SA in Health and Society); (2) completion of Same as ENG 117. 252B. a senior thesis; and (3) an oral defense of 233. Introduction to Film History: 260D. Adanced Digital Art. Same as SA the thesis. Detailed information about the Silent Cinema. Same as ENG 255. 252C. requirements is available in the College 234. Introduction to Film History: 262A. Advanced Video and Sound Art. Center for Academic Support in 312 Lat- Sound Cinema. Same as ENG 256. Same as SA 262A. timore Hall. 262B. Advanced Video and Sound Art. 251. Popular Film Genres. Same as ENG The bachelor’s degree with distinction is Same as SA 262B. 259. awarded to students with a sufficiently high 262C. Advanced Video and Sound Art. 252. Issues in Film. Same as ENG 265. grade-point average in the major: 3.25 for Same as SA 262C. 253. Studies in a Director. Same as ENG distinction, 3.50 for high distinction, and 263A. Issues in Advanced Video and 264. 3.75 for highest distinction. 254. Studies in Film History. Same as Sound. Same as SA 263A. ENG 260. 263B. Issues in Advanced Video and It is possible for students to earn the degree 254. A Study in Museum Studies. Same Sound. Same as SA 263B. with both distinction and honors. as ENG 268. 263C. Issues in Advanced Video and 255. Film Theory. Same as ENG 261. Sound. Same as SA 263C. REQUIREMENTS FOR A 256. Studies in a National Cinema. Same MAJOR IN HEALTH AND SOCIETY as ENG 262. A total of 12 courses, distributed as follows: 257. Media Studies. Same as ENG 263. HEALTH Required Courses IN FILM AND MEDIA STUDIES AND SOCIETY • HLS 116. Introduction to Community 161. Introductory Video and Sound. Medicine Same as SA 161. • STT 211. Applied Statistics for the Social 162. Concepts: Introduction to Video Sciences I and Sound. Same as SA 162. Designed as a part of a liberal education, • HLS 201. Research in the Health Sci- 390. Supervised Teaching. health and society is a multidisciplinary ences 391. Independent Study. program of study consisting of courses • HLS 301. Senior Seminar in Health and 392. Practicum. from several departments leading to a B.A. Society 393. Senior Project. degree. The program is administered by 394. Internship. the College Center for Academic Support Health and Society Core Courses (which is located in 312 Lattimore Hall) (four from the following list) MODERN LANGUAGES AND CULTURES and is supervised by the Health and Society • ANT 216. Medical Anthropology 219. Race and Gender in Popular Film. Committee. • ECO 236. Health Policy Same as CLT 219. • HIS 208. Health, Medicine, and Social 238. New German Cinema. Same as GER Reform 288. COMMITTEE ON • HIS 209. Changing Concepts of Disease 239. Avant Garde Film. Same as GER 290. HEALTH AND SOCIETY • HIS 305W. American Health Policy and Politics 240. Nazi Culture. Same as GER 287. Theodore M. Brown, Ph.D. (Princeton) • PHL 225. Ethical Decisions in Medicine 241. The Holocaust and After. Same as Professor of History, of Community and • PSC 245. Aging and Public Policy GER 47. Preventive Medicine, and of Medical • PSY 283. Behavioral Medicine Humanities • SOC 262. Medical Sociology • CAS 394. London Health Sciences Internship HISTORY 73

Elective Courses Further information is available from the staff Four from an extensive list available in the in the College Center for Academic Support. HISTORY Center office. UPPER-LEVEL WRITING After preliminary discussion with a staff REQUIREMENT member in the College Center for Academic Celia Applegate, Ph.D. (Stanford) Professor All majors are required to complete HLS 116. of History Support, intended health and society majors In addition, majors are expected to take one should work with an advisor chosen from Theodore M. Brown, Ph.D. (Princeton) of the following courses: HLS 208W, HLS 209W, Professor of History, of Community and among the members of the Committee in PSC 245W, SOC 262W, and possibly ECO 236 or developing their proposed course of study. Preventive Medicine, and of Medical PHL 225W. HLS 301 can also be taken as Humanities Depending upon the student’s special in- HLS 301W. terests and future plans, a proposal might Stanley L. Engerman, Ph.D. (Johns Hopkins) concentrate, for example, on the conceptual John Munro Professor of Economics and foundation of modern medicine; the politics, COURSES OF INSTRUCTION Professor of History economics, and management of health care; Definitive course offerings are distributed William B. Hauser, Ph.D. (Yale) Professor of biomedical ethics; or specific problems such before each semester. Courses listed here History as the elderly in modern society. In order to carry 4 credit hours unless otherwise noted. Joseph E. Inikori, Ph.D. (University of Ibadan, retain as far as possible the multidisciplinary Following are some of the recent or planned Nigeria) Professor of History and of Afri- character of the health and society major, stu- offerings. can and African-American Studies dents are urged to select courses from several Richard W. Kaeuper, Ph.D. (Princeton) departments. A program that includes four or 116. Introduction to Community Med- Professor of History more courses from a single department is not icine. This course explores health issues in Elias Mandala, Ph.D. (Minnesota) Professor likely to be approved. American society through a multidisciplinary, of History community-oriented approach, in order to Dorinda Outram, Ph.D. (Cambridge) Gladys Please note: only two independent study/in- better understand the limitations of a strictly I. and Franklin W. Clark Professor of History ternship courses may be counted toward the biomedical approach to health and health pol- Joan S. Rubin, Ph.D. (Yale) Professor of health and society major. Students wishing to icy. Same as HIS 116. (Fall, alternate years) History and Director of Graduate Studies enroll in additional semesters of independent 201. Research in the Health Sciences. Sanford L. Segal, Ph.D. (Colorado) Professor study or internship are free to do so, but only This course is not intended to train students of Mathematics and of History two such courses will count toward the major. to do research in the health fields, but rather David A. Walsh, Ph.D. (Minnesota) Professor to help them understand the research that is of Art History and of History REQUIREMENTS FOR done. Topics include design of research, epi- Stewart Weaver, Ph.D. (Stanford) Professor A MINOR IN HEALTH AND SOCIETY demiology, survey research, case-control stud- of History; Chair of the Department ies, clinical trials, services research. Prerequi- Robert Westbrook, Ph.D. (Stanford) Profes- The minor is intended for students who wish sor of History to apply the skills of their major to the areas of sites: HLS 116, STAT 211. (Spring) 208. Health, Medicine, and Social Daniel Borus, Ph.D. (Virginia) Associate medicine, health care administration, health Professor of History; Director of Under- policy and planning, or the social services. The Reform. Same as HIS 208/PM479. 209. Changing Concepts of Disease. graduate Studies minor will also be attractive to students who Gerald H. Gamm, Ph.D. (Harvard) Associate want to explore a secondary interest in the Same as HIS 209. 216. Peer Health Advocacy I. Exami- Professor of Political Science and of History health field. Lynn D. Gordon, Ph.D. (Chicago) Associate Five courses are required: nation of the ways in which health issues can impact the lives of college students and the Professor of History • HLS 116. Introduction to Community Larry E. Hudson, Ph.D. (Keele University, Medicine college environment. In addition, students learn practical skills in “conversational lead- U.K.) Associate Professor of History • HLS 201. Research in the Health Sciences Michael J. Jarvis, Ph.D. (William and Mary) • Three courses chosen from the following ership,” or how to talk appropriately with peers about their health behavior. (Fall) Associate Professor of History list: Matthew E. Lenoe, Ph.D. (Chicago) Associ- ANT 216. Medical Anthropology 217. Peer Health Advocacy II. Credit— 2 hours. Continuation of HLS 216. (Spring) ate Professor of History ECO 236. Health Policy Jean Pedersen, Ph.D. (Chicago) Associate HIS 208. Health, Medicine, and Social 301. Senior Seminar. This seminar exposes the student to issues in the making Professor of Humanities, Eastman School Reform of Music and of History HIS 209. Changing Concepts of Disease and implementation of health policy in the United States, examining such issues as the Victoria W. Wolcott, Ph.D. (Michigan) HIS 305W. American Health Policy and Associate Professor of History Politics cost of medical care, managed care, health and poverty, the medical malpractice sys- Milton Berman, Ph.D. (Harvard) Professor PHL 225. Ethical Decisions in Medicine Emeritus of History PSC 245. Aging and Public Policy tem, health care workforce issues, and patient autonomy. (Spring) William J. McGrath, Ph.D. (California, PSY 283. Behavioral Medicine Berkeley) Professor Emeritus of History SOC 262. Medical Sociology 393. Senior Project. 394. Internship. Dean A. Miller, Ph.D. (Rutgers) Professor The minor is administered by the College 398. Senior Thesis. Emeritus of History Center for Academic Support, which is located Jesse T. Moore, Ph.D. (Pennsylvania State) in 312 Lattimore Hall, and is supervised by Professor Emeritus of History the Health and Society Committee. Students John J. Waters, Jr., Ph.D. (Columbia) who need help planning their minor program Professor Emeritus of History should seek advice from members of the Mary Young, Ph.D. (Cornell) Professor Committee (listed on page 72). The minor Emeritus of History form must be submitted to the Center office Perez Zagorin, Ph.D. (Harvard) Wilson for approval. Professor Emeritus of History Graduate students serve as teaching assistants in large lecture courses. 74 ARTS AND SCIENCES

The Department of History offers programs • A minimum of two courses in each of two ADVANCED PLACEMENT POLICY of study leading to the B.A. degree and to the chronological periods—pre-1800 and 1800 Advanced Placement credit will be granted for B.A. degree with honors (and, on the grad- to the present; courses with substantial cov- scores of 4 or 5 on the American history, Euro- uate level, to the M.A. and Ph.D. degrees). erage of both periods may only count for pean history, or world history exams. Credit The department also offers a minor in history. one, which students designate. will be granted for only one AP course. This Nonmajors are welcome in all history courses • Five history courses (or 20 credit hours) in credit is elective credit and may not be used to and often become enthusiastic, successful stu- an area of focus, which students choose from satisfy the geographical or chronological distri- dents of history while pursuing other interests. the following list—African and African- bution requirements in the major or minor or The history concentration is valuable not only American History, American History, Asian to satisfy the focus requirement in the major. for those considering the historian’s vocation, and Asian-American History, Cultural and but also for pursuing careers in law, second- Intellectual History, Economic and Social ary school teaching, politics, and communic- History, European History, History of Sci- REQUIREMENT FOR DISTINCTION IN ations, among others. ence and Medicine, Global History, Wom- HISTORY The department also offers 16 clusters for en’s History; students may also choose to To graduate with distinction in history, students non-majors to fulfill the social science divisional design a focus individually, in consultation must have a GPA of 3.8 in the major. (With pos- requirement in the Rochester Curriculum. with their departmental advisor; one of the sibility to add high distinction in global history.) These clusters consist of carefully selected sets five courses in the focus area must be a 300- of courses, and include both geographical (e.g., level seminar (see below). • The History Seminar (HIS 301W). REQUIREMENTS FOR American History) and topical (e.g., War and HONORS IN HISTORY Revolution) groupings. • One additional course at either the 200- or 300-level designated “W” (upper-level writ- To graduate with honors in history, students The department offers a wide range of courses ing). Students may not take a second His- must complete the concentration program; in its undergraduate program encompass- tory Seminar (301W) for this requirement. complete the courses HIS 301W, an additional ing social, economic, cultural, intellectual, • At least one of the two courses used to 300W-level history seminar, and HIS 391W political, and psychological approaches to fulfill the upper-level writing requirement (independent study devoted to thesis prepara- historical problems and periods. Most 100- must be in the student’s focus area within tion); have a departmental cumulative grade- and 200-level courses in the department are the concentration. point average of at least 3.7; and complete a accessible to students with little preparation in • All of these specific requirements are thesis under the direction of a faculty advisor. history. In addition, the faculty offers 300-level included within the 10 required courses, The thesis must be of at least A– quality. Stu- seminars and courses designed for concentra- and overlap is allowed between require- dents will not receive honors for a thesis that tors or other students interested in exploring ments—for instance, a course on Traditional does not meet this minimum standard. The 2- more specialized historical problems. Japan may count both as a course in the credit Honors Research Seminar (HIS 398) is geographical area of Asia and the Pacific and encouraged. REQUIREMENTS FOR as a course in the pre-1800 chronological period. REQUIREMENTS FOR CONCENTRATION IN HISTORY • Students double-majoring in history and Before admission to a concentration in history, another department or program in the A MINOR IN HISTORY The minor in history consists of a total of six students must satisfactorily complete at least humanities or the social sciences divisions courses (or 24 credit hours), including: two history courses. Students may then count may, with the permission of the Director of • A minimum of four courses (or 16 credit these courses toward fulfillment of the history Undergraduate Studies, use either one or hours) taken from department faculty; no concentration requirement, which consists two courses (a maximum of 8 credits) from more than two courses (or 8 credit hours) of a total of 10 courses (or 40 credit hours), their other major toward the fulfillment may come from AP credit, transfer courses, including: of the history major; double majors must, study abroad courses, or cross-listed • A minimum of six courses (or 24 credit however, still meet the geographical and courses taught by faculty members not asso- hours) taken from members of the history chronological distribution requirements and ciated with the Department of History. department faculty, including visiting faculty the 300-level seminar requirements with • A minimum of one course from at least two with joint appointments in other depart- history courses. of the following geographical areas: Africa, ments; no more than four courses in the • If study of a foreign language is pertinent Asia and the Pacific, Europe, Latin America, concentration may come from courses taken to students’ focus areas (e.g., Japanese to the United States. elsewhere, study abroad courses, AP cred- Asian and Asian-American history, or • A minimum of one course from each of two its (see next page), or cross-listed courses Russian to European history) and will chronological periods: pre-1800 and 1800 to taught by faculty not formally associated be used in research for history courses, the present. with the Department of History. (Please then students may, with permission of the note that some HIS courses are offered by Director of Undergraduate Studies, count faculty in other College departments and up to two courses (a maximum of 8 cred- UPPER-LEVEL WRITING will not count toward the six-course min- its) of language study toward the history imum). Transfer students majoring in his- REQUIREMENT major; students using foreign language History majors fulfill the College upper-level tory are required to take a minimum of five credits within the major must still meet courses in the department, thus meeting writing requirement by taking HIS 301W (His- the geographical and chronological distri- tory Seminar) and a second 200- or 300-level half the major requirements in residence. bution requirements, the 300-level sem- • A minimum of one course in at least three seminar designated “W.” These two seminars inar requirements, and the focus area are included within the total of 10 courses (40 of the following geographical areas—Africa, requirement with history courses. (Please Asia and the Pacific, Europe, Latin America, credit hours) required for the concentration note: students using foreign language study in history. the United States; a course covering more to satisfy a humanities cluster may only than one geographical area (for instance, a overlap ONE course in the cluster with the course on European imperialism) may nev- history major.) ertheless only count for one geographical area, which students designate. HISTORY 75

COURSES OF INSTRUCTION 146. Democratic America, 1800–1865. pus and community energy systems in order Definitive course listings are published before Jefferson, Jackson, party formation, popular to evaluate their economic and environmental each semester. Courses listed here carry 4 culture, and sectionalism. impacts over time. credit hours unless otherwise noted. Following 147. Industrial America, 1865–1929. 184. Modern Japan. Focus is on the mod- are some of the recent or planned offerings. Changes in national life brought about by the ern history of Japan from 1850 into the 1990s, sustained expansion of American industry: with emphasis on the transformation of Japan FOUNDATION COURSES monopolies, labor strife, the Populist chal- from a traditional into a modern, industrial 100. Late Antiquity and Beyond. The lenge, immigrants and natives, cities and their society. forging of European society from the end of discontents, segregation, and the growing the middle ages to the scientific revolution. power of the national state. QUEST COURSES 101. Early Europe. 148. Recent America, 1929–Present. 196. Germany Between East and West. 102. The West and the World Since Causes and consequences of the Great Examines the history of post–WWII Germany Depression, the creation of the American wel- 1492. This course surveys the political, from the perspective of its unique geopolitical social, economic, and cultural history of Eu- fare state, the origins of the Cold War and the position, stranded in the middle of the Cold rope from the Age of Discovery to the end construction of the national security state, War confrontation between capitalist West and of the Cold War. Special emphasis is placed the crises of Vietnam and the protest move- communist East. on European interaction with the rest of the ments of the 1960s, and the collapse of liberal 198. History of the Book in the West. world by way of colonization, trade, war, hegemony in the 1970s. Discover the treasures in the Rush Rhees and immigration. 150. Russian Civilization. Same as RUS 128. Library’s Rare Book and Manuscript Collection 103. Cultural History of Ancient 151. Imperial Russia. This course focuses and learn how to analyze them in their histor- Greece. Same as CLA 102. on the history of the Russian Empire from ical context. Students study how to “read” the 104. American Civilization. A study of Peter the Great’s forced “Westernization” of the format and design of medieval manuscripts values, institutions, and peoples that have Russian elite (around 1700) to the collapse of and later publications as well as how print shaped the United States, focusing on both the Romanov dynasty in 1917. affected European politics and society, par- intellectual history and popular culture. 153. Russia Now. Same as RUS 127. ticularly during the first three centuries after 105. Traditional Japan. Explorations in 154. Russia Now. Same as RUS 126. Gutenberg. the cultural and institutional history of Japan 155. History of Russia to 1692. This from premodern to modern times. course focuses on the history of Kievan Rus ADVANCED LECTURE COURSES 106. Colonial and Contemporary Africa. beginning with the official conversion to Byz- 200. Introduction to Archaeology. Same Explores the impact of capitalism on African antine Christianity (988), the rise of the city as AH 106. socioeconomic institutions during and after of Moscow to a dominant position among the 201. The Third World. The origins of col- the era of formal colonialism. Russian principalities, and Muscovite society, onization and “underdevelopment” in the rise 107. Energy and Environment. Analysis politics, and economics. of European capitalism. of the principal developments in the physical, 165. African-American History I. An 203. Economics and Societies in Latin geological, and biological sciences in the eight introduction to the study of the black Ameri- America and the Caribbean Since 1492. eenth, nineteenth, and early twentieth centu- can, to 1900. Same as ECO 252/AAS 252. ries, focusing on the growing understanding 166. African-American History II. A con- 204. Introduction to Law: History of of energy and the environment. tinuation of the study of the black American, Federal Indian Law. Introduction to legal 110. Introduction to African-American from 1900. studying, reasoning, and writing with the field Studies. Exploration of the images and vari- 167K. Speaking Stones. Same as REL of American Indian Law being the focus. ous disciplinary approaches that have contrib- 167K. 205. Europe Since 1945. The principal uted to our understanding of the black fam- 168. The Wars of Vietnam, 1917–1980. actors, forces, and currents in world politics ily experience in America, and familiarization This course examines the struggles to control from Hitler’s failure to take Moscow and the with the concepts and theories that inform Indochina among the French, Vietnamese, and attack on Pearl Harbor to the present. and structure African-American studies as a Americans in the twentieth century, with spe- 206. The Holocaust. This course focuses discipline. cial emphasis on the the consequences for the on the history and interpretation of the Holo- social and political life of all three peoples. caust, that is the state-sponsored persecu- INTRODUCTORY COURSES 169. The Transatlantic Twenties. An tion and murder of approximately six million introduction to the history of modern art, 116. History of Poland. Gives an over- Jews, as well as other people perceived to be view of more than one thousand years of music, film, dance, and literature, which racially inferior, by the Nazi regime and its col- Poland’s history as one of the main Central- emerged in the context of political, social, laborators. The course covers not only the ori- East European countries. and cultural developments in Europe and the gins of the orders to murder the Jews and the United States during the years following World 117. History of Islam. Same as REL 107. carrying out of those orders, but the evolu- 119. The Relativity Revolution. This War I. tion of relations between Jews and non-Jews course attempts to place Einstein in the 170. America Since 1945. This course in Europe as well as the distinctive history of context of the German history of his times offers an in-depth view of the hopes and even Germany within Europe. (as the course dealing with Newton at- more the fears Americans held in the years 207. Intellectual History of Science. A tempts to place him in the England of since the second world war. study of intellectual continuity and change in his times). 172. Indians and Other Americans. science focused on “revolutionary” episodes 120. Introduction to Historical Stud- Interactions between North American Indians from the sixteenth to the twentieth century. ies. This course is intended for students and Euro-Americans from colonial times to the 208. Health, Medicine, and Social new to the study of history at the college present, including the development of Pan- Reform. Pursuit of the theme of public health level. It explores what historians do, how Indian movements. and medical reform in leading writers, from they do it, and how students can hone their 173. American Military History. Surveys different positions along the political spec- own skills. the history of American wars and the develop- trum, committed to the social and economic 145. Early America: 1600–1800. A study ment of military institutions. reorganization of modern society. of the discovery, settlement, and development 176. The Campus as a Sustainable of America, 1580–1763. Environmental Microcosm. This course explores the historical development of cam- 76 ARTS AND SCIENCES

209. Changing Concepts of Health and 250. Women in History, United States, THE HISTORY SEMINAR Illness. Historical account of the way disease 1600–1970. This course surveys the histori- All HIS 301 courses carry upper-level writing has been conceived in the Western tradition. cal experiences of American women from the credit. 211. History from Myth: King Arthur era of colonization in the seventeenth century 301W. The History Seminar. The History and Robin Hood. Medieval stories about through the feminist movement of the 1970s. Seminar is a course designed for history majors kingship, ideas of chivalry, socioeconomic 252. Cultural History of the United (ordinarily juniors), but open to all students. oppression and resistance, the growth and States, 1876–Present. The complex reac- Consisting of a variety of seminars on selected functioning of early legal systems within the tions of Americans to a world in which sci- topics, the course is designed to provide stu- context of their historical periods. ence, urban living, and the impersonal rela- dents with the foundation for historical research 215. The Enlightenment. Study of some tions characteristic of large-scale organizations and writing. The principal requirement of the of the major changes in thought in Europe in constitute a major shaping role. course is a substantial research paper (15–20 the eighteenth century with emphasis on the 254. History of the American South, pages). Readings vary with the seminar. social and economic conditions underlying 1896–1945. The political and social rela- such changes. tions which developed in the New South. The 219. Romanesque Europe. Same as AH impact of industrialization, migration, World ADVANCED SEMINARS Advanced readings and discussion courses 238. War I, and the Great Depression. (HIS 302–349) provide students with the 223. Modern France. A political, social, 255. Economic and Social Conditions of opportunity to read extensively on a limited and cultural history of France from eighteenth- African Americans in the Twentieth Century. topic and explore important historical ques- century debates over the Enlightenment and 258. History of Race in America. This tions in discussions and papers. Advanced the French Revolution to twenty-first-century course attempts to identify salient moments research seminars (HIS 350–389) enable the debates over topics such as historical mem- in the nation’s history when race was used as student to engage in independent research ory, national identity, the integration of immi- an organizing principle in the construction of and to present this research in a substantial grants, and the future of the European Union. American public and private institutions. essay. 225. Germany and Austria, 1800–1914. 262. Gender and Representation in The rise of the Prussian power-state, Bis- Native American Art. Same as AH 276. marck’s “unification” of Germany through 263. The Arts in American Culture. ADVANCED SEMINARS: READiNGS AND blood and iron, and Germany’s grasp at world Same as AH 255. DISCUSSION power to August 1914. 267. American Thought, 1600–1865. All HIS 300-level seminars carry upper-level 226. Hitler’s Germany, 1914–1945. Ger- Survey of leading American ideas about God, writing credit. many in World I, the collapse of the Weimar nature, the self, society, and politics, from the 303W. Maritime History of the Atlantic Republic, National Socialism from beer hall to Puritans to Abraham Lincoln. World. This course studies European European hegemony, and the destruction of 273. The Making of the Modern Middle expansion into Africa and the Americas be- German unity. East. An introduction to the economic and tween the ages of Discovery and Revolution 231. British History to 1485. Combines political history of the Middle East since the by focusing on the Atlantic Ocean as the various approaches to Medieval Britain—polit- early nineteenth century, this course provides geographic center of an expansive network ical, economic, social, cultural—and concen- a context for understanding the U.S. invasion of the maritime connections. The course is trates on the creation of a distinct High Medi- of Iraq in 2003. primarily concerned with the lives and ac- eval Civilization in England in the twelfth 278. Contemporary Japanese Culture. tivities of thousands of mariners who were through the fourteenth centuries, after the Same as JPN 246. catalysts in identity formation, migration, Roman collapse, and Germanic and Viking 279. Japan at War and After. This course and economic development. invasions. covers the period from 1937 to the 1960s 304W. The Beats and Beyond. This 233. Nineteenth-Century European and will focus on Japan’s participation in the course explores the contradictions of the Thought. This course considers the devel- Pacific War, the social and cultural impacts of 1950s through an examination of social, opment of European philosophical, political, the war, and the social and cultural transfor- political, and cultural history. The course religious, and aesthetic thought from the late mation of Japan in the postwar era. also explores the complexity of the decade eighteenth century to the late nineteenth cen- 280. The Asian-American Experience. through fiction, autobiography, film, and tury. The history of Asian immigrants and Asian- music. 234. Twentieth-Century European Americans in the United States and Hawaii in 305W. American Health Policy and Thought. An introduction to the main cur- the nineteenth and twentieth centuries. Politics. Provides an understanding of rents of European thought in the twentieth 282. The Samurai. The origins, image, the principal health institutions and their century—what historian Eric Hobsbawm has mythology, and history of the Japanese Samu- behavior. rightly termed the “Age of Extremes.” rai using history, literature, and film. 306W. European Cultural History. 237. England and Ireland Since 1800. 289. History of European Exploration. Selected themes in the study of European This course traces the course of England’s Explores the effects of geographical explora- popular culture(s) during the early modern slow, colorful decline through the late-nine- tion in the eighteenth and early nineteenth and modern periods (sixteenth to twentieth teenth and twentieth centuries. centuries on the nature of knowledge about centuries). 243. Dangerous Texts: Literature and what is distant, unseen, or remote from our 310. World War II: Eastern Front. Politics in Russia. Same as RUS 289. own experience by examining case studies of This course covers the history of the Soviet 245. The City in American History. This expeditions such as those of Lewis and Clark, Union’s struggle with Nazi Germany from course examines both the ideals of planners, James Cook, and Alexander von Humboldt. 1941 to 1945, the largest and bloodiest reformers, and immigrants who viewed the 296. Women in East Asia. A history of military conflict in human history. city as a center of their utopian dreams, and women in the family, women and work, and 314. International Human Rights. the racial prejudice, concentrations of wealth, women in society in three East Asian cultures. This course has three goals: (a) to study and political corruption that have undermined 298. Music-Made America. Seminars cen- the history of human rights, (b) to analyze cities from colonial times to the present. tered around major figures in the history of a series of contemporary conflicts over hu- 249. The Civil War. This course examines American popular music, using their work as a man rights, and (c) to explore the range of the events that led to the Civil War and the way into the cultural history of their times. moral, philosophical, and political questions war’s impact on the nation’s political, social, that emerge as a result. and economic order. INTERDISCIPLINARY STUDIES 77

318W. Nationalism and Ethnic Con- dissidents—Frederick Douglass, Susan B. flict in Modern Europe, 1800–2000. Anthony, Walter Rauschenbusch, Howard INTERDEPARTMENTAL This course focuses on the history of Coles, and Christopher Lasch—trying to European nations as political, economic, weave together the story of their careers DEGREE PROGRAMS and cultural entities, and the challenges, to with that of the city in which they made these nations, posed by migration, political their home at one time or another. These upheaval, various forms of ethnic identifica- figures, all of whom have papers in local tion, and ethnic conflict. repositories, are the subjects of individual Students whose educational interests do not 319W. A Historic Perspective on the student research papers. fall within one of the existing departmental Economic, Institutional, Legal, and 377W. Topics in Early American His- concentrations have opportunities for special Geopolitical Aspects of Globaliza- tory. This seminar introduces students degree programs through the College Cen- tion. Exploration of the existing concepts to recent scholarship in the study of early ter for Study Abroad and Interdepartmental through which the system operates, all in America. Programs. In addition, the Center administers the overall context of the history of world 384. Urban Change and City Politics. study abroad programs. trade. Same as PSC 241W. 333W. U.S. Colloquium I. Surveys the 385W. Guns, War, and Revolution in historiography of colonial and antebellum Southern Africa. Explores the conditions America. that created the guerrilla movements through 334W. U.S. Colloquium II. Explores the which southern Africa liberated itself, and INTERDISCIPLINARY major interpretations of American history how the struggles reshaped the history of the STUDIES from Reconstruction to the late twentieth- region and its position in the global economy. century resurgence of conservatism. 335W. American Thought. Selected top- INDEPENDENT STUDY AND RESEARCH ics in American thought, treating the work 300. Study Abroad. The department par- The College Center for Study Abroad and of intellectuals in its social, political, and ticipates in programs of study abroad. Com- Interdepartmental Programs enables stu- cultural context. plete details of these programs may be dents to pursue educational goals that lie 343. Race and the American City. Race obtained from the Center for Study Abroad outside traditional disciplines and depart- has played a major role in defining the phys- in 206 Lattimore Hall and/or the department ments. Through its faculty Committee on ical, cultural, and political environment of advisor. Individualized Interdepartmental Programs, American cities. This course explores the 391W. Independent Study. Designed for it supervises specially constructed programs role of race in urban history in the nine- junior and senior students who wish to pur- leading to the B.A. degree. These include pro- teenth and twentieth centuries. sue an independent reading program with a grams tailored to the specific needs of the professor; required for honors program par- individual student. In recent years these indi- ADVANCED SEMINARS: RESEARCH ticipants. Upper-level writing credit awarded vidualized concentrations have included such 350W. Topics in Medieval History. if students prepare and revise an extended diverse areas as Italian studies, law and society, Selected problems in the political, social, and essay. and cultural studies. intellectual history of the Middle Ages. 393. Senior Project. For seniors writing an 356W. The Atlantic Slave Trade, 1650– extended essay under faculty supervision. 1850. The extent to which the Atlantic slave 394. Internship in History. Experi- COLLEGE CENTER FOR trade retarded the development of capitalism ence in an applied setting supervised on STUDY ABROAD AND in Africa between 1650 and 1850, and so cre- site. Approved and overseen by a University INTERDEPARTMENTAL ated the conditions for the imposition of Euro- instructor. PROGRAMS pean colonial domination. 396W. History Tutorial. The course 357W. Evolution of the World Economic involves intensive study of a topic in a spe- CENTER STAFF Richard Feldman, Ph.D. (Massachusetts) Order Since 1500. Deals with the eco- cial format. Each class consists of two stu- Dean of the College; Professor of Philosophy nomic relations between the developed and dents and a professor who meet once a week Jacqueline L. Levine Assistant Dean less developed parts of the world since the for an hour. For every class meeting, one of and Director sixteenth century with attention given to the the students presents a short, analytical paper Heidi Kozireski Counselor impact of slavery and the slave trade. Same as on assigned reading while the other student Glenn C. Cerosaletti Counselor AAS 371/ECO 371. acts as a respondent; the role of the instruc- Emily Riegel Administrator 360W. War, Money, and Ordinary tor is to guide and comment but not to lec- People: Topics in European History, ture. The course satisfies the upper-level writ- 1648–1789. This course covers topics such ing requirement. COMMITTEE ON INDIVIDUALIZED as the changing nature of warfare, the lives 398. Honors Research Seminar. Credit— INTERDEPARTMENTAL PROGRAMS of ordinary people, how the state attempted 2 hours. A forum in which students can pres- Celia Applegate, Ph.D. (Stanford) Professor to control their private lives. It also looks at ent preliminary versions of their theses and of History the global world which had emerged along get critical feedback from both their student Thomas DiPiero, Ph.D. (Cornell) Professor of with the growth of national feeling. colleagues and the instructor. French and of Visual and Cultural Studies 367W. Topics in Modern German Udo Fehn, Ph.D. (Technical University of History. Examines important problems in Munich) Professor of Geology; Chair of the social and political history of modern the Committee Germany. Suzanne J. O’Brien, B.A. (Rochester) Asso- 374. Rochester and Its Radicals. This ciate Dean of Undergraduate Studies and course examines the remarkable history Director of the College Center for Academic of the city of Rochester and its environs as Support a site of radical thought and activism. In common readings and discussions, attention is centered on the work of five local 78 ARTS AND SCIENCES

PROGRAMS The bachelor’s degree with distinction is NOTE: Some courses are offered only in The Major—interdepartmental studies leading awarded to students with a sufficiently high alternate years. Information about current to bachelor’s degrees awarded by the College. major grade-point average: 3.25 for distinc- offerings is available in 312 Lattimore Hall. tion, 3.50 for high distinction, and 3.75 for The Minor—An interdepartmental minor may highest distinction. also be arranged through the Center. COURSES OF INSTRUCTION It is possible for students to earn the degree Definitive course listings are published before An interdepartmental M.A. or M.S. may also with both distinction and honors. each semester. Courses listed here carry 4 be arranged with the cooperation of the credit hours unless otherwise noted. Following related departments. NOTE: Proposals for concentrators must be submitted by April 1 or November 1. Proposals are some of the recent or planned offerings. Students who are interested in any of these will not be accepted after November 1 of the Students should consult Professor Stone about programs are urged to discuss their plans with senior year. courses offered each year by the Skalny Cen- an advisor in the College Center for Study ter for Polish and Central European Stud- Abroad and Interdepartmental Programs, ies and about courses taken on the British or located in Lattimore Hall. European Semesters, some of which may be A student seeking an individualized interde- counted towards the International Relations partmental program should begin planning no INTERNATIONAL Certificate. later than the second semester of the sophomore year. After discussion with two faculty RELATIONS PRIMARY COURSES members who agree to serve as advisors, the ECONOMICS student prepares a proposal, which contains With the exception of ECO 108, all economics the following information: (1) a statement COMMITTEE ON INTERNATIONAL courses have prerequisites. indicating the reasons for the particular major ECO 108. Principles of Economics. and how it relates to the student’s educational RELATIONS CERTIFICATE PROGRAM ECO 207. Intermediate Microeconomics. and career goals, (2) a statement explaining William B. Hauser, Ph.D. (Yale) Professor of ECO 269. International Economics. why these goals cannot be met within an exist- History ECO 270. International Finance. ing departmental major, (3) a listing of those Randall Stone, Ph.D. (Harvard) Associate ECO 272. International Political Econ- courses that will make up the major (at least Professor of Political Science; Chair of the omy. 10 in number), and (4) the names of two fac- Committee ECO 273. Economic Growth and Devel- ulty members who have agreed to be advisors. opment. Help in preparing the proposal is available The International Relations Certificate Pro- ECO 294. Economic Development in a in the College Center for Study Abroad and gram provides students with an opportunity Global Context. Interdepartmental Programs. to develop an interdisciplinary knowledge of international relations. Those interested in the HISTORY For example, one student who was consid- program should put together a program that HIS 106. Colonial and Contemporary ering either law or graduate school designed includes 10 courses: Africa. a major in American studies that included his- • Two courses in economics, two courses in HIS 148. Recent America, 1929–Present. tory courses in nineteenth- and twentieth-cen- history, and two courses in political science HIS 151. History of Imperial Russia. tury America, courses in American literature from among those listed under the heading, HIS 152. Stalin’s Russia. and American politics from corresponding Primary Courses. HIS 170. America Since 1945. periods, together with supplementary courses • Four courses from either the Primary HIS 183. Modern China, 1600–Present. in art and international studies. Courses or Secondary Courses list, or four HIS 184. Modern Japan. The proposal for the interdepartmental minor substitute courses approved by the stu- HIS 201. The Third World. requires the support of one faculty member dent’s International Relations Program fac- HIS 205. Europe Since 1945. to act as advisor. Students apply by submitting ulty advisor, of which up to two may be for- HIS 210. Economic Development of the an essay, as for the major, along with a list of eign language courses beyond 105. North Atlantic. six courses. In addition: HIS 223. France, since 1870. • No primary course may be taken satisfactory- HIS 225. Germany and Austria, 1866– Once a student’s proposal is complete, it is fail and no more than one secondary course handed in to the Center and subsequently 1914. may be taken satisfactory-fail. HIS 237. England and Ireland Since is submitted for action to the Committee on • Students must earn an overall grade-point Individualized Interdepartmental Programs. 1800. average of at least 2.0 in courses submitted HIS 238. History of British India. In judging the proposal, the Committee for the program. considers the student’s academic goals and HIS 240. Russian Women—Past and attempts to judge the coherence and thought- The International Relations Certificate Pro- Present. fulness of the proposed program. gram is administered through the College HIS 242. Commissars and Managers: Center for Academic Support, and students Soviet Economic History, 1917–1994. The bachelor’s degree with honors is awarded who plan to enroll in the program should pick HIS 265. America and the Good War. according to three criteria: (1) successful com- up an application at the Academic Services HIS 269. History of the 1960s in the pletion of 12 credits of honors coursework: Counter, which is located in 312 Lattimore United States. two 4-credit independent study courses in the Hall. The completed application, with ap- HIS 290. The Cistercians (the White senior year, one devoted to honors research in proval indicated by the signature of the faculty Monks) the fall, and another devoted to thesis writing advisor, should be returned to the Center no HIS 302. The West and the World. in the spring; and one 4-credit advanced-level later than the end of the first semester of the HIS 320. The German Problem. course or seminar; (2) completion of a senior senior year. HIS 344. North Africa and the Middle thesis; and (3) an oral defense of the thesis. East in the Age of Imperialism. Upon graduation, students successfully com- Detailed information about the requirements HIS 348. Modern Japan, 1868–1945. pleting the International Relations Certificate is available in the College Center for Study HIS 349. Post-War Japan, 1945–present. Abroad and Interdepartmental Programs in Program receive a Certificate in International Lattimore Hall. Relations. LINGUISTICS 79

POLITICAL SCIENCE Stanley M. Sapon, Ph.D. (Columbia) Profes- REQUIREMENTS FOR MINORS PSC 106. Introduction to International sor Emeritus of Psycholinguistics Linguistics Relations. Visiting faculty and teaching assistants may Students may minor in linguistics by taking PSC 271. Russia and Eastern Europe: be assigned to aid in instruction. LIN 110, 210, 220, and one of 225, 226, 230, Politics and International Relations. 265; plus one elective. PSC 272. Theories of International The field of linguistics explores the nature of Relations. human language and languages, seeking to COURSES OF INSTRUCTION PSC 274. International Political Econ- describe what human languages are like, how omy. Definitive course listings are published before languages develop and change, how it affects each semester. Courses listed here carry 4 PSC 275. National Security Policy. a society, and how people learn and use lan- PSC 377. Perspectives on War and credit hours unless otherwise noted. Following guage. Since language is central to so many are some of the recent or planned offerings. Peace. arenas of human endeavor, the study of linguistics makes substantial contact with a num- LINGUISTICS ber of disciplines in the humanities, the social SECONDARY COURSES 101. People and Their Language. This is sciences, and the natural sciences, including A list of Secondary Courses is available in the an introductory overview of the relationship cognitive science, psychology, sociology, edu- College Center for Academic Support, 312 Lat- between people and language. The course cation, anthropology, language studies, clas- timore Hall. focuses on how historical, social, and cognitive sics, computer science, philosophy, and the factors influence language. law. As a result of its diversity, linguistics offers 102. Language and Social Identity in exciting fields of study for students with var- the United States. This course examines ied inclinations and backgrounds so long as the relationships between language and social they have a deep intellectual curiosity about JUDAIC STUDIES diversity in the general American speech com- language. The study of linguistics offers many munity. Same as AAS 102. unexplored areas and issues that invite adven- 103. Language and Sexuality. This course turous minds. investigates various aspects of language as The Center for Judaic Studies aims to bring The linguistics major is designed to provide used by members of sexual minority groups, together faculty and students from across the students with opportunities for a strong liberal focusing on language of and about gay men University for collaborative study of Jews and arts education, as well as for pre-professional and lesbians, including “reclaimed epithets” Judaism in historical and cultural perspective. training in several applied areas. The pro- (e.g., “dyke” and “queer”), gender vs. sexual- Judaic studies courses are offered in modern gram consists of a core of five courses, which ity vs. sex, and the role of language in creating/ Hebrew, religion, and history, as well as other provide a solid understanding of the study maintaining sexual categories and identities. areas. For further information about offerings of natural language. From the core, students Same as WST 103. in Judaic studies, see the Department of Reli- may then follow a number of different tracks 104. Language and Culture. Same as ANT gion and Classics. depending on their interests. 203. Up-to-date information on clusters and spe- 105. Language in Advertising. The cialized tracks is available through the depart course examines the use advertisers make of ment’s Web page at www.ling.rochester.edu. language in selling their products and how LINGUISTICS it affects our perceptions of the product and ourselves. Same as FS 257F. CONCENTRATION REQUIREMENTS 106. Linguistics and the Law. This course IN LINGUISTICS examines the application of linguistic analysis James F. Allen, Ph.D. (Toronto) John H. Des- The linguistics concentration requires a total of to legal issues and practices—a growing field sauer Professor of Computer Science, Pro- 11 courses, with a minimum of eight courses known as forensic linguistics. fessor of Linguistics and of Brain and Cog- parented by the Department of Linguistics. All 108. Topics in Translation Studies. nitive Sciences majors must take the basic five core courses, Translation problems and strategies are illus- Gregory N. Carlson, Ph.D. (Massachusetts) and a senior seminar. Students must also trated with examples from a variety of lan- Professor of Linguistics, of Philosophy, and take five additional electives, at least three guages. The role of the translator and different of Brain and Cognitive Sciences of which must be at the 200 level or above. types of translation (literary, technical, intra- Michael K. Tanenhaus, Ph.D. (Columbia) Four of these electives must fit into either a lingual, interlingual, intersemiotic) are exam- Professor of Brain and Cognitive Sciences, pre-approved track or an individualized track ined. (Summer) of Psychology, and of Linguistics approved by the undergraduate advisor. 110. Introduction to Linguistic Anal- Joyce M. McDonough, Ph.D. (Massachusetts) 1. Five core courses: LIN 101, 110, 210, 220, ysis. This course investigates the structure Associate Professor of Linguistics and of and one of 225, 226, 230, 265. of human language, covering the basic tech- Brain and Cognitive Sciences; Chair of the 2. Five electives (at least three at the 200 level): niques and concepts in the subfields of con- Department a. 100-level courses: LIN 102/AAS 102, LIN temporary linguistic analysis. The course Jeffrey T. Runner, Ph.D. (Massachusetts, 103/WST 103, LIN104/ANT 203, LIN 105/FS emphasizes work in primary material and data Amherst) Associate Professor of Linguis- 257F, LIN 162/BCS 162. analysis, and focuses on developing skills in tics and of Brain and Cognitive Sciences b. 200-level courses: LIN 205, LIN 206/ENG data collection and defining relevant questions Ted R. Supalla, Ph.D. (California, San Diego) 200, LIN 207/ENG 201, LIN 208/BCS 259, for the purpose of seeking evidence that will Associate Professor of Brain and Cognitive LIN 217/BCS 152, LIN 218/BCS 265, LIN 219/ bear on resolving theoretical and empirical Sciences and of Linguistics PHL 247, LIN 220, 225, 226, 227, LIN 230/ questions in analysis of language. Same as ANT Christine A. Gunlogson, Ph.D. (California, BCS 264/ASL 200, LIN 235, LIN 241/BCS 261, 110. (Fall and Spring) Santa Cruz) Assistant Professor of Lin- LIN 247/CSC 247, LIN 248/CSC 248, LIN 260, 152. Japanese Sign Language. Same as guistics 261, 265, 266, 267. JSL 101. Charles M. Carlton, Ph.D. (Michigan) Profes 3. Senior Seminar: LIN 389. 153. Japanese Sign Language II. Same as sor Emeritus of French and Romance Lin- JSL 102. guistics 162. Understanding Reading. Same as Demetrius Moutsos, Ph.D. (Chicago) BCS 162. (Fall) Professor Emeritus of Linguistics 80 ARTS AND SCIENCES

205. Historical Linguistics. Examination tory approach to phonological theory/analysis of language change through time. or phonological generalizations. Prerequisites: MANAGEMENT 206. History of the English Language. LIN 110, 210. Same as ENG 200. 230. Signed Language Structure. Same STUDIES 207. Old English Literature—On a Dark as BCS 264. Track. Same as ENG 201. 235. Sign Language Universals. Same as 208. Language Development. Same as ASL 235. BCS 259. 241. Language Use and Understanding. The College, in consultation with the William 210. Introduction to Language Sound Same as BCS 261. E. Simon Graduate School of Business Admin- Systems. Introduces students to the prin- 247. Natural Language Processing. Same istration, offers a Certificate in Management ciples underlying sound systems in human as CSC 247. Studies, administered through the College language. Attention is given to articulatory 248. Speech Recognition and Statistical Center for Academic Support and supervised phonetics, with some discussion of acoustic Language Models. Same as CSC 248. by a faculty committee. Students who wish to phonetics; practice in the production, recog- 260. Syntactic Theory. This course picks enroll in the program should pick up an appli- nition, and transcription of sounds in various up where LIN 220 leaves off, exploring topics cation in the Center, which is located in 312 languages of the world, and to the funda- in natural language syntax from a cross- Lattimore Hall. Ordinarily, students should mentals of phonological analysis and argu- linguistic perspective. The goal of the course apply by November 1 of their senior year. mentation through hands-on investigation is an approach to syntax that accounts for of language sound systems. Prerequisite: LIN both language-particular as well as univer- COMMITTEE ON 110. sal constraints on language. Among the topics MANAGEMENT STUDIES 217. Language and Psycholinguistics. studied are phrase structure, constraints on Richard Feldman, Ph.D. (Massachusetts) Same as BCS 260. (Fall) coreference (binding), thematic roles, long- Dean of the College; Professor of Philosophy 218. Language and the Brain. Same as and short-distance dependencies (extrac- Ronald Hansen, Ph.D. (Chicago) Associate BCS 265. tion and NP movement), constraints on unex- Dean of Academic Affairs, William E. 219. Philosophy of Language. Same as pressed phrases (trace and control theory), Simon Graduate School of Business Admin- PHL 247. (Spring) and quantifier scope (logical form). Prerequi- istration 220. Introduction to Grammatical Sys- site: LIN 220. Thaddeus E. Pawlicki, Ph.D. (SUNY, Buffalo) tems. This course examines the grammatical 261. Phrase Structure Grammars. This Lecturer in Computer Science structure of words and sentences from the syntactic theory course examines syntactic Poduri S. R. S. Rao, Ph.D. (Harvard) Profes- standpoint of modern linguistic theory. phenomena from the perspective of phrase sor of Statistics and of Biostatistics; Direc- 225. Lexical Semantics. This course is structure and lexicalist grammar as opposed tor of the Program in Statistics a general introduction to the study of word to transformational grammar. The course Michael Wolkoff, Ph.D. (Michigan) Senior meaning. It covers various theories of the examines and develops phrase structure gram- Lecturer in Economics and Chair of the structure of words, the differences and simi- mar (specifically head-driven phrase struc- Committee larities in lexical semantic structure between ture grammar) approaches to standard syn- different languages, and the relationship of tactic problems, contrasting them where word meaning to sentence meaning and syn- appropriate with transformational approaches. REQUIREMENTS FOR tax. No background in non-transformational A CERTIFICATE IN 226. Morphology. This course examines approaches is assumed. This course can be the structure and definition of the linguistic taken as LIN 261 or as LIN 461 and is meant MANAGEMENT STUDIES For certification, students must complete the unit ‘word,’ its typology, and the relationship for linguistic majors and nonmajors alike. Pre- six management courses with a minimum of the morphological component to other requisite: LIN 220. GPA of 2.5. No course may be taken on the levels in the grammar. The course includes 265. Formal Semantics. This course is an S/F option; ordinarily, no transfer credit an introduction to analytical techniques in-depth introduction to the formal analysis without preapproval for specific courses is developed by various schools of linguistics of natural language meaning, employing tech- allowed, although students may petition for with emphasis placed on an examination of niques that have been developed in language transfer credit just as they may for the sub- data from a range of languages based on both and formal philosophy over the last century. stitution of specific courses in their chosen published descriptions and primary field data. 266. Pragmatics. This course investigates track. We examine the properties of words and how how linguistic meaning—the meanings of they fit into the larger structure of linguistic words and sentences—relates to what speak- Six courses are required: knowledge, the relationship between words ers actually convey when they use language to 1. STT 211, 212, 213 (prerequisite for STT 213, and syntactic structure (e.g., phrases and sen- communicate. Topics include the role of con- MTH 141), 216, or ECO 230 tences) and the relationship between words text in determining meaning; truth-conditional 2. CSC 108, CSC 170, CSC 171, or ECE 114 and phonological structure (e.g., phonological and other types of meaning; presupposition; 3. ECO 108. Principles of Economics rules and prosodic structure). (Fall) implicature and Grice’s Cooperative Principle; 4. ACC 201. Principles of Accounting 227. Topics in Phonetics and Phonol- anaphora; information structure; speech acts 5. Two courses from one of the following ogy. The course provides participants with an and their relation to sentence types. Prerequi- tracks: overview of areas of phonological and pho- site: LIN 110. a. Accounting/Finance: netic theory encapsulated in the laboratory 267. Topics in Syntax and Semantics. • ACC 221. Cost Accounting phonology research strategy. These issues This course covers topics at the interface of • FIN 205. Financial Management are metrical phonology, motivating constraint syntax and semantics. No specific syntax or or based versus procedural grammars, and semantics background is required, though the • ECO 216. Financial Markets: Concepts phonology-phonetics interfaces. The empha- equivalent of LIN 220 is recommended. and Institutions sis is to provide participants with the back- 389. Senior Seminar. Credit—2 hours. • ECO 211. Money, Credit, and Banking ground to read articles in phonological and 391. Independent Study in Linguistics. • ECO 217. Financial Markets: Theory and phonetic theory. Course requirements for 393. Senior Project. Evidence the phonology section are problem sets and/ 399. Practicum in Linguistics. Inves- One of the two courses for this track must or the gathering and analysis of real speech tigation of special problems in linguistics. be from the Simon School. data exemplifying an experimental or labora- MATHEMATICAL MODELING 81

This track emphasizes principles and skills This track emphasizes principles and per- 4. Social Science Applications (3 courses): appropriate for students seeking careers with spectives appropriate for students seek- Three additional courses in political science banks, investment firms, benefits offices, and ing jobs involving natural resources, gov- and economics from the Courses of Instruc- other places that analyze and record busi- ernment regulations, and relations between tion listed below, with at least one from each ness transactions. Students may wish to sup- various agencies. department. plement their work with other courses in Students also have the option of completing 5. Additional mathematics (or social science) financial theory or public economics. ECO two courses from different tracks for a Certifi- course (1 course): Students who select MTH 263 and 265 are recommended for additional cate with a General Studies designation. 203 (for statistics) and MTH 217 (for model- coursework. ing) are required to take an additional social b. Information Systems: Upon graduation, students successfully com- science application course rather than an addi- • CIS 215. Foundations of Management pleting the management studies program tional mathematics course. All other students Systems (required) receive a certificate in their departmental take an additional mathematics course from • CIS 225. Data Management diploma ceremony. the Courses of Instruction listed below. • CSC 172. Data Structures This track prepares students to make sound COURSES OF INSTRUCTION business decisions regarding the use of Definitive course listings are published before computer technology. This understand- each semester. Courses listed here carry 4 ing is achieved through a survey of com- MATHEMATICAL credit hours unless otherwise noted.Following puting topics including hardware and soft- are some of the recent or planned offerings. ware, programming, systems analysis, and MODELING IN information management with emphasis on POLITICAL SCIENCE practical applications in the business envi- MATHEMATICS ronment. AND ECONOMICS 164. Multivariable Calculus. c. Marketing: 201. Introduction to Probability. • MKT 203. Principles of Marketing 202. Introduction to Stochastic Proc (required) COMMITTEE ON MATHEMATICAL esses. • MKT 213. Marketing Projects and Cases MODELING IN POLITICAL SCIENCE 203. Mathematical Statistics. • ECO 251. Industrial Organization AND ECONOMICS 208. Methods of Operations Research. 210. Financial Mathematics. • STT 221W. Sampling Techniques Sanford L. Segal, Ph.D. (Colorado) Professor 217. Mathematical Modeling in Politi- This track emphasizes principles and skills of Mathematics and of History; Chair of the cal Science. related to the distribution and sale of goods Committee 235. Linear Algebra. and services appropriate for students seek- William Thomson, Ph.D. (Stanford) Profes- 240. Introduction to Topology. ing careers in sales, marketing research, sor of Economics 290. Modeling Analysis and Optimiza- consumer relations, and other areas having Mark Fey, Ph.D. (Caltech) Associate Profes- tion. to do with marketing goods and services. sor of Political Science d. Personnel Management: • BSI 241. Fundamentals of Personnel ECONOMICS Administration CERTIFICATE PROGRAM 207. Microeconomics. Long a domain of the natural and applied sci- • ECO 223. Economics of the Labor Mar- 209. Macroeconomics. ences, the use of mathematical techniques has ket 220. Fair Allocation. gained growing acceptance in fields like politi- • PSY/CSP 262. Human Motivation and 231. Econometrics. cal science, economics, business, and psychol- Emotion 256. Game Theory and Social Choice/ ogy. Departments in the University of Roch- • PSY/CSP 264. Psychology of Business Topics in Game Theory. ester have made numerous contributions to and Industry 273. Economic Growth and Develop- the increasingly mathematical aspects of their This track offers a flexible introduction to ment. fields and are uniquely positioned to teach concepts and skills appropriate for students 274. Mathematical Economics. students who wish to focus on the uses of seeking careers in areas such as personnel 282. Introduction to Positive Political mathematics in the social sciences. This pro- relations, benefits counseling, public rela- Theory. gram draws on classes in economics, math- tions, and staff recruiting. 288. Introduction to Game Theory. ematics, and political science. Ordinarily, e. Production: interested students should apply by spring • OMG 231. Operations Management POLITICAL SCIENCE semester of their junior year. (required) 272. Theories of International Rela- • BCS/PSY 228. Human-Machine Interface Students must fulfill all five of the require- tions. • MTH 208. Methods of Operations ments noted below with a minimum overall 281. Introduction to Positive Political Research grade point average of 2.0. No course used Theory. This track emphasizes principles and skills to satisfy these requirements may be taken 285. Strategy and Politics. of production analysis appropriate for stu- satisfactory/fail. 288. Introduction to Game Theory. dents seeking careers in production plan- 1. Calculus/linear algebra (3–4 courses): MTH The following graduate courses are open to ning, quality control, inventory man- 161–162 (or MTH 141–143) and MTH 165, Lin- advanced undergraduates with permission ear Algebra with Differential Equations. agement, and other jobs involving managing of the instructor. 2. Statistics (1 course): ECO 230, Economic the production of goods and services. 403. Mathematical Modeling. Statistics, PSC 200/201, Applied Data Analy- f. Public Sector Analysis 404. Introduction to Statistical Meth- sis/Political Inquiry, or MTH 203, Mathemati- • LAW 205. Business Law ods. cal Statistics. • ECO 236. Health Policy 405. Multivariate Statistical Methods. 3. Modeling Rational Behavior (1 course): • ECO 261. State and Local Public Finance 580. Positive Political Theory. • ECO 263. Public Finance MTH 217, Mathematical Modeling in Political • PSC 237. Domestic Social Policy Science, PSC/ECO 288, Introduction to Game • PSC 245. Aging and Public Policy Theory, or ECO 207, Microeconomics. 82 ARTS AND SCIENCES

Ralph A. Raimi, Ph.D. (Michigan) Professor MTH 164 and 165 may be taken in either MATHEMATICS Emeritus of Mathematics order. Usually MTH 164, Multidimensional Norman Stein, Ph.D. (Cornell) Professor Calculus, is taken first since its subject matter Emeritus of Mathematics is more closely related to MTH 162. However, Dorothy Maharam Stone, Ph.D. (Bryn some engineering majors require MTH 165, Frederick R. Cohen, Ph.D. (Chicago) Mawr) Professor Emeritus of Mathematics Linear Algebra with Differential Equations, to Professor of Mathematics Charles E. Watts, Ph.D. (California, Berkeley) be completed by the end of the fall semester Alfred Clark, Jr., Ph.D. (M.I.T.) Professor of Professor Emeritus of Mathematics of the sophomore year. Other departments require MTH 163, Ordinary Differential Equa- Mechanical Engineering, of Mathematics, Teaching assistants are used to supervise tions I, instead of MTH 165. and of Biomedical Engineering recitation and review sections of first- and • The sequence 171, 172, 173, 174 is an honors Michael E. Gage, Ph.D. (Stanford) Professor second-year courses. of Mathematics calculus sequence for talented students interested in mathematics. The sequence empha- Steven M. Gonek, Ph.D. (Michigan) Profes The Department of Mathematics offers the B.A., sizes the theoretical understanding of calcu- sor of Mathematics; Chair of the Depart- B.S., M.A., M.S., and Ph.D. degrees. The depart- lus in addition to teaching technical skills. Five ment ment also offers a minor in mathematics. Allan Greenleaf, Ph.D. (Princeton) Professor credits will be granted for each course satisfac- of Mathematics Mathematics today is one of the most per- torily completed instead of the usual four cred- John R. Harper, Ph.D. (Chicago) Professor of vasive modes of thought—indeed a striking its. Mathematics concentrators who complete Mathematics intellectual phenomenon of the past several all four semesters will be excused from the Richard B. Lavine, Ph.D. (M.I.T.) Professor of decades is the use of mathematics in fields requirement to take MTH 235. A high school Mathematics far removed from the traditional ones of the AP calculus course or consent of the depart- Saul Lubkin, Ph.D. (Harvard) Professor of physical sciences and engineering. Some of ment is required to register for MTH 171. this mathematics is “new,” invented by mathe- Mathematics Both the MTH 161–164 and MTH 171–174 Carl Mueller, Ph.D. (California, Berkeley) maticians and others for the purpose of math ematical study of a new field, as, for example, sequences may be entered with advanced Professor of Mathematics standing and/or credit by students who do Douglas C. Ravenel, Ph.D. (Brandeis) Dan- mathematical game theory and economics; some of it depends on new technology, as sufficiently well on a College Entrance Exami- iel Burton Fayerweather Professor of Math- nation Board advanced placement exam. ematics with computerized taxonomy or mathematical Sanford L. Segal, Ph.D. (Colorado) Professor simulation of biological systems; some of it Care is taken to ensure correct placement in of Mathematics and of History is “old” mathematics, finding new uses, such the appropriate mathematics sequence dur- Naomi Jochnowitz, Ph.D. (Harvard) Asso- as the mathematical study of epidemics and ing freshman orientation. Placement is based ciate Professor of Mathematics birth-and-death processes. Mathematics has upon high school background and national Jonathan Pakianathan, Ph.D. (Prince- even found applications in fields as seemingly placement tests. In addition, once classes have ton) Associate Professor of Mathematics remote as political science and anthropology. begun, students may choose, or the instruc- Dan Geba, Ph.D. (Princeton) Assistant Pro- In turn, each new area of application is an tors may advise, transfer to a more suitable fessor of Mathematics additional stimulus to mathematics itself. The sequence when considered appropriate. Dimitri Gioev, Ph.D. (Royal Institute of Tech- offerings of the Department of Mathematics MTH 130 is an introductory course especially nology, Stockholm) Assistant Professor of are intended to reflect this diversity. recommended for students intending to pur- Mathematics Students planning to concentrate in almost sue concentrations in the humanities. C. Douglas Haessig, Ph.D. (California, any of the University’s liberal arts programs, The two-course sequence MTH 140A–141A Irvine) Visiting Assistant Professor of in addition to those that require some college covers all the material in MTH 141 together Mathematics mathematics, will find one or more courses with a thorough presentation of the standard Robert Hladky, Ph.D. (Washington) Visiting or sequence offerings in the Department of precalculus material. Assistant Professor of Mathematics Mathematics a valuable complement to their Paul Pearson, Ph.D. (Northwestern) Visiting field of interest. Students are urged to consult Finally, as part of the Quest program in the Assistant Professor of Mathematics the departmental advisors of both mathe- College, the department offers Quest versions Sema Salur, Ph.D. (Michigan State) Assistant matics and their own intended area of con- of MTH 161 and 162. The Quest versions Professor of Mathematics centration about courses in mathematics that of these courses fully prepare students for Shannon Starr, Ph.D. (California, Davis) As- may be useful for their educational and career higher-level courses and are especially recom- sistant Professor of Mathematics goals, and to begin the necessary or recommended for interested students. Thomas Tucker, Ph.D. (California, mended courses as early as possible. Berkeley) Assistant Professor of Mathe- More detailed and current information can be CONCENTRATION PROGRAMS matics found on the department’s Web page www. The department offers the following under- Brigitta Vermesi, Ph.D. (Cornell) Visiting math.rochester.edu/. graduate degrees: B.A. in mathematics, hon- Assistant Professor of Mathematics ors B.A. in mathematics, B.S. in mathematics, Norman L. Alling, Ph.D. (Columbia) and B.S. in applied mathematics. There is also Professor Emeritus of Mathematics COURSE INFORMATION a joint concentration program in mathematics Samuel Gitler, Ph.D. (Princeton) Professor There are three first- and second-year and statistics, details of which are given under Emeritus of Mathematics sequences in calculus: the program in statistics. In addition, there is Johannes H. B. Kemperman, Ph.D. • Students in the physical and engineering the minor in mathematics and the Certificate (Amsterdam) Daniel Burton Fayerweather sciences normally choose the sequence Program in Mathematical Modeling in Political Professor Emeritus of Mathematics MTH 161, 162, 164, 165. These courses are Science and Economics. Joseph Neisendorfer, Ph.D. (Princeton) offered every semester. Professor Emeritus of Mathematics • The sequence MTH 141, 142, 143, 164, 165 Arnold K. Pizer, Ph.D. (Yale) Professor is intended for students who require a less THE B.A. IN MATHEMATICS Emeritus of Mathematics fast-paced calculus sequence than MTH 161, A set of foundational courses must be com- David D. Prill, Ph.D. (Princeton) Professor 162. The three courses MTH 141, 142, 143 pleted before acceptance into the concen- Emeritus of Mathematics contain all of the material of MTH 161, 162 tration. The concentration requires eight and prepare students for MTH 164 and 165. courses of which three are core courses and These courses are offered every semester. MATHEMATICS 83

five are advanced courses. In addition, stu- Sample Programs and Advice • MTH 236H. Introduction to Algebra I dents must satisfy the upper-level writing Students intending graduate work in math- (Honors) requirement. ematics should consider MTH 236, 237, 240, • MTH 240H. Introduction to Topology 265, 282, and suitable 400-level graduate (Honors) Foundational Course Requirement courses as electives. Students who plan to use • MTH 265H. Functions of a Real Variable I The following foundational courses must be mathematics in a physical science or engineer- (Honors) completed before acceptance into the con- ing are urged to consider MTH 201, 255, 281, centration: and 282 as electives. Students intending grad- Advanced Course Requirement • MTH 161. Calculus IA uate work in economics, business administra- In addition to the core courses, students must • MTH 162. Calculus IIA tion, or operational mathematics, or work in complete four advanced mathematics courses, • MTH 164. Multidimensional Calculus a field such as systems analysis, are urged to at least two of which are at the graduate level. • MTH 165. Linear Algebra with Differential consider MTH 201, 202, 208, and 210. Any mathematics course numbered 200 or Equations The courses constituting a concentration in above (except for courses used to satisfy the core course requirement) qualifies as an Equivalent courses may be substituted for the mathematics do not exhaust the student’s advanced mathematics course. Any mathemat- above. For example, any of the mathematics time in the junior and senior years. Prospec- ics course numbered 400 or above qualifies as honors courses MTH 171, 172, and 174 may be tive graduate students in mathematics would a graduate-level course. substituted for the equivalent MTH 161, 162, do well to learn to read a foreign language and 164 courses, and MTH 173 may be substi- (French, German, or Russian). Other math- Independent Research Project tuted for MTH 165. The sequence MTH 141– ematical careers might involve a background Students work on an independent research 143 may be substituted for the sequence MTH in areas such as physics, biology, engineering, project in either MTH 236H, 204H, 265H, or 161–162. Credit granted for AP courses may be economics, or computer science. one of their graduate courses with the agree- used to satisfy foundational requirements. Following are some typical examples of concentration programs. These are intended as ment and under the close supervision of the instructor of the course. Upon completion, Core Course Requirement suggestive, not prescriptive. students submit a written report on the proj- Students must satisfy the following three 1. Pure mathematics intending graduate ect to the department Honors Committee and requirements. An honors version of a course study: MTH 201, 235, 236, 237, 240, 265, 282, present a one-hour public talk at which the can always be substituted for the listed course. plus one additional 200-level course. members of the committee are in attendance. 1. MTH 235. Linear Algebra 2. Pure mathematics with interest in physi- The requirement that MTH 235 be taken can cal science: MTH 235, 236, 240, 255, 265, 281, Grade-Point Average Requirement also be satisfied by completing MTH 173. MTH 282, 285. Students must complete the above program 235 should be taken early in the student’s con- 3. Applied mathematics, economics: MTH 201, with at least a 3.25 grade-point average in centration program. 208, 210, 235, 236, 285; ECO 207, 209. order to qualify for the honors B.A. in math- 2. One of 4. Applied mathematics, biology: MTH 201, ematics. MTH 236. Introduction to Algebra 218, 235, 236, 263, 285; BIO 121, 263. MTH 240. Introduction to Topology 5. Applied mathematics, physics: MTH 201, 3. One of 235, 236, 280, 281, 282, 285; PHY 143. THE B.S. IN MATHEMATICS MTH 201. Introduction to Probability A set of foundational courses must be com- MTH 255. Differential Geometry THE HONORS B.A. IN MATHEMATICS pleted before acceptance into the concentra- MTH 265. Functions of a Real Variable I A set of foundational courses must be com- tion. The concentration requires 11 courses MTH 263. Ordinary Differential Equations I pleted before acceptance into the concen- of which five are core courses and six are MTH 282. Introduction to Complex Variables tration. The concentration requires seven advanced courses. In addition, students must with Applications courses of which three are core courses and satisfy the upper-level writing requirement. MTH 285. Methods of Applied Mathematics four are advanced courses. At least two of the advanced courses must be at the gradu- Foundational Course Requirement Advanced Course Requirement ate level. In addition, an independent research The following foundational courses must be In addition to the core courses, students must project is required, and students must satisfy completed before acceptance into the con- complete five advanced courses as follows: the upper-level writing requirement. centration: • Three advanced mathematics courses: • MTH 161. Calculus IA Any mathematics course numbered 200 or Foundational Course Requirement • MTH 162. Calculus IIA above (except for courses used to satisfy The following foundational courses must be • MTH 164. Multidimensional Calculus the core course requirement) qualifies as an completed before acceptance into the con- • MTH 165. Linear Algebra with Differential advanced mathematics course. centration: Equations • Two additional advanced courses with sub- • MTH 171Q. Honors Calculus I Equivalent courses may be substituted for the stantial mathematical content: • MTH 172Q. Honors Calculus II above. For example, any of the mathematics Courses that employ mathematical lan- • MTH 173Q. Honors Calculus III honors courses MTH 171, 172, and 174 may be guage, reasoning, or methodology qual- • MTH 174Q. Honors Calculus IV substituted for the equivalent MTH 161, 162, ify. Any mathematics course numbered 200 and 164 courses and MTH 173 may be substi- or above qualifies, as do certain nonintro- Alternatively, students may satisfy the foun- tuted for MTH 165. The sequence MTH 141– ductory courses in other departments. The dational course requirement by complet- 143 may be substituted for the sequence MTH most common courses in other depart- ing MTH 161, 162, 164, 165, and 235. Equiva- 161–162. Credit granted for AP courses may be ments that qualify are courses of a quantita- lent courses may be substituted for the above. used to satisfy foundational requirements. tive nature from the social and physical sci- Credit granted for AP courses may be used to ences, engineering, computer science, or satisfy foundational requirements. Core Course Requirement statistics, but there are other possibilities. Students must complete the following five Selections must be approved by the stu- Core Course Requirement courses. An honors version of a course can dent’s departmental advisor. Students must complete the following three courses. always be substituted for the listed course. • MTH 235. Linear Algebra The requirement that MTH 235 be taken can also be satisfied by completing MTH 173. MTH 84 ARTS AND SCIENCES

235 should be taken early in the student’s con- • MTH 201. Introduction to Probability 235 should be taken early in the student’s centration program. • MTH 265. Functions of a Real Variable I minor program. • MTH 236. Introduction to Algebra I • MTH 282. Introduction to Complex • MTH 240. Introduction to Topology Variables with Applications Advanced Course Requirement • MTH 265. Functions of a Real Variable I In addition to the core course, students must • MTH 282. Introduction to Complex Advanced Course Requirement complete two advanced mathematics courses. Variables with Applications In addition to the core courses, students must Any mathematics course numbered 200 or complete five advanced courses as follows: above (except for MTH 235) qualifies as an Advanced Course Requirement • Three advanced mathematics courses: advanced mathematics course. In addition to the core courses, students must Any mathematics course numbered 200 or complete six advanced courses as follows: above (except for courses used to satisfy CERTIFICATE IN MATHEMATICAL • Four advanced mathematics courses: the core course requirement) qualifies as an Any mathematics course numbered 200 advanced mathematics course. MODELING IN POLITICAL SCIENCE or above (except for courses used to satisfy • Two additional advanced courses with sub- AND ECONOMICS the core course requirement) qualifies as an stantial mathematical content: The details for this certificate are given under advanced mathematics course. Courses that employ mathematical lan- the heading for Mathematical Modeling in • Two additional advanced courses with sub guage, reasoning, or methodology qual- Political Science and Economics. stantial mathematical content: ify. Any mathematics course numbered 200 Courses that employ mathematical lan- or above qualifies, as do certain nonintro- guage, reasoning, or methodology qual- ductory courses in other departments. The MATHEMATICS AND ify. Any mathematics course numbered 200 most common courses in other depart- COMPUTER SCIENCE or above qualifies, as do certain nonintro- ments that qualify are courses of a quantita- Students interested in both mathematics and ductory courses in other departments. The tive nature from the social and physical sci- computer science are encouraged to pursue most common courses in other depart- ences, engineering, computer science, or either a double concentration in mathemat- ments that qualify are courses of a quantita- statistics, but there are other possibilities. ics and computer science, or a minor in math- tive nature from the social and physical sci- Selections must be approved by the stu- ematics and a concentration in computer ences, engineering, computer science or dent’s departmental advisor. science. statistics, but there are other possibilities. Selections must be approved by the stu- UPPER-LEVEL WRITING dent’s departmental advisor. JOINT CONCENTRATION IN MATHEMATICS AND STATISTICS REQUIREMENT The details for this program are given under The Department of Mathematics believes that THE B.S. IN APPLIED MATHEMATICS the listings for the statistics program. the acquisition of the ability to write coher- A set of foundational courses must be com- ently on a mathematical topic, in a way that is pleted before acceptance into the concentra- acceptable to the general mathematical com- tion. The concentration requires nine courses THE MINOR IN MATHEMATICS munity, is an essential part of a successful of which four are core courses and five are A set of foundational courses must be com- major in mathematics. advanced courses. In addition, students must pleted before acceptance into the minor. To satisfy the mathematics department satisfy the upper-level writing requirement. The minor requires one core course and two advanced courses. upper-level writing requirement, any student obtaining a degree in mathematics must pass Foundational Course Requirement two courses, which may be any of the fol- The following foundational courses must be Foundational Course Requirement lowing types: (1) an upper-level, four-credit completed before acceptance into the con- The following foundational courses must be mathematics course carrying a W designation, centration: completed before acceptance into the con- including MTH 300W, 302W, or 391W; (2) a • MTH 161. Calculus IA centration: one-credit course taken in conjunction with • MTH 162. Calculus IIA • MTH 161. Calculus IA any 200-level mathematics course or MTH 174, • MTH 164. Multidimensional Calculus • MTH 162. Calculus IIA with the prior approval of the instructor; (3) • MTH 165. Linear Algebra with Differential • MTH 165. Linear Algebra with Differential MTH 393W; or (4) at most one four-credit Equations Equation course, approved in advance by the student’s • PHY 121. Mechanics and one of advisor in the mathematics department, satis- • PHY 122. Electricity and Magnetism • MTH 150. Discrete Mathematics or fying part of the upper-level writing require- Equivalent courses may be substituted for the • MTH 164. Multidimensional Calculus ment in another department. above. For example, any of the mathematics honors courses MTH 171, 172, and 174 may be Equivalent courses may be substituted for the substituted for the equivalent MTH 161, 162, above. For example, any of the mathematics COURSES OF INSTRUCTION Definitive course listings are published before and 164 courses, and MTH 173 may be substi- honors courses MTH 171, 172, and 174 may be each semester. Courses listed here carry 4 tuted for MTH 165. The sequence MTH 141– substituted for the equivalent MTH 161, 162, credit hours unless otherwise noted. Following 143 may be substituted for the sequence MTH and 164 courses, and MTH 173 may be substi- are some of the recent or planned offerings. 161–162. Credit granted for AP courses may be tuted for MTH 165. The sequence MTH 141– used to satisfy foundational requirements. 143 may be substituted for the sequence MTH 130. Excursions in Mathematics. The 161–162. Credit granted for AP courses may be nature of mathematics and its application. Core Course Requirement used to satisfy foundational requirements. Emphasis on concepts and understand- Students must complete the following four ing rather than acquisition of techniques. courses. An honors version of a course can Core Course Requirement Intended for prospective concentrators in the always be substituted for the listed course. Students must satisfy the following core humanities. • MTH 235. Linear Algebra course: 140A–141A. Calculus with Founda- The requirement that MTH 235 be taken can • MTH 235. Linear Algebra tions. A two-semester sequence integrat- also be satisfied by completing MTH 173. MTH The requirement that MTH 235 be taken can ing the learning of calculus with precalcu- 235 should be taken early in the student’s con- also be satisfied by completing MTH 173. MTH lus mathematics. Intended for students who centration program. lack the algebra and trigonometry skills necessary to perform successfully in MTH 141. MATHEMATICS 85

The two-course sequence covers all the mate- spaces. Prerequisite: MTH 143, 162, or 172. 216. Mathematical Logic I. Propositional rial in MTH 141 together with a thorough pre- Equivalent to ME 164. (Fall and Spring) calculus, functional calculus of first and higher sentation of the standard precalculus material. 165. Linear Algebra with Differential order, the decision problem, consistency, com- When taken alone, MTH 140A covers, in addi- Equations. Matrices, vector spaces and lin- pleteness. Same as PHL 216. tion to precalculus material, the theory and ear transformations, eigenvalues and eigen- 217. Mathematical Modeling in Political techniques of the differential calculus, but no vectors, first-order differential equations, con- Science. Elementary game theory appli- material from the integral calculus. MTH 140A stant coefficient linear equations, systems of cations (Nash Equilibria, Prisoner’s Dilemma, (Fall) and MTH 141A (Spring). equations, applications to science, engineer- Chicken), measures of voting power, social 141–143. Calculus I–III. A three-semester ing, and computer science. Prerequisite: MTH choice (Arrow’s Theorem). sequence identical in content to the two- 143, 162, or 172. (Fall and Spring) 218. Introduction to Mathematical semester sequence MTH 161, 162 described 171–174Q. Honors Calculus I–IV. Models in Social and Life Sciences A. below. (Fall and Spring) Credit—5 hours for each course in this Both MTH 218 and 219 are aimed at building 150. Discrete Mathematics. Logic, func- sequence. An honors sequence covering the problem-solving ability in students through tions, algorithms, mathematical reasoning, material of MTH 161–164 in greater depth the development of mathematical models for mathematical induction, recurrence relations, from the standpoint of both theory and appli- certain real-life situations in the social and techniques of counting, equivalence relations, cations. Students completing this sequence biological sciences. MTH 218 concentrates graphs, trees, as well as specific questions successfully will have met the requirements on axiomatic models and those involving given by the “Towers of Hanoi,” and Euler’s “7 of MTH 235 and can begin taking upper-level autonomous systems of differential equations. bridges of Konigsberg problem.” Required for courses immediately. Topics are selected from biology and political computer science majors. 200. Transition to Advanced Mathe- science, including voting theory and Arrow’s 161. Calculus IA. Analysis of the ele- matics. Introduces some of the basic tech- Theorem. Independent of MTH 219. Prereq- mentary real functions: algebraic, trigono- niques and methods of proof used in math- uisite: MTH 161. metric, exponentials and their inverses and ematics and computer science. Methods of 219. Introduction to Mathematical composites; their graphs, derivatives, and inte- logical reasoning, mathematical induction, Models in Social and Life Sciences B. grals. Mean value theorem, maxima and min- relations, functions, and more. The course Both MTH 218 and MTH 219 are aimed at ima, curve plotting. The fundamental theorem concludes with an application of the tech- building problem-solving ability in students of calculus, with geometric and physical appli- niques learned to either group theory or real through the development of mathematical cations. (Fall and Spring) analysis. Prerequisite: MTH 163, 164, or 165. models for certain real-life situations in the 161Q. Quest Calculus IA. This is the first (Spring) social and biological sciences. MTH 219 con- semester of the Quest version of MTH 161– 201. Introduction to Probability. Proba- centrates on probabilistic models and includes 162, which places emphasis on understanding bility spaces; combinatorial problems; random all necessary elementary probability theory. concepts as well as on learning techniques. variables and expectations; discrete and con- Linear programming and utility theory are also Students contemplating majoring in mathe- tinuous distributions; generating functions; discussed. Topics are mostly selected from matics as well as others desiring a strong foun- independence and dependence; binomial, biology and economics. Independent of MTH dation in calculus are encouraged to take this normal, and Poisson laws; laws of large num- 218. Prerequisite: MTH 162. course or the honors sequence. bers. Prerequisite: MTH 162 or equivalent; 222. Probability for Physicists. Combina- 162. Calculus IIA. Techniques of inte- MTH 164 recommended. Same as STT 201. torials. Random variables, moments, generat- gration. Improper integrals, l’Hopital’s rules. (Fall) ing functions. Various probability distributions. Infinite series, Taylor’s series in one variable. 202. Introduction to Stochastic Proc Markov chains. Applications to physics. Plane curves, parametric equations, vectors in esses. Theory and applications of random 224. Linear Spaces for Physicists. Vec- two and three dimensions, lines and planes, processes, including Markov chains, Poisson tor, Banach, Hilbert spaces. Linear operators, vector-valued functions, velocity and accel- processes, birth-and-death processes, ran- integral equations. Spectra. Applications to eration, arc length, curvature. Prerequisite: dom walks. Prerequisite: MTH 201. Same as physics. MTH 161 or equivalent. (Fall and Spring) STT 202. 230. Number Theory with Applications. NOTE: Either MTH 164, 163, or 165 can be 203. Introduction to Mathematical Sta- Divisibility, primes, congruences, quadratic taken after MTH 162 or 143. The usual pro- tistics. Principles of statistical decision the- residues and quadratic reciprocity, and prim- cedure would be to take MTH 164 followed ory, point and interval estimation, tests of itive roots, with applications to cryptology and by 165 or 163, but see Course Information on hypotheses, multivariate normal distribution, computer science. page 80. linear hypotheses, selected topics. Prereq- 235. Linear Algebra. Finite-dimensional 162Q. Quest Calculus IIA. This is the sec- uisite: MTH 201. Same as STT 203. (Spring) vector spaces over R and C axiomatically and ond semester of the Quest version of MTH 208. Operations Research. Linear and with coordinate calculations. Forms, linear 161–162, which places emphasis on under- nonlinear programming, sensitivity analysis, transformations, matrices, eigenspaces. Pre- standing concepts as well as on learning tech- shipping and assignment problems, game the- requisite: MTH 164 or 165. (Fall and Spring) niques. Homework includes more challenging ory, genetic algorithms, flow problems. (Fall) 236. Introduction to Algebra I. An intro- and occasionally more theoretical problems. 210. Introduction to Financial Mathe- duction to basic algebraic structures, groups, (Fall) matics. An introduction to some of the math- rings, fields, with applications to specific 163. Ordinary Differential Equations I. ematical concepts and techniques underlying examples. Prerequisite: MTH 235. (Spring) Elementary methods, linear equations, and finance theory. The main financial applications 236H. Introduction to Algebra I systems with constant coefficients, solutions are to arbitrage pricing theory and option pric- (Honors). An honors version of MTH 236. in series, special functions, phase plane anal- ing. Prerequisite: MTH 201. 237. Introduction to Algebra II. ysis and stability, Laplace transform, extremal 215. Chaos, Fractals, and Computer Continuation of MTH 236 covering field the- problems. Prerequisite: MTH 143, 162, or 172. Graphics. The course surveys fractal ory and Galois theory including proofs of the Equivalent to ME 163. (Fall and Spring) geometry with applications to chaos theory impossibility of “trisecting angles,” “doubling 164. Multidimensional Calculus. Differ- and related computer software. Prerequi- the cube,” “squaring the circle,” and “solving entiation and linear approximation, extrema, site: MTH 141, 161, or 171 or permission of 5th-degree polynomials.” Taylor series. Line, surface, and volume inte- instructor. 238. Combinatorial Mathematics. Per- grals; coordinate changes, Jacobians. Diver- mutations and combinations; enumeration gence theorem, Stokes’ theorem. Deter- through recursions and generating functions; minants and matrices in N-dimensional vector Polya’s theory of counting; finite geometrics and block designs; counting in graphs. 86 ARTS AND SCIENCES

240. Introduction to Topology. Intro- 285. Methods of Applied Mathe- operators. Spectral analysis of completely conduction to topology. Review of set theory. Met- matics. Minimum principles, eigenvalues and tinuous self-adjoint operators. Applications. ric spaces and topological spaces. Functions dynamical systems, constraints and Lagrange Prerequisite: MTH 471. (Fall) and continuous functions. The concepts of multipliers, applications to electrical networks, A more detailed description of other graduate- convergence, completeness, connectedness, differential equations of equilibrium, calculus of level courses may be found in the Official and compactness. Applications to surfaces. variations, stability and chaos, nonlinear conser- Bulletin: Graduate Studies. 240H. Introduction to Topology vation laws. (Honors). An honors version of MTH 240. 290. Mathematical Biology. Introduces 247. Theory of Sets. Sets, relations, map- students to some standard mathematical pings; equivalence, order; cardinals, ordinals, methods/models in biology, including ordi- transfinite arithmetic; axiom of choice and nary/partial differential equations, dynamical equivalents. systems, and Stochastic processes. Applica- MODERN LANGUAGES 248. Theory of Graphs. Paths, circuits, tions to various topics in biology such as pop- AND CULTURES trees. Bipartite graphs, matching problems. ulation biology, genetics, ecology, models of Unicursal graphs, Hamiltonian circuits, factors. evolution, and DNA sequencing are pursued. Independent paths and sets. Matrix represent- Prerequisite: MTH 162 or equivalent. ations. Planar graphs. Coloring problems. Pre- 300W. History of Mathematics. The Thomas DiPiero, Ph.D. (Cornell) Professor of requisite: MTH 235 recommended. Same as nature and style of mathematics in ancient French and of Visual and Cultural Studies CSC 248. Babylonia, Egypt, and Greece; medieval and Susan Gustafson, Ph.D. (Stanford) Karl F. 250. Introduction to Geometry. Founda- Renaissance Europe; seventeenth-century and Bertha A. Fuchs Professor of German tions of geometry, isometry, similarity, inver- Europe; and some aspects of the development Studies and Professor of German sions; introduction to affine, projective, and of abstraction and rigor in analysis and set the- Kathleen Parthé, Ph.D. (Cornell) Professor of various non-Euclidean geometries. ory since 1700. Some of the actual methods Russian; Director of Russian Studies 255. Differential Geometry I. Torsion, and problems of the eras studied are part of David Pollack, Ph.D. (California, Berkeley) curvature, the differential geometry of curves the material of the course. (Spring) Professor of Japanese and surfaces in 3-space. Prerequisite: MTH 164 302W. History of Mathematics II. The style Claudia Schaefer, Ph.D. (Washington or 174. and development of European mathematics University, St. Louis) Professor of Spanish 256. Differential Geometry II. Rie- from roughly 1650 to roughly 1950. The devel- Sharon Willis, Ph.D. (Cornell) Professor of mannian geometry. Prerequisite: MTH 255. opment of calculus and analysis, algebra, prob- French and of Visual and Cultural Studies 263. Ordinary Differential Equations II. ability, geometry (including non-Euclidean Joanne Bernardi, Ph.D. (Columbia) Associate A second course in ordinary differential equa- geometry), set theory, are all touched on. The Professor of Japanese tions in the real domain. Prerequisite: MTH introduction of the idea of rigorous proof. John Givens, Ph.D. (Washington) Associate 163 or equivalent and MTH 235, or consent of This course is independent of MTH 300W and Professor of Russian the instructor. may be taken independently of it. Beth Jörgensen, Ph.D. (Wisconsin) Associate 265. Functions of a Real Variable I. Real 391. Independent Study in Mathematics. Professor of Spanish number system, uniform continuity, mean Special work arranged individually. Cilas Kemedjio, Ph.D. (Ohio State) Associate value theorems, bounded variation, Riemann- Professor of French Stieltjes integral, sequences of functions. Pre- The following graduate courses are open to Rául Rodríguez-Hernández, Ph.D. requisites: MTH 163 and 164, or 174, or equiv- advanced undergraduates with permission (Cornell) Associate Professor of Spanish alent. (Fall) of the instructor. Donatella Stocchi-Perucchio, Ph.D. 265H. Functions of a Real Variable I 436. Algebra I. Rings and modules, group (Cornell) Associate Professor of Italian (Honors). An honors version of MTH 265. theory. Galois theory. Prerequisite: MTH 237. Jennifer Creech, Ph.D. (Minnesota) Assistant 266. Topics in Real Analysis. A continua- (Fall) Professor of German tion of MTH 265/265H. Possible topics: a rig- 437. Algebra II. Multilinear algebra, qua- Ryan Prendergast, Ph.D. (Emory) Assistant orous exposition of Fourier analysis; multivari- dratic forms, simple and semi-simple rings and Professor of Spanish able analysis; elementary theory of Hilbert and modules. Prerequisite: MTH 436. (Spring) Friederike Seligman, Ph.D. (Michigan) Banach spaces. Prerequisite: MTH 265/265H 440. General Topology I. Continuity. Assistant Professor of Russian or equivalent. Compactness, connectedness, metrizability. June Hwang, M.A. (California, Berkeley) 280. Introduction to Numerical Product spaces. Prerequisite: MTH 265. (Fall) Instructor in German Analysis. The numerical solution to mathe- 443. Algebraic Topology I. The com- Andrée R. Douchin, Ph.D. (Rochester) matical problems by computer. Linear systems, binatorial structure of complexes and the Senior Lecturer in French approximation, integration, and differential homology of polyhedra. Applications of alge- Laura Givens, M.A. (Washington) Senior equations. Floating point arithmetic and conse braic techniques in topology to classification Lecturer in Russian quent pitfalls of computation. Prerequisite: of surfaces, fixed point theory, and analysis. Berthe Kouroublakis, M.A. (NYU) Senior MTH 162 or equivalent. Same as STT 280. Prerequisites: MTH 436 and 440. (Spring) Lecturer in Spanish 281. Introduction to Fourier Series, 467. Theory of Analytic Functions I. Alexandra Kuzmich, M.A. (University of Orthogonal Polynomials, and Bound- Cauchy theorems, Taylor and Laurent series, Kansas) Senior Lecturer in German ary Value Problems. Fourier series and con- residues, conformal mapping, analytic con- Anne D. Lutkus, Ph.D. (Indiana) Senior vergence theorems. Orthogonal polynomials. tinuation, product theorems. Prerequisite: Lecturer in French; Language Coordinator Applications to some partial differential equa- MTH 265 or equivalent. (Fall) Anna Maslennikova, Ph.D. (St. Petersburg) tions. Fourier transforms. Prerequisites: MTH 471. Measure and Integration. Lebesgue Senior Lecturer in Russian 163 and 164 or 174. Equivalent to ME 201. (Fall) measure on the line. Measure spaces. Inte- Luisa O’Keefe, M.A. (SUNY, Buffalo) Senior 282. Introduction to Complex Variables gration. Convergence theorems. The Radon- Lecturer in Italian with Applications. Complex differentiation Nikodym theorem. Differentiation. Fubini’s Fumino Shino, R.N. (Kumamoto University) and integration, analytic functions, singularities, theorem. The function spaces Lp and C. Pre- Senior Lecturer in Japanese residues, poles, series-expansions, conformal requisite: MTH 265 or equivalent. (Spring) Mariko Tamate, M.B.A. (Temple University) mapping, with some applications. This course 472. Functional Analysis I. Banach Senior Lecturer in Japanese is independent of MTH 281. Prerequisite: MTH spaces. Dual spaces. Riesz theorem. Hilbert Shifang Yu, B.A. (Fujian University) Senior 164 or 174. Equivalent to ME 202. (Spring) space. Fourier series. Projective and unitary Lecturer in Chinese MODERN LANGUAGES AND CULTURES 87

Anamaria Cole, M.A. (George Mason University) provide further study of language itself its pro- Dominican Republic, and Chile. Qualified stu- Lecturer in Spanish duction, history, and structure. dents may also participate in internship pro- Philip R. Berk, Ph.D. (Pittsburgh) Professor The department-wide program in comparative grams in the German Bundestag, the French Emeritus of French Literature literature studies literary and cultural texts National Assembly, and the Spanish Cortes, Wilhelm Braun, Ph.D. (Toronto) Professor from perspectives which cross traditional as well as in various political, business, med- Emeritus of German Literature boundaries and national frontiers. Interna- ical, and performance internships in Bonn, Patricia Herminghouse, Ph.D. (Washington tional by definition, comparative literature sys- Paris, and Madrid. The Skalny Center for Pol- University) Karl F. and Bertha A. Fuchs tematically and thoughtfully questions linguis- ish and Central European Studies provides Professor Emerita of German Studies tic and cultural limits. It examines literature students with an opportunity to develop an Robert ter Horst, Ph.D. (Johns Hopkins) and other texts in relation to their historical interdisciplinary knowledge of Polish and Cen- Professor Emeritus of Spanish context and establishes a dialog among art tral European politics, history, cultures, and A supplementary staff of part-time faculty, forms. Courses in comparative literature, all international relations with Eastern (Russia/ foreign exchange students, and teaching as- of which are taught in English, encourage the Soviet Union/Post–Soviet States) and West- sistants is assigned to aid in the instruction of participation of students from all disciplines ern Europe, as well as with the United States. language. Please consult the MLC Web site for and emphasize the formation of critical at- An interdepartmental major or minor in Pol- details: www.rochester.edu/College/MLC/. titudes and interpretive skills. Popular culture, ish and Central European studies (PCES) may globalization, media and technology, consum- be designed through the Skalny Center and The Department of Modern Languages and is administered through the College Center Cultures offers programs of study in many of the ing texts, and issues of race, class, and gender all pertain to this program of study. for Study Abroad and Interdepartmental Pro- major modern foreign languages, cultures, and grams. The Skalny Center itself offers a Certifi- literatures (leading to the B.A. degree). The M.A. cate in Polish and Central European Studies. is awarded in comparative literature, French, CLUSTERS IN MODERN LANGUAGES German, and Spanish. Students interested in Study on Location in Arezzo, Italy. Special AND CULTURES Degree Program in Italian Studies. The Uni- teaching should consult the Warner School for Modern languages and cultures offers multi- information on the M.A.T. versity of Rochester currently offers a one- ple options for humanities clusters, many of semester, interdisciplinary program in Italian which can easily be turned into a minor by studies in Arezzo, Italy. The program is directed LANGUAGE INSTRUCTION adding two more courses. on campus by Professor Stocchi-Perucchio (Ital- Language instruction is offered in seven mod- If you would like to: (1) start a new language ian) and an advisory committee, in collabora- ern languages: Chinese, French, German, Ital- or culture area; (2) continue with a language tion with a University of Rochester–appointed ian, Japanese, Russian, and Spanish. Students you began in high school; or, (3) do more director on location, Donna Logan. The pro- wishing to enter a language sequence should advanced work in a language you know fairly gram is directed by University of Rochester consult with a departmental advisor for proper well, then there is a choice of clusters for you faculty on a rotating basis and administered placement, which is based on the student’s in every language section, as well as in com- through the College Center for Study Abroad previous training as determined by scores on parative literature and Russian studies (which and Interdepartmental Programs. standard placement tests and the departmen- offers several humanities clusters and one in The Arezzo program takes place in the fall, tal placement questionnaire. Departmental the social sciences). offers 16 credits, and may be taken as partial advisors are available during freshman orien- fulfillment of the requirements: tation and preregistration periods as well as Consult the Department of Modern Languages a. for the minor in Italian throughout the academic year. and Cultures home page as well as the cluster search engine for the most up-to-date infor- b. for an individualized interdepartmental Students with previous language study who mation on cluster choices, and if you have any concentration in Italian studies wish to enter advanced language or litera- questions, get in touch with the department Students interested in option B may create an ture courses should consult with advisors in and you will be directed to the appropriate interdepartmental concentration through the their field of interest. Students interested in undergraduate advisor for the area in which College Center for Study Abroad and Interde- course credit for advanced placement should you are interested. partmental Programs. see the undergraduate advisor in the partic- Upperclass students are eligible to compete ular language. For nonconcentrators, foreign STUDY ABROAD OPPORTUNITIES for exchange fellowships with the University language skills provide an extra edge in apply- of Cologne (Germany) and the University of ing for graduate study or for employment that The department actively encourages students to plan a minimum of one semester of foreign Haute-Bretagne (Rennes, France); the awards requires travel or work in the international cover full tuition and living expenses for one community. study. Work completed in an approved study abroad program may be given concentra- academic year. Programs such as the Certificate in Man- tion credit up to a maximum of four courses agement Studies and the International Rela- in French, German, Italian, Japanese, Russian, Summer Programs tions Certificate in combination with a lan- and Spanish. Students interested in studying Modern languages and cultures sponsors spe- guage concentration offer students wider abroad should consult with their departmental cial intensive language programs abroad dur- career horizons. advisor and seek the assistance of the College ing the summer for students of French in Center for Study Abroad and Interdepartmental Rennes, France; for students of German in Programs located in Lattimore Hall. Berlin, Germany; for students of Italian in ADVANCED COURSES OF STUDY Padua, Italy; for students of Spanish in Oax- Students with advanced knowledge of a lan- aca, Mexico; and for students of Russian in St. guage (i.e., with five or more semesters of col- Semester and Academic Year Programs The University is affiliated with the Institute Petersburg, Russia. Some programs require lege study completed) can choose courses the completion of one semester of foreign lan- from three broad areas. Literature courses of European Studies, which offers semester and academic year programs in France (Paris, guage studies at the University (consult with permit the student to analyze critically the program). aesthetic, philosophical, and political com- Nantes), Japan (Tokyo and Nagoya), Spain plexities of a society’s literary traditions. Cul- (Madrid, Salamanca, and Granada), and Argen- Through the bequest of Mildred R. Burton, ture courses examine both literary and non- tina (La Plata), as well as with the Council on travel fellowships and summer study grants literary texts of all kinds, from essay to film to International Education Exchange programs are available in annual competitions admin- fashion to comics. Advanced language courses in Russia (St. Petersburg), the People’s Repub- istered by the department. lic of China (Beijing, Nanjing, and Fudan), the 88 ARTS AND SCIENCES

CONCENTRATION PROGRAMS mental texts of national and comparative liter- 4. Students intending either to teach Ger- The department offers the B.A. degree in com- ary and cultural theory. Successful completion man on the secondary level or to undertake parative literature, French, German, Japanese, of the MLC Major Seminar qualifies students graduate work are advised to acquire, at the Russian, and Spanish; it offers minors in com- for consideration for admission to the honors minimum, reading proficiency in at least one parative literature, French, German, Italian, program. Students are strongly urged to enroll other foreign language. Japanese, Russian, Spanish, and Latin Amer- in the Major Seminar in their junior year. The ican studies. For specific courses offered in MLC Major Seminar is offered every semester. Japanese each of these subject areas, please consult 1. Language emphasis: eight consecutive the undergraduate advisor for the section French courses in Japanese language; three additional and the MLC Web site. Courses in Polish are 1. Concentrators are required to take the fol- courses from at least two different groups: cul- also offered through MLC as part of the cer- lowing courses: ture, film, literature; and CLT 389 (MLC Major tificate program in Polish and Central Euro- a. Three core courses: FR 200, 202, 204 Seminar). pean studies. (Instruction in Arabic, Classi- b. The elective core: six additional courses 2. Culture emphasis: six consecutive courses cal Greek, Latin, and Hebrew is offered in the above the 114 level in French. In order to in Japanese language; five additional courses Department of Religion and Classics.) achieve a historical balance to the concen- from at least two different groups (culture, tration, students must complete at least one film, literature); and CLT 389 (MLC Major Sem- Concentration programs are balanced between pre-1900 course. inar) or Senior Thesis (by application only). advanced language preparation and literary and c. The MLC core 3. CLT 389 (MLC Major Seminar)/JPN 393 cultural studies. In many upper-level courses, 2. Concentrators are expected to consult with (Senior Honors Thesis). JPN 393 may be sub- the reading and most of the writing and the French undergraduate advisor before reg stituted for by permission only. JPN 393 is a coursework are in the original language. Con- istering for courses. two-semester course requiring extensive bib- centrators are strongly urged to strengthen 3. Concentrators are urged to consider study- liographical preparation and research leading their background for literary studies by taking ing in a French-speaking country for a year, to a substantial research paper. related courses in English literature, film, fine a semester, or a summer. The University is arts, history, music, philosophy, religion and affiliated with the IES program at Paris and A study abroad program in Japan typically classics, visual studies, and women’s studies. Nantes, the Educational Programs Abroad entails third-year Japanese and three or four internship in the French National Assembly, Japan-related courses in English. REQUIREMENTS AND and the Paris Film Program. Work done in an Work completed in an approved study abroad RECOMMENDATIONS FOR approved study abroad program may be given program may be given concentration credit concentration credit up to a maximum of four up to a maximum of four courses in Japanese. MAJOR CONCENTRATIONS courses. Students are especially encouraged to Credit for study abroad must be arranged in All MLC majors follow a common model out- participate in the department’s six-week sum- advance with the major advisor. lined below. Within each section specific mer program in Rennes, France. course requirements vary. 4. Concentrators intending to teach French Russian Eleven courses are required for a major. at the secondary level or to do graduate work 1. Concentrators are required to take the fol- 1. Five to seven area core courses (from the in French are advised to acquire a reasonable lowing courses: national language or comparative literature facility in another foreign language. a. Core courses: at least two language section); the language area core begins with courses at the 200 level (for example, 202, 151–152. Students who place out of 151–152 German 209) and two courses in Russian literature, take the equivalent number of additional elec- 1. Concentrators are required to take the fol- one of which is based in the nineteenth cen- tives, to be chosen in consultation with their lowing courses: tury, and the other in the twentieth century. advisor. a. Four core courses: GER 200, 202, 203, b. Electives: students who choose to count 2. Two to four area electives, decided upon in 204, 205, or 206 151–152 towards the major should choose at consultation with the undergraduate advisor b. The elective core: five additional courses least three additional courses in Russian lan- for the section. Students who place out of 151- above the 206 level in German. In order to guage, literature, or culture. Others choose 152 may take up to two courses in allied fields achieve a reasonable balance to the concen- five electives in Russian/Russian studies. outside of the department. tration, students are encouraged to complete c. The MLC core 3. Two department-wide requirements (MLC at least one course focusing on the period 2. Students are strongly encouraged to work core): before 1848, and another on the period 1848– on their language skills throughout their pro- a. CLT 101 or another approved CLT course 1933. With the approval of the undergraduate gram, both with courses at the University of introducing the study of language, literature, advisor up to two electives may be fulfilled Rochester (for example, 114, 204, 209) and, if pos- and culture by advanced-level courses taken in another sible, on our summer program in St. Peters burg b. CLT 389 (Major Seminar) (393 Senior department or by GER 151 and/or GER 152. (for which they receive up to 6 credits towards Essay can be petitioned in extraordinary cir- c. The MLC core concentration requirements), or a semester-long cumstances) 2. Concentrators are expected to consult with program in Russia. the German undergraduate advisor before An interdisciplinary concentration in Rus- MLC Core registering for courses. MLC 1: Introduction to Language, Literature, sian studies is also available. See the separate 3. Concentrators are urged to consider study- entry in this bulletin, page 126. and Culture. A primary examination of the ing in a German-speaking country for a year, concepts of culture, language, and literature a semester, or during the summer. The Uni- which, are at the foundation of the MLC pro- Spanish versity is affiliated with the IES programs in Frei 1. Concentrators are required to take the fol- gram. This requirement may be fulfilled by any burg, Vienna, and Berlin, the Educational Pro- section of CLT 101, or by another CLT course lowing courses: grams Abroad internship programs in Bonn and a. Three core courses: SP 200 or 201; 203; chosen in consultation with the student’s under Cologne, and the Berlin Summer Program. The graduate advisor. This component should be and 202 or 204 German section also has a unique exchange pro- b. The elective core: six additional courses taken by the fall of the junior year and may be gram with the University of Cologne. Work com- taken concurrently with courses in the major. above the 200 level in Spanish. In order to pleted in an approved study abroad program achieve a reasonable balance to the concen- MLC 2: Major Seminar. A department-wide may be given concentration credit up to a maxi- tration, students are encouraged to include seminar introducing students to the funda- mum of four courses in German. MODERN LANGUAGES AND CULTURES 89

at least one of the two culture courses, SP theory; some may be selected from other pro- pletion of IT 151. In addition, the minor requires 205 or 206. With the approval of the under- grams (e.g., English, art history, film and media four upper-level courses in Italian. IT 157/207 graduate advisor up to two electives may be studies), in consultation with the advisor. Con- (Italian in Italy) and a maximum of two courses fulfilled by advanced-level courses taken in centrators in a modern language may use taken abroad within non–University of Roch- another department or by SP 151 and 152 some of their major courses toward a minor in ester programs may be taken as partial fulfill- taken at the University of Rochester. comparative literature. ment of the requirements for the minor in Ital- c. The MLC core ian. Students are encouraged to participate in 2. Concentrators are expected to consult with Minors in Modern Languages the University of Rochester semester study on the Spanish undergraduate advisor before reg- Language minors give students sufficient facil- location in Arezzo, Italy. All credits at the level istering for courses. ity in the use of a foreign language to read of IT 151 or above earned in the Arezzo Pro- 3. Concentrators are urged to consider study- sources in the major field with ease, to con- gram can apply to the minor in Italian. ing in a Spanish-speaking country for a year, verse with some facility, and to have knowl- a semester, or during the summer. The Uni- edge of other lands, their history, their insti- Minor in Japanese versity is affiliated with the IES in Madrid, tutions, and their artistic achievements. The The minor in Japanese requires five courses Barcelona, Granada, and Salamanca and the minor is not thought of as giving students a beginning with JPN 101. Students may com- Council on International Education Exchange total picture of a field that is too large even for bine language, literature, and culture courses with programs in Chile, the Dominican Repub- an undergraduate major. Rather, it is to give selected from the offerings of the Japanese lic, Argentina, and Brazil. Work completed in students a coherent set of courses from which section. an approved study abroad program may be they can branch out into the more thorough given concentration credit up to a maximum study of their given field. Minor in Russian of four courses in Spanish. Students minoring in languages are urged to The minor in Russian requires five courses 4. Students intending either to teach Span- study abroad for a year, a semester, or during beginning at RUS 151. Students may combine ish on the secondary level or to undertake the summer. The University is affiliated with language and literature courses selected from graduate work are advised to acquire, at the the IES programs in Freiburg, Nantes, Paris, the offerings of the Russian section of MLC. minimum, reading proficiency in at least one Tokyo, Nagoya, Madrid, and Mexico City as An interdisciplinary minor in Russian stud- other foreign language. well as with the Council on International Edu- ies is also available. See the separate entry in cation Exchange programs in St. Petersburg, this bulletin, page 130. Comparative Literature Beijing, Nanjing, and Fudan. Students are also The major in comparative literature provides encouraged to investigate internships avail- Minor in Spanish students with work in a wide range of lit- able through Educational Programs Abroad in The minor in Spanish requires five courses erature, culture, and theoretical approaches to Bonn, Paris, and Madrid. Up to two advanced beginning at SP 151. These normally include subjects such as popular culture, film, global courses in an approved study abroad program SP 151–152 (Intermediate Spanish), SP 200 media, and cross-cultural influences. This may be approved for credit towards the minor. (Advanced Spanish), or SP 201 (Spanish for major is designed especially for students with Native Speakers). Study abroad may satisfy interests in interdisciplinary approaches to Minor in Chinese some requirements of the minor and is rec- literature and culture. The major in compar- The minor in Chinese requires 6 courses ommended. ative literature consists of a minimum of 11 beginning with CHI 101. Students may com- courses as follows: bine language, literature, and culture courses Minor in Latin American Studies 1. Concentrators are required to take the fol- selected from the offerings of the Chinese sec- The minor in Latin American studies can serve lowing courses: tion. to complement the student’s major field of a. At least five courses in one area of lit- concentration by giving him or her a broad erature and/or culture. Minor in French view of Latin American cultures and their rela- b. Four courses either in a second area of The minor in French requires five courses tions to the United States and the rest of the literature and/or culture or four courses beginning at FR 151. These normally include world. that emphasize theory in comparative litera FR 151–152 (Intermediate French), FR 200 ture or in related programs and depart- Five courses with Latin American content are (Advanced French), FR 202 (Introduction to required for the minor, of which three must ments (such as English, art history, French Literature), FR 204 (Contemporary film and media studies, philosophy, music), be at the 200-level from the Department of France), and FR 206 (French Cultural Tradi- Modern Languages and Cultures, and two chosen in consultation with the advisor. tions). With permission of the undergraduate c. The MLC core from related areas such as history, political advisor, another 200-level course may be sub- science, and anthropology. The minor must 2. Concentrators are expected to consult with stituted for one of the above. Students may the comparative literature undergraduate advi- be approved by the Spanish section in its fulfill requirements for the minor through beginning stages. sor before registering for courses. Work com- Study Abroad. pleted in an approved study abroad program Normal offerings in the Department of Mod- may be given concentraton credit. Minor in German ern Languages and Cultures include: The minor in German requires five courses • SP 204. Spanish-American Literature: 1800 REQUIREMENTS AND beginning at GER 151. These normally include to Present RECOMMENDATIONS GER 151–152 (Intermediate German), GER 200 • SP 206. Spanish-American Cultures (Advanced German), GER 202 (Contemporary • SP 255. Twentieth-Century Spanish- FOR MINORS German Issues), GER 203 (Introduction to American Theater Five courses are required for the minor, which German Literature), and GER 205 (Nietzsche) • SP 256. Contemporary Spanish-American begins at the 151 level or above (101 for CLT). or GER 206 (Freud). Study abroad may par- Prose tially satisfy the requirements for the minor • SP 257. Modern Spanish-American Poetry Minor in Comparative Literature and is highly recommended. • SP 259. Third World Women and Global- The minor in comparative literature provides ization students with work in a wide range of theoret- Minor in Italian • SP 261. Facing Facts: Spanish-American ical issues as they relate to literature and cul- The minor in Italian requires an intermediate Nonfiction ture within interdisciplinary contexts. Students level of competence in the language. Typically • SP 262. Topics in Spanish-American Litera- take five courses in comparative literature and this can be achieved with the successful com- ture 90 ARTS AND SCIENCES

• SP 262B. Cuba XXI ing to the creation and shaping of the city, to 216C. Women in Hispanic Film. Critics • SP 262D. Literature and Culture of the Carib- discover how people lived in and understood tend to divide the representation of women bean this novel environment. The course is taught in Hispanic films into mutually exclusive, In history in English. confrontational categories such as virgin or • HIS 203. Economies and Societies of Latin 206A. The New Berlin. This interdisciplin- whore, maternal or seductive, traditional or America ary course examines the history and culture of modern, icon or fallen idol. This course exam- the German capital through the lens of liter- ines images of women in a variety of films In anthropology ature, film, architecture, politics, and cultural from Latin America and Spain to problematize • ANT 230. Culture, Class, Race in Latin theory. Coursework focuses on Berlin as a cen- these artificial divisions and to seek out the America ter for new technological and economic devel- ambiguous and conflictual aspects of personal In political science opments, cultural experimentation, and the (and national) identity embodied in them. • PSC 268. Transitions to Democracy construction of national identity. The course Topics range from the use of “the feminine” focuses on recurring metaphors of change in war propaganda (Spain, Cuba, and Central In religion and classics and renewal, asking how today’s “new” post- America) to films of the Franco dictatorship, • REL 234. Cry Freedom: Liberation The- wall Berlin differs from the “new Berlins” of and from Latin American political documenta- ologies the past. ries to popular commercial films by directors Other courses with approval of the Spanish 212A. Monsters, Ghosts, and Aliens. such as Bunuel, Almodovar, Bemberg, Saura, undergraduate advisor. This course focuses on the horror genre as Arau, Leduc, and Novaro. Emphasis is on cine- popular entertainment in Germany, Eng- matic representation as visual ideology and on land, and the United States in the nineteenth films at the millennium. Class taught in Eng- STUDENT TEACHING and twentieth centuries. Particular attention lish. Written work in Spanish for SP credit. Concentrators interested in student teaching is paid to the construction of others as mon- 217B. Race and Gender in Popular experience for the purpose of New York State cer- sters (Frankenstein, vampires, devils, aliens, Films. This course explores Hollywood’s cur- tification should consult with the Margaret War- etc). Authors include Shelley, Stoker, Rice, rent fascination with race and gender as social ner Graduate School of Education and Human and King. Films include The Haunting, Alien, issues and as spectacles. In particular, the Development as well as with their advisor. The Shining, and Silence of the Lambs. This course focuses on the ways that social differ- course is part of the Horror in Literature and ences have become the sites of increasingly UPPER-LEVEL WRITING Film cluster. conflicted narrative and visual interactions in REQUIREMENT 214E. Japanese Animation (Anime). our films. To examine competing represent- The upper-level writing component of concen- An exploration of Japanese popular culture ations of racial difference and sexual differ- trators’ programs in MLC focuses on both gen- through the world of anime. Films cover a ence in contemporary U.S. culture, popular eral (conceptual and theoretical) and specific wide range of subgenres, from Hayao Miyaza- films of the 1980s and 1990s, from thrillers to (national) experiences of research, argumenta- ki’s The Castle of Cagliostro to more recent action films to comedies, are analyzed. tion, composition, and editing and is satisfied works including Akira (cyberpunk), Silent 222A. Sexuality and Gender: Eighteenth- by taking the two departmental core courses Mobius, and Neo-Tokyo (futuristic manga Century Representations. This course (CLT 101 and CLT 389) required of all majors. adaptations), Robot Carnival (battling robots, explores eighteenth-century conceptions/con- androids), Grave of the Fireflies (postwar nos- structions of the body, sexuality, and gender as talgia). Discussions address issues of land- manifest in medical papers, handbooks, aes- COURSES OF INSTRUCTION scape (city vs. “furusato”), period, fantasy, gen- thetic essays, and literary works to include Definitive course listings are published before der (male, female, androgyne), racism (self vs. Lessing’s Laocoon, Herder’s Pygmalion, Mor each semester. Courses listed here carry 4 other), cultural anxiety. Screenings are held itz’s On Beauty, Schiller’s On the Education credit hours unless otherwise noted. Following in tandem with an anime series at the George of Man, Rousseau’s Julie, Richardson’s Clar- are some of the recent or planned offerings. Eastman House. Class taught in English with issa, Goethe’s Natural Daughter, and Schil- additional instuction in Japanese as required ler’s Maria Stuart. Additional theoretical read- COMPARATIVE LITERATURE for majors. ings include: Foucault, Kristeva, Butler, and G. (Many courses in comparative literature are 215A. Russia Goes to the Movies. In S. Rousseau. cross-listed from courses in national language Russia, the dawning of the age of movies 231B. Madness and Postcolonial Lit- areas, and all are taught in English.) coincided with the birth of the Soviet state. erature. This course explores inscriptions of 101. Topics in Comparative Literature. According to Lenin, the most revolutionary of madness in postcolonial African and Caribbean An introduction to the study of literature and the arts was also to be the art of the Revolu- texts. Beyond the obvious and visible signs culture in a comparative and theoretical con- tion. Yet Soviet directors, from Eisenstein to of what is generally termed “madness” (from text. Close critical scrutiny of cultural differ- Tarkovsky, were also among the world’s most the pathological to the political or cultural), ence as manifested in a variety of literary texts influential filmmakers.This class looks at these we ask ourselves if the postcolonial arena can- and cultural phenomena. Topics vary and artistically interesting and popular films while not be interpreted as a pervasive manifestation include Great Books, Great Debates; Pornog- exploring the changing relationship between of madness, that is to say, of something funda- raphy, Censorship, and Speech; Bodies of Evi- politics, experimentation, and entertainment mentally “alien, foreign” to the Known, to the dence; Culture/Clash; 1968; Popular Culture; in Russian cinema, always mindful of the back- imperial destructuring order, and to the disar- Historical and Imaginary Paris; Barcelona and drop of totalitarian society and the nature of ticulated colonial and postindependent com- the Cultures of the Mediterranean. mass culture in general. Topics include Inno- munities. By bringing together texts from differ- 114Q. Great Cities: The Shogun’s Cap- vation and Ideology; From Hollywood to High ent and diverse cultural and intellectual areas ital: Edo 1600–1850. Edo (modern Tokyo) Stalinism; Popular Patriotism; The Thaw in such as France, Guadeloupe, and Africa, we began around 1600 as the shogun’s adminis- Cinema after Stalin’s Death; From High Hopes seek to confront the various “scriptures.” Issues trative center for all Japan. For centuries only to Stagnation (the sixties and seventies); The of witch-hunt, of disintegration of Juletane, the a tiny fishing port, Edo quickly became a bus- Last Days of Soviet Film and the New Russian Antillean women in West Africa, from Foucault’s tling and picturesque urban center, and by Cinema. No knowledge of Russian required. normative panopticism to Fanon’s discussion of 1750 was the largest city in the world. This Attendance at weekly screenings is mandatory. the black experience, the postcolonial situation, course examines Edo as historical, politi- articulated or silenced, will be the focus of this cal, urban, social, religious, and artistic arti- course. Taught in English. Reading list: Michel fact, exploring the various forces contribut- Foucault, Discipline and Punish; Edouard Glis- MODERN LANGUAGES AND CULTURES 91

sant, The Caribbean Discourse; Frantz Fanon, 282B/482B. Nietzsche and the Nietzs- 114. Conversational French. Credit— Black Skin, White Masks; Sony Labou Tansi, cheans. Friedrich Nietzsche continues to be 2 hours. Emphasis on speaking skills with The Antipeople; Maryse Conde, I, Tituba, Black one of the most influential modern philoso- focus on current issues in French culture and Witch of Salem; Myriam Warner-Vieyra, Jule- phers, yet controversy surrounds almost every society. Prerequisite: FR 102 or equivalent. May tane; Henri Lopes, The Laughing Cry. aspect of his life and work. This course helps be taken concurrently with FR 151 or 152. May 236B. U.S. Latinos/Latinas. This course students go beyond the controversy in order be taken twice for credit. (Fall and Spring) introduces students to the emergent field of to consider Nietzsche’s texts discerningly and 151. Intermediate French I. Intermediate- U.S. Latino/Latina writing and culture. Does how he approached the problems of truth, level study of French and French culture. Spe- the rich diversity of Latino communities in the power, and morality. Close examination of his cial emphasis on the geography of France and United States—stretching from Los Angeles most important writings are complemented contemporary French culture and on develop and the southwest to Miami and New York via by inquiry into Nietsche’s effects on twentieth- ment of reading, discussion, and composition Texas, Chicago, Minneapolis, and all stops in century philosophy, literature, and visual cul- skills. Prerequisite: FR 102 or equivalent. (Fall between—frustrate or cancel any attempt to ture. Other thinkers include Spengler, Weber, and Spring) group their experiences under a single ethnic- Heidegger, Foucault, Kofman, Derrida. 152. Intermediate French II. Con- racial term like “Latino/a”? What exactly is “the tinuation of FR 151 with emphasis on a histor- browning of the Midwest”? To what kind of CHINESE ical approach to French culture. Continued gender, sexual, and racial codes are the inhab- 101. Elementary Chinese I. Credit—6 attention given to reading, discussion, and itants of these communities subjected? How hours. Introduction to modern spoken Man- compositional skills. (Fall and Spring) do Latino/a narratives map the conflicted ter- darin. Emphasis is on developing the students’ 155. French Conversation and Compo- rains of “utopias without borders,” free-trade ability to speak and comprehend the most sition. The most advanced conversation and zones, diasporas, nomadic workforces, and widely used dialect of modern Chinese. composition course aims to bring students even the Internet? Latinos, Latin Americans, 102. Elementary Chinese II. Credit—6 to a level of proficiency with the spoken lan- immigrants, exiles, refugees, border peoples, hours. Continuation of CHI 101, and an intro- guage, including its idiomatic forms, and to rafters—it is increasingly as difficult to define duction to elementary readings in Chinese. refine composition skills. Course materials the legal status of individuals and communi- 151. Intermediate Chinese I. Continu- include extensive use of popular French cul- ties as it is to talk about social, economic, and ing study of spoken Mandarin and vernacu- ture, including film. cultural identities. To be Latino in the United lar written materials. Prerequisite: CHI 102 or 157. French in France. An intensive, con- States is to participate in a unique process of equivalent. versation-grammar review course at the intercultural syncretism that some day may become 152. Intermediate Chinese II. Con- mediate level. Students stay for a month in the a transformative template for the whole soci- tinuation of CHI 151. summer with French families in Rennes, learn ety. We examine two among the many provoc- 202. Advanced Chinese I. about French culture, and have opportunities ative questions for the twenty-first century: 203. Advanced Chinese II. for side trips and tours to places of historical (1) What will be the effects of further Latini- 204. Advanced Conversational Chinese. and aesthetic importance. (Higher-level stu- zation of the American urban landscape? and 210. Introduction to Traditional dents may register for FR 207.) (2) What does “buscando America” mean for Chinese Culture. An overview of important 158. Francophone Studies. Franco- different cultural groups and social classes? developments in shaping four millennia of phone studies is a four-week summer course Readings and discussions include Mike Davis, Chinese culture from early historical times to in French language and francophone cul- Magical Urbanism; Latinos Reinvent the U.S. 1800, with emphasis on the basic elements of ture given in a native French speaking coun- City; Junot Diaz, Drown; Sandra Cisneros, and its religious, philosophical, literary, and artis- try. (Higher-level students may register for FR texts by Piri Thomas, Julia Alvarez, John Rechy, tic traditions. 208.) Ana Castillo (The Goddess of America), Rich- 232. Asian Calligraphy. East Asian calligra- 159. Paris and Normandy: Sites of ard Rodriguez (Days of Obligation), Rodolfo phy is the oldest continuous writing system in Memory. Credit—2 hours. See course 213 Acuna, Helena Maria Viramontes, Gustavo the world, and ranks as an art with poetry and for description. Pérez Firmat, Ilan Stavans, and others. Class painting. This innovative course joins the two taught in English. components by offering one class period of NOTE: FR 200 and 202 are ordinarily prereq- 265E. Dangerous Texts: Literature and writing with a licensed teacher of calligraphy, uisites for all 200-level courses in French lit- Politics in Russia. When modern Russian lit- and one dealing with the history and art of erature. Many 200-level courses are cross- erature began to evolve in the mid-1600s, the calligraphy each week. Students must attend listed with CLT and/or film and media printed or written text was immediately seen as and are graded on both parts. The course studies, visual studies, women’s studies. a potential danger to the power of Church and is restricted to those who have completed 200. Advanced French. Intensive practice State. This course examines dangerous texts at least one year of formal Chinese or Japa- in speaking and writing the language; review from the seventeenth century to the present nese language instruction. Enrollment is lim- of grammar on an advanced level. (Fall and to see what aspects of texts and their authors ited and preference is given to those currently Spring) were seen as threats and how these threats enrolled in Asian language study. 202. Introduction to Literature in were dealt with. Also explored are the ways in French. Introduction to and intensive prac- which writers did indeed perceive themselves FRENCH tice in the reading and interpretation of as a second government and how this changed 101. Elementary French I. Fundamen- French, including materials from literature, the way they wrote. The reading list includes tals of the grammar, culture, and pronuncia- the media, and popular culture. works by Avvakum, Radishchev, Pushkin, Ler- tion of the language. Emphasis is on develop- 204. Contemporary French Culture. montov, Gogol, Turgenev, Dostoevsky, Tolstoy, ing communication skills, principally speaking An introduction to the social structures, insti- Babel, Mayakovsky, Mandelstam, Pasternak, Yev- but including listening, reading, and writing. tutions, and value systems which make up tushenko, Solzhenitsyn, Voinovich, Grossman, (Fall and Spring) contemporary French society. Analysis of their and Sinyavsky/Tertz. The goal of this course is 102. Elementary French II. Continues manifestations in contemporary political struc- to arrive at an understanding of the unique role the work of the beginning course. There is an tures and events, philosophy, art, film, the played by literature in Russian history. Class added emphasis on reading comprehension media, etc. taught in English. and vocabulary building. (Fall and Spring) 206. French Cultural Traditions. An introduction to pre-twentieth-century French culture. Topics include social, political, philosophical, and artistic movements across a variety of historical periods. 92 ARTS AND SCIENCES

207. French in France. See FR 157. cal ones? Readings include Constant, Chateau- ments that affected painting and artistic move- 208. Francophone Studies. See FR 158. briand, Flaubert, Rimbaud, Baudelaire, and ments that entailed new ways of writing. 212. A Course in French Translation. Maupassant. Through this students can also examine other Intended for those who have some basis in 240. Le Roman Francais. This course collaborative arts such as music, dance, and the language (preferably intermediate level or looks at the history of the French novel, from theater. Poets include Mallarme, Valery, Ponge, above), who wish both to improve their com- its early history in the late seventeenth cen- Michaux, Char, Jacottet, Apollinaire, and less- prehension of the written text and to inter- tury, through the philosophic and great realis- known writers. Course and readings primarily pret it at an appropriate stylistic level through tic traditions of the eighteenth and nineteenth in French. translation into English. The course is based centuries, and up to and including recent 260. The Twentieth Century. Topics in on a great variety of texts, elementary to works of fiction. Also students study the form twentieth-century French culture, especially highly sophisticated, belletristic to scientific, and function of the novel, as well as the narra- those that consider the relations among the selected both by the teacher and by the stu- tive structures and forms of verisimilitude that various literary genres and between these dents. authors chose to develop. Authors include genres and other disciplines, e.g., visual arts, 213. Paris and Normandy: Sites of Mme. de Lafayette, Voltaire, Diderot, Flaubert, philosophy, history, music. (Spring) Memory. This course intends to explore the Robbe-Grillet, and others. Readings and class 261. The Twentieth-Century Novel. A representations of Paris and Normandy (the discussion primarily in French. survey of the major literary movements of landing beaches of Normandy) in literary 243. Mutilated Bodies, Mutilated Dis- the twentieth century, with special attention and visual representations. Beyond the cul- course. “Transnational sisterhood” or cul- to intellectual and social contexts that engen- tural riches of Paris and Normandy, this course tural imperialism? Legitimate ritualized prac- dered them. intends to familiarize students with the com- tice or outdated violent ritual? Genital cutting, 261A. The Contemporary French Novel. plexities of cultural representation. It also female circumcision, female genital surgery? This course explores the development of the seeks to provide students who are considering . . . the controversy over this practice already French novel from 1990 to today. Course, to study in Paris and Rennes with tools that begins with the act of its naming. Who is qual- readings, and discussion are all in French. will prepare them for the complexities of cul- ified to speak the truth about the assaulted 264. Contemporary French Thought. tural encounters, that will prepare them for female body? How can one explain the fact This course is a survey of the major intel- the excursions in the landing beaches of Nor- that Western feminist discourses and right- lectual movements of the twentieth century. mandy, a highly emotional and historical place wing politicians tend to agree on the issue of Begins with Ferdinand de Saussure and the where the United States and France meet. This genital mutilations? If there seems to be a con- study of the linguistic sign, then moves on course is strongly recommended for students sensus about the physical violence imposed to consider cultural anthropology and the who plan on taking FR 157/207 (French in on the female body, why is it that Western fem- invention of structuralism. Finally, the course France). All other students are welcome. Read- inist discourse is suspected of perpetuating takes a detailed look at Derridean decon- ing list includes Les Lettres persanes (Montes- the mutilation of African voices? This course struction, the movement that has influenced quieu), Bel ami (Maupassant), Le Petit prince seeks to provide an understanding of the con- so much Anglo-American criticism, and conde Belleville (Calixthe Beyala). Films and vid- text in which a fragmented “transnational sis- cludes with a brief foray into other forms of eos include Saving Private Ryan, La Haine, terhood” allows for a proliferation of mutilated poststructuralism. Paris at the Time of Balzac, and more. Taught discourses on mutilated postcolonial (Afri- 271. Introduction to Francophone Lit- in French. can, poor, and defenseless) bodies. Readings erature. This course surveys Francophone 220. The Eighteenth Century Novel. include Alice Walker, Evelyne Accad, Fauziya African and Caribbean literature from its Study of major authors of the French Enlight- Kassindja, and critical feminist readings from beginnings in the 1940s to the postcolonial enment, as well as their predecessors and con- African, French, and North American authors. age. Study includes major trends and texts temporaries, including Marivaux, Montes- In English. that have shaped the emergence of a genuine quieu, Voltaire, Prévost, Rousseau, Diderot, 247. Black Paris. This course is a study Francophone literary tradition. Issues of cul- Sade, and Laclos. of Black Paris, as imagined by three gener- tural confrontations, exile, panafricanism, dia- 230. The Nineteenth Century Novel. ations of black cultural producers from the sporic migrations and interactions, race, class, Topics in nineteenth-century French cul- United States, the Caribbean, and Africa. Paris and gender in African and Caribbean postco- ture, especially those that consider the rela- is as a space of freedom and artistic glory that lonial societies are addressed through a close tions among the various literary genres and African-American writers, soldiers, and art- reading of texts. Movies are used as an integral between these genres and other disciplines, ists were denied back home. For colonized part of this course and help in the understand- e.g., visual arts, philosophy, history, music. Africans and Caribbeans, Paris was the birth- ing of the concept. (Fall) place of the Negritude, the ultimate cultural 272. Madness and Postcolonial 231. Nineteenth-Century French Novel: renaissance influenced by the Harlem Renais- Literature. This course explores inscriptions Aesthetics and Ideology. Analysis of se- sance. From Josephine Baker, Richard Wright, of madness in postcolonial African and Carib- lected works by major nineteenth-century nov James Baldwin to Shay Youngblood’s Black bean texts. Beyond the obvious and visible elists including Balzac, Stendhal, and Flaubert. Girl in Paris, from Aime Cesaire to Maryse signs of what is generally termed “madness” 233. Realists and Romantics. Nineteenth- Conde, from Bernard Dadie’s An African in (from the pathological to the political or cul- century French literature witnessed two com- Paris to contemporary Franco-African writ- tural), the course asks if the postcolonial arena peting literary currents; romanticism and real- ing, we investigate how the representation of can be interpreted as a pervasive manifesta- ism. Romanticism, heir to the logic and reason Paris functions in the construction of black tion of madness, that is to say, of something of the French Enlightenment, sought to res- identities. Readings include Black Girl in fundamentally alien, foreign to the Known, to cue from scientific systematization the won- Paris (Shay Youngblood), Desirada (Maryse the imperial destructuring order, and to the der and awe of nature; realism attempted Conde), The Josephine Baker Story, Paris disarticulated colonial and postindependent to describe the world exactly as it was. This Noir: African Americans in the City of Light communities. course examines the confrontation of these (Tyler Stovall), An African in Paris (Bernard 274. Caribbean Novel and Theory. This two movements, and attempts to discern what Dadie). course is a study of major Caribbean nov- made each distinct, as well as what features 248. Poets and Painters. In this course els and major theoretical texts. The reading they may unwillingly have shared. Do realistic students study the relationship between is structured around the notion of “Antilla- novels romanticize their subjects? What’s true French poetry and painting from about 1868 nité” or Creolization elaborated by Martinican to life in romantic descriptions of nature? How to 1968, primarily focusing on the twentieth Edouard Glissant and his heirs Chamoiseau do aesthetic concerns become social or politi- century. The course examines literary move- and Confiant of the “Créolité” movement. The MODERN LANGUAGES AND CULTURES 93

controversial presence of the Other (Africa 389. Major Seminar. 203. Introduction to German Lit- and France) in the Caribbean, and the need to 391. Independent Study. Study of special erature. Introduction to the interpretation build a Caribbean authenticity in order to par- linguistic or literary problems under the direc- of German literary texts with emphasis on the ticipate freely in what Glisant terms “relation tion of a member of the faculty. terms and techniques of analysis. (Fall) planétaire” (planetary relations) is also thor- 393. Senior Essay. A paper based on inde- 204. Marx and Marxism. Who was this oughly examined. pendent study: may be written by concen- person, Karl Marx? Why is it that in this post– 275. Freud, Lacan, and Contemporary trators. Students should normally register for Cold War world his writings continue both French Thought. Study of the intersection of this course in the fall term of their senior year. to inspire and threaten contemporary read- psychoanalytic, linguistic, and narratological ers? How have those inspired by Marx fur- theories of representation. GERMAN ther developed his ideas to constitute the dis- 276. Contemporary Women’s Writing 101. Elementary German I. Introduc- course of Marxism? The course begins with and French Feminism. This course primar- tion to the structure of modern German and discussions of key works by Marx, then moves ily deals with contemporary novelists and crit- its basic vocabulary. Training in speaking, com- on to examine some significant contributions ics whose work focuses on gender and iden- prehension, reading, and writing through class- to Marxism. tity construction in a French//Francophone room instruction and recitation periods. (Fall) 205. Nietzsche and the Nietzscheans. context. The course studies the changes in 102. Elementary German II. Con- Following chronological lines, a systematic French feminism and women’s writing since tinuation of GER 101. (Spring) introduction to Nietzsche’s writings, especially 1968. A major focus of the course is the chang- 114. Conversational German. Emphasis regarding the females and the feminine. The ing political and social role of women writ- on speaking skills with focus on current issues course does not focus on any particular aspect ing in French and how these voices differ from in German culture and society. Prerequisite: of Nietzsche, but attempts to cover the funda- those of previous eras. Primary texts include GER 102 or equivalent. May be taken concur- mental problems of Nietzschean philosophy. works by Cixous, Kristeva, Ndiate, Redonnet, rently with GER 151 or 152 may also be taken 206. Freud and Psychoanalysis. Freud Yourcenar, Wittig, and Le. Readings and discus- twice for credit. (Fall and Spring) is one of the most influential thinkers of sion are in French. 151. Intermediate German I. Focus on the twentieth century. His groundbreak- 277. Poststructuralism to Postmoder modern German culture and civilization. Spe- ing work on dreams, the Oedipus Complex, nism. This course is designed to offer a criti- cial attention to grammar review, vocabulary, and psychoanalytic methods have profoundly cal examination of the major developments in and reading skills. Prerequisite: GER 102 or changed our understanding of the psyche and French theory from poststructuralism to post- equivalent. (Fall) social interaction. This course provides a basic modernism. The course is organized around 152. Intermediate German II. Con- survey of Freud’s most important and often close readings of selected essays by authors tinuation of GER 151 with ongoing grammat- controversial writings/discoveries within their whose work has had a powerful impact within ical review and increasing attention to con- historical context and with regard to signifi- the development of French thought and in the versation and composition. Prepares students cant criticisms of his work. “Freud: An Intro- United States. Our readings focus on the rela- for international “Zertifikat Deutsch als Fremd duction” is part of a cluster which includes tion of philosophy and critical theory to litera- sprache” exam. (Spring) courses on Marx and Nietzsche. (These ture, history, politics, and power. 157. German in Germany. Credit—6 courses need not be taken in any particular 278. African Novel: Its Theory and Its hours (based on evaluation). An intensive pro- order.) Contexts. This course is a study of the Fran- gram offered in German at all levels in Ber- 207. German in Germany. See GER 157. cophone African novel from north sub-Saha- lin, Germany, for one month in summer. 209. The German Play. Close background ran Africa and from Madagascar. The course Instruction by native Germans with Univer- study, interpretation, and performance of a explores the political and cultural contexts sity of Rochester faculty member in residence. German play, chosen from a group of readings that gave rise to the modern African literature Includes side trips and excursions in this his- selected according to interests, ability, and in general, and to the modern African novel in toric area. Higher-level students may register composition of the class. (Spring) particular. for GER 207. 212. Monsters, Ghosts, and Aliens: 280. French Film: The New Wave. A From Schiller to Stephen King. This study of French film from its beginnings NOTE: GER 200 and 202 or their equiva- course focuses on the horror genre as popular through the New Wave. lents are normally prerequisites for all 200- entertainment in Germany, England, and the 281. History of French Film. This course level courses in German. Many 200-level United States in the nineteenth and twentieth surveys the history of French cinema from courses are cross-listed with CLT and/or film centuries. Particular attention is paid to the its early experiments through the “Tradi- and media studies, visual studies, women’s construction of others as monsters, ghosts, tion of quality” to the moment immediately studies. and aliens. Authors include: Schiller, Tieck, preceding the emergence of the New Wave. 200. Advanced German. Readings on cur- Hoffmann, Goethe, Droste-Huelshoff, Meyer, Films selected from the work of the following rent issues. Objectives include enabling stu- Shelley, Bradbury, Rice, and King. directors are studied: Lumiére, Méliés, Gance, dents to converse freely in German on a vari- 220. Sexuality and Gender: Eighteenth- Dulac, Léger, Clair, Vigo, Renoir, Carné, Oph- ety of topics and the review of grammar on an Century Representations. This course ulus, Pagnol, Clément, and Bresson. Readings advanced level with particular attention given explores eighteenth-century conceptions/con- include contemporary critical and theoretical to writing style and idiomatic German. structions of the body, sexuality, and gender as discussions, as well as historical analyses. 202. Introduction to German Studies. manifest in medical papers, handbooks, aes- 283. Contemporary French Film. This is one of several core classes required for thetic essays, and literary works. Through close analysis of popular film, this the major. Students should have completed 229. Kleist and Kafka. This course empha- course explores contemporary French cul- at least GER 152 and preferably GER 200. This sizes the short prose of Kafka and Kleist, ture as it reworks national identity. Focusing course introduces students to basic principles who provide literary representations of mod- on changing definitions of “Frenchness,” the of cultural analysis at the heart of the disci- ern bureaucratic nightmares, of contempo- course examines its articulations with shifting pline of German studies. Emphasis focuses on rary obsessions with the blurred boundaries conceptions of tradition, of the popular, and how the media act to form and facilitate var- between reality and fantasy, ailing artists, suf- of the nation. Readings include central cultural ious aspects of issues in contemporary Ger- fering male bodies, nonexistent or idolized conflicts around identity and difference in the man culture. women, guilt, and existential angst. context of the emergent European economic community, as well as the specifically French context of “immigration” and “assimilation.” 94 ARTS AND SCIENCES

230. Poe and Hoffman: Uncanny Sto- 285. New German Cinema. Study of 153. Accelerated Italian. The course is ries. This course focuses on the mysteries, major directors and films. equally focused on language skills and cul- horror stories, and “strange” short fiction of 287. Nazi Culture. This course uses tural awareness. While working on speak- Poe and Hoffman. Students investigate generic the films of the Third Reich to examine the ing, listening, reading, and writing, students and narrative structures as well as the vivid parameters of Nazi culture. It examines such research, experience, and then analyze vari- fantasies, dreams, visions, and psychological diverse aspects as the Leader Principle, gender ous aspects of contemporary Italian culture. studies portrayed in the short stories of these roles, racial hygiene, anti-Semitism, mass cul- Daily newspapers and current magazines are two authors. ture, propaganda, and visions of history. Films among the course reading materials. (Spring: 245. The Weimar Republic: Literature, are analyzed both in terms of their aesthetics Arezzo, Italy) Art, and Politics: 1918–1933. Focuses on as well as the social and historical context of 154. Intermediate Italian II. Credit—6 relations between art and politics with special their production. hours. Prerequisite: IT 151. (Spring: Arezzo, attention to Berlin as a cultural and intellec- 288. New German Cinema: From Italy) tual center. National to Transnational Productions. 157. Italian in Italy. Credit–6 hours. The 268. The Essential Goethe. Focuses on This class examines the aesthetic and technical course presupposes full immersion in Italian Goethe’s major achievements as a poet, liter- aspects of German cinema as well as the his- language, culture, and lifestyle. Emphasis on ary critic, natural scientist, and statesman in torical and social context of its production. It communication skills, both oral and written, Weimar. explores the relationship between film, soci- and on constant language practice in concrete, 272. Gender and Sexuality in the Twen- ety, and culture. In examining the themes and everyday situations. Visits to museums and tieth Century. This course examines liter- forms of various filmmakers, students become excursions to various places of artistic and his- ary, artistic, and theoretical representations of acquainted with the issues and ways of seeing toric relevance constitute material for discus- gender and sexuality as they have changed in that have occupied the German public since sion and practice. (Summer: Padua, Italy) the course of the twentieth century. From the 1945. As students hone their skills of cultural 159. Roman Structures: Engineering in New Woman to French Feminists and trans- analysis and critique, they also gain insight the Classical World. This is an introductory national feminism, from homophile societies into the general conditions of film production. course with no prerequisites and not calcu- to “queer nation” and gay marriage, from Sig- 391. Independent Study in German. lus based. It begins with an intensive summer mund Freud to Michel Foucault and Judith 393. Senior Essay. A paper based upon fieldwork in Rome and it consists of a study of Butler, the course explores the contested and independent study; may be written by con- Roman engineering focused primarily on civil politically charged debates around gender and centrators, preferably in the fall term of their engineering structures, and also including sexuality that have shaped our views of iden- senior year. topics in mechanics, hydraulics, and materials. tity over the last century. 399. Practicum in German. Investiga- Modern theories in structural mechanics and 283. Cinema and Revolution: The West tion of special topics in German language, lit- strength of materials are used to analyze the German Avant-Garde. Dissent, violence, erature, or linguistics. practice, the achievements, and the limitations terror. This course explores the relationship of Roman engineering. between film and revolution in West German ITALIAN 190Q. Italian Regions: From Geography cinema from 1965 to the present. The course 101. Elementary Italian I. An intro- to History, from Language to Culture. considers cinema’s potential as a revolution- ductory study of the structure of the Italian While exploring the geographical and polit- ary medium, while also focusing on how rev- language with equal emphasis on speaking, ical configuration of the Italian territory, the olution is thematized and constructed in both reading, and writing skills. (Fall) course focuses on the Italian regions as dis- fiction and documentary films. The course 102. Elementary Italian II. A continuation crete entities with their own historical, eco- engages issues such as coming to terms with of IT 101. (Spring) nomic, linguistic, and cultural characteristics the fascist past, recreating the cinema as a rev- 111. Elementary Italian. The course offers and on the multiple aspects of their urban and olutionary artistic form, feminism as a revolu- an introduction to basic grammar with inten- non-urban civilization. Among the topics of tionary perspective, the domestic sphere as sive training in speaking, listening, reading, investigaion are art, literature, and film; social, a revolutionary space, and the co-optation of and writing. It also guides students in the pro- economic, and religious life; dialects; high the cinema’s revolutionary potential through cess of observation, experimentation, and dis- cultural traditions and popular ones. Class mass consumption. Each film is explored in covery of the culture on the local level. (Spring: taught in English, although students with basic relation to its sociohistorical context, provid- Arezzo, Italy) knowledge of Italian have ample opportunity ing students with an overview of German film 114. Conversational Italian. This con- to practice and enhance their linguistics skills. and culture of the period. versation course is designed to help students 195Q. Divine Comedy I: Inferno and 284. Hollywood Behind the Wall: Intro with some previous knowledge of Italian gram- Purgatory. This course is the first segment of into East German Cinema. The East Ger- mar develop facility with the spoken language. a two-semester sequence on the Divine Com- man film studio, DEFA, was the second larg- Emphasis is on vocabulary-building. Classes edy. The purpose of the sequence is to intro- est studio system in the former Eastern bloc, include debate, discussions, and conversations duce students to the liberal arts through one and produced more than 650 films between about current topics and aspects of contem- of the most significant texts in Western civiliza- the years 1946 and 1990. This course explores porary Italian culture. Recommended in con- tion. While reading about Dante’s adventurous major developments in the East German cin- junction with any Italian course, except IT 101, journey from Inferno to Paradise, students ema during the four decades of its existence. for extra practice. May be taken twice. (Fall gain a perspective on the Biblical, Christian, The course engages issues such as coming to and Spring) and classical traditions, and on the political, lit- terms with the fascist past, popular filmmak- 124. Italian Culture. The course aims at erary, philosophical, and theological dimen- ing and art cinema, cinema as a pedagogi- presenting various aspects of contemporary sions of medieval European culture. The cal tool, artistic dissent and state censorship, Italian culture to students with no previous sequence also provides students with an ave- socialist ideologies of gender, and the poli- knowledge of the Italian language. nue of investigation on the problem of knowl- tics of documentary. Each film is explored in 151. Intermediate Italian I. Continuing edge—one of the poem’s central concerns— relation to its sociohistorical context, provid- study of modern Italian geared to enhance and guides them in developing critical tools ing students with an overview of East German speaking, reading, and writing skills. Emphasis and research skills. Continuation of Dante’s film and culture. This course coincides with on grammar. Readings and discussions on top- Divine Comedy II is recommended but not the University of Rochester’s fall film event, ics of Italian history. (Fall) required. which features select films from East Germany, 152. Intermediate Italian II. Con- as well as guest appearances by East German tinuation of IT 151. Readings and discussions film historian, Ralf Schenk, and director, Egon on topics of Italian geography and economy. Günther. (Spring) MODERN LANGUAGES AND CULTURES 95

196Q. Dante’s Divine Comedy II: Pur- 276. A Cultural Mosaic in an Inter- classes. Also examined are architecture, flower gatory and Paradise. This course is the cultural Context. The course consists of four arranging, and the artistic complex of the tea second segment of a two-semester sequence units taught sesquentially by visiting faculty. ceremony. Emphasis is given to the social con- on the Divine Comedy. See description for IT Classroom instruction is enhanced by field texts of artistic expression. 195Q. trips. (Spring: Arezzo, Italy) 217. The Tale of Genji. One of the great- 200A, B. Italian Culture and Advanced est works of world literature, a huge and Italian Language. Designed for students JAPANESE sprawling psychological novel of Japanese who already have a basic knowledge of spoken 101. Elementary Japanese I. Credit— court life, love, and intrigue in tenth- and and written Italian, this course addresses dif- 6 hours. Introduction to colloquial Japanese, eleventh-century Japan. ferent aspects of contemporary Italian culture. with emphasis on developing speaking and 219. Cartoon Connections: Manga and Two thirds of the course is taught in English comprehension skills. The writing system also Anime. An exploration of Japanese popular and one third in Italian. Readings are divided is introduced for reading simple texts. (Fall) culture as portrayed by the cartoon culture of accordingly between the two languages. Top- 102. Elementary Japanese II. Credit—6 manga (graphic novels) and anime (Japanese ics may include politics, economics, mass hours. Continuation of JPN 101. (Spring) Animation). Material ranges from the origins media, intellectual life, education, and popu- 104. Elementary Conversational Jap- of print and moving picture cartoon culture lar culture. (Fall) anese. Emphasis on speaking skills with focus in the early twentieth century to the present. 208. Advanced Tutorial in Italian. The on current issues in Japanese culture and soci- Issues addressed include national identity, course is designed for advanced students. It ety. Prerequisite: JPN 102 or equivalent. May global consumption, and genre cross-fertiliza- involves class practice and independent pro be taken concurrently with JPN 105 or 106. tion, providing an opportunity to explore how jects. (Spring: Arezzo, Italy) May be taken twice for credit. (Fall and Spring) Japanese culture informs these now widely 222. Boccaccio’s Decameron. This 151. Intermediate Japanese I. Credit— popular forms of popular entertainment. course offers a close reading of a selection of 6 hours. Continuing study of colloquial Jap- 220. The Culture of Urban Japan, stories from the Decameron geared towards anese through conversation practice and more 1650–1850. This course examines the spec- understanding Boccaccio’s sense of the aes- intensive development of reading skills. Pre- tacular urban culture of the Edo period against thetic experience and its cognitive value. requisite: JPN 102 or equivalent. (Fall) the background of new economic, political, Emphasis is on literary traditions, which the 152. Intermediate Japanese II. Credit—6 and legal developments. Of special interest is text absorbs and manipulates, and the medi- hours. Continuation of JPN 151. (Spring) the world of theaters and entertainment quar- eval intellectual debates in which it engages. 190Q. Kyoto and Tokyo. This course ters that both reflected and supported the art 223. Italian Trecento. Readings from examines the various forces that shaped Kyoto and literature created by new constellations of Dante, Boccaccio, and Petrarch in the cultural and Tokyo from the point of view of history, social groups. context of thirteenth- and fourteenth-century urban studies, religion, art, and literature. 222. Noh Drama. In Western terms, Noh Europe. 202. Advanced Intermediate Japanese drama combines elements of classic Greek 228. Italy from the Risorgimento to the I. This course aims at a rapid improvement of and medieval European drama with dance, Republic: 1815–1948. After a two-week students’ overall proficiency in the Japanese music, and Christian rituals of confession, sal- introduction to contemporary Italian society, language. Listening and speaking skills are vation, and redemption. As a dramatic form, national and local political institutions, geog- improved through assignments based upon Noh appropriates and integrates myth and leg- raphy, and the historical development of the audio tapes and videotapes, discussion, and end, religious stories, historical chronicles, Italian peninsula from the fall of the Roman role playing in Japanese. Prerequisite: JPN 106 family histories, imperial lineages, and the Empire to the French Revolution, the course or equivalent. (Fall) institutionalized power of salvationary Bud- takes a multidisciplinary approach to the 203. Advanced Intermediate Japanese dhism. (Spring) study of united Italy’s politcal, social, and cul- II. Continuation of JPN 202. Essays on Japa- 223. The Kabuki Theater. An introduction tural history, through the adoption of the anti- nese literature and history. (Spring) to the techniques, actors, and repertory of fascist constitution of 1948. (Spring: Arezzo, 204. Advanced Conversational Jap- one of the world’s most brilliant theatrical tra- Italy) anese. Provides students of JPN 202-level or ditions. Readings in translation and screenings 230. Italian Cities and Their Civi- higher with the opportunity to improve their include many of the greatest works of the clas- lization. The course addresses aspects of speaking skills. Class activities include gram- sical kabuki stage. the history, literature, art, politics, music, and matical oral drills (this is not a lecture course 232. Asian Calligraphy. East Asian calligra- folklore of a few major Italian cities such as on the grammatical aspects of Japanese) and phy is the oldest continuous writing system in Siena, Florence, Pisa, Rome, Naples, Palermo, discussion of current issues. The class is con- the world, and ranks as an art with poetry and Verona, and Venice. ducted in Japanese, and might not benefit stu- painting. This innovative course joins the two 244. Tuscan Painting and Social dents who have already acquired near-native components by offering one class period of Change: 1300–1450. The course examines fluency. Prerequisite: JPN 152 or instructor’s writing with a licensed teacher of calligraphy, works of art as they might have been seen by permission. (Spring) and one dealing with the history and art of learning how to read and interpret the com- calligraphy each week. Students must attend plex elements at play beneath the immediate NOTE: Many courses above 204 are cross- and are graded on both parts. The course is surface appearance of paintings and by explor- listed with CLT and/or art and art history, restricted to those who have completed at ing the universal unspoken language of signs film and media studies, women’s studies, his- least one year of formal Chinese or Japanese and symbols used by artists. (Spring: Arezzo, tory, religion and classics. language instruction. Enrollment is limited Italy) 210. Introduction to Traditional Jap- and preference will be given to those currently 247. Modern Italy: From Renaissance anese Culture. Traces the development of enrolled in Asian language study. to Unification. The objective of the course is the Japanese cultural tradition through the 233. The Culture of Zen. Buddhism was to analyze the major intellectual and cultural phe- most prominent examples of its visual, liter- the most important element shaping the culture nomena that took place in Italy from the fifteenth ary, and performing arts. These include the of medieval Japan. This course examines the to the nineteenth century, and the extraordinary poetry, courtly romances and scroll paint- doctrines and the monastic and worldly prac- impact that such phenomena had in the course of ing of the ancient courtiers; the poetry, Noh tices of Zen Buddhism as they shaped the daily Western civilization. Readings include Boccaccio, drama, and ink painting of the medieval samu- life, literature and drama, art and architecture, Petrarch, Machiavelli, Castiglione, Ariosto, Tasso, rai and Zen monks; the haiku poetry and art of calligraphy, interior decoration, and tea cere- Galileo, and Vico. The course consists of lectures early modern literati groups; and the poetry, mony of the period. and group discussions. kabuki theater, and print art of the new urban 96 ARTS AND SCIENCES

234. Haiku Poetry. Haiku poetry and its tion; the early international festival circuit; the 290. Women in Contemporary Japa- related art form, haiga ink-painting, were art film and New Wave; and patterns of global nese Film. Explores the representation of among the most important of the poetic and distribution and exchange. Course taught in women in contemporary Japanese film. Begins artistic genres of early-modern (1600–1900) English (additional instruction in Japanese with a sample of the prototype heroines (pre- Japan. This course studies the works of the available for majors). dominant in the films of Mizoguchi, Naruse, great haiku masters Basho, Buson, Issa, and 284. Mobsters, Monsters, Swords. This Ozu) who set the standard for what some Jap- Shiki. course explores the origin and definition of anese critics describe as a “special Japanese 240. Masterpieces of Traditional Jap- (and relations between) a selection of genres, brand of feminism,” which they call “the wor- anese Literature. popular with both domestic and international ship of womanhood.” Also examines genres 246. Contemporary Japanese Culture. audiences, that are commonly identified as based on gender-role archetypes and adapta- The recent Japanese literary and cultural synonymous with Japanese cinema. Exam- tions of women’s literature. scene, with novels by Murakami Haruki ples include the chambara swordfight film 292. Japanese Animation (Anime). A (Norwegian Wood) and Yoshimoto Banana (Seven Samurai), science fiction (Godzilla), study of anime as film form and cultural phe- (Kitchen); films by Itami Juzo (Tampopo) and the gangster film (the work of Seijun Suzuki), nomenon. Course content varies, from a sur- Morita Yoshimitsu (The Family Game); manga and animation. Also considered are issues of vey of the range of anime genres to the world from Tezuka Osamu (Phoenix) and Ikeda genre variation and transformation and, in views and visual sensibilities of specific direc- Riyoko (The Rose of Versailles) to the pres- some cases, resilience and perpetuity. Stu- tors like Hayao Miyazaki and Mamoru Oshii. ent, and anime from Otomo Katsuhiro (Akira) dents are responsible for assigned readings Detailed analyses reveal the range and possi- on; and recent views of Japanese culture from and are required to attend screenings. Previ- bilities of anime and its place in popular cul- at home and abroad. Other areas of interest ous coursework in Japanese and/or film stud- ture on a local and global scale. This course include women’s and gay literature, “business ies (theory, history, and analysis) is useful but examines the “nuts and bolts” of animated cin- novels,” and an examination of the role of the not required. ematic construction (use of narrative space, media in today’s consumer culture. 285. Director: Akira Kurosawa. An inten- character design, etc.); methods of adaptation, 254. Modernism and Japanese Lit- sive study of the films of Akira Kurosawa, influence, and genre variation; anime recep- erature. Examines Japan’s experience of whose work has so strongly informed the pro- tion and fan culture; and issues of race, gen- modernity through the major novels of the file of Japanese cinema worldwide. Thanks to der, landscape, genre, identity, and cultural period 1900–1970. Includes works by Natsume his prolific output, an analysis of his 50-year conscience. Sôseki, Mori Ogai, Tanizaki Jun’ichirô, Kawa career until his death in 1998 offers the oppor- 392. Practicum in Japanese. bata Yasunari, Abe Kôbô, Mishima Yukio, Oe tunity to examine many of the major cultural, 393. Senior Essay. A paper based upon Kenzaburô, and Kaikô Takeshi. political, and social issues and events that have independent study; required of concentrators. 255. The Novels of Murakami Haruki. left an imprint on the theory and production The works of Japan’s best-known contem- of film in Japan. POLISH porary writer, including Norwegian Wood, A 286. The Japanese New Wave. Novice 101. Elementary Polish I. The main Wild Sheep Chase, Pinball 1973, Hard-Boiled studio and independent filmmakers altered objective of the Elementary Polish course for Wonderland and the End of the World, The the profile of Japanese cinema during the 50s beginners is to provide the basic uses of Polish Windup Bird Chronicle, and short stories. and 60s. Paralleling the theoretical and prag- syntax, the cases, and prepositions as well as 261. Kyoto. Credit—2 hours. This course matic work of the French New Wave, they the word-formative process. Polish grammar examines the various forces that shaped Kyoto advocated filmmaking that would defy the is presented as an integral part of the basic from the point of view of history, urban stud- status quo witha new political and social self- textbook. Two consecutive semesters of Ele- ies, religion, and art. consciousness. This course studies the work mentary Polish will include sounds and spell- 262. Tokyo. Credit—2 hours. This course of individuals (Oshima, Imamura, Teshinga- ings and relationships between sounds and examines the various forces that shaped Tokyo hara, and others) active in or associated with inflection as well as basic knowledge of Pol- from the point of view of history, urban stud- the Japanese New Wave. ish nouns, pronouns, adjectives, numbers, and ies, religion, and art. 287. Nagisa Oshima: Rebel Film. An verbs. 273. Japanese Women Writers. A criti- intensive study of the work of Nagisa Oshima, 102. Elementary Polish II. A continuation cal and historical introduction to the works of who jump-started the 1960s Japanese New of POL 101, and a prerequisite for Intermedi- Japanese women writers in a variety of genres Wave. Influenced by the economic and politi- ate Polish. from the early twentieth century to the pres- cal tensions of the 50s and 60s, Oshima’s early 103. Polish Review. Builds on basic ent. Special focus is given to the major trends work as a writer/filmmaker “reframed” Japa- speaking and conversation skills learned in in the emergence of a women’s literary tra- nese cinema so that independent filmmak- introductory-level Polish courses taken at the dition, contemporary feminist issues, and ing eclipsed the industrial status quo. After the University of Rochester or at study abroad the social, cultural, and ideological context death of Akira Kurosawa, Oshima is the last programs. (including issues of class, generation, sexuality, of the prominent film personalities acknowl- 151. Intermediate Polish. While the main and nationalism) for women’s writing in Japan. edged internationally in the post-postwar focus of the Elementary Polish course is the Writers and works include Higuhi Ichiyo (“The period to breach the millennium. word-formative process, the basic use of the Thirteenth Night”), Uno Chiyo (Confessions of 288. Director: Yasujiro Ozu. An inten- cases and prepositions as well as the essen- Love), Enchi Fumiko (The Waiting Years), Tsu- sive study of the work of Yasujiro Ozu (1903– tial aspects of Polish syntax, the intermediate shima Yuko (A Child of Fortune), and Yamada 1963), who defined the most enduring narra- course focuses on active use of contemporary Eimi (“Kneel Down and Lick My Feet”). tive genre in Japan’s visual media, the “home Polish, written and colloquial. The main objec- 283. History of Japanese Cinema. A sur- drama.” This course questions the myth as tive, based on basic knowledge of grammatical vey of Japanese cinema since its origins, this well as the historical reality of Ozu’s career. rules is to achieve independence in commu- course examines the major issues, trends, and Why is he labeled “the most Japanese” of Jap- nication. Summer courses of the Polish lan- moments that make up its history. Content anese directors, and what does this mean? guage in Krakow, facilitated by the Skalny Cen- varies according to the particular timespan What do we make of the career of a stylistic ter for Polish and Central European Studies at offered (origins to 1960s or origins to pres- “modernist” who transitions from gag comedy, the University of Rochester, are highly recom- ent), but significant topics addressed include gangsters, and social melodrama to nostalgia mended after completion of the intermedi- silent film and popular culture; the import and family relations? How do Ozu films inter- ate course. market and its influence; prewar, wartime, and face with the culture and society of twentieth- postwar censorship; popular genres; anima- century Japan? MODERN LANGUAGES AND CULTURES 97

RUSSIAN 129. Russian Culture. A series of lectures, 231. Great Russian Writers. A survey of 101. Elementary Russian I. An intro- films, excursions, and field trips designed to the works by Russia’s greatest writers of the duction to Russian grammar, phonetics, and acquaint students with contemporary Rus- nineteenth century. Readings include Push conversation. Emphasis is on practical Russian sian culture and political issues. Held in St. kin’s novel in verse Eugene Onegin, Lermon language skills. (Fall) Petersburg. (Summer) tov’s Hero of Our Time, Gogol’s comic nar- 102. Elementary Russian II. Completes 151. Intermediate Russian I. Emphasis rative Dead Souls, Goncharov’s Oblomov the introduction to Russian grammar, pho- on reading, writing, conversation, and further (about a man who cannot get out of bed), netics, and conversation begun in RUS 101. development of grammatical concepts intro- short works by Dostoevsky and Tolstoy, Students also view and discuss video clips in duced in first-year Russian. The building of and a play by Anton Chekhov. Each work is Russian. (Spring) vocabulary and comprehension skills is also examined within the context of Russian lit- 114. Russian Conversation. Students stressed. (Fall) erary and cultural history, paying particular cover various topics aimed at improving con- 152. Intermediate Russian II. Con- attention to questions of structure and theme. versational skills in everyday situations. Pre- tinuation of RUS 151. Grammatical review and 237. Dostoevsky. A variety of works are requisite: RUS 152 or permission of instructor. increasing attention to conversation and com- read, culminating in Dostoevsky’s last and 123. Russian Life. The culture and history position. (Spring) greatest novel, The Brothers Karamazov. of everyday life in Russia. 157. Russian in Russia. Russian in St. 240. Topics in Nineteenth-Century 124. Background Studies in Russian. Petersburg. An intensive, conversation- Russian Literature and Culture. Under- Taught by a native speaker of Russian, this grammar review course at the intermediate graduate seminar. course is intended for those with a minimum to advanced level held at the University of St. 243. Chekhov and His Contemporaries. of one year of college-level Russian. It is struc Petersburg. (Summer) The climax of Russian civic, lyric, and psycho- tured around Russian film and TV broadcasts 190Q/235. Tolstoy’s War and Peace as logical realism in the works of Chekhov, Tol- and other authentic Russian-language materials. Novel, History, and Film. A semester-long stoy, Bunin, Gorky, and others. Symbolism as a It offers students the chance to improve their exploration of the world of War and Peace. reaction to realism and as the beginning of lit- comprehension and speaking skills. Those tak- The class works its way through the novel (in erary modernism in Russia. ing the course for 4 credits also work on addi- English) over the term, while looking at mate- 246. The Image of Christ in Russian Lit- tional written assignments in consultation with rials that help “unpack” it, including histori- erature. The image of Christ has dominated the instructor. Class taught in English. cal accounts of the same events and attempts Russian art and culture for a thousand years. 126. Russia Now. In this expanded 4- by Russian, English, and American directors to Indeed, it may even be argued that Russian lit- credit version of the 2-credit Russia Now capture the essence of the novel on film. erature began with Jesus Christ, for in its ear- course, students examine the background to 200. Advanced Russian. Advanced work liest forms—the numerous accounts written post-Communist Russia. in reading, writing, grammar, and conversa- of saints’ lives—it dealt with little else than liv- 127. Russia Now. Credits—2 hours. Stu- tion. Analysis of the structure of the Russian ing in accordance with the words and deeds dents follow current events in Russia through language. of Christ. After briefly setting the context, the the Internet, newspapers, magazines, and 202. Advanced Readings in Russian. Stu- course focuses on the nineteenth and twen- other sources. This course is designed to dents read, discuss, and write about a selec- tieth centuries, exploring the extraordinary (1) familiarize students with the most impor- tion of Russian texts, poetry, and prose of vari- range of poetic encounters with the figure tant issues facing Russia today and the histori- ous periods. (Spring) of Jesus in works by Tolstoy, Dotoevsky, Alek- cal/political/cultural context in which to place 204. Conversational Russian. For stu- sandr Blok, Anna Akhmatova, Mikhail Bulga- them; (2) to acquaint students with a vari- dents who have completed at least two years kov, Boris Pasternak, and Venedikt Erofeev. ety of resources from the United States, Rus- of Russian. 247. Secret Nation. The cult and cul- sia, and a number of other countries and the 207. Advanced Russian in St. ture of secrecy in Russia from Ivan the Terri- different perspectives these may give on the Petersburg. For students who have com- ble to the present. This course uses materials same issues. Class taught in English. pleted at least two years of Russian. from a variety of disciplines to give a broad yet 209. Topics in Advanced Russian Gram- richly detailed picture of the information that NOTE: RUS 200, 202, 204, 207, 208, 209, and mar and Syntax. Intensive work in vari- was hidden, and the means by which this was 212 are advanced language courses. All other ous topics in Russian grammar and syntax at accomplished. The official secrecy that was courses listed below are taught in English, the advanced level with emphasis on practical a defensive strategy came to undermine the and readings are in translation. applications. state it sought to protect. The semester ends 128. Russian Civilization. Russian civi- 212. Advanced Literature and Culture by examining the legacy of secrecy in post- lization from its beginnings a thousand years in Original. This course is designed for stu- Soviet Russia. ago to the present day. Each unit covers histor- dents who can read Russian at an advanced 248. Politics of Identity. Competing iden- ical and cultural background as well as literary level and wish to pursue particular areas of tities in the Russian Empire, the U.S.S.R., texts. National “myths” that govern the Rus- interest. Students meet individually each week and post–Soviet Russia. Includes Dostoevsky, sians’ understanding of their history and cul- and periodically as a group, and write essays in Babel, Mandelstam, Tertz, and Rasputin. ture are examined. Traditional tensions in Rus- Russian on their area of interest. 250. Topics in Twentieth-Century Rus- sian civilization which prevail today, such as 224. Russian Art. This course focuses on sian Literature and Culture. Under- those between chaos and order, foreign influ- the history of Russian art and architecture graduate seminar. ence and a strong national identity, innova- from the Christianization of Russia through 264. Writers in Exile: Russian Litera- tion and tradition, and between radical skepti- the twentieth century. Students learn how to ture Outside of Russia. Some of the great- cism and faith, are analyzed. Readings include read icons, discern the major features of Rus- est literature by Russian writers of the twen- Russian fairy tales and saints’ lives, excerpts sian churches, and follow the development tieth century was written outside of Russia, from the autobiography of the seventeenth- of Russian painting from the age of realism to sometimes not even in Russian. It was writ- century heretic Avvakum, tales by Pushkin and modern times. The course is taught with ref- ten by writers who fled abroad after the Octo- Gogol, one of Dostoevsky’s most powerful erence to the major events in Russian history. ber Revolution in Russia in 1917 or who were and influential novels (Devils: The Possessed), No knowledge of Russian is required. later expelled by the Soviet authorities. This and a wide range of materials from the twenti- literature—banned in the Soviet Union until eth century. a few years before its collapse—constitutes a unique body of fiction that exists on the border between two cultures: that of the 98 ARTS AND SCIENCES

writers’ abandoned Russian homeland and 152. Intermediate Spanish II. Con- 205. Spanish Culture. This course that of their adopted home country. This tinuation of SP 151. Intended to advance con- explores the history and cultural development course provides a survey of the most prom- versational skills and refine writing techniques of modern Spain through a variety of media inent authors and works of this literature in through cultural and literary readings, discus- such as art, literature, and film. Although top- exile. sions, and Multimedia Center assignments ics range from the early cultural life of the 265. Russian Literature Between the related to the text. peninsula to the implications of the expulsion Revolutions: 1917–1991. The fall of the 157. Spanish in Mexico. Study Span- of Moslems and Jews, and from Spain’s over- Soviet Union in 1991 not only marked the end ish conversation and culture in Mexico. Pro- seas empire to the Spanish Civil War, empha- of a social(ist) experiment, but it also closed a gram fee includes instruction at Cultural Insti- sis is placed on contemporary issues, such period in Russian cultural history. This course tute of Oaxaca, family stay and partial board, as Basque separatism, the European Union, looks at the best Russian fiction of the Soviet interviews with and demonstrations by local hosting the Olympics, and immigration. Class period, including utopian and anti-utopian artisans, some excursions. (Summer) taught in Spanish. works, fantastic satire, prison camp litera- 200. Advanced Spanish Composition. 206. Spanish-American Cultures. This ture, village prose, urban prose, and the “cher- This course is designed to refine the stu- course explores the ideas and events shap- nukha” (sensationalist art) of the immediate dent’s writing and reading skills in Spanish in ing the culture(s) of Spanish America, from post-Soviet period. preparation for entering upper-level Spanish pre-Columbian times to the present, with an 267. Russia Goes to the Movies. The courses. The class time and the assignments emphasis on the concepts of discovery, con- dawn of the age of movies coincided with are divided between developing composition- quest, mestizaje, and the formation of national the Russian Revolution, and film was Lenin’s writing skills, a variety of readings in Hispanic cultural identity. Strong consideration is given favorite art form. The course surveys Russian literature and culture, and some review of tar- to contemporary issues. Texts are drawn from film from the beginnings to the present. The geted grammatical structures. Class taught in literature, sociology, anthropology, history, the course investigates the major role that cin- Spanish. (Fall and Spring) arts, and film. Class taught in Spanish. ema played in shaping the national and polit- 201. Advanced Spanish Language and 207. Spanish in Mexico. Please see SP 157 ical identity of the Soviet Union, and looks at Composition for Native Speakers. This for the course description. Students in SP 207 what was artistically interesting and popular course is designed for students whose first enroll in advanced-level courses in language, about these films, some of whose directors, language is Spanish, those who are bilin- literature, and culture at the Institute in Oax- like Eisenstein and Tarkovsky, are among the gual, and Hispanic heritage students. The pri- aca. (Summer) world’s most influential filmmakers. mary goal is to develop skills based on the 289. Dangerous Texts: Literature and academic expository writing expected in NOTE: Many courses numbered SP 215 and Politics in Russia. The course examines upper-level literature, culture, and linguistics above are cross-listed with CLT and/or film “dangerous texts” from the seventeenth cen- courses. Class time is devoted to analyzing the and media studies, women’s studies. tury to the present to see how texts and texts on which composition assignments are 215. Don Quixote. This course entails a authors were seen as threats to the state and based, including journalistic selections and close reading of the novel in English trans- explores ways in which writers perceived representative pieces from all literary genres. lation, coupled with a focus on the ways in themselves as a “second government” and Discussions focus on structural and lexical which both the novel and/or the protago- how this affected their writing. Readings aspects of the Spanish language relevant to nist have been adapted, adopted, interpreted, include Avvakum, Radishchev, Pushkin, Tur- the written assignments, and on the process of or incorporated by various critical and popu- genev, Dostoevsky, Mandelstam, Solzhenitsyn, writing (from thesis to final draft). lar traditions both inside and outside of Spain Voinovich, and Sinyavsky/Tertz. from the time of its original publication in 391. Independent Study. NOTE: SP 202, 203, and 204 are offered in this 1605 through the twenty-first century. The 393. Senior Essay. A paper based upon order in successive semesters. SP 200 or 201 is course examines several filmic adaptations, independent study; required of concentrators. a prerequisite to all courses. illustrations, and paintings as well as with an 202. Intro to Modern Spanish Liter- eye toward critically examining the problem- SPANISH ature. Introduction to key works of nine- atic employment of Don Quixote as an icon 101. Elementary Spanish I. Intended for teenth- and twentieth-century Spanish liter- of pan-Hispanic culture. However, students students with no background in Spanish, or ature, including short fiction, theater, and continually return to the novel as their anchor whose background does not make placement poetry. Emphasis is on terms and techniques throughout the course, while assessing the in a higher-level course advisable. Training in of literary analysis, and on the texts them- constantly changing ways in which contempo- speaking, comprehension, reading, and writ- selves within the changing culture of modern rary readers and scholars approach the text. ing through classroom instruction and rec- Spain. Class taught in Spanish. Course is taught in English. itation periods. Students must also register 203. Early Hispanic Texts. This course 216. The Picaresque Novel. Conducted in for an associated recitation section. (Fall and features early-modern Hispanic texts of both English, with readings in the original language Spring) Spain and Spanish America. It concentrates or in English, the course investigates the Laz- 102. Elementary Spanish II. SP 102 con- on the literature of the sixteenth and seven- arillo de Tormes, Mateo Aleman’s Guzman tinues the work of the beginning course SP teenth centuries with works such as the Laz- de Alfarache, Quevedo’s Buscon, Grimmel 101. There is added emphasis on reading com- arillo de Tormes, the Novelas Ejemplares of shausen’s Simplizissimus, Defoe’s Moll Flan- prehension, vocabulary building, and culture. Cervantes, the poetry of Sor Juana Ines de la ders, Smolett’s Roderick Random, Le Sage’s Students must also register for an associated Cruz, and colonial texts included. Class taught Gil Blas, and Thomas Mann’s Felix Krull in recitation session. (Fall and Spring) in Spanish. an attempt to determine whether there is a 151. Intermediate Spanish I. Continu- 204. Spanish-American Literature: picaresque genre and to explore the dialec- ing study of modern Spanish in its spoken and 1800 to Present. The course provides a rep- tic between morality and criminality in the written forms. Emphasis is given to cultural resentative survey of Spanish-American litera- growth of the early European novel. and literary readings and discussions, as well ture from Independence (nineteenth century) 217. El Quijote. A reading of Parts I and II as basic composition writing skills and Mul- to the present within a cultural-historical frame- of the novel. The basic assumption is that Don timedia Center activities related to the text. work. Works covered include poetry, prose fic- Quijote constitutes the richest and the most (Fall and Spring) tion, and theater. Emphasis on textual analysis, authoritative statement about the theory and with attention to diverse traditions and cultures practice of fictitious prose narrative and that it of Spanish America. Class taught in Spanish. fully anticipates all the major developments in the novel in the West in the seventeenth, MODERN LANGUAGES AND CULTURES 99

eighteenth, and nineteenth centuries. Class is Francisco Nieva, Paloma Pedrero, etc.). Also 256. Contemporary Spanish-American taught in Spanish. considers cinematic versions of plays to com- Prose. This course covers the modern prose 218. Cervantes and the Rise of the pare techniques and forms of performance classics of Spanish America by authors such European Novel. Theoretically and practi- and representation. Class taught in Spanish. as Alejo Carpentier, Juan Rulfo, Gabriel Gar- cally, the writings of Cervantes constitute the 246. Modern Spanish Prose. Examines cía Márquez, Elena Garro, Mario Vargas Llosa, most persuasive and authoritative model for developments in the Spanish novel after the Jose Donoso, Manuel Puig, and Manuel Zapata the art of fictional narrative in the West. Cer Civil War, from its resurgence with Cela to the Olivella. Readings of major novels explore why vantes went to Great Britain and thence to experimental novels of the 1960s and 1970s, these authors have achieved international lit- the continent above all through the agency of then the euphoric texts of the post-Franco erary fame. Readings also explore other kinds the Quijote. Readings include Don Quijote in transition to democracy. Emphasis on confron- of fiction that have been written in modern terms of its European futurity, passing from tations between social and aesthetic consid- Latin America since the “Boom” and the “new it to Defoe (Crusoe, Roxana), Fielding (To m erations in the texts. Readings include works narrative.” Class taught in Spanish. Jones), Scott (Rob-Roy), Dickens (Our Mutual by Cela, Matute, Goytisolo, Martin Gaite, Tus- 257. Latin-American Theater and Poetry. Friend) and, finally, Balzac (Lost Illusions). quets, Benet, Perez-Reverte and Javier Marías. Poetry is often thought to be the most private A critical constant in the course, conducted Class taught in Spanish. or intimate of the literary genres, and theater, in English and with the readings in Spanish, 247. Modern Spanish Poetry. Analysis of the most public. Spanish-American poets and French, or English according to students’ lan- selected works of poetry from the generation dramatists of the twentieth century stretched guage competence, is the question of artistic of 1927 to the present. May include readings the limits of “everyday” language and literary propagation and descent in the novel. by Juan Ramon Jimenez, Rafael Alberti, Jorge conventions in order to give original expres- 220. Golden Age Drama. Selected plays Guillen, Federico Garcia Lorca, Luis Cernuda, sion to both private passions and public con- in verse by the very great: Cervantes, Lope de Pedro Salinas, etc. Class taught in Spanish. flicts and to challenge the boundaries between Vega, Tirso de Molina, and Pedro Calderon de 248. Spain’s Transition to Democracy. them. This course studies the major works and la Barca. Emphasis on comedy, honor, and the The process of redefining national, regional, the cultural contexts of ground-breaking voices aesthetics of wife-murder in representative and cultural identities in Spain since the death from a variety of Spanish-American countries; works. Class taught in Spanish. of Franco in 1975 parallels and even prefig- Pablo Neruda, Cesar Vallejo, Alfonsina Storni, 222. Spanish-American Colonial Lit- ures the collapse of the Berlin Wall and the Rosario Castellanos, Jorge Diaz, Griselda Gam- erature. This is more a literary than a histor- map of the world drawn during the Cold War baro, and Jose Triana. Class taught in Spanish. ical investigation of the period. The empha- era. Spain’s transition from dictatorship to 259. Hispanic Women and Global- sis is on the experience of otherness in major democracy involves a complex number of ization. This course examines Latin Ameri- texts such as Nunez’s Naufragios, Ercilla’s issues, including the legalization of opposi- can intellectuals, activists, and feminists in the Araucana, Garcilaso’s Comentarios Reales, tion political parties, a new constitution, King context of the challenges of the global econ- and the poetry of Sor Juana Ines de la Cruz. Juan Carlos halting a rightwing coup, the elec- omy. In the twenty-first century, how do these Class taught in Spanish. tion of Felipe Gonzalez and the Socialists in women envision their future? How do they 230. Nineteenth-Century Spanish Prose. 1982, and the advent of a united continent. see themselves? What role does immigration Examines the nineteenth century as a time of The mass media have played a central role in play in their lives? The course examines the confrontation and contradiction; as a bridge this transformation, as evidenced by the film ideas of intellectuals, politicians, and the pop- between tradition and modernity, reason and industry in particular as exporter of the icon ular classes in Latin America regarding their superstition, cultural affirmation and revo- of Modern Spain as a cultural commodity in own societies and the U.S. Includes photo- lution. Explores Spanish culture from the early the New Europe. This course focuses on rep- graphic, cinematic, and written texts. Issues 1800s through the crisis of 1898 in a broader resentations of nationalism, autonomous iden- of sexuality, education, the family, and culture European cultural context. There is a selec- tities, and alternative aesthetics in post-Franco are considered in readings, films and videos, tion of texts representing the movements of Spain in a variety of media. Class taught in art and music, and in conversations with guest romanticismo, costumbrismo, realismo, and English. speakers. Class taught in English. naturalismo. Class taught in Spanish. 249. Topics in Spanish Literature and 260. Latin American Women Writers. 231. The Generation of 1898 and Mod- Culture. Topics vary and may include Cer- Through study of texts (mostly novels) writ- ernismo. In both Spain and Latin America the vantes’ “novelas ejemplares,” the visual arts ten by women from Latin America, broad closing years of the nineteenth century and and the Spanish Civil War, the works of Gar- questions concerning cultural contexts with the dawning of the twentieth demanded crit- cia Lorca and Salvador Dalí, Spanish women’s respect to sexuality and gender, language, ical revisions in the areas of politics and aes- writing, and other topics that consider the aesthetics, psychology, and social issues are thetics. Intellectuals—writers, artists, and relations between literature and other disci- addressed. The course uses materials from a musicians alike—confronted the “ruins” of the plines (film, philosophy, history, music, etc.). variety of fields (literary and cultural theory, past, seeking in their place new expressions 249A. Stories from Spain. This course film studies, psychology, history, sociology, of sublime beauty, liberty, spirituality, and sen- examines a variety of realist novels, psycho- anthropology, feminist studies) in addition to suality. Revision or destruction? Tradition or logical thrillers, erotic tales, heroic narratives, the primary texts. All texts and discussions in innovation? Nationalism or “Enlightenment”? and coming-of-age tales from nineteenth- and English. Emphasis on collaborative research Woman as angel or demon, muse or serpent? twentieth-century Spain. Discussions concen- and progressive writing assignments. From Nicaraguan Ruben Dario to Cuban Jose trate on the evolution of twentieth-century 261. Facing Facts: Nonfiction Writ- Marti, and in Spain from Valle-Inclan to Una- democracy—the Spanish Civil War, the death ing in Twentieth-Century Latin America. muno, this course explores the creation of the of Franco, the Constitution of 1978, wom- This century’s periods of social and political “fin de siglo” subjectivity in its multiple forms en’s rights movements, and hopes for mod- upheaval in Spanish America are well docu- during the “decadent” transition from the ernization—through the literary reflection of mented by a variety of texts that claim to tell “old” to the “new.” Class taught in Spanish. social issues, cultural debates, and political the truth about historical events. Many of 245. Twentieth-Century Spanish The- dreams. Class taught in Spanish. these texts acquire the status of “literature” ater. Explores trends in Spanish theater from 255. Twentieth-Century Spanish- and not mere “reporting.” This course asks the early twentieth century (Valle-Inclan, Gar- American Theater. Examines major cur- the following questions: How have Spanish- cia Lorca, Benavente) through post–Civil War rents in theater through the analysis of repre- American writers constructed factual, truth- censorship (Casona, Buero, Sastre, Arrabal, sentative works by Florencio Sanchez, Roberto telling texts? What impact has photography Ruibal) to the most recent innovations at the Arlt, Rodolfo Usigli, Jose Triana, Griselda Gam- had on the writing of nonfiction? What expec- millennium (Ana Diosdado, Antonio Gala, baro, and others. Class taught in Spanish. tations do we as readers bring to documen- 100 ARTS AND SCIENCES

tary literature? How are the lines drawn— 272. Visions of the Millennium. Dead and resistance. This course examines a variety and blurred—between factual and fictional end or new beginning? Our fantasies about of films produced by and about Latin Amer- discourses? Readings are chosen to repre- the future have met reality face to face as we ica, its history, and inhabitants. Questions of sent revolutionary Mexico, labor struggles of crossed into the twenty-first century. Will we self-representation, cultural boundaries, gen- the 1920s, revolutionary Cuba, the repression now inhabit a utopia of science and technol- der identities, and the image of the nation are in the Southern cone, the Central American ogy? Or will we live amidst the ruins of our explored, as are issues of commercial cinema insurgencies, and the survival of indigenous worst social and ecological nightmares? This versus the art film. Class taught in English but cultures. Class taught in English. course examines how a variety of cultures may also be taken for Spanish credit. 262. Topics in Spanish-American Lit- across Europe and the Americas envision the 288. Spanish Film. Devoted to the criti- erature and Culture. Topics vary from future and what images they/we use to repre- cal analysis of recent Spanish cinema within semester to semester. Possible topics include sent hopes, dreams, and fears. Includes a vari- its cultural contexts. Beginning with the early surrealism and the avant-garde in art and His- ety of sources, from written texts to the arts post–Civil War period, the focus is on film as panic literature, Mexican literature and culture, and film. Course taught in English. the narrative representation of radical changes the Caribbean, and other areas of interdiscipli 281. Other Bodies. This course exam- and transitions in Spanish society. Consid- nary study. ines the representation of radical other- ers the translation of other media (literary, 262B. Cuba XXI: The Utopian Island. ness in what is frequently represented as a theatrical, etc.) into film and the problem- Now that the twenty-first century has arrived, single homogeneous body of Hispanic cul- atic relationship between historical “reality” we cannot help but picture a Cuba “with- ture. The politics of reading, the problematiz- and the aesthetics of cinematic representa- out Fidel.” But what does that mean? How ing of deviance and pornography, the narra- tion. Emphasis on films from the democratic do those in Cuba imagine their nation down tion of sexual and ethnic difference, and the transition to today. Includes films by directors the road? How does the Cuban community in quest for less rigid forms of subjectivity are such as Buñuel, Erice, Saura, Trueba, Garcia Miami represent its hopes and dreams? This some of the issues explored. Readings include Sanchez, Almodovar, de la Iglesia, Amenabar. course examines art, film, and literary texts texts by Goytisolo, Donoso, Puig, Zapata, Tus- Class taught in English. Written work in Span- from the “homeland” and from the diaspora quets, Garcia Lorca, Peri Rossi, and Castella- ish for Spanish credit. to compare and contrast images that negoti- nos; films by Pedro Almodovar, Eloy de la Igle- 289. Women in Hispanic Film. Critics ate between the past and the future. Course sia, and other directors from the Americas and tend to divide the representation of women taught in English. Readings may be done in Europe. Course taught in English. in Hispanic films into mutually exclusive, English or Spanish (for SP credit). 282. U.S. Latinos/Latinas. This course confrontational categories such as virgin or 262D. Culture and Literature of the introduces students to the emergent field of whore, maternal or seductive, traditional Caribbean. This course focuses on the U.S. Latino/Latina writing and culture. The or modern, icon or fallen idol. This course Spanish-speaking Caribbean within the larger course examines two among the many pro- examines images of women in a variety of cultural, historical, and political context of the vocative questions for the twenty-first century: films from Latin America and Spain to prob- Caribbean Basin. The course examines indige- (1) What will be the effects of further Latin lematize these artificial divisions, and to seek nous, European, and African influences on the ization of the American urban landscape? and out the ambiguous and conflictual aspects of molding of national cultures and identities as (2) What does “buscando America” mean for personal (and national) identity embodied in found in literary, cultural, and theoretical texts. different cultural groups and social classes? them. Topics range from the use of “the fem- Readings include examples from modern and Readings and discussions include: Mike Davis inine” in war propaganda (Spain, Cuba, and contemporary Cuba, Puerto Rico, the Domin- (Magical Urbanism: Latinos Reinvent the Central America) to films of the Franco dicta- ican Republic and Yucatan. Writings of Nicolas U.S. Big City); Junot Diaz (Drown); Sandra Cis torship, and from Latin American political doc- Guillen, Eugenio Maria de Hostos, Jose Marti, neros (The House on Mango Street); and texts umentaries to popular commercial films by Roberto Fernandez Retamar, Ana Lydia Vega, by Piri Thomas, Julia Alvarez, John Rechy, Ana directors such as Bunuel, Almodovar, Bem- and writers and artists of the Caribbean dias- Castillo (The Goddess of the Americas), Rich berg, Saura, Arau, Leduc, and Novaro. Empha- pora. Class taught in Spanish. ard Rodriguez (Days of Obligation), Rodolfo sis on cinematic representation as visual ide- 270. Hispanic Short Story. This course Acuña, Helena Maria Viramontes, Gustavo ology, and on films at the millennium. Class examines the particular aesthetic and formal Pérez Firmat, Ilan Stavans, and others. Class taught in English. Written work in Spanish for challenges of the short story genre in texts taught in English. Spanish credit. from both Spain and Latin America. From real- 287. Latin American Film. From the very ism to science fiction, and from the humorous first encounters, the Americas excited in the to the grotesque, the course explores the nar- outsiders’ imagination a host of mythical and rative possibilities of a variety of short texts. legendary images. While the first such cri- Authors include Clarin, Quiroga, Tusquets, sis of representation occurred in other forms MUSIC Cortazar, Borges, Chacel, Moix, and others. and texts, in the twentieth century the cinema Theoretical issues related to the short story has been the medium of cultural encounter are discussed along with primary texts. Class and resistance. This course examines a variety taught in Spanish. of films produced by and about Latin Amer- Paul Burgett, Ph.D. (Eastman School of 271. Popular Culture in Hispanic Soci- ica, its history and inhabitants. Questions of Music) Adjunct Professor of Music eties. A consideration of popular genres self-representation, cultural boundaries, gen- John Covach, Ph.D. (Michigan) Professor such as the comic, the detective story, the der identities, and the image of the nation are of Music and Chair of the Department; fotonovela, the telenovela, and the novela explored, as are issues of commercial cinema Professor of Music Theory, Eastman School rosa within a broader Hispanic cultural con- versus the art film. Topics vary from semester of Music text. Examines popular interpretations and to semester. Class taught in English. Written David Harman, D.M.A. (Eastman School of reflections of high culture and the crossovers work in Spanish for Spanish credit. Music) Professor of Music; Director of between them. Considers the subversion of 287A. Mexican Film. From the very first Orchestral Activities, the College popular genres, the function of satire and par- encounters, the Americas excited in the out- Kim H. Kowalke, Ph.D. (Yale) Professor of ody, and intertextual relations in order to dis- siders’ imaginations a host of mythical and leg- Music and Richard L. Turner Professor of cuss the uses, abuses, and mass consumption endary images. While the first such crisis of Humanities; Professor of Musicology, East- of these products. Theories of popular culture representation occurred in other forms and man School of Music are compared and contrasted; texts drawn texts, in the twentieth century the cinema Honey Meconi, Ph.D. (Harvard) Professor of from both written and visual sources. Class has been the medium of cultural encounter Music; Professor of Musicology, Eastman taught in English. Readings and papers may be School of Music done in Spanish (for SP credit). MUSIC 101

Matthew BaileyShea, Ph.D. (Yale) Assistant provides the required audition application on part of the admission process so that musical Professor of Music; Assistant Professor of request. achievement can be considered in the admis- Music Theory, Eastman School of Music Most students meet with their instructors sion decision and the student can be advised of Alvin Parris, B.A. (Eastman School of once a week for 30 minutes, receiving 2 placement in private instruction at the Eastman Music) Director of the Gospel Choir credits for lessons. Students who qualify for School; pianists can often audition in Roches- William Tiberio, M.M.E. (SUNY, Fredonia) one-hour lessons may be awarded additional ter and should contact the department office Director of the Wind Symphony credit. The addition of private lessons to a nor- to schedule an audition. Students are admitted Zora Mihailovich, Artist-in-Residence mal 16-credit-hour semester is not considered to the music concentration by the music faculty Additional faculty members, Eastman School an overload, and there is no fee or additional after a review, usually in the sophomore year, of Music tuition charge. No more than 16 credit hours of their academic records and musical progress. The music department uses four to six may be counted toward the B.A. degree. Before they are admitted to the concentration, advanced graduate students from the East- students must have completed one semester man School of Music as teaching assistants, Noncredit Lessons of music history and have completed or be lecturers, or musicianship instructors. Students may take lessons without credit by concurrently enrolled in MUR 211. enrolling directly in the Eastman Community The Department of Music offers courses of Music School (ECMS). Cost of this instruction study leading to the B.A. degree with a con- is not included in regular college tuition; THE B.A./M.A. PROGRAM IN MUSIC centration, a minor, and eight clusters in students are billed directly by the Eastman EDUCATION WITH TEACHING music. A wide variety of nontechnical courses School. College credit will not be awarded for CERTIFICATION addresses nonconcentrators who wish to these lessons nor will such lessons appear on The College music department and the East- study music on an introductory, interdisc- the student’s permanent record at the Uni- man School’s music education department iplinary, or aesthetic basis. Degree programs, versity. However, ECMS awards grades for all offer an option allowing a limited number of course offerings, and performance oppor- study, and a transcript of such study is avail- undergraduates to get an early start on a Mas- tunities in music are diverse and invite choice able through ECMS. ter of Arts degree in music education at East- and flexibility. Courses offered at the Eastman man. The program normally takes five and School of Music (ESM), normally open to any Practice Facilities one half to six years to complete. Along with student presenting the proper prerequisites, Practice facilities on the River Campus are the master’s degree, students also receive ini- augment the range and depth of musical expe- open to members of the University com- tial certification for teaching music in the New riences and courses available to students in munity. Keys are available in the music depart- York State public school system. Interested the College. (For information concerning the ment office. students should consult a music department Bachelor of Music degree and courses offered advisor in their first year at the University. Stu- at Eastman, consult the Eastman School’s offi- dents apply for the M.A. degree during the cial bulletin.) THE B.A. WITH second semester of the junior year. Details of A CONCENTRATION IN MUSIC the program are available from the music edu- MUSICAL ENSEMBLES The College music department offers the cation department at the Eastman School. Bachelor of Arts degree with a concentra- AT THE RIVER CAMPUS tion in music. This degree program in music Currently, more than 400 students partici- addresses students who can meet both the THE 3+2 B.A./M.A. PROGRAM IN pate in nine musical ensembles that present intellectual and musical challenges of a rig- ETHNOMUSICOLOGY approximately 40 concerts each year. Sym- orous program that emphasizes the broad Students complete the theory, history, musi- phony orchestra, wind symphony, chamber experience of a liberally educated person. cianship, and keyboard skills requirements, orchestra, jazz ensemble, men’s chorus, wom- The concentration comprises a balanced pro- and performance requirement (studio instruc- en’s chorus, and chamber singers are offered gram of academic courses, private instruction, tion and ensembles) of one B.A. music track. for credit and can be applied toward a concen- and ensemble experience that fosters under- An entrance audition/interview at Eastman is tration in music. Concentrators can also par- standing of musical languages, historical devel- required as part of admission to the Master ticipate in chamber ensembles and/or gospel opments, and compositional styles while of Arts degree. The requirements for the M.A. choir with or without credit, though neither encouraging excellence in performance. The include courses in musicology, ethnomusi- of those ensembles counts toward fulfillment core curriculum in music theory and his- cology, ethnography, world music ensembles, of the ensemble requirement. Students in any tory provides the common foundation for one language, and elective courses, as well as college of the University are eligible to audi- advanced study of specialized tracks within a thesis of 50–100 pages and an oral exit exam- tion for musical ensembles on the River Cam- the concentration (composition, conduct- ination. pus. Music ensembles may be repeated for ing, music history/theory, music in world cul- credit; a maximum of 8 credit hours may be tures, musical theater, performance, and pop- counted as electives toward the bachelor’s ular music/jazz) and excellent preparation for REQUIREMENTS FOR degree. study at the graduate or professional level. THE MUSIC CONCENTRATION In addition, there are a number of student-or- Information about the honors program is A concentration in music comprises 61–71 ganized musical groups. available from the department office. credits, depending upon background, pre- college preparation, and the particular track Although the concentration in music is a selected. All music concentrators are required PRIVATE INSTRUMENTAL demanding one, students often also explore, to take the core courses as listed below. AND VOCAL INSTRUCTION beyond the introductory level, one or more Requirements for ensemble, private instruc- Credit Lessons nonmusic disciplines. Some students pursue a tion, and electives vary with the track. The Any full-time, matriculated student may audi- double major. core courses include tion for lessons at the Eastman School of Students who concentrate in music in the 1. Music theory and musicianship (20 credits): Music. Minimum standards of proficiency are B.A. program at the University of Rochester MUR 111, 112, 211, 212; 109, 113, 114, 115. ,established by the various Eastman depart- usually demonstrate signifcant prior musical 2. Music history (20 credits): MUR 221, 222 ments; students demonstrating those stan- experience. Applicants to the College who 223, 224. Note that MUR 221 and 222 are dards may take lessons for collegiate credit. are considering a concentration in music are offered in one academic year, with MUR 223 The music department’s concert manager encouraged to submit a recorded audition as and 224 being offered the next, although students can begin the sequence with either MUR 102 ARTS AND SCIENCES

221 or 223. Students need to plan their sched- COURSES OF INSTRUCTION 113. Musicianship II. Credit—1 hour. ules accordingly. Definitive course listings are published before Continuation of MUR 109. Prerequisite: MUR 3. Ensemble (four semesters in a faculty- each semester. Courses listed here carry 4 109; or basic knowledge of treble and bass directed ensemble sponsored by the College credit hours unless otherwise noted. Fol- clefs, scales, and intervals; or placement by music department). A maximum of 8 credits lowing are some of the recent or planned theory coordinator. Concurrent enrollment in may be counted toward the B.A. degree. offerings. MUR 11 recommended. (Fall and Spring) 4. Private instruction (four semesters). 114. Musicianship III. Credit—1 hour. Upon presenting a successful audition, full- 100. Experiencing Music. Explores all Introduction to harmonic dictation and poly- time matriculated students are assigned stu- aspects of music, from elementary techni- phonic sight-singing. Prerequisite: MUR 113 or dio instruction at the discretion of the dean cal concepts (rhythm, melody, texture, basic permission of theory coordinator. Concurrent of academic affairs at Eastman. A maximum forms) to factors that shape musical perfor- enrollment in MUR 112 recommended. (Fall of 16 credits may be counted toward the B.A. mance and composition, and economics and and Spring) degree. management of musical institutions. Includes 115. Musicianship IV. Credit—1 hour. 5. Keyboard skills (4 credits). Students must in-class performances, discussions with per- Continuation of MUR 114. Prerequisite: MUR demonstrate keyboard facility prior to gradu- formers, some concert attendance, and listen- 114 or permission of theory coordinator. ation either by successfully completing MUR ing sessions with emphasis on development of Concurrent enrollment in MUR 211 recom- 116 and 117 or by passing the equivalent profi- aural skills. Prerequisite: none. (Spring) mended. (Fall and Spring) ciency test for each course. 101. Elements of Music. For the student 116. Keyboard Skills I. Credit—2 hours. 6. Music electives (8 credits). Credits may be with no previous musical experience. Topics Keyboard use as a vehicle for broader musi- chosen from any MUR course numbered 120 include notation, intervals, chords, and other cal development. Basic piano technique, sight- or higher and/or ESM course numbered 200 basic concepts of tonal harmony, with appli- reading of simple chord progressions, realiza- or higher, except ESM’s MHS 421–426. Unless cation to the study of a wide range of styles tion of figured bass, basic improvisation. No stated otherwise in the requirements for the including popular idioms. Students should prior keyboard training required. Prerequisite: track, no ensemble or private instruction cred- not be able to read music. (Fall and Spring) permission of instructor. (Fall and Spring) its may be included. (See the Official Bulletin: 103. Musical Adventures: A Trip Too 117. Keyboard Skills II. Credit—2 hours. Eastman School of Music for its course offer- Hip to Miss. Bach to Coolio—and lots of Continuation of MUR 116. Completes piano ings and credit hours.) stops in between. Covers essential musical proficiency for music concentrators. Prerequi- vocabulary, grammar, and musical sound site: MUR 116 or permission of instructor. (Fall In accordance with University policy, no more production. Music of Italy, Germany, England, than 20 courses or the equivalent number of and Spring) France, New Orleans, Chicago, and Harlem. 120. Symphony and the Conductor. credit hours from a single department may Students may even be asked to try their hand be applied toward the degree. Although the Detailed examination of orchestral music—its at a little musical creation. Prerequisite: none. performance, history, and role of the conduc- requirements for the concentration in music (Spring) can be met in three years, students consider- tor. Class lectures, observation of rehearsals, 109. Musicianship I: Literacy Skills. lectures by local professionals, some concert ing a music concentration are urged to begin Credit—1 hour. Extensive work with clefs, the music theory sequence in the fall semester attendance. Prerequisite: MUR 111. (Spring) notation, intervals, and scales. Aural work 121. World Musics. Theater music from of their first year. Students with limited back- through sight-singing and dictation, empha- ground in music who do not qualify for Theo- China and Japan, Indian and Indonesian clas- sizing melody and rhythm. Music-reading work sical music, ritual and ceremonial music from ry I should enroll in MUR 110, Introduction to emphasizes speed and fluency in recognizing Music Theory, during their first year. West Africa, Eastern Europe, and the United structures in musical score. Prerequisite: prior States. Focuses on musical sound structures experience in reading music notation in both and social, political, and religious contexts for THE MINOR IN MUSIC treble and bass clefs. (Fall and Spring) musical performances. Prerequisite: none. A total of 28 credit hours are required, with 8 110. Introduction to Music Theory. 122. History of Jazz. Lives and music of of those credits specifically designated: MUR Basic concepts of music theory, addressing jazz musicians of instrumental, vocal, and 111 and MUR 134. The remaining 20 credits students with some musical experience in an ensemble genres. Titans such as Louis Arm- are to be chosen from among MUR courses instrument or voice, but little or no music the- strong, Miles Davis, Coleman Hawkins, Char- numbered 112, 120, or higher and/or ESM ory. Scales, keys, intervals, chords, basic part- lie Parker, and others whose contributions courses numbered 200 or higher, no more writing, and other fundamental aspects of shaped the jazz landscape of the twentieth than 8 credits of which can derive from studio musical structure. Some ear training and aural century. Blues, ragtime, swing, bebop, cool, instruction or ensembles. skills. Prerequisite: ability to read music, pref- progressive, and free jazz; influence of jazz on erably in both treble and bass clefs. (Fall and composers in European “classical” traditions. Spring) UPPER-LEVEL WRITING Designed for students with little or no musical 111. Theory I. Basic elements of harmony, training. Prerequisite: none. (Fall) REQUIREMENT voice-leading, and analysis. Part-writing in 123. Music of Black Americans. Black The College’s discipline-based writing chorale style teaches elementary aspects American Christian musical beginnings includ- requirement will be satisfied by successful of tonal theory. The first in a four-course ing forms of worship, early musical practices, completion of the music history sequence sequence; prospective music majors begin the spiritual, evolution of Gospel. Antebellum (MUR 221–224), which offers ample opportu- their theory requirement with this course. musical activities, Harlem renaissance, liter- nity for various modes of written discourse. Prerequisite: MUR 101 or 110; placement test ary contributions of writers such as Langston required for incoming students. (Fall) Hughes and Georgia Douglas Johnson. Blues 112. Theory II. Continuation of MUR 111. and classical music forms from late-nineteenth Introduces chromatic harmony and modula- to mid-twentieth century, theater music from tion. Basic contrapuntal ideas such as imita- minstrelsy to Broadway, syncopated dance tion, compound melody, and sequence. More orchestra and brass bands, bebop. Prerequi- emphasis on analysis, including popular song site: none. (Spring) forms. Prerequisite: MUR 111. (Spring) NAVAL SCIENCE 103

125. History of Rock Music. Emphasizes 155. Chamber Ensembles. Credit—1 of seventeenth-century music and fosters primarily 1955–1990, with limited consider- hour. Prerequisite: audition. an informed perspective of more familiar ation of 1900–1955 and 1990–present. Identi- 156. Wind Symphony. Credit—1 hour. eighteenth-century works (Bach, Handel). fies rock-music styles within historical context Prerequisite: audition. Prerequisite: MUR 221. (Spring) of development, transformation, and interac- 157. Jazz Ensemble. Credit—1 hour. Pre- 223. History of Western Music: 1730– tion of pop styles. Technological development, requisite: audition. 1850. Emphasis on analysis of masterpieces social, political, and cultural context, race and 158. Gospel Choir. Credit—1 hour. Prereq- of tonal music and their relationship to society gender, and music-business practices. Knowl- uisite: none. and the other arts. Lecture, with extensive lis- edge of technical musical terms and ability 159. Gamelan Ensemble. Credit—1 hour. tening and analysis; reading assignments. Sev- to read music are not required. Prerequisite: Prerequisite: none. eral short analytical essays. Prerequisite: MUR none. 160. Advanced Piano Study. Weekly one- 112. (Fall, with MUR 224 required the follow- 126. Opera. Study of a small number of hour private lessons with artist-in-residence. ing spring. MUR 223 and 224 are offered every representative operas highlighting opera’s his- Advanced students learn how to practice effi- other year, alternating with MUR 221 and 222.) tory, creators, performers, audiences. Exam- ciently, develop new repertoire, improve 224. History of Western Music: 1850– ines drama, music, staging, spectacle, dance. piano skills and technique. Prerequisite: audi- Present. Emphasis on the changing meaning Prerequisite: ability to read music. tion and permission of instructor. of “new music” and its role in society. Analysis 128. Women and Music. Women compos- 161. Broadcasting in the Digital Age. of post-Wagnerian tonal music and non-tonal ers, women as performers, patrons, and con- Descriptive and critical analysis of electronic alternatives. Lecture, with extensive listening sumers. Influence of gender on the experi- mass media, broadcast practices, and impact. and reading, as well as medium-length papers. ence of music. Prerequisite: none. Historical development of mass media insti- Prerequisite: MUR 223. (Spring) 133/233. Musical Theater Workshop. tutions and role of media in society, including Intensive practical experience with scene-and- evaluation of news, government regulation, song work in popular musical theater rep- economics, emerging technologies, audience ertory. Weekly rehearsals and critique ses- dynamics, decision making, organizational sions; emphasis on characterization, technical aspects of broadcast industry. Prerequisite: NAVAL SCIENCE skills, subtextual dimensions, stylistic consid- none. (Spring) erations, preparation for performance. Ini- 162. Music and the Mind. Introduction tial and concluding videotaping of “audition to music cognition. Topics include empirical piece.” Prerequisite for MUR 133: one year of methods, psycho-acoustic principles, influ- Steven A. Borden, Captain, USN, M.A. (U.S. voice instruction. MUR 233 offers advanced ence of Gestalt psychology, music and lan- Army War College) Professor of Naval techniques of singing and acting for the musi- guage, metric and tonal hierarchies, music and Science cal stage. Prerequisite for MUR 233: MUR 133 the brain, aspects of musical development, Andrew E. Shuma III, Commander, USN, M.A. or permission of instructor. and research on musical memory, expectation, (U.S. Naval War College) Associate Profes- 134. Musical Style and Genre. Advanced and emotion. Prerequisite: MUR 111. (Spring) sor of Naval Science introduction to historical development of 201. Basic Jazz Theory and Impro- John DeSantis, Lieutenant, USN, B.S. (U.S. Western classical music from middle-ages visation I. Rudiments of jazz, includ- Naval Academy) Assistant Professor of through the twentieth century. considering chord and scale spellings and relation- Naval Science ing stylistic characteristics of each period and ships, jazz/pop chord symbol nomenclature, Matthew Hays, Lieutenant, USN, Assistant the stages of development of Western-music basic forms, chord substitutions, piano voic- Professor of Naval Science genres such as the symphony, sonata, Mass, ing; strong emphasis on ear training, vocal- Ryan Reynolds, Lieutenant, USN, B.S. (U.S. and opera. Intended for those with consider- ization, and transcription from records of jazz Naval Academy) Assistant Professor of able previous musical experience. Required solos. Prerequisite: MUR 111 or permission of Naval Science for the minor in music. Prerequisites: MUR instructor. (Fall) Kevin T. Saunders, Major, USMC, JP Law 110 or 111. (Spring) 211. Theory III. Continuation of MUR (Syracuse University College of Law) 135. Sondheim and the Modern Musical 112. Focuses on analysis of large forms, such Assistant Professor of Naval Science Theater. Survey of the modern musical the- as sonata, rondo, and song forms. Advanced The Department of Naval Science does not ater through the works of Stephen Sondheim, study of chromatic harmony and modulation use teaching assistants in its instructional from West Side Story through Passion. A brief to remote keys. Prerequisite: MUR 112. (Fall) program. history of the American musical from Show 212. Theory IV. Continuation of MUR 211. Boat through the mid-fifties, then in-depth Explores theoretical and aesthetic principles Naval science studies are designed to prepare study of each of Sondheim’s major Broadway of twentieth-century music, especially in rela- students seeking commissions in the U.S. Navy musicals. Analysis of lyrics, musical forms and tion to earlier compositional procedures. or U.S. Marine Corps through the NROTC Pro- idioms, process of adaptation and production. Introduces basic post-tonal theory, includ- gram. The University has had an NROTC unit Prerequisite: ability to read music or strong ing set-class analysis, transformational theory, on campus since 1946. The NROTC Program background in the musical theater. and serial techniques. Prerequisite: MUR 211. is open to both male and female students. Any 136. Shakespeare and Music. Musical (Spring) student may enroll in courses offered by the world of Shakespeare’s day, specific uses of 221. History of Western Music: Early Department of Naval Science. music within his plays and their revivals, musi- Middle Ages to High Renaissance. Survey Students participate in the NROTC Program in cal representation of Shakespearean themes of Ancient, Medieval, and Renaissance peri- one of three options: by later composers. Prerequisite: none. ods of Western art music introduces repertory 1. NROTC SCHOLARSHIP PROGRAM students 150. Women’s Chorus. Credit—1 hour. through extensive listening, analysis, reading are selected by national competition. Appli- Prerequisite: audition. assignments, and group performances. cations may be obtained from the Department 151. Men’s Chorus. Credit—1 hour. Pre- Prerequisite: MUR 112. (Fall, with MUR 222 of Naval Science and must be mailed by early requisite: audition. required the following spring. MUR 221 and November for enrollment in the following fall 152. Chamber Singers. Credit—1 hour. 222 are offered every other year, alternating semester. Students are subsidized by the Navy Prerequisite: audition. with MUR 223 and 224.) for tuition, fees, textbooks, and uniforms, 153. Symphony Orchestra. Credit—1 222. History of Western Music: 1600– and they receive a subsistence allowance dur- hour. Prerequisite: audition. 1750. Survey of Baroque and early Clas- ing the academic year. Scholarship students 154. Chamber Orchestra. Credit—1 hour. sical music. Explores little-known terrain Prerequisite: audition. 104 ARTS AND SCIENCES

may withdraw from the program at their own NAVAL SCIENCE STUDENTS including customs, traditions, seamanship, of- request without obligation at any time prior to Any student in the University may take naval ficer responsibilities, and naval careers. (Fall) the beginning of the sophomore year. There- science courses. Credits for courses taken in 094. Ship Systems I. Credit—none. after, the student is obligated to accept a com- the Department of Naval Science are deter- Detailed study of ship characteristics and mission as Ensign, USN, or Second Lieutenant, mined by the college in which the student is types including ship design, hydrodynamic USMC, upon graduation and to serve on active pursuing his or her concentration. Students forces, stability, compartmentation, propulsion duty for a minimum of four years. who are thinking about applying to an NROTC systems, and damage control. Basic concepts, 2. NROTC COLLEGE PROGRAM is available program are encouraged to enroll in a naval theory and design of steam, gas turbine, diesel to all first- and second-year students and is science course. and nuclear propulsion are introduced. (Fall) -specifcally designed to provide an oppor- 098. Navigation I. Credit—none. Rel tunity for students to earn a commission. Stu- ative motion and vector analysis theory dents are welcome to apply for the program NROTC COURSE REQUIREMENTS (MOBOARD), naval operations, ship behav- by contacting any member of the Depart- The following is the recommended sequence ior and characteristics in maneuvering, applied ment of Naval Science for details. College Pro- of naval science courses for midshipmen. Devi- aspects of ship handling, afloat communica- gram students receive uniforms and a subsis- ations from the recommended sequence are tions, and command and control. In-depth tence allowance during the junior and senior permitted; however, they must be approved by study of the theory, principles, procedures, years. College Program students are eligible the professor of naval science. and application of plotting, piloting, and celes- to apply for a scholarship and, if successful, First Year tial navigation. Students learn piloting tech- become Scholarship students. College Pro- • NAV 093. Introduction to Naval Science niques; use of nautical charts and publica- gram students incur a service obligation upon • NAV 250. Sea Power and Maritime Affairs tions; the use of visual, radar, and electronic beginning their junior year. They must agree aids; and theory of operation of ship’s com- Second Year to accept a commission as Ensign, USNR, or passes. Other topics include tides and cur- • NAV 265. Leadership and Management Second Lieutenant, USMCR, upon gradua- rents, voyage planning, and the application • NAV 098. Navigation I (USN midship- tion and to serve thereafter on active duty for and understanding of international rules of nav- men) three years. igation. Naval operations are also discussed. • NAV 251. Evolution of Warfare (USMC 3. TWO-YEAR COLLEGE PROGRAM students The course is supplemented with review/anal- midshipmen) may apply for the program by submitting their ysis of navigational case studies. (Spring) applications to the Professor of Naval Science. Third Year 099. Amphibious Operations. Credit— Sophomores who have two years of study • NAV 094. Naval Engineering (USN mid- none. This course analyzes a series of histori- remaining (including two summers) prior to shipmen) cal case studies in an effort to discern certain receiving a baccalaureate or higher degree are • NAV 249. Naval Weapon Systems (USN patterns and principles that provide the basis eligible to apply. Students selected for the Two- midshipmen) for a professional understanding of amphibi- Year College Program attend the Naval Science • NAV 099. Amphibious Operations I (USMC ous warfare. This is a history-based course and Institute for about six weeks during July and midshipmen) not doctrine-based (although the historical August at the Naval Education and Training Fourth Year development of doctrine is addressed). The Center, Newport, Rhode Island. Tuition, room, • NAV 222. Naval Operations and Seaman- object is to educate the student in the char- board, travel expenses, and modest subsis- ship (USN midshipmen) acteristics, requirements, and problems of tence are provided. The student is then eligi- • NAV 266. Leadership and Ethics amphibious operations. (Spring) ble to join the NROTC College Program in the 222. Naval Operations and Seamanship. fall, assuming the same obligations as other Various other courses, contained in a core Credit—none. This course further develops College Program students. curriculum, are prescribed for midshipmen knowledge and practical skills learned in Navi- depending upon their category/service. De- gation I (NAV 098). It is a general introduction tails may be obtained from the Department of ELIGIBILITY FOR to Naval Operations at sea and covers topics Naval Science. in four broad sections including (1) Advanced NROTC PROGRAMS Navigation: charts, maneuvering board, for- In general, students must be U.S. citizens OTHER ACADEMIC REQUIREMENTS mation sailing, nautical rules of the road, and between 17 and 21 years of age and be phys- Midshipmen are encouraged to pursue courses international laws of the seas; (2) Communica- ically qualified in accordance with stan- of study leading to degrees in engineering, tions: security, radio procedures, tactical com- dards prescribed for Navy midshipmen. More physics, mathematics, and chemistry, but may munications, and maneuvering; (3) Evolutions detailed information can be obtained from the also follow any program which leads to a bacca- and Operations: shipboard watch-standing, Department of Naval Science office. laureate degree. One year of calculus and cal- ship-handling, and evolutions; (4) Naval Doc- culus-based physics is required for all Navy trine and Joint/Combined Operations. This SUMMER TRAINING CRUISES Option scholarship midshipmen. Marine class prepares midshipmen for a first tour in Students in the NROTC Program participate in Option midshipmen will take Amphibious the active surface ship fleet. (Fall) summer cruises of approximately six weeks’ Operations (NAV 99), Evolution of Warfare 249. Ships Systems II. This course inves- duration as part of their training to become (NAV 251), and two electives, approved by the tigates the theories and implementation of officers in the Navy or Marine Corps. Cruises professor of naval science, during their junior naval weapons systems. The student explores are aboard naval ships, submarines, aircraft and senior years, instead of the sequence listed the fundamentals of target detection (using squadrons, and shore bases throughout the previously. radar and sonar), warhead and fuse design, world. Four-year Scholarship students attend guidance and control principles, propulsion and three such summer cruises. College Program launching, fire control, and mine warfare. Case COURSES OF INSTRUCTION studies are used during the course to aid the students attend one such cruise, between the Definitive course listings are published before student in understanding the concepts of com- junior and senior years. Two-year Scholarship each semester. Courses listed here carry 4 mand, control, and communication. Current students attend one cruise. While on cruise, credit hours unless otherwise noted. Fol- world events and historical issues are discussed NROTC students receive room, board, travel lowing are some of the recent or planned as applicable. (Fall) expenses, and compensation equivalent to offerings. one-half ensign’s pay. 250. Sea Power and Maritime Affairs. A 093. Introduction to Naval Science. survey of all aspects of maritime affairs and the Credit—none. Introduction to the Navy, effects of sea power on national development. A discussion of historical events. (Spring) PHILOSOPHY 105

251. Evolution of Warfare. Course pro- Edward Wierenga, Ph.D. (Massachusetts) upper-level writing credit. The W designa- vides the student with an understanding of Professor of Religion and of Philosophy tion is available with the permission of the the art, concept, and more detailed history in Richard Dees, Ph.D. (Michigan) Associate instructor. Both courses provide significant the evolution of warfare. Similar to the His- Professor of Neurology, of Philosophy, of experience in writing through the assignment tory of Amphibious Operations, it focuses on Pediatrics, and of Medical Humanities of a series of short papers, the discussion of the beginning of recorded history to the pres- Alyssa Ney, Ph.D. (Brown) Assistant Profes- philosophical writing, and guidance in the ent day. However, emphasis is placed on the sor of Philosophy revision and rewriting of papers. historical and educational value while famil- John Gates Bennett, Ph.D. (Michigan) Undergraduates who wish to take advantage iarizing the student with an understanding Senior Lecturer in Philosophy of the University’s graduate offerings in phi- of the threads of continuity and the interre- Rolf A. Eberle, Ph.D. (California, Los Angeles) losophy may, with permission of the instructor lations of political, strategic, operational, tac- Professor Emeritus of Philosophy and approval of the undergraduate advisor, tical, and the technical levels of war. This is a Dennis O’Brien, Ph.D. (Chicago) Professor take graduate seminars (see Official Bulletin: reading- and research-intensive course requir- Emeritus of Philosophy Graduate Studies, www.rochester.edu/ ing the student to draw specific comparisons The Department of Philosophy uses approxi- GradBulletin). of the historical evolution of several coun- mately eight teaching assistants in large The department sponsors a variety of intern- tries, their leadership, and their warfare influ- lecture courses as graders or section leaders. ences from the past, while bringing into focus ships that combine real-world experience with philosophical inquiry. Teaching interns in the the application of these same principles and The Department of Philosophy offers programs Rochester City School District work with el- concepts to the battlefields of today and the leading to the B.A., M.A., and Ph.D. degrees. future. (Spring) ementary school children on reading, writing, 265. Leadership and Management. This The philosophers who are members of the and critical thinking skills. Internships with course explores human nature and the under- Department of Philosophy have a variety of the Ghandi Institute for Nonviolence provide lying philosophies and principles of leader- specialties in philosophy and represent diverse students with a variety of opportunities to ship. Application of these philosophies and philosophical perspectives. Philosophical participate in the Institute’s local, national, principles is integrated into classroom discus- issues addressed in undergraduate courses and international projects. include both traditional topics from areas sions using appropriate case studies. (Fall) In the honors program in philosophy, qualify- such as epistemology, ethics, metaphysics, 266. Leadership and Ethics. This course ing majors work closely with a faculty member political philosophy, and the philosophy of explores the moral, ethical, and legal issues over an extended period of time. Honors stu- science, and also the most recent contem- facing leaders in industry, society, and the mili- dents develop a research project over a one- porary concerns. The techniques brought to tary while reinforcing the key underlying prin- to two-year period, and complete a graduate bear on these issues are analytical, formal, and ciples of leadership. There is a heavy empha- seminar or undergraduate seminar approved historical. The undergraduate program stresses sis on case studies using a seminar format to for honors credit. In addition to graduating Western philosophy, ancient and modern, underscore the issues. The overall objective with honors, this provides an invaluable expe- and gives particular emphasis to recent and of this course is to develop critical thinking rience in philosophical research and writing. contemporary Anglo-American philosophy. and reasoning skills in leadership situations 1. To qualify: Admission to the honors pro- The department’s course offerings provide particularly those that pose a moral or ethical gram is limited to those students who have an excellent foundation for graduate work in dilemma to the individual. (Spring) at least an A– average (3.7 GPA) in their phi- law and cognitive science, as well as in philosophy courses and show promise of being losophy itself. A concentration in philosophy able to complete an honors thesis. is also a valuable asset when combined with a 2. To apply: Interested students should con- concentration in political science, economics, tact the departmental undergraduate advisor to or natural sciences such as biology, chemistry, PHILOSOPHY confirm that they qualify and to find a faculty geology, physics, and psychology. advisor. This can be done in one of two ways: The concentration requirements are designed (a) talk to a faculty member they would like to David Braun, Ph.D. (California, Los Angeles) to assure that students completing the pro- work with, and settle upon a mutually agree- Professor of Philosophy gram are familiar with the central texts in able topic; (b) if they know the topic they want Gregory N. Carlson, Ph.D. (Massachusetts) the history of philosophy as well as a variety to work on, ask around until they find a faculty Professor of Linguistics, of Philosophy, and of issues in contemporary philosophy. The member who is interested in supervising work of Brain and Cognitive Sciences department offers a general concentration on that topic. Earl Conee, Ph.D. (Massachusetts) Professor in philosophy, as well as three specialized 3. Honors requirements: of Philosophy programs. One, the philosophy concentration a. 4 credit hours of Honors Tutorial (PHL Randall Curren, Ph.D. (Pittsburgh) Professor with emphasis on law and ethics, is designed 392), ideally taken as two 2-credit courses of Philosophy and of Education; Chair of primarily for prelaw students and others who during the junior year. This tutorial is the Department are interested in an extensive investigation devoted to reading in preparation for writ- Richard Feldman, Ph.D. (Massachusetts) of the nature of law, value, and social justice. ing an honors thesis. Professor of Philosophy The second special concentration emphasizes b. 4 credit hours of Honors Thesis (PHL Robert Lawrence Holmes, Ph.D. (Michigan) history and is designed for students with 393), ideally taken as two 2-credit courses Professor of Philosophy both scholarly and philosophical interests in during the senior year. The thesis must Henry E. Kyburg, Jr., Ph.D. (Columbia) the history of philosophy. The third special be finished and submitted by April 1, and Gideon Webster Burbank Professor of concentration emphasizes logic and the phi- defended orally by the last day of classes. Moral and Intellectual Philosophy and losophy of science. It is designed primarily for The examining committee consists of the Professor of Computer Science students interested in one or more of the sci- honors advisor, the department under- Ralf Meerbote, Ph.D. (Harvard) Professor of ences who wish to pursue in depth the study graduate advisor, and a third faculty mem- Philosophy of logic and the philosophy of science. ber. All three members must approve the Deborah Modrak, Ph.D. (Chicago) Professor Philosophy majors must enroll in the seminar thesis before an oral examination can be of Philosophy for majors (PHL 300) and one advanced in scheduled. Brad Weslake, Ph.D. (Sydney) Assistant philosophy designated by a W to indicate c. 4 credit hours of a graduate seminar (500 Professor of Philosophy level) or an undergraduate seminar (300 106 ARTS AND SCIENCES

level) approved for honors credit, taken d. At least one of the courses must be an PHILOSOPHY CONCENTRATION during the junior or senior year. If an under- advanced philosophy course designated WITH EMPHASIS ON LOGIC AND graduate seminar is to be used to meet with a “W,” to indicate upper-level writing this requirement, the instructor must be credit. These courses are available with the THE PHILOSOPHY OF SCIENCE notified of this in advance so that arrange- permission of the instructor. A total of 10 courses: ments can be made for any additional work 1. PHL 110, 201, 202, 300 that the instructor deems necessary to 2. Six additional courses, meeting the follow- approximate a graduate-level experience. PHILOSOPHY CONCENTRATION ing conditions: d. To receive honors the student must sat- WITH EMPHASIS ON a. At least three of the courses must be isfy these requirements (a–c) with an A– LAW AND ETHICS advanced courses in philosophy. Advanced average. In computing this the thesis will be A total of 10 courses: courses are those numbered above PHL given the most weight (40 percent), and the 1. PHL 110, 201, 202, 300 202. tutorial and seminar somewhat less (30 per- 2. Six additional courses, meeting the follow- b. At least one of the courses must be in cent each). ing conditions: ethics (PHL 102, 103, 116, 118, 220–229, a. At least three of the courses must be 308, 311). The bachelor’s degree with distinction is of- c. At least three of the courses must be fered on recommendation of the department advanced courses in philosophy. Advanced courses are those numbered above PHL selected from either Logic (PHL 211–219) or and is based primarily on the grade-point Philosophy of Science (PHL 250–259). average in philosophy. Performance in under- 202. b. At least four of the courses must be in d. At least one of the courses must be an graduate seminars and in independent study is advanced philosophy course designated sometimes considered. law, ethics, or reasoning (PHL 102–106, 116, 118, 220–229, 308, 311). with a “W,” to indicate upper-level writing Philosophy is relevant to every program and c. At least one of the courses must be credit. These courses are available with the concentration in the University. The basic selected from either Logic or Related permission of the instructor. problems it addresses are of perennial signif- Courses (PHL 211–219), or Traditional Phil- 3. An advanced course in an allied field may cance. Below are listed groups of courses that osophical Disciplines (PHL 240–249), or Phi- be substituted for a philosophy course in might be of particular relevance to students losophy of Science (PHL 250–259). requirement 2 above, with the permission of concentrating in other disciplines: d. At least one of the courses must be an the philosophy department’s undergraduate advisor. anthropology advanced philosophy course designated PHL 102, 103, 105, 201, 202, 247, 252 with a “W,” to indicate upper-level writing Ordinarily, a student who concentrates in both biology, chemistry, geology, microbiology, credit. These courses are available with the philosophy and some other discipline will physics and astronomy permission of the instructor. take the advanced courses listed above that PHL 110, 152, 252 3. An advanced course in an allied field may be are recommended to students in that other computer science, mathematics substituted for a philosophy course in require- discipline. ment 2 above, with the permission of the phi- PHL 110, 210–219, 252 Qualified concentrators in philosophy may losophy department’s undergraduate advisor. economics be approved by the department for the Study PHL 102, 105, 110, 220, 223, 252 Abroad Program. English, art and art history, modern PHILOSOPHY CONCENTRATION languages and cultures Students may minor in philosophy by fol- PHL 115, 141, 171, 201, 202, 247 WITH EMPHASIS ON HISTORY lowing one of the four plans described below. history A total of 10 courses: There is a general minor in philosophy and PHL 201–202, 260–269 1. PHL 110, 201, 202, 300 specialized minors in philosophy of science, naval science 2. Six additional courses, meeting the follow- ethics, and history of philosophy. There is PHL 102, 110, 223, 252, 308 ing conditions: considerable flexibility in devising philosophy political science a. At least three of the courses must be minors. Students formulate their programs PHL 102, 103, 110, 220–229, 252, 308 advanced courses in philosophy. Advanced in close consultation with the undergraduate psychology and cognitive science courses are those numbered above PHL advisor. PHL 241–249, 348 202. b. At least one of the courses must be in religion MINORS IN PHILOSOPHY PHL 101–103, 111, 201, 202, 242, 268 ethics (PHL 102, 103, 116, 118, 220–229, 308, 311). Each minor requires five courses. These c. At least one of the courses must be should be chosen in consultation with the REQUIREMENTS FOR selected from either Logic and Related undergraduate advisor, but need not have a CONCENTRATION IN PHILOSOPHY Courses (PHL 211–219), or Traditional Phil- specific focus. A total of 10 courses: osophical Disciplines (PHL 240–249), or Phi- Plan A 1. PHL 110, 201, 202, 300 losophy of Science (PHL 250–259). PHILOSOPHY OF SCIENCE 2. Six additional courses, meeting the follow- d. At least three of the courses must be his- PHL 110, 252, and three other courses in phi- ing conditions: tory of philosophy courses (PHL 260–269). losophy of science (PHL 105, 106, 218, 243, a. At least three of the courses must be e. At least one of the courses must be an 244, 253, 352, 391). advanced philosophy course designated advanced courses in philosophy. Advanced Plan B with a “W,” to indicate upper-level writing courses are those numbered above PHL ETHICS credit. These courses are available with the 202. PHL 102 and four other courses in ethics and permission of the instructor. b. At least one of the courses must be in related areas (PHL 103, 116, 118, 220–229, 3. An advanced course in an allied field may ethics (PHL 102, 103, 116, 118, 220–229, 308, 311). 308, 311). be substituted for a philosophy course in c. At least one of the courses must be requirement 2 above, with the permission of Plan C selected from either Logic and Related the philosophy department’s undergraduate HISTORY OF PHILOSOPHY Courses (PHL 211–219), or Traditional Phil- advisor. PHL 201 and 202 and three other courses in osophical Disciplines (PHL 240–249), or Phi- the history of philosophy (PHL 260–269, 315, losophy of Science (PHL 250–259). 319, 320, 323, 370). PHILOSOPHY 107

Plan D 171. Philosophical Foundations of Fem- 221. Philosophical Foundations of PHILOSOPHY inism. The investigation of some of the phil- American Revolution. A study of the philo- Five courses in philosophy, chosen in consul- osophical issues raised by contemporary fem- sophical foundations of the American Revolu- tation with the undergraduate advisor. inism, such as questions about justice, human tion by examining the political theory which CLUSTERS nature, and human freedom. Same as WST lies behind the revolution and which underlies The department offers six clusters: 205. the foundations of the Constitution. • Ethics and Values 223. Social and Political Philosophy. An • History of Philosophy HISTORICAL COURSES inquiry into the nature of human society, role • Knowledge, Mind, and Nature 201. History of Ancient Philosophy. Lec- of the state, and relation of moral to legal obli- • Philosophy and Law ture survey of the development of Western gation. Prerequisite: PHL 102 or permission of • Philosophy Teaching Internship philosophy from the prephilosophical begin- the instructor. • Logic nings through Aristotle. (Fall) 224. History of Ethics. An examination 202. History of Modern Philosophy. A of the major writers on ethics in Western study of important philosophers from the sev- thought, including Plato, Aristotle, Aurelius, COURSES OF INSTRUCTION enteenth to the eighteenth century, and of Augustine, Hume, Kant, Mill, and Nietzsche. Definitive course listings are published before their position in the cultural history of the Prerequisite: one previous course in phi- each semester. Courses listed here carry 4 West. (Spring) losophy. credit hours unless otherwise noted. Fol- 261. Kant. A study of the philosophy of 225. Ethical Decisions in Medicine. An lowing are some of the recent or planned Immanuel Kant focusing on the Critique of examination of some of the troubling ethi- offerings. Pure Reason. Prerequisite: PHL 202. cal issues associated with medicine, including 265. Selected Topics in Ancient Phi- the medical circumstances of conception and INTRODUCTORY COURSES losophy. Foundations of Ancient Greek phi- birth, medical enhancement of mental and 101. Introduction to Philosophy. A study losophy from pre-Socratic to Hellenistic physical abilities, and end-of-life issues. of fundamental philosophical problems and philosophers. Prerequisite: PHL 201 or per- 226 Philosophy of Law. The nature of law approaches to their solution. mission of instructor. and legal practice in relation to ethics. Prereq- 102. Ethics. A critical examination of lead- 266. Rationalism. A study of Descartes, uisite: one previous course in philosophy. ing theories of right and wrong, and good Leibniz, and Spinoza, with emphasis on the 230. Envirnomental Justice. Considers and evil. last. Topics include the nature of substance, of environmental problems and the distribution 103. Contemporary Moral Problems. space and time, and of knowledge and mind. of environmental resources and burdens from The application of ethical theory to moral Prerequisite: PHL 202. the standpoint of ethics and political philoso- problems, such as punishment, abortion, and 267. British Empiricism. A study of three phy. Prerequisite: one previous course in phi- racism. great figures of early British philosophy: losophy. 105. Reason and Argument. A study of Locke, Hume, and Reid. Topics include the- reason and argument on both scientific and ories of knowledge, consciousness, space, and TRADITIONAL PHILOSOPHICAL nonscientific topics. How to evaluate rea- perception. Prerequisite: PHL 202. DISCIPLINES soning as it is found in editorials, speeches, 268. Augustine, Anselm, and Aquinas. 242. Metaphysics. The study of the nature and essays. How to understand and evaluate Same as REL 230. of a person, the relations of mind and matter, the reasoning found in reports on scientific and the existence of God. Prerequisite: one research. LOGIC AND RELATED COURSES previous course in philosophy. 108. Philosophy of War. An examination 214. Logical Methods in Philosophy. 243. Theory of Knowledge. A study of the of the concepts of war, legal and moral aspects Philosophical logic: modal, tense, many-valued nature and extent of human knowledge. What of just war theory, pacifism, and the problem logic, logical linguistics, mereology, etc. Pre- is knowledge? Can skepticism be refuted? of war and moral responsibility. requisite: PHL 110 or permission of instructor. Under what conditions are beliefs justified or 110. Introductory Logic. Precise meth- 216. Mathematical Logic. Same as MTH rational? Can anyone know what is right and ods for formalizing arguments, demonstrating 216 and CSC 216. Prerequisite: PHL 110 or wrong? Prerequisite: one previous course in their validity, and proving theorems in first- permission of the instructor. philosophy. order symbolic logic. Same as COG 110. 217. Uncertain Inference. The explo- 244. Philosophy of Mind. A discussion of 111. Philosophy of Religion. Same as ration of various measures of uncertainty pro- problems connected with the nature of mind, REL 161. posed in philosophy and computer science. e.g., the mind/body problem and the problem 115. Philosophy and Literature. A study Prerequisite: PHL 110 or permission of instruc- of personal identity. Prerequisite: one previous of philosophical issues of morality, human tor. Same as COG 217 and CSC 217. course in philosophy. action, and happiness. 218. The Philosophy of Mathematics. 247. Philosophy of Language. A study of 116. Philosophy, History, and Practice A study of the nature of mathematics from a philosophical questions about language and of Non-Violence. Study of the origins and philosophical point of view. Prerequisite: PHL the general nature of language. Prerequisite: historical development of non-violence. 110 or permission of the instructor. one previous course in philosophy. 118. Business Ethics. A study of the appli- 219. Deviant Logic. This course is con- cations of general moral theory to some of the cerned with the study of “alternative” logics: PHILOSOPHY OF SCIENCE more important moral problems arising in the logics in which more than two truth values are 252. Philosophy of Science. Examines the areas of business and management. possible, logics in which not every statement nature of scientific theories, theory confirma- 141. Aesthetics. Critical examination of has a truth value, logics that are designed to tion, laws, explanation, and related topics. Pre- some of the major problems in aesthetics and accommodate vagueness, logics that allow requisite: PHL 110 or permission of instructor. consideration of the historical routes along inconsistencies. Prerequisite: PHL 110 or PHL which they have evolved. Same as AH 269. 210 or permission of the instructor. SEMINARS 145. Minds and Machines. A study of the 300. Seminar for Majors. Restrictions: nature of the mind and artificial intelligence. ETHICS AND RELATED COURSES open only to philosophy majors and minors. 152. Science and Reason. An introduction 220. Recent Ethical Theory. An exami- 308. Morality and War. An examination of to basic questions which arise when one nation of the main twentieth-century ethi- the question whether war can be morally justi- reflects on the nature of science and its cal and meta-ethical theories. Readings from fied, with special attention to the just war theory, development. Moore, Ross, Stevenson, Hare, et al. Prereq- the killing of innocents, and nuclear deterrence. uisite: PHL 102 or permission of the instructor. Prerequisite: one previous course in philosophy. 108 ARTS AND SCIENCES

324. Rousseau to Revolution. A study of William J. Forrest, Ph.D. (California, San Jianhui Zhong, Ph.D. (Brown) Professor the political philosophy of Rousseau and the Diego) Professor of Astronomy; Director, of Imaging Sciences, of Biomedical Engi- French Revolution. Prerequisite: one previous C.E. Kenneth Mees Observatory neering, and of Physics course in philosophy. Thomas H. Foster, Ph.D. (Rochester) Pro- Steven Manly, Ph.D. (Columbia) Associate 342. Metaphysics. A close examination of fessor of Imaging Sciences, of Optics, and of Professor of Physics one or more topics from recent work in meta Physics Alice Quillen, Ph.D. (California Institute of physics, such as identity, essential properties, Adam A. Frank, Ph.D. (Washington, Technology) Associate Professor of universals, possible worlds, and free will. Pre- Seattle) Professor of Physics and Astron- Physics and Astronomy requisite: one previous course in philosophy. omy and Scientist in the Laboratory for John C. Howell, Ph.D. (Pennsylvania 343. Free Will. An investigation of recent Laser Energetics State) Assistant Professor of Physics and proposed answers to the classical philosoph- Yongli Gao, Ph.D. (Purdue) Professor of Astronomy ical issues concerning free will. Prerequisite: Physics Andrew Jordan, Ph.D. (California, Santa one previous course in philosophy. Carl Richard Hagen, Ph.D. (M.I.T) Professor Barbara) Assistant Professor of Physics 360. Selected Topics in the Philosophy of Physics Chuang Ren, Ph.D. (Wisconsin-Madison) of Religion. An examination of recent work Robert L. McCrory, Ph.D. (M.I.T.) Professor Assistant Professor of Mechanical Engi- in the philosophy of religion. Prerequisite: one of Mechanical Engineering and of Physics neering and of Physics previous course in philosophy. and Astronomy and Senior Scientist in the Theodore Castner, Ph.D. (Illinois) Professor 391. Independent Study in Philosophy. Laboratory for Laser Energetics; Vice Emeritus of Physics The reading of philosophical literature under Provost and Director and CEO of the Harry W. Fulbright, Ph.D. (Washington) guidance, for seniors majoring in philosophy. Laboratory for Laser Energetics Professor Emeritus of Physics Kevin S. McFarland, Ph.D. (Chicago) Profes- Harry E. Gove, Ph.D. (M.I.T.) Professor sor of Physics Emeritus of Physics Adrian C. Melissinos, Ph.D. (M.I.T.) H. Lawrence Helfer, Ph.D. (Chicago) Profes- Professor of Physics sor Emeritus of Astronomy PHYSICS AND David D. Meyerhofer, Ph.D. (Princeton) John Huizenga, Ph.D. (Illinois) Tracy H. ASTRONOMY Professor of Mechanical Engineering and Harris Professor Emeritus of Chemistry of Physics and Senior Scientist in the Labo- and Professor Emeritus of Physics ratory for Laser Energetics Edward H. Jacobsen, Ph.D. (M.I.T.) Professor Lukas Novotny, Dr. Sc. Techn. (Swiss Emeritus of Physics Govind P. Agrawal, Ph.D. (Indian Institute Federal Institute of Technology) Robert S. Knox, Ph.D. (Rochester) Professor of Technology, New Delhi) Professor of Professor of Optics, of Physics, and of Emeritus of Physics and Senior Scientist in Optics and of Physics and Senior Scientist Biomedical Engineering, and Scientist the Laboratory for Laser Energetics in the Laboratory for Laser Energistics in the Laboratory for Laser Energetics Daniel S. Koltun, Ph.D. (Princeton) Profes- Riccardo Betti, Ph.D. (M.I.T.) Professor of Lynne Orr, Ph.D. (Chicago) Professor of sor Emeritus of Physics and Senior Scien- Mechanical Engineering and of Physics Physics tist in the Laboratory for Laser Energetics and Senior Scientist in the Laboratory for Sarada G. Rajeev, Ph.D. (Syracuse) Professor Susumu Okubo, Ph.D. (Rochester) Professor Laser Energetics of Physics Emeritus of Physics Nicholas P. Bigelow, Ph.D. (Cornell) Lee A. Lewis Rothberg, Ph.D. (Harvard) Professor Judith L. Pipher, Ph.D. (Cornell) Professor DuBridge Professor of Physics, Professor of of Chemistry, of Chemical Engineering and Emeritas of Astronomy Optics, and Senior Scientist in the Labora- of Physics Malcolm P. Savedoff, Ph.D. (Princeton) tory for Laser Energetics Wolf-Udo Schröder, Ph.D. (Darmstadt) Professor Emeritus of Astronomy Eric G. Blackman, Ph.D. (Harvard) Professor Professor of Chemistry and of Physics Stewart Sharpless, Ph.D. (Chicago) Professor of Physics and Astronomy and Senior Scien- Yonathan Shapir, Ph.D. (Tel Aviv) Professor Emeritus of Astronomy tist in the Laboratory for Laser Energetics of Physics and of Chemical Engineering Albert Simon, Ph.D. (Rochester) Professor Mark F. Bocko. Ph.D. (Rochester) Professor Paul Slattery, Ph.D. (Yale) Professor of Physics; Emeritus of Mechanical Engineering and of Electrical and Computer Engineering Dean of Research of Physics and Senior Scientist in the Labo- and of Physics Roman Sobolewski, Ph.D. (Polish Academy ratory for Laser Energetics Arie Bodek, Ph.D. (M.I.T.) George E. Pake of Sciences) Professor of Electrical and Robert L. Sproull, Ph.D. (Cornell) Professor Professor of Physics and Professor of Computer Engineering and of Physics Emeritus of Physics Physics Carlos R. Stroud, Jr., Ph.D. (Washington, St. Hugh Van Horn, Ph.D. (Cornell) Professor Robert Boyd, Ph.D. (California, Berkeley) Louis) Professor of Optics and of Physics Emeritus of Physics and Astronomy M. Parker Givens Professor of Optics and John A. Tarduno, Ph.D. (Stanford) Professor Professor of Physics Approximately 25 graduate teaching fel- of Geophysics and of Physics lows and several carefully selected under- Douglas Cline, Ph.D. (Manchester) Professor Stephen L. Teitel, Ph.D. (Cornell) Professor of Physics graduates assist the faculty in the presenta- of Physics tion of the teaching program. Esther Conwell, Ph.D. (Chicago) Professor John H. Thomas, Ph.D. (Purdue) Professor (Research) of Chemistry and of Physics of Mechanical and Aerospace Sciences and The Department of Physics and Astronomy Ashok Das, Ph.D. (SUNY, Stony Brook) of Astronomy provides a spectrum of opportunities for Professor of Physics Edward H. Thorndike, Ph.D. (Harvard) undergraduates, ranging from introductory Regina Demina, Ph.D. (Northeastern) Pro- Professor of Physics courses for the nonscientist to a minor in fessor of Physics Dan M. Watson, Ph.D. (California, Berkeley) physics or astronomy and complete degree David H. Douglass, Jr., Ph.D. (M.I.T.) Profes- Professor of Physics and Astronomy programs leading to the B.A. and B.S. in phys- sor of Physics Emil Wolf, Ph.D. (Bristol), D.Sc. (Edinburgh) ics or astronomy (astrophysics). The graduate Joseph H. Eberly, Ph.D. (Stanford) Andrew Wilson Professor of Optical Physics and program offers advanced courses that are open Carnegie Professor of Physics and Profes- Professor of Optics to undergraduates seeking in-depth study. sor of Optics Frank L. H. Wolfs, Ph.D. (Chicago) Professor Thomas Ferbel, Ph.D. (Yale) Professor of of Physics In accord with College policy, students are not Physics formally accepted as concentrators until the end of their sophomore year. However, first- or PHYSICS AND ASTRONOMY 109

second-year students wishing to major in phys- • For the B.S. program, one introductory Third Year ics or in physics and astronomy should alert the course in the natural sciences, other than PHY 217 PHY 218 department’s Office of Undergraduate Studies, in physics or mathematics. This should be PHY 235W PHY 227 to be assigned a departmental advisor. completed within the first two years. MTH 281 MTH 282 The department awards several prizes in rec- The B.A. and B.S. programs of study should Elective Elective ognition of special achievement. The Honors be planned by the student in consultation Fourth Year Physics Prize is presented annually to the stu- with the departmental advisor before the end PHY 243W PHY 246 dent with the best record in PHY 142, 143, and of the sophomore year, and require depart- PHY or AST elective PHY or AST elective 237. The Stoddard Prize is awarded for the best mental approval. Elective Elective senior thesis. The Fulbright Prize is awarded for Elective Elective the best performance in Advanced Laboratory. B.A. PROGRAM (PHYSICS) The John F. Flagg Award is given annually to the Requirements beyond the first two years REQUIREMENTS FOR graduating senior who has compiled the best • PHY 217, 235W, 237; one additional course academic record in undergraduate courses. A A MINOR IN PHYSICS chosen from among the following: PHY 218, • An introductory physics sequence: PHY 121 complete description of the requirements for 227, 243W, 246. these prizes is available at the department’s or 141 (Honors), 122 or 142 (Honors), and • An additional 4 credit hours of approved 123 or 143 (Honors). Office of Undergraduate Studies, 211 Bausch & 200- or 300-level physics and/or astronomy Lomb Hall. • Any three of the following courses: PHY courses. 217, 218, 227, 235W, 237, 243W, 244W, 245W, • Eight additional credit hours (usually 246, 250, 251, 252, 253, 254, and 256. GENERAL COURSE INFORMATION two 4-credit hour courses), which can be • All course choices must be approved by the Of particular interest to students not concen- approved 200- or 300-level physics and/or undergraduate physics advisor. The advisor trating in the natural sciences are PHY 100, 103, astronomy courses, 200-level mathemat- will be concerned with the general coher- 105, AST 102, 104, and 105. These provide either ics courses, or other science or engineering ence of the program, the student’s plans to broad surveys or are focused on selected topics, courses (not necessarily at the 200 level). take any prerequisites, and mutual reinforce- but do not require any special background. Stu- Because MTH 281 and/or 282 is required for ments between the minor and the student’s dents with interest in science and music will find many of the 200-level physics courses, the major studies. PHY 103 highly appropriate. For those desiring options are more restrictive than they seem. a working knowledge of basic physics, PHY 113– • All course choices must be approved by the For admission to the minor, a student must 114 or 121, 122, and 123 are appropriate, the lat- undergraduate physics advisor. have attained a C average in both the intro- ter requiring a background in high school sci- ductory physics sequence and the introducto- ence and mathematics, as does AST 111, on the ry mathematics courses that are prerequisites B.S. PROGRAM (PHYSICS) for the introductory physics courses. solar system. AST 142, a survey of astrophysics, is Requirements beyond the first two years designed for the physical science major with back- • PHY 217, 218, 227, 235W, 237, 246 (or their ground in general physics. The sequence PHY close equivalents); PHY 243W or 244W; an CONCENTRATION IN 141, 142, and 143 is recommended for all stu- additional 4 credit hours of approved 200- or PHYSICS AND ASTRONOMY dents with interest and abilities in physics, and is 300-level physics and/or astronomy courses. most appropriate for those wishing to major in (ASTROPHYSICS) • Two advanced courses in mathematics The programs leading to the B.A. and B.S. the department. A student who does well in the (MTH 281 is required; MTH 282 is recom- degrees in astrophysics, or as it is termed for- PHY 121, 122, 123 sequence should be equally mended). mally, physics and astronomy, are effectively well prepared to pursue one of the department’s • Computer literacy. This requirement can be double degree programs, and are gener- degree programs. satisfied by receiving a passing grade in an ally similar to the corresponding programs in Based on scores on the Advanced Placement introductory computing course or in PHY physics. Students planning to pursue gradu- Test, or the equivalent (and an interview), 256 (Computational Physics), by completing ate study should elect the B.S. program; they students can enter the department degree a computer-based problem approved by the are encouraged to take advantage of oppor- programs with advanced standing. department’s undergraduate advisor (possi- tunities for reading or research provided by bly one associated with a previous class), or AST 391 and 393 in the senior year. The pro- CONCENTRATION IN PHYSICS by having a faculty member familiar with the gram as described below can be modified to The B.A. program is appropriate for students students’ work certify the computer literacy. fulfill the student’s academic goals. desiring a broad academic experience. It also • All course choices must be approved by the undergraduate physics advisor. Approval from the astronomy advisor is provides greater flexibility when planning a required for all proposed programs. (The joint degree with another department. The B.S. Students with a prior knowledge of differential 200-level astronomy courses are offered in a degree in physics is intensive and provides stron- and integral calculus should take PHY 141 and two-year cycle.) ger preparation for graduate school in phys- 143 in their freshman year and PHY 142 in ics or a closely related science. Students plan- their sophomore year; others should take PHY ning to pursue graduate study normally elect 121 in the spring of their freshman year and GENERAL REQUIREMENTS the B.S. program; they are strongly encouraged PHY 122 and 123 in their sophomore year. A (PHYSICS AND ASTRONOMY— to take advantage of opportunities for indepen- synopsis of a typical honors program for the ASTROPHYSICS) dent reading or research provided by PHY 391, B.S. in physics follows: Requirements for the first two years are the 393, and 395. First Year same as those for the B.A. and B.S. in physics, PHY 141 PHY 143 except that AST 111 and 142 are normally taken GENERAL REQUIREMENTS MTH 161 MTH 162 in place of the electives in the first two years. Preparation for concentration in physics is sim- CAS 105 Elective Background knowledge equivalent to that ilar for students interested either in B.A. or B.S. Elective Elective contained in AST 111 and 142 is needed for degrees: Second Year completion of the degrees (AST 142 is recom- • PHY 121 or 141 (Honors), 122 or 142 mended). (Honors), and 123 or 143 (Honors). PHY 142 PHY 237 • Four semesters of mathematics: MTH 161, MTH 164 MTH 165 162, 164, 165 (or their close equivalents) Elective Elective Elective Elective 110 ARTS AND SCIENCES

B.A. PROGRAM REQUIREMENTS FOR B.S.-M.S. Program in Physics, (PHYSICS AND ASTRONOMY— A MINOR IN ASTRONOMY Physics and Astronomy, and ASTROPHYSICS) • An introductory physics sequence: PHY 121 Medical Physics Requirements beyond the first two years or 141 (Honors), 122 or 142 (Honors), and Physics and astronomy students who wish • Two of the following: AST 203, 232, 241, or 123 or 143 (Honors). to go beyond the bachelor’s level may enroll 242, including at least one of AST 241 or • One of three descriptive astronomy in the department’s five-year general B.A./ 242. courses: AST 102, 104, 105, or 111; AST 111 B.S. option in physics with an M.S. in any • Three additional 200-level physics or astron- is preferred. subfield physics program. The department omy courses. Two of the three courses must • The introductory astrophysics course: AST offers another 3-2 program option, by special be selected from the following list: PHY 217, 142. arrangement, for those students interested 227, 235W, 237. • Two 200-level astronomy courses. (Four of in biological/medical physics. Students are • Two additional 200-level technical courses, these are offered on a two-year cycle. These encouraged to apply to a 3-2 program in the which can be in physics, mathematics, or courses usually require concurrent or pre- spring of the junior year and can begin grad- another science or engineering. Some engi- requisite registration in 200-level mathemat- uate-level work in the fourth year. The B.S. is neering courses at the 100-level may also ics and physics courses.) ordinarily completed by the end of the fourth be acceptable, with prior approval from the • All course choices must be approved by the year, and requirements for the M.S. are com- undergraduate astronomy advisor. undergraduate astronomy advisor. pleted by the end of the fifth year. The M.S. • At least a 2.0 (C) average in astronomy, For admission to the minor, a student must degree may be pursued via plan A (with mas- physics, and mathematics courses must be have attained a C average in the introductory ter’s thesis) or plan B (with comprehensive maintained. 100-level astronomy courses, and a C average exam). Some financial assistance may be avail- • All course choices must be approved by the in the introductory physics and mathematics able during the fifth year. Further details and undergraduate astronomy advisor. courses. program requirements can be obtained from the department’s Office of Graduate Studies. Concentrators in physics can minor in B.S. PROGRAM astronomy. (PHYSICS AND ASTRONOMY— UPPER-LEVEL WRITING ASTROPHYSICS) REQUIREMENTS FOR A CERTIFICATE REQUIREMENT Requirements beyond the first two years IN biological OR MEDICAL Students must fulfill the upper-level writ- • Three of the following: AST 203W, 232W, ing requirement and can do so by taking two AST 241, or AST 242. PHYSICS upper-level writing courses within the depart- • A total of six courses in physics at the 200 In order to be eligible for a Certificate in Bio- ment. In particular, AST 203W, 232W, PHY level or beyond: PHY 217, 218, 227, 235W, logical or Medical Physics, a student must be 235W, 243W, 244W, and 391W, 393W, 395W, in 237, 243W, 246, 250 (or close equivalents), approved by the Certificate committee and both physics and astronomy can be used for or AST 393W (Senior Thesis). PHY 218 and obtain at least a C+ in each of the following such purpose. This issue should be discussed 243W are recommended. seven courses: with the undergraduate advisor. • Two courses in advanced mathematics: MTH PHY 235 and 237 and one of the following 281 and 282 are recommended. courses: PHY 217, 262, or 227 COURSES OF INSTRUCTION • All course choices must be approved by the • One of following courses: MTH 281 or 282 Definitive course listings are published before undergraduate astronomy advisor. • One of following courses: BIO 110, 111, or each semester. Courses listed here carry 4 Students with a prior knowledge of differential 198 credit hours unless otherwise noted. Following and integral calculus should take PHY 141 and • One of following courses: CHM 131, 132, are some of the recent or planned offerings. 143 in their freshman year and PHY 142 in 171Q, 232, or 252 their sophomore year; others should take PHY • One advanced course in biological/medical PHYSICS 121 in the spring of their freshman year and physics, e.g., PHY 252 100. The Nature of the Physical World. PHY 122 and 123 in their sophomore year. A This is an introductory course designed espe- synopsis of a typical honors program for the REQUIREMENTS FOR A CITATION cially for students in the humanities and other B.S. in physics and astronomy follows: FOR ACHIEVEMENT IN COLLEGE nonscientific fields who are interested in learning something about the physical world First Year LEADERSHIP in perspective. Topics include the scale of the PHY 141 PHY 143 The Department of Physics and Astronomy universe from galaxies to atoms and quarks; MTH 161 MTH 162 courses for this program are listed below. the fundamental forces of nature, motion and CAS 105 Elective More information may be found on page 18 of relativity, energy, electromagnetism and its AST 111 Elective this bulletin. everyday applications; the structure of matter, • PHY 386—Teaching Internship I, Pedagogy Second Year atoms, light, and quantum mechanics. There Training and a workshop leader for one of PHY 142 PHY 237 are no prerequisites, no background knowl- the following courses: PHY 113, 122, 141, or MTH 164 MTH 165 edge is required, and the material is presented 142. Elective AST 142 essentially without mathematics. Substantial • PHY 387—Teaching Internship II, Pedagogy Elective Elective use is made of demonstrations and movies. and Group Leadership and a workshop (Fall and Spring) Third Year leader for one of the following courses: PHY 103. Physics of Music. A study of the PHY 217 PHY 218 114, 121, 123, 143. physical basis of musical phenomena. The- PHY 235W PHY 227 • PHY 390A—Supervised Teaching with Lead- ories of musical instruments, room acoustics, MTH 281 MTH 282 ership Focus and a workshop leader from and special topics selected by the class and AST 232 AST 241 one of the courses listed above as long as instructor. Two lectures and one lab per week. Fourth Year not a repeat. Prerequisites: PHY 386 and Half of labs devoted to individual student proj- PHY 243W PHY 246 387. ects, often involving analysis of student instru- AST 393W AST 242 ments or of room acoustics. The design of this AST 203 Elective course is open to any student with a strong Elective Elective interest in both science and music. (Fall) PHYSICS AND ASTRONOMY 111

105. Physics by Inquiry. The goal of this tory and workshop/recitation section at the and other science or engineering students course is to provide students with direct expe- time of course registration. Prerequisite: MTH with a strong interest in physics and mathe- rience in the process of science. The design of 141 or 161 (may be taken concurrently); prior matics. Topics are the same as those in PHY the course is based on the belief that science knowledge of introductory calculus (simple 122 but in greater depth. These topics include cannot be learned by reading, listening, mem- integration and differentiation). (Spring and Coulomb’s Law through Maxwell’s equations, orizing, and problem solving, but requires Summer I) electrostatics, electrical potential, capaci- active mental engagement. The students start 122. Electricity and Magnetism. Second tors, electric fields in matter, current and cir- from their own observations, develop basic semester of a three-course sequence for stu- cuits, magnetostatics, magnetic fields in mat- scientific concepts, use and interpret differ- dents intending to major in physics, other phys- ter, induction, AC circuits, waves. In addition ent forms of scientific representations, and ical sciences, and engineering. Coulomb’s Law to two 75-minute lectures each week, one construct explanatory models with predictive through Maxwell’s equations, electrostatics, workshop each week and one three-hour lab- capabilities. The students develop scientific electrical potential, capacitors, electric fields oratory every other week are required. Stu- reasoning skills and gain experience in relating in matter, current and circuits, magnetostat- dents are required to register for a laboratory scientific concepts, representations, and mod- ics, magnetic fields in matter, induction, AC cir- and workshop/recitation section at the time els to real-world phenomena. To achieve the cuits, electromagnetic waves. In addition to of course registration. Prerequisites: perfor- goal of active involvement, lectures are given two 75-minute lectures each week, one work- mance at or above the B+ level in PHY 121; in a computer-equipped classroom in which shop each week and one three-hour laboratory MTH 162 or 172 (may be taken concurrently). each student (or pair of students) has access to every other week are required. Students are (Fall) a computer and is able to carry out data analy- required to register for a laboratory and work- 143. Waves and Modern Physics (Hon- sis during lectures. Simple experiments can be shop/recitation section at the time of course ors). Second semester of a three-course carried out by each student individually. More registration. Prerequisites: PHY 121; MTH 143 honors sequence (PHY 141, 143, 142), rec- sophisticated experiments are carried out by or 162 (may be taken concurrently). (Fall, ommended for prospective departmental con- the instructor, and the data collected are avail- Summer II) centrators and other science or engineering able to students via the network. For example, 123. Waves and Modern Physics. Third students with a strong interest in physics and complicated two-dimensional motion can be semester of a three-course sequence for stu- mathematics. Topics are the same as those videotaped and digitized for immediate analysis dents intending to major in physics, other phys- in PHY 123 but in greater depth. Introduc- by the students. (Spring) ical sciences, and engineering. Wave motion, tory examinations of Bohr’s atomic model, de 113. General Physics I. First semester of physical optics, special relativity, photoelectric Broglie waves, momentum and energy quan- a two-course sequence suitable for students in effect, Compton effect, X-rays, wave proper- tization, Heisenberg’s uncertainty relation, the life sciences. Newtonian particle mechan- ties of particles. Schrödinger’s equation applied Schrödinger’s cat, electron spin, photon inter- ics: Newton’s laws and their applications to to a particle in a box, penetration of a barrier, ference, and Bell’s inequalities; selected appli- straight-line and circular motion; energy; lin- the hydrogen atom, the harmonic oscillator, cations to solid-state, nuclear, particle, and ear momentum; angular momentum; har- the uncertainty principle, Rutherford scatter- astrophysics. In addition to two 75-minute lec- monic motion; Kepler’s laws; planetary and ing, the time-dependent Schrödinger equa- tures each week, one workshop each week satellite motion. Calculus used and introduced tion and radioactive transitions, many electron and one three-hour laboratory every other as needed. In addition to two 75-minute lec- atoms and molecules, statistical mechanics and week are required. Students are required to tures each week, one workshop each week selected topics in solid-state physics, nuclear register for a laboratory and workshop/recita- and one three-hour laboratory every other physics, and particle physics. In addition to two tion section at the time of course registration. week are required. Students are required to 75-minute lectures each week, one workshop Prerequisites: PHY 141; MTH 162 or 172 (may register for a laboratory and workshop/recita- each week, and one three-hour laboratory be taken concurrently). Open to freshmen tion section at the time of course registration. every other week are required. Students are only. (Spring) Workshop/recitation times are determined by required to register for a laboratory and work- 181. Mechanics Laboratory. Laboratory the instructor. Prerequisite: MTH 141 or 161 shop/recitation section at the time of course experiments in mechanics: statistics and mea- (may be taken concurrently). (Fall and Summer I) registration. Prerequisites: PHY 121–122; surement, acceleration of gravity, conservation 114. General Physics II. Second semes- MTH 163 or 165 (may be taken concurrently). of energy and momentum, moment of inertia ter of a two-course sequence suitable for stu- (Spring and Summer II) and oscillations, and mechanical equivalent of dents in the life sciences. Electricity and mag- 141. Mechanics (Honors). First semester heat. Prerequisites: for transfer students who netism, optics, electromagnetic waves, and of a three-course honors sequence (PHY 141, have taken a course equivalent to PHY 113 modern physics (introduction to relativity, 143, 142) recommended for prospective depart- or 121 but have not taken the labs. (Fall and quantum physics, etc.). In addition to two 75- mental concentrators and other science or engi- Spring) minute lectures each week, one workshop neering students with a strong interest in physics 182. Electromagnetism Laboratory. Lab- each week and one three-hour laboratory and mathematics. Topics are the same as those oratory experiments in electricity and magne- every other week are required. Students are in PHY 121 but in greater depth. Motion in one tism: Coulomb’s Law, electric fields, measure- required to register for a laboratory and work- and two dimensions, Newton’s laws, work and ment of the absolute volt, and capacitance, shop/recitation section at the time of course energy, conservation of energy, systems of par- e/m of the electron, superconductivity, and registration. Prerequisites: PHY 113; MTH ticles, rotations, oscillations, gravity, thermody- electric circuits. Prerequisites: for transfer stu- 142–143, or 162 (may be taken concurrently). namics. In addition to two 75-minute lectures dents who have taken a course equivalent to (Spring and Summer II) each week, one workshop each week and one PHY 122 but have not taken the labs. (Fall) 121. Mechanics. First semester of a three- three-hour laboratory every other week are 183. Modern Physics Laboratory. Lab- course sequence for students intending to required. Students are required to register for oratory experiments in modern physics: veloc- major in physics, other physical sciences, and a laboratory and workshop/recitation section ity of sound, geometrical optics and imaging, the engineering. Motion in one and two dimen- at the time of course registration. Prerequisite: wave nature of light and microwaves, the spec- sions, Newton’s laws, work and energy, con- MTH 161 or 171 (may be taken concurrently); trum of atomic hydrogen, and the Frank Hertz servation of energy, systems of particles, rota- prior knowledge of introductory calculus experiment. Prerequisites: for transfer students tions, oscillations, gravity, thermodynamics. In (simple integration and differentiation). (Fall) who have taken a course equivalent to PHY 123 addition to two 75-minute lectures each week, 142. Electricity and Magnetism (Hon- but have not taken the labs. (Spring) one workshop each week and one three-hour ors). Third semester of a three-course honors laboratory every other week are required. sequence (PHY 141, 143, 142) recommended Students are required to register for a labora- for prospective departmental concentrators 112 ARTS AND SCIENCES

184. Experiments in Electricity, Mag- a hands-on laboratory with most experiments 253. Biological Physics. The purpose of netism, and Modern Physics. Labora- under computer control. This course can be this course is to survey several important areas tory experiments in electricity, magnetism, used to satisfy part of the upper-level writ- of biological and medical physics. Topics cov- and modern physics: Coulomb’s Law, elec- ing requirement. Prerequisites: PHY 217, 237, ered include biological membranes, transport tric fields, e/m ratio of the electron, supercon- MTH 164 (may be taken concurrently). (Fall) and signaling in cells and tissue, photosyn- ductivity, electric circuits, geometrical optics 244W. Advanced Experimental thesis, magnetic resonance imaging, and phys- and imaging, the wave nature of light, and the Techniques II. A continuation of PHY ical methods in biology such as nuclear mag- spectrum of atomic hydrogen. Prerequisites: 243W with greater emphasis on indepen- netic resonance, X-ray diffraction, and optical for transfer students who have taken a course dent research and construction of more com- absorption and fluorescence spectroscopy. equivalent to PHY 114 but have not taken the plicated instrumentation. This course can be The material is presented at the level of Hob- labs. (Spring) used to satisfy part of the upper-level writ- bie’s Intermediate Physics for Medicine and 217. Electricity and Magnetism I. Review ing requirement. Prerequisites: PHY 217, 237, Biology. Prerequisites: PHY 227, 237, or per- of vector calculus; electrostatic field and MTH 164 (may be taken concurrently). (Fall) mission of instructor. potential; boundary value problems solved 245W. Advanced Experimental Tech- 254. Twentieth-Century Particle Physics. with orthogonal functions; the multipole niques in Nuclear, Particle, and Elec- This course is designed for students interested expansion and dielectrics; the magnetic field tron Spin Resonance. Similar to PHY 243W, in nuclear and particle physics. The course and vector potential. Prerequisites: PHY 122 except with experiments that have applica- describes the properties of nuclei and various or 142; MTH 281 (may be taken concurrently). tions in medical physics. The four experiments models used to describe nuclear matter, includ- (Fall) are Liftime of Muon, Electron Spin Resonance/ ing the liquid drop model, shell model, collec- 218. Electricity and Magnetism II. Elec- Magnetic Resonance Imaging, Frank Hertz tive model, radioactivity, fission, and fusion. tromagnetic induction; displacement cur- Experiment or Hall Effect, and Nuclear Spec- Properties of particle interactions with matter rent; Maxwell’s equations; the wave equation; troscopy. This course can be used to satisfy are covered and used to describe the principles plane electromagnetic waves; Poynting vec- part of the upper-level writing requirement. of detection used in nuclear and particle exper- tor; reflection and refraction; radiation; wave- 246. Quantum Theory. Formalism of iments, In addition, the principle of operation guides; transmission lines; propagation of quantum theory with more advanced appli- of various existing accelerators is discussed. light; radiation by charged particles; relativistic cations than PHY 237. Includes postulates of Finally, the fundamental interactions of elemen- formulation of Maxwell’s equations. Prerequi- quantum mechanics; function spaces, Her- tary particles and their constants are reviewed, site: PHY 217. (Spring) mitian operators, completeness of basis sets; with emphasis on conservation of quantum 227. Thermodynamics and Statistical superposition, compatible observables, con- numbers and symmetries observed in high- Mechanics. Multiplicity of physical states, servation theorems; operations in abstract energy collisions. Prerequisites: PHY 237. thermal equilibrium, entropy and temper- vector space, spin and angular momentum 256. Computational Physics. Introduc- ature, Boltzmann factor and partition func- matrices; addition of angular momentum; per- tion to numerical and computational methods, tion, statistical approach to free energy, chem- turbation theory, and simple scattering theory. with special emphasis on their utilities and ical potential, distribution functions for ideal Prerequisites: PHY 237; MTH 281 (or equiva- applications in contemporary physics topics. classical and quantum gases, applications to lent). (Spring) Topics covered include introduction of pro- chemical reactions, thermal engines, equa- 250. Advanced Laboratory Project. Sim- gramming, numerical considerations, ordinary tions of state and phase transitions. Prerequi- ilar in level to PHY 243 and 244, but based on and partial differential equations, data analysis, sites: PHY 237 MTH 281 or ME 201 (may be extended experimental projects by students random numbers, fractal growth, Monte Carlo taken concurrently). (Spring) as individuals or in small groups. The proj- methods. Prerequisites: PHY 121–123 or 141– 235W. Classical Mechanics. Review of ele- ects, chosen by mutual agreement between 143. (Spring) mentary mechanics; central force problems; the students concerned and the professor, are 261. Interference and Diffraction. See conservation theorems and applications; Fou- intended to provide experience with the con- OPT 261. rier and Green’s functions; variational cal- cepts and techniques of modem experimen- 262. Electromagnetic Theory. See OPT culus and Lagrange multipliers; Lagrangian tal research work. A particular project may 262. and Hamiltonian formulation of mechanics be selected from almost any area of modern 263. Computational Methods in Optics. is introduced and applied; oscillations; nor- physics, but it should be strongly interesting See OPT 211. mal mode theory; rigid body dynamics. The to the student. Prerequisites: PHY 243W or 264. Laser Systems. See OPT 224. course is designed to satisfy part of the upper- 244W. (Fall and Spring) 301. Seminar in the Physics of Med- level writing requirement. Prerequisites: PHY 251. Introduction to Condensed Mat- ical Imaging. Credit—2 hours. This semi 121/141; MTH 281 or ME 201 (may be taken ter Physics. An emphasis on the wide variety nar course includes the basic physical theory, concurrently). of phenomena that form the basis for modern mathematics, and instrumentation of medical 237. Quantum Mechanics of Physical solid-state devices. Topics include crystals, lat- imaging. The course covers the basic proper- Systems. Introduction to quantum mechanics tice vibrations, quantum mechanics of elec- ties of matter, radiation, radioactive decay, X- with emphasis on applications to physical sys- trons in solids, energy band structure, semi- ray systems, digital imaging systems, nuclear tems. Includes Schrödinger’s theory and the conductors, superconductors, dielectrics, and medicine systems, radiobiology, ultrasound one-dimensional Schrödinger’s equation, the magnets. Prerequisites: PHY 217, 227, 237. systems, and magnetic resonance. This course hydrogen atom, and selected applications from (Fall) is open only to physics students who plan to atomic and molecular physics, quantum statis- 252. Biomedical Ultrasound. This course earn a certificate in either biological or med- tics, lasers, solids, nuclei, and elementary provides an analyses of the physical bases for ical physics or students who are in the B.S./ particles. Prerequisites: PHY 122/142, 123/143; the use of high-frequency sound in medicine M.S. physics 3-2 program and plan to do an MTH 165/174 (may be taken concurrently). (diagnosis, therapy, and surgery) and biology. M.S. thesis in medical physics. Prerequisite: (Spring) Topics include acoustic interactions of ultra- permission of instructor. Same as PHY 421. 243W. Advanced Experimental Tech- sound with gas bodies (acoustic cavitation and 302. Reading Course: Topics in Health niques I. Students work in pairs and each contrast agents), thermal and nonthermal bio- Physics. Credit—2 hours. This course is team is expected to perform three or four logical effects of ultrasound, ultrasonography, designed to give students the opportunity experiments from a variety of available set- dosimetry, hyperthermia, and lithotripsy. Pre- to investigate an assortment of topics, which ups such as Berry’s phase with light, univer- requisite: MTH 163, 164, PHY 122, 142, or per- include the history of health physics, inter- sal chaos, lifetime of cosmic ray muons, opti- mission of instructor. Cross-listed with BME action of charge particles with matter, opera- cal pumping, electron diffractions, etc. This is 251/451. tional dosimetry (dose measurements, dose calculations, and dose modeling of charged PHYSICS AND ASTRONOMY 113

particle interactions with matter), radiation essary to explain the use of CT, MR, and PET 354. Cosmology. Introduction to cosmol- shielding, the theory and practice of radion images as implemented in the treatment plan- ogy, covering the following broad topics: intro- detection, biological effects of radiation, fed- ning process. Radiation protection and quality duction to the universe, introduction to general and state regulations. This course is open assurance are topics presented at the end of eral relativity, cosmological models and the only to physics students who plan to earn a the academic year. This course is open only to Fridemann-Walker universe, and thermody- certificate in either biological or medical phys- physics students who plan to earn a certificate namics of the early universe. This course con- ics or students who are in the B.S./M.S. phys- in either biological or medical physics or stu- sists of the first half of AST 554/PHY 554. ics 3-2 program and plan to do an M.S. thesis dents who are in the B.S./M.S. physics 3-2 pro- 381A. Particle Physics I. Credit—2 hours. in medical physics. Prerequisite: permission gram and plan to do an M.S. thesis in medical This course is a 2-credit version of the corre- of instructor. Same as PHY 423. (Fall, alter- physics. Prerequisite: permission of instructor. sponding graduate-level course PHY 581. Pre- nate years) Same as PHY 425. requisite: permission of instructor. 303. Seminar in Physics of Radiation 326. Physics of Radiotherapy II. Use 382A. Particle Physics II. Credit—2 Oncology and Biophysics I. This course of directly and indirectly ionizing radiation hours. This course is a 2-credit version of the is open only to physics students who plan to in radiation therapy causing biological dam- corresponding graduate-level course PHY 582. earn a certificate in either biological or med- age in the normal tissue and cancer. Radiation 383. Special Topics in Physics. Course on ical physics or students who are in the B.S./ delivery techniques are specifically designed selected topics in physics, offered when justi- M.S. physics 3-2 program and plan to do an and configured to target the neoplasm. The fied by sufficient interest. Prerequisite: permis- M.S. thesis in medical physics. Prerequisite: physics of radiation interactions with mat- sion of instructor. permission of instructor. Same as PHY 490. ter and the clinical use of radiation are pre- 383A. Special Topics in Physics. Credit— 304. Seminar in Physics of Radiation sented. The methods of radiation production, 2 hours. Course on selected topics in physics, Oncology and Biophysics II. This course measurement of ionizing radiation, absorbed offered when justified by sufficient interest. is open only to physics students who plan to dose as well as the calculation of dose distri- Prerequisite: permission of instructor. earn a certificate in either biological or med- butions and treatment-planning systems are 386. Teaching Internship I, Pedagogy ical physics or students who are in the B.S./ presented for all radiation modalities. Radio- Training. This course is designed for an M.S. physics 3-2 program and plan to do an logical physics is covered to the extent nec- undergraduate planning to be a workshop M.S. thesis in medical physics. Prerequisite: essary to explain the use of CT, MR, and PET leader teaching intern (TI) and can be taken permission of instructor. Same as PHY 490. images as implemented in the treatment plan- by a laboratory or recitation teaching intern 311A. Mechanics and Chaotic Dynam- ning process. Radiation protection and quality (TI) who plans to use this experience to ful- ics. This course is offered the first six weeks assurance are topics presented at the end of fill part of the requirements for the Citation of the semester to upper-level undergradu- the academic year. This course is open only to for Achievement in College Leadership. Typ- ates. Topics covered are Lagrangian and Ham- physics students who plan to earn a certificate ically, the TI attends the weekly workshop iltonian dynamics, canonical transformations, in either biological or medical physics or stu- leader training meeting that offers special- Hamilton-Jacobi equations, chaotic dynam- dents who are in the B.S./M.S. physics 3-2 pro- ized support and training in group dynamics, ics and routes to chaos, Fourier spectrum and gram and plan to do an M.S. thesis in medical learning theory, and science pedagogy for stu- Poincaré maps, Lyapunov exponents, strange physics. Prerequisite: permission of instructor. dents facilitating collaborative learning groups attractors and fractal dimensions, information Same as PHY 426. for science and social science courses. The TI dimension and Kolmogorov entropy, numer- 327. Physics of Radiobiology I. This teaches one workshop, laboratory, or recita- ical tests for chaotic behavior. Prerequisites: course evaluates the effects of radiation in tion in the fall semester introductory physics PHY 235, permission of instructor. Same as mammalian cell systems ranging from cell cul- courses: PHY 113, 122, 141, or 142. Additional PHY 411. tures to whole animals. Emphasis is on the requirements are attendance at the weekly 321A. Condensed Matter Physics I. application of radiobiological principles to content meetings with a supervising professor, Credit—2 hours. This course is a 2-credit ver- radiotherapy practices in the clinical treatment giving feedback to other leaders in a construc- sion of the corresponding graduate-level of cancer. Topics include mechanism of radiative evaluation process, and a project designed course PHY 521. Prerequisite: permission of tion damage and repair, cell cycle effects, influ- in concert with the supervising professor and instructor. ence of oxygen, and tumor versus normal tis- the PHY 386 instructor. Course is similar to 322A. Introduction to Data Acquisi- sue effects of radition. This is similar to the CAS 352. tion in the Physics Laboratory. Introduc- course (same material, different problems for 387. Teaching Internship II, Peda- tion to computer control, interfacing, and data physics students) taken by oncology residents gogy and Group Leadership. This course acquisition in the laboratory. Topics include and is taught in the Radiation Oncology/ is designed for an undergraduate planning introduction to digital electronics, interface Cancer Center. Prerequisite: permission of to be a workshop leader teaching intern (TI) devices, data conversion devices, A/D con- instructor. Same as PHY 427. and can be taken by a laboratory or recita- verters, I/O ports, interface standards, micro- 328. Physics of Radiobiology II. This tion teaching intern (TI) who plans to use processor basics, introduction to P-Basic, course evaluates the effects of radiation in this experience to fulfill part of the require- and applications of microprocessor with mammalian cell systems ranging from cell cul- ments for the Citation for Achievement in Col- PC. No previous experience with computers tures to whole animals. Emphasis is on the lege Leadership. Typically, the TI attends the expected. Prerequisites: PHY 121–123 or 141– application of radiobiological principles to weekly workshop leader training meeting 143; MTH 161–164. radiotherapy practices in the clinical treatment that offers specialized support and training in 325. Physics of Radiotherapy I. Use of cancer. Topics include mechanism of radia- group dynamics, learning theory, and science of directly and indirectly ionizing radiation tion damage and repair, cell cycle effects, influ- pedagogy for students facilitating collaborative in radiation therapy causing biological dam- ence of oxygen, and tumor versus normal tis- learning groups for science and social science age in the normal tissue and cancer. Radiation sue effects of radiation. This is similar to the courses. The TI teaches one workshop, labora- delivery techniques are specifically designed course (same material, different problems for tory, or recitation in the spring semester intro- and configured to target the neoplasm. The physics students) taken by oncology residents ductory physics courses: PHY 113, 122, 141, or physics of radiation interactions with mat- and is taught in the Radiation Oncology/ 142. Additional requirements are attendance ter and the clinical use of radiation are pre- Cancer Center. Prerequisite: permission of at the weekly content meetings with a super- sented. The methods of radiation production, instructor. Same as PHY 428. vising professor, giving feedback to other lead- measurement of ionizing radiation, absorbed 331A. Introduction to Quantum Optics. ers in a constructive evaluation process, and dose as well as the calculation of dose distri- Credit—2 hours. This course is a 2-credit ver- a project designed in concert with the super- butions and treatment-planning systems are sion of the corresponding graduate-level vising professor and the PHY 386 instructor. presented for all radiation modalities. Radio- course PHY 531/OPT 551. Prerequisite: per- Course is similar to CAS 352. logical physics is covered to the extent nec- mission of instructor. 114 ARTS AND SCIENCES

388/389. Teaching Internship I. part of the upper-level writing requirement. Lyapunov exponents, strange attractors and The student typically spends one or two (Fall, Spring, and Summer) fractal dimensions, information dimension and semesters teaching an introductory physics 395. Independent Research. Indepen- Kolmogorov entropy, numerical tests for cha- laboratory section, working with a graduate dent research project under the direction of a otic behavior. Prerequisite: PHY 235W. TA. Faculty supervision is augmented by train- faculty member of the Department of Physics 412. Computational Methods for Scien- ing, ongoing teaching seminars, and a con- and Astronomy. (Fall, Spring, and Summer) tists and Engineers. See ME 403. structive evaluation process. Prerequisite: per- 395W. Independent Research. Indepen- 413. Gravitation. Motivation for a met- mission of instructor. (Fall and Spring) dent research project under the direction of ric theory of gravity, principle of equivalence, 389. Teaching Internship II. The student a faculty member of the Department of Phys- principle of general covariance, mathemati- typically spends one or two semesters teach- ics and Astronomy. This course includes a writ- cal tools, curvature tensor, Einstein field equa- ing an introductory physics laboratory section, ing component and can be used to satisfy part tions and solutions, energy momentum ten- working with a graduate TA. Faculty supervi- of the upper-level writing requirement. (Fall, sor, weak field approximation, applications sion is augmented by training, ongoing teach- Spring, and Summer) and optional topics. ing seminars, and a constructive evaluation 415. Electromagnetic Theory I. An process. Prerequisite: permission of instructor. advanced treatment of electromagnetic phe- (Fall and Spring) GRADUATE PHYSICS nomena. Electromagnetic wave propagation, 390. Supervised Teaching of Physics. Many graduate courses in physics and radiation, and waveguides, and resonant cav- Credit—2 hours. Introduction to the tech- astronomy are available as 2-credit hour ities, diffraction, electrodynamic potentials, niques of physics instruction, active observa- “half-courses” at a level appropriate for multipole expansions, and covariant electrody- tion, and participation in the teaching of an undergraduates. namics. Prerequisite: PHY 401 (may be taken undergraduate course under the guidance of 401. Mathematical Methods in Optics concurrently). a faculty member. Prerequisites: permission of and Physics. Sets, sequences, series. Contour 418. Statistical Mechanics I. Review of department and instructor. (Fall, Spring, and integrals, residues, singularities. Ordinary dif- thermodynamics; general principles of statis- Summer) ferential equations, singularities. Sturm-Liou- tical mechanics; microcanonical, canonical, 390A. Supervised Teaching with Lead- ville operator, Green’s functions. Classification and grand canonical ensembles; ideal quan- ership Focus. This course is designed for an of partial differential equations. Separation tum gases; applications to magnetic phenom- experienced undergraduate planning to be of variables. Prerequisites: MTH 164, 282 or ena, heat capacities, black-body radiation; a workshop leader, laboratory or recitation equivalent. introduction to phase transitions. Prerequi- teaching intern (TI) who is planning to use 402. Probability. Combinatorial. Random sites: PHY 227 or equivalent; PHY 407, 408 this experience to fulfill part of the require- variables, moments, generating functions. Vari- (may be taken concurrently). ments for the Citation for Achievement in Col- ous probability distributions. Markov chains. 420. Introduction to Condensed-Matter lege Leadership. The TI is expected to attend 404. Linear Spaces. Vector, Banach, Hil- Physics. See PHY 251. Same as PHY 251/ECE the weekly leader training meetings support- bert spaces. Linear operators, Lebesque inte- 220 and ECE 440. ing PHY 386–387. In recognition of the stu- gral. Integral equations. Spectra. Prerequisites: 421. Seminar in the Physics of Medical dent’s experience, the TI takes on some MTH 235 or equivalent. Imaging. See PHY 301. mentoring and course organizational tasks. 405. Geometric Methods of Physics. 422. Medical Imaging Theory and Students spend the semester teaching one Topological spaces. Manifolds. Vectors and Implementation. Physics and implementa- workshop, laboratory, or recitation section Tensors. Lie groups. Riemannian Manifolds. tion of X-ray, ultrasonic, and MR imaging sys- during the fall/spring semester introductory Applications. Prerequisites: MTH 243 or equiv- tems. Special attention is given to the Fourier physics courses: PHY 113, 114, 121, 122, 123, alent. transform relations, reconstruction algorithms 141, 142, and 143. Additional requirements 406. Symmetries in Physics. Finite of X-ray and ultrasonic-computed tomography, are attendance at weekly content meetings groups. Compact and non-compact Lie groups and MRI. Prerequisite: ECE 242. Same as ECE with a supervising professor and giving feed- and Lie algebras. Group representation theory. 452/OPT 452/BME 452. back to other leaders in a constructive evalua- Prerequisites: PHY 401, 404, or equivalent. 423. Reading Course: Topics in Health tion process. An additional project is required 407. Quantum Mechanics I. Quantum- Physics. See PHY 302. which may or may not coincide with the men- mechanical axioms. Probability densities and 424. Biological Physics. Physical aspects toring and course organizational tasks men- currents. Boson representations of the oscil- of special topics in biology. The purpose of tioned above. This course may be taken more lator. Angular momentum including Clebsch- this course is to survey several important areas than once. Gordan coupling, spherical tensors, finite rota- of biological and medical physics. Topics cov- 391. Independent Study. Independent tions, and applications to atoms and nuclei. ered include properties of biological mem- study project under the direction of a faculty Simple gauge transformations. Aharonov- branes, transport and signaling in cells and member of the Department of Physics and Bohm effect. Bell’s theorem. The SO(4) treat- tissue, photosynthesis, magnetic resonance Astronomy. (Fall, Spring, and Summer) ment of the hydrogen atom. Prerequisites: imaging, and physical methods in biology such 391W. Independent Study. Independent PHY 247, 248 or permission of instructor. as nuclear magnetic resonance, X-ray diffrac- study project under the direction of a fac- 408. Quantum Mechanics II. Symme- tion, and optical absorption and fluorescence ulty member of the Department of Physics tries including parity, lattice translations, and spectroscopies. The material is presented at and Astronomy. This course includes a writ- time reversal. Stationary-state and time-depen- the level of Russeu K. Hobbie’s, Intermediate ing component and can be used to satisfy part dent perturbation theory, Stark and Zeeman Physics for Medicine and Biology. The course of the upper-level writing requirement. (Fall, effects, the fine structure, transition proba- is graded on the basis of regular homework Spring, and Summer) bilities. Scattering theory with applications. sets, two hourly exams, and a term paper Pre- 393. Senior Project. Completion of an Elementary QED, mulitpole and plane-wave requisites: PHY 227, PHY 237, or instructor independent research project under the direc- expansions, properties of the photon. The permission. Same as PHY 253. tion of a faculty member of the Department Dirac equation and elementary mass renor- 425. Physics of Radiotherapy I. See PHY of Physics and Astronomy. (Fall, Spring, and malization. Prerequisite: PHY 407 or equiv- 325. Summer) alent. 426. Physics of Radiotherapy II. See PHY 393W. Senior Thesis. Completion of an 411. Mechanics and Chaotic Dynam- 326. independent research project under the direc- ics. Lagrangian and Hamiltonian dynamics, 427. Physics of Radiobiology I. See PHY tion of a faculty member of the Department of canonical transformations, Hamilton-Jacobi 327. Physics and Astronomy. This course includes a equations, chaotic dynamics and routes to writing component and can be used to satisfy chaos, Fourier spectrum and Poincaré maps, PHYSICS AND ASTRONOMY 115

428. Physics of Radiobiology II. See PHY 493. Special Topics in Physics I. Subject 519. Statistical Mechanics II. A con- 328. matter to be selected by instructor and stu- tinuation of PHY 418, involving the theory of 431. Nano-optics. See OPT 463. dents on an ad hoc basis in specific areas at imperfect gases, phase transition, and Brown- 435. Laser Systems. See OPT 465. the master’s level. ian motion. Prerequisites: PHY 402, 408, 418. 436. Molecular Spectroscopy and Struc- 494. Special Topics in Physics II. Subject 521. Condensed-Matter Physics I. Clas- ture. See CHM 458. matter to be selected by instructor and stu- sification of solids by crystal lattice, electronic 437. Nonlinear Optics. See OPT 467. dents on an ad hoc basis in specific areas at band structure, phonons, and optical proper- 438. Optical Communication Systems. the master’s level. ties; X-ray diffraction, neutron scattering, and See OPT 428. 498. Supervised Teaching I. This course electron screening. Prerequisites: PHY 407, 439. Nonlinear Spectroscopy. See CHM is designed for students to become labora- 408, 420, or permission of instructor. 459. tory or recitation yeaching assistants (TAs). 522. Condensed-Matter Physics II. Elec- 440. Twentieth-Century Particle Phys- Typically, students spend the semester teach- tron-phonon interaction, transport, magne- ics. Nuclei, nuclear forces, conservation laws, ing two laboratories during the fall semester. tism, and topics of current interest such as elementary particles, their interactions, and Attendance at the weekly teaching seminars, superconductivity or localization, to be deter- static properties. Same as PHY 254. giving feedback to other leaders, and a con- mined by the instructor. Prerequisite: PHY 445. Advanced Experimental Tech- structive evaluation process are required. This 521. niques in Nuclear, Particle, and Electron course is noncredit and may be taken more 523/524. Special Topics in Condensed- Spin Resonance. See PHY 245W. than once. Students are required to attend a Matter Physics. Subject matter to be 446. Nuclear Science and Technology I. two-day rigorous training program two weeks selected by the instructor from among top- See CHM 466. prior to the beginning of the fall semester. Stu- ics of current interest in solid state. Prerequi- 454. Introduction to Plasma Physics/ dents prepare and present a short model reci- site: PHY 521. Stability I. Orbit theory, adiabatic invariants, tation and are videotaped for self-evaluation. 527. Computational Neuroscience in MHD equations, waves in plasma, shock waves 499. Supervised Teaching II. Continua- Physics. See BCS 547. in plasma, diffusion across magnetic fields and tion of PHY 498. 531. Introduction to Quantum Optics. in velocity space. Prerequisite: electromag- 509. Introduction to Nonrelativistic Classical and quantum mechanical theo- netic theory. Same as ME 434. Many-Body Systems. Classical fields, num- ries of the interaction of light with atoms 455. Introduction to Plasma II. Vla- ber representation for Bose and Fermi many- and molecules, with emphasis on near reso- sov equation, Landau damping, VanKampen body systems, quantized fields, field methods nance effects, including coherent nonlinear modes, shield clouds, two-stream instability, of perturbation theory, applications to non- atomic response theory, relaxation and satu- micro-instabilities, drift instability, nonlinear relativistic many-body systems. Prerequisities: ration, laser theory, optical pulse propagation, instability theory radiation from plasma. Pre- PHY 407, 408 or equivalent. dressed atom-radiation states, and multi- requisite: PHY 454 or permission of instructor. 510. Advanced Quantum Mechanics (Rel- photon processes. Prerequisites: PHY 401, Same as ME 435. ativistic). Review of Dirac equation, covari- 402, 407, 408, 415 or permission of instructor; 456. Compressible Flow. See ME 436. ance and transformation properties of the PHY 514 recommended. 457. Incompressible Flow. See ME 437. Dirac equation, propagator theory, appli- 532. Quantum Optics of Electromag- 475. Experimental Particle Physics cations, second order corrections and renor- netic Field. Properties of the free quantized for High School Teachers. The depart- malization, Klein Gordon equation, nonelec- electromagnetic field, quantum theory of ment hosts the PARTICLE (Physics and Roch- tromagnetic interactions. Prerequisite: PHY coherence, squeezed states, theory of photo- ester Teachers Inventing Classroom Exper- 509. electric detection, correlation measurements, iments) program. Students (high school 511. Field Theory. Path integral formu- atomic resonance fluorescence, cooperative teachers) study the methods and techniques lation of quantum mechanics, free harmonic effects, quantum effects in nonlinear optics. of experimental partical physics research oscillator, fermionic oscillator, instant tons, Prerequisites: PHY 531 is recommended. by participating in the design and construc- free scalar field, Green’s functions, generat- 533. Quantum Optics of the Atom-Field tion of detectors for classroom-based cosmic ing functional statistical mechanics as Euclid- Interaction. Subject matter is selected from ray experiments. Prerequisite: permission of ean field theory, partition function as a path topics of current interest in quantum optics. instructor. integral, free Bose gas, interacting theories, 534. Mechanical Effects in the Atom- 490. Seminar in the Physics of Radia- Green’s functions and scattering amplitudes Field Interaction. Subject matter is selected tion Oncology and Biophysics I and II. at tree level, symmetry, Ward identities, sym- from topics of current interest in quantum Master’s reading course in medical physics. metry breaking and Goldstone theorem, effec- optics. Restricted to physics students who plan to tive action at one loop, 1d Ising model, 2d 535. Modern Coherence Theory. Coher- earn a certificate in biological or medical phys- Ising model, duality, high and low temperature ence and special topics in coherence. Same as ics, or who are in the B.S./M.S. physics 3-2 pro- expansions, transfer matrix, scaling of cou- OPT 592. gram and plan to do an M.S. thesis in medical pling with lattice size. 536. Special Topics in Quantum Optics. physics. Prerequisite: permission of instructor. 512. Renormalization. Background and Same as OPT 556. Same as PHY 303 and 304. introduction to renormalization, one loop 537. Statistical Optics. Topics include Ele- 491. Reading Course at the Master’s divergences in perturbation theory, and Cal- ments of Applied Probability Theory: Probability Level. Special study or work, arranged indi- lan Symanzik equation. The renormalization theory, random variables, density and distribu- vidually for master’s candidates. group and Wilson’s point of view, effective tion functions, moments of a random variables, 492. Certificate in Teaching of College actions, and operator product expansion. Pre- density and distribution functions, characteristic Physics or Physics and Astronomy. After requisite: PHY 509 or 510. and moment generating functions, and the serving as lead teaching assistants (TAs), stu- 513. Magnetic Resonance Imaging: central-limit theorem. Introduction to Stochastic dents teach a course during the University’s From Spins to Brains. See BCS 513. Prereq- Process: Stationarity and ergodicity, correlation summer session. Students successfully com- uisite: PHY 422/ECE 452. functions, power or Wiener spectrum, Gaussian pleting the Graduate Teaching program are 516. Electromagnetic Theory II. A con- processes, Poisson point processes. Coherence awarded a Certificate of College Teaching in tinuation of PHY 415 covering special relativ- theory of Optical Fields, Laser Speckle and its Physics and Astronomy to be presented during ity, radiation from moving charges, radiation applications, Photoelectric Detection of Light. the graduation ceremony in May. damping, scattering and electrodynamics in Prerequisites: OPT 461 and 462; students are material media. Prerequisites: PHY 401, 403, encouraged to take PHY 404 concurrently. 415 (may be taken concurrently). 116 ARTS AND SCIENCES

538. Advanced Topics in Light Wave an effective teaching assistant, including inter- lectures, make available all course-related Technologies. See OPT 532. actions with undergraduate student body and resources in an extensive World Wide Web 539. Waveguide Optoelectronic Devices. cross-cultural issues. (Fall and Spring) site, and use the WeBWorK system for home- See OPT 568. 598. Teaching Workshop Leader Peda- work. Prerequisites: none. (Fall) 541. Nuclear Structure I. Nuclear models gogy Training. Credit—none. This course is 104. The Solar System. To acquaint the and symmetries in nuclei; shell model, mod- designed for students to be workshop leader nonphysical science concentrator with aspects els pertinent in regions of strong pairing inter- teaching assistants (TAs). Typically, TAs attend of the historical and modern study of the solar actions, including BCS and generalized senior- the weekly workshop leader training meeting, system, including results from space probe ity; the microscopic theory of vibrations; which offers specialized support and training studies, and with theories dealing with the rotational structures in heavy and light nuclei. in group dynamics, learning theory, and sci- evolution of the solar system. Prerequisites: Prerequisites: PHY 408 and either PHY 440 or ence pedagogy for students facilitating collab- high school math through intermediate alge- permission of instructor. orative learning groups for science and social bra. No physics required. (Fall) 542. Nuclear Structure II. Electro- science courses. TAs teach three to four work- 105. Introduction to the Milky Way Gal- magnetic and weak transitions; sum rules, shops in one of the fall semester introductory axy. In this course we introduce students to introduction to nuclear reactions, theory of physics courses: PHY 113, 122, 141, or 142. our home galaxy, the Milky Way, and use the nuclear forces. Prerequisite: PHY 541. Attendance at the weekly Graduate Teaching structure and contents of this normal galaxy to 544. Special Topics in Nuclear Phys- Seminar (PHY 597A), giving feedback to other illustrate the origins of stars like the Sun, the ics. Subject matter to be selected from among leaders, and a constructive evaluation pro- origins of the chemical elements from which advanced topics in the theory of nuclear struc- cess are required. Course may be taken more we are formed, and the evolution of galaxies ture and nuclear reactions. Prerequisites: PHY than once. through the life of the universe. The empha- 541, 542. 599. Pedagogy and Group Leadership. sis in the presentation is on the descrip- 546. Nuclear Science and Technology Credit—none. This course is designed as a fol- tive astronomy and the physical principles II. Experimental and theoretical studies of low-up course after taking PHY 598, for experi- describing the operation of the various celes- heavy-ion scattering and reaction mechanisms; enced workshop leaders, titled lead workshop tial objects, with a minimum of mathematical semiclassical and quantal scattering theory; leader teaching assistants (TAs). Typically, TAs detail. Prerequisites: none. (Spring) Coulomb excitation; few-nucleon transfer; attend the weekly workshop leader training 111. Elementary Astronomy I: The damped heavy-ion reactions; fusion and fis- meeting, which offers specialized support and Solar System. An introductory survey of sion processes; statistical approaches to com- training to develop leadership skills, to foster observational astronomy intended for physical plex nuclear reaction mechanisms. Prereq- ongoing communication among faculty mem- science majors. Typical topics include celestial uisite: PHY446/CHM466. Same as CHM 566. bers and study group leaders, and to provide coordinates and time, light detectors and mea- (Fall, follows PHY 446, offered every other an environment for review of study group– surement, introductions to celestial mechan- year) related issues. Students spend the semes- ics and planetary structure, properties of stars, 552. Magnetohydrodynamics. See ME ter teaching three to four workshops dur- stellar evolution, galactic structure, galaxies, 532. ing the spring semester introductory physics cosmology. The course is open to freshmen. 553. Laser-Plasma Interactions. See ME courses: PHY 114 and 121. Attendance at the Laboratory included and required, recitations 535. weekly Graduate Teaching and Research Semi- available. Prerequisite: PHY 113/114 or 121, 554. Cosmology. See AST 554. nar (PHY 597B), giving feedback to other lead- and MTH 141 or 161 (may be taken concur- 555. Advanced Topics in Plasma Phys- ers, and a constructive evaluation process are rently). (Fall) ics. See ME 545. required. Lead Workshop TAs are required to 142. Elementary Astrophysics. The tech- 556. Hydrodynamic Stability and Tur- work closely with the faculty mentor/instruc- niques learned in the first year of physics and bulence. See ME 536. tor in charge of the course. Lead Teaching math are applied in this course to the study of 557. Plasma Stability. See ME 534. Assistants have additional responsibilities that stars, interstellar matter, galaxies, and cosmol- 564. Seminar on High-Energy Astro- may include small projects, giving review ses- ogy. A laboratory is included and required; it physics. See AST 564. sions, serving on occasion as substitute lec- involves experiments, in the lab and with tele- 581. Particle Physics I. Particle inter- turers and are required to play a major role in scopes, on spectroscopy, distance determina- actions and their symmetries. The particle the TA Training Program for the following aca- tion and imaging of some celestial objects dis- spectrum and its classification. Calculation of demic year. Course may be taken more than cussed in the lecture portion of the course. elementary processes. The quark model. CP once. Prerequisites: PHY 121, 122 (may be taken violation. Accelerators and experimental tech- concurrently); MTH 142, 161, 162; AST 111 niques. Prerequisites: PHY 408, PHY 509 (may ASTRONOMY recommended. (Spring) be taken concurrently). 102. Black Holes, Time Warps, and the 203W. Astronomical Techniques. The 582. Particle Physics II. Electroweak the- Origin and Large-Scale Structure of the course is an introduction to the tools of mod- ory, and experimental evidence in support of Universe. In AST 102 we present a physical ern observational astronomy. Geometrical it. Gauge theories and spontaneous symmetry and astronomical (but non-mathematical) pic- and physical optics, applied to telescopes breaking. QCD and color SU(3). Grand unifi- ture of the workings of Einstein’s theory of rel- and astronomical cameras, are discussed. cation and recent advances. Particles and cos- ativity, and its application to cosmology and to The physics of light detection, from radio to mology. Prerequisite: PHY 509. black holes and wormholes, the most exotic gamma-ray wavelength, and the instruments 584. Special Topics in Particle Phys- and energetic objects known to scientists. Our and techniques used for observation of faint ics. Subject matter to be selected from topics aim is twofold: (1) to demystify black holes, celestial sources at those wavelengths are fea- of current interest in particle physics. Prereq- big-bang cosmology, and the nature of space tured. The material should be useful to any- uisite: PHY 582. and time for non-science majors, to enable one using remote-sensing instruments, astro- 591. Reading Course at the Ph.D. Level. them to evaluate critically the frequent refer- nomical or otherwise. This course is the same Credit to be arranged. Special study or work, ences to these exoteric concepts in the press as AST 203, except with additional writing arranged individually. and in popular science and science-fiction lit- assignments. May be used towards satisfying 597. Graduate Teaching and Research erature; and (2) to provide non-science majors the upper-level writing requirement. Seminar. Credit—none. Course is given once with a glimpse of the processes by which sci- 232W. The Milky Way Galaxy. This class per week; required for all first-year gradu- entific theories are conceived and advanced. focuses on our home galaxy and all that’s in ate students. The seminar consists of lectures In the course we make heavy use of computer- it. After a review of some aspects of funda- and discussions on various aspects of being generated graphics and simulations during mental astrophysics, students learn about the POLISH AND CENTRAL EUROPEAN STUDIES 117

Interstellar Medium (ISM) and its life-cycle, of the upper-level writing requirement. (Fall, 465. Observational Galactic Structure. the role of stars and stellar evolution in deter- Spring, and Summer) Star, gas, and dust distribution in our galaxy. mining the characteristics of the ISM, star for- Structure studies and classification of other mation, stellar death, supernova, planetary GRADUATE ASTRONOMY galaxies. Clusters of galaxies, red shifts, Seyfert nebulae, galactic structure, galactic kinemat- The following graduate courses are open to galaxies, peculiar galaxies, quasars. ics, spiral wave theory, and the galactic cen- advanced undergraduates with permission 551. Diffuse Matter in Space. Physical ter. This course is the same as AST 232, except of the instructor. state of gas and dust. Heating and cooling with additional writing assignments. May be 403. Experimental Techniques in mechanisms. Grain and molecular formation. used towards satisfying the upper-level writing Astronomy. This course is an introduction to Gas dynamics, ionization fronts, SN explo- requirement. Prerequisite: familiarity with PHY the tools of modern observational astronomy. sions. 235 and AST 142 is advised. (Fall, odd years) We discuss geometrical and physical optics 552. Galactic Dynamics. Boltzmann equa- 241. Astrophysics I. This introduction applied to telescopes and astronomical cam- tion and collision theory. Structure and evolu- to the physics of stars is taken primarily by eras; the physics of light detection at radio, tion of clusters, numerical experiments, Galac- juniors and seniors majoring in physics and infrared, visible, X-ray, and γ-ray wavelengths; tic hydrodynamics, wave theory of spiral arms, astronomy, physics, optics, or mathemat- and the instruments and techniques used for models of galactic nucleus regions, super- ics. The elements of radiative transfer and gas observations of faint celestial objects over the dense cluster theory. dynamics are presented and applied to the full useful range of spectral and angular reso- 553. Stellar Interiors. Quantitative the- study of the atmospheres of stars. The inte- lution. The intention is to provide to students ory of model integration and description of rior structure and evolution of stars of various the preparation necessary to design, build, early stages of evolution. Variable stars and types are also discussed. Prerequisite: PHY 237 and optimize astronomical instruments. How rotational models. Later stages of evolution, (may be taken concurrently); familiarity with ever, the material should be useful to anyone white dwarfs, neutron stars, nucleosynthesis, the subject matter of AST 111 and/or 142 is who will be using remote-sensing instruments, SN models. advised. (Spring, odd years) astronomical or otherwise, or is seeking to 554. Cosmology. General relativity with 242. Astrophysics II. This introduction to understand measurements made with these emphasis on astronomical applications: exper- the physical processes in astronomical objects devices. Prerequisites: The equivalent of PHY imental tests; black holes; relativistic star mod- is taken primarily by juniors and seniors major- 217, 218, ME 201 or MTH 281, and PHY 227. els; cosmological models; early stages of evo- ing in physics, physics and astronomy, optics, 450. Stellar Atmospheres. Spectra of lution of the universe; gravitation waves. Same or mathematics. Topics discussed include main sequence stars. Radiative transfer. The as PHY 554. physical processes in the interstellar medium; gray atmospheres. Theory of line formation 563. Seminar on Radio Astronomy and star formation and molecular clouds; the and broadening: curve of growth analyses of Infrared Astronomy. A survey of current structure of galaxies; and interaction to cos- stellar spectra. research reports in scientific journals on top- mology. Prerequisite: PHY 237 (may be taken 453. Stellar Interiors and Stellar Atmos ics including research on pulsars, quasars, and concurrently); familiarity with subject matter of pheres. A first course on interiors and atmo- radio and infrared observations of the inter- AST 142 is advised. (Spring, even years) spheres devoting approximately 50 percent of stellar medium. 383. Special Topics in Astronomy. a semester to each. See AST 450 and AST 553 564. Seminar on High Energy Selected topics offered when justified by suffi- for full-fledged courses. Astronomy. A survey of current research cient interest. 455. Astronomical Interferometry. This reports in scientific journals on topics con- 391. Independent Study. Independent course is an introduction to the principal tech- cerning astrophysical plasma physics, mag- study project under the direction of a faculty nique of modern radio astronomy, and an netic field-particle interactions, gravitational member of the Department of Physics and increasingly important tool for infrared and and general relativity, and early stages of evo- Astronomy. (Fall, Spring, and Summer) visible wavelengths: spatial interferometry. lution of the universe. Same as PHY 564. 391W. Independent Study. Independent We discuss the elements of physical optics, study project under the direction of a fac- coherence theory, and the physics of detectors ulty member of the Department of Physics and receivers that bear on astronomical inter- and Astronomy. This course includes a writ- ferometry, following this formal development POLISH AND ing component and can be used to satisfy part with a detailed account of the practice of inter- of the upper-level writing requirement. (Fall, ferometry, calibration, and data reduction. CENTRAL EUROPEAN Spring, and Summer) The intention is to provide to students all they STUDIES 393. Senior Project. Completion of an need to know to understand, plan, propose, independent research project under the direc- and analyze observations with such instru- tion of a faculty member of the Department ments as the Very Large Array (VLA), the Very of Physics and Astronomy. (Fall, Spring, and Long Baseline Array (VLBA), the Owens Val- COMMITTEE ON POLISH AND Summer) ley Radio Observatory’s (OVRO) Millimeter 393W. Senior Thesis. Completion of an Array, and the Berkeley-Illinois-Maryland Array CENTRAL EUROPEAN STUDIES independent research project under the direc- (BIMA) at Hat Creek Radio Observatory. Pre- Kathleen Parthé, Ph.D. (Cornell) Professor tion of a faculty member of the Department of requisites: AST 403, PHY 415. of Russian Physics and Astronomy. This course includes a 461 and 462. The Physics of Astro- Celia Applegate, Ph.D. (Stanford) Professor writing component and can be used to satisfy physics I & II. A new yearlong course of History part of the upper-level writing requirement. sequence designed to provide prospective Ewa Hauser, Ph.D. (Johns Hopkins) Adjunct (Fall, Spring, and Summer) astronomy/astrophysics students with phys- Associate Professor of Political Science 395. Independent Research. Indepen- ics tools they need in addition to those taught James D. Johnson, Ph.D. (Chicago) Associate dent research project under the direction of a in the usual physics sequence. Many examples Professor of Political Science faculty member of the Department of Physics of the use of these tools in astrophysical con- Randall Stone, Ph.D. (Harvard) Associate and Astronomy. (Fall, Spring, and Summer) texts are provided. The course is designed to Professor of Political Science; Director of 395W. Independent Research. Indepen- be taken starting the fall of the second year of the Skalny Center for Polish and Central dent research project under the direction of graduate study, and is intended to be intensive European Studies a faculty member of the Department of Phys- (>3 hours/week class time), with weekly prob- ics and Astronomy. This course includes a writ- lems and a final exam. ing component and can be used to satisfy part 118 ARTS AND SCIENCES

The Skalny Center for Polish and Central will receive a Certificate in Polish and Central SECONDARY COURSES European Studies provides students with an European Studies. ANT 222. Nations and Nationalism. opportunity to develop an interdisciplinary HIS 100. Europe before 1492. knowledge of Polish and Central European COURSES OF INSTRUCTION HIS 113. Europe in the Nineteenth Cen- politics, history, cultures, and international Definitive course listings are published before tury. relations with Eastern (Russia/Soviet Union/ each semester. Courses listed here carry 4 HIS 114. Europe in the Twentieth Cen- Post-Soviet States) and Western Europe, as credit hours unless otherwise noted. Following tury. well as with the United States. An interde- are some of the recent or planned offerings. HIS 117. Women in History: Modern partmental major or minor in Polish and Cen- Europe. tral European Studies (PCES) may be designed PRIMARY COURSES HIS 150/RUS 128. Russian Civilization. through the Center and is administered Political Science and History HIS 151. History of Imperial Russia. through the College Center for Study Abroad PSC 106. Introduction to International HIS 152. Stalin’s Russia. and Interdepartmental Programs. The Center Relations. HIS 153/RUS 127. Russia Now. itself offers a Certificate in Polish and Central HIS 205. Europe Since 1945. HIS 247/RST 247. Secret Nation. European Studies. PSC 251/ANT 262. Old and New Nation- PSC 101. Introduction to Comparative Course offerings include courses taught by the alism in Eastern Europe. Politics. College faculty as well as by visiting scholars PSC 255/ANT 262. Political Films: PSC 350. Problems in Comparative Pol- from Poland and Central Europe. Some of the Poland and Eastern Europe. itics. course offerings are taught at the Jagiellonian PSC 256. Globalization of Post- PSC 351. Western European Politics. University in Krakow. It is strongly recom- Communist Economics. RST 224. Russian Art. mended that those interested in developing PSC 262. Post-Communist Politics. A current list of courses (including courses their knowledge of this region participate in PSC 269. Communism and Democracy offered by visiting faculty on a one-time one of the University of Rochester–sponsored in Eastern Europe. basis) is available at the Skalny Center for one-semester study abroad programs in Po- PSC 270. International Politics. Polish and Central European Studies. land or Central Europe. Students interested PSC 272. Theories of International in the certificate should contact Professor Relations. Ewa Hauser in the Department of Political PSC 274. International Political Econ- Science. Those planning to study in Poland omy. should inquire at the Skalny Center for Polish PSC 292. Politics and Economics of POLITICAL SCIENCE and Central European Studies about Skalny Post-Communist Transformation. Scholarships. Students interested in a major or PSC 377. Perspectives on War and minor in Polish and Central European Studies Peace: Central Europe. John Duggan, Ph.D. (California Institute of can obtain detailed information from the Cen- HIS 116. History of Poland. Technology) Professor of Political Science ter for Study Abroad and Interdepartmental HIS 119. The Rise of Modern Nations in and of Economics Programs. Eastern Europe. Thomas H. Jackson, J.D. (Yale) Distinguished HIS 206/REL 218. The Holocaust. University Professor of Political Science, CERTIFICATE REQUIREMENTS HIS 241/RUS 248. Politics of Identity: Distinguished University Professor of Busi- The Polish and Central European Certificate Russian, Poles, Jews, and Communists. ness Administration in the William E. Simon Program provides students with an oppor- HIS 351. Topics in Nationalism and Graduate School of Business Administra- tunity to develop an interdisciplinary knowl- National Identity. tion, and Professor in the W. Allen Wallis edge about Poland and Central Europe. Inter- HIS 301W. The Holocaust. Institute of Political Economy ested students should put together a list of 10 Bruce Jacobs, Ph.D. (Harvard) Professor of courses (or 40 credit hours) with the following Languages and Cultures Political Science; University Dean of departmental distribution: POL 101. Elementary Polish I. Graduate Studies 1. Six courses from the Primary list: POL 102. Elementary Polish II. Richard G. Niemi, Ph.D. (Michigan) Don a. Four must be in social sciences (political POL 103. Polish Review. Alonzo Watson Professor of Political Sci- science, economics, or history) POL 107. Polish in Poland. ence b. Two must be in languages (any west- POL 151. Intermediate Polish. Charles E. Phelps, Ph.D. (Chicago) ern Slavic language, Romanian, Hungarian, YDH 101. Introductory Yiddish. Professor of Political Science, of Economics, or Yiddish) or cultures (anthropology, art, YDH 102. Intermediate Yiddish. and of Community and Preventive Medicine film studies, music, philosophy, theater, or YDH 340. Advanced Yiddish. G. Bingham Powell, Jr., Ph.D. (Stanford) religion) REL 289. Literature of the Shtetl. Marie Curran Wilson and Joseph Chamber- 2. Four additional courses from either the Pri- RUS 289/HIS 243. Dangerous Texts: Lit- lain Wilson Professor of Political Science mary or Secondary list. Substitutes for these erature and Politics in Russia. Lynda W. Powell, Ph.D. (Rochester) Professor courses may be approved by the student’s PCE of Political Science studies director. Up to two substitute courses Primary Courses Offered Occasionally by Tyll van Geel, Ed.D. (Harvard) Professor of may be foreign language courses above the Visiting Faculty Education and of Political Science 105 level. ENG 355V. Joseph Conrad. Lawrence S. Rothenberg, Ph.D. PSC 156. U.S. Policy toward Eastern Courses transferred from another college (Stanford) Professor of Political Science Europe during the Cold War. Joel Seligman, J.D. (Harvard University Law must be approved by the student’s PCE stud- PSC 158. Holocaust Film from Europe. ies director. No primary course may be taken School) Professor of Political Science and PSC 254. Political Economy of Post- Professor of Business Administration in the satisfactory/fail, and no more than one sec- Communism. ondary course may be taken satisfactory/fail. William E. Simon Graduate School of Busi- PSC 256. Central European Political ness Administration; President of the Uni- Students must earn an overall grade-point Economy. average of at least 2.0 in courses submitted for versity PSC 257. Small Town Transitions in Mark Fey, Ph.D. (Caltech) Associate Pro- the certificate. Upon graduation, students suc- Poland. cessfully completing the PCE studies program fessor of Political Science POLITICAL SCIENCE 119

Gerald Gamm, Ph.D. (Harvard) Associate The faculty also includes a large number of the and undergraduates have many opportunities Professor of Political Science and of His- discipline’s emerging young stars, scholars, and to pursue scholarship at an advanced level. tory; Chair of the Department teachers engaged in innovative and award- For more information on political science, visit Ewa Hauser, Ph.D. (Johns Hopkins) Adjunct winning work. the departmental Web site at www.rochester. Associate Professor of Political Science The department is constantly conscious of the edu/college/PSC. James D. Johnson, Ph.D. (Chicago) Associate relationship between teaching and scholarly Professor of Political Science research. William H. Riker, who established Curtis Signorino, Ph.D. (Harvard) Associate the graduate program at Rochester in the early REQUIREMENTS Professor of Political Science 1960s, always held that scholarship consists FOR CONCENTRATION Randall W. Stone, Ph.D. (Harvard) Associate in the production and dissemination of IN POLITICAL SCIENCE Professor of Political Science knowledge, and that publication and teaching For the full set of concentration requirements, Kevin A. Clarke, Ph.D. (Michigan) Assistant ought to fit almost seamlessly together in that visit the departmental Web site at www.roches- Professor of Political Science process. Thus, along with faculty distinguished ter.edu. The Web site is regularly updated with Alexandre Debs, M.Phil. (Oxford) Assistant for their research and publications, the de- new courses, advising information, department Professor of Political Science partment is proud to house recipients of the events, office hours, and other information rel- Hein Goemans, Ph.D. (Chicago) Assistant College’s and University’s highest awards for evant to concentrators. Professor of Political Science teaching at the undergraduate and graduate Gretchen Helmke, Ph.D. (Chicago) Assistant The concentration in political science requires levels. Today, as throughout the department’s Professor of Political Science that students successfully complete at least 12 history, the faculty remain committed to Anastassios Kalandrakis, Ph.D. (California, courses, achieving a minimum overall grade- the principle that world-class teaching and Los Angeles) Assistant Professor of Political point average of 2.0 in these courses. None research are complements. New research Science of the 12 courses may be taken on a satisfac- enriches and energizes the department’s Mark A. Kayser, Ph.D. (California, Los Angeles) tory/fail basis. As part of their concentration, teaching, and good teaching forces faculty Assistant Professor of Political Science students must fulfill the department’s upper- constantly to reevaluate research findings in Bonnie M. Meguid, Ph.D. (Harvard) Assistant level writing requirement. light of new facts, questions, and events. Professor of Political Science The 12 courses are PSC 202, four political Through coursework and internships—includ- Michael Peress, Ph.D. (Carnegie Mellon) As- science field requirements, and seven other ing programs in Brussels, London, Washing- sistant Professor of Political Science courses: ton, and the local offices of the district at- David M. Primo, Ph.D. (Stanford) Assistant • PSC 202, Argument in Political Science, is torney and public defender—the department Professor of Political Science the only course specifically required for a presents students with multiple opportunities Valeria Sinclair-Chapman, Ph.D. (Ohio State) concentration in political science. to study and immerse themselves in the hurly- Assistant Professor of Political Science • Four field requirements: burly of politics. Undergraduate students gain Stuart Jordan, M.A. (Claremont) Instructor a. Techniques of Analysis. PSC 200, 201, or familiarity with American political behavior in Political Science 204. (Students may also satisfy this require- and institutions, political systems in other William T. Bluhm, Ph.D. (Chicago) Professor ment with ECO 230 or 231. However, ECO countries, the sources of international conflict Emeritus of Political Science 230 or 231 counts as a course in an allied and cooperation, political theory, and the Richard F. Fenno, Jr., Ph.D. (Harvard) field rather than as a course in political systematic analysis of data and evidence. The William R. Kenan Professor Emeritus of science.) department supports research and teaching Political Science and Distinguished Univer- b. American Politics. Choose at least one centers in African-American politics and inter- sity Professor Emeritus course from the list of approved courses. national politics, and it enjoys close working S. Peter Regenstreif, Ph.D. (Cornell) Pro- c. Comparative Politics or International relationships with centers in political econ fessor Emeritus of Political Science and Relations. Choose at least one course omy, Polish and Central European politics, and Canadian Studies in either field from the list of approved women’s studies. courses. The Department of Political Science offers The department’s distinctive strength is its d. Positive Theory or Political Philosophy. programs leading to the B.A. degree, the B.A. emphasis on teaching students to look beyond Choose at least one course in either field degree with honors, and, at the graduate level, unique events to general truths. The faculty from the list of approved courses. a Ph.D. degree. For undergraduates not con- are committed to providing students with the • Seven additional courses: centrating in political science, the department ability and tools to think for themselves about a. Students may choose any seven addi- offers a minor as well as 13 clusters. the world they inhabit—to question, to write tional courses in political science. These may The Department of Political Science takes pride clearly, to make and defend assertions, and to include any courses from the various fields, in its youth and its record of achievement. The understand the relationship between theory but may also include individualized research Ph.D. program is less than four decades old, and evidence. All students concentrating in courses, internships, and associated courses. and it is only since the 1970s that the depart- political science take a course in basic politi- No more than three of these, however, may ment has routinely supported one of the cal methodology, which provides them with be chosen from the list of associated courses. largest undergraduate concentrations in the the ability to read and interpret data. And all As many as three of these seven courses may College. Yet the department is now routinely students are required to take a course in argu- come from another department, provided ranked among the top handful of political ment, providing them with a framework to they follow the guidelines in the next para- science departments in the country. Senior construct, defend, and criticize theories and graph for courses in an allied field. Also, no scholars on the faculty include a fellow of the evidence. Moreover, the department is distinc- more than four courses counted toward the American Academy of Arts and Sciences, a for- tive in supporting a range of undergraduate concentration may be at the introductory mer managing editor of the American Political courses in positive political theory. Students level (generally, 100-level courses); of these Science Review, two Guggenheim fellows, and have a wide range of courses from which to four introductory courses, no more than one a Woodrow Wilson Center fellow. Additionally, choose, and they are encouraged to explore may come from another department. faculty have been invited as visiting scholars to their interests with depth and passion. Every the Russell Sage Foundation, Harvard Univer- member of the faculty teaches undergraduates sity’s Weatherhead Center for International Af- as well as graduate students, and all under- fairs, Nuffield College in Oxford, and the Center graduate concentrators are advised by full-time for Advanced Study in the Behavioral Sciences. faculty members. Classes are generally small, 120 ARTS AND SCIENCES

Note on allied field: Courses in the allied basis. The five courses must be distributed in focuses on the tension between majority rule field (up to three) may consist of any courses the following fashion: and minority rights in the American political from either economics, history, or philosophy, 1. PSC 202, Argument in Political Science, tradition, using classic texts in American politi provided that the courses come from the is the only course specifically required for a cal thought (such as the Declaration of Inde- same department and that no more than one minor in political science. pendence, The Federalist, and Tocqueville’s of these courses is at the introductory level. 2. Techniques of Analysis. PSC 200, 201, or 204. Democracy in America) as well as books and For courses from other departments or for 3. American Politics. Choose one course from articles written by contemporary political sci- interdepartmental allied fields, advisors expect the list of approved courses. entists. Another version focuses on racial students to provide a coherent justification for 4. Comparative Politics or International Rela- and gender conflict in American political life. the courses chosen. A general guideline used tions. Choose one course in either field from Other versions may draw on material from to determine acceptability of a proposed allied the list of approved courses. comparative politics, political theory, or inter- field is that the courses enhance the students’ 5. Positive Theory or Political Philosophy. national relations. understanding of politics. Proposals that cut Choose one course in either field from the list across departments or that include more than of approved courses. TECHNIQUES OF ANALYSIS one introductory-level course require special 200. Applied Data Analysis. Introduces justification. Changes to allied field courses CLUSTERS IN the study of politics through data analysis, other than those in the three listed depart- including instruction in the use of computers ments must be approved in writing by an POLITICAL SCIENCE For students with a concentration in the and basic statistical software. advisor. humanities, the natural sciences, or engineer- 201. Political Inquiry. Introduces the ing, the Department of Political Science offers nature of research in political science. Top- HONORS IN POLITICAL SCIENCE a large and varied set of clusters. For more ics include the scientific method, the develop- Each fall the Department of Political Science information on the department’s clusters, ment of hypotheses about political phenom- invites a select group of top juniors with a con- including the courses available in each clus- ena, and the analysis of data. centration in political science to take part in ter, visit the departmental Web site at www. 204. Research Design. In this class, stu- the honors program. The Honors Coordinator rochester.edu/college/PSC/undergrad/minors. dents learn the techniques behind designing assesses the pool of political science juniors php#clusters. These are clusters offered in research studies that allow political scientists and coordinates invitations based on grades political science: and economists to answer hot-button politi- in political science courses, overall GPA, and 1. America and the World. cal questions. nominations from the faculty. Political science 2. American Political History. juniors who seek to enter the honors program 3. American Politics and Policy. AMERICAN POLITICS but have not been invited to do so may peti- 4. Comparative Politics. 103. Great Debates in American tion the Honors Coordinator to be considered 5. European Politics and Civilization. Democracy. Examines some of the great for admission. Places in the honors program 6. International Relations. debates and crises that have shaped the Amer- are limited. 7. Poland, Russia, and Central Europe. ican political system. Same as HIS 163. Attainment of honors in political science 8. Political Economy. 105. Dilemmas in American Politics. requires successful completion of the junior 9. Political Methods and Theory. Examines how America has attempted to honors seminar (PSC 389W), offered in the 10. Political Philosophy. resolve, and sometimes succeeded in resolv- spring of the third year, and a year-long sen 11. Politics and Mathematics. ing, several important political dilemmas. ior honors project supervised by a full-time 12. Politics and Religion. Key issues include how America should gov- faculty member in the Department of Political 13. World Politics. ern itself, who to include among its citizenry, Science. Typically, the senior honors project is and how to balance the interests of individu- a work of 60 to 120 pages in length. Evaluation Upper-Level Writing als against those of the states and the nation of the project is not, however, a reflection of Requirement as a whole. the quantity of pages but of the quality of the 121. Democracy in America. Democ- Political science majors fulfill the depart- racy literally means “rules by the people.” This work: a good idea and thorough and successful ment’s writing requirement by taking PSC 202 original research are in fact the sole require- definition raises various questions, which are and one or more 200- or 300-level courses in explored in the context of twentieth-century ments for an acceptable project. The senior political science that are designated as writ- honors project should be an original con- American politics. ing intensive. These courses carry a “W” des- 124. Race and Politics in American His- tribution to knowledge in political science. ignation. “W” courses require students to This may entail original research on a question tory. Examines how race has shaped and write a term paper of 10–15 pages (about influenced the development of American that has received little scholarly attention in 3,500 words), with the term paper involving political science or an original contribution political institutions. research that goes beyond the regular class 194. Rochester Politics and Places. to scholarship on a question of recognized material. Faculty are encouraged to have stu- importance in the discipline. Focuses on the rich history of Rochester as dents submit a draft of a portion of the term well as learning about current debates over For more information on the honors pro- paper before they turn in the final product. political organization, racial and economic gram, visit the departmental Web site at www. segregation, suburbanization, and economic rochester.edu/college/PSC/undergrad/majors. COURSES OF INSTRUCTION change. php#honors. Definitive course listings are published before 203. Twentieth-Century African- each semester. Courses listed here carry 4 American Political Thought. Surveys the REQUIREMENTS FOR credit hours unless otherwise noted. Following political and social thought of African-Americans A MINOR IN are some of the recent or planned offerings. during the twentieth century. The course crit- POLITICAL SCIENCE ically assesses such perspectives as liberalism, REQUIRED COURSE nationalism, feminism, and Marxism as consid- The minor in political science requires that 202. Argument in Political Science. ered by important black thinkers of the era. students successfully complete five courses, of Introduces students to the questions, con- 209. Interest Groups in America. Intro- which only one may be from the list of intro- cepts, and analytical approaches of political duces issues that concern political scien- ductory (100-level) courses. None of the five scientists. Possible topics vary from semes- tists and economists about interest groups in courses may be taken on a satisfactory/fail ter to semester. One version of the course American politics. POLITICAL SCIENCE 121

210. Development of the American 237. Domestic Social Policy. Introduces 262. Globalization Past and Present. Party System. Examines the emergence of the content, rationale, assumptions, and This class systematically examines the implica- political parties in the United States, debates development of selected domestic policies. tions of economic globalization for domestic over the legitimacy and purpose of party orga- 238. Business and Politics. Examines how and international politics. Emphasis is given nization, and changes in the American party corporations affect and are affected by politics. to the lessons of nineteenth-century globaliza- system over time. Topics include regulation, lawmaking, cam- tion for politically relevant issues of the pres- 211. Public Opinion and Voting. Exam- paign finance, the mass media, and interest ent such as the effect of greater factor mobil- ines public opinion and voting, with special group mobilization. ity on income distribution, economic growth, attention to generational differences. How 239. The Nature and Foundations of political coalitions, policy-setting autonomy, much do citizens know about government and Entrepreneurship. Looks beyond tradi- and the viability of the welfare state. politics? Does participation make a difference? tional concepts and considers actions which 263. Comparative Law and Courts. Do elected officials do what the public wants? transform ideas into enterprises that generate Analyzes legal and judicial systems in differ- 212. The Supreme Court in U.S. His- intellectual, social, cultural, religious, or eco- ent countries, with special emphasis on Latin tory. Through lecture, readings, and dis- nomic value. Uses theory, data, case studies, America. cussion, students consider major questions and guest speakers to investigate the meaning 264. Comparative Political Institutions. involving public opinion and voting, paying of “entrepreneur” and what characterizes the This seminar deals with political institu- special attention to generational matters. entrepreneurial society. tions and their implications for the behavior 214. Political Participation in the 241. Urban Change and City Politics. of political actors and their effects on social United States. Seminar surveying the ways Seminar examines the politics and history of outcomes. in which individuals and groups participate American cities. The course emphasizes the 265. Race, Politics, and Global Society. in political processes and the functions these ways in which ethnicity, race, and class shape Examines the formation of racial solidarity in activities serve. Same as AAS 214. battles over housing, neighborhoods, work- the political sphere, state policies regarding 215. American Elections. Examines topics places, schools, and governmental institutions. racial inequality, and how race as a social con- in state and national elections, including the Same as HIS 260. struction operates as a political resource for electoral college, campaign finance reform, 243. Environmental Politics. An exami- both racially dominated groups and for insti- and the role of money in elections. nation of environmental problems and issues tutionalized political entities. The course cov- 216. Legislative Politics. Examines Con- from a social scientific perspective. ers the United States, South Africa, the United gress in its dual roles as both a national law- 245. Aging and Public Policy. Covers pol- Kingdom, Brazil, and others. Same as AAS 265. making institution and as the nexus of public icies in such areas as social security, public 267. Identity, Ethnicity, and National- representation in the policymaking process. assistance, health care, and social services for ism. Draws upon theories from political sci- 217. Politics and Mass Media. Analyzes the elderly. ence, anthropology, sociology, and economics the interaction of politics and mass media, 249. Sports and the American City. to explore concepts of identity, ethnicity, and focusing on techniques of opinion manipula- Examines the relationship between sports and nationalism from a comparative perspective. tion, campaigning, and the use of polls. American urban life. Same as HIS 261. 271. Russia and Eastern Europe. 218. Emergence of the Modern Con- 291. The First Amendment and Religion Explores the domestic politics and foreign gress. Seminar on major issues in congres in America. Closely examines key aspects of relations of Russia and its East European sional history and legislative development. the First Amendment to the U.S. Constitution, neighbors, with roughly equal attention to his- Same as HIS 342. with particular attention to the issue of free- torical and contemporary developments. 220. Social Movements in the United dom of religion. 274. International Political Economy. States. Surveys social movements in the Presents an overview of the international polit- United States, including Populist, labor, civil COMPARATIVE POLITICS ical economy and the role of nation-states rights, and women’s movements. Same as AAS 101. Introduction to Comparative Poli- within it. Same as ECO 272. 220. tics. Introduces students to a wide variety of 222. The Presidency. Studies recent presi- political institutions, processes, and outcomes INTERNATIONAL RELATIONS dential campaigns and presidential leadership in countries across the globe. 106. Introduction to International Rela- in both foreign and domestic policy. 250. Conflict in Democracies. Why are tions. Surveys theories of international rela- 223. Constitutional Structure and some democracies able to keep political con- tions, focusing on explanations of conflict and Rights. Studies essential structure of the flict within constitutional boundaries while cooperation. The course introduces game the- American legal system and civil rights of citi- others are not? Theories about the politi- ory and illustrates numerous applications in zens. cal setting and theories of choices made by international relations. 224. African-American Politics. Surveys citizens and leaders are used to explore the 262. Globalization Past and Present. the political strategies adopted by African- nature of democratic conflict. This class systematically examines the implica- Americans since Reconstruction to forge 253. Comparative Political Parties. tions of economic globalization for domestic organized resistance to racial domination in Focuses on political parties in the compara- and international politics. Emphasis is given the United States. Same as AAS 224. tive context, comparing and contrasting the to the lessons of nineteenth-century globaliza- 225. Race and Political Representation. strengths and weaknesses of parties in an tion for politically relevant issues of the pres- Introduces democratic theory, the civil rights evolving political order. ent such as the effect of greater factor mobil- movement, the Voting Rights Act, African- 258. Democratic Regimes. Surveys the ity on income distribution, economic growth, American public opinion and electoral behav- main theoretical and empirical issues around political coalitions, policy-setting autonomy, ior, and the effect of electoral rules and dis- the topic of democratization. Examples are and the viability of the welfare state. tricting decisions on representation. drawn from a broad array of countries in Latin 270. Mechanisms of International Rela- 231. Money in Politics. Seminar examines America and Europe. tions. Examines mechanisms applied to stud- the role of money in the U.S. political process, 261. Latin American Politics. Introduces ies of security and/or international political including the historical development of cam- the political development and the current economy. An informal introduction to formal paign finance law, the electoral effects of cam- context of politics in Latin America with a spe- reasoning. paign spending and contributions on public cific focus on the experiences of Argentina, 271. Russia and Eastern Europe. policy outcomes, and various reform proposals. Brazil, Chile, Peru, and Mexico. Explores the domestic politics and foreign relations of Russia and its East European neighbors, with roughly equal attention to historical and contemporary developments. 122 ARTS AND SCIENCES

272. Theories of International Rela- 203. Twentieth-Century African- ASSOCIATED COURSES AND ELECTIVES tions. Surveys approaches to theory-building American Political Thought. Surveys the 226. Black Power Movement and Amer- in international relations, with some emphasis political and social thought of African-Americans ican Politics. This course explores the ori- on attempts to explain war and its causes. during the twentieth century. The course crit- gins and development of black power radical- 274. International Political Economy. ically assesses such perspectives as liberalism, ism and its impact on American politics. Same Presents an overview of the international polit- nationalism, feminism, and Marxism as consid- as AAS 297. ical economy and the role of nation-states ered by important black thinkers of the era. 227. New York State Politics. Compe- within it. Same as ECO 272. 221. Philosophical Foundations of the tition and compassion—two values often at 279. War and the Nation State. Exam- American Revolution. This course examines odds with each other—have long dominated ines the development of warfare and growth the philosophical foundations of the American New York’s political culture. The course exam- of the state. Revolution by examining the political theory ines the effects of these values on the contem- that lies behind the revolution itself and that porary politics, political institutions, and pub- POSITIVE POLITICAL THEORY underlies the foundations of the Constitution. lic policies of the Empire State. 107. Introduction to Positive Political Same as PHL 221. 229. Racial and Ethnic Politics. This Theory. Through examples drawn from all 282. Art and Politics. Draws on art history, course explores the origins and development aspects of the political process—from elec- literature, and political theory to explore the of black power radicalism and its impact on tions to lawmaking to regulation—studies how ways that politics and the practices of artistic American politics. Same as AAS 227. the rules of the game affect the decisions poli representation intersect. Much of the course 233. Community Development and ticians make as well as the policy outcomes we treats questions of race and identity. Political Leadership. Examines changing observe. 283. Contemporary Political Theory. community development policy at local, state, 272. Theories of International Rela- Explores themes of reason and sovereignty in and national levels, and the dynamics among tions. Surveys approaches to theory-building political thought from the late eighteenth cen- public, private, and nonprofit sectors in Amer- in international relations, with some emphasis tury through the present. ican cities. Special attention is paid to the role on attempts to explain war and its causes. 284. Democratic Theory. Focuses on var- of political leaders who set strategic directions 280. The Politics of Delegation. This ious topics in democratic theory, such as the for private investment and neighborhood course introduces students to some of the big relation between democracy and other basic renewal in urban communities. questions raised by political delegation, and to political principles (liberty, equality, justice), 240. Criminal Procedures and Consti- the basic tools that positive political theorists whether democratic institutions should be tutional Principles. Examines statutory and use to grapple with these questions. aggregative or deliberative, and the role of ref- constitutional criminal procedure issues. 281. Formal Models in Political Science. erenda, lotteries, and new telecommunications 246. Women in Politics. Examines the par- Introduces the “rational choice” approach technology in democratic decision making. ticipation of women in American political life. to understanding political phenomena. The 285. Strategy and Politics. Examines 251. New Nationalisms. Taking the post- basics of social choice theory, game theory, recent descriptive theories of political behav- Communist 1990s as a point of departure, this and spatial modeling are presented through ior (including theories derived from the course explores the roots and fates of differ- application to a broad range of political situ- theory of games, social choice theory, and eco- ent varieties of nationalism in Eastern Europe. ations. nomic models) in order to arrive at a gen- Same as ANT 262. 285. Strategy and Politics. Examines eral theory of political strategy. Prerequisite: 254. Political Economy of Post- recent descriptive theories of political behav- PSC 202. Communism. Post-Communist transforma- ior (including theories derived from the the- 286. Political Economy. An interdisciplin- tion is a historical event leading from a cen- ory of games, social choice theory, and eco- ary course that focuses on the application of trally planned to a market-driven economy. nomic models) in order to arrive at a general economic logic to political questions and the Focuses on structural adjustment policies, sta- theory of political strategy. Prerequisite: influence of political institutions and behavior bilization, privatization, liberalization, and the PSC 202. on economic activity. political economy of transition to a market. 286. Political Economy. What determines 287. Theories of Justice. Introduces com- 255. Political Films. Studies the develop- the size of government, the extent and type peting theories of justice and examines the ment of cinema under Communism, with spe- of public good provision, the effect of inter- implication of these theories in areas of con- cial attention to the Polish film school and the est groups and lobbying on legislators, and the temporary social and political controversy. post-Communist search for a new cinema. connection between business and electoral 289. Political and Philosophical Per- Same as ANT 250. cycles? These are the types of questions that spectives on Equality. Explores patterns of 256. Central European Political Econ- this course addresses. social and economic inequality and their impli- omy. Seminar addresses questions includ- 288. Game Theory. Introduces game the- cations for democratic politics. Readings are ing political and economic liberalization, the ory, which provides a unified approach to drawn from classic and contemporary work in process of institution-building, and cultural understanding social phenomena. Examples social science, political theory, and philosophy. changes indispensable for the development of of situations to which we will apply the theory 291. The First Amendment and Religion civic society and post-Communist economies. include arms races, provision of public goods, in America. Closely examines key aspects of 257. Poland in the New Europe. Provides competition between firms, electoral cam- the First Amendment to the U.S. Constitution, an introduction to Poland’s modern history, paigns, voting, auctions, and bargaining. with particular attention to the issue of free- focusing primarily on political and social his- dom of religion. tory, highlighting significant cultural phenom- POLITICAL PHILOSOPHY 292. Rousseau to Revolution. In this ena and developments where appropriate. 104. Introduction to Political Philoso- course students study the political philosophy 259. Central European Politics and Gov- phy. Examines a range of contemporary polit- of Rousseau and the French Revolution. Same ernment. Examines transition from Commu- ical issues and explores the philosophical con- as PHL 324. nism as a cultural process. Focuses on various flicts and controversies that those issues raise. institutions, the rule of law as the basis of the 121. Democracy in America. Democ- new social order, and the effect of totalitarian/ racy literally means “rules by the people.” This authoritarian regimes on attitudes and social definition raises various questions, which are behavior. explored in the context of twentieth-century American politics. PSYCHOLOGY 123

260. Cold War and Its Aftermath. The 374. Topics in International Political THE INTRODUCTORY COURSE course concentrates on U.S. policy toward Economy. PSY 101, Introduction to Psychology, is a bal- Eastern Europe during the Cold War 1945– 380. Scope of Political Science. anced and integrated survey of psychology 1989. 383. Culture and Politics. with coverage of both social and natural sci- 269. Communism and Democracy in ence domains. Sections of PSY 101 vary, but Eastern Europe. Analyzes the rise and fall most consist of lectures, readings, discussions, of Communism in the European part of the and demonstrations. One fall section is limited Soviet Empire between 1945 and 1989 and the to freshmen only. (Fall and Spring) subsequent years of building democratic insti- Psychology tutions anew. core courses in psychology 276. The Arab-Israeli Conflict. This Core courses in psychology present surveys course introduces the chronology and context of their specific areas. They enter into the of the conflict, as well as the primary factors Programs in psychology, including the major, the minors, and the CSSP clusters, are admin- requirements for the major and the minors in influencing the conflict, from the late nime- psychology. The current core courses are teenth century onward. istered by the Department of Clinical and Social Sciences in Psychology (CSSP). Courses • PSY 110. Neural Foundations of Behavior • PSY 112. Cognitive Psychology INDIVIDUALIZED RESEARCH COURSES in psychology—designated PSY courses—are offered by CSSP and by BCS (the Department • PSY 113. Biopsychology of Social and 389. Junior Honors Seminar. (Spring) of Brain and Cognitive Sciences), and most Clinical Behaviors 390. Supervised Teaching. PSY courses carry cross-listings as either CSSP • PSY 161. Social Psychology 391. Independent Study. Work beyond or BCS courses. • PSY 171. Social and Emotional Develop- the regular course offerings done by arrangement ment between students and full-time faculty. Instruction is offered throughout the broad • PSY 181. Theories of Personality and 392. Practicum. spectrum of behavioral science. Its content Psychotherapy 393. Senior Honors Project. Yearlong covers theoretical, empirical, and technical independent project, working one-on-one presentations of psychology as both a social with faculty member. (Fall and Spring) and natural science. Applications to health Psychology courses offered and helping professions and to business are by clinical and social sciences INTERNSHIPS common themes. Student experiences may in psychology 394. Local Law and Politics Internships. range from large lecture courses with smaller All courses beyond PSY 101 offered by this Available in the offices of the public defender, discussion sections to individual laboratory, department are cross-listed as CSP and PSY. the district attorney, and city hall, as well as in practicum, and internship situations. Under- See the Department of Clinical and Social Sci- individualized internships. graduates may register for graduate-level ences in Psychology for course descriptions 396. Washington Semester Program. courses with permission of the instructor. (page 49). One semester’s work in Washington, D.C., as Programs may be tailored to provide excellent PSY 101. Introduction to Psychology a member of the staff of a U.S. senator or rep- background for postgraduate work in psy- PSY 113. Biopsychology of Social and resentative. chology, medicine, education, social work, law, Clinical Behaviors 397. European Political Internships. business, and other related social and natural CSP 161. Social Psychology and Individual Internships are available in London, Brussels, sciences as well as to occupations in business Differences Paris, Madrid, Edinburgh, Berlin, and Bonn. and human services. CSP 171. Social and Emotional Development Internship placements include legislatures, such Students planning to pursue graduate stud- CSP 181. Theories of Personality and Psycho- as the European Parliament, the British Parlia- ies in psychology are advised to seek a broad therapy ment, the Scottish Parliament, the French Sen- foundation in psychology, an informed depth CSP 209. Psychology of Human Sexuality ate and Chamber of Deputies, and the Ger- in their field of interest, and a working fo- CSP 211. Introduction to Statistical Methods man Bundestag. A wide variety of internships cus on the research literature and research in Psychology are available in law offices, political party offices, methodologies. These students are also CSP 219W. Research Methods in Psychology interest groups, research groups, public affairs encouraged to take active roles in the ongo- CSP 262. Human Motivation and Emotion offices, and quasi-governmental agencies, such ing research of faculty, the Undergraduate CSP 263. Relationship Process and Emotions as the United Nations; specific placement oppor- Psychology Council, and the local chapter CSP 264. Industrial/Organizational tunities vary by country. Appropriate language of Psi Chi, the national honorary society in Psychology skills are required. psychology. CSP 267. Psychology of Gender CSP 278. Adolescent Development ADVANCED SEMINARS IN POLITICAL CSP 280. Clinical Psychology GENERAL COURSE INFORMATION CSP 282. Abnormal Psychology SCIENCE An Introduction to Psychology course is a pre- CSP 283. Behavioral Medicine Qualified students are encouraged to consider requisite for declaring the major and a require- CSP 289. Developmental Child Psychopa- additional 300-level seminars that include ment in the minors in psychology. It may be thology graduate students. For most, enrollment waived for students who receive a score of 3 or CSP 301. Teaching Psychology requires permission of instructor. higher on the Advanced Placement psychology CSP 309. Honors Seminar 310. Political Parties and Elections. examination. A score of 4 or 5 on that exami- CSP 310–311. Honors Research I & II 316. Political Participation. nation will earn college credit for PSY 101. There CSP 361. Social Psychology: Self-Concept 319. American Legislative Institutions. is also a placement examination offered through CSP 364. Achievement and Motivation 335. Bureaucratic Politics. the College Center for Academic Support. PSY CSP 366. Social Psychology and Control 350. Comparative Politics Field Seminar. 101 as a prerequisite or requirement is waived CSP 367W. Gender and Mental Health 351. Western European Politics. upon passing this exam. 355. Democratic Processes. CSP 368W. Seminar in Humanistic Psy- 356. Political Economy of Reform. Students taking psychology courses as part of chology 364. Comparative Political Economy. a psychology degree should register for those CSP 371. Seminar in Social and Personality 372. Topics in International Relations. courses under PSY. Development 373. Territory and Group Conflict. 124 ARTS AND SCIENCES

CSP 373–374. Exploring Research in Social b. Two of the three core courses offered in 1. Psychology Psychology I & II social science aspects of psychology: PSY Five courses in addition to PSY 101: CSP 376. Seminar in Self-Determination 161, 171, and 181 • Three core courses in psychology of which CSP 377. Exploring Research in Family Psy- c. Four further PSY courses, NOT including at least one must be a natural science course chology I independent studies or Quest courses (PSY 110, Neural Foundations of Behavior; CSP 378. Exploring Research in Family Psy- d. Two more courses, including indepen- PSY 112, Cognitive Psychology, or BCS 111; chology II dent studies in psychology. These may be PSY- or PSY 113, Biopsychology of Social and Clin- CSP 381. Psychology of Developmental Dis- courses or they may be courses in an allied ical Behaviors), and one a social science abilities field that inform the student’s pursuit of psy- course (PSY 161, Social Psychology and Indi- CSP 383. Moral Development chology. Allied field courses may not be psy- vidual Differences; PSY 171, Social and Emo- CSP 384. Practicum in Developmental Dis- chology courses. At the time of declaring the tional Development; PSY 181, Theories of abilities I major, the student should be prepared to Personality and Psychotherapy) CSP 385. Practicum in Developmental Dis- argue for the appropriateness of the allied • Two further courses in psychology (PSY) abilities II field choices. 2. Psychology as a Natural Science CSP 388–389. Research Practicum in Devel- 4. Two of the psychology courses must be Four courses in addition to PSY 101: opmental Psychopathology I and II designated upper-level writing courses and • At least one natural science psychology CSP 390. Supervised Teaching in Psychology one of these must be at or beyond the 200 core course (PSY 110, Neural Foundations CSP 391. Independent Studies in Psychology level. of Behavior; PSY 112, Cognitive Psychology, CSP 392. Practicum in Psychology 5. Pursuant to College rules, all courses in the or BCS 111; or PSY 113, Biopsychology of CSP 394. Internship in Psychology major must be completed with a cumulative Social and Clinical Behaviors) CSP 396. Special Topics in Psychology average of 2.0 (C) or better. • At least one course from the following: PSY As many as two psychology courses in addi 150, Learning and Memory; PSY 151, Per- psychology courses offered tion to the introduction and statistics courses ception and Action; or PSY 153, Cognition may be transferred into the major from other and Language by brain and cognitive sciences • One or two further natural science psy- All courses below are cross-listed as BCS and institutions. Transferred courses into the chology courses, at least one of which is PSY. See the Department of Brain and Cog- major must be explicitly approved. numbered 200 level or above. Independent nitive Sciences for course descriptions (page study courses are acceptable 43). honors degree in psychology 3. Psychology as a Social Science BCS 110. Neural Foundations of Behavior Students should form the intention and plan Four courses in addition to PSY 101: BCS 112. Cognitive Psychology to enter the honors program by the first • Two of the three social science psychology BCS 151. Perception and Action semester of their junior year or before. Suc- core courses (PSY 161, Social Psychology BCS 152. Language and Psycholinguistics cess in this program requires commitment to and Individual Differences; PSY 171, Social BCS 153. Cognition a working engagement with research in psy- and Emotional Development; or PSY 181, BCS 162. Understanding Reading chology. Students in the honors program Theories of Personality and Psychotherapy) BCS 172. Development of Mind and Brain should secure a faculty mentor early on in • Two further social science psychology BCS 183. Animal Minds their pursuit of the degree. Most students in courses (CSP/PSY) BCS 200. Experimental Design and Analysis the honors program intend to pursue grad- 4. Organizational Psychology BCS 205. Laboratory in Development and uate study in psychology, and the program is Four courses in addition to PSY 101: Learning tailored to their preparation for that goal. • PSY 161, Social Psychology and Individual BCS 208. Laboratory in Perception and Differences Cognition Requirements for the honors degree in psy- • PSY 181, Psychology of Personality and BCS 220. The Intelligent Eye chology: Psychotherapy BCS 221. Audition 1. Completion of the requirements for the • PSY 264, Psychology of Industrial and BCS 228. The Human-Machine Interface major in psychology and for the honors Organizational Psychology BCS 242. Neuropsychology degree with a cumulative grade-point average • One course from the following: PSY 262, BCS 246. Biology of Mental Disorders of 3.3 or better in psychology courses. Human Motivation and Emotion; PSY 365, BCS 259. Language Development 2. The student’s program must include Seminar in Group Dynamics and Organiza BCS 261. Language Use and Understanding a. PSY 219W, Research Methods in Psychol– ogy, or other formal laboratory course tional Behavior; any 300-level social psy- b. one 300-level or higher course in chology (CSP/PSY) seminar, independent requirements for the major in psychology study, or practicum in organizational psy- psychology c. PSY 309, Honors Research Seminar, or, if chology This major partially fulfills requirements for this course is not available, either a second 5. Health Psychology the B.A. degree. upper-level seminar in psychology or an Five courses in addition to PSY 101: 1. PSY 101 or the equivalent must be com- independent study in psychology • PSY 110, Foundations of Neurobiology pleted before the student is accepted into the d. PSY 310, Honors Research I, and PSY 311, or PSY 113, Biopsychology of Social and major. Honors Research II Clinical Behaviors 2. An acceptable statistics course, preferably e. completion of acceptable senior thesis • PSY 181, Theories of Personality and by the end of the sophomore year. PSY 200, Psychotherapy PSY 211, STT 211, or STT 212 are strongly rec- MINORS IN PSYCHOLOGY • PSY 282, Abnormal Psychology ommended, but STT 165 or 202–203 may also PSY 101, Introduction to Psychology, or its • PSY 283, Behavioral Medicine be used to meet this requirement. equivalent is required for all minors. Declaration • One course from the following: PSY 289, 3. In addition to the above, at least 10 courses of a minor should be done with a CSSP faculty Childhood Psychopathology; PSY 382, comprising the following: advisor. A student may complete only one minor Seminar in Abnormal Psychology; or any a. Two of the three core courses in natural in psychology, and may not do both the major advanced biopsychology course, inde- science aspects of psychology: PSY 110, 112, and a minor in psychology. pendent study, or other approved course or and 113. BCS 111 may be substituted for practicum BCS/PSY 112. RELIGION AND CLASSICS 125

6. Clinical Psychology advised to discuss the 3-2 program with their ADMISSION REQUIREMENTS Four courses in addition to PSY 101: undergraduate advisor as well as with the • At least two of the following three: PSY 181, director of the M.P.H. program. Early plan- FOR THE 3-2 M.P.H. PROGRAM Theories of Personality and Psychotherapy; ning for the 3-2 program is essential as appli- Students wishing to apply to the 3-2 pro- PSY 280, Clinical Psychology; or PSY 282, cants must demonstrate completion of all gram must apply in the spring of their junior Abnormal Psychology undergraduate requirements before beginning year. At that time, students should have satis- • One or two courses from the following: PSY a graduate program in what is their senior fied all undergraduate College requirements 283, Behavioral Medicine; PSY 289, Devel- year of college. We urge potential applicants and completed all courses and similar require- opmental Child Psychopathology; PSY 367, to consider whether they might get more ments in their major. Gender and Mental Health; PSY 368, Semi from the M.P.H. program if they postponed it Applicants must submit the following infor- nar in Humanistic Psychology; PSY 381, Psy- until after college or even after other gradu- mation: (1) online application with personal chology of Developmental Disabilities; PSY ate study and/or work experience. Addition- statement, (2) at least two letters of recom- 242, Neuropsychology; or PSY 246, Biology ally, undergraduates who are heavily involved mendation, (3) official copies of all college of Mental Disorders in campus activities may want to postpone transcripts, (4) Graduate Record Examination 7. Social and Emotional Development graduate study in public health until after they scores, and (5) a sample of written work (oth- Four courses in addition to PSY 101: graduate from college, since the demands of er than the application personal statement). • PSY 171, Social and Emotional Development first-year M.P.H. study presuppose a high level Details of the required application are avail- • Three electives from the following set: PSY of commitment to graduate program require- able online at https://its-w2ks08.acs.rochester. 278, Adolescent Development; PSY 289, ments. edu/admSMD/). Interviews are required for all Childhood Psychopathology; PSY 383, Moral The 3-2 M.P.H. program works by having stu- 3-2 applicants and should be arranged through Development; PSY 377 (and/or PSY 378), dents in their senior year in the College apply the M.P.H. Graduate Program Administrator. Exploring Research in Family Psychology I credits from the M.P.H. program toward their Admission is highly selective with preference (and or II) PSY 381, Psychology of Develop- undergraduate degree. During the first year in given to students with significant health-re- mental Disabilities; or PSY 386, Advanced the 3-2 M.P.H. program, students are consid- lated experience in community settings. Emotional Development ered to be senior undergraduates for purposes Additional information may be obtained from of registration and financial aid. Their courses, the M.P.H. Graduate Program Administrator, clusters however, are all taken in the M.P.H. program Department of Community and Preventive Clusters are offered by both the Departments and will count as graduate courses toward Medicine, School of Medicine and Dentistry, of Brain and Cognitive Sciences (page 42) the M.P.H. degree. The typical course load University of Rochester, P.O. Box 644, Roches- and Clinical and Social Sciences in Psychology for first-year 3-2 M.P.H. students is at least 12 ter, New York 14642-8644. Phone: (585) 275- (page 50). See these departments for infor- credits per semester (most graduate courses 7882; fax: (585) 461-4532. mation pertaining to the clusters. carry 3 credits), and thus it is not feasible for students to overload at the same time with undergraduate organizations courses necessary to complete undergraduate The Undergraduate Psychology Council is requirements. The sole exception to this is open to all students interested in psychology. that health and society majors in the 3-2 M.P.H. The council organizes or contributes to a program can use one of the M.P.H. courses RELIGION AND number of events each year, such as inde- as a substitute for the Health and Society CLASSICS pendent study fairs, graduate study interest Senior Seminar. Students majoring in other meetings, faculty/student social hours, the fields must make special arrangements with honors thesis colloquium, and the psychology their departments to complete any remaining diploma ceremony. undergraduate course requirements before Douglas R. Brooks, Ph.D. (Harvard) Profes beginning the 3-2 M.P.H. program. Psi Chi, the National Honor Society in sor of Religion and Chair of Committee on Psychology, is open to majors or minors Admission to the 3-2 M.P.H. program is highly Asian Studies who meet Psi Chi’s academic requirements. selective. In addition to strong Graduate Th. Emil Homerin, Ph.D. (Chicago) Pro- Record Examination scores, the Admissions fessor of Religion Committee looks for an accomplished aca- Paul Muller-Ortega, Ph.D. (California, Santa demic record and demonstrated commitment Barbara) Professor of Religion to pursue graduate study. The Admissions Edward Wierenga, Ph.D. (Massachusetts) PUBLIC HEALTH Committee favorably considers community Professor of Religion and of Philosophy; service, work experience, and participation Chair of the Department in research relevant to public health. Strong Daniel Beaumont, Ph.D. (Princeton) Associate Professor of Arabic Language Nancy P. Chin, Ph.D. (Rochester) Assistant endorsements by referees who know the and Literature Professor of Community and Preventive applicant in both academic and noncurricular Curt Cadorette, Ph.D. (University of St. Medicine and M.P.H. Program Director settings are also most helpful to the committee. Furthermore, because the M.P.H. student Michael’s College) Associate Professor of The Department of Community and Preven- body is predominately composed of adult Religion and John Henry Newman Asso- tive Medicine in the School of Medicine and students, the Admissions Committee looks ciate Professor of Roman Catholic Studies Dentistry offers a 3-2 program in public health. for 3-2 applicants who have a high level of Alfred Geier, Ph.D. (Johns Hopkins) Asso- self-confidence and can “hold their own” in a ciate Professor of Classics THE 3-2 OPTION diverse group of adult learners. An applicant’s Anthea Butler, Ph.D. (Vanderbilt) Assistant Becoming master of public health (M.P.H.) stu- decision to withdraw a 3-2 application in favor Professor of Religion dents in the 3-2 program is appropriate for of an additional year of college or to gain work Anne Merideth, Ph.D. (Princeton) Assistant mature college students with excellent aca- experience will be viewed without prejudice Professor of Religion demic credentials and significant “real world” by the Admissions Committee if the applicant Nora Rubel, Ph.D. (North Carolina, Chapel experience who make a strong case that the reapplies at a future time. Hill) Assistant Professor of Religion M.P.H. degree is consistent with their career goals. Potential 3-2 applicants are strongly 126 ARTS AND SCIENCES

*Tamar Fix, Post B.A. Professional Certificate HONORS IN RELIGION MINOR IN (Hebrew University) Senior Instructor in 1. Eight credits of honors coursework with CLASSICAL CIVILIZATION Hebrew a grade of at least B+ selected from the fol- Six courses are required, including: Kathryn Argetsinger, Ph.D. (Princeton) lowing honors courses: 1. A course focusing on the history of the Senior Lecturer in Classics • REL 293. Theories of Religion ancient world, e.g., CLA 102, 210. *Catherine Beaumont, B.A. (University of • REL 389. Senior Seminar 2. A course surveying the literature and/or Washington) Lecturer in Arabic Language • REL 390. Supervised Teaching mythology of the ancient world, e.g., CLA 135, William Scott Green, Ph.D. (Brown) Profes- • REL 392. Honors Research. Independent 140. sor Emeritus of Religion, Philip S. Bernstein study taken as preparation for writing the 3. Four additional courses, which may include Professor Emeritus of Judaic Studies senior thesis. language courses as well as courses in trans- Grace G. Harris, Ph.D. (Cambridge) 2. REL 393. Senior Thesis lation; 101 and 102 courses in the languages Professor Emeritus of Anthropology and of 3. A successful oral defense of the thesis. may count. Religion In the Department of Religion and Classics MINOR IN RELIGION MINOR IN ARABIC students explore the great, classical civiliza 1. Either REL 101 or 102. 1. ARA 101 and 102, or the equivalent. tions of West and East and the major religions 2. One course in the history of a religious tra- 2. Four courses of close textual analysis and that emerged from them. The department dition, either REL 103, 104, 105, 106, 107, or interpretation, chosen from a wide range of offers programs of study in the history and 108. Arabic texts, and read in the original language. philosophy of the world’s major religions, in 3. REL 293. Greek, Latin, Hebrew, Sanskrit, and Arabic 4. Three other courses in religion, selected in UPPER-LEVEL WRITING languages and literatures, and in ancient Medi- consultation with the student’s advisor in the terranean and Asian civilizations. Through the department. REQUIREMENT study of important classical, biblical, and reli- The Department of Religion and Classics is gious writings, either in the original language committed to teaching students to think crit- or in translation, students critically examine REQUIREMENTS FOR ically, read closely, and write in a clear and the beliefs, ideas, values, rituals, and traditions CONCENTRATION IN CLASSICS cogent style. The department requires stu- that have shaped Western and Asian cultures The concentration in classics is language- dents concentrating in religion or classics and study the ways these have persisted and centered. Coursework in Greek and Latin is to undertake a significant amount of writ- changed from ancient to contemporary times. supplemented by studies in ancient literature, ing in courses contributing to their major. As religion, philosophy, history, art, and archae- a result, the upper-level writing requirement REQUIREMENTS FOR ology. The goal of the concentration is to be will be fulfilled by virtue of completing the -able to analyze and interpret signifcant texts requirements for either a concentration in reli CONCENTRATION IN RELIGION in the ancient languages and to understand gion or a concentration in classics. The goal of a concentration in religion is to their cultural context. Students may choose a achieve an understanding of the nature of concentration in classics (both languages), or diverse religions, and the methods employed in Greek or Latin alone; all majors, however, COURSES OF INSTRUCTION Definitive course listings are published before in their study and to achieve a measure of are encouraged to take at least one year of each semester. Courses listed here carry 4 competence within a specific tradition or area. each language, if possible. credit hours unless otherwise noted. Following Seminars, reading courses, and the senior A minimum of 11 courses is required, are some of the recent or planned offerings. tutorial allow intensive study of particular including: topics. Students also may enroll in selected 1. At least six language courses numbered 103 courses at Colgate Rochester Divinity School/ or above. RELIGION Bexley Hall/Crozer Theological Seminary and 2. A course focusing on the history of the INTRODUCTORY COURSES take advantage of its distinguished theologi- ancient world, e.g., CLA 102, 210. 101. Introduction to the Old Testament. cal library. 3. A course focusing on the philosophical writ- Examination of the Old Testament/Hebrew A minimum of 10 courses is required: ings of the ancient world, e.g. CLA 142, 202. Bible in Ancient Israel in its religious, his- 1. Either REL 101 or 102. 4. A course surveying the literature and/or torical, and literary contexts. 2. One course in the history of a tradition, mythology of the ancient world, e.g. CLA 135, 102. Introduction to the New Tes- either REL 103, 104, 105, 106, 107, or 108. 140. tament. Examination of the New Testament 3. REL 293, normally taken in the junior year. A senior project is required, demonstrating and in its religious, historical, and literary con- 4. Six other courses, no more than three of the student’s ability to meaningfully inter- texts. which may focus on the same religious tra- pret an ancient text or texts, read in the origi- 103. History of Judaism. An introduction dition. nal language; it may be completed as part of a to the morphology, history, and intellec- 5. Senior Thesis (REL 393), or Senior Seminar senior thesis or in conjunction with the junior/ tual development of Judaism from its biblical (REL 389). senior seminar or other appropriate course. beginnings up to the modern period. Same as A concentration in religion may include no JST 203. more than three courses below 110. MINOR IN LATIN 104. History of Christianity. A study Six courses in Latin; may include LAT 101 and of the development of Christian belief and Since knowledge of a foreign language is 102. thought about God, Jesus, scripture, ethics, fundamental to the study of religion, majors and the church. in religion are strongly encouraged to study MINOR IN GREEK 105. Asian Search for Self. A study of the a language that coincides with their area of basic teachings of Hinduism and Buddhism as interest. Six courses in Greek; may include CGR 101 and 102. to human nature and the paths to liberation. 106. From Confucius to Zen. The teachings, practices, and social impact of the major religious traditions of China and Japan.

*Part-time. RELIGION AND CLASSICS 127

107. History of Islam. An introduction 167. Speaking Stones. An examination Judaism to the religion of Islam from its origins in the of grave stones and funerary architecture in 209. Judaism in the Ancient World. Qur’an and Muhammad’s teachings, through Rochester’s Mt. Hope cemetery with a focus Study of Second Temple Judaism focusing on the codification of the Classical tradition in its on symbolic connections among the living and the problem of foreign oppression and assim- various forms, and, finally, to the living Islam the dead. ilation, the importance of the Torah and the of the contemporary world. 171. Storytelling in Indian Religions. rise of the scribe, emergence of apocalyptic lit- 108. Hinduism: An Introduction. An ini- This course focuses on a wide variety of sto- erature, the Dead Sea Scrolls, and the emer- tial approach to the doctrinal and historical ries taken from the Hindu, Buddhist, and Jaina gence of Rabbinic Judaism. developments of Hinduism. Focus on Hindu religious traditions. 218. The Holocaust. A historical, theo- deities, ritual practices, temple worship, pil- 188. The Burned over District: logical, and ideological analysis of the Holo- grimage, and popular practice of Hinduism. Nineteenth-Century Religion in Western caust—the ghettos, death camps, and resist New York. Charles Finney named the region ance. Same as JST 218 and HIS 206. ADVANCED-INTRODUCTORY of Western New York the “Burned over Dis- 221. Modern Jewish Thought. Close read- THEMATIC COURSES trict” for the proliferation of religious fervor ings and discussion of selected works by major 111. Philosophy of Religion. Historical that swept this section of New York State. The Jewish thinkers from the nineteenth century and recent readings are used to analyze issues course covers religious movements formed to the present. Same as JST 264. such as: existence of God, divine attributes, in the area surrounding Rochester, including 222. Jewish Literary Classics. Selections the relation of God to the world, and faith and Jehovah’s Witnesses, Mormons, Millerites, and from major Jewish authors, poets, and phi- reason. Same as PHL 111. the Onieda community. losophers from the Middle Ages to the mod- 135. Classical Mythology. Introduction to ern period. Readings in translation. Same as the major myths of the Greek gods and heroes QUEST COURSES JST 222. using readings in translation and slides of 190Q. Dante’s Divine Comedy. Same as 223. American Jewish Writers. An exam- Greek art. Same as CLA 135. IT 190Q. ination of the creative responses of Euro- 140. Classical and Scriptural Back- 192Q. Quest for the Historical Jesus. pean Jews and their descendants to life in the grounds. The great tradition, from Homer, Study of the figure of Jesus and the attempts United States. Same as JST 290. Greek drama, Plato, and Virgil to the Bible and of the earliest Christians and modern schol- Dante. Same as ENG 140, CLA 140. ars to reconstruct his life and teachings. Read- Christianity 145. History of Religion in America. ings include parts of the New Testament, gnos- 226. Martin and Malcolm in America: 148. Arabian Nights. The Arabian Nights, tic gospels, and modern scholarship. Same as Religion in the Civil Rights Movement. a classic of world literature, is discussed in CLA 192Q. This course explores the religious biographies terms of the major themes—love and sex, of Martin Luther King Jr. and Malcolm X, plac- comedy and adventure—that have given the INTERMEDIATE COURSES ing their lives in comparison to the broader stories their universal appeal and their time- Religion in the Ancient World civil rights movement and the roots of reli- less relevance. The readable English trans- 202. Plato: Relationship Between gious motivation and dissent that fueled the lation of Powys Mathers is used, and classes Drama and Thought. A close study of sev- ferment of change. are mostly devoted to discussion. eral Platonic dialogues (Phaedrus, Lysis) and 227. Ancient Christianity. Thematic 151. The Blues. The Blues traces the devel- their themes, especially the relation of eros study of early Christian history and litera- opment of the prewar blues and the post- and speech to divinity. Same as CLA 202. ture focusing on issues of central concern war transformation of the music. Questions of 205. I, Claudius: Introduction to to ancient Christians: “problem” of women race and gender are addressed with reference Imperial Rome. Roman social history, using in the church, martyrdom and persecution, to the lyrics and the lives of prominent musi- the I, Claudius videos as a starting point. orthodoxy and heresy, and tensions between cians (as described in their own words when Readings include primary sources, modern Christians and Jews. possible). scholarship, historical fiction. Same as CLA 228. Sex and Death: The Body in Early 157. African-American Religious His- 193Q and CLA 205. Christianity. Examination of the central role tory. Religion is an integral part of the lives 207. Women in Early Christianity. This of the body in early Christian thought and and history of the peoples of the African Dias- seminar examines ancient Christian sources practice focusing on the issues of sexuality and pora. Peoples of African descent in the Amer- from the first four centuries CE that focus on asceticism, disease and healing, and death and icas from the beginnings of slavery to the women’s lives and women’s religious experi- resurrection. present have both embraced and contested ences. 230. Augustine, Anselm, and Aquinas. religion, and it is this historic tension between 208. Medicine, Magic, and Miracle in Three formative philosophical treatments African Americans use and experience of reli- the Ancient World. Study of the concepts of of religious belief are compared on selected gion as both oppressor and liberator that disease and of healing practices in antiquity topics such as freedom, providence, and the forms the foundation of the class. among Christians and pagans, the rise of the problem of evil. Same as PHL 268/468. 162. Mysticism. An examination of mys- medical profession, and contemporary and 231. Christian History I. An examination tical experience and the quests for it. Ancient ancient debates about science, magic, and reli- of the origin and evolution of Christianity, jux- and modern views of the subject will be con- gion. taposing Christian belief and behavior with the sidered as well as mysticism’s impact on reli- 211. Jews, Pagans, and Christians in the historical environments. gion, art, and society. Ancient World. Study of the complex rela- 232. Christian History II. A focus on the 164. Death, Dying, and Beyond. A study tions between Jews, Gentiles (pagans), and relationship between Christianity and its social of death and after-death states especially as Christians in antiquity. Particular attention is environments from the late Middle Ages to the described in the Asian traditions. Focusing paid to the problem of the origins of anti- modern world with special focus on the Refor- on the Tibetan bardo or “between” state, the Semitism. mation, Enlightenment, and present moment. course explores how ideas about death shape 233. Catholicism and the Social Order. the evolution of cosmologies, the construction This course examines how the Catholic tra- of personal identity, and notions of ultimate dition understands its relationship to the meaning and transcendence. social order—past and present. First we examine classic Catholic ideas about the historical realm, focusing on the writings of Paul, Augustine, and Thomas Aquinas. We explore 128 ARTS AND SCIENCES

the relationship between Catholicism and the 247. Islam and the Third World. An 282. The Arts of Buddhist Asia. Same as modern world from the Reformation to the examination of the important and often dra- AH 226. post–Vatican II church. We rely on both insti- matic changes occurring in modern Islam in 288. Chaucer. Same as ENG 206/406. tutional documents and the ideas of contem- context of Third World political, social, and porary Catholic writers concerned with the economic factors. Same as AAS 278. Methodological and modern social order. Philosophical Courses 234. Cry Freedom: Liberation The- Hinduism 290. Race, Religion, and Genocide in ologies of Africa and the Americas. The 250. Shiva and Shakti. Study of the Divine the Twentieth Century. Course investi- course examines various theologies of lib- Couple, the Great God of Hinduism and his gates some of the major events of the twen- eration including writers from South Africa, consort, through myth, poems, stories, artistic tieth century that have perpetrated presup- Latin America, and men and women from forms, temples, and Tantric philosophies. positions about the nature of God, humanity, North America. Same as AAS 246. 255. Hindu Goddesses and Women. We and perfection that rely on the persecution of 235. Religion and Society in Latin consider the ways in which women under- the “Other,” with the goal of understanding America. This course examines the rela- stand themselves as Hindus and the ways in how religious motivations can turn to destruc- tionship between religion and various which they have been understood. Same as tive ends. Latin American societies, past and present. WST 249. 291. Contemporary Issues in Philo- Although it pays particular attention to the 257. Hindu Philosophy. An examination sophical Theology. A seminar devoted to Christian tradition, indigenous religious sys- of the six classical systems of philosophy and a particular topic in philosophy of religion. tems are also examined. their aftermath. Same as PHL 260/460. 236. Catholicism in American Life. A 259. Hindu Mystical Poetry. This course 293. Theories of Religion. An inves- study of the development of Catholicism from concentrates on close readings of translations tigation of important methodological contri- broadly cultural perspectives; political, social, of mystical poetry written in the Hindu tradi butions to the critical study of religion. economic, artistic, philosophical, and theo- tion both in Sanskrit and in vernacular lan- 295. Religions and Society. Same as ANT logical elements are considered of American guages. 263. Catholicism’s story. 260. Hindu Ascetics, Mystics, and 297. Freedom and the First Amend- 237. Peru in Depth. This is a Univer- Doctors. A close study of Hindu traditions ment. A close examination of key aspects of sity of Rochester Study Abroad Summer Pro- focused on the theories and practices of the First Amendment to the U.S. Constitution, gram focusing on the cultural, political, socio- esoteric Yoga, Tantra, and medicine. with particular attention to the issue of free- economic, and religious nature of Peru, offering 261. Hindu Tantric Yoga. Two texts of dom of religion. students insight into one of Latin America’s Kashmiri Shaivism serve as a focus for an most complex and fascinating countries. advanced introduction to the mysticism of the Archaeology 239. Evangelicalism and Fundamental- Hindu Tantras. Additional readings explore its 200. Introduction to Archaeology. An ism. This course looks at how Evangelicals historical and philosophical dimensions. examination of the methods and theoretical and Fundamentalists have shaped and con- 271. Medieval Hindu Philosophy. approaches of archaeology, and a comparative fronted the American religious landscape, Studies in Vedanta, Kashmir Saivism, and other investigation of material culture and patterns forming their own unique perspective on systems of thought. of colonization in the ancient Mediterranean American life. 272. Classical Yoga Traditions of India. and early America. A sustained study of the third-century medita- 201. Archaeology of Comparative Islam tion and Yoga text, the Yoga Sutra of Patanjali, Colonization. This introductory course 240. Muhammad and the Qur’an. The and its related commentarial literatures, his- explores how archaeologists use material course studies the prophet Muhammad, tory, and religious significance. culture to study Europe’s physical expansion the Qur’an, and their importance to medi- in the Classical and Early Modern periods. eval and modern Muslim culture. The proph- Buddhism Same as HIS 224. et’s life and major themes of the Qur’an will 264. Buddha, Meditation, Nirvana. An 299. Field Methods in Archaeology. be discussed together with interpretations of introduction to Buddhism: its founder and them found in Islamic legal, theological, philo- early origins; its sacred literature and evo- Advanced Courses and Seminars sophical, and mystical writings. lution; with a particular focus on the role of 310. Seminar in Mahâbhârata. A study 241. Qur’anic Arabic. Study of the Ara- early Buddhist meditation practices. of the Mahâbhârata, the great Hindu epic, bic of the Qur’an—its vocabulary, grammar, 266. Buddhist Philosophers, Poets, and focusing on the symbolism of its narrative and and syntax. All primary readings in Arabic and Siddhas. An introduction to major develop- the problems involved in its interpretation of drawn from the Qur’an. Prerequisite: com- ments in Buddhist thought and practice by myth and ritual. pletion of ARA 102 or equivalent; previous or considering key figures in Indian, Tibetan, and 312. Seminar in Zen Buddhism. A concurrent enrollment in REL 240 is highly East Asian traditions. focused examination of the intellectual and recommended though not required. Same as 269. Tibetan Buddhism. A critical exami- historical origins of Zen Buddhism, including ARA 241. nation of the development of Buddhism in works from Basho, Dogen, and Nishitani. 243. Islamic Mysticism. An advanced Tibet. 315. Lived Religion in America. This introduction to mystical life in Islam which 270. Medicine, Alchemy, and Religion course both considers the literature and the- studies mystical experience and theory and in India. An introduction to the Indian oretical engagements of the study of “Lived traces the importance of Islamic mysticism to traditions of medicine, healing, and self- Religion” in the American context, and pro- religion, philosophy, art, and literature as found transformation from historical, theoretical, vides students with both a theoretical basis of in medieval and modern Muslim societies. and practical perspectives. lived religion, as well as introduction to texts 244. Islamic Mystical Poetry. In this and ethnographies that address the complex- course students read and analyze Islamic mys- Religion in Art and Literature ity of “Lived Religion.” tical verse in English translation largely from 238. Native American Art and Religion. 389. Senior Seminar. Topics, methods, Arabic, Persian, Turkish, and Urdu. Following Same as AH 280. and theoretical models in the study of religion. an intensive introduction to Islamic mysticism, 279. Romanesque Art and Architecture. Restricted to senior religion majors. specific poems are studied with particular Same as AH 238W. 390. Supervised Teaching. attention given to the religious contents and 281. British Art of the Middle Ages. functions of this verse and to its place within Same as AH 240. its respective poetic tradition. RELIGION AND CLASSICS 129

391. Independent Study. By arrangement 202. Homer’s Odyssey. Selections from 212. Latin Prose Fiction. An introduction with the chair and with the consent of an the Odyssey of Homer read in Greek. The to the two longest surviving works of Latin instructor, to permit work beyond the reg- entire Odyssey read in English and discussed. prose fiction, Petronius’ Satiricon and Apu- ular course offerings. Limited to juniors and 206. Plato’s Phaedrus. Study of the lan leius’ Golden Ass. seniors with background in the selected area guage and thought of the Phaedrus. (Spring) 213. Imperial Rome. Latin prose and of reading. 209. Plato’s Meno. Translation and close poetry illustrating both the ideology and the 392. Honors Research. study of Plato’s Meno. Skill in translating and day-to-day realities of the Roman Empire. 393. Senior Thesis. A directed, individual advancement of the knowledge of Greek is 214. Latin Epistles. A study of letterwriting study project open to senior concentrators. stressed. as a roman literacy practice. 394. Internship. 210. Euripides. An exploration of the lan- 216. Roman Historians. Selections from guage and thought of Euripides through a major Roman historians are read and discussed. Arabic reading of one of his best-known plays—either 221. Medieval Latin. Introduction to a 101. Elementary Arabic I. An intro- the Medea, Hippolytos, Bacchae, or Alcestis. variety of Medieval Latin texts. Students com- duction to Modern Standard Arabic includ- 212. New Testament Greek. A reading of plete independent studies of an author or ing the alphabet, pronunciation, vocabulary, selections from the gospels of the New Testa- topic of their choice. grammar, elementary conversation, and read- ment with discussion of the literary and histor- 250/450. Latin Skills. This course focuses ing. (Fall) ical aspects of the text. on the development of listening, speaking, 102. Elementary Arabic II. Continuation 391. Independent Study. A study of spe- and writing skills for Latin students and proof ARA 101. (Spring) cial literary problems, under the direction of a spective teachers. 103. Intermediate Arabic I. Readings, member of the faculty. 391. Independent Study. Advanced read- drills, and continued study of grammar. 393. Senior Project. ings in unadapted Latin texts, by arrangement 104. Colloquial Egyptian Arabic. This with the instructor. course introduces the student to the Egyptian HEBREW 393. Senior Thesis. (Spring) Arabic dialect, the language spoken in every- 101. Elementary Hebrew I. Introduction day life in Egypt. Open to students of Modern to the structure of Modern Hebrew. Practice CLASSICAL STUDIES Standard Arabic as well as to students with no in vocabulary, use, grammar, reading, and writ- 102. Cultural History of Ancient prior study of Arabic. ing. Same as JST 101. (Fall) Greece. In this course students survey the 148. The Arabian Nights. The Arabian 102. Elementary Hebrew II. Direct con- unique military, political, and economic his- Nights, a classic of world literature, is dis- tinuation of Elementary Hebrew 101 with tory of ancient Greece from the Bronze Age to cussed in terms of the major themes—love emphasis on enhancing reading, writing, and the death of Alexander the Great. and sex, comedy and adventure—that have speaking skills. Same as JST 103. (Spring) 135. Classical Mythology. Introduction to given the stories their universal appeal and 103. Intermediate Hebrew. Continuation the major myths of the Greek gods and heroes their timeless relevance. The readable Eng- of HEB 102 with emphasis on enhancing read- using readings in translation and slides of lish translation of Powys Mathers is used, and ing comprehension and writing and speak- Greek art. Same as REL 135. classes are mostly devoted to discussion. ing skills. Students are expected to have good 140. Classical and Scriptural Back- 149. Contemporary Fiction from the understanding of the structure of Hebrew grounds. Same as REL 140 and ENG 140. Arab World in Translation. This course including familiarity with verb forms. Same as 142. The Ideas of the Greeks. A study of introduces the students to major Arab authors JST 104. (Fall) the major literary, philosophical, religious, and of contemporary novels and short stories in 204. Hebrew through Conversation. A historical themes, and ideas from Homer to excellent translations. conversational course designed to offer the Aristotle. 201. Arabic Prose Seminar I. Intensive opportunity to converse and discuss anything 193Q. I, Claudius: Introduction to readings to increase vocabulary. Weak verbs in Hebrew, from poetry to politics, depending Imperial Rome. Roman social history, using and conditional sentences complete the study on the interest of the class. the I, Claudius videos as a starting point. Read- of grammar. ings include primary sources, modern scholar- 202. Arabic Prose Seminar II. Contem- LATIN ship, historical fiction. Same as REL 205. porary short stories from the Arab World in 101. Elementary Latin I. An introduction 199Q. The Infinite. A detailed examina- Arabic. The class is designed to expand stu- to the Latin language based on the ancient tion of the concept of the infinite in Western dents’ vocabulary and improve the speed with authors and designed to prepare students for thought (Greek philosophy, biblical theology, which they read literary Arabic. the reading of classical and medieval texts. romantic literature, and modern and ancient 203. Arabic Prose Seminar III. Content (Fall) mathematics). varies; offered upon request. 102. Elementary Latin II. Continuation of 200. Introduction to Archaeology. An 241. Qur’anic Arabic. Same as REL 241. LAT 101. Prerequisite: LAT 101 or permission examination of the methods and theoretical of instructor. (Spring) approaches of archaeology. GREEK 103. Intermediate Latin. This course, the 201. Archaeology of Comparative Col- NOTE: Greek 101 and 102, or the equivalent, third in the introductory sequence, consists of onization. A comparative investigation of are prerequisites to all Greek courses at the readings from a selection of Latin prose and material culture and patterns of colonization 200 level. poetry with accompanying grammar review. in the ancient Mediterranean and early Amer- 101. Classical Greek I. An introduction to 204. Catullus. A close study of the poems ica. Same as HIS 224. Greek designed to prepare students to read of Catullus. 202. Plato: Relationship between the Classical Greek dramatists, philosophers, 206. Virgil’s Aeneid. A study of Books 1, 2, Drama and Thought. Same as REL 202. orators, and historians, and the New 4, 6 of Virgil’s Aeneid, concentrating on trans- 205. I, Claudius: Introduction to Testament. (Fall) lation and interpretation of the work. Imperial Rome. Same as CLA 193Q and REL 102. Classical Greek II. Continuation of 207. Lucretius. Selections from Lucretius’ 205. GRK 101. (Spring) philosophical poetry. 210. Roman World. A comprehensive 103. Intermediate Greek. Review of 210. Cicero. Study of a major oratorical account of the history of Rome. Greek grammar and readings in an unadapted work plus a sampling of the philosophy and 212. Roman Structures: The Roman prose text. letters. Social World. Explores the social, political, religious, family, and household structures that gave rise to the great physical structures of the Romans. 130 ARTS AND SCIENCES

213. Roman Structures: Engineering in dents are involved in area-related summer or REQUIREMENTS FOR MINOR IN the Classical World. A study on location of semester internships in Washington, D.C., or RUSSIAN STUDIES Roman engineering focused primarily on civil Russia. Graduates have gone on to law school The minor in Russian studies can be desig- engineering structures, but also including top- and other postgraduate study, to positions in nated as belonging either to the humanities ics in mechanics, hydraulics, and materials. nongovernment and government agencies or social sciences, depending on the student’s Same as ME 105. in Washington, and to U.S. businesses with interests and course choices. 389. Junior/Senior Seminar. A seminar branches in Moscow and St. Petersburg. in which advanced students in classics design The minor requires a reading knowledge Russia has a history and culture that go back and present their own research projects; par- of Russian (151 or the equivalent) plus five more than a millenium, while its democracy ticular attention paid to methods of research courses: (a) a survey course in history/cul- and emerging market economy are less than and interpretation. ture, and a survey in literature (for a total of two decades old. The Russian studies program two courses); (b) one course each in a more prepares students to not only know about this specialized area of history, literature, or art area, but to work in and with it at this time of (two courses in all); and (c) a course in politi- transition. cal science or economics which enriches the RUSSIAN STUDIES In addition to the Russian studies major and study of this region. minor, the program also offers clusters in the humanities and one in the social sciences, and several of its courses count towards the Cer- Courses of Instruction Kathleen Parthé, Ph.D. (Cornell) Professor tificate in International Relations. For further In addition to Russian language at all of Russian; Director of Russian Studies information on the Russian major and minor levels, the Russian Studies Program regularly John Givens, Ph.D. (University of Washington) requirements, and on the summer study offers the following courses in English. Fuller Associate Professor of Russian program in St. Petersburg, consult the De- descriptions are available in the entries for Matthew Lenoe, Ph.D. (Chicago) Associate partment of Modern Languages and Cultures the Departments of History, Modern Lan- Professor of History section in this catalog. guages and Cultures, and Political Science. Randall Stone, Ph.D. (Harvard) Associate Professor of Political Science The Russian studies major is an interdisciplin- CLT 160. The New Europe: Formations Friederike Seligman, Ph.D. (Michigan) ary program designed to provide students and Transformations. Assistant Professor of Russian with a background in Russia, the former Soviet CLT 161. Europe Today. Laura Givens, M.A. (University of Washington) Union, and Central and Eastern Europe. The HIS 151. Imperial Russia. Senior Lecturer in Russian course of study is based on a working knowl- HIS 152. Soviet Russia. Anna Maslennikova, Ph.D. (St. Petersburg) edge of the Russian language, combined with HIS 191. Russian Revolution. Senior Lecturer in Russian the study of Russian history, literature, film, HIS 293. Stalinism. religion, art, political science, and econom- HIS 330. Russia in East Asia. Russian studies offers students a program ics. Successfully completing a major enables PSC 106. Introduction to International that incorporates the perspective of several students to do independent analysis of events Relations. disciplines and the linguistic, historical, and in Russia and surrounding regions. PSC 271. Russia and Eastern Europe. cultural background needed to understand A major in Russian studies can be designated PSC 272. Theories of International Russia’s past, to analyze its present, and to as belonging either to the humanities or social Relations. make responsible predictions about its future. sciences, depending on the student’s interests PSC 292. Politics and Economics of The three departments and disciplines pro- and course choices. Students frequently com- Post-Communist Transformation. viding the core faculty for this program are bine a Russian studies major with a second RUS 124. Russian Life. modern languages and cultures, history, and major in political science, history, or another RST 126. Russia Now. Same as HIS 154. political science, but a Russian studies major discipline. RUS 128. Russian Civilization. Same as or minor concentration includes courses in HIS 150. or cross-listed with art history, religion and REQUIREMENTS FOR RUS 190Q. Tolstoy’s War and Peace. classics, Judaic studies, Polish and Central Same as RUS 235. European studies, film and media studies, CONCENTRATION IN RUSSIAN RUS 224 Russian Art. women’s studies, comparative literature, and STUDIES RUS 229. St. Petersburg in Russian economics. 1. Proficiency in Russian, which can be dem- Culture. onstrated in several ways, but which is gener- RUS 231. Great Russian Writers (1830– The Russian studies curriculum, like Russia ally the equivalent of coursework through 152. 1930). itself, is seen as a work in progress, and new 2. Two courses in Russian literature and two in RUS 237. Dostoevsky. Same as RUS 191Q. courses are added and old ones revised to Russian history; it is highly recommended that RUS 243. Chekhov and His Contempo- reflect new knowledge in this area, and the at least one of the literature and one of the raries. changing opportunities for graduates of the history courses be a survey. RUS 246. The Image of Christ in Rus- program. Recent additions to the roster of 3. Two courses in political science which teach sian Literature. courses include Russia Now, The Politics of basic concepts of international relations or RUS 247. Secret Nation. Identity, Secret Nation, Russian Art, Russia have a specific focus in this area. RUS 248. Politics of Identity. Goes to the Movies, and Russia and Eastern 4. A senior thesis. RUS 265. Russian Literature Between Europe. There are numerous co-curricular ac- 5. Upper-level writing requirement: majors Revolutions: 1917–1991. tivities throughout the year designed to meet take the writing section of two Russian stud- RUS 267. Russia Goes to the Movies. the needs and interests of majors and minors, ies courses or one such course plus the senior RUS 289. Dangerous Texts: Literature but open to the entire College community. thesis. and Politics in Russia. Same as HIS 243. In addition to the course of study on the Language training in Russia is strongly encour- Rochester campus, students majoring or aged, either through the University of Roch- minoring in Russian studies take part in the ester’s summer program in St. Petersburg, or one-month summer program in St. Peters- one of several recommended semester-long burg, or an approved semester-long program programs. in Moscow or St. Petersburg. Each year stu- STATISTICS 131

263. Sociology of Mental Disorder. DOUBLE MAJORS SOCIOLOGY Nature of mental disorder. Social factors con- The above requirements are also needed for tributing to the onset of mental disorder. the double majors—statistics and another Organization of the psychiatric hospital. Con- field such as economics, mathematics, politi- sequences of mental disorder for individuals cal science, and psychology. Approvals of both Dean Harper, Ph.D. (Columbia) Professor of and for society. the departments are required. Not more than Sociology and Associate Professor of Psy- three courses can be duplicated for the two chiatry SEMINARS AND READING majors. Thomas Spence Smith, Ph.D. (Chicago) Pro- AND RESEARCH COURSES fessor of Sociology 391. Independent Study in Sociology. JOINT CONCENTRATION IN Raymond Murphy, Ph.D. (Northwestern) Special work individually assigned, with the Professor Emeritus of Sociology consent of the department. MATHEMATICS AND STATISTICS 392. Directed Research. Individual MTH 161, 162, 164, 165, and 235 (or 173); Though the College offers several courses in research projects, done under the supervision MTH or STT 201, 202, 203, and 208; STT 226W; sociology each year, there is no Department of of a faculty member. two additional 200-level courses in mathemat- Sociology, and therefore no major, or minor, in 394. Internship. ics and/or statistics; CSC 108 or 171, or sociology. Students who are particularly inter- EE 171, or STT 277–278, or equivalent. ested in sociology, and do not wish to major Approvals of the advisors in both the pro- in one of the departmental programs in the grams are required. College, are encouraged to arrange an inter- STATISTICS disciplinary major through the College Cen- REQUIREMENTS FOR ter for Study Abroad and Interdepartmental Degree Programs (see page 77). Through the A MINOR IN STATISTICS Center a program including an emphasis on A total of five courses is required: Govind Shrikrishna Mudholkar, Ph.D. (North 1. STT 201. sociology may be submitted for the approval Carolina) Professor of Statistics in the of the Committee on Individualized Interde- 2. STT 203. Department of Mathematics 3. STT 211 or 212 (or 213). partmental Concentrations. Students who plan Poduri, S.R.S. Rao, Ph.D. (Harvard) Pro- on graduate study in sociology should consult 4. At least one of the following: fessor of Statistics in the Department of STT 216. one or more of the professors of sociology Mathematics; Director of the Program in for advice concerning appropriate undergrad- STT 226W. Statistics 5. At least one elective from the offerings of uate courses, both in sociology and in other Charles Heckler, Ph.D. (Rochester) Adjunct departments. the program or computing courses, such as Associate Professor in Statistics CSC 108 or 171, or EE 171, or STT 277–278, Maria McDermott, M.A. (Rochester) Adjunct approved by the statistics program advisor. COURSES OF INSTRUCTION Instructor in Statistics Definitive course listings are published before Nicholas Zaino, M.A. (Rochester) Adjunct each semester. Courses listed here carry 4 Instructor in Statistics UPPER-LEVEL WRITING credit hours unless otherwise noted. Following REQUIREMENT are some of the recent or planned offerings. The major and minor in statistics will be avail- Statistics majors: STT 226W and STT 221W; able to students on a case by case basis depend- STT 216 with a project may be substituted for INTRODUCTORY COURSES ing on course availability. For further informa- one of these courses. 101. Introduction to Sociology. Social tion, please contact Professor S.R.S. Rao Poduri, Joint mathematics/statistics majors: an MTH organization of behavior. Status and role. Director of the Program in Statistics. xxxW course may be substituted for one of the Nature of social groups. Social stratification. Introduction to statistical methods and applica- above courses. Social institutions. (Fall) tions is provided by STT 211, 212, or 213; to probability by STT 201; and to statistical theory SOCIOLOGICAL THEORY and inference by STT 203. STT 216 is an COURSES OF INSTRUCTION 205. Microsociology. Theories of inter- intermediate-level course in applied statistics. Definitive course listings are published before action. Analysis of social networks. Small Computer software packages are integrated each semester. Courses listed here carry 4 group processes. Social exchange. Conver- into the applied and some of the advanced credit hours unless otherwise noted. Fol- sation and discourse analysis. (Fall) courses. lowing are some of the recent or planned 206. Advanced Microsociology. Theo- offerings. ries of interaction. Analysis of social networks. 201. Introduction to Probability. Proba- Small group processes. Social exchange. Con- REQUIREMENTS FOR bility spaces, combinatorial problems, random versation and discourse analysis. Students may STATISTICS MAJORS variables and expectations, discrete and con- take both SOC 205 and 206. (Spring) • MTH 161 and 162 or their equivalents tinuous distributions, generating functions, (141–143). independence and dependence, binomial, SPECIALIZED COURSES • 10 additional courses: normal, and Poisson laws, laws of large num- 221. Love, Friendship, and Community. a. Six to eight statistics courses, includ- bers. Prerequisite: MTH 143 or 162. Same as Sociological study of personal ties and face-to- ing STT 212 or 213 (or 211), 201, 203, and MTH 201. face social groups: kinship networks, friend- 226W. 202. Introduction to Stochastic Proc ship groups, political and religious ideological b. Two to four courses in an allied field, esses. Theory and applications of random groups, intellectual circles. such as computer science, econom- processes, including Markov chains, Poisson 262. Medical Sociology. Disease distin- ics, mathematics, political science, and processes, birth-and-death processes, ran- guished from illness. Social factors contrib- psychology. dom walks. Prerequisite: STT 201. Same as uting to the onset of disease. Social conse- c. In addition: CSC 108 or 171, or EE 171, MTH 202. quences of disease. Doctor-patient relations. or STT 277-278, or equivalent. Organization of health care. 132 ARTS AND SCIENCES

203. Introduction to Mathematical Sta- 277. Computing: Introduction to Sta- Peter Lennie, Ph.D. (Cambridge) Robert L. tistics. Discrete and continuous probability tistical Software. Credit—2 hours. Introduc- and Mary L. Sproull Dean of the Faculty of distributions and their properties. Principle tion to the MINITAB, SAS, and S programming the College of Arts, Sciences, and Engineer- of statistical estimation and inference. Point environments. Some general theoretical and ing; Professor of Brain and Cognitive Sci- and interval estimation. Maximum Likelihood practical topics in computing also presented. ences and in the Center for Visual Science method for estimation and inference. Tests Individual projects on some advanced topics. Scott M. MacRae, M.D. (Wisconsin) Profes- of hypotheses and confidence intervals, con- Prerequisites: STT 212 and either STT 216 or sor of Ophthalmology and in the Center for tingency tables, and related topics. Prerequi- STT 226W. (Course offered first half of semester.) Visual Science site: STT 201 or familiarity with the elementary 278. Methods of Data Analysis. Credit— Walter Makous, Ph.D. (Brown) Professor principles of probability, expected value, vari- 2 hours. Philosophy and techniques of explor- of Brain and Cognitive Sciences, of Psy- ance and covariance. Same as MTH 203. atory data analysis. Each student analyzes a chology, of Ophthalmology, and in the Cen- 211. Applied Statistics for the Social single real-life data set in some depth using S ter for Visual Science Sciences I. Descriptive statistics, statistical and discusses his or her work with the class. William R. Merigan, Ph.D. (Maryland) Profes analysis, and statistical inference as used in Extra instruction in S as needed. Prereq- sor of Ophthalmology, of Environmental the social sciences; including elements of cor- uisite: STT 277. (Course offered second half of Medicine, of Brain and Cognitive Sciences, relation, regression, and analysis of variance. semester.) and in the Center for Visual Science Excel, Minitab, and similar programs. 390. Supervised College Teaching. Gary D. Paige, M.D. (Chicago) Kilian J. and 212. Applied Statistics for the Biological 391. Independent Study in Statistics. Caroline F. Schmitt Professor of Neuro- and Physical Sciences I. Descriptive statis- Supervised reading arranged on an individual biology and Anatomy, Professor of Bio- tics, statistical analysis, and statistical inference basis. Prerequisite: consent of the department. medical Engineering, of Ophthalmology, of as used in the biological and physical sciences; 394. Internship. Arranged by the student Brain and Cognitive Sciences, and in the including elements of correlation, regression, and supervised by the advisor. Center for Visual Science and analysis of variance. Excel, Minitab, and In addition, some 400-level courses are avail- Tatiana Pasternak, Ph.D. (Copenhagen) Pro similar programs. able to qualified undergraduates through the fessor of Neurobiology and Anatomy, of 213. Elements of Probability and Sta- Department of Biostatistics. Brain and Cognitive Sciences, and in the tistics. Probability, probability distributions, Center for Visual Science random variables, moments, principles of Marc H. Schieber, M.D. (Washington) Pro- statistical inference, estimation, hypothesis fessor of Neurology, of Neurobiology and testing. Prerequisite: MTH 141 or equivalent. Anatomy, of Physical Medicine and Reha- 216. Applied Statistics II. Continuation VISUAL SCIENCE bilitation, of Brain and Cognitive Sciences, of 211 or 212. Analysis of variance, regression, and in the Center for Visual Science correlation contingency table analysis, and David R. Williams, Ph.D. (California, San associated topics. Prerequisite: STT 211 or Diego) William G. Allyn Professor of Med- 212. Excel, Minitab, and similar programs. Richard N. Aslin, Ph.D. (Minnesota) William ical Optics, Professor of Brain and Cogni- 221W. Sampling Techniques. Simple ran- R. Kenan Professor of Brain and Cognitive tive Sciences, of Psychology, of Optics, of dom, stratified, systematic, and cluster sam- Sciences, Professor of Psychology and in the Ophthalmology, of Biomedical Engineer- pling; estimation of the means, proportions, Center for Visual Science; Director, Center ing, and in the Center for Visual Science; variance, and ratios of a finite population. Ratio for Brain Imaging Director of the Center for Visual Science and regression methods of estimation and the Greg DeAngelis, Ph.D. (California, Daphne Bavelier, Ph.D. (M.I.T.) Associate use of auxiliary information. The nonresponse Berkeley) Professor of Brain and Cogni- Professor of Brain and Cognitive Sciences, problem. Prerequisites: STT 211, 212, or 213, tive Sciences, of Neurobiology and Anat- of Radiology, and in the Center for Visual and familiarity with the concepts of expecta- omy, of Biomedical Engineering, and in Science tion, variance, covariance, and correlation. STT the Center for Visual Science Edward Freedman, Ph.D. (Pennsylvania) 203 would be helpful. Charles J. Duffy, Ph.D. (Johns Hopkins) Pro- Associate Professor of Neurobiology and 222. Design of Experiments. Randomized fessor of Neurology, of Neurobiology and Anatomy and in the Center for Visual blocks and Latin squares, one- and two-way Anatomy, of Ophthalmology, of Brain and Science classifications, factorial experiments, analysis Cognitive Sciences, and in the Center for Lin Gan, Ph.D. (University of Texas) of variance and covariance, t-tests and F-tests. Visual Science Associate Professor of Ophthalmology, of Excel, Minitab, and JMP and SAS, and similar Steven Feldon, M.D. (Albert Einstein College Center for Aging and Developmental programs. of Medicine) Professor of Ophthalmology, Biology and in the Center for Visual 226W. Introduction to Linear Models. of Neurology, and in the Center for Visual Science Simple linear, multiple, and polynomial regres- Science; Chair of the Department of Oph- Alexandre Pouget, Ph.D. (California, San sion methods and applications; ordinary and thalmology Diego) Associate Professor of Brain and generalized least squares, estimation, tests James Fienup, Ph.D. (Stanford) Robert E. Cognitive Sciences, of Biomedical Engi- of hypotheses and confidence intervals, and Hopkins Professor of Optics and Professor neering, and in the Center for Visual simultaneous inference, and computer pack- in the Center for Visual Science Science ages. Computer programs including JMP and James R. Ison, Ph.D. (Michigan) Professor of Michael Weliky, Ph.D. (California, Berkeley) SAS. Prerequisites: STT 165 or 212, and STT Brain and Cognitive Sciences, of Psychology, Associate Professor of Brain and Cogni- 203. and in the Center for Visual Science tive Sciences and in the Center for Visual 241. Applied Multivariate Analysis. Robert A. Jacobs, Ph.D. (Massachusetts, Science Credit—2 hours. Methodology and applica- Amherst) Professor of Brain and Cog- Krystel Huxlin, Ph.D. (University of tions of multivariate analysis. Hotelling’s T- nitive Sciences, of Psychology, of Computer Sydney) Assistant Professor of Ophthal- square, multivariate regression, and analysis Science, and in the Center for Visual mology and in the Center for Visual Science of variance. Classification and discrimination. Science Richard Libby, Ph.D. (Boston) Assistant Pro- Principal components, clustering, and multidi- David Knill, Ph.D. (Brown) Professor of fessor of Ophthalmology and in the Center mensional scaling. Computer programs includ- Brain and Cognitive Sciences and in the for Visual Science ing JMP and SAS. Prerequisite: STT 226. Center for Visual Science; Associate Direc- Ania Majewska, Ph.D. (Columbia) Assistant tor of the Center for Visual Science Professor of Neurobiology and Anatomy and in the Center for Visual Science VISUAL SCIENCE 133

Lizabeth Romanski, Ph.D. (Cornell) Assistant REQUIREMENTS FOR A RESEARCH in the world. Students read contemporary Professor of Neurobiology and Anatomy MINOR IN VISUAL SCIENCE research and, through classroom discussion and in the Center for Visual Science and critical essays, explore and analyze the Five courses are required. Scott Seidman, Ph.D. (Case Western) Assis questions and debates that define contempo- 1. CVS 151/BCS 151. Perception and Action tant Professor of Sensory Motor Neurology rary perceptual science. Prerequisite: CVS 151. 2. CVS 208/BCS 208. Laboratory in Percep- and in the Center for Visual Science Same as BCS 220. (Spring) tion and Cognition Geunyoung Yoon, Ph.D. (Osaka University) 228. The Human-Machine Interface. 3. CVS 389. Vision Science Research and Col- Assistant Professor of Ophthalmology, of Surveys the factors that influence human per- loquium. Students attend weekly research Biomedical Engineering, and in the Center formance with machines and other artificial meetings and colloquia in the Center for for Visual Science systems, including: sensory and motor func- Visual Science. tion, information processing, memory, moti- Teaching assistants occasionally assist in- 4. Two semesters of CVS 395. Independent vation, decision making, problem solving, the structors in the courses offered in the Center, Research in Visual Science. These may be influence of the environment, and facilitators primarily in large courses or those requiring either with the same faculty member in CVS or such as instructions, performance aids, selec- laboratories or numerous demonstrations. with two different faculty. tion, and training. Includes in-depth consid- The Center for Visual Science (CVS) fosters eration of visual displays and motor input. No COURSES OF INSTRUCTION prerequisites. Same as BCS 228. (Spring) research on how the eye and brain allow Definitive course listings are published before us to see. CVS brings together a large num- 245. Sensory and Motor Neuroscience. each semester. Courses listed here carry 4 Provides an overview of the neural basis ber of faculty with ties to the departments of credit hours unless otherwise noted. Fol- brain and cognitive sciences, ophthalmology, of perception and action, covering vision, lowing are some of the recent or planned audition, somatosensation, chemical senses, optics, neurobiology and anatomy, and neu- offerings. rology. Our interdisciplinary group provides an eye movements, and reaching. Topics include unusual opportunity for students to experience 110. Neural Foundations of Behavior. a review of sensory transduction, how the the frontiers of research on the visual sys- Introduces the structure and organization of brain extracts information from sensory sig- tem and brain function. To make these oppor- the brain, and its role in perception, move- nals, how muscles convert nerve impulses into tunities more accessible to undergraduates, ment, thinking, and other behavior. Topics in- mechanical forces, how different movements we offer both a minor and a research minor clude the brain as a special kind of computer, are encoded in the brain, and how an animal’s in visual science. The minor emphasizes localization of function, effects of brain dam- internal state (e.g., memory or attention) coursework while the research minor empha- age and disorders, differences between human influences the course of action. Prerequisite: sizes hands-on experience in a modern vision and animal brains, sex differences, perception BCS 240 (NSC 201) or equivalent background laboratory. Either of these minors may be of and control of movement, sleep, regulation of with instructor’s permission. (Spring) interest to undergraduates who choose to body states and emotions, and development 389. Vision Science Research and Col- concentrate in any of a number of other disci- and aging. No prerequisites. Same as BCS 110. loquium. Intended for students who are plines. The most natural and valuable combi- (Fall) engaged in research in the Center for Visual nations might link a visual science minor with 151. Perception and Action. Explores Science and who may be considering a career a concentration in computer science, neuro- how the biology of our senses shapes per- in research. Provides exposure to the research science, optics, or brain and cognitive sciences ceptual experiences of reality. Emphasizes environment of the Center through the reg- although other combinations are possible. sense of sight primarily and hearing second- ular research meetings and colloquia attended arily. An important theme is that our sensory by CVS graduate students, postdocs, and fac- systems play a crucial role in the execution ulty. Students also complete a paper on a REQUIREMENTS FOR A MINOR IN of coordinated movements of our bodies, as vision-related topic. No prerequisites. (Fall VISUAL SCIENCE we navigate in, and interact with, the environ- and Spring) Five courses are required. ment. Prerequisite: BCS/CVS 110 or BCS/CVS 391. Independent Study. A special pro- 1. One of the following: 111, or equivalent background. Same as BCS gram of reading in advanced aspects of visual • CVS 110/BCS 110. Neural Foundations of 151. (Fall) science. Designed by individual arrangement Behavior 208. Laboratory in Perception and Cog- with a faculty member in the Center for Visual • CVS 111/BCS 111. Foundations of Cogni- nition. Introduces observational studies of Science. (Fall and Spring) tive Science perceptual and cognitive phenomena, show- 395. Independent Research. A research • CVS 153/BCS 153. Cognition ing how scientific questions can be answered course designed by individual arrangement • BCS 240/NSC 201. Basic Neurobiology by making such observations. Students per- with a faculty member. Complete descriptions 2. CVS 151/BCS 151. Perception and Action form, analyze, interpret, and report results of Faculty Research Programs can be found on 3. CVS 208/BCS 208. Laboratory in Percep- from seven experiments conducted in a the Web (www.cvs.rochester.edu) or obtained tion and Cognition sequence that gradually increases the inde- from the department’s Undergraduate Pro- 4. One of the following upper-level courses: pendence of the student experimenters. Pre- grams Office (102 Meliora). (Fall and Spring) • CVS 220/BCS 220. The Intelligent Eye requisites: BCS 200 and either CVS 151 or • CVS 228/BCS 228. The Human-Machine 153. (Spring) Interface 220. The Intelligent Eye. Provides an • CVS 245/BCS 245. Sensory and Motor interdisciplinary view of modern research into Neuroscience how the human brain solves the problems • CVS 504/BCS 504. Sensory Systems (with involved in perception, including how we per- permission of instructor) ceive the three-dimensional structure of the • CVS 505/BCS 505. Perception and Motor world, how we recognize objects, and how Systems (with permission of instructor) visual information is used to control action 5. CVS 391 or CVS 395. Independent Study/ Independent Research in Visual Science 134 ARTS AND SCIENCES

In addition to the undergraduate curricular UPPER-LEVEL WRITING WOMEN’S STUDIES program, other programs include undergradu- REQUIREMENT ate student conference, undergraduate stu- We require that all women’s studies majors dent workshop with visiting scholars, graduate successfully complete two upper-level writ- certificates, graduate fellowships, faculty ing courses: research seminars, public lecture series, and Women’s studies offers an interdisciplinary 1. WST 200W, Women’s Studies Colloquium conferences. concentration leading to a bachelor’s degree, 2. ONE of the following courses: supervised by the program’s Curriculum Com- a. WST 391, Independent Study, provided mittee. A minor in women’s studies is also REQUIREMENTS FOR that it requires substantial research, writing, available. CONCENTRATION IN and revision WOMEN’S STUDIES b. WST 396, Women’s Studies Seminar, as STEERING COMMITTEE The interdepartmental major in women’s a writing course, by arrangement with the Susan Gustafson, Ph.D. (Stanford) Karl F. studies requires 12 courses (8 in women’s instructor and Bertha A. Fuchs Professor of German studies): WST 200W (Colloquium); three from c. Majors who are minoring in another pro- Studies and Professor of German; Director among the remaining foundation courses gram or department may take an upper- of the Susan B. Anthony Institute for Gender (WST 201–209); three electives in women’s level writing course in their minor and Women’s Studies studies (from courses cross-listed in at least d. Double majors may take an upper-level Terry Platt, Ph.D. (Harvard) Professor of two departments); either an internship, inde- writing course in their second major, pro- Biology and Adjunct Professor of Bio- pendent research project, or women’s stud- vided that it is taken in addition to the writ- chemistry and Biophysics ies seminar; and four allied field courses that ing courses required for that major Sharon Willis, Ph.D. (Cornell) Professor of constitute a coherent field of study (at least French and of Visual and Cultural Studies two in a single department or program, the Ayala Emmett, Ph.D. (Rochester) Associate COURSES OF INSTRUCTION remaining two in any department or program, Definitive course listings are published before Professor of Anthropology including women’s studies). Larry Hudson, Ph.D. (Keele) Associate Pro- each semester. Courses listed here carry 4 fessor of History credit hours unless otherwise noted. Following Jean Pedersen, Ph.D. (Chicago) Associate HONORS IN RESEARCH are some of the recent or planned offerings. Professor of Humanities in the Eastman Majors who are carrying a women’s studies School of Music and of History in the College GPA of 3.3 or better and who have success- FOUNDATION COURSES fully completed at least one 300-level course 200W. Colloquium in Women’s Studies. Women’s studies focuses on the experiences (4 credits) in women’s studies by the end of 201. Women in History. of diverse groups of women and the changing their junior year are eligible to work for hon- 202. Women in Society. cultural, economic, political, and psychological ors in women’s studies in their senior year. 203. Women in Politics. relations among women and men. Because In the senior year, the honors sequence com- 204. Feminism in Literature, Art, and women’s studies asks questions about women bines independent research (WST 393H) or Media. and about gender that no single academic an internship (WST 394H) in the fall with the 205. Philosophical Foundations of Fem- department is able to answer, the program production of an honors thesis (WST 397H) in inism. encourages an interdisciplinary approach to the spring. 206. Psychology and Women. research and learning. REQUIREMENTS FOR 207. Feminism in Science and Techno- A MINOR IN WOMEN’S STUDIES logy. The program offers an undergraduate major 208. Women and Ethnicity. and minor, an honors program, clusters in the Two foundation courses (WST 200–209), three electives. No more than two courses included humanities and social sciences, and intern- ELECTIVES ships in the Rochester community. Students in the student’s major may be counted toward 391. Independent Study. (Reading course have the opportunity to work with faculty the minor. in gender and women’s studies.) from the humanities, sciences, and social 393. Independent Research. Students sciences, who are appointed in the College CLUSTERS design their own research project based on (arts and sciences), the Eastman School of Social Sciences an area of scholarly exploration within gender Music, the Margaret Warner Graduate School Gender and History and women’s studies. The student is expected of Education and Human Development, the Gender and Public Policy to use the material from previous coursework. School of Nursing, and the School of Medicine Gender and Social Issues 393H. Independent Research—Honors. and Dentistry. Gender, Science, and Health 394. Internship in Women’s Studies. In the early 1980s the University opened the History and Theory of Feminism Students receive experience and course credit program in women’s studies to address is- Humanities by working with local Rochester organizations sues important for understanding the role of Gender and Literature in the arts, education, health, law, media, pol- women. The Susan B. Anthony Institute for Gender, Culture, and Representation itics, and social services. These internships Gender and Women’s Studies is named to Race and Gender focus on gender and women’s studies. honor Susan B. Anthony, the nineteenth- 394H. Internship—Honors. century suffragist who led a successful cam- 396. Seminar in Women’s Studies. Exam- paign to have women admitted to the Univer- ines from a multidisciplinary perspective a par- sity of Rochester in 1900. The Institute draws ticular topic related to gender and women’s on Anthony’s goals and ideals and preserves studies. Provides in-depth research oppor- her rich historical connection with the city of tunities. Rochester. 397. Independent Honors Thesis. WOMEN’S STUDIES 135

The following list gives a general indication 263. Japanese Women Writers. Further information is available from the of sample elective courses offered in 267. Fashion, Beauty, Power. Susan B. Anthony Institute for Gender and women’s studies: 271. Sex and Gender. Women’s Studies, 538 Lattimore Hall, Uni- 100. Introduction to Women’s Studies. 331. Black Males and Culture. versity of Rochester, P.O. Box 270434, Roch- 123. Introduction to Visual and Cul- 334. History of Ideas: Alien Sex. ester, New York 14627-0434. Phone: (585) tural Studies. 340. Creative Nonfiction: Writing Wom- 275-8318. Fax: (585) 461-9376. Web: www. 194Q. Masculine Discontent in Film en’s Lives. rochester.edu/college/wst. and Society. 348. Women and the Body in Christian 195Q. Outlaw Heroes: Robin Hood to Thought. Eastwood. 350. Black Family in Slavery and Free- 206. Feminism, Gender and Health. dom. 214. Women as Text and Image. 351. Approaches to Women in History. 219. Families, Households, and Gender. 220. Urban Schools: Race and Gender. 225. Women, Cloth and Culture. 235. Contemporary Women’s Writing. 243. The Brontes. 260. Race and Gender in Popular Films. 136 ENGINEERING AND APPLIED SCIENCES EngineeringThe College’s School of & Applied Sciences

ADMINISTRATIVE OFFICERS makes it possible to incorporate specialized the junior year, later than the usual timing for Peter Lennie. M.D. (Rochester) Robert L. and coursework. For instance, engineering stu- prospective B.S. (engineering) students. (See Mary L. Sproull Dean of the Faculty of Arts, dents can pursue elective work and undertake page 157 for more details.) Sciences, and Engineering research projects in such fields as architecture, Richard Feldman, Ph.D. (Massachusetts) environmental studies, and materials science. REQUIREMENTS FOR THE Dean of the College In their first year, enrolled students who have DEGREE BACHELOR OF SCIENCE Kevin J. Parker, Ph.D. (M.I.T.) Dean of the expressed an interest in an engineering con- In addition to the specific courses stipulated School of Engineering and Applied Sciences centration are assigned engineering faculty in the degree programs, students must satis- Thomas Y. Hsiang, Ph.D. (University of advisors who counsel interested students on factorily complete the following: California, Berkley) Associate Dean of the the School’s degree requirements, policies, 1. Semester hour requirements: The Depart- School of Engineering and Applied Sciences and procedures. Students formally enter the ment of Biomedical Engineering requires School at the end of their sophomore year or a minimum of 130 semester hours; the The College encompasses the disciplines of at any time in their undergraduate tenure that Department of Chemical Engineering, 130; arts and sciences, as well as the departments they have satisfied the necessary prerequisites. the Department of Electrical and Computer within the School of Engineering and Applied Engineering, 128; the Department of Me- Sciences, that together enroll the majority Four-year courses of study lead to the Bache lor of Arts (engineering science), the Bachelor chanical Engineering, 129; and The Institute of of University undergraduates and graduate Optics, 130. students. of Science degree in biomedical engineering, chemical engineering, electrical and com- 2. Writing: Entering students are advised by The School of Engineering and Applied Sci- puter engineering, geomechanics, mechanical the College Writing Center in the selection of ences offers degree programs leading to engineering, optics, or an interdepartmental an appropriate primary writing course. Stu- the Bachelor of Arts (engineering science), program in engineering and applied science. dents should complete this requirement by Bachelor of Science, Master of Science, and The Bachelor of Science degree programs in the end of their first year. The ability to com- Doctor of Philosophy degrees. Based on the chemical, biomedical, electrical and computer, municate clearly and effectively is extremely fundamentals of science and engineering, the and mechanical engineering are accredited by important. Each department and program -programs exist in and benefit from a strong the Accreditation Board for Engineering and has incorporated a discipline-specifc upper liberal arts environment. Technology; seniors in these programs are level writing experience into the curriculum, as described in the Bulletin sections of each The undergraduate program provides edu- eligible to take the “Fundamentals of Engi- program. Every student must complete the cation for a lifetime career, not simply training neering Examination’’ and are encouraged upper-level writing requirements of their for a specific job. The programs have two to do so. This is the first of two examinations degree program. major objectives: leading to professional licensure. See pages 3. Cluster requirements: Clusters in the areas 1. To prepare students for positions as 138–157 for details about these programs. of humanities and social sciences are an practicing engineers and leaders in industry, important and integral part of an engineering government, education, and other areas of BACHELOR OF ARTS education, and should be carefully chosen society. IN ENGINEERING SCIENCE with the help of faculty advisors. Students 2. To prepare students for graduate work Another option for students, especially those in Bachelor of Science degree programs in leading to professions in medicine, law, and who are uncertain about their intended biomedical, chemical, electrical and computer, business as well as engineering, giving them specialization or are interested in a broad in- or mechanical engineering are required to an understanding of science and technology troduction to several fields of engineering, is complete one cluster in either the humanities that will provide a firm foundation for their the B.A. (engineering science). This program or social sciences and an additional one or two lifework. provides a strong, technological education for humanities or social science courses for distri- Each program has adopted more specific goals students considering careers in law, medicine, bution requirements. Students completing and objectives that are given in the appropri- or business, or wishing to delay engineering the Bachelor of Science degree programs ate discipline sections of this bulletin. specialization to the graduate level. The in optics, geomechanics, or the interdepart underlying science and mathematics require- The emphasis is on both individual oppor- mental program, or the Bachelor of Arts in ments are similar to those needed for most tunity and collaborative team effort. Students engineering science, are required to complete science and engineering concentrations. The are encouraged to participate in the many two clusters, one each in the humanities and other requirements are the same as those pre- active research projects both in the School, social sciences. scribed for liberal arts degrees. As a result, the and through cooperative internships in busi- decision on a wide variety of possible course Another way of fulfilling cluster and distri- ness and industry. Flexibility in each program selections can be made at the beginning of bution requirements is to choose a minor ENGINEERING AND APPLIED SCIENCES 137

from the offerings within the humanities or Students may transfer into the School of Engi- encouraged to participate in the School’s In- social science areas (which still requires a total neering and Applied Sciences at the University dustry Practicum, a paid, full-time, high quality of five or six courses from these areas). Refer of Rochester at any time, but will find it neces- work experience over an eight-month period. to individual department or program sections sary to satisfy those prerequisites they may be To participate, a student must be a second- in this Bulletin for further details. lacking. semester junior or a first-semester senior and 4. Distribution requirements: Engineering stu- be pursuing a degree in any engineering disci- dents must take four to six humanities and/or MINORS pline or computer science. During the eight- social sciences courses depending on their The School of Engineering and Applied Sci- month Industry Practicum, students do not department's policy. For ABET- accredited ences recognizes all minors offered by the take any classes, receive any academic credit, degree programs, three of these courses must College. In addition, the School of Engi- or pay tuition. As a result, it is important for constitute an approved humanities/social sci- neering and Applied Sciences offers minors students to meet with their faculty advisors to ences cluster (regardless of the classification in bioenvironmental engineering, biomedical plan their potential participation in the Indus- of the individual courses that make up the engineering, chemical engineering, electrical try Practicum to ensure that they meet depart- cluster). The remaining one or two courses and computer engineering, environmental mental requirements. Advisors assist students must be classified by the College as humani- engineering, materials science, mechanical in curriculum planning since four-and-a-half- ties and/or social sciences courses and must engineering, and optics. These minors are year’s time will be necessary to complete the not emphasize basic skills in mathematics or available to all undergraduates as a way to usual four-year academic program. computer programming. strengthen their academic program. Additional information on this program can 5. Residency requirement: The intent of the be obtained from the School’s Deans Office, residency requirement is to ensure that grad- Ort Braude College 306 Lattimore Hall, or from the Career Center, uates have taken a substantial number of the Exchange Program Meliora Hall. advanced courses required for their concen- The College is pleased to offer a unique and tration in a timely fashion at the University of innovative English-language study abroad Rochester. To qualify for an undergraduate TAKE FIVE SCHOLARS PROGRAM program at the ORT Braude College in Students may extend undergraduate work degree, a student must complete at least four Karmiel, Israel, designed especially for semesters of full-time study, or, for part-time beyond the normal four-year period to include University of Rochester students of science additional courses related to their interests by students, the equivalent number of credit and engineering. The program specifically hours. applying to the Take Five Scholars Program. meets the needs of sophomores considering If accepted, students may elect an additional 6. Cumulative grade-point average: an average majoring in mechanical, chemical, electrical of at least 2.0 for all courses taken for credit at semester or an extra year without tuition and computer, and biomedical engineering, charges. Students wishing to apply for the the University of Rochester, and an average of and chemistry, physics, and computer science. at least 2.0 in courses specified by the depart- Take Five Scholars Program should consult Some juniors (for example, Take Five their faculty advisors. ment or program of concentration. students) may be eligible. 7. All students accepted into the School of Engineering and Applied Sciences become While on the program, students live in the KAUFFMAN ENTREPRENUERIAL YEAR responsible for two full years of equipment ORT Braude residence halls. An inexpensive (KEY) PROGRAM fees. These are normally assessed during each cafeteria, sports facilities, extracurricular The KEY program also provides an opportu- semester of the junior and senior years. activities, and many social functions are avail- nity for students to spend a fifth year at the able on campus. Each Rochester student has University. Students who participate in this FLEXIBLE FIRST YEAR a local student mentor. Students have the program study or practice entreprenuership Students intending to pursue an engineering opportunity to learn Hebrew on the program, through internships, special projects, business program are accepted into the College in their and to take Introduction to the History and Ar- plan development, and research into various first year and are assigned an advisor from chaeology of the Galilee as well. Students may facets of entrepreneurship or analysis of how the engineering faculty. The typical first-year also choose to stay in Israel for the summer culture and public policy influence entrepre- schedule is shown below. on the 8-credit summer archaeological dig in neurial activity. the Galilee, a University of Rochester summer MTH 161 MTH 162 study abroad program. Natural Natural science course DOUBLE DEGREES science course Engineering This is a spring-only program. Approximate Students may earn both a B.S. degree in the Engineering recommendation dates are March 1 through July 5, with a School of Engineering and Applied Sciences recommendation Humanities or social one-week break during the Israeli Passover and a B.A. or B.S. degree in a chosen liberal CAS 105 sciences elective vacation. All courses are taught in English. The arts or science concentration. These students application deadline is October 15. Additional essentially complete a program similar to a information is available at the Center for Study two-college program, but do so entirely at the Students choose their engineering electives in Abroad and Interdepartmental Programs, 206 University of Rochester. Dual degrees require consultation with their faculty advisor. First- Lattimore Hall, and on the Web at www.seas. significant work beyond the normal require- year students who have chosen a major field rochester.edu/SEAS/options/ORT-Braude.html. ments of a four-year program. Any extension should take the courses recommended for past the normal four-year time span will not be that concentration as indicated under specific INDUSTRY PRACTICUM tuition free. departmental listings. Other students may use When looking for employment, students the engineering electives to explore options Students may earn a B.A. in engineering sci- have discovered that employers increasingly ence, with a second degree in any other pro- within the engineering fields. It is not nec- demand significant practical work experience essary to select a major field until the end of gram in the College. All degree requirements in addition to sound academic knowledge. for both programs must be satisfied. the first year because appropriate engineering The optional Industry Practicum provides an courses taken in the first year can be used as opportunity for students to enhance their Students may earn two bachelor degrees from electives in each program—all required education by integrating their engineering and the School of Engineering and Applied Sciences; courses can be taken in the last three years. computer science knowledge with workplace however, the interdepartmental B.S. program practice. Students intending to pursue an may not be one of the two degrees unless ap- engineering or computer science degree are proved by the Administrative Committee. 138 ENGINEERING AND APPLIED SCIENCES

B.S.-M.S. PROGRAMS science, mathematics, and pre-engineering, BIOMEDICAL ENGINEERING Faculty Combined B.S.-M.S. programs in biomedical such students may enter the School directly Laurel H. Carney, Ph.D. (Wisconsin) Professor engineering, chemical engineering, electrical and complete their degree requirements in an of Biomedical Engineering engineering, materials science, mechanical additional two years. This common pattern is Gregory DeAngelis, Ph.D. (California, Berkeley) engineering, and optics are available to those often described as a “2+2” program. Another Professor of Brain and Cognitive Sciences, students wanting to blend their undergraduate pattern is for students with a science and of Biomedical Engineering, of Neurobiol program with graduate study. mathematics background in a liberal arts cology and Anatomy and in the Center for lege to transfer after three years and then con- Visual Science Students who wish to complete a bachelor’s centrate on engineering courses in order to Richard E. Waugh, Ph.D. (Duke) Professor of degree in engineering and a Master of Busi- complete an engineering degree in two more Biomedical Engineering, of Pharmacology ness Administration may be able to combine years. Often, on completion of the five years and Physiology, of Biochemistry and Bio an undergraduate engineering program with the first institution will confer a B.A. degree at physics, and of Mechanical Engineering; work in the William E. Simon Graduate School the same time a B.S. in engineering is awarded Chair of the Department of Business Administration. Because engi- at Rochester. Transfer programs formalized in Diane Dalecki, Ph.D. (Rochester) Associate neering program requirements exceed those this way are “3-2” programs. There are estab- Professor of Biomedical Engineering and of other undergraduate majors, the majority of lished agreements on 2+2 and 3-2 programs of Electrical and Computer Engineering; engineering undergraduates will not be ready with a few regional institutions. However, a Director, Rochester Center for Biomedical to take advantage of the application schedule number of students with these transfer char- Ultrasound followed by most University undergraduates acteristics are admitted to the School on an Michael King, Ph.D. (Notre Dame) Associate from other disciplines. Therefore, the Simon individual basis. Course equivalency and credit Professor of Biomedical Engineering, of School offers two additional options to accel- are determined for each case. See page 185 of Chemical Engineering, and of Surgery erate the completion of both undergraduate this bulletin for more on transfer possibilities. Amy L. Lerner, Ph.D. (Michigan) Associate and graduate degrees to eligible engineering Professor of Biomedical Engineering and students. (Engineering science majors are of Mechanical Engineering and in the encouraged to arrange their programs to ACADEMIC INFORMATION Center for Musculoskeletal Research participate in the normal 3-2 program.) AND ADVISING The Dean’s Office in Lattimore Hall assists Anne E. Luebke, Ph.D. (Johns Hopkins) Option 1 requires students to apply by No- students with course changes, summer school Associate Professor of Biomedical Engi vember 15 of their senior year for admission approval, preparation for graduate and pro- neering and of Neurobiology and Anatomy to the M.B.A. program beginning in January. fessional study, independent study and special James McGrath, Ph.D. (M.I.T.) Associate This option offers the student the full benefits courses, and academic petitions. For specific Professor of Biomedical Engineering of M.B.A. study insofar as the core courses regulations on these and other aspects of pro- Axel Wismüller, M.D. (Technical University of are taken in sequence and the study-team gram planning, turn to the Academic Services Munich, Germany) Associate Professor of approach is fully realized. Option 1 also offers and Information section of this bulletin (pages Biomedical Engineering and of Imaging the opportunity for students to take a sum- 170–175). Sciences mer internship, provided the student is will- Hani Awad, Ph.D. (University of Cincinnati) ing to add the three courses normally taken The School of Engineering and Applied Sci- Assistant Professor of Biomedical during the summer quarter (one each) to ences assigns faculty advisors to each known Engineering and of Orthopaedics the remaining three academic quarters of the prospective engineering student in the first Edward Brown III, Ph.D. (Cornell) Assistant second year of M.B.A. coursework. year to provide information about different en- Professor of Biomedical Engineering gineering fields and to help students plan and Option 2 is designed for engineering students Kevin Davis, Ph.D. (Boston) Assistant review course schedules and degree programs. who will not complete required engineering Professor of Biomedical Engineering and The Dean’s Office coordinates the advising courses by the end of the fall semester of of Neurobiology and Anatomy process, and every attempt is made to match their senior year. Students commence M.B.A. Gregory Gdowski, Ph.D. (Boston) Assistant advisors with individual interests and needs. coursework on a part-time basis during the fall Professor of Biomedical Engineering and semester of their senior year. Although option All courses in the School are taught by full- of Neurobiology and Anatomy 2 permits the completion of both the bache time faculty members with professorial rank Mathews Jacob, Ph.D. (Swiss Federal Institute lor’s and master’s degrees in five years, it usu- or by part-time faculty members with the of Technology, Switzerland) Assistant ally does not involve a summer internship nor rank of professor or lecturer. In courses that Professor of Biomedical Engineering, of does it offer the strong team experience and have more than 25 students, student teaching Electrical and Computer Engineering, and class bonding opportunities of option 1. assistants may aid the professor in supervising of Imaging Sciences laboratory sessions, running regularly sched- Nicholas N. Kuzma, Ph.D. (Yale) Assistant Both of these options may require that stu- uled problem sessions, or grading homework. Professor of Biomedical Engineering and dents take an overload, summer courses, or of Imaging Sciences prerequisite coursework during the junior or Stephen McAleavey, Ph.D. (Rochester) senior year; students should also be aware Assistant Professor of Biomedical Engi that the Simon School operates on a quarter neering and of Electrical and Computer system calendar. Students must have solid Engineering academic records and must score well on BIOMEDICAL David Pinto, Ph.D. (Pittsburgh) Assistant the Graduate Management Admissions Test ENGINEERING Professor of Biomedical Engineering and (GMAT), which should be taken by Janu- Neurobiology and Anatomy ary of their junior year, to be considered for Scott Seidman, Ph.D. (Case Western admission. (See page 163 for details about this Reserve) Assistant Professor of Bio program.) For any questions or changes to the BME medical Engineering, of Neurobiology curriculum please contact the BME under- and Anatomy, and in the Center for Visual TRANSFER PROGRAMS graduate coordinator at (585) 273-4754 or visit Science Students with engineering interests may trans- our Web site at www.bme.rochester.edu. fer into the School of Engineering and Applied Sciences from other institutions. If they have had the equivalent of the first two years of BIOMEDICAL ENGINEERING 139

JOINT APPOINTMENTS WITH J. H. David Wu, Ph.D. (M.I.T.) Professor of Shey-Shing Sheu, Ph.D. (Chicago) Professor BIOMEDICAL ENGINEERING Chemical Engineering, of Microbiology of Pharmocology and Physiology, of Medi and Immunology, and of Biomedical cine, and of Anesthesiology Alfred Clark, Jr., Ph.D. (M.I.T.) Professor of Engineering Peter G. Shrager, Ph.D. (California, Mechanical Engineering, of Mathematics, Jianhui Zhong, Ph.D. (Brown) Professor of Berkeley) Professor of Neurobiology and and of Biomedical Engineering Imaging Sciences, of Biomedical Engineer Anatomy Philippe M. Fauchet Ph.D. (Stanford) Dis ing, and of Physics Paul E. Bigeleisen, M.D. (California, Davis) tinguished Professor of Electrical and Andrew Berger, Ph.D. (M.I.T.) Associate Associate Professor of Anesthesiology Computer Engineering, Professor of Materi Professor of Optics and of Biomedical Karl Schwarz, M.D. (Rochester) Associate als Science, of Optics, and of Biomedical Engineering Professor of Medicine and of Biomedical Engineering and Senior Scientist in the Patricia Chess, M.D. (Columbia) Associate Engineering Laboratory for Laser Energetics Professor of Pediatrics and of Biomedical Xucai Chen, Ph.D. (Yale) Assistant Professor Bruce M. Fenton, Ph.D. (California, San Diego) Engineering of Medicine, of Electrical and Computer En Professor of Radiation Oncology and of Edward G. Freedman, Ph.D. (Pennsylvania) gineering, and of Biomedical Engineering Biomedical Engineering Associate Professor of Neurobiology and Jean-Philippe Couderc, Ph.D. (National Insti- Robert D. Frisina, Ph.D. (Syracuse) Professor Anatomy, of Biomedical Engineering, and tute of Applied Science, Lyon, France) of Otolaryngology, of Biomedical Engi in the Center for Visual Science Research Assistant Professor of Medicine neering, and of Neurobiology and Anat Denise Hocking, Ph.D. (Albany) Associate Edwin Carstensen, Ph.D. (University of omy Professor of Pharmacology and Physiology Pennsylvania) Arthur Gould Yates Profes Sheryl Gracewski, Ph.D. (California, Berkeley) and of Biomedical Engineering sor Emeritus of Engineering and Senior Professor of Mechanical Engineering and Ben Miller, Ph.D. (Stafford) Associate Profes Scientist in Electrical and Computer of Biomedical Engineering sor of Dermatology, of Biochemistry and Engineering Duncan T. Moore, Ph.D. (Rochester) Biophysics, and of Biomedical Engineering Professor of Optics and of Biomedical Engi Jack G. Mottley, Ph.D. (Washington, St. Biomedical engineering (BME) involves neering and Rudolph and Hilda Kingslake Louis) Associate Professor of Electrical the application of engineering science and Professor of Optical Engineering Science and Computer Engineering and of Bio technology to solve problems in biology and Ruola Ning, Ph.D. (Utah) Professor of Imag medical Engineering medicine. This broad area contains many ing Sciences, of Oncology, of Radiation Edward M. Schwarz, Ph.D. (Albert Einstein career opportunities, ranging in scope from Oncology, and of Biomedical Engineering College of Medicine) Associate Profes advanced research to engineering practice in Lukas Novotny, Ph.D. (Swiss Federal Institute sor of Orthopaedics, of Microbiology and a clinical setting. The Department of Biomedi- of Technology) Professor of Optics, of Immunology, of Urology, of Medicine, of cal Engineering, in conjunction with strong Physics, and of Biomedical Engineering Pathology and Laboratory Medicine, and academic programs in the basic sciences and and Scientist in the Laboratory for Laser of Biomedical Engineering other engineering disciplines at the University Energetics Wojciech Zareba, M.D. (Medical University of of Rochester, offers outstanding training in Gary Paige, M.D. (Chicago) Kilian J. and Lodz, Poland) Associate Professor of Medi this rapidly growing field. Caroline F. Schmitt Professor of Neuro cine and of Biomedical Engineering biology and Anatomy, of Neurology, of James M. Zavislan, Ph.D. (Rochester) Ophthalmology, of Brain and Cognitive B.S. IN BIOMEDICAL ENGINEERING Associate Professor of Optics, of Dermatol Sciences, in the Center for Visual Science, The Bachelor of Science degree program in ogy, of Ophtalmology, and of Biomedical and of Biomedical Engineering; Chair of biomedical engineering at the University of Engineering Neurobiology and Anatomy Rochester is one of 45 programs (as of Oc- Lisa A. DeLouise, Ph.D. (Pennsylvania Kevin J. Parker, Ph.D. (M.I.T.) William F. tober 2006) that is accredited by ABET. Our State) Assistant Professor of Dermatology May Professor of Engineering, Professor curriculum emphasizes fundamental engineer- and of Biomedical Engineering of Electrical and Computer Engineering, ing and design principles taught in the context Jeffery Houck, Ph.D. (University of Iowa) Ad of Imaging Sciences, and of Biomedical of current problems in medicine and biology. junct Assistant Professor of Biomedical Engineering; Dean, School of Engineering A series of eight core courses required of all Engineering and Applied Sciences BME students provides a solid foundation in Walter O’Dell, Ph.D. (Johns Hopkins) Assis Renato Perucchio, D. Engr. (Pisa, Italy) engineering principles relevant to biomedi- tant Professor of Radiation Oncology and Professor of Mechanical Engineering and cal engineering practice. To ensure in-depth of Biomedical Engineering of Biomedical Engineering and Associate training in engineering, students are required Keith Schneider, Ph.D. (Rochester) Assistant Professor of Pediatrics to complete a sequence of four engineering Professor (Research) in the Center for J. Edward Puzas, Ph.D. (Rochester) Donald courses in a focus area of biomedical engi- Brain Imaging and of Biomedical and Mary Clark Professor of Orthopaedics neering. These areas of concentration are Engineering and Professor of Biomedical Engineering Biomechanics, Bioinstrumentation and Imag- Geunyoung Yoon, Ph.D. (Osaka) Assistant Ingrid H. Sarelius, Ph.D. (Auckland, New ing, Cell and Tissue Engineering, and Medical Professor of Ophthamology, of Biomedical Zealand) Professor of Pharmacology and Optics. The program is capped with a biomed- Engineering, and in the Center for Visual Physiology and of Biomedical Engineering ical engineering senior design course required Science Michael C. Schell, Ph.D. (Wisconsin, Madison) for all students. This program requires a total Professor of Radiation Oncology and of of 32.5 courses (130 credit hours), including a Biomedical Engineering AFFILIATED FACULTY minimum of 51 credit hours devoted to math- Denham S. Ward, M.D. (Miami) Professor Arthur Moss, M.D. (Harvard) Professor of ematics and natural sciences and a minimum of Anesthesiology and of Biomedical Engi Medicine of 51 credit hours devoted to engineering. Alice Pentland, M.D. (Michigan) James H. neering Alternative recognition for meaningful bio- David R. Williams, Ph.D. (California, San Sterner Professor of Dermatology; Medical Director of Center for Future Health and medical engineering–related coursework and Diego) William G. Allyn Professor of research is available through the minor in Medical Optics, Professor of Brain and Chair of Dermatology Deborah Rubens, M.D. (Rochester) BME. The minor is available to students in any Cognitive Sciences, of Psychology, of Optics, major. of Ophthalmology, of Biomedical Engineer Professor of Imaging Sciences; Associate ing, and in the Center for Visual Science; Chair of Imaging Sciences Information about the minor or the major in Director of the Center for Visual Science biomedical engineering can be obtained at 140 ENGINEERING AND APPLIED SCIENCES

the BME Undergraduate Office on the second • BME 101. Introduction to Biomedical Basic Sciences and Mathematics floor of Goergen Hall or on our Web site at Engineering • Four math courses: MTH 161, 162, 163/165, www.bme.rochester.edu. • BME 201. Fundamentals of Biomechanics 164 and • Two chemistry courses: CHM 151, 152 DEPARTMENTAL MISSION AND • BME 201L. MATLAB for Biomechanics • Two physics courses: PHY 121, 122 (1 credit) • One biology course: BIO 110 OBJECTIVES • ECE 210. Circuits for Scientists and Mission Engineers Basic Science Electives (12 credit hours) Our mission is to create and disseminate • BME 221. Biomedical Computation All students must complete at least three knowledge in engineering related to basic • BME 230. Biomedical Signals and additional courses (at least 12 credit hours) in biomedical sciences and health care applica- Measurements the basic sciences beyond the required intro- tions, and to provide students with the foun- • BME 260. Quantitative Physiology with ductory biology (BIO 110), chemistry (CHM dational knowledge and skills in biomedical Lab 131 and 132), and physics (PHY 121/141 and engineering that they will need to become and • BME 295. BME Design Seminar (2 credits) 122/142) courses. Any biology, microbiology, remain leaders in their chosen field. • BME 296. BME Senior Design neuroscience, chemistry, or physics course with a number greater than 109 may be used Undergraduate Program Objective to fulfill this requirement (excluding BIO The overall educational objective of our pro- BIOMEDICAL ENGINEERING 111, 112, 113). At least two of these courses gram is to develop effective practitioners in CONCENTRATION AREAS must have a laboratory component. At least biomedical engineering and associated fields. Students choose to concentrate in one of two courses must be life science courses (i.e., We expect that our graduates will contribute four specialty areas. Four engineering courses biology, microbiology, neuroscience). Students to advancement of their chosen field, while forming a sequence in either Bioinstrumenta- are encouraged to choose their basic science remaining mindful of the ethical and social tion and Imaging, Biomechanics, Cell and electives to complement their BME concentra- implications of their work. They will have con- Tissue Engineering, or Medical Optics are tion area. Independent study courses cannot fidence in their abilities to apply foundational required. Each concentration includes an up- be used to satisfy this requirement. knowledge in the basic sciences, mathematics, per-level BME course in the specialty area. engineering analysis, and design to address a Humanities and Social Sciences wide range of problems in medicine and biol- Bioinstrumentation and Imaging Students must take four courses in the hu- ogy. In keeping with the continuously evolving • ECE 241. Signals manities and/or social sciences. Three of these nature of the field of biomedical engineering, • ECE 221. Electronic Devices and Circuits courses must complete an approved cluster. we expect that our alumni will engage in life- or long learning, and that many of them, inspired • ECE 230. Electromagnetic Waves Technical Elective (4 credit hours) by research experiences as undergraduates, • ECE 246. Digital Signal Processing Students are required to take 4 credit hours will continue their education in advanced • Upper-level BME: e.g., BME 251/451, Bio- of engineering coursework. Suitable courses degree programs. medical Ultrasound; BME 452, Medical must have significant engineering design, Imaging analysis, synthesis, or technical components. STANDARD FOUR-YEAR PROGRAM Classes that are primarily mathematics or sci- Graduation requirements for BME: minimum Biomechanics ence courses may not be used. Classes that are of 130 credits. • ME 226. Solids equivalent to core or concentration courses • ME 225. Fluid Mechanics are disallowed, e.g., ME 225 (Fluid Mechanics) All students majoring in biomedical engineer- • ME 123. Thermodynamics cannot be used as a technical elective when ing complete a common freshman and sopho- • Upper-level BME: e.g., BME 283/483, CHE 243 (Fluid Dynamics) has already been more year: Biosolid Mechanics taken to fulfill the concentration requirements and vice versa. Courses that are cross- Freshman Year Cell and Tissue Engineering listed with non-SEAS departments (e.g., CHE Fall Spring • CHE 243. Fluid Dynamics 277/AAS277) must be taken under the SEAS MTH 161* MTH 162* • CHE 244. Heat & Mass Transfer registration. The following courses may not CHM 131 CHM 132 • CHE 225. Thermodynamics be used towards the technical elective require- BME 101 PHY 121 • Upper-level BME: e.g., BME 262/462, ment for one or more of the reasons above: CAS 105 (Primary Humanities or social Cell and Tissue Engineering ECE 111, 113, 399; CHE 211, 290; ME 120, 163, Writing) sciences 164, 202, 211; OPT 287; any EAS course. Medical Optics Sophomore Year • OPT 241. Geometrical Optics Fall Spring • OPT 261. Interference & Diffraction ADMISSION REQUIREMENTS MTH 163 or 165* MTH 164* • OPT 262. Electromagnetic Theory or To be considered for admission to the bio- BIO 110 Basic science elective OPT 224 Laser Systems medical engineering major a student must PHY 122 ECE 210 • PHY 123. Wave and Modern Physics have taken courses to enable writing of a pro- BME 201 & 201L Humanities or • Upper-Level BME: e.g., OPT 448, Principles gram of study that satisfies the requirements social sciences of Eye Design; OPT 276, Biomedical Optics of the program and that can be completed in a total of four years. In addition to concentration-area courses, stu- BIOMEDICAL ENGINEERING CORE dents are required to complete the following The minimum requirements for admission to basic science, math, and distribution require- the BME program are COURSES • satisfactory completion of BME 101 (by the Eight core courses are required for all stu- ments as well as electives complementing the BME courses. end of the sophomore year) dents majoring in biomedical engineering: • two engineering courses (usually ECE 210, One Primary Writing Requirement BME 201 and 201L) *An alternative to the MTH 161 and 162 sequence is the Course • a minimum GPA of 2.15 in these three MTH 141, 142, and 143 sequence. Careful attention must Students are required to fulfill the University courses be paid to the effects of this longer sequence, including the • satisfactory completion of the basic science possible need to take a course in the summer following the primary writing requirement. Typically, the first year. course CAS 105 is used for this requirement. and math requirements BIOMEDICAL ENGINEERING 141

• a minimum overall cumulative GPA of 2.0 be provided as part of the application. Partial the use of MATLAB for both the computation • satisfactory completion of the University tuition scholarships are available on a com- and the effective presentation of scientific data primary writing requirement petitive basis for the fifth year of study only. and results. Topics include variables, func- • completion of Career Planning Form Admission to the 3-2 program provides the tions, vector and matrix syntax, flow control, student with some flexibility in scheduling logical tests, graphics, and data file access. courses in the senior and fifth years of study. Concurrent with 201. (Fall) MINOR IN BIOMEDICAL 218/418. Introduction to Neuroen- ENGINEERING With the appropriate approvals, up to two fall courses required for the undergraduate gineering. This course introduces many The biomedical engineering minor provides aspects of neuroengineering research, with substantive exposure to the biological and degree may be deferred until the fall of the fifth year. The University requires that all an emphasis on biologically plausible models engineering sciences and gives students a ba- of neurons, circuits, and systems. The course sic perspective on the complex structure and requirements for the bachelor’s degree must be completed before the start of the spring begins with a brief review of passive mem- function of living systems and their analysis brane properties and Hodgkin-Huxley channel by physical and engineering principles. The semester of the fifth year of study. Courses taken during the first four years of study that dynamics, and extends to advanced topics minor is available to students in all majors. , but including neural circuits, control systems, and engineering and biology students find it easier are not needed to fulfill the requirements for the bachelor’s degree may be applied toward biologically plausible neural models of behav- to complete these requirements. Students may ior. There is an emphasis on theory, model- not use more than two of the courses required the master’s degree program of study with the approval of the BME Graduate Committee. All ing, and simulation of single neurons, neural for the BME minor to also satisfy requirements networks, and systems. in their major (including technical electives). students in this program are expected to serve as teaching assistants for one semester. 221. Biomedical Computation. The All students that propose a minor in BME application of numerical and statistical meth- must fulfill the basic math requirements University of Rochester graduates who are not ods to model biological systems and interpret (MTH 163/165). admitted to the 3-2 program may apply during biological data, using the MATLAB program- their senior year for admission to the master’s ming language. Prerequisites: BME 201 and Biological Science Courses (8 credit hours) program. All applicants are considered for 201L, or permission of instructor. (Fall) Students must complete two life science available tuition scholarships in any given year. 228/448. Physiological Control courses (i.e., biology, microbiology, or neuro- Teaching experience as a teaching assistant for Systems. The course focuses on the applica- science above 110) at least one semester is required. tion of control theory to physiological systems. Lectures present modern control theory Engineering Courses (12 credit hours) UPPER-LEVEL WRITING in the context of physiological systems that Choose three courses, two of which must be REQUIREMENT utilize feedback mechanisms. Lectures begin BME courses. You may also use any 400-level with an overview of linear systems analysis BME courses or cross-listed courses. Upper-level writing requirements are satisfied through BME 221, BME 230, BME 260, BME including Laplace Transforms and Transfer Note: Students are warned to confirm that 296, and the upper-level BME courses. functions. The response dynamics of open- all prerequisites for the courses below are and closed-loop systems such as the regula- fulfilled. tion of cardiac output and level of glucose COURSES OF INSTRUCTION are discussed. Other topics include stability • BME 201 and 1-credit lab. Fundamentals Definitive course listings are published before of Biomechanics/MATLAB for Biomechanics analysis and identification of physiological each semester. Courses listed here carry 4 control systems. (Spring) • BME 218. Introduction to Neuroengineer- credit hours unless otherwise noted. Follow ing 230. Biomedical Signals and Measure- ing are some of the recent or planned offer ments. This course examines the array of • BME 221. Biomedical Computation ings. • BME 228. Physiological Control Systems instrumentation and techniques used in the • BME 230. Biomedical Signals and 101. Introduction to Biomedical acquisition, processing, and presentation of Measurements Engineering. An introductory overview of biomedical signals. Topics include transducers, • BME 251. Biomedical Ultrasound the multidisciplinary field of biomedical engi- sensors, Fourier analysis, the ECG signal, flow • BME 260. Quantitative Physiology w/Lab neering. Application of elementary engineer- measurement, medical imaging, and biosen- • BME 262. Cell and Tissue Engineering ing principles to the analysis of physiological sors. Laboratory sessions cover amplifiers, • BME 283. Biosolid Mechanics systems. Includes basic introduction to the bridge circuits, and the measurement of physi- • BME 391. Independent Study use of computers as tools for solving engineer- cal parameters (temperature, pressure, strain) • CHE 243 or ME 225. Fluid Dynamics/Intro- ing problems. Course topics include biome- and electrophysiological signals. Prerequisites: duction to Fluid Dynamics chanics, cell and tissue engineering, biosignals ECE 113 or 210, or permission of instructor. • CHE 259. Transport Phenomena in and bio-instrumentation, medical imaging, (Spring) Biological Systems medical optics, and bioethics. Includes some 251/451. Biomedical Ultrasound. The • ECE 210 or 113. Circuits for Scientists and guest lectures by biomedical engineering physical basis for the use of high-frequency Engineers/Circuits and Signals faculty. (Fall) sound in medicine (diagnosis, therapy, and • ME 226. Introduction to Solid Mechanics 201. Fundamentals of Biomechan- surgery) and biology. Topics include acoustic • OPT 224. Laser Systems ics. Teaches static and dynamic rigid-body properties of tissues, sound propagation (both • OPT 241. Geometrical Optics mechanics with applications in prosthetics, linear and nonlinear) in tissues, interactions of human movement, and other biomedical top- ultrasound with gas bodies (acoustic cavitation ics. Prerequisites: MTH 161 and 162, BME 101, and contrast agents), thermal and nonthermal B.S.-M.S. PROGRAM PHY 121. (Fall) biological effects of ultrasound, ultrasonogra- Early admission to the master’s degree pro- 201L. MATLAB for Biomechanics. phy, dosimetry, hyperthermia, and lithotripsy. gram is possible for exceptionally well-quali- Credit—1 hour. This half-semester laboratory Prerequisites: MTH 163, MTH 164, PHY 122, or fied undergraduate majors at the University provides students with the foundation in com- permission of instructor. (Spring) of Rochester. Students must apply by April 1 puter programming required to complete the 260. Quantitative Physiology with Lab. of their junior year for admission to the pro- BME 201 student project. The lab introduces A quantitative, model-oriented approach to gram. The standard application for graduate the MATLAB-interpreted language through physiological systems is presented. Topics study should be used. In addition, a proposed lectures, computer laboratory procedures, and include the cell and its chemistry, muscle and program of study and an essay describing the assignments. Particular emphasis is placed on nerve tissue, the cardiovascular system, the goals and rationale for advanced study should 142 ENGINEERING AND APPLIED SCIENCES

respiratory system, the renal system, and a va- theories behind molecular engines, presuming Eldred H. Chimowitz, Ph.D. (Connecticut) riety of neural systems. Prerequisite: ECE 113 only an elementary background in cell biology Professor of Chemical Engineering or ECE 210 or permission of instructor. (Fall) and mechanics. (Spring) Jehuda Greener, Ph.D. (Massachusetts, 262/462. Cell and Tissue Engineering. 452. Medical Imaging—Theory and Amherst) Adjunct Professor of Chemical This course teaches the principles of modern Implementation. Physics and implemen- Engineering cell and tissue engineering with a focus on un- tation of X-ray, ultrasonic, and MR imaging David R. Harding, Ph.D. (Cambridge, derstanding and manipulating the interactions systems. Special attention is given to the England) Professor of Chemical Engineer between cells and their environment. After a Fourier transform relations and reconstruction ing and Senior Scientist in the Laboratory brief overview of cell and tissue engineering, algorithms of X-ray and ultrasonic-computed for Laser Energetics the course covers five areas of the field. These tomography, and MRI. Prerequisites: ECE 242. Stephen D. Jacobs, Ph.D. (Rochester) are (1) physiology for tissue engineering; (2) (Spring) Professor of Chemical Engineering, of bioreactors and biomolecule production; 453. Advanced Biomedical Ultrasound. Materials Science, and of Optics and (3) materials for tissue engineering; (4) cell This course investigates the imaging tech- Senior Scientist in the Laboratory for Laser cultures and bioreactors; and (5) drug deliv- niques applied in state-of-the-art ultrasound Energetics ery and drug discovery. Within each of these imaging and their theoretical bases. Topics in- Jacob Jorné, Ph.D. (California, Berkeley) topics the emphasis is on analytical skills and clude linear acoustic systems, spatial impulse Professor of Chemical Engineering instructors assume knowledge of chemistry, responses, the k-space formulation, methods Lewis J. Rothberg, Ph.D. (Harvard) Professor mass transfer, fluid mechanics, thermodynam- of acoustic field calculation, dynamic focusing of Chemistry, of Chemical Engineering, ics, and physiology consistent with the cell and apodization, scattering, the statistics of and of Physics and tissue engineering track in BME. In a term acoustic speckle, speckle correlation, com- Yonathan Shapir, Ph.D. (Tel Aviv, Israel) project, students must present written and pounding techniques, phase aberration cor- Professor of Physics and of Chemical oral reports on a developing or existing ap- rection, velocity estimation, and flow imaging. Engineering plication of cell and tissue engineering. The A strong emphasis is placed on readings of Ching W. Tang, Ph.D. (Cornell) Doris Johns reports must address the technology behind original sources and student assignments and Cherry Professor, Professor of Chemical the application, the clinical need, and any projects based on realistic acoustic simula- Engineering and of Chemistry ethical implications. Prerequisites: BME 260, tions. (Fall) J. H. David Wu, Ph.D. (M.I.T.) Professor CHE 225, CHE 243, CHE 244, or permission of 466. Microhydrodynamics. Credit— of Chemical Engineering, of Biomedical instructor. (Spring) 3 hours. This course examines the unique phys- Engineering, and of Microbiology and 283/483. Biosolid Mechanics. Application ics of fluid flow and mass transport in microscale Immunology of engineering mechanics to biological tissues geometries. Such behavior is relevant to many David G. Foster, Ph.D. (Rochester) Adjunct including bone, soft tissue, cell membranes, engineering applications from microelectronics Associate Professor of Chemical and muscle. Realistic modeling of biological cooling to lab-on-a-chip biotechnology. Specific Engineering structures, including the heart, cells, and topics include electrokinetic effects on fluid Michael King, Ph.D. (Notre Dame) Associate musculoskeletal joints. Experimental methods flow, the motion of small suspended particles, Professor of Biomedical Engineering, of and material models. Same as ME 483 and and microscale bioreactors. Same as CHE 466. Chemical Engineering and of Surgery BPH 483. Prerequisites: ME 226, BME 201, and Prerequisites: MTH 161, 162, 163/165, 164, and Hong Yang, Ph.D. (Toronto) Associate 201L. (Fall) CHE 243 or equivalent. (Spring) Professor of Chemical Engineering 295. Design Seminar. Credit—2 hours. 485. Membrane Mechanics and Cell Matthew Z. Yates, Ph.D. (Texas) Associate Introduction to design of medical devices and Adhesion. Credit—2 hours. This course fo- Professor of Chemical Engineering instruments. Students are introduced to meth- cuses on the fundamental science underlying Mitchell Anthamatten, Ph.D. (M.I.T.) ods and strategies for creative design while the mechanical behavior of cell membranes and Assistant Professor of Chemical Engineer considering ethical, economic, regulatory, and the formation of adhesive contacts between cells ing and Scientist in the Laboratory for safety issues. In addition to benchmarking and between cells and substrates. Our approach Laser Energetics existing devices, students prepare for a de- is to explore mathematical descriptions of the Thor Olsen, Siv.Ing. (Technical University of sign project to be completed in the following physical properties of biomembrane structures Norway) Instructor in Chemical semester. Prerequisites: math, science, and as well as the physics and chemical basis of Engineering and Laboratory Supervisor engineering courses appropriate for fourth- cell adhesion. Basic aspects of the structure Ben W. Ebenhack, M.S. (Wyoming) Senior year students in BME. (Fall) and composition of cell membranes and the Lecturer in Chemical Engineering 296. BME Design Project. Senior cap- classes of adhesion molecules found on cells are Michael Weinstein, M.S.E. (Pennsylvania) stone design course in the Biomedical Engi- reviewed as a basis for the mathematical treat- Lecturer in Chemical Engineering neering Program. Students work in teams to ments. The course is typically taught in the first Richard Frederick Eisenberg, M.S. (Rochester) design, build, and test projects in biomedical half of the spring semester and designed for up- Professor Emeritus of Chemical Engineering engineering. Progress reports, a written final per-level undergraduates and graduate students. Martin Robert Feinberg, Ph.D. (Princeton) report, and a final oral presentation of the Prerequisite: some background in mechanics Professor Emeritus of Chemical Engineering project are required. Prerequisites: math, sci- and cell biology recommended. (Spring) John Royal Ferron, Ph.D. (Wisconsin) ence, and engineering courses appropriate for Professor Emeritus of Chemical Engineering fourth-year students in BME, BME 295, BME Howard Saltsburg, Ph.D. (Boston) Professor 260, or permission of instructor. (Spring) Emeritus of Chemical Engineering 391. Independent Study. Chemical engineers apply the chemical and The following graduate courses are open to CHEMICAL physical sciences to the solution of practical advanced undergraduates with permission ENGINEERING problems. They often work in business and of the instructor. industry but also use their engineering back- 442. Cell Motility and Molecular Ma- grounds in a wide variety of other occupations chines. Credit—2 hours. From single mol- including the legal and medical professions. ecule motors transporting materials within Shaw-Horng Chen, Ph.D. (Minnesota) Some of our recent graduates work as environ- cells to contracting muscle fibers, molecular Professor of Chemical Engineering and of mental engineers, design biochemical proc engines come in a range of sizes and produce Materials Science and Senior Scientist in esses, and develop new materials or processing some of the most fascinating phenomena the Laboratory for Laser Energetics methods for the microelectronics industry. in biology. This course teaches the modern CHEMICAL ENGINEERING 143

The versatility demanded of chemical engi- ADVISING years and normally do not include more than neers requires that their abilities to use the Each student is assisted by a faculty advisor one course at the 100 level. Qualified under- basic sciences be especially well developed. in planning an individual program of study, graduates should consider 400-level gradu- Moreover, because the solutions to society’s especially in the choice of electives. Faculty ate courses, or personal research or design problems frequently involve questions which advisors help students to make sure that pro- projects as technical electives, particularly if transcend technical considerations and grams satisfy minimum degree requirements they are considering an application to the de- because our faculty is committed to a true and, in addition, the minimum professional ac- partment’s 3-2 B.S.-M.S. program. Students are university education for chemical engineering creditation requirements of the Accreditation urged to consult widely and select their tech- students, the curriculum is designed to in- Board for Engineering and Technology and of nical electives carefully. The department pro- clude humanities and social sciences as well the American Institute of Chemical Engineers. vides many opportunities for undergraduate as the physical and biological sciences, mathe- Chemical engineering students are required students to pursue more in-depth study with matics, and engineering. to meet with their advisor each semester and individual faculty members. This can take on Courses in chemical engineering are coor- demonstrate how their selection of courses the form of independent research courses dinated with separate chemical engineering will be used to meet department and accredi- (CHE 395) or paid research internships over laboratory courses in the junior and senior tation requirements. the summer months. Department strengths years. In these lab courses, students explore and focus areas include fundamental concepts learned in lectures, ELECTIVES biotechnology—problems of common interest to biologists, biochemists, physicians, and and gain experience in problem definition The B.S. program is described on the depart engineers and experiment design in a project format. ment’s Web site: www.che.rochester.edu. polymers and advanced materials—their All laboratories make extensive use of micro- It consists of the equivalent of 31 4-credit structure, properties, and manufacture computers for data acquisition and analysis, courses plus two chemical engineering labora- energy resources—fossil fuels, their pro- complementing their use for computation in tories (for 6 credits), and an organic chemistry duction, chemical processing, and uses; other other courses. laboratory (the minimum number of credit sources: solar and fuel cells, hydroelectric, hours being 130). Eleven courses (44 credit For admission to a concentration in chemical geothermal, etc. hours) in the four-year program are electives. engineering, the student is required to have systems and controls—the behavior of com- One elective is a free elective (4 credit hours) a grade-point average of 2.15 in all chemistry plex chemical processes and their online and may be chosen however the student and chemical engineering courses taken dur- control wishes. Five electives (that is, 20 credit hours) ing the first four semesters. For graduation a environmental engineering—engineering must be in the humanities or social sciences, student must earn a grade-point average of 2.0 methods applied to community or ecological with some courses selected in each area to in all chemical engineering courses in addition problems provide breadth in the student’s program of to having an overall average of 2.0. surface chemistry and catalysis—unique study. ChemE majors also must complete at properties of interfaces separating solids, A minor in chemical engineering is available least one approved cluster in a nontechnical liquids, and gases and is especially useful for students interested subject area, in compliance with graduation computer applications—computer use in in technical management or careers which requirements in the College. Generally stu- chemical processing systems. involve the assessment of technology and dents choose to meet this cluster requirement society. by a judicious selection of their five humani- The chemical engineering department also ties and social science electives. This option COMPUTER COMPETENCY offers minors in environmental engineering may not be possible for those who choose to All chemical engineering students are required and biomedical engineering for students in- do a cluster in business. An alternative is to to develop competency in computational terested in the application of engineering and earn a minor in a humanities or social science analysis and the use of mathematical program- scientific principles to environmental issues. discipline. ENG 101 and 111–129 do not count ming languages. In addition, students must be- toward this nontechnical course requirement come familiar with the use of microcomputers. These requirements should be met before en- EDUCATIONAL GOALS OF in the chemical engineering program. The five remaining electives (20 credit hours) are tering the third year of undergraduate study. THE PROGRAM IN CHEMICAL chosen from technical courses in consultation Typically, minimum competency is achieved ENGINEERING with faculty advisors. These technical electives by successfully completing CHE 116, Funda- • To educate students in the core chemical are subject to the following restrictions: mentals of Computing. The course introduces engineering and basic science subjects 1. One course must be in applied mathe- students to programming methods useful in that constitute the modern intellectual basis matics. MTH 164 is highly recommended, but simulation work and numerical computation for the chemical engineering profession. any advanced math course taught in the math encountered in upper-level lecture and design • To educate students in methods of engi- department is appropriate. courses. neering analysis and design in an environ- 2. One course (4 credits) must be in advanced As an alternative to CHE 116, students may ful- ment where problem solving, team- chemistry or biology/biochemistry or earth fill this requirement by earning at least a B– in work, and communication skills are and environmental sciences to supplement CSC 171 or equivalent, or by having earned a 4 emphasized. the four required chemistry courses explicitly or 5 on the AP Computer Science exam. Such • To provide students with knowledge and identified in the typical four-year program students must complete 2 credits of a free counseling that prepare them for admission below. In addition, chemistry-related courses elective in place of the CHE 116 requirement. to graduate programs in science and in the chemical engineering department, such engineering, as well as professional as CHE 260, 286, and 287, and certain courses FIRST-YEAR CHE COURSES employment in industry. in other departments, for example EES 217, The chemical engineering department pro- • To provide students with breadth in their 218, and 269, may be used as an advanced vides ways for new students to gain a better education and a context in which to ap- chemistry elective. understanding of what chemical engineers preciate the potential lifelong societal 3. The three remaining technical courses (12 do. In the spring term, a ChemE elective, contributions in their practice of the credits) must be science/engineering courses. CHE 150, is taught to introduce students to chemical engineering profession. Chosen to broaden the student’s engineering problems where chemical engineering ideas background or to pursue an area of special are used to solve technical problems in an personal interest in more depth, these courses informal, project-oriented setting. In addi- are usually completed in the junior and senior tion, several informal meetings are organized 144 ENGINEERING AND APPLIED SCIENCES

throughout the school year, in conjunction Second Year 150. Green Engineering for a Sustain- with the student chapter of the AIChE, to MTH 164 MTH 165 able Environment. This course introduces introduce students to professionals in local CHM 203 CHE 243 the issue of green engineering ideas in pursuit industry, so that students may gain a perspec- CHE 207 CHM 116 of “sustainable technology,” which is emerging tive on the wide variety of career opportuni- CHE 113 CHM 206/BIO/ as a critical technology in advanced indus- ties open to ChemE graduates. Elective EES equivalent trial societies. By sustainable technology we Elective mean the development of environmentally MINOR IN CHEMICAL ENGINEERING Third Year benign processes that have minimal adverse The minor in chemical engineering is espe- CHE 244 CHE 231 impact on the surrounding earth’s ecosystem. cially appropriate for chemistry, mechanical CHE 225 CHE 250 (Spring) engineering, and environmental science PHY 122 CHE 279 211. Probability for Chemical Engi- majors who want to broaden their background Elective CHE 246 neers. Credits—2 hours. This course provides for work in the chemical process industry. It Elective an introduction to probability theory applied to is also useful for students interested in techni- engineering problems. Students study the basic cal management or careers that involve the Fourth Year elements of probability theory including the assessment of technology and society. The CHE 273 CHM/BIO/EES elective properties of special random variables like the minor consists of a coherent sequence of six CHE 255 CHE 272 Normal, Poisson, and Exponential distributions. courses (or 24 credits) subject to the following CHM 251 Elective Applications to chemical/environmental engi- restrictions: Elective Elective neering problems are discussed as well as the 1. Required background: CHM 131 and use of statistical simulations using Wiener sam- MTH 161 or equivalent. MTH—mathematics department course pling methods. (Spring, alternate semesters) 2. Four chemical engineering courses from CHM—chemistry department course 213. Molecular Self-Assembly. This the following: CHE—chemical engineering department course provides an overview of several contem- CHE 113 CHE 250 course porary research topics pertaining to structured CHE 225 CHE 246 organic materials. Lectures focus on intermo- CHE 243 CHE 259 UPPER-LEVEL WRITING lecular interactions and the thermodynamics CHE 244 CHE 286 REQUIREMENT of self-assembly. Additional lectures introduce CHE 231 CHE 287 All students in the College must satisfy an molecular crystals, self-assembled monolayers, 3. Exception: Biomedical degree students upper-level writing requirement. Chemical en- surfactants, block copolymers, and biomimetic with a Cell & Tissue Concentration are re- gineering majors meet this requirement within materials. Homework assignments and a brief quired to take two courses in addition to CHE the context of the two laboratory courses and technical undergraduate students are welcome. 225, 243, and 244. the capstone design course (CHE 246, 255, Same as CHE 413. (Spring) and 273), all of which emphasize technical 225. Chemical Engineering Thermody- writing as well as oral communication and namics. Lectures on the origin and use of the MINOR IN ENVIRONMENTAL first and second laws of thermodynamics, fol- ENGINEERING help students to refine these skills. lowed by a discussion of equilibrium criteria. 1. Required background: CHM 131 and MTH Thermodynamic descriptions of real gases and 161 or equivalent. COURSES OF INSTRUCTION liquids are developed and applications of ther- 2. Two chemical engineering courses from the Definitive course listings are published before modynamics to phase and chemical equilibria following: each semester. Courses listed here carry 4 credit complete the course. (Fall) CHE 150 CHE 277 hours unless otherwise noted. Following are 231. Chemical Reactor Design. Review of CHE 278 CHE 290 some of the recent or planned offerings. chemical kinetics; methods of kinetic data collec- 3. Two courses from the following: 113. Chemical Process Analysis. Meth- tion, analysis, and interpretation; calculation of BIO 102 EES 201 odology and problem-solving techniques in simple reactor designs. Emphasis is on homoge- EES 205 EES 214 chemical engineering; the concepts of mass neous uncatalyzed reactions, but heterogeneous EES 215 EES 217 and energy conservation in both reacting and and catalyzed reactions are considered. Prerequi- EES 218 EES 219 nonreacting chemical systems; the concept of sites: MTH 165, CHE 113. (Spring) TOX 521 equilibrium in chemical and physical systems, 243. Fluid Dynamics. Basic principles of and the basic principles of thermodynamics fluid flow, conservation of mass, momentum, CHEMICAL ENGINEERING MAJOR are presented. Both steady-state and transient laminar flow problems, dimensional analysis, behavior are discussed for some special sys- macroscopic balances, and design of fluid flow WITH BIOMEDICAL MINOR tems. Lectures and discussion. Prerequisites: systems. Prerequisites: PHY 121, MTH 165. 1. Required background: MTH 161, 162, and CHM 131, MTH 161 or 162. (Fall) (Spring) 165, CHM 132, and PHY 122 or equivalent. 116. Fundamentals of Computing. 244. Heat and Mass Transfer. A fun- 2. Seven required courses: Credit—2 hours. This seven-week course pro- damental course in heat transfer processes BME 101 CHE 243 vides an introduction to Microsoft Excel and and an introduction to mass transfer. Topics BIO 110 Two BME its powerful VBA (Visual Basic for Applications) include equations of energy conservation, BIO 111 technical electives programming environment. Although chemi- conduction, convection, radiation; equations BIO 111L cal engineering concepts are integrated into for chemical species conservation, diffusion, the curriculum, no prior chemical engineering macroscopic balances. Emphasis on problem TYPICAL FOUR-YEAR PROGRAM experience is required. This course is of value to solving, especially for purposes of design. First Year engineers and analytically oriented individuals Prerequisites: CHE 243, MTH 165, fluid me- MTH 161 MTH 162 of many disciplines. Students learn and apply chanics. (Fall) CHM 131 CHM 132 a number of general tools/approaches that will 246. Laboratory in Chemical Engineer- Elective PHY 121 facilitate analytical problem solving in a wide ing Principles. Credit—3 hours. Hands-on CAS 105 (Primary CHE 150 variety of situations. Although no prior Excel or experience with concepts in phase equilib- Writing) programming experience is required, the course rium, heat and mass transfer, and chemical does provide instruction on a select set of more kinetics. Emphasis on measurement tech- advanced topics such as nonlinear curve niques, computing for real-time data acquisi- fitting and nonlinear optimization. (Spring) tion, data analysis, and experimental design. CHEMICAL ENGINEERING 145

Involves structured experiments, open-ended tions of resource exploration and develop- properties, structure-property relationship projects, and oral and written reports. Prereq- ment in energy prospective locales that lack in polymers, and applications of polymeric uisites: MTH 161, 162, CHM 131 or equivalent. commercial energy development such as the materials. Same as CHE 486, MSC 224, MSC (Spring) rift basins and embayments of Africa. Con- 433. (Fall) 250. Separation Processes. Application of sideration of quality-of-life impacts of energy. 287. Polymer Rheology and Processing. mass transfer and thermodynamics to chemical Problems considered include combustion of This course provides an overview of poly- separation techniques. Fundamentals and design fossil fuels for heat and work, combustion mer rheology with emphasis on application of processes such as distillation, absorption, products and environmental impact, compari- to polymer processing. Basic principles of extraction, and crystallization. Fixed-bed opera- son of fuels on environmental grounds, ben- rheology are discussed and general methods tions, such as ion exchange and chromatogra- efits of energy in social development, technol- for rheological characterization of liquid and phy, and membrane processes are also consid- ogy of energy exploration and development, solid polymers are described and analyzed. ered. Prerequisites: CHE 113, 244. (Spring) and economics of energy development and The rheological principles are then applied, 255. Laboratory in Chemical Engineer- acquisition. Same as AAS 277. (Spring) together with standard conservation laws, to ing Processes. Credit—3 hours. Operation 278. Energy Alternative Lab. Students are the analysis and derivation of basic models for and scale-up of chemical process equipment presented with issues and technical problems several key polymer fabrication processes, e.g., for chemical reaction and purification. Exami- in developing a more sustainable energy mix coating, extrusion, injection molding and film nation of the factors that affect performance in for a variety of societal needs. They conduct stretching. The unique transport and equilibri- practice. Exploratory experiments and prelimi- and design experiments which test various um properties of organic polymers are studied nary experimental design, as well as oral and kinds of alternatives, including conservation and applied, with basic chemical engineering written reports, are required. Prerequisites: technologies. The first few weeks involve dis- principles, to the analysis of polymer process- CHE 234, 244, 231, 250. (Fall) cussion of the issues and two or three common ing. Topics include fluid flow and heat transfer 258. Electrochemical Engineering and experiments for the entire class. One project in polymer systems, rheological equations of Fuel Cells. Credit—2 hours. The course involves numerical modeling of a system. The polymer systems, rheological equations of concentrates on presenting the principles of remainder of the course involves extensive state, and the study of fabricating operations, electrochemistry and electrochemical engi- design and evaluation of a concept chosen by such as calendaring, extrusion, and injection neering, and the design considerations for the the student group. (Fall) molding. Same as CHE 487, MSC 434. (Spring, development of fuel cells capable of satisfying 279. Chemical Engineering Practice. alternate years) the projected performance of an electric car. Credit—1 hour. Issues of relevance to the 290. Cars, Identity, and Mass Transpor- The course is expected to prepare students for practice of chemical engineering. Topics tation. This interdisciplinary course, which is the challenges of energy conversion and stor- include basic economic principles and market- open to students from any major interested in age and the environment in the twenty-first ing issues, ethics, plant safety, worker educa- the technical or social aspects of transporta- century. (Fall, half semester) tion and training, and environmental implication, is oriented toward developing sustain- 259. Transport Phenomena BIO tions in process designs. Students visit a local able energy use in mass transportation. The Systems. Credit—4 hours. This course pro- industry to gain perspective on the scale of challenge is to design a solar hybrid electric vides an overview of transport phenomena in a chemical process. Presentations by practic- bus system that consumers find appealing. biological systems that are critical to the func- ing engineers demonstrate the versatility of a Students engage in ethnographic research tion of all living organisms. The fundamental chemical engineering education. (Spring) to identify what the car symbolizes to con- laws and equations of transport phenomena 280. Materials Engineering and Me- sumers, why consumers prefer to use their are applied to topics including cellular, cardio- chanical Design. Preparation, structure, cars rather than take mass transportation, vascular, respiratory, liver and kidney trans- composition, and properties of advanced and how new technologies can overcome port, blood flow and rheology, and circulation materials with emphasis on the underlying reluctance toward using mass transportation. in tissues and arteries. (Fall) chemistry. Atomic structure and bonding of The need for transitions to new technologies 272. Process Dynamics and Control. crystalline and amorphous solids and crystal- that provide renewable energy and conserve Credit—2 hours. Lectures, problem sets, and line defect. Materials synthesis and processing resources on earth are discussed. Students design projects. Introduction to the dynamic by chemical and physical deposition methods. work in cross-disciplinary teams to conduct behavior of chemical engineering systems and Focus on the relation of structure to proper- ethnographic research and develop technical to the analysis of feedback control systems. ties of materials. Selected topics to illustrate design concepts and models for a solar hybrid Methods of design of single feedback loops the basic concepts and principles include thin electric bus. Class discussion focuses on how and multivariable systems are covered. Prereq- film materials, nanostructure/nanoscale/nano- to conduct ethnographic research and apply uisite: CHE 113. (Spring) composite materials, and bulk materials. Same the findings to technical design. The interdis- 273. Chemical Engineering Process De- as CHE 480. (Spring) ciplinary nature of the course provides fertile sign I. The course covers material related to the 282. Processing of Microelectronic ground for thinking about social and envi- conception and design of chemical processes. Devices. Credit—2 hours. An overview of ronmental entrepreneurship and for creating Topics include energy systems analysis, the at- processes used in the fabrication of microelec- value in society. tainability region approach for reactor network tronic devices, with emphasis on chemical en- The following graduate courses are open to synthesis, and the effects of statistical uncertainty gineering principles and methods of analysis. advanced undergraduates with permission on decision making when evaluating alterna- Modeling and processing of microelectronic of the instructor. tive designs. Modern techniques for stochastic devices. Includes introduction to physics and 413. Molecular Self-Assembly. simulation of random processes are also studied. technology of solid-state device grade silicon, 421. Thin-Film Processing. The use of computational software packages like microlithography, thermal processing, chemi- 441. Advanced Fluid Mechanics. MATHCAD and DESIGN II is expected in doing cal vapor deposition, etching and ion implan- 442. Introduction to Molecular many of the homework assignments. In addi- tation, and damascene processing. Same as Simulation. tion to two examinations, a computer-oriented CHE 482, MSC 438. (Fall, half semester) 447. Optics and Liquid Crystals for design project is assigned involving the use of 286. Polymer Science and Technology. Chemical Engineers. chemical engineering principles for the solution This course features the science and technol- 454. Interfacial Engineering. of a process flow sheet problem. Prerequisite: ogy of synthetic macromolecules. Topics in- 458. Electrochemical Engineering and senior standing in chemical engineering. (Fall) clude polymerization reactions, structure and Fuel Cells. 277. Energy Resources and Utilization. properties of semicrystalline and amorphous Emphasis on technical and development polymers, characterization of structure and aspects of energy resource problems. Applica- 146 ENGINEERING AND APPLIED SCIENCES

462. Cell and Tissue Engineering. Edward L. Titlebaum, Ph.D. (Cornell) Profes Stephen McAleavy, Ph.D. (Rochester) 466. Microhydrodynamics. Credit—3 sor of Electrical and Computer Engi Assistant Professor of Biomedical Engi hours. neering neering and of Electrical and Computer 469. Biotechnology and Bioengineer- Robert C. Waag, Ph.D. (Cornell) Arthur Engineering ing. Gould Yates Professor of Engineering, 480. Chemistry of Advanced Materi- Professor of Electrical and Computer Engi Much of the modern technological landscape als. neering and of Imaging Sciences has been shaped by electrical and computer 482. Processing of Microelectronic David Albonesi, Ph.D. (Massachusetts) engineers. Technologies such as the Internet, Devices. Credit—2 hours. Adjunct Associate Professor of Electrical television, wireless phones, and digital audio 486. Polymer Science and Engineer- and Computer Engineering make possible many new and productive ing. Wendi B. Heinzelman, Ph.D. (M.I.T.) Asso activities. To turn ideas into reality, electrical 487. Polymer Rheology and Process- ciate Professor of Electrical and Computer and computer engineers need to understand ing. Engineering and of Computer Science the physical principles underlying electrical Jack G. Mottley, Ph.D. (Washington, St. Louis) phenomena and the mathematics used to Associate Professor of Electrical and Com describe the behavior of electrical systems. Fur puter Engineering and of Biomedical thermore, they need to learn and to practice Engineering the principles of design and problem solving Gaurav Sharma, Ph.D. (North Carolina so that they can apply their knowledge effec- ELECTRICAL State) Associate Professor of Electrical tively. Finally, they need to keep themselves AND COMPUTER and Computer Engineering informed of new developments in science Paul Ampadu, Ph.D. (Cornell) Assistant and technology in order to meet tomorrow’s ENGINEERING Professor of Electrical and Computer challenges. Engineering Hanan Dery, Ph.D. (Technion-Israel Institute of UNDERGRADUATE PROGRAMS David Blackstock, Ph.D. (Harvard) Visiting Technology) Assistant Professor of Electri Our mission is to provide our students with Professor of Electrical and Computer cal and Computer Engineering the knowledge and skills that will enable them Engineering Erich C. Everbach, Ph.D. (Yale) Adjunct to build productive careers in the field of Mark F. Bocko, Ph.D. (Rochester) Professor Assistant Professor of Electrical and Com electrical and computer engineering. We teach of Electrical and Computer Engineering puter Engineering our students the principles and good practices and of Physics; Chair of the Department Michael Huang, Ph.D. (Illinois at Urbana/ of modern basic and applied electrical and Victor V. Derefinko, M.S. (Virginia) Adjunct Champaign) Assistant Professor of Elec computer engineering. We train them to solve Professor of Electrical and Computer trical and Computer Engineering and of problems systematically, yet to think creatively, Engineering Computer Science and we develop in them an awareness of the Philippe M. Fauchet, Ph.D. (Stanford) Distin Zeljko Ignjatovic, Ph.D. (Rochester) Assistant role of engineering in modern society. guished Professor of Electrical and Com Professor of Electrical and Computer Engineering The electrical and computer engineering puter Engineering, Professor of Materials curriculum at the University of Rochester Science, of Biomedical Engineering, and of Martin Margala, Ph.D. (Alberta) Adjunct Assistant Professor of Electrical and Com encourages students to pursue individual Optics; Senior Scientist in the Laboratory for interests and goals with respect to both gen- Laser Energetics puter Engineering Azadeh Vosoughi, Ph.D. (Cornell) Assistant eral educational and professional training. The Eby G. Friedman, Ph.D. (California, Irvine) curriculum emphasizes fundamentals that Distinguished Professor of Electrical and Professor of Electrical and Computer Engineering prepare a student for lifelong learning to meet Computer Engineering; Director, Center for the career challenges presented by rapidly Electronic Imaging Systems Hui Wu, Ph.D. (California Institute of Technology) Assistant Professor of Electri changing technologies. The electrical and Marc J. Feldman, Ph.D. (Berkeley) Senior computer engineering department’s nationally Scientist in and Professor (Research) of cal and Computer Engineering Alexander Albicki, Ph.D. (Warsaw) Professor recognized faculty and laboratories, combined Electrical and Computer Engineering with an outstanding faculty-to-student ratio, Thomas Y. Hsiang, Ph.D. (Berkeley) Profes Emeritus of Electrical and Computer Engineering create the ideal environment for training the sor of Electrical and Computer Engineer twenty-first-century engineer. ing; Associate Dean of the School of Engi Edwin L. Carstensen Ph.D. (Pennsylvania) neering and Applied Sciences Arthur Gould Yates Professor Emeritus of Curricular flexibility in the third and fourth Thomas B. Jones, Ph.D. (M.I.T.) Professor of Engineering and Senior Scientist in Electri years permits specialization in signals and Electrical and Computer Engineering cal and Computer Engineering communications, solid state devices and Kevin J. Parker, Ph.D. (M.I.T.) William F. May microelectronics, computer engineering, and Professor of Engineering and Professor of JOINT APPOINTMENTS electromagnetic fields, waves, and devices. A Electrical and Computer Engineering, of Sandhya Dwarkadas, Ph.D. (Rice) Professor premedical program is available for students Biomedical Engineering, and of Imaging of Computer Science and of Electrical and interested in the combination of engineering Sciences; Dean, School of Engineering and Computer Engineering and medicine. In addition, students interested Applied Sciences Diane Dalecki, Ph.D. (Rochester) Associate in law or management may take preparatory Alex Pentland, Ph.D. (M.I.T.) Adjunct Pro Professor of Biomedical Engineering and courses in these subjects as electives. of Electrical and Computer Engineering; fessor of Electrical and Computer Engi The curriculum is based on a set of lower- and Director, Rochester Center for Biomedical neering upper-division core courses required of all Ultrasound Roman Sobolewski, Ph.D. (Warsaw) Professor students and emphasizing the application of Stephen F. Levinson, M.D. (Indiana) of Electrical and Computer Engineering mathematical, computer, and physical con- Associate Professor of Physical Medicine and of Materials Science and Senior Scien cepts to the solution of engineering problems. and Rehabilitation, of Electrical and tist in the Laboratory for Laser Energetics Nearly all undergraduate ECE courses include Computer Engineering, and of Biomedical A. Murat Tekalp, Ph.D. (Rensselaer) Adjunct laboratory work intended to provide students Engineering Professor of Electrical and Computer with extensive design experience. Engineering ELECTRICAL AND COMPUTER ENGINEERING 147

By the senior year all students select an area of Below is the standard four-year 128 credit- 113, and 114) or equivalent, with a minimum concentration, which specifies upper-division hour electrical and computer engineering grade-point average of 2.3; complete MTH courses and a senior design project. The senior curriculum, showing the University require- 161, 162, 165, 164, or equivalent mathematics design project is carried out under the supervi- ments, electrical and computer engineering sequence; and PHY 121, 122, 123 (or other sion of an electrical and computer engineering core courses, and other departmental require- natural science course in place of PHY 123). faculty member. Undergraduate students are ments. The order of completion of upper-divi- Students must also have completed the Uni- also encouraged to participate in active research sion requirements is primarily the decision of versity primary writing requirement (CAS 105). programs under the direction of University the student and his or her advisor, although In addition, a minimum grade-point average of faculty by enrolling in special project courses attention must be given early in the program 2.0 must be achieved overall. The four required (ECE 396). planning process to prerequisites. ECE courses, ECE 111, 112, 113, and 114, must A distinctive feature of the curriculum is the be taken at the University of Rochester. An removal of artificial boundaries between STANDARD FOUR-YEAR PROGRAM exception is made for students who have been undergraduate and graduate courses. Under- First Year admitted directly into the program via the graduates may take basic graduate courses ECE 112 ECE 114 transfer admission process. Only courses taken in addition to advanced undergraduate elec- or ECE 140 MTH 1621 at Rochester are used in calculating the grade- tives. This feature facilitates preparation for MTH 1611 PHY 1212 point average. graduate study in electrical and computer CAS 105 Any student who wishes to major in electrical engineering in related areas such as computer (Primary Writing) and computer engineering is required to file a science. Elective (hum. or Concentration Approval Form approved by his social science)3 Our objectives are to or her faculty advisor, usually during the fourth semester of study. For graduation, electrical • Develop within our graduates a basic foun- Second Year dation of knowledge in six fundamental and computer engineering majors are required ECE 111 ECE 113 to achieve a cumulative grade-point average of areas of electrical and computer engineer- MTH 1651 ing (circuits and systems, electromagnetics, at least 2.0 in the 12 courses constituting the PHY 1222 MTH 1641 ECE undergraduate core. microelectronics, digital systems, computer Elective (hum. or PHY 123 or architecture, signals and communications) social science)3 natural science2 Students who desire a more flexible program with additional depth and design experi- and who elect to forego an ABET-accredited ence in at least one area. Third and Fourth Years degree may plan a degree program leading • Develop in our students the proficiency in ECE 221 ECE 222, 216 to a B.A. in engineering science (page 136) engineering analysis and synthesis needed ECE 241 ECE 242 or plan a degree program under the Interde- for the professional practice of electrical ECE 230 ECE 200 partmental Programs (page 156). and computer engineering. Plus the following: • Help our students to develop the skills • MTH 201,4 Introduction to Probability B.S.-M.S. PROGRAM IN necessary to function effectively on an (taken prior to ECE 242) engineering team. ELECTRICAL AND COMPUTER • 1 ECE advanced elective course ENGINEERING • Develop within our graduates the ability to • 1 ECE capstone design course communicate effectively with the technical Electrical and computer engineering juniors • ECE 399 (2 credits), Social and Ethical are encouraged to consider the special five- community and the general public. Aspects of Engineering • Instill in our graduates an appreciation of year program outlined below. Students are • ECE 398 (2 credits), Engineering Design accepted into this program in the spring of and enthusiasm for research, creativity, and Seminar lifelong inquiry. their junior year and can begin graduate-level • Free electives to complete the balance of independent work in their senior year. At the • Foster within our graduates an appreciation 128 credit hours. for the need to maintain the highest ethical end of the five-year program, both a B.S. and an standards in their professional lives. A total of 12 ECE courses, as well as an ECE M.S. in electrical and computer engineering are • Provide our students with the breadth to capstone design course plus the two seminar awarded. Students may pursue either a Plan A pursue opportunities in nontraditional courses, ECE 398 and 399, are required for (with thesis) or a Plan B (with a comprehensive fields within or outside electrical and com- graduation. ECE 399 should be taken in the examination) M.S. degree program. puter engineering. junior year and ECE 398 must be satisfacto- To be accepted, students must have a good rily completed, usually in the fall term of the academic record and must have completed 1. This is a non-required first-year ECE elective. Advanced senior year, prior to undertaking the capstone the lower-division core courses and at least 200-level ECE technical electives, taken during the third design course. or fourth year or ECE 140 taken in the first or second year two of the upper-division cores courses by the may be substituted for ECE 101. end of their junior year. Students admitted 2. Acceptable alternative sequences: MTH 141, 142, 143, 165, ACCREDITATION to the program may also be considered for 164; 171, 172, 173, 174. Students are encouraged to take The ECE program meets the professional financial aid in the fifth year. MTH 165 although MTH 163 is an acceptable alternative accreditation requirements established by the 3. Two physics courses, PHY 121 and 122, are required of Accreditation Board of Engineering and Tech- all ECE majors. In addition, one other course in natural ELECTRICAL AND COMPUTER science from among AST, BIO, CHM, EES, or PHY must be nology (ABET) and the Institute of Electrical ENGINEERING MINOR taken. Selected courses from some other disciplines such and Electronics Engineers (IEEE). as neuroscience and brain and cognitive sciences may also The formal requirements for the minor in elec- satisfy the ECE program’s natural science requirement but Upon completion of the B.S. ECE program, our trical and computer engineering are five ECE students should check with the ECE department prior to graduates are eligible to take the Fundamentals courses. There are no specific course require- taking such courses to confirm that the course will indeed of Engineering Examination, which is the first ments, although a focused program of study satisfy the natural science requirement. step in earning professional registration. should be planned with an advisor in the elec- 4. In the ECE program a total of five courses in the humanities and social sciences is required. Three of these trical and computer engineering department. courses must constitute an approved cluster in humanities ADMISSION Students should contact the ECE department or social sciences and must be passed with a 2.0 average or To be considered for admission to the concen- office to arrange to meet with an advisor. better. See the Cluster Search Engine (http://www.rochester. tration in electrical and computer engineering, edu/College/CCAS/clusters) and descriptions of clusters in students complete the following: the required this bulletin. first- and second-year courses (ECE 111, 112, 148 ENGINEERING AND APPLIED SCIENCES

UPPER-LEVEL WRITING transfer functions, filters. Technical elective 234/434. Microelectromechanical Sys- REQUIREMENT for non-ECE majors. Laboratory. Prerequisites: tems. Static and quasistatic field for micro- MTH 163, PHY 122. (Spring) ECE 111, 112, 113, and 399 fulfill the College electromechanical transducers. Lumped 216. Microprocessors and Data Con- upper-level writing requirements. parameter electromechanics and two-port version. Characteristics and specifications of descriptions. Reciprocity, sensitivity, and micro-computer components including micro- noise considerations. Review of fabrication COURSES OF INSTRUCTION processors, memories, and interfacing devices. technologies. Case studies of practical micro- Definitive course listings are published before Topics include machine language programs, actuators and sensor elements. Laboratory. each semester. Courses listed here carry 4 data conversion, and database configurations. Prerequisites: MTH 163, 164, PHY 122, ECE credit hours unless otherwise noted. Following Laboratory. Prerequisites: ECE 112, 113, or 113, 230. (Spring) are some of the recent or planned offerings. permission of instructor. (Spring) 235/435. Introduction to Optoelec- 111. Introduction to Signals and Circuits. 220. Introduction to Solid State. Basic tronics. Introduction to fundamentals of Analysis techniques for DC and AC circuits. (Fall) theory and phenomena of solid-state physics, electromagnetic wave propagation in materi- 112. Logic Design. Two-level and multi-level with applications to electronic properties of als, waveguides and fibers, generation, modu- combinational logic minimization. Program- metals, semiconductors, superconductors, lation and detection of light using semicon- mable logic. Sequential logic design. Finite state and insulators. Same as PHY 251, ECE 420, ductor devices, and elements of optocommu- machines optimization and implementation. MSC 420. Prerequisites: PHY 123, MTH 164. nication systems. Prerequisites: ECE 230, 221, Rapid prototyping. Laboratory: Field Program- (Fall) equivalent/permission of instructor. (Fall) mable Gate Array (FPGA) designs. Prerequi- 221. Electronic Devices and Circuits. 240. Musical Sound: Science and Syn- sites: one semester of college mathematics. Introduction to the physics and operation thesis. Engineering and physical science Ability to operate computers. (Spring) of semiconductor devices and to the design concepts underlying musical sound analysis 113. Circuits and Signals. Signal rep- and analysis of basic electronic circuits. Semi- and synthesis. Oscillation, waves, impedance, resentation with applications to circuits: AC conductor transport properties, p-n junction musical instrument sound production, digital circuits and phasors, complex frequency, diodes, and diode circuits. Bipolar junction representation of musical signals, spectra, amplifiers and filters, resonance, two-port transistors. Single- and multi-stage BJT ampli- digital filtering, subtractive and additive music networks, Fourier series, Fourier transforms, fiers. Differential amplifiers. Small-signal anal- synthesis, FM synthesis, sampling, physical Laplace transforms. Prerequisites: ECE 111, ysis, bias design, time and frequency response modeling. Prerequisite: ECE 241 or permission MTH 163, or MTH 165. (Spring) of BJT circuits. Laboratory. Prerequisite: ECE of instructor. (Spring, taught alternate years 114. Introduction to Computers and 113. (Fall) with ECE 140) Programming. Introduction to principles 222. Integrated Circuits Design and 241. Signals. Introduction to continuous of well-structured and efficient computer Analysis. Introduction to the design and and discrete time signal theory and analysis of programming in the C++ language. Topics analysis of digital and analog integrated cir- linear time-invariant systems. Signal represent- include development and analysis of algo- cuits. Technologies, such as NMOS, CMOS, ations, convolution, Fourier analysis, filter- rithms, debugging strategies, program verifica- GaAs, Bipolar, and BiCMOS, evaluation and ing of continuous and discrete time signals, tion, computer hardware, basics of the C/C++ interpretation of time and frequency response. Laplace and Z transforms. Laboratory. Prereq- programming language and techniques for Laboratory: experimental design and analysis uisites: MTH 164, ECE 113. (Fall) developing computer programs using this and computer simulation. Prerequisite: ECE 242. Communications. Analog and digital language. (Spring) 221. (Spring) modulation and demodulation theory. Intro- 140. Introduction to Digital Music. 223/423. Semiconductor Devices. duction to probability theory and stochastic Vibrations and musical sound from strings and Review of modern solid-state devices, their processes, statistical characterization of noise pipes. Digitization of sound, digital record- fabrication and principles of operation. Solid- and communication channels. Performance ing, digital storage. Spectral analysis, digital state physics fundamentals, free electrons, of communication systems in the presence filtering. Musical sound synthesis: additive band theory, transport properties of semi- of noise. Laboratory. Prerequisite: ECE 241. synthesis, subtractive synthesis, FM, physical conductors, tunneling. Physics of thin films. (Spring) modeling. Musical Instrument Digital Interface Silicon integrated circuit processing tech- 244. Digital Communications. Digital (MIDI) and computer-based interactive music. nology. Microwave and ultrafast devices. Same communication system elements, character- Laboratory. (Fall, taught alternate years with as MSC 426. Prerequisites: ECE 221, ECE 230, ization and representation of communication ECE 240) PHY 123. (Fall) signals and systems. Digital transmission, 200/400. Computer Architecture. In- 226/426. Superconducting Electronics. binary and M-ary modulation schemes, destruction set principles; processor design, Superconducting, devices and circuits, both modulation and detection, coherent and pipelining, data and control hazards; datapath analog and digital. Principles and design of incoherent demodulators, error performance. and computer arithmetic; memory systems; low-power, high-speed digital integrated cir- Channel capacity, mutual information, simple I/O and peripheral devices; internetworking. cuits. Generation and low-noise detection of discrete channels and the AWGN channel. Students learn the challenges, opportunities, electromagnetic radiation. Laboratory, includ- Basics of channel coding and error correction and tradeoffs involved in modern micropro- ing SPICE simulations. Prerequisites: ECE 111, codes. (Fall) cessor design. Assignments and labs involve PHY 123, MTH 164. (Fall) 245/445. Wireless Communications. processor and memory subsystem design 230. Electromagnetic Waves. Transient Underlying concepts of traditional cellular using hardware description languages (HDL). phenomena with special reference to digital cir- radio and wireless data-networks (e.g., chan- Prerequisite: ECE 114 or CSC 171. (Spring) cuits. Steady-state solutions. Wave equation in nel modeling, modulation, multiple-access, 201. Advanced Computer Architecture. homogeneous media. Plane waves in homoge- channel coding) as well as design trade-offs Instruction set architectures. Advanced pipe- neous media, linear and circular polarization. among RF bandwidth, transmitter and receiver lining techniques. Instruction level parallelism. Eddy currents and skin effect. Dipole radiation power and cost, system performance. Pro- Memory hierarchy design. Multiprocessing. and antennas array. Laboratory. Prerequisites: vides an in-depth look at modern cellular and Storage systems. Interconnection network. MTH 163, MTH 164, PHY 122, ECE 113. (Fall) ad-hoc data-networks. Prerequisites: ECE 241, Prerequisite: ECE 200. (Fall) 231/431. Microwaves and Wireless. Gen- 242. (Spring) 210. Circuits for Scientists and Engi- eration, transmission, control, and detection 246/446. Digital Signal Processing. Re- neers. Circuit analysis considering passive of electromagnetic waves. Antennas, cavities, view of discrete-time signal systems, discrete RLC elements, ideal and controlled sources, couplers. Path loss, multipath, channel charac- Fourier transform, FFT algorithms, windows op-amps, steady-state and transient response, teristics. Prerequisite: ECE 230 or permission and classic spectral analysis, circular convolu- of instructor. (Spring) tion, Z-transform, difference equations, MECHANICAL ENGINEERING 149

discrete-time filtering, FIR and IIR filter de- The following graduate courses are open to Paul D. Funkenbusch, Ph.D. (Michigan sign, multirate signal processing. Laboratory. advanced undergraduates with permission Tech.) Professor of Mechanical Engi Prerequisite: ECE 241. (Fall) of the instructor. neering and of Materials Science 261/461. Digital Integrated Circuit De- *Roger F. Gans, Ph.D. (California, Los Angeles) 401. Advanced Computer Architecture. sign. Issues in digital integrated circuit design. Professor of Mechanical Engineering 404. High Performance Microprocessor- The devices. CMOS inverter. Combinational *†Victor L. Genberg, Ph.D. (Case Western Based System. logic gates in CMOS. Designing sequential Reserve) Professor of Mechanical Engi 420. Introduction to Solid State. logic circuits. Designing arithmetic building neering 423. Semiconductor Devices. blocks. Timing issues in digital circuits. Memo- Sheryl M. Gracewski, Ph.D. (California, 425. Superconductivity and the Joseph- ries and array structures. Design verification Berkeley) Professor of Mechanical Engi son Effect. and testing. Design projects using computer- neering and of Biomedical Engineering 426. Superconducting Electronics. aided design tools: SPICE, MAGIC, IRSIUM, John C. Lambropoulos, Ph.D. (Harvard) 431. Microwave and Wireless. OCTTOOLS. Prerequisites: ECE 112, 221. (Fall) Professor of Mechanical Engineering and 432. Fundamentals of Acoustical Waves. 266. RF Integrated Circuits. This course of Materials Science, and Senior Scientist 434. Microelectromechanical Systems. involves the analysis and design of radio- in the Laboratory for Laser Energetics; 435. Introduction to Optoelectronics. frequency (RF) integrated circuits at the Director of Materials Science Program 440. Introduction to Random Processes. transistor level. Course begins with an intro- James C. M. Li, Ph.D. (Washington) Albert 441. Detection and Estimation Theory. duction to radio architectures and specifica- Arendt Hopeman Professor of Mechanical 444. Digital Communications. tions, followed by reviews of device physics Engineering and Professor of Materials 445. Wireless Communications. and transmission line theory. After discussion Science 446. Digital Signal Processing. of RLC networks, high-frequency amplifiers Robert L. McCrory, Jr., Ph.D. (M.I.T.) Pro 447. Digital Image Processing. are studied, followed by wideband amplifiers. fessor of Mechanical Engineering and of 450. Information Theory. Then the important issue of noise with the Physics and Astronomy, and Senior Scien 452. Medical Imaging—Theory and design example of low-noise amplifiers (LNA) tist in the Laboratory for Laser Energetics; Implementation. is examined. Nonlinear circuits are studied Vice Provost and Director and CEO of the 461. Digital Integrated Circuit Design. next with the example of mixers, followed by Laboratory for Laser Energetics 464. Fundamentals of VLSI Testing. oscillators and the important subject of phase David D. Meyerhofer, Ph.D. (Princeton) Pro 465. Performance Issues in VLSI/IC. noise. Phase-locked loops and frequency fessor of Mechanical Engineering, and of 466. RF Integrated Circuits. synthesizers are then discussed. A study of Physics, and Senior Scientist in the Labo 467. Advanced Analog Integrated RF power amplifiers follows, and the course ratory for Laser Energetics; Assistant Di Circuit Design. concludes with an overview of transceivers. rector of Laboratory for Laser Energetics 468. Advanced Analog CMOS Integrated The course emphasizes the development of Renato Perucchio, Ph.D. (Cornell) Professor Circuit Design II. both circuit design intuition and analytical of Mechanical Engineering and of Biomed 492B. Special Topics: Digital Signal skills. There are weekly design labs and a term ical Engineering and Associate Professor of Processing. project using EDA tools. (Fall, alternate years) Pediatrics 492H. Special Topics: Macroscopic 349. Communication Design Project. *David J. Quesnel, Ph.D. (Northwestern) Quantum Phenomena for Electrical Senior design course for “Communications, Professor of Mechanical Engineering and Qubits. Signals, and Systems” concentration. Prior of Materials Science 492I. Special Topics: Musical Instrument: faculty approval required for design project *John H. Thomas, Ph.D. (Purdue) Professor Physical Modeling. proposal. (Spring) of Mechanical and Aerospace Sciences and 492J. Special Topics: High-Frequency 398. Design Seminar. Credit—2 hours. of Astronomy and High-Speed Integrated Circuits and Students majoring in electrical and computer Richard E. Waugh, Ph.D. (Duke) Professor of Systems. engineering take this course to prepare the Pharmacology and Physiology, of Biochem 492L. Special Topics: VLSI Signal proposal for the Capstone Design Project istry and Biophysics, of Mechanical Engi Processing. to be carried out in the spring semester. neering, and of Biomedical Engineering 492N. Special Topics in Imaging Students and instructor consult with design Amy Lerner, Ph.D. (Michigan) Associate Processing. project supervisors in various areas to devise Professor of Biomedical Engineering and 580. Nano-Electro-Opto-Bio. a plan. Proposal might include definition of of Mechanical Engineering 585. Special Topics: Physics of Advanced project requirements and product specifica- Ahmet Becene, Ph.D. (Rochester) Adjunct Optoelectronic and Electronic Devices. tions, clarification and verification of end user Assistant Professor of Mechanical Engineer 589. Preparing for Academic Careers in requirements, subsystem definition and inter- ing Engineering and Science. faces, generation of project and testing plans, Valeri Goncharov, Ph.D. (Rochester) Adjunct reliability analysis, product safety, compliance Assistant Professor of Mechanical Engineer issues, manufacturability, cost, and docu- ing and Scientist in the Laboratory for mentation. Prerequisites: ECE 111, 112, 113, Laser Energetics 114. Required of all electrical and computer Andrei Maximov, Ph.D. (Lebedev, Russia) engineering students. Must have at least junior MECHANICAL Adjunct Assistant Professor of Mechanical standing and be taking the first course in a Engineering and Scientist in the Labora concentration sequence. (Fall of junior year) ENGINEERING tory for Laser Energetics 399. Junior Seminar. Credit—2 hours. Chuang Ren, Ph.D. (Wisconsin-Madison) Study of ethical, social, economic, and safety Assistant Professor of Mechanical Engineer considerations that arise in engineering prac- Riccardo Betti, Ph.D. (M.I.T.) Professor of ing and of Physics tice by discussion of appropriate novels, Mechanical Engineering and of Physics, Ping Zhu, Ph.D. (Rochester) Adjunct Assis movies, essays, videos, and other materials. and Senior Scientist in the Laboratory for tant Professor of Mechanical Engineering Presentations by outside speakers. Required Laser Energetics †Craig Ronald, M.S. (Rochester) Associate of all electrical and computer engineering *Stephen J. Burns, Ph.D. (Cornell) Professor Lecturer in Mechanical Engineering students. of Mechanical Engineering and of Materi †Justin Gao, Ph.D. (Northwestern) Lecturer als Science in Mechanical Engineering *Licensed professional engineer. *Alfred Clark, Jr., Ph.D. (M.I.T.) Professor of †Part-time. Mechanical Engineering, of Biomedical Engineering, and of Mathematics 150 ENGINEERING AND APPLIED SCIENCES

Leonard M. Goldman, Ph.D. (Rochester) PROGRAM IN course in modern numerical methods, ME Professor Emeritus of Mechanical MECHANICAL ENGINEERING 211. All these are capped by the senior ad- Engineering vanced design sequence, ME 204, 205. Stu- Mechanical engineers are among the most *Albert Simon, Ph.D. (Rochester) Professor dents are required to take an introductory versatile, flexible, and broadly based engineers Emeritus of Mechanical Engineering and course in electrical circuits. of Physics and Senior Scientist in the Labo in the profession. Our students acquire knowl- For admission to the mechanical engineering ratory for Laser Energetics edge in fields of energy, material properties, fluid mechanics, solid mechanics, dynamics, major, the student must have completed the first two years as listed in the four-year degree The Department of Mechanical Engineering laboratory technique, design methodology, program below. In addition, the student must offers an undergraduate program leading to and system analysis. Our graduates apply their have attained a grade-point average of 2.0 or the degree of bachelor of science in mechanical skills in jobs requiring engineering design, better in all mechanical engineering courses engineering and a program leading to the de- development, manufacturing, research, and taken, and an overall grade-point average of gree of bachelor of science in geomechanics. resource management. 2.0 or better. The program in geomechanics is described on The University of Rochester has offered an un- page 156. dergraduate degree in mechanical engineering For graduation, concentrators in the department must obtain a cumulative average of 2.0 The following mission statement and the goals for nearly 100 years. This program provides or higher for all required mechanical engi- of the program were approved in January effective preparation for students who enter neering courses, and an overall grade-point 2003 as part of our continuing review. The industry immediately upon graduation as well average of 2.0 or higher. faculty view both the mission statement and as excellent background for graduate study in goals of our program as results of continual engineering and other fields. Students are encouraged to join and be active evaluation and assessment. Updated, current The curriculum provides a balance of courses in the student chapter of ASME, the profes- versions may be found in the Web pages of the in the humanities and social sciences, physics, sional society for mechanical engineers. In Department of Mechanical Engineering (www. applied mathematics, and basic engineering. addition, seniors are encouraged to take Part me.rochester.edu). Emphasis is placed on the underlying funda- A of the New York State Professional Engi- mentals in the required engineering course neering License examination. MISSION OF THE PROGRAM IN work, enabling graduates to adapt throughout their careers to rapid advances in science and ELECTIVES MECHANICAL ENGINEERING technology. Training in the design process The mission of the Bachelor of Science Our program has one required technical elec- gradually supplements the analytical content of program in mechanical engineering at the tive and one required natural science elective. the courses as the undergraduate progresses. University of Rochester is to educate able, There are also three free electives, in addition Our laboratory and design courses emphasize creative, responsible engineers capable of to the five required distribution electives in the team projects. Formal oral and written presen- assuming leadership roles in their profession. humanities and social sciences. These may be tations are key elements of these projects. A The department offers a rigorous academic used to make it easier to minor in an approved required senior year sequence in design acts as program designed to prepare students for field in the humanities or social sciences, ac- a capstone course in this process. engineering practice, graduate study, and a quire a language, take graduate courses in en- lifetime of continued learning. The curriculum Many undergraduates in the department assist gineering, acquire some business/management is based on a firm foundation of basic science, faculty members in research projects during skills, or generally broaden the undergraduate applied mathematics, and engineering sci- the academic year and the summer. This work experience. ences, and includes significant experience in can lead to publication in the professional experimental work and in the analysis, design, archival literature. It is encouraged for those DISTRIBUTION REQUIREMENTS and development of mechanical and thermal students so inclined. Recent projects involv- In addition to the required primary writing systems. The program aims to enhance the ing undergraduates include experiments in course, students must take four courses in the leadership and communication skills needed controlled nuclear fusion using high-powered humanities or social sciences. Three of these to excel in professional life and to promote an lasers, use of the electron microscope and courses must constitute a cluster. The Accredi- understanding of the broad social and eco- testing machines to study engineering ma- tation Board for Engineering and Technology nomic impacts of engineering. terials, mechanics of soldered and welded specifies that distribution requirements meet joints, studies in human microcirculation, certain conditions. The first condition is that GOALS OF THE PROGRAM IN experimental studies in optics manufacturing, the set of courses taken must exhibit some modeling crystal growth, and experiments on depth, and cannot all be at the introductory MECHANICAL ENGINEERING nonlinear dynamical systems. level. This condition is normally satisfied by a 1. To produce competent mechanical engi- cluster. The second condition is that courses neers employed in a wide variety of technical dealing only with routine skills or exercises areas in the local, national, or international CURRICULUM The B.S. degree requires 130 credit hours, of personal craft are not suitable distribution engineering job markets. requirements. 2. To prepare graduates who realize the value divided among science, mathematics, en- of continuing their education with a view gineering, humanities, and social sciences. toward careers in industry, research, business, The required engineering courses are shown ACCREDITATION or academia. below in the four-year degree program in me- Each student is assisted by a faculty advisor 3. To educate articulate engineers who can chanical engineering. There is an introductory in planning a program of study. In making see their engineering work in a larger social- course in engineering graphics; a sequence in specifc course selections, each student is political context for today’s complex, global, mechanics, ME 120, 121, 226, 213; a sequence required to satisfy not only the course require- international responsibilities. in energy and fluids, ME 123, 223, 225, 251; a ments given below, but also the minimum materials course, ME 280; a laboratory in ma- professional accreditation requirements of the terials and solids, ME 242; and a laboratory in Accreditation Board for Engineering and Tech- fluid dynamics and thermal systems, ME 241. nology. Faculty advisors should be consulted Computational skills are absolutely necessary to be sure that all such requirements are met. for modern engineering, and we distribute such training in many of the required cur- *Licensed professional engineer. riculum courses, as well as in a junior-level MECHANICAL ENGINEERING 151

STANDARD FOUR-YEAR PROGRAM COURSES OF INSTRUCTION 123. Thermodynamics. Concepts and Below is the standard four-year program for Definitive course listings are published before definitions of energy, work, and heat. Prop- students who decide on a mechanical engi- each semester. Courses listed here carry 4 erties of substances. Equations of state. First neering major in their first year. The basic credit hours unless otherwise noted. Following and second laws of thermodynamics. Entropy. mechanics course ME 120 is offered every are some of the recent or planned offerings. Irreversibility and availability. Thermodynamic semester. This allows an alternative four-year relations. Some power and refrigeration 104Q. Life’s Structures: Mechanical De- cycles. Prerequisites: MTH 162, PHY 121. program for students entering the mechanical sign in Nature and in the Technological engineering major in the sophomore year. 163. Applied Differential Equations. World. Mechanical aspects of design in the Linear first-order equations; separable first-or- First Year context of two areas in which most students 1 1 der equations; direction fields and elementary MTH 161 MTH 162 have a very good intuitive understanding: numerical methods. General theory of linear CHM 131/151 PHY 121 structures built and used by humankind over second-order equations; equations with con- Technical ME 120 the centuries and human and animal bodies. 2 stant coefficients; inhomogeneous equations; elective Cluster course We examine how Newtonian mechanics, mate- detailed treatment of oscillators, including CAS 105 ME 110 rial behavior, energy requirements, size, and damping, forcing, and resonance. Introduction (Primary Writing) dimensional considerations define the bound- to nonlinear equations and phase plane Second Year aries of mechanical design in nature and in methods. Extensive treatment of applications MTH 163 or 165 MTH 164 human technology. On the side of technology, in engineering and science. Prerequisite: MTH PHY 122 Natural science the course studies the evolution of masonry 143 or 162. ME 121 ME 123 buildings, of bridges, and of other structures. 164. Applied Vector Calculus and Linear Cluster course ME 226 In the case of biological design, topics include Algebra. Review of vector algebra; scalar and bones and the skeletal system, the heart vector fields; gradient, curl, and divergence; Third Year and the circulatory system, muscles and soft curves; surfaces; line integrals; surface inte- ME 280 Circuits tissues. Students work in teams on several de- grals; Gauss’ theorem; Stokes’ theorem. Sys- ME 225 ME 241 sign projects, including written reports, model tems of linear equations; matrices and matrix ME 211 ME 223 constructions, poster presentation. algebra; matrix rank; vector spaces; eigenval- Cluster course Distribution 105. Roman Structures: Engineering ues and eigenvectors. Extensive treatment elective in the Classical World. A study on location of applications in engineering and science. Fourth Year of Roman engineering focused primarily on Prerequisite: MTH 143 or 162. ME 204 ME 205 civil engineering structures, but also including 201. Applied Boundary-Value Problems. ME 242 ME 213 topics in mechanics, hydraulics, and materials. Formulation of partial differential equations ME 251 Free elective Modern theories in structural mechanics and for physical problems; Fourier series; sepa- Free elective Free elective strength of materials are used to analyze the ration of variables leading to Fourier series; practice, the achievements, and the limita- Sturm-Liouville theory; eigenfunction ex- MINOR IN MECHANICAL tions of Roman engineering. Topics include pansions and separation of variables; Fourier the development of structural form in antiq- transform; similarity methods; Fourier-Bessel ENGINEERING uity, building and manufacturing techniques, A minor in mechanical engineering is avail- expansions and separation of variables in construction machines and war implements, cylindrical coordinates; Legendre polynomials able to give the nonmajor an opportunity bridges, aqueducts, monumental buildings, to study some of the main ideas of modern and separation of variables in spherical coor- vaults, and domes. The course begins with dinates. Equations dealt with in the course are engineering and acquire the skills necessary a mandatory three-weeklong program of to implement them. The interested student the Laplace equation, the heat equation, the study-on-location in Italy during the month wave equation, and related equations. Appli- should plan a focused program of study with of August, which includes extensive visits to any mechanical engineering faculty member. cations are to such areas as heat conduction, Roman monuments, archeological sites, and fluid flow, electromagnetic theory, acoustics, The requirements for a minor in mechanical museums in Rome. This course is part of a and quantum mechanics. Cross-listed with engineering are as follows: new interdisciplinary program between the MTH 281. Prerequisites: ME/MTH 163, 164. • The student must attain passing grades in Department of Mechanical Engineering and 202. Applied Complex Variables. Com- four ME courses at the 200 level or higher. the Department of Religion and Classics. An plex numbers and the complex plane; analytic The minimal acceptable GPA for these additional program fee is required. Same as functions; elementary functions; complex courses is 2.0. CLA 213. integration; series expansions; residue theory; • The student’s program of study must in- *110. Engineering Graphics. Credit—2 multi-valued functions; Laplace transform clude at least one of the following courses: hours. Elements of descriptive geometry. and complex inversion. Applications treated ME 204, 205, 211, 241, 242, or 251. Orthographic projections and drawing. Di- include the following: use of complex func- mensioning and tolerancing. Manufacturing tions in oscillation theory; evaluation of real In preparation for the upper-level mechanical principles and techniques. Assembly drawings. engineering courses, a student would nor- integrals by contour integration; numerical Computer-aided design. representation of functions by series; solution mally take two of the introductory courses ME *120. Engineering Mechanics I: Statics. 120, 121, 123, or their equivalents. of ordinary differential equations by power Vector algebra of forces and moments. Free series; solution of Laplace equation in two body diagrams and equilibria of particles and UPPER-LEVEL WRITING dimensions; solution of ordinary and partial rigid bodies. Centroids and centers of gravity. differential equations by Laplace transform. REQUIREMENT Internal forces in trusses, frames, machines, Cross-listed with MTH 282. Prerequisites: Upper-level writing requirements are satis- and beams. Friction and applications to ma- ME/MTH 163, 164. fied by the required writing components of chines. Moments of inertia and the principle 203. Kinematics of Machinery. Geo- the laboratory project and design courses of virtual work for rigid bodies. Prerequisite: metrical kinematics. Elementary properties required of all majors. MTH 161. of plane motion with applications to linkages, 121. Engineering Mechanics II: Dy- cams, and gears. Analytical kinematics. Gener- 1. The alternative sequence MTH 141, 142, 143 may be namics. Kinematics and dynamics of particles alized coordinates, constraint equations, posi- taken instead of 161, 162. and rigid bodies. Forces and accelerations. En- tion and kinematic analysis of mechanisms. 2. We strongly recommend ME 104Q. ergy and momentum methods. Introduction Numerical methods. Analytical dynamics of *Offered both semesters to vibrations. Prerequisite: ME 120. 152 ENGINEERING AND APPLIED SCIENCES

machines. Generalized forces, virtual work. networks, open-channel flow, flow in turbines Deformation mechanism maps and isome- Applications to reciprocating engines. Mech- and pumps, low-speed aerodynamics, drag chanical groups. Examples selected from anism design project. Prerequisites: ME 120, reduction, and hydrodynamic lubrication. forging, rolling, extrusion, machining, wear. 121. Assignments include design of fluid compo- Prerequisites: ME 280, ME/MTH 163. 204. Mechanical Design. The theory and nents and systems. Individual design projects. 390. Supervised Teaching. application of structural mechanics to me- Prerequisite: ME 225. 391. Independent Reading. chanical design. Topics include matrix struc- 241. Fluid Dynamics Laboratory. In- 392. Special Topics Seminar. tural analysis and finite element techniques. troductory lectures on lab practice and data 393. Special Essay or Thesis. Students use the NASTRAN finite element pro- analysis. The first part of the lab uses simple 394. Internship. gram to solve a variety of design and analysis experiments to familiarize the student with 395. Independent Research. problems. The term project consists of a team different instruments used in fluid dynamics, The following graduate courses are open to competition to design, analyze, build, and test heat transfer, and heat power. In the second advanced undergraduates with permission a lightweight structure. Prerequisite: ME 226 part, students (working in groups of three) (ME 211 recommended). perform experiments designed by them. of the instructor. 401. Methods of Applied Mathematics. 205. Advanced Mechanical Design. Reports are given both orally and in writing. 402. Partial Differential Equations. This course follows ME 204 in the study of Prerequisite: ME 225. 403. Computational Methods for Engi- mechanical components and analysis models. 242. Materials and Solids Laboratory. neering and Science. There is an emphasis throughout on the use Fundamentals of experimentation, including 404. Perturbation and Asymptotic of the computer to obtain solutions and to instrumentation, data analysis, and reporting. Analysis. achieve optimization. There is a semester-long Lectures, short instrumentation labs, and an 405. Diffusion. team design project. Historically, design topics independent project. Prerequisites: ME 121, 406. Dynamical Systems. have been drawn from local industry and su- 226, 280. 407. Advanced Dynamics. perior student designs have been built by the 251. Heat Power Applications. Power 408. Phase Transformations. corporate sponsors. Prerequisite: ME 204. cycles, engines, compressors and turbines, 411. Mechanical Properties of Poly- 211. Computational Methods in Me- refrigeration cycles, air conditioning, direct mers. chanical Engineering. Introduction to Mat- energy conversion, energy storage, and 421. Physical Rheology. lab, solution of polynomial and transcendental combustion. A design project is included. 424. Introduction to Robust Design and equations, optimization, differentiation and Prerequisites: ME 123, 225 (may be taken Quality Engineering. integration, solution of ordinary differential concurrently). 428. Geophysical Fluid Dynamics. equations, solution of matrix equations, inter- 252. Modern Energy Conversion. Con- 434. Introduction to Plasma Physics I. polation. Applications. Prerequisites: ME/MTH version of chemical and nuclear energy into 435. Introduction to Plasma Physics II. 163, 164. mechanical and electrical energy. Energy 436. Compressible Flow. 213. Mechanical Systems. Free and sources and their projected use. Conventional 437. Incompressible Flow. forced vibration in one, two, and many electric power generation, thermoelectric 440. Mechanics of Structures. degrees-of-freedom systems. Complex rep- and thermionic systems and fuel cells, fission, 441. Finite Elements. resentation, damping, matrix methods, appli- controlled fusion, and magnetohydrodynamic 442. Introduction to Dislocation cations. Continuous systems; string and beam power generation. Design project. Prereq- Plasticity. vibration. Prerequisites: ME 121, 226; ME/MTH uisite: ME 123. 443. Applied Vibrations Analysis. 163, 164. 253. Nuclear Engineering. Nuclear struc- 444. Continuum Mechanics. 222. Introduction to Robust Design ture, nuclear reactions, fission, nuclear power 445. Plates and Shells. and Quality Engineering. Definition and plants, neutron diffusion, reactor theory, 446. Wave Propagation in Elastic Media. pursuit of “quality” as a design criterion; ideas reactor kinetics. Team design project. Prereq- 447. Mechanics of Composite Materials. of Taguchi and others. The concept of robust uisites: PHY 123, ME 123. 448. Structural Stability. design. Selection of the quality characteristics 254. Finite Elements. The theory and 449. Theory of Elasticity. and experimental design to improve quality. application of finite element analysis in struc- 450. Optimum Design. Prerequisite: ME/MTH 164 or equivalent. tural mechanics and other disciplines. Topics: 451. Crystallography and X-Ray Dif- 223. Heat Transfer. Modes of heat transfer; matrix analysis concepts; element formulation fraction. application of practical heat transfer devices. methods; element behavior and geometry; 452. Electron Microscopy. Engineering analysis of heat exchanger ele- global analysis aspects; isoparametric ele- 458. Nonlinear Finite Element Analysis. ments and design of heat exchangers. Team ments; elements for C1 continuity problems. design project requiring synthesis of analytical Prerequisite: ME 226. 459. Advanced Finite Elements. and empirical elements. Prerequisites: ME 280. Introduction to Materials Science. 460. Thermodynamics of Solids. 123, 225. Relationship between microstructures of solid 461. Fracture and Fatigue. 225. Introduction to Fluid Dynamics. materials and their engineering properties. 462. Experimental Material Science. Dimensional analysis, kinematics, Bernoulli’s The dependence of mechanical, electronic, 463. Microstructure and Mechanical theorem, potential flow, vorticity, viscous flow, magnetic, thermal, and chemical properties Properties. pipe flow, boundary layers, instability and of metals, semiconductors, ceramics, poly- 481. Mechanical Behavior of Solid turbulence. Prerequisites: ME/MTH 163, 164; mers, and glasses on their chemical bonding, Materials. ME 120, 123. electronic structure, atomic arrangement, and 482. Biofluid Mechanics. 226. Introduction to Solid Mechanics. phase composition. Prerequisites: ME/ MTH Loads and displacements, stress and strain in 163, 164; PHY 123. solid medium. Laws of elasticity. Mechanical 281. Mechanical Properties of Mate- properties of materials. Thermal stresses. Axial rials. Isotropic and anisotropic elasticity. Yield loading. Pressure vessels. Plane stress and criteria and yield surfaces for polycrystals and plane strain. Torsion and bending of beams. single crystals. Slip-line solutions. Plasticity, Energy methods. Buckling. Prerequisites: ME defects, strengthening mechanisms. Ductil- 120. ity, work hardening, hardness. Creep. Effects 227. Applied Fluid Dynamics. Selected of stress, temperature, and microstructure topics in fluid dynamics as applied in engineer on strain-rate. Constitutive laws for metals, ing practice. Topics include pipe flow, pipe semiconductors, ceramics, glasses, polymers. OPTICS 153

Gary W. Wicks, Ph.D. (Cornell) Professor of Rochester students completing the B.S. in Optics; Associate Director, The Institute of optics in recent years have chosen to pursue OPTICS Optics graduate studies in optics, physics, electri- David R. Williams, Ph.D. (California, San cal engineering, or biomedical engineering; Diego) William G. Allyn Professor of to accept positions as optical engineers in Govind P. Agrawal, Ph.D. (Indian Institute of Medical Optics, Professor of Brain and the thriving optics industry; to work in en- Technology) Professor of Optics and of Cognitive Sciences, of Optics, of Ophthal gineering sales; to attend medical school or Physics and Senior Scientist in the Labora mology, and of Biomedical Engineering; law school; or to enter a business program to tory for Laser Energetics Director, Center for Visual Science pursue an M.B.A. In addition to traditional ca- David Berg, M.S. (Rochester) Adjunct Pro Emil Wolf, Ph.D. (Bristol), D.Sc. (Edinburgh) reer directions, medicine and law offer signifi- fessor of Optics Wilson Professor of Optical Physics and cant opportunities today for someone with a Nicholas P. Bigelow, Ph.D. (Cornell) Lee A. Professor of Optics background in optics. Optical instrumentation DuBridge Professor of Physics and Profes Andrew J. Berger, Ph.D. (M.I.T.) Associate and techniques are becoming very important sor of Optics and Senior Scientist in the Professor of Optics and of Biomedical in medical research and medical practice, Laboratory for Laser Energetics Engineering so an M.D., or an M.D./Ph.D., with a B.S. in Robert W. Boyd, Ph.D. (California, Berkeley) Thomas G. Brown, Ph.D. (Rochester) Associ optics is uniquely educated to become a key M. Parker Givens Professor of Optics and ate Professor of Optics and Scientist in the participant in these emerging areas. Likewise, Professor of Physics Laboratory for Laser Energetics because of the strong entrepreneurial spirit Joseph H. Eberly, Ph.D. (Stanford) Andrew Chunlei Guo, Ph.D. (Connecticut) Associate of the optics community, a patent attorney Carnegie Professor of Physics and Professor Professor of Optics with a B.S. in optics can establish a very active of Optics John Marciante, Ph.D. (Rochester) Associate practice. Professor of Optics and Scientist in the Philippe Fauchet, Ph.D. (Stanford) Dis The optics curriculum provides the depth Laboratory for Laser Energetics tinguished Professor of Electrical and and breadth needed to prepare for a variety Wolf Seka, Ph.D. (Texas) Senior Scientist in Computer Engineering, Professor of Optics, of career options. The foundations of optics the Laboratory for Laser Energetics and of Materials Science, and of Biomedical are covered by the required coursework, in- Associate Professor of Optics Engineering, and Senior Scientist in the cluding lasers, geometrical and physical optics, James M. Zavislan, Ph.D. (Rochester) Asso Laboratory for Laser Energetics electromagnetic theory, quantum mechanics, ciate Professor of Optics, of Dermatology, James R. Fienup, Ph.D. (Stanford) Robert E. and optical and optoelectronic devices, instru- of Ophtalmology, and of Biomedical Engi Hopkins Professor of Optics, Professor in ments, and measurement techniques. Optics neering; Director of Institute Ventures the Center for Visual Science, and Senior majors can supplement their required course- Miguel A. Alonso, Ph.D. (Rochester) Assis Scientist in the Laboratory for Laser Ener work with a number of electives to tailor tant Professor of Optics getics their programs to their specific interests. The Julie Bentley, Ph.D. (Rochester) Adjunct Thomas Foster, Ph.D. (Rochester) Professor faculty encourages optics majors to become Assistant Professor of Optics of Imaging Sciences, of Optics, and of involved in the world-class research programs Dale Buralli, Ph.D. (Rochester) Adjunct Physics that are a distinctive part of The Institute’s Assistant Professor of Optics Nicholas George, Ph.D. (California Institute culture. of Technology) Wilson Professor of Elec Jennifer Kruschwitz, M.S. (Rochester) Students may also gain experience in engi- tronic Imaging and Professor of Optics and Adjunct Assistant Professor of Optics neering project planning and execution via of Electrical and Computer Engineering James Oliver, M.S. (Rochester) Adjunct an honors project or internship. These are Douglas Goodman, Ph.D. (Arizona) Adjunct Assistant Professor of Optics and Research designed to help students translate knowledge Professor of Optics Engineer in the Laboratory for Laser acquired in the classroom to practical applica- Stephen D. Jacobs, Ph.D. (Rochester) Senior Energetics tions. Scientist in the Laboratory for Laser Ener Brian J. Thompson, Ph.D. (Manchester) getics and Professor of Optics, of Chemical Provost Emeritus and Distinguished Engineering, and of Materials Science University Professor and Professor ADMISSION REQUIREMENTS Wayne H. Knox, Ph.D. (Rochester) Professor Emeritus of Optics Students normally apply for admission to The of Optics and Senior Scientist in the Labo M. Parker Givens, Ph.D. (Cornell) Professor Institute of Optics at the end of the soph- ratory for Laser Energetics; Director, The Emeritus of Optics omore year by submitting a concentration Institute of Optics Robert E. Hopkins, Ph.D. (Rochester) Professor approval form to their advisor or to the chair Duncan T. Moore, Ph.D. (Rochester) Rudolf Emeritus of Optics of the Undergraduate Committee. Admission and Hilda Kingslake Professor in Opti requirements are as follows: (1) an overall cal Engineering Science and Professor of Optics is the subject that deals with the gen- grade-point average of at least 2.0; (2) a grade- Optics, of Biomedical Engineering, and of eration, propagation, detection, manipulation point average of at least 2.0 in PHY 121, 122, Business Administration in the William E. and application of light. Having awarded the or 142, and 123 or 143, or in those courses Simon Graduate School of Business Admin nation’s first B.S. degree in optics in 1932, the taken to fulfill the physics requirement; (3) a istration; Vice Provost for Entrepreneurship University of Rochester’s Institute of Optics grade-point average of at least 2.0 in MTH 161, Lukas Novotny, Dr. Sc.Techn. (Swiss Federal has established itself as one of the world’s 162, 163 or 165, and 164, or in those courses Institute of Technology) Professor of leading centers for teaching and research taken to fulfill the math requirement; (4) a Optics, of Physics, and of Biomedical Engi in the rapidly expanding field of optics. The grade of C or better in each of OPT 241 and neering and Scientist in the Laboratory for invention of the laser in 1960 and other im- 261; and (5) completion of CAS 105 with a Laser Energetics portant developments opened up many new grade of C or better. For graduation, a mini- Carlos R. Stroud, Jr., Ph.D. (Washington) Pro possibilities, including fiber-optic communic- mum cumulative grade-point average of 2.0 is fessor of Optics and of Physics ations, holography, optical information stor- necessary for all courses taken in The Institute Kenneth J. Teegarden, Ph.D. (Illinois) Profes age (CD technology, for example), electronic of Optics, as well as an overall average of 2.0. sor of Optics imaging, and more, so that today, optics has Additionally, a student must have at least 130 Ian A. Walmsley, Ph.D. (Rochester) Adjunct become one of the technological pillars of credit hours completed upon graduation. modern society. Optics also contributes much Professor of Optics Prospective students and undergraduates to modern science, figuring prominently in a considering optics as a major are encouraged number of recent Nobel prizes. to write or to visit The Institute of Optics for more information and individual counseling. 154 ENGINEERING AND APPLIED SCIENCES

FOUR-YEAR PROGRAM TECHNICAL ELECTIVES a very high level of expertise in a specialized First Year Two electives must be technical electives. field of optics. 1 1 MTH 161 MTH 162 The following courses are approved as tech- The normal fourth- and fifth-year programs for CHM 131 PHY 121 nical electives for optics majors: students in this program area are as follows: CAS 105 CAS 105 (if closed out 2 1. Any course with a 200 number or higher Fourth Year OPT 101 in fall semester) from SEAS, physics and astronomy, mathe- OPT 2414 OPT 226 OPT 256 matics, chemistry, or the biological sciences, OPT 461 or 441 OPT 462 or 442 with the exception of ME 201, ME 202, or any OPT 425 OPT 444 Second Year required course. OPT 224 Elective (Optics) MTH 1641 MTH 1631 2. A computer course with a 200 number or PHY 122 or 142 PHY 123 or 143 higher. Summer Work or Study (optional) OPT 211 OPT 261 3. ECE 210 (circuits). OPT 491, 493, or 495 (up to 6 credits) Cluster course Cluster course 4. Any other technical course as approved Fifth-Year—Plan A (with thesis) Third Year by petition to The Institute of Optics, Under- OPT 461 or 441 OPT 442 or 462 OPT 2423 OPT 262 graduate Committee. OPT 491 OPT 491 OPT 224 OPT 287 NOTE: STT 211 and STT 212 (statistics) cannot OPT 495 OPT 495 MTH 281 ECE 210 be counted as technical electives. Elective (Optics) Elective (Optics) Cluster course Cluster course Fifth-Year—Plan B (without thesis) Fourth Year OPTICS HONORS PROGRAM OPT 461 or 441 OPT 462 or 442 OPT 226 OPT 223 The aim of this program is to offer qualified 3 Electives (Optics) 3 Electives (Optics) OPT 2564 OPT 300 students increased exposure to the research The elective courses in the fifth year may be Elective (tech. or free) Elective (tech. or free) being conducted at the Institute, increased any of the 400-level courses in optics. It is Cluster course Elective (tech. or free) interaction with faculty, and a chance to apply also recommended that the student take a creativity to a research project. The program sequence of courses in a particular area to Outstanding students are encouraged to take consists of 8 semester hours (which may be develop a specialty. Certain courses in other the physics sequence recommended for phys- counted as technical electives). These hours departments are also acceptable, but such ics majors—first year: PHY 121 (fall), PHY 142 include reading and research under the super- courses should be approved in advance by a (spring); second year: PHY 143 (fall), phys- vision of a faculty member. Students having a faculty advisor. ics elective (spring). Students choosing this cumulative grade-point average of 3.6 or bet- sequence should also take CHM 131 before ter are automatically eligible for this program. UPPER-LEVEL WRITING the end of the second year. However, a 3.4 (overall) GPA is needed to maintain honors status. Students will be noti- REQUIREMENT There is an electronic circuits requirement fied of their eligibility for the Honors Program OPT 241 and 256 fulfill the upper-level writing which may be satisfied by ECE 210, and a com- in the spring semester of their junior year. requirements. puting requirement which may be satisfied by OPT 211, another programming course, or by MINOR IN OPTICS COURSES OF INSTRUCTION an examination administered by the adminis- Definitive course listings are published before trative committee of the department. Students interested in completing a minor in optics should meet with a faculty member of each semester. Courses listed here carry 4 Mastery of prerequisite courses is essential to the Institute of Optics to plan a focused pro- credit hours unless otherwise noted. Following ensure successful performance in subsequent gram of study. Optical technologies continue are some of the recent or planned offerings. courses. For cases in which the student has to assume greater importance in a range of 101. Optics in the Information Age. not achieved a “C–’’ or better in the prereq- applications and a stronger grasp of the field Begins with a discussion of the properties of uisite course(s) for a given optics course, spe- has become a desirable option for majors in light: refraction, imaging, diffraction, interfer- cial permission of the Optics Undergraduate other science and engineering disciplines. The ence, the historical development of optical in- Committee is required before the student is requirements for a minor in optics are sat- struments (microscope, telescope, and laser) allowed to register. Optics courses may be re- isfied by receiving grades of C or better in five then moving into such topics as the Internet, taken only once (without special permission). optics courses. The program of study must high-speed information access, information Students so advised are asked to seek guid- include OPT 241, 261, and 300, and a selection storage and display, and also new medical ap- ance in planning their future program from from among the other courses taught within plications. Demonstrations. their faculty advisors. the Institute at the 200 level or above. Courses 196, 197, 198, and 199 are one-credit laboratory courses designed to complement DISTRIBUTION REQUIREMENTS B.S.-M.S. PROGRAM IN OPTICS the classroom material offered in the first In accordance with the Rochester Curriculum, Undergraduate juniors majoring in optics may three years. These laboratories emphasize students must complete one cluster (three apply for admission into a five-year program practical problem solving, measurement, courses) from the humanities division and one leading to both a B.S. and an M.S. degree in and presentation skills in various aspects of cluster (three courses) from the social sci- optics. Students may apply for this program geometrical optics, physical optics, metrology ences division. Minors in these areas will also in the fall of their junior year and, if accepted, and photonics/opto-electronics. satisfy this requirement. can begin master’s-level independent work during the senior year. The B.S. is awarded at 196. This course is intended to supplement the end of the fourth year. Work or study for OPT 101 during the fall semester. It is not re- credit in the summer between the fourth and quired for the optics major, but first-semester 1. An alternative approved sequence is MTH 171, 172, 173, fifth years can be arranged, if desired. The fifth freshmen are encouraged to enroll. 174 for those considered eligible by the Department of year of this program contains more advanced 197. This course accompanies OPT 241 in Mathematics or MTH 141, 142, 143, 163, or 165, 164. the spring semester and is normally taken 2. OPT 101 is recommended. coursework, reading, and research than the 3. PHY 238 may be substituted for OPT 242 by students normal curriculum. Students may follow the during the first year. It is a required course for who minor in physics. master’s thesis (Plan A) or the nonthesis (Plan undergraduate optics majors. 4. OPT 241 and 256 fulfill the upper-level writing requirement. B) route. The thesis route is particularly recommended as it allows the student to develop OPTICS 155

198. This course accompanies OPT 261 in properties. Seidel aberrations. Tests of aber- 300. Current Optics and Optical Tech- the spring semester and is normally taken dur- rated systems. Seidel contribution formulae. nology. A survey of advanced experimental ing the second year. It is a required course for Two-beam interferometry. Interferometers in and theoretical methods of modern optics, undergraduate optics majors. optical testing. Shearing, point diffraction, and conducted as a series of seminars by experts 199. This junior-level course emphasizes heterodyne interferometers. Prerequisites: from the faculty and industry. The objective of laboratory skills in optical metrology and vari- OPT 241, 261. this course is to prepare students for careers ous topics in optoelectronics/photonics. 243. Optical Fabrication and Testing in optical science or engineering by providing 211. Computational Methods in Laboratory. Credit—2 hours. Fabrication a broadly-based overview of current tech- Optics. This course introduces techniques of of a plane parallel plate, lens, or prism from nology and techniques in optics. Prerequisites: transforming continuous problems to discrete a variety of optical glasses; controlled loose OPT 224, 241, 242, 256, 261, and 262. mathematical models. Students learn com- abrasive grinding and pitch polishing skills; 307. SEM Practicum. A closely supervised putational methods for solving problems in optical metrology, including interferometry training in use of the scanning electron micro- optics using high-level software. Includes labs. and evaluation of roughness. Optics seniors scope. Prerequisites: MTH 162 and concurrent enroll- only (or with permission of instructor). 391. Independent Reading. ment in MTH 164. 246. Optical Interference Coating Tech- 392. Special Topics. Current offerings 223. Quantum Theory of Optical Mate- nology. Optical interference in a multilayer include Guided Wave Optics, and Solid-State rials and Devices. Introduction to quantum stack and its application to anti-reflection coat- Physics and Optical Materials. (Course descrip- mechanics in the context of modern optics ings, beamsplitters, laser mirrors, polarizers, tions and a complete listing are available from and optical technology. Wave mechanics ap- and bandpass filters. Prerequisite: OPT 262. the Office of Undergraduate Affairs at The plied to electrons in crystals and in quantum 252. Colorimetry. Principles and uses Institute of Optics.) wells. Absorption and emission in semicon- of CIE system of colorimetry, additive and 393. Special Essay. ductors and the optical properties of materi- subtractive color-mixture calculations, color- 395. Undergraduate Research Projects. als. Semiconductor junctions in photode- difference evaluation, uniform color scales, 396. Honors Project. Reading or research tectors and photoemitters. chromatic adaptation, computer colorant for- course open by special permission to seniors 224. Laser Systems. Optical devices in- mulation, metameric colors, color-rendering in optics. cluding lasers, modulators, and optical wave properties of light sources. The following graduate courses are open to guides. Emphasis is placed on developing the 256. Optics Laboratory. Intensive labor advanced undergraduates with permission basic principles needed to design new devices, atory course with experiments on optical im- of the instructor. as well as an understanding of the operation aging systems, testing of optical instruments, 407. SEM Practicum. of those currently in use. Prerequisite: some diffraction, interference, holography, lasers, 411. Mathematical Methods for Optics. knowledge of simple quantum mechanics and detectors, spectroscopic instruments. Prereq- 412. Quantum Mechanics for Optics. scalar diffraction theory is assumed. Optics uisites: OPT 242, 261, and 262. 425. Radiation and Detectors. majors should have taken OPT 241 and 261. 261. Interference and Diffraction. Com 428. Optical Communications. MTH 163 is recommended. plex representation of waves; scalar diffraction 441. Geometrical Optics. 226. Optoelectronics I: Devices. Intro- theory; Fresnel and Fraunhofer diffraction and 442. Instrumental Optics. duction to the physics of optoelectronics. application to measurement; diffraction and 443. Optical Fabrication and Testing. Light propagation in restricted geometries image formation; optical transfer function; 444. Lens Design. including waveguides and optical fibers. Dis- coherent optical systems, optical data pro- 448. Principles of Eye Design. persion and loss in linear and nonlinear pulse cessing, and holography. Prerequisites: MTH 461. Physical Optics I. propagation. Passive optoelectronic devices: 164 and PHY 122 or 142. 462. Physical Optics II. detectors and couplers. Active optoelectronic 262. Electromagnetic Theory. Vector 465. Laser Systems. devices: lasers and modulators. Coupling be- analysis, Maxwell’s equations, energy flow in 467. Nonlinear Optics. tween passive and between active and passive electromagnetic fields, dipole radiation from 468. Guided Wave Optics. elements. Lorentz atoms, partially polarized radiation, *491. Reading Course in Optics (M.S.) 232. Optomechanical Design. Concepts spectral line broadening, dispersion, reflection 492. Special Topics in Optics (e.g., required to achieve goals of optical system and transmission, crystal optics, electro-optics, Nano-Optics, Medical Optics, Optics & performance, combining of glass with metal quantum optics. Prerequisites: MTH 163, 164, Liquid Crystals). or plastic, kinematic design, material limi- PHY 122 or 142, and PHY 123 or 143. *495. Research in Optics (M.S.) tations, effects of gravity and temperature. 263K. Quantum Optics Laboratory. Applications to optical metrology, alignment, A study of several applications including geometry 2-D and 3-D, and generation of entanglement and Bell’s inequalities, single- precision diffraction gratings. Standards for photon interference, single-emitter confocal straightness, flatness, roundness, and length. fluorescence microscopy, among others; over 241. Geometrical Optics. Optical instru- four laboratory experiments culminating ments and their use. First-order Gaussian op- with an oral presentation and examination tics and thin-lens system layout. Photometric of photonics-based quantum computing and theory applied to optical systems. The eye, quantum cryptography. Students also devise a magnifier, microscope, matrix optics, nature of full-fledged potential business plan based on Seidel aberrations. Laboratory. Prerequisites: the implementation of this technology. MTH 161; optics computing requirement. 287. Mathematical Methods for Optics 242. Aberrations, Interferometers, and Physics. A capstone course to examine and Optical Testing. Geometrical and dif- the mathematical tools necessary for physics fraction theory of image formation. Optical and optics in order to gain insight and experi- transfer functions. Measurement of first-order ence in their application. Prerequisites: MTH 161–164 or 165, MTH 281.

*Admission is normally limited to those students enrolled in the five-year optics B.S.-M.S. program. 156 ENGINEERING AND APPLIED SCIENCES

advanced mechanics, heat transfer, rheology, FOUR-YEAR PROGRAM IN rock mechanics, materials science, geophysics, GEOMECHANICS INTERDISCIPLINARY PROGRAMS sedimentary processes, and laboratory studies. First Year The program also allows three free electives, GEOMECHANICS MTH 1611 MTH 1621 which each student may choose to suit his or EES 101 PHY 121 her special interests. For example, a student CAS 105 ME 120 can elect to study environmental problems by (Primary Writing) Elective (cluster) taking courses in air and water pollution and PROGRAM ADVISORS Elective †Roger F. Gans, Ph.D. (California, Los in ecology. Training in environmental planning Angeles) Professor of Mechanical Engi and policy work may be obtained by taking Second Year neering courses in earth and environmental sciences MTH 163 MTH 164 John Tarduno, Ph.D. (Stanford) Associate and public policy, environmental decisions PHY 122, 181 PHY 123 Professor; Chair, Earth and Environmental and operations research. Many other special Elective (cluster) ME 123 Sciences programs can be developed in such areas as Elective EES 201 water resources problems, advanced fluid The program in geomechanics is a joint of- Third Year dynamics of atmospheres and oceans, or ad- fering of the Department of Earth and Envi- CHM 131 Elective (technical) vanced rock mechanics and structural geology. ronmental Sciences and the Department of ME 225 ME 226 The student is encouraged to approach faculty 2 Mechanical Engineering, and leads to the de- Elective (technical) PHY 183 regarding projects of interest. 2 gree of bachelor of science in geomechanics. Elective (technical) Elective (cluster) The program provides an unusual opportunity For preparation in mathematics, the program Elective (cluster) for students interested in the quantitative as- requires MTH 161, 162, ME/MTH 163, and Fourth Year pects of the earth sciences. ME/MTH 164 (or the equivalent five-course EES 208 EES 204 sequence: MTH 141, 142, 143, ME/MTH 163, Elective (technical)2 Elective (technical)2 The curriculum emphasizes the application of 2 164). The required physics courses are PHY Elective (cluster) Elective (technical) the principles of mechanics to problems 121, 122, and 123, and the required chemistry Elective Elective (cluster) associated with the atmosphere, the oceans, course is CHM 131. In earth and environmen- and the solid earth. The program is a natural tal sciences, EES 101, 201, 204, and 208 are blend between the two departments and required; and in mechanical engineering, the builds on several areas common to engi- requirements are ME 120, 123, 225, 226, and neering and to quantitative earth sciences: the either 241 or 242. mechanics of fluids, the mechanics of solids, INTERDEPARTMENTAL and the properties of materials. In addition to the above courses, there are four technical electives, which may be any PROGRAMS Students who successfully complete this proof the earth and environmental sciences or gram will be well equipped for employment or mechanical engineering courses at the 200 graduate studies in a number of fields, such as level or higher, and one technical elective civil and other engineering disciplines, geol- from any discipline, as agreed upon with the PROGRAM COMMITTEE ogy and geophysics, hydrology, engineering faculty advisor. Robert C. Waag, Ph.D. (Cornell) Yates Pro geology, and other related fields. Career fessor of Engineering, Professor of Electri The program includes three free electives to opportunities include work with the U.S. cal and Computer Engineering and of allow a strong minor in an area of particular Geological Survey and with departments of Radiology interest to the student, or to broaden the natural resources or environmental protection Roger F. Gans, Ph.D. (California, Los Angeles) scope of the curriculum. Other general degree at the federal, state, and county levels, with Professor of Mechanical Engineering requirements, including distributive require- the oil and mineral resources industries, and Chunlei Guo, Ph.D. (Connecticut) Assistant ments, are those listed below. in multidisciplinary private consulting firms Professor of Optics engaged in geological engineering. Jack G. Mottley, Ph.D. (Washington University) ADMINISTRATION Associate Professor of Electrical Engineer CURRICULUM The geomechanics degree is awarded by the ing; Chair of the Program The geomechanics curriculum is built around College in either arts and sciences or engi- Mitchell Anthamatten, Ph.D. (M.I.T.) Assis basic mathematics, physics, chemistry, earth neering and applied sciences—the choice is tant Professor of Chemical Engineering and environmental sciences, and engineering made by the student. If the student chooses and Scientist in the Laboratory for Laser courses. The required earth and environ- arts and sciences, his or her major advisor will Energetics mental sciences courses cover geologic proc be in the Department of Earth and Environ- Kevin Davis, Ph.D. (Boston) Assistant Pro esses, the evolution of the earth, mineralogy, mental Sciences; if the degree is to be granted fessor of Biomedical Engineering and of and structural geology. Required engineering through engineering and applied sciences, Neurobiology and Anatomy courses deal with basic mechanics, thermody- the major advisor will be in the Department namics, fluid mechanics, and solid mechanics. of Mechanical Engineering. In each case, the BACHELOR OF SCIENCE Technical electives, chosen from a number of student will also have a minor advisor in the IN ENGINEERING other department. earth and environmental sciences and en- AND APPLIED SCIENCE gineering offerings, include courses in geo- Below is a sample arrangement of courses. The interdepartmental degree, B.S. in En- physical fluid dynamics, optical mineralogy, Considerable variations on this ordering are gineering and Applied Science (BS/IDE), is possible to accommodate transfers and special intended for students who have specific tech- † Licensed professional engineer. needs. nical objectives not adequately addressed by 1. An alternative approved sequence is MTH 171, 172 for those considered eligible by the Department of Mathe- the other B.S. degree programs offered by the matics. An acceptable alternative sequence to MTH 161. School of Engineering and Applied Sciences 2. One of these must be ME 241 or ME 242. Four of the (SEAS). For example, students with interests in remaining five shall be taken from earth and environmental patent law or in architectual engineering have sciences or mechanical engineering. The sixth may be any crafted programs of study well suited to their technical course approved by your faculty advisor. INTERDEPARTMENTAL PROGRAMS 157

specific educational objectives through the primary writing, one course; mathematics, to take courses in depth from several engi- Interdepartmental Program. three courses, including one in differential neering disciplines is a unique aspect of this Within the total of 32 courses (128 credit equations (usually MTH 163); chemistry and program. hours) required to earn the B.S. degree (see physics, four courses, at least one in each. Full To earn the B.A. in engineering science, stu- page 136), a minimum of 18 are devoted to details of both admissions and degree require- dents must satisfy the primary and upper-level mathematics, other natural sciences, and ments under BS/IDE are provided in docu- writing requirements and also must complete engineering. (Of these, at least eight must ments available from the Dean’s Office in 306 two clusters, one in the humanities and one in be courses offered by SEAS.) A further nine Lattimore Hall. the social sciences. courses, at a minimum, are devoted to satis- Students who are attracted to engineering and Totaling the above course requirements leaves fying the primary writing requirement, upper- who are either unsure of specialization within from five to eight courses available as free level writing requirement (see this page) and the field or who have specific interests not electives. This permits students considerable two clusters, one in humanities and one in the obviously addressed by the standard programs flexibility in shaping programs that reflect social sciences (see page 136). The remaining are strongly encouraged to contact the Dean’s personal interests. courses may be free electives. Students fre- Office in Lattimore Hall for information on quently use these courses to pursue one of guidelines and degree requirements. The BA/ES program is administered by the the many certificates offered by the University, Committee on Interdepartmental Programs. such as the Certifcate in Management Studies BACHELOR OF ARTS Approval of the Committee is required for (page 80). They may also be used to pursue a each proposed program of study. Admission minor in one of the disciplines in the humani- IN ENGINEERING SCIENCE to the program at the end of the sophomore The B.A. in engineering science (BA/ES) is ties or social sciences, such as economics, year requires an overall grade-point average intended for students who, while not nec- philosophy, political science, or art history. of at least 2.0, together with completion of essarily planning careers in the practice of the following nine courses with a GPA in these Each degree program under BS/IDE must engineering, may benefit from an enhanced nine courses of at least 2.3: one primary writ- include three sequences of technical or sci- technical content in their education. Tech- ing course; three math courses, including a entifc courses. Each sequence must include nology and corresponding modes of thought course in differential equations; three physics at least three courses, only one of which may are becoming ever more important in issues and chemistry courses, including at least one be at the 100 level. A sequence of courses affecting everyone. Examples include environ- course in each; and at least two engineering is defined as “a logical progression of study, mental issues, such as acid rain and the green- courses. confined to an acceptably identifiable area, in house effect; issues broadly related to med- which later material builds upon and extends icine, such as gene splicing and the proper Programs meeting degree requirements are to earlier material.’’ (In rare cases, the Com- use of life support systems; legal issues, such be worked out in consultation with an ap- mittee has approved the use of a nontechnical as privacy of records in the computer age; and propriate member of the Program Committee. or nonscientific sequence to strengthen the new regulative and ethical issues raised by Interested students—including potential focus of a program when a student wishes to developing technology. transfer students—may obtain information study such a discipline in depth.) and application forms from the Dean’s Office The B.A. in engineering science emphasizes in 306 Lattimore Hall. A final degree requirement under BS/IDE is a breadth across engineering disciplines and senior thesis. The thesis is a coherent, written as such offers an exposure to technology not summary of independent study, in the focus available via other degree programs. Thus, UPPER-LEVEL WRITING area of the program, undertaken under the students considering careers in business, law, REQUIREMENT supervision of an appropriate member of the or medicine may find the B.A. program ex- Significant writing experience in one’s disci- SEAS faculty during a student’s junior and cellent preparation. The technological focus of pline is an important adjunct to the technical senior years. Up to 8 credit hours of inde- the program may offer advantages in dealing material one learns, and that experience is pendent study may be included in a student’s with issues such as those listed above, when gained through upper-level writing courses program. During the second semester of the they are encountered in the role of corporate in which a significant weight is given to the sophomore year, a prospective BS/IDE student manager, lawyer, or physician. Alternatively, effectiveness of written communication. For is expected to seek out and work with an the program could be followed by more in- students in the B.A. in engineering sciences or appropriate faculty member to define an area tense specialization in a specific engineering the interdepartmental engineering program, of independent study. A brief description of discipline at the master’s degree level. the upper-level writing requirement is satis- the topic along with the supervising faculty fied by taking two or more of the courses that Within the total of 32 courses (128 credit member’s signature is submitted by the end of satisfy the upper-level writing requirement in hours) required to earn the B.A. in engi- the sophomore year as part of the application the “traditional” engineering programs. Other- neering science, a minimum of eight courses for admission to BS/IDE. wise the student and the IDE Committee will must be in the natural sciences disciplines, stipulate in the student’s plan where writing Students are expected to enter with and to including at least one course in chemistry, experience is to be gained. BME 101, 260, 396; maintain strong academic records. All students two in physics, and three in mathematics. The CHE 246, 255, 273/4; ECE 111, 112, 113, 399; in the program must earn a minimum cumu- latter must include a course in differential ME 204, 205, 211, 213, 223, 241, 242, 251; OPT lative grade-point average of 2.0 for all courses equations (typically MTH 163). Two additional 256, 300, 397 are engineering courses that can taken in their fields of specialization. This courses in these or other natural science disci- be used to fulfill the requirement for BA/ES includes all courses in their sequences as well plines are also required. Additional course re- and BS/IDE majors. as the eight required engineering courses. In quirements include one course in computing addition, each student entering the program (CSC 170 or equivalent), and at least eight must have completed the following subjects courses in engineering, including at least one with a grade-point average of at least 2.7: laboratory-intensive course. The opportunity 158 ENGINEERING AND APPLIED SCIENCES Eastman School of Music

Douglas Lowry, M.M. (Southern California) and contemporary media (performance and Music are wonderful sources of information for Dean writing skills); theory students contemplating a combined course of • Master of Arts: composition; music educa- study at Eastman and at the College, or needing The Eastman education prepares students tion; musicology; ethnomusicology; theory; clarification on the differences between degree artistically, intellectually, and professionally for theory pedagogy programs. the challenging world in which musicians now • Master of Music: composition; music educa- For all students at the University, as well as live, and, importantly, instills a sense of mis- tion; conducting (choral and orchestral); residents of the Rochester community, the sion about the value of music. Noted industri- music education with teacher certification; Eastman School serves as a rich and vibrant alist George Eastman established the school in jazz studies and contemporary media (per- resource. More than 700 performances (in- 1921 as the first professional school within the formance and writing skills); performance cluding concerts, recitals, and operas), most University of Rochester, believing that a broad and literature; opera (performance and of them free of charge, are offered at the foundation in the liberal arts was a necessity stage directing); early music (emphasis in Eastman Theatre, Kilbourn Hall (a superbly for all musicians. Eastman’s farsighted vision historical plucked instruments) constructed chamber music hall), and vari- is integral to the school’s central principles. • Doctor of Musical Arts: composition; per- ous other sites at the Eastman campus and In recent years, changes in the culture and formance and literature; music education; throughout the Rochester area. These include marketplace for classical music have led the conducting; piano accompanying and cham- performances by internationally known artists Eastman School to embark on a series of ber music; jazz studies and comtemporary as well as faculty and students. educational innovations designed to edu- media; early music (emphasis in historical cate the musician of the future. Housed in plucked instruments) A separate academic bulletin, available Eastman’s Institute for Music Leadership, a • Doctor of Philosophy: composition; music through Eastman’s Office of Admissions, series of programs, certificates, and diplomas education; musicology; theory fully details the Eastman School’s programs. Prospective students are also encouraged to aim to motivate and educate students to Additionally, the Eastman School and the visit the school’s Web site at www.rochester. discover new ways to engage audiences in University’s College together produce a edu/Eastman for additional information about diverse communities; empower students to variety of ways in which undergraduates at the Eastman School, the programs, and the think entrepreneurially about music careers Rochester can choose to study music, often in people; admissions forms; information on audi- and related professional opportunities; and combination with other fields. The Bachelor tion repertoire and scheduling; and tuition challenge students to influence and direct the of Arts with a concentration in music, while information. future course of classical music. based within the College on the University’s More than 100 highly regarded performers, River Campus, is offered in cooperation with Write to any Eastman office, department or composers, conductors, scholars, and edu- Eastman. The B.A. student majoring in music faculty member at: Eastman School of Music, cators make up the Eastman faculty. Nearly has access to the full range of resources of 26 Gibbs St., Rochester, NY 14604. 850 students are enrolled in Eastman’s colle- both a major private university and one of the Also reach various school departments as giate division—about 500 undergraduates and world’s leading music schools. The program follows: 350 graduate students. Approximately 2,000 has extraordinary opportunities for students General Eastman information: (585) 274-1000 applications are received each year, and about who wish to pursue musical interests as the Admissions Office: (800) 388-9695 (U.S.A. and 125 freshmen and 125 graduate students are core of a liberal arts education. Canada) or (585) 274-1060 admitted. Students come from almost every Qualified College students may study privately Admissions e-mail: admissions@esm. state, and nearly 25 percent are from Canada at Eastman for no additional tuition charge. rochester.edu and other countries. College music majors have a wide selection Recorded concert information (24 hours a All undergraduates have a performance con- of Eastman courses from which to choose for day): (585) 274-1100 centration in one of the following: bassoon, elective credit. Or a student may combine mu- Community Music School: (585) 274-1400 cello, clarinet, double bass, euphonium, flute, sic and non-music study by actually applying to Financial aid: (585) 274-1070 guitar, harp, horn, oboe, organ, percussion, and completing two different degrees simulta- Graduate studies: (585) 274-1560 piano, saxophone, trombone, trumpet, tuba, neously (such as a B.M. in voice performance at Sibley Music Library: (585) 274-1350 viola, violin, voice. Eastman and a B.A. in German at the College). Eastman offers the following bachelor’s, Choosing between these options can be master’s, and doctoral degrees: challenging. The Office of Admissions at • Bachelor of Music: composition; applied mu- Eastman and the College Department of sic; musical arts; music education; jazz studies NURSING 159 NursingSchool of

Patricia Chiverton, Ed.D., R.N., F.N.A.P. achievement of personal potential. Health is Programs of the School of Nursing are regis- (Rochester) Dean, School of Nursing; affected by illness, disability, and dysfunction. tered with the State Education Department of Vice President, Strong Health Nursing Consumers ultimately define health for them- the University of the State of New York, Profes- The mission of the School of Nursing is to selves and make decisions regarding it. sional Education, West Wing Education Build- improve the health of individuals, families, and At the School of Nursing, faculty and learners ing, Washington Avenue, Albany, NY 12234, communities through innovation and collabo- function from the perspective of the Unifi- (518) 486-2967. Baccalaureate and master’s ration in the integration of research, practice, cation Model. Nursing practice, education, programs are accredited by the National and education. The School of Nursing pre- and research are the three interdependent League for Nursing Accrediting Commission, pares nurses to meet the challenges of health elements of this model, each element en- 61 Broadway, 33rd Floor, New York, NY 10006, care in the twenty-first century. Our philoso- hancing the others. Unification embodies both (212) 363-5555, ext. 153. Nursing students phy includes beliefs about nursing, nurses, a philosophical approach and an organiza- and graduates are eligible for membership in consumers, environments, health, unification, tional structure which promotes and facilitates nursing organizations such as the American and the educational process. faculty practice and strengthens operational Nurses’ Association, the National League for Nursing, Sigma Theta Tau (the nursing honor We believe the profession of nursing has as its interdependence among practice, education, and research. Research strengthens educa- society), and others, including specialty essence assisting people to attain and main- groups. tain optimal health and to cope with illness tion and practice through development of the and disability. Nursing derives its rights and nursing knowledge base. Practice enriches responsibilities from society and is, therefore, both research, through generation of ques- REQUIREMENTS FOR THE DEGREE accountable to society as well as to the indi- tions, and education, through continual appli- BACHELOR OF SCIENCE viduals who comprise it. The nurse functions cation of scientific knowledge. Education em- The curriculum is designed to be more re- as a caring professional in both autonomous powers nurses for leadership in professional sponsive to adult learners, and this is the focus and collaborative professional roles, using practice and research. The interaction of these of the baccalaureate nursing program. critical thinking, ethical principles, effective elements benefits the consumer through en- Students are assigned an advisor when they are communications and deliberative action to hancement of the quality of nursing care. admitted to the University. The advisor assists render holistic care, facilitate access to health The educational climate of the School of students in planning an academic program to care, and aid consumers in making decisions Nursing enhances respect, collaboration, and fulfill graduation requirements; counsels stu- about their health. support among learners and faculty. Learners dents concerning coursework and progression The consumer of nursing care may be an in- in the School of Nursing study the scientific in the program; and provides resource infor- dividual, family, group, community, or society, and theoretical dimensions of their discipline mation as needed by the individual student. who all have diverse and changing needs. We in the context of a strong liberal arts back- In addition to the specific courses stipulated believe the consumer is self-determining and ground. A rigorous professional education in the degree program, students must satis- has the right to an informed choice about with the breadth and perspective of the arts factorily complete the following: health. All actual consumers and potential and sciences prepares leaders in nursing who 1. A minimum total of 128 semester hours, consumers, including those who are disen- shape current and future responses to ethical, or equivalent, of acceptable and satisfactory franchised from the health care system, have political, economic, health, and nursing issues. academic work. the right of access to health care. Critical thinking and decision making are basic to the delivery of health care. Consistent with 2. A cumulative grade-point average of at least -Environment has a signifcant impact on the University’s mission, the School of Nursing 2.0 for all courses taken for credit at the Uni health. Any setting in which consumers func- fosters individuality, self-direction, scholarship, versity of Rochester. The APNN-BS program tion is an appropriate environment for nurs- and commitment to lifelong learning. Contin- requires a minimum grade of 73 (C /2.0) in all ing practice. Nurses must be active in social, ued professional learning opportunities assist required courses. political, and economic arenas to shape policy nurses in developing professional expertise. 3. A minimum of 32 hours of coursework at that creates optimal environments for maxi- Creative, flexible programming in education the School of Nursing for R.N. programs (49 mizing health. is essential to meet the diverse and changing credit minimum for accelerated programs for Health is a subjective state which includes needs of both the learners and the nursing non-nurses). well-being; optimal functioning in all dimen- profession. sions of life: biological, psychological, social, cultural, and spiritual; effective response to a continually changing environment; and 160 NURSING

In compliance with New York State regulations, Semester II—Fall (16 credits) • Social sciences (e.g., psychology, sociol- immunization updates are required annually • NUR 374 Childbearing/Childrearing (7 ogy, anthropology, human development, for all students in health profession programs. credits: 4 theory credits; 3 clinical credits) economics, statistics)—12–16 credits (four For students taking evening courses, escort • NUR 375 Psychiatric Mental Health (4 college-level courses; statistics required) services are available to transport students to credits: 2 theory credits; 2 clinical credits) • Free electives (non-nursing)—to total 64 University parking lots. • NUR 301 Principles and Application of arts and sciences credits Evidence for Nursing Practice (4 credits: Additional information about the nursing curriculum and an application may be obtained 4 theory credits) Nursing Courses (64 credits) by contacting: Student Affairs Office, Univer- • UR 376 Therapeutic Interventions II (1 First 32 credits awarded automatically upon sity of Rochester School of Nursing, Box SON, credit: 1 lab credit) matriculation for all nursing coursework from 601 Elmwood Avenue, Rochester, NY 14642- Semester III—Spring (16 credits) an accredited diploma or associate’s degree 8402; (585) 275-2375; www.son.rochester.edu. • NUR 371 Management of Care (4 credits: program.

3 theory credits; 1 clinical credit) Final 32 credits (residency requirement): • NUR 377 Adult and Home Nursing (7 PROGRAMS credits: 4 theory credits; 3 clinical credits) Four core courses—4 credits each (primarily Accelerated Programs for Non-Nurses • NUR 355 Contexts of Health (4 credits: 3 online) Requirements theory credits; 1 clinical credit) • NUR 301 Principles and Application of Students apply to either the one-year Acceler- • NUR 403 Ethics & Public Policy (4 credits: Evidence for Nursing Practice ated Bachelor’s Program for Non-Nurses (gen- 4 theory credits) • NUR 353 Health Policies and Decision eralist preparation and eligibility to complete • NUR 378 Genetics (2 credits: 2 theory Making in Health Care Systems registered nurse licensure) or the three-year credits) • NUR 354 Concepts of Leadership and Accelerated Master’s Program for Non-Nurses • NUR 379 Nursing Integration (1 credit: 1 Management (additional nurse practitioner preparation theory credit) • NUR 355 Contexts of Health Care in one of these specialty areas: adult, family, gerontological, pediatrics or pediatrics with Portfolio Seminars—1 credit each behavioral mental health specialization, SPECIALIST CURRICULUM • NUR 351 Portfolio Seminar I (taken at the psychiatric/mental health—adult/family, The specialist component consists of the exist- beginning of program) acute care, and psychiatric/mental health— ing master’s curriculum and is composed of • NUR 352 Portfolio Seminar II (taken at the child/adolescent. • Professional core courses developed to pro- completion of program) vide common substantive areas of study for • It is possible to gain an additional 1–6 students from different clinical components credits for prior learning/life experience Generalist Curriculum (49 credits for • Clinical specialty courses relating more documented during the portfolio seminars. 1,275 clock hours of education) directly to one or more clinical specialties Nursing electives (8–14 credits) • Theory: 35 credits theory = 35 credits x • Restricted and free electives 1 clock hour/wk x 15 wks/semester = 525 • Thesis (Plan A) and non-thesis (Plan B) R.N. to B.S. to M.S. Program Requirements hours didactic education options. Students must elect either Plan A combined baccalaureate-master’s degree • Laboratory: 3 credits lab = 3 credits x 2 A (Thesis) or Plan B (Comprehensive program in nursing is available for select regis- clock hours/wk x 15 wks/semester = 90 Examination) as part of their program of tered nurses with well-defined career goals. hours laboratory study. Thesis option (Plan A)—NUR 495 is • Clinical: 1 credit clinical = 11 credits x 4 a 6-credit course and pertains to prepara- Requirements vary by master’s specialty clock hours/wk x 15 wks/semester = 660 tion for and completion of the master’s (the following M.S. nurse practitioner prepara- hours clinical thesis. Students who elect to complete a tion programs: Adult N.P., Family N.P., Geron- Prerequisites thesis register for NUR 495, and they move tological N.P., Acute Care N.P., Care of Children • Non-nursing bachelor’s degree with pre- through the various stages of preparation of and Families/Pediatric N.P., Care of Children ferred GPA 3.0/4.0 the thesis. Students who elect to complete a and Families/Pediatric N.P. with Behavioral • Anatomy and Physiology thesis can waive NUR 406 in lieu of 3 of the Mental Health N.P. option, Care of Children • Microbiology 6 required credits. In the non-thesis option and Families/Pediatric N.P. with Neonatal N.P. • Growth & Development (Plan B), Comprehensive Exam, successful option, Psychiatric/Mental Health N.P.—Adult/ • Nutrition completion of a written comprehensive ex- Family or Child/Adolescent). The arts and sci- • Statistics amination will demonstrate students’ abili- ences requirements are the same as those in ties to integrate knowledge gained through the R.N. to B.S. program. Two of the four core Semester I—Summer (17 credits) R.N. to B.S. nursing courses are replaced by • NUR 370 Pathophysiology/Pharmacology individual courses into critical thinking as Advanced Practitioners. Students are re- graduate-level courses. Nursing elective re- (6 credits: 6 theory credits) quirements vary from 0–4 credits. For more in- • NUR 362 Comprehensive Health Assess- sponsible for designing degree plans that meet degree requirements. formation about this program, please contact ment of the Individual (3 credits: 2 theory the Office of Student Affairs, (585) 275-2375. credits; 1 lab credit) Before beginning M.S. clinical courses, stu- • NUR 372 Therapeutic Interventions I (4 dents must pass NCLEX and have a minimum credits: 1 theory credit; 2 clinical credits; 1 GPA of 2.5. COURSES OF INSTRUCTION lab credit) Definitive course listings are published before Part-time study is available. • NUR 373 Nursing Science (2 credits: 2 each semester. Courses listed here carry 4 theory credits) R.N. to B.S. Program Requirements credit hours unless otherwise noted. Following • NUR 378 Genetics (2 credits: 2 theory Arts and Sciences Courses (64 credits) are some of the recent or planned offerings. credits) • Humanities (e.g., English, fine arts, lan- 301. Principles and Application of guage, philosophy, religion, history)—9–12 Evidence for Nursing Practice. This course credits (three college-level courses) provides an introduction to evidence-based • Natural sciences (e.g., chemistry, biology, practice and the critical appraisal of best evi- microbiology, anatomy, physiology, physics, dence literature. Students learn to formulate geology, environmental sciences)—12–16 clinical questions in answerable format, search credits (four college-level courses) NURSING 161

for and identify best evidence, and appraise discussion and class assignments. A field expe- Health Assessment in Health and Illness. It that evidence for rigor and applicability to the rience is required. (Spring) provides the student with a foundation for clinical problem. Best evidence consists of pre- 355. Contexts of Health Care. This delivering therapeutic nursing care and inter- appraised individual studies and overviews. course examines the changing context of ventions to individuals, families, and groups Basic principles of scientific inquiry, quantita- health care systems and the settings in which from diverse populations. In this course, tive and qualitative research methods, and services are provided. Forces affecting the the student applies this learning in various research ethics are introduced in the context delivery and utilization of health care services practice settings to care for diverse consum- of clinically relevant research. (Fall and Spring) are examined. This course exposes students to ers including individuals and families desiring 311. Statistics for Health Sciences. a variety of health care systems and explores health promotion as well as those experienc- This course is an introduction to the basic the environment in which nursing and health ing alterations in health. Pre- or co-requisites: techniques of statistical analysis with particular care is provided. Selected issues related to Professional Rescuer Cardiopulmonary Resus- application to the health science research. health service provision are examined includ- citation Certification and NUR 362. (Summer) Topics include levels of data measurement, ing managed care, nursing case management, 373. Nursing Science. Credit—2 hours. descriptive statistics and data display; prob- and collaborative community partnerships. A The course introduces the student to multiple ability, significance, power, and parameter field experience is required. (Fall) aspects of nursing including a historical and estimation; and hypothesis testing as infer- 362. Comprehensive Health Assessment theoretical perspective of nursing, profession- ential techniques. With the use of statistical of the Individual. Credit—3 hours. This al standards, utilization of the nursing process, software, the student develops the ability to course builds on the biopsychosocial sciences critical thinking, and therapeutic communica- choose and conduct appropriate statistical and focuses on techniques of history-taking tion skills in nursing practice. In addition, it tests for the analysis of simple data sets and and physical examination in a cross-cultural provides a beginning foundation for evidence- ability to interpret the results of those analy- context. Using a systems approach, focused based practice, epidemiologic concepts, ses. Statistical techniques introduced are cor- and comprehensive assessments of essen- leadership development, and a framework of relation, regression, Chi-square, t-test, analysis tially well clients throughout the lifespan are interdisciplinary teamwork in health care set- of variance, logistic regression, and confidence addressed. Students describe findings and tings. (Summer) limit estimation. (Fall) differentiate normal from atypical or abnor- 374. Women’s Health, Neonatal and 351. and 352. Portfolio Seminar I and mal. Diagnostic reasoning skills are developed Pediatric Nursing. Credit—7 hours. The II. Credit—1 hour each. The purpose of the through analysis of the assessment data. A student learns to use the nursing process to portfolio seminars is to use a self-reflective laboratory/clinical experience provides oppor- provide and evaluate care for individuals and process to document college-level learning tunities for students to integrate communica- families in the childbirth and childrearing that students have achieved through past tion, assessment, and problem-solving skills stages of life. The student also learns about personal and professional experiences. Adult with fundamental nursing care procedures. nursing role development as a collaborative and self-directed learning theories are used to Prerequisite: Anatomy and Physiology. (Spring interdisciplinary team member. This course help students demonstrate prior learning and and Summer) provides nurses with a basic understanding to document this learning in measurable ways 370. Pathophysiology/Pharmacology. of childbearing and pediatric nursing prin- that may translate into elective credits within Credit—6 hours. This course focuses on the ciples in a variety of clinical settings. Students a program of study. Students are assisted in physiologic changes that occur as a result are introduced to current research, theory, creating individualized plans with supporting of disease processes, the clinical manifesta- and biological foundations of childbirth and documentation that facilitates completion tions indicative of altered health and the drug childrearing. The course content incorporates of R.N. to B.S. program requirements and therapy used to treat or effect these disease the American Nurses Association Standards positions them for future professional devel- processes. The course integrates anatomy, of Practice, current treatment modalities, and opment. Upon completion of the Portfolio chemistry, microbiology, physiology, and phar- legal implications of caring for pregnant women Seminars, there is the option of 1–6 additional macology, and focuses on their application to and children. Throughout the course, the role elective credits awarded upon completion of clinical practice. (Summer) of the obstetrical and pediatric nurse is exam- variable credit petitions documenting learning 371. Management of Care. This course ined as the nursing process is applied to the outcomes. (Fall, Spring, and Summer) prepares nurses to assume leadership roles by care of patients bearing and raising children. 353. Health Policies and Decision Mak- designing, managing, coordinating, and evalu- Clinical experiences are coordinated in a variety ing in Health Care Systems. This course ating care in health care delivery systems. Con- of settings and offer students the opportunity provides an overview of decision-making tent focuses on the role of the nurse leader in to engage with clients and to interact with processes used by professional nurses at the care of populations and groups; planning interdisciplinary teams in providing care. Pre- the individual client and population levels. and effecting change, quality improvement, requisites: NUR 370, 362, 372, and 373. Pre- or Strategies to affect health care policy deci- securing and managing financial and human co-requisite: NUR 301. (Fall and Spring) sions which shape health care systems are resources, developing effective teams and 375. Psychiatric Mental Health. The considered. Contemporary social and ethical work groups, and utilizing informatics and course provides students with a basic un- issues as well as appropriate professional nurs- other technology. Issues related to health ser- derstanding of psychiatric and mental health ing roles are examined using concepts and vice provision are examined including health nursing principles in a variety of clinical set- principles of ethical decision making, human care systems, population health programs, tings. Students are introduced to current diversity, global health care, and epidemiology. nursing case management, legal issues relative research, theory, and biological foundations of The impact of information and health care to nursing management, and selected profes- mental disease and mental illness. The course technologies on nursing care are discussed. sional concerns. This course includes clinical content incorporates the American Nurses (Fall). experience in clinical nursing leadership, case Association Standards for Practice, current 354. Concepts of Leadership and management, and other service delivery units. treatment modalities, and legal implications of Management. This course provides an Pre- or co-requisite: NUR 301; co-requisite: caring for mentally ill clients. Throughout the introduction to the fundamental principles NUR 374 and NUR 375, or NUR 377. (Spring) course, the role of the psychiatric nurse is ex- of leadership and management pertinent to 372. Therapeutic Interventions I. Thera- amined as the nursing process is applied to the health care. Concepts and tools necessary peutic Interventions I is a clinical nursing care of patients with psychiatric-mental health for succeeding in a nursing leadership role course. This course focuses on acquisition needs. Clinical experiences are coordinated in a in complex organizations are analyzed and of fundamental nursing skills. It is designed variety of settings and offer students the op- applied. Students acquire a familiarity with to also provide the student the opportunity portunity to engage with clients and to interact performance improvement processes through to incorporate concepts and skills learned in with interdisciplinary teams in providing care. 162 NURSING

Prerequisites: NUR 362, 370, 372, and 373. Pre- patient care outcomes. Clinical experiences 379. Nursing Integration. Credit—1 hour. or co-requisite: NUR 301. (Fall) are coordinated in a variety of settings and This course provides a comprehensive review 376. Therapeutic Interventions II. offer students the opportunity to engage of nursing content areas and the application of Credits—1 hour. This course focuses on the with clients and interdisciplinary health care the nursing process across specialties and set- acquisition of selected complex nursing skills. members to provide care across the health tings. Selected nursing management concepts Also provides students a laboratory foundation continuum. Pre- or co-requisites: NUR 374, are examined. (Spring) for delivering therapeutic nursing care and 375, 376, and 301. (Fall and Spring) The following graduate course is open to interventions to individuals that is applied to 378. Genetics. Credits—2 hours. This undergraduates with permission of the patients in concurrent or subsequent clinical course provides nurses with basic information instructor. specialty courses. Prerequisite: NUR 372. (Fall) about the influences of genetics on human 403. Ethics and Public Policy. This 377. Adult and Home Nursing. Credits–7 health and illness, practice in applying impor- foundational course provides an overview hours. The student learns to use the nursing tant tools for effective genetic nursing practice of the structure, regulation, and financing of process to provide and evaluate culturally with consumers from various cultures and the health care system in the United States. sensitive care for individuals and families ethnic heritage, an arena for consideration Nursing’s past and present contributions and experiencing adult health problems across of ethical and social implications of genetic its potential to shape future health care are diverse settings including home. The student knowledge, and experience in the use of evaluated. Contemporary health care and also learns about nursing role development as printed matter and computers to support policy issues are examined using concepts and a collaborative interdisciplinary team member. evidence-based health care and lifelong learn- principles of planned change, ethical decision Students apply principles of evidence-based ing in applied human genetics. (Summer) making, the policy process, and policy analysis. care in planning, providing, and evaluating (Spring) BUSINESS ADMINISTRATION 163

William E. Simon BusinessGraduate School of Administration

Mark Zupan, Ph.D. (M.I.T.) Dean Students in the 3-2 program study for three 3-2 PROGRAM CURRICULUM years in their undergraduate major and Students in the 3-2 program must meet the Although undergraduate degrees in business complete major and distributive course re- requirements of, and take the same core are not offered, the William E. Simon Graduate quirements. Between January and March of courses listed for, the full-time M.B.A. program. School of Business Administration cooperates their junior year, qualified students apply for Students are also required to pass the with other University divisions in offering the admission to the Simon School. After accep- management communication sequence, and 3-2 program, through which a student can tance, they take the first year of the M.B.A. the same options are available for concentra- earn in five years, instead of the usual six, a program, rather than the traditional “elective’’ tions and electives. The M.B.A. curriculum con- bachelor’s degree in his or her undergraduate senior-year courses. sists of nine required core courses, 11 required concentration and a Master of Business At the end of that year, 3-2 students should electives, and a management communication Administration degree. receive a bachelor’s degree in their under- course sequence. graduate major. They then complete the EARLY LEADERS AWARD AND Simon School M.B.A. in one additional year. THE CORE SCHOLARSHIP PROGRAMS The core curriculum is taken during the first In the fall of 2005, the Simon School intro- 3-2 PROGRAM FACTS three quarters. Students who enter the M.B.A. duced its Early Leaders™ award and scholar- • A bachelor’s degree and an M.B.A. degree program in September take the core curricu– ship programs that offer special scholarships are earned in five years. lum in the fall, winter, and spring quarters. to applicants with zero to three years’ work ex- • The program maintains all of the full-time Students who enter the M.B.A. program in perience. Candidates are nominated by those M.B.A. program requirements. January take the core curriculum in the winter, from an extensive network of Simon School or • Admission to the 3-2 program is limited and spring, and summer quarters. During the first University of Rochester alumni as well as 700 is offered only to exceptionally well-qualified three quarters, students complete the nine key influencers at top undergraduate liberal students. required courses, one or more electives, and the arts colleges nationwide, including profes- • Students may enter in September. management communication sequence over two sors, career services experts, academic advi- • Some undergraduate preparation in eco- quarters. sors, and athletic directors. These individuals nomics, mathematics, or statistics is de- The core curriculum provides a comprehensive identify college juniors and seniors who seem sirable but not required. general business education and serves as the to be likely candidates, using such criteria as • Application to the 3-2 program is made foundation for advanced study in selected strong written and oral communication skills; during the junior year of the undergraduate areas of concentration. The core curriculum is exceptional academic performance; leadership degree program. comprised of the following nine courses: ACC ability; a positive, “can-do” attitude; and the 401, Corporate Financial Accounting; STR 401, willingness to work hard. Nominees are eli- 3-2 PROGRAM ADMISSION Managerial Economics; CIS 401, Information gible to have the $125 application fee waived REQUIREMENTS Systems for Management; FIN 402, Capital and receive a Simon Early Leaders marble Budgeting and Corporate Objectives; GBA award. Those admitted to the Simon School The 3-2 program requirements are the same as for the full-time M.B.A. program. 411, Framing and Analyzing Business Problems become eligible for a $5,000 scholarship, at a 1; GBA 412, Framing and Analyzing Business minimum, and potentially, a full-tuition award. Applicants must Problems 2; OMG 402, Operations Manage- For more information on the Simon Early • have achieved outstanding scholarship in ment; MKT 402, Marketing Management; and Leaders award and scholarship programs, visit their first two and a half years of under- STR 403, The Economic Theory of Organiz- www.simon.rochester.edu/simonearlyleaders. graduate study; ations. A three-course management commu- • have completed a business internship prior nication sequence is also required. THE 3-2 PROGRAM to commencing the M.B.A. program; LEADING TO A B.A. AND AN M.B.A. • have obtained their undergraduate depart- Concentrations and Electives The Simon School cooperates with the Col- ment’s permission to enter the 3-2 pro- Elective courses in each of the 14 areas of lege at the University of Rochester in offering gram; concentration are devoted to applying, im- a combined undergraduate and graduate de- • have scored well on the Graduate Man- plementing, and integrating the principles gree program. The 3-2 M.B.A. Program allows agement Admission Test (which they should learned in earlier courses. students to earn both a bachelor’s degree take by January of their junior year); in an undergraduate major and a Master of • have interviewed with a member of the Business Administration degree in five years, Simon School’s Admissions Office staff. rather than the traditional six. 164 BUSINESS ADMINISTRATION

Although students are not required to com- organizations with successful management workplace practices among countries provide plete a concentration, most opt for at least information systems. both challenges and problems for businesses one, and in many cases, two. Concentrations operating in the global marketplace. permit students to develop expertise in the Corporate Accounting There are two options for satisfying the con- following areas: The corporate accounting concentration is centration. The first involves one required • Accounting and Information Systems actively recruited by corporations for positions course and three electives. The second • Business Environment and Public Policy in controllers’, treasurers’, and internal auditing involves one required course, one elective, • Competitive and Organizational Strategy offices, as well as in accounting departments. and one term (minimum of six credits) in an • Computers and Information Systems approved international exchange program. • Corporate Accounting Electronic Commerce • Electronic Commerce Managing in the rapidly evolving environ- Marketing • Entrepreneurship ment of Electronic Commerce requires an The marketing concentration continues to • Finance understanding of the technology infrastruc- be a strong area of opportunity for gradu- • Health Sciences Management ture needed for e-commerce and the new ates with an M.B.A. The concentration gives • International Management business models that leverage on the special students excellent preparation for marketing • Marketing capabilities of the Internet. Students learn research, marketing consulting, and product • Operations Management state-of-the-art tools for supporting the mar- management. —Manufacturing keting, logistical, financial, and service-delivery —Services aspects of doing business online. The concen- Operations Management—Manufacturing • Public Accounting tration prepares students to create, manage, Operations Management—Services direct, and analyze e-commerce initiatives. Up to two courses from other schools and Operations management is concerned with Courses in this concentration combine ideas, colleges of the University may also be taken, the managerial decisions by which a firm cases, projects, and guest lectures by Internet with M.B.A. Program Committee approval, allocates and uses its physical, financial, and entrepreneurs. when related closely to the student’s area(s) human resources to produce goods or serv of concentration. ices. The resurgence of interest in operational Entrepreneurship productivity has reinforced the demand for The Simon School is committed to the M.B.A.s with the ability to analyze resource APPLICATION INFORMATION teaching of entrepreneurship. The entre- management problems in manufacturing and Rebekah Lewin preneurship concentration allows students service firms. Director of M.B.A. Admissions to draw from a variety of carefully selected William E. Simon Graduate School of Business courses to become business generalists who Public Accounting Administration are well versed in organizing and managing The public accounting concentration offers 305 Schlegel Hall resources. University of Rochester courses necessary for sitting for the Uniform P.O. Box 270107 Graduates with this concentration have Certified Public Accounting (C.P.A.) examina- Rochester, New York 14627-0107 started their own ventures or have pursued tion in New York State and other states. (585) 275-3533 “intrapreneurial’’ careers with major corpo- [email protected] rations. Students often combine this concen- RESEARCH ACTIVITY Simon School Web site: tration with finance or marketing to further Research activity at the Simon School includes www.simon.rochester.edu enhance their educational base. independent research conducted by faculty and graduate students and other studies car- Finance ried out at the School’s research center. CONCENTRATIONS This concentration provides students with Accounting and Information Systems state-of-the-art techniques for financial analy The Bradley Policy Research Center was In response to the automation of major ac- sis. Students learn to formulate and solve established in 1966 to investigate the impact counting functions in organizations, the important corporate finance problems and of government policy on business firms. Simon School has designed an integrated learn to obtain information from the many concentration in computers and information A complete listing of Simon School working databases on financial markets. systems and accounting which provides thor- papers is available at www.ssrn.com/link/ ough training in both areas. simon-school.html. Health Sciences Management The health sciences management concentra- Business Environment and Public Policy THE BUSINESS AND GOVERNMENT tion draws on the Simon School’s proven This concentration provides students with strengths and directs them to a dynamic INFORMATION LIBRARY the skills to understand the economic envi- industry. The Simon School’s concentration The Business and Government Information ronment in which a firm operates for business focuses primarily on two management issues: Library, located on the second floor of Rush success. ongoing operations and strategic planning. Rhees Library, offers many resources in man- This is in contrast to traditional Master of agement, economics, marketing, statistics, ac- Competitive and Organizational Strategy Public Health degree programs, which gener- counting, operations research, and computer This concentration focuses on business de- ally focus on public policy issues. The program information systems. The library provides cision making in the competitive marketplace. especially suits future health sciences consul- reference services in the library and through The program is designed specifically to help tants and front-line managers in health main- the library’s Web site via chat service and a students gain general management skills that tenance organizations, hospitals, insurance bulletin board. can then be applied broadly within multidi- companies, and pharmaceutical firms. The library’s Web site provides access to busi- mensional business structures or consulting. ness and economic journals, magazines, and International Management newspapers from around the world. Company, Computers and Information Systems The international management concentration industry, and marketing statistical data, includ- The computers and information systems gives students opportunities to apply various ing corporate financial data, are available. concentration prepares graduates for man- disciplines to international markets. Differ- Research support tools such as bibliographic agement responsibilities in using computer ences in legal environments, currencies, and citation managers are provided. systems and will enable them to provide BUSINESS ADMINISTRATION 165

The Business and Government Information and summer internship career opportunities 225. Data Management. An in-depth Library has an unusually extensive collection with leading Fortune 500 companies, mid- to study of data management, data processing, of corporate reports including annual reports, small-sized firms, and entrepreneurial start- and database techniques. Topics include input 10Ks, and proxy statements from 1978 to the ups. Corporate Relations partners with alumni and output processing; data structures; se- present. business professionals, faculty, staff, and quential, direct, and indexed access methods; The circulating collection of business and students, taking an integrated lead develop- report generation; and theory and practice of economics books and bound periodicals of ment approach to maximize overall marketing database management systems. A high-level about 60,000 is located in stack areas on the efforts. data processing language (COBOL) is used by third floor of Rush Rhees Library. Together, the partnership of counseling and students for file processing. The design, oper corporate relations activities provides a strong ation, and management of database systems foundation for career success for Simon are practiced using a relational database prod- THE SIMON SCHOOL DEPARTMENT uct (SQL/DS). Prerequisite: CIS 215. OF INFORMATION TECHNOLOGIES students. The Simon School Department of Information FINANCE Technologies (IT) provides support services COURSES OF INSTRUCTION 205. Financial Management. This course to all students, faculty, and staff. The Simon IT REGULARLY OPEN TO provides a market-oriented framework for an- department offers services ranging from work- alyzing the major types of financial decisions station and printing support through network UNDERGRADUATES made by corporations. Discounted cash-flow and e-mail services. The IT team is staffed by Definitive course listings are published before techniques are introduced and applied to the experienced support specialists. each semester. Courses listed here carry 4 capital budgeting problem (the choice among credit hours unless otherwise noted. Fol- The IT department and the Computing Center alternative investment projects) and financial lowing are some of the recent or planned asset valuation. Security markets are discussed are located on the fourth floor of Schlegel Hall. offerings. The Computing Center is designed to support and topics of capital market efficiency and student needs with extended hours, technical The following courses are offered in both day portfolio theory are introduced. The effects of support, and 30+ student-accessible worksta- and evening sessions and are available to full- capital structure and dividend policy on the tions (Internet ready). The workstations are and part-time undergraduate students. value of the firm are analyzed. Prerequisites: connected to centralized laser printers. ACC 201; ECO 207 or equivalent. ACCOUNTING 206. Investments. This course covers vari- Although the Computing Center provides 201. Principles of Accounting. An in- ous aspects of investments. Debt, equity, and ample computing capability, students are troduction to the principles and procedures derivative instruments are discussed, along required to own a laptop computer. Technol- employed in analyzing business transactions, with the markets in which these securities ogy plays a significant role in modern business recording their financial effects, summarizing trade. In addition, investments in these and practices. It is this focus on the integration them in financial statements, and interpret- other financial instruments via mutual funds of technology into the Simon education that ing these statements. Not open to first-year are examined, as are the market implications prepares students to enter and/or continue in students. of combining financial investments into port- the business world with technical confidence. 221. Cost Accounting. Study of the ac- folios. The concept of efficient capital markets For example, much of the M.B.A. curriculum counting problems involved in determining, is covered, along with anomalies that arise relies on spreadsheet, word processing, and analyzing, and controlling production and regarding the efficient markets hypothesis. statistical applications. Also, the eventual cre- distribution costs, and income determination Debt securities and the management of debt ation and maintenance of professional quality for financial statements. Budgetary control, portfolios are explored, as is equity valuation. résumés and other important documenta- standard costs, and other topics are discussed In addition, financial derivatives such as option rely heavily on students’ mastery of the from the viewpoint of management use in tions futures and swaps are studied in detail. productivity software that the Simon School planning and control. Prerequisite: ACC 201. provides. GENERAL BUSINESS ADMINISTRATION Students may contact the Simon IT depart- BEHAVIORAL SCIENCES IN INDUSTRY 257. Fundamentals of Business Admin- ment for recommendations on hardware and 241. Fundamentals of Personnel Admin- istration. An introduction to the principal software that will support the requirements of istration. A survey of all aspects of human activities, responsibilities, types of policy the current curriculum. resources. Topics include strategic planning, problems, and interrelationships of the main staffing, training and development, compen- phases of business, including personnel, sation, benefits, health and safety, employee production, marketing, and finance. Frequent Career MANAGEMENT CENTER and union relations, and laws governing how use is made of business cases for illustrative The Career Management Center seeks to organizations must treat people. Open to purposes and to introduce students to the support the goals of its two primary constitu- juniors and seniors only. method of business problem analysis. Not encies—students and recruiters. The staff of open to first-year students. the center possesses the expertise to provide COMPUTERS AND 291. Reading Course. Independent study innovative, customized services. INFORMATION SYSTEMS in some specific area of business adminis- The Career Management Center’s counseling 215. Foundations of Management Infor- tration, at a level advanced beyond that of and education staff offers targeted, personal- mation Systems. A survey of information regular course offerings. Prerequisite: written ized one-on-one counseling to assist students system technology and its application to the approval of the supervising faculty member. through the stages of executing an effective various functional areas of business. Topics career search strategy. From self-assessment include a complete overview of computer and career exploration to plan development hardware and software, introduction to sys- and implementation, a dedicated and knowl- tems analysis, database management systems, edgeable counselor provides support and data communications, system development encouragement to Simon students. and acquisition, management of computing, and analysis of the strategic considerations of The Corporate Relations arm of Career Man- information systems for business. Prerequisite: agement actively markets the Simon product one of EE 171, OPT 105, CSC 108, CSC 171, to promote awareness and secure full-time CSC 181, or any 200-level CSC course. 166 BUSINESS ADMINISTRATION

L AW manufacturers, wholesalers, retailers, agent OPERATIONS MANAGEMENT 205. Business Law. A study of basic prin- middlemen, and market exchanges. Critical 231. Operations Management. The ciples in several fields of law of signifcance to analysis of major marketing policies. Evalua- course discusses problems encountered in businesses and other organizations, including tion of such topics as pricing, branding, choice managing the production of goods and serv constitutional law, contracts, and business of distribution channels, selective selling, and ices, and models and techniques for dealing torts. This is preceded by a review of certain the planning and administration of sales pro- with these problems. Emphasis is on devel- environmental and historical aspects of the grams. Not open to first-year students. oping analytic insight into selected models law, including the legal processes by which 213. Marketing Projects and Cases. This which have proved useful. Topics include our laws are created, and the functions of course concentrates on the practical appli- strategy and tactics, decision theory, forecast- the courts. Throughout, the emphasis is on cation of sound marketing principles. The ing, production management, material plan- .developing an understanding of the reasoning specifc business situations involve students ning, project planning, and quality control process used by the courts to resolve disputes in analyzing the available information and in Video presentations and case discussions are and define new law. Open to juniors and developing appropriate marketing plans. Rec- also included to gain practical insights into seniors only. ommendations regarding prices, communica the operations function. Not open to first-year tions, and distribution channels are evaluated students. MARKETING against the context of customer needs and 203. Marketing. Problems involved in competitive positions. Practical guidelines for the movement of goods from producers to analyzing problems and for creating plans are consumers and industrial users through the developed involving cases, guest speakers, different channels of distribution. Analysis readings, lectures, and projects. of the marketing functions performed by 167

Margaret Warner Education Graduate School of & Human Development

Raffaella Borasi, Ph.D. (SUNY, Buffalo) Dean Teaching and Curriculum Educational Leadership The Warner School offers a Master of Science Educational Leadership offers programs in THE WARNER MISSION (M.S.) in Education and New York State teach- higher education, school leadership, and At the Margaret Warner Graduate School of ing certification for those interested in teach- educational policy. The Master of Science Education and Human Development, we ing at the following levels: Early Childhood (M.S.) degree in Educational Administration believe that education can transform lives and (Birth–Grade 2), Childhood (Grades 1–6), is offered with a concentration in K–12 edu- make the world more just and humane. This Middle Childhood (Grades 5–9), Adolescence cation, higher education, and higher educa- vision informs our teaching, research, and (Grades 7–12), and Middle Childhood and tion student affairs. At the doctoral level, the service as a research school of education, as Adolescence (Grade 5–12). Programs in Early Doctor of Education (Ed.D.) in Educational we strive to Childhood and Childhood prepare to teach Administration is offered with a concentration • PREPARE practitioners and researchers who all subject matters, while secondary programs in K–12 education or higher education, and are knowledgeable, reflective, skilled, and require specialization in one (or more) of the the Doctor of Philosophy (Ph.D.) in Education caring educators, who can make a differ- following subject matters: English, mathemat- is offered with a concentration in educational ence in individual lives as well as their fields, ics, social studies, biology, chemistry, physics, policy and theory or higher education. and who are leaders and agents of change earth science, French, Spanish, German, or • GENERATE and disseminate knowledge Latin. Programs for those interested in Teach- ing English to Speakers of Other Languages PERSPECTIVES ON EDUCATION FOR leading to new understandings of education UNDERGRADUATES and human development, on which more (TESOL), Teaching Students with Disabilities, While the University does not offer a bache- effective educational policies and practices and Reading and Literacies are also available. lor’s program in education, undergraduates can be grounded In addition, the Warner School offers the Mas- interested in education and human develop- • COLLABORATE—across disciplines, pro- ter of Arts in Teaching (M.A.T.), which comment—and the many issues related to schools, fessions, and constituencies—to promote bines secondary teacher preparation course- socialization, learning, and growth—are change that can significantly improve educa- work with advanced work at the College in the encouraged to pursue study at the Warner tion and support positive human develop- subject area of specialization. School. Issues such as the application of ment. At the doctoral level, the Teaching and Cur- sociocultural theory and research to human Our diverse work in each of these domains is riculum department offers a Doctor of Educa- learning and development; the ties among informed by the following underlying beliefs: tion (Ed.D.) in Teaching and Curriculum and economic, social, and educational practices the improvement of education is in pursuit of a Doctor of Philosophy (Ph.D.) in Education, and policies; the relations among race, gen- social justice; development and learning shape with a concentration in teaching, curriculum, der, language, ethnicity, class, disability, and and are shaped by the contexts in which they and change. schooling; the historical and philosophical occur; the complexity of educational problems foundations of teaching and learning; the Counseling and Human Development requires an interdisciplinary and collaborative uses of technology as teaching and learning The Warner School offers Master of Science approach; and best practices are grounded in tools; and other matters of significance to (M.S.) degrees in the areas of human develop- research and theory, just as useful theory and contemporary society may be studied at the ment, school counseling, community mental research are informed by practice. Warner School. Warner courses may comple- health counseling, gerontological mental ment undergraduate programs in the College health counseling, and student affairs counsel- and/or offer undergraduates the opportunity PROGRAMS ing. At the doctoral level, the following are to explore new intellectual areas and career The Warner School offers the following mas- offered: the Doctor of Education (Ed.D.) in opportunities in the educating professions. ter’s and doctoral degree programs that may Mental Health Counseling or Counseling and It may even be possible to begin studies for be of interest to undergraduates considering Human Development, with a concentration in specific careers at the Warner School as an graduate work in education and human de- either counseling or human development; and undergraduate. Students are encouraged to velopment. Students are encouraged to take the Doctor of Philosophy (Ph.D.) in Educa- talk about these possibilities with any member courses in these programs as undergraduates, tion, with a concentration in human develop- of the School’s faculty or a counselor in the both to explore the interesting intellectual and ment in educational contexts or counseling Admissions Office, (585) 275-3950. career opportunities available in education and counselor education. and to possibly get a “jump start” on graduate work. Many undergraduates apply to Warner programs in teaching and curriculum, counseling, human development, higher education, and educational policy in their senior year. 168 EDUCATIONARTS AND SCIENCES AND HUMAN DEVELOPMENT

Preparing for Teaching Careers Upon acceptance of the Fifth Year in Teaching The Guaranteed Rochester Accelerated Due to changes in the New York State teacher Scholarship, candidates make a commitment Degree in Education certification requirements, the Warner School to successfully obtain their master’s degree The Guaranteed Rochester Accelerated no longer has a teacher education program from the Warner School, become certified to Degree in Education (GRADE) is a five-year at the bachelor’s level. Undergraduates inter- teach by the NYS Department of Education, B.A./B.S. + M.S. education program for stu- ested in a career in teaching are encouraged and to teach in an urban school for two com- dents admitted to the University of Rochester to take courses at Warner and seek classroom plete academic years. Please see www.roch- who are interested in becoming educators (six experience to help get a jump start on a ester.edu/Warner/admissions/finaid/fifthyear. years if pursuing a specialization in counsel- graduate program in their area of interest. html for eligibility criteria and details. ing). GRADE students enter the University Starting teacher education coursework as an with an assurance of admission to the Warner undergraduate provides students with the The Combined Undergraduate and Grad- School with the Steven Harrison quarter opportunity to explore and better understand uate Programs in Counseling and Human tuition scholarship for the duration of the the teaching profession and can allow for the Development program. The program is designed to offer completion of a master’s degree and New York The combined undergraduate and graduate students a quality liberal arts education while State certification in one additional year of programs offer an opportunity for qualified also preparing them to become educators. study. Teacher certification is offered through students to begin graduate study toward the one additional year of postgraduate study, and Master of Science (M.S.) degree during their is offered at the early childhood and elemen- senior year. The master’s program in human COURSES OF INSTRUCTION tary level and in English, mathematics, Latin, development can be completed after one year Definitive course listings and complete de- French, Spanish, German, the various scienc- of postgraduate study. The school counseling scriptions are published before each semester es, and social studies at the secondary level. program that leads to New York State certifica- and are available on the Warner Web site at www.rochester.edu/warner. Courses listed Students considering a career in teaching are tion as a school counselor takes about two years of postgraduate study. The programs here carry 3 graduate credit hours unless also encouraged to complete subject area otherwise noted. requirements at the undergraduate level. in mental health counseling that lead to New New York State specifies the number of hours York State licensure in mental health counsel- The following courses are among those avail- in various subjects required for certification ing also can be completed in about two years. able to undergraduates. Students interested (usually about 30 undergraduate credits in the In the first year of the combined programs, in pursuing a future degree from the Warner subject of specialization), including two col- students finish their undergraduate program School and who hope to take courses that will lege-level semesters of one foreign language and receive the bachelor’s degree in their count toward these programs are encouraged (ASL is also acceptable). Consult with a coun- undergraduate concentration at the end of to consult with a counselor in the Office of Ad- selor in the Warner School Admissions Office, the senior year while they are simultaneously missions at (585) 275-3950 to ensure appropri- (585) 275-3950, for exact requirements for the enrolled in the master’s degree program. In ateness for the program of interest. Please note specialization you are considering. the human development program they must that the successful completion of coursework complete a minimum of 15 credit hours of does not guarantee admission to Warner pro- Fifth Year in Teaching Program graduate coursework, and these 15 hours can grams, and final decisions about transfer credits The Fifth Year in Teaching Scholarship probe counted as part of credit-hour require- can only be made at the time the student’s vides a limited number of awards for full ments for both degrees. For the counseling “program of study” is approved. tuition for graduate study to University of programs, students must complete their With the approval of students’ undergraduate Rochester undergraduates who apply for undergraduate hours in their entirety, and academic advisors and the Warner School reg- admission to the Warner School during their the graduate coursework only goes toward istrar, students are welcome to take additional senior year to become teachers in urban set- the graduate degree, not the undergraduate introductory graduate courses (400 level). tings. Successful applicants are accepted into degree. A master’s thesis and, in the case of EDU 403. Public School Choice. An in- the Urban Teaching and Leadership Program the counseling programs, internships are depth exploration of the details surrounding (UTL), where they will complete a Master of required. Applications for the combined pro- school choice policies in the United States, Science (M.S.) or Master of Arts in Teaching grams are accepted in the junior year in the including magnet and charter schools, as well (M.A.T.) degree and two years of teaching in February 1 and April 1 cycles, although appli- as intra- and inter-district choice plans. an urban school. The UTL program combines cants are encouraged to apply early. the theory, practice, and activism to help ED 410. History of American Education. Defines education broadly as the formal or candidates develop the knowledge, skills, Higher Education conscious transmission of culture in family and dispositions required to become effec- The Warner School’s programs in higher life, colleges, peer groups, youth agencies, tive advocates for urban students and their education prepare thoughtful administrators religious and cultural organizations, and the families. The goal of the UTL program is to and researchers for positions at post-second- media. Investigates the processes of cultural prepare urban educators who have the cour- ary institutions, in government, and in many transmission across four centuries of American age and conviction to lead struggles for social organizations that work with and for colleges history, beginning in the mid-1600s, but the justice, in-depth knowledge of the subjects and universities. A new specialization in higher major emphasis is on post-1900 themes. they teach, and the skills and understanding education, student affairs offers students an ED 411. Philosophy of Education. needed to help all students develop to their opportunity to combine practical leadership Examines a range of contemporary controver- fullest potential. experience in student affairs with a dynamic sies and historically influential philosophical academic program. Undergraduates are en- The Fifth Year in Teaching Scholarship has theories of education as a vehicle for critical couraged to take courses in higher education been designed to help the Warner School reflection on the political, moral, epistemic, to complement their student leadership expe- address the needs of urban schools by en- and linguistic aspects of educational practice. rience, explore the field of higher education couraging qualified University of Rochester ED 412. Sociology of Education. Inte- administration, and possibly get a jump-start undergraduates to become skilled teachers grates sociological theory, policy studies, and on a master’s program in the field. in urban areas. Recipients of the award will contextual applications in respect to educa- include individuals who are able to increase tion, schools, communities, and professional the diversity of the urban teacher population practices. or increase the number of certified teachers in specializations where there are the highest shortages in the Rochester area. EDUCATION AND HUMAN DEVELOPMENT 169

ED 415. Adolescent Development and EDU 442. Race, Class, Gender, and ED 483. Communication and Counsel- Youth Culture. (Ages 10 to 20.) Develops Disability in American Education. Pre- ing Skills for Teachers, Administrators, an understanding of what it means to be an pares students to better understand diversity and Other Helping Professionals. Intro- adolescent in present day American culture; issues, with the ultimate goal of discontinuing duces the educating or allied helping profes- explores adolescent development as an inte- existing practices of exclusion and inequality sional to the basic skills and core perspectives gral part of lifespan development, employing in schools and society. Surveys and critically of counseling as a form of communications. cultural, psychological, social, and biological analyzes literature on diversity, and encour- ED 485. College Students and Student perspectives. ages candidates to examine their own posi- Development Theory. Explores psychoso- ED 418. The Family and Social Dynam- tions of identity, including race and ethnicity, cial, cognitive-structural, identity, and typology ics. Introduces the basic dimensions and class, gender and sexual orientation, language, theories of college student development. dynamics of the family as a social institution religious belief, age, and ability and the conse- EDU 492. Governance, Policy, and and as a significant context for individual lives. quences of these identity positions on teach- Administration of Higher Education. ED 419. Life Course Studies. Examines ing and learning in diverse settings. Examines the organization and governance of the popular myths and misunderstandings EDU 446. Entrepreneurial Skills for American higher education institutions, giving about aging and the life course by critically Educators. Engages students in the develop- due weight to the context in which trustees, surveying existing scholarly knowledge, re- ment of skills and practices that make tradi- presidents, academic administrators, and search, and theory about the life course and tional entrepreneurs successful and examines faculty members make decisions. examining how the individual’s biographical how these practices can empower educators EDU 493. History of Higher Education. experience and view of his or her personal to be more effective leaders and agents of Provides a historical survey of and examines past and future are shaped both by societal change. critical issues in the evolution of American institutions and by interpersonal expectation. EDU 455. Policy and Practice in Devel- higher education, beginning in the colonial ED 425. Minority Youth Development opmental Differences. Creates opportuni- era and extending to the present. in Urban Contexts. Explores the psychologi- ties, support, and resources for individuals EDU 494. Human Development in Old cal development and sociocultural factors that concerned with developmental differences Age. Examines aging as dynamic complexes impact minority children and adolescents. and normalcy. Oriented by a developmental, of sociocultural, political processes between ED 428. Ethics and Education. Explores lifelong, and multidisciplinary approach, par- persons over histories, localized by gender, the moral dimensions of education and ticipants work to dispute dominant disability ethnicity, social status, life experiences, sexual educational leadership in K–12 and higher discourses of “lacks and absences” and to re- orientations, and health/illness. education settings, developing skills in ethi- consider developmental differences as neither EDU 498. Literacy Learning as Social cal analysis through examining case scenarios inherent nor “less than” what is needed. Practice. Assists students in the construction and model analyses on topics such as grading, EDU 464. Child Development and of a comprehensive theoretical framework for academic honesty, academic freedom and cen- Learning in Context. (Ages 5 to 12.) Ex- understanding and examining the nature of lit- sorship, educational research and experimen- amines the development of children from eracy learning in and out of schools. Students tation, classroom management and discipline, theoretical and empirical perspectives, empha- develop a conception of literacy as a social and sexual harassment. sizing the role of a wide range of contextual practice and build an understanding of the ED 428. Ethics in Education. Explores factors in children’s development. Examines social context of literacy learning as the nego- the moral dimensions of education and edu- research trends and findings in the areas of tiation of the multiple linguistic and cultural cational leadership, developing skills in ethical language development, social development, realities of contemporary society. analysis through examining case scenarios intellectual development, learning, and and readings on issues such as grading and achievement motivation. cheating, teacher-student relations, classroom EDU 467. Language, Literacy, and management and discipline, sexual harass- Cognitive Development. Develops an ment, and institutional responsibility. understanding of how children develop oral ED 429. Theories of Human Develop- communication, reading, writing, and other ment. Provides a comprehensive introduction literacy skills, and how this development can to multidisciplinary approaches to human be supported and enhanced. development within the behavioral and social sciences. Explores theories of human development and the process of individual change over time that occurs in social, cultural, and historical contexts. Academic Services & Information

ACADEMIC SUPPORT SERVICES semesters. Many special services designed to REGISTRATION In addition to consulting their faculty advisors, assist undergraduate students are described Entering students register for their courses on- all undergraduate students in the College are below. line before and during Orientation, scheduled strongly encouraged to use the services of the during the week prior to the start of classes. College Center for Academic Support through- FRESHMAN ADVISORS Returning students who have received fi- out their college careers. The professional ad- Students interested in degree programs in nancial clearance from the bursar may register visors in this office assist students in arranging arts and sciences work extensively with a online during regular registration periods. A their programs, suggesting courses, obtaining freshman advisor well into the sophomore person is not considered a student until reg- faculty advisors, and making the unavoidable year. They consult with their advisors when istered. paperwork as simple as possible. Questions they register for courses and consider drop- Students in the School of Nursing register on- concerning the Rochester Curriculum, cer- ping or adding any courses. After being admit- line. The School’s registrar is located in 1-126 tificate programs, the “Take Five” Scholars ted to a major towards the end of the sopho- Helen Wood Hall. Program, interdepartmental studies, and more year (or after completion of 16 courses Students who have not received financial many other concentrations will be answered. in the case of part-time students), students are clearance before the registration periods will The University Tutoring Program Office and assigned faculty advisors in the area of their forfeit their priority for course selection and Orientation Program Office are located in the majors. Center in Lattimore Hall. Immediately adjacent lose the opportunity to participate in the to the Center in 312 Lattimore the Academic Students interested in degree programs in the room drawing procedure. Nursing students Services Counter serves as a focal point for School of Engineering and Applied Sciences who do not register during early registration satisfying quickly many routine academic have faculty advisors from the desired majors are charged a late fee. assigned to them at the beginning of the first inquiries, for dropping and adding courses, for In cases where students settle their accounts year and are encouraged to consult with them making immediate appointments or walk-in after the registration period, the bursar’s frequently. These faculty will remain as the arrangements to see an academic advisor, and office will notify the registrar’s office that the students’ advisors until graduation, unless a for providing fast referrals to other offices. student is cleared for registration. Cleared student changes majors or is re-classified to students may then register and apply for The School of Engineering and Applied Sci- another graduating class. ences offers additional academic advising on-campus housing. Should accounts remain through a faculty advising system and the Students in the School of Nursing are assigned unsettled at the end of the term, the bursar’s School’s Dean’s Office in 306 Lattimore Hall. a faculty advisor upon matriculation for the office will refer such cases to the dean of the entire length of their programs. student’s college for withdrawal for financial The Margaret Warner Graduate School of reasons. Education and Human Development offers advising and information assistance related PROGRAM PLANNING WORKSHOPS to programs in education through its Student During Orientation, just prior to the start of UNIVERSITY TUTORING PROGRAM Services, 2-161 Dewey Hall, and through classes in the fall, faculty members represent- The University Tutoring Program is admin- faculty of the school. ing all academic areas in the College are on istered through the College Center for Aca- hand to assist new students in choosing and demic Support. This service offers, through For School of Nursing student support registering for courses. In November and in a carefully selected group of tutors, supple- services, please contact the school’s Student April, during the registration period, students mentary tutorial assistance to students based Affairs Office, (585) 275-2375. already enrolled who have financial clearance on their individual needs. The tutor’s role is to from the bursar select their courses with the help provide the student with a better under- PROGRAM PLANNING help of their advisors and register online for standing of the subject and to help discover One of the University’s goals is to help under- the following semester. Each semester, just and remedy the cause of the difficulty. prior to registration, the College Center for graduates plan an integrated program of study Students interested in tutorial assistance Academic Support coordinates advising- which will provide intellectual satisfaction and should apply at the College Center for Ac- related events where students may obtain challenge. Program planning with the help of ademic Support. Financial help to those help in planning programs, clusters, majors, faculty advisors begins during Orientation and students needing it may be arranged upon minors, and sorting out the ways in which continues throughout a student’s academic ca- recommendation of the Financial Aid Office. reer at Rochester. Discussions with faculty and academic goals may be fulfilled. For School of Nursing tutoring services, professional staff advisors are useful in work- For School of Nursing program planning, students should contact the school’s Student ing out a schedule of courses for a particular please contact the school’s Student Affairs Affairs Office at (585) 275-2375. semester as well as an overall plan for future Office, (585) 275-2375. ACADEMIC SERVICES 171

Only tutors approved by the University Tu- College Course Numbering System Applied Music Courses at the Eastman School toring Program are paid for their services. Stu- 001–099 Noncredit courses* of Music. Students desiring to enroll in one of dents wanting to become tutors are welcome 100–199 Introductory courses—usually at these courses should consult the Music Ad- to apply at that office. the first- and second-year level; visor on the River Campus. Application forms no graduate credit for applied music courses are available from 200–299 Courses at the third- and fourth- the Music Office, Todd Union. STUDY SKILLS COUNSELING year level that may also carry grad- Counselors in Learning Assistance Services, Audited Courses. If a student plans to partici- uate credit 107 Lattimore Hall, offer help in study skills pate in class sessions and work without earn- 300 Study abroad and math by talking with students individu- ing a grade for a course, and without earning 301–399 Experimental courses, independent ally and helping them to develop strategies credit toward a degree, the course may be courses, courses toward degree for studying more effectively and efficiently. included in the class schedule at the time of with distinction or honors Tutors in the College Writing Center, Rush registration. There is no extra cost for matricu- 400–489 Graduate courses at the master’s Rhees Library, Room G-121, help students to lated full-time students, but permission of the level or the first year of graduate examine their written work, correct problems, instructor is necessary. The audited course will study; open to undergraduates by and make appropriate revisions (see page not appear on the transcript. special permission 174). School of Nursing students requiring 490–499 Master’s-level reading or research Graduate Courses. Qualified undergradu- assistance should contact the school’s Student courses ates may, with the written permission of the Affairs Office (275-2375). 500–589 Advanced or specialized graduate instructor and the approval of their dean, courses—usually at the doctoral register for graduate-level courses. COURSE DEFINITION level Honors Seminars. Special application is re- The ordinary unit of undergraduate instruction 590–599 Doctoral-level reading or research quired in some cases. Courses and restrictions is the course. Many courses numbered be- courses are listed in the schedule of courses. tween 100 and 399 carry the equivalent of Independent Study Courses. Formal arrange- four hours of credit. Every four-hour course CLASS ATTENDANCE requires approximately one-fourth of the ments must be made with appropriate faculty Each instructor sets the regulations regarding student’s working time for one term. School members for these special reading or research attendance for each class; many do not make of Nursing students’ hours vary by program. courses. An Independent Studies Form is class attendance mandatory. But, consistent Restrictions concerning prerequisites and ap- submitted to the College Center for Academic absence from class may determine whether or proval required are noted in each semester’s Support at the beginning of the semester. Stu- not students pass a course. When it is nec- schedule of courses and must be observed dents are eligible to apply for a 4-credit-hour essary to be absent because of travel or illness, carefully. In some cases, special forms are independent study course each semester. students are expected to make arrangements required and may be obtained in the appropri- Independent study courses required specifi- with instructors for catching up on class work ate advising offices. cally for a major are listed under departmental they miss. offerings. Internships provide another kind of independent study. PROGRAM OF COURSES If a student has been seen by a Health Service provider during the course of an illness, the Internships. In the College, these off-campus A normal schedule for regularly enrolled stu- UHS will be able to document the knowledge learning experiences require that arrangements dents in the College is four 4-credit courses of the illness that restricts activity. Services for academic credit be made by the end of the per semester. This permits completion of provided by the University Counseling Center third week of the semester. A maximum of the 32 courses (128 credit hours) required will not be documented in any way for pur- eight hours of credit for Rochester-area intern- for graduation in eight semesters. Full-time poses related to class attendance. ships may count toward the degree. Students students are expected to take four years who obtain approval from the Internship Com for the degree. A few accelerate. Others oc- mittee for work outside the Rochester area casionally find it necessary to make up work SPECIAL ACADEMIC OPPORTUNITIES may receive as much as a full semester’s credit during the summer. Taking extra credits is Students are encouraged to take courses for toward their degree. Admission to some pro- not considered a means of speeding up the which they are qualified wherever the courses grams is highly selective. Questions should be timetable for attaining a degree, but rather a are offered at the University of Rochester to addressed to the College Center for Academic means for enriching an academic program. fulfill academic goals. Admission to certain Support in 312 Lattimore Hall. Only students with a “B” average or better in courses requires special permission. Usu- one semester are permitted to take more than ally, this means permission of the instructor, The School of Engineering and Applied Sci- 19 credit hours during the next semester. This whose signature is then required on the reg- ences cooperates with private industry to is referred to as an “overload.” First-semester istration form. Special requirements must be provide several internships to selected un- freshmen are not permitted to take more than met in the following instances: dergraduates. Interns are paid for their work 3 credit hours over their four regular courses. Affiliated Area College Courses. In the Col- experience and thus do not receive academic For full-time students, fewer than 14 credit lege, students who wish to take a course at credit. However, written evaluations of the hours is termed an “underload,” and enroll- one of the area colleges in order to comple- work experience, both by the student and the ment in at least 12 credit hours is required. ment their programs of study may obtain employer, in some cases, do become part of Both overload and underload programs must information and registration forms at the the intern’s academic record. Students receive be approved by the student’s dean, normally College Center for Academic Support. Grades information concerning these opportunities as through the College Center for Academic Sup- received in approved courses are noted on they become available. port. If credits in excess of the standard four- the transcript, but are not used in comput- course load are used to accelerate, a retroactive ing the grade-point average. Transfer credit is tuition adjustment will be assessed for all cred- granted for courses passed with a grade of “C” its in excess of the normal 16-hour course load or better. per semester counting towards degree requirements. The assessment is generally made in the *Noncredit course fees: All persons attending noncredit student’s final semester. Additional financial aid courses must pay fees as announced for these courses. If resources are not available. they are organized outside the normal academic framework, noncredit courses may not be covered by the usual blanket undergraduate full-time tuition. 172 ACADEMIC SERVICES

Quest Courses. These courses, meant primarily Students interested in pursuing a Bachelor of change meets the provisions outlined earlier for students in their first year, are shaped by Music degree offered by the Eastman School of for overload or underload schedules. the practices of faculty learning. They embody Music while also pursuing a Bachelor of Arts or a research-based pedagogy, and exemplify Bachelor of Science degree offered by the Col Student Petitions research as a way of learning. Quest courses lege need to be accepted separately through The faculty of the College and the School of are normally small, exploratory, and research- each office of admissions. Nursing establishes degree requirements with- oriented. They emphasize conversation and in those entities. The faculty recognizes that collaboration, and feature the perspective of Minors there are instances in which interpretations a second look. Quest courses can be library-, Students may choose to minor in one or more are required and exceptions should be made. data-, or laboratory-intensive, and emphasize of the several dozen areas available to them The Administrative Committees, comprising the skills that benefit the process of investi- (see list of minors, page 10). Students are el- both faculty and students, review requests for gation. Freshmen, who have priority, are given igible to declare a minor after they have been exceptions to faculty regulations. the opportunity to register for fall courses accepted into a major and before the end of Students seeking exceptions to regulations during Orientation. the first semester of their senior year. submit a written petition to the College Cen- Study Abroad. Information about the vari- ter for Academic Support or their dean’s office ous programs sponsored by the University ACADEMIC PROCEDURES for review by the appropriate committee. It of Rochester and about other opportunities Full-time students are subject to the following is an advantage to discuss the content of the for study abroad is available in the Center for regulations. Part-time students should check petition with a faculty or academic advisor be- Study Abroad and Interdepartmental Programs with their college of enrollment for any varia- fore submitting the petition. Students will be in Lattimore Hall. (See page 8.) tions in regulations. informed in writing of the committee’s action. Summer School Courses. Day and evening School of Nursing students submit petitions to courses in a variety of fields are offered in sev- Course Changes the school’s Student Affairs Office. eral sessions each summer at the University. Students register for their courses online dur- Grades earned in these courses are calculated ing registration or at Orientation, as described Satisfactory-Fail Option into the cumulative grade-point average, and earlier. They may later change their programs Undergraduate students in the College are credit toward the degree is awarded for courses and withdraw from a course, add a course, encouraged to venture outside areas of their in which passing grades are earned. Students or drop one course and substitute another. major, investigate new disciplines, and dis- also may take advantage of special oppor- These changes are made online or on a drop- cover new, perhaps unsuspected, interests. tunities to study abroad on one of Rochester’s add form that may be obtained from the Cen- The satisfactory-fail option may reduce anxiety programs. Credit for summer study at other ter for Academic Support until the deadline about electing a course in an area in which the institutions may require approval from the for the particular action, as described below. student has had little or no prior experience. department offering comparable work at the Students in the College may add independent Students enrolled in the College may elect to University of Rochester. Approved summer study courses through the third week, and take one course per semester up to a max- work at other institutions completed with a other courses through the fourth week, with imum of eight courses and receive grades of grade of “C” or better is recorded in terms of the instructor’s written approval. They may Satisfactory (S) or Fail (F). The grades “S” and course credit, but the grades are not used in drop them and have them deleted from the “F” do not affect the cumulative grade-point computing the student’s cumulative average. record through the fourth week. Students may average. Further information and approval forms are withdraw from courses through the last day available at the College Center for Academic of classes, providing the instructor has been Instructors assign and submit regular letter Support. informed. For students through the first drop- grades for students choosing this option, as add period of the sophomore year, the author they are not informed which students have Double Majors ization of the freshman or sophomore advisor elected the option. The registrar records “S” Students enrolled in the College may choose to is needed for every add, drop, or withdrawal for letter grades “A” through “D–” or “F” for pursue two majors leading to the Bachelor of action. Courses from which students have the letter grade “E” on the student’s per- Arts degree. In most instances students may do withdrawn will appear on their transcripts manent record, retaining the letter grades “A” so by fulfilling concurrently the requirements with the “grade” of “W.” The advising record through “E” on file. Students who are inter- determined by each of the two departments will show in addition the week of the semester ested in conveying maximum information on and by receiving written permission (usually in which the course was withdrawn. the transcript to professional and graduate on the declaration forms) from the respective schools should speak to an advisor prior to Students in the School of Engineering and Ap- major advisors to pursue a double major in the electing the option. plied Sciences may add and/or drop a course other area. Questions concerning double ma- during the first four weeks of each semester. Students enrolled in the College may declare jors, including course overlap policies, can be The permission of the faculty advisor and the the option in the College Center for Academic addressed to the College Center for Academic associate dean are required for add and drop Support through the fourth week of classes Support and the appropriate major advisors. transactions. and, except for first-semester freshmen and transfer students in their first semester who Double Degrees Students in the School of Nursing must have may change or declare the option through the Students who plan a program leading to more a degree plan on file in order to register for thirteenth week of the semester, the option than one baccalaureate degree, such as the nursing coursework. Students who withdraw may not be changed. The option is not avail- Bachelor of Arts and a Bachelor of Science, from a nursing course after the fourth week able in summer. are required to meet all requirements for each will receive WP or WE. Students may withdraw degree and to receive approval for pursuit of from a course until the 12th week of classes by Students pursuing degrees in the College may these degrees from the Administrative Com- obtaining the course coordinator’s and advis not elect this option for courses used to fulfill mittee of the College. Students who wish to or’s signatures. Clinical courses can only be College, major, or minor requirements. complete work in two areas as part of a single repeated one time. Students planning degrees from engineering degree need only obtain approval for each For all students, course changes can be made and applied sciences should note that courses major and for the double major (see Double only if the deadlines are met, if the instructors taken with the satisfactory-fail option may not Majors above). The requirements for double of the affected courses approve, and if the be used to fulfill department requirements or degrees within the School of Engineering and cluster courses. These courses may be used Applied Sciences are specified on page 137. ACADEMIC SERVICES 173

to fulfill additional humanities or social sci- appear on the transcript, but only the second Adjustment of Charges, ences requirements or for free electives for an (not necessarily the better) grade is used to Withdrawal and Inactive Status engineering degree. Otherwise, only courses calculate the grade-point average. Credit may For students who withdraw or declare inactive taken beyond those required for a degree may be earned for a course only once. status during the first 50 percent of the term, be taken with the option. or who change from full time to part time, Senior Year in Absentia tuition, room, board, and fees will be adjusted Incompletes Students in the College expecting degrees in according to the schedule that follows. The A grade of “I” should be given only when arts and sciences and who are admitted to a period for tuition adjustment will be measured there are circumstances beyond the student’s professional or graduate school at the end of from the beginning of classes to the effective control, such as illness or personal emergency, their junior year may be eligible to spend their date of the change determined by the appro- that prevented the student from finishing senior year in absentia. All college and major priate academic dean’s office. the coursework on time. Under no circum- requirements should be completed by the end Withdrawal or declaration of inactive status, or stances may the “I” be given for the following of the junior year. Those students considering change from full time to part time: situations: a senior year in absentia should discuss the • student who wishes to do additional work possibility in the College Center for Academic Academic Year 2007/2008 after the course deadline to improve a Support and petition the Administrative Com- grade mittee for approval. If in absentia status is Fall 2007 Refund • student who wishes to redo the coursework approved, the student will earn a baccalaureate 09/04-09/09/2007 100% in a subsequent semester to improve the degree from the University of Rochester follow- 09/10-09/16/2007 90% current grade. ing successful completion of the first year in 09/17-09/30/2007 50% A form requesting a grade of “Incomplete,” the graduate or professional program. Students 10/01-10/28/2007 25% indicating the work outstanding and the dead- who have spent their junior year abroad will No Refunds After 10/28/2007 line for its completion, must be signed by both not receive approval to spend the senior year Spring 2006 Refund the student and the instructor and submitted in absentia. to the College Center for Academic Support. Because a student’s most advanced work can 01/16-01/20/2008 100% There is a one-semester limit for completion be done in the senior year, students expecting 01/21-01/27/2008 90% of the course, unless the College permits an degrees in engineering and applied sciences 01/28-02/10/2008 50% extension. (Extensions are routinely granted are not encouraged to take that year in ab- 02/11-03/09/2008 25% when students are expected to complete their sentia. Students interested in attending other No Refunds After 03/09/2008 work by attending the course the next time it colleges as special students or in beginning The 2008/2009 Refund Schedule will be is offered, if the course is taught only once a medical or law school early should consult available as of May 1, 2008. year.) their faculty advisors. For students withdrawing or declaring inac- Once a final grade has been submitted, tive status or changing to part-time status for whether passing or failing, the grade of “I” will Withdrawal and Inactive Status Students who contemplate withdrawal from medical reasons, tuition refunds will be calcu- be removed from the transcript. The grade of lated after consultation with University Health “I,” however, will continue to appear on the the University should consult an advisor in the College Center for Academic Support or their Service and the appropriate academic dean’s advising record. The instructor may request office. a waiver of the recording of the “I” on the ad- school’s dean’s office. vising record when the lateness was created by Students wishing to spend a semester or more Adjustment of Financial Aid, circumstances unrelated to the student, such away from the University to work, to travel, or Withdrawal and Inactive Status as equipment failure in a laboratory. to study at another institution may apply for Because financial aid is based upon total an- The student’s failure to submit the form or to “inactive” status in the College Center for Aca- ticipated costs, adjustments in these costs be- complete the work by the deadline will result demic Support or their school’s dean’s office. cause of withdrawal or placement on inactive in an “E” for the course, unless the instructor Those students who are placed on inactive status ordinarily will result in a reduction of noted on the form that a different grade should status pay a nominal fee and receive regis- previously committed financial assistance. The be assigned. The dean of the College shall tration materials. Housing priority is assigned calculation of the reduction will be made by inform the student of an impending action in accordance with their classification. the Financial Aid Office after verification of the to change the “I” grade before notifying the School of Nursing students completing arts date of withdrawal or placement on inactive registrar. and sciences foundation courses at other status by the dean. Federal regulations require that this calculation be completed within 45 In the School of Nursing, a student receiving schools or by examination must register for days of notification of the change of status. an “Incomplete” must complete the course inactive status if not concurrently registered work prior to the end of the subsequent for nursing coursework. Refunds to federal aid are calculated according semester. A form requesting the “Incomplete” Students holding residence halls contracts who to a federal formula based on the percentage grade may be obtained from the registrar in withdraw or are withdrawn from the University of the term that has been completed by the Helen Wood Hall and must be completed ac- for any reason should be aware that their resi- student. Repayments to federal financial aid cording to the instructions on the form. Fail- dence hall contracts are automatically cancelled programs will be made in the following order: ure to file this form will result in a grade of “E” upon receipt of a withdrawal notice from the Federal Direct Unsubsidized Loan, Federal for the course. appropriate advising offices. Withdrawn stu- Direct Subsidized Loan, Federal Perkins Loan, dents have no further claim to their assigned Federal Direct PLUS, Federal Pell Grant, Repeating a Course for a Grade space. Students who are officially reinstated Federal ACG, Federal SMART, Federal SEOG. There are times when students wish to dem- and who wish to live in the residence halls State grant and scholarship refunds are done onstrate on their official record that they un- must submit a new contract, and they will be according to state guidelines. University grant derstand the material better than their grades placed on a space-available basis. These condi- and merit refunds are determined according indicate. Students are encouraged to discuss tions also apply to students in absentia, Study to the University refund schedule. with their advisors the appropriateness of Abroad or in internship programs, and students Inactive students studying at another insti- retaking a course for a better grade. When a going on inactive status who change their plans tution are not eligible for University- course is repeated at Rochester for a grade, and request reinstatement for the semester in both course registrations and both grades which they originally had intended to be away. 174 ACADEMIC SERVICES

administered financial aid. Completion of a Dean’s List Separation may be activated for any of the fol- consortium agreement, however, may allow Following the close of the fall and spring lowing reasons; if a student: such students to receive their Federal Direct semesters, a list is issued of those students • Has been on probation the preceding Loans, Federal Pell Grants, and, if attending whose academic achievement warrants no- semester and does not meet the standards another New York school, Tuition Assistance tation on the Dean’s List. for satisfactory progress as previously listed Program grants. An overall semester grade-point average of 3.4 • Receives a final grade of D+ (C– for APNN) and completion of 16 or more credit hours, or below in an upper-division nursing course Determination of Student Status at least 12 of which have normal letter grades • Has a cumulative GPA less than 1.3. The University retains the right to determine (A through E), with no “I” or “N” grades, are For additional information regarding progres- the student’s status within the University. The required for a student to be named to the sion issues for nursing students, consult the University has discretionary powers to main- Dean’s List. (Seniors and students classified as School of Nursing Student Handbook. tain a student’s enrollment, to grant academic Take Five need to complete successfully 12 or Usually, the College and other schools warn grades, to authorize graduation, or to confer more credit hours with normal letter grades a student of impending difficulty by placing any degrees or grant any certificates. Each and no “I”or “N” grades.) student concedes to the University the right to him or her on probation for a semester before require the student’s withdrawal at any time Part-time students can be named to the Dean’s considering separation. Students on probation for any valid reason, including failure to pay List by achieving a 3.4 grade-point average in are encouraged to seek advising, tutoring, the term bill. the immediately preceding semester if they and counseling assistance. Their advisors are have also completed 16 credit hours with a notified of students’ academic difficulties, as grade-point-average of 3.4 during the pre- are the Department of Athletics and Recre- THE GRADING SYSTEM, ceding 24 months (including summer grades). ation (for students on intercollegiate teams), TRANSCRIPTS, AND DEGREES At least 12 of the 16 hours must be completed the Director of Minority Student Affairs (for Grades with normal letter grades, and the student underrepresented minority students), the The undergraduate grading system for all must have no outstanding “I” or “N” grades. International Services Office (for international River Campus colleges is as follows:* For the School of Nursing, Dean’s List appoint- students), and the Department of Naval Sci- Letter Performance Grade ment requirements are listed in the Student ence (for students affiliated with the NROTC Grade Level Points Handbook. Program). Any student whose enrollment is A Excellent 4.0 continued will be considered in good aca- A– 3.7 Probation and Separation demic standing. B+ 3.3 The College and other schools regularly review B Above Average 3.0 The student’s dean can be asked to review the academic progress of registered students B– 2.7 actions on separation. Any request must be and act to place on probation or separate C+ 2.3 made in writing. Reviews are granted only those not meeting these standards: C Minimum Satisfactory 2.0 when pertinent new evidence is presented. • An overall (or cumulative) grade-point Grade Financial aid for students on probationary standing for all semesters completed of at C– 1.7 status is subject to adjustment. Federal and least 2.0 D+ 1.3 New York State aid recipients must meet stand • A grade-point average for the latest se- D 1.0 ards of satisfactory academic progress in order mester of at least 2.0 D– Minimum Passing Grade 0.7 to remain eligible for these awards. Additional • Acceptance into a major before achieving information about these standards is available junior standing and, once accepted, a grade- E Failure 0.0 from the Financial Aid Office. point average of at least 2.0 in the courses Grades which carry no grade points: submitted for the major. I Incomplete Grade Reports In the School of Nursing, satisfactory progress W Withdraw without effect on the Students may view their grades online through is achieved by maintaining all of these stan- grade-point average UR ACCESSplus at any time. Information avail- dards: P Pass (mandatory grading system in able to students includes courses taken, grades • A cumulative grade-point average of at least certain courses) received, credit hours earned, and semester 2.0 for all semesters completed S Satisfactory (Satisfactory-Fail option) and cumulative grade-point averages. • A semester average (just completed) of at F Failure (Satisfactory-Fail option) For University policy regarding reports to least a 2.0 and successful completion of all parents, see University Records, page 190. In the School of Nursing, C– is the minimum work passing grade for required and upper-division • A final grade of C– (C for undergraduate Academic Transcripts nursing courses for the R.N. to B.S. program. APNN students) or above in the nursing Official academic transcripts, which include a The Accelerated Program for Non-Nurses, courses. (A complete list of these courses record of the student’s entire undergraduate Bachelor’s Curriculum, requires a grade of C can be found in the School of Nursing program, are issued by the registrar’s office to as the minimum passing grade for required Student Handbook.) and upper-division courses. other institutions or prospective employers at Probationary status will be given to any student the student’s written request. The University Additionally, in the College, if the instructor who has any of the following: reserves the right to withhold academic tran in any course regards the written work of the • A cumulative grade-point average below a scripts in the event of an outstanding balance student as deficient by reason of expository 2.0 but above 1.3 owed the University. style, the grade will be so flagged on the final • A semester average (just completed) below grade roster. This flag will not become part of a 2.0 but above 1.3 the student’s permanent record. • A final grade of D+ (C– for APNN) or below in any upper-division nursing course or any required course.

*The School of Engineering and Applied Sciences does not give the grades of D+ and D–. ACADEMIC SERVICES 175

Bachelor’s Degree Cum Laude, students, with or without their knowledge and TRANSFERRING WITHIN Magna Cum Laude, and consent, also is plagiarism. In brief, any act THE UNIVERSITY Summa Cum Laude that represents someone else’s work as one’s The College The College recognizes outstanding College- own is an academically dishonest act. First-year students are admitted directly into wide achievement of its students by awarding A second example of academic dishonesty the College either in arts and sciences or in these degrees. The dean assigns the levels of relates to the misuse of library materials. Any engineering and applied sciences and may award, based on criteria established by the act that maliciously hinders the use of or access transfer freely between the two, provided they Steering Committee of the Faculty Council. to library materials is academically dishonest have completed, or can schedule, the appro- The School of Nursing: The school recognizes and falls under the terms of this policy. The priate prerequisites. outstanding achievement by awarding these removing of pages from books or journals dis- Students considering transferring should seek degrees based on cumulative grade-point advantages others in the academic community. assistance from faculty members and dean’s averages (GPA). The honor designation is Similarly, the removal of books from the librar- office personnel to help ensure that their first- made using the following criteria: summa cum ies without formally checking out the items, year courses both explore potential majors laude, cumulative grade-point average of 3.8 or the intentional hiding of materials, or the and prepare the student for each one which or above; magna cum laude, cumulative grade- refusal to return reserve readings to the library might be chosen. point average of 3.5–3.79; cum laude, cumula- is dishonest and harmful to the community. tive grade-point average of 3.3–3.49. There are other forms of academic dishonesty, for example, obtaining an examination prior Bachelor’s Degree with Distinction, to its administration or using unauthorized aid High Distinction, and Highest Distinction during an examination. It is also academically The College recognizes quality of perfor- dishonest to knowingly assist someone else in mance in a major by awarding the degree with an act of academic dishonesty. “distinction,” “high distinction,” or “highest distinction.” Each department establishes its A student remains responsible for the aca- own criteria for the varying levels of distinction demic honesty of work submitted in University subject to the approval of the College Curricu- of Rochester courses, even after the student lum Committee and the Steering Committee of has received a final course grade. This rule the Faculty Council. also applies to students who are no longer matriculated at the University of Rochester, Bachelor’s Degree with Honors including those who have graduated. Certain departments in the College offer pro- Ignorance of these standards will not be con- grams of study leading to the degree “with hon- sidered a valid excuse or defense. ors in research.” An honors program requires students to complete a minimum of 12 credit School of Nursing students are expected to hours in courses designated by the department adhere to the American Nurses Association as “honors courses.” These courses must in- (ANA) Code for Nurses in their professional clude at least one advanced course or seminar conduct. Nursing students, who hold a profes- and the course or courses in which the senior sional license, are also expected to adhere to thesis or research project is completed. Spe- the state rules regarding professional conduct. cifc course requirements for each major may Further information for nursing students is be found in the appropriate departmental contained in the School of Nursing Student section in this bulletin. Handbook. Orientation Honesty Policy ACADEMIC HONESTY Dissemination As members of an academic community, During Orientation in the College, the Dean of students and faculty assume certain respon- Freshmen and students’ freshman advisors will sibilities. One of those responsibilities is to introduce students to the nature of academic engage in honest communication. Academic honesty in the College. At that time, they will dishonesty is a serious violation of the trust be handed a written version of the policy and upon which an academic community depends. a form acknowledging that they have received A common form of academic dishonesty is information about academic honesty. Signed plagiarism. This is the use, whether deliberate acknowledgment forms will be collected by or unintentional, of an idea or phrase from a freshman advisors before registration. Transfer source without proper acknowledgment of that students will receive their briefing on academic source. The risk of plagiarism can be avoided honesty from the College Center for Academic in written work by clearly indicating, either in Support. footnotes or in the paper itself, the source of These Orientation procedures are designed to any major or unique idea or wording that the reinforce the importance of academic honesty. student did not arrive at on his or her own. Sources must be given regardless of whether All students (matriculated and non-matriculated) the material is quoted directly or paraphrased. enrolled in the College or in College courses Another form of plagiarism is copying or must adhere to the College’s academic hon- obtaining information from another student. esty policy, even if they do not attend Orienta- Submission of written work, such as laboratory tion or sign the acknowledgment form. reports, computer programs, or papers, which have been copied from the work of other

Student Services

OFFICE OF THE COLLEGE Wilson Commons Student Activities role fraternities and sororities play in the life DEAN OF STUDENTS Wilson Commons Student Activities enhances of campus with 20 percent of the student body being members of the fraternity and so- Jody Asbury (University of Rochester) Dean the college experience and creates a diverse rority community and has worked to develop of Students campus community by supporting over 200 a college-centered program. The center of this Anne-Marie Algier (Buffalo) Associate Dean student organizations. The office focuses on program is a set of standards called Expecta- of Students helping student leaders achieve their goals tions for Excellence. Matt Burns (Albany) Associate Dean of by encouraging them to explore and develop Students their interests and passions through expe- Utilizing the Communal Principles and the edu- riential learning outside the classroom. The cational philosophy of the College, the Univer- The Dean of Students Office provides pro- office provides information about all student sity of Rochester developed the Expectations grams and services that enhance student organizations, provides resources to student for Excellence. This vibrant, success-driven learning, promote community development, organizations and the University of Rochester model for the fraternity and sorority commu- and support the educational goals of the community, and assists students in forming nity focuses on attaining true college-centered undergraduate and graduate populations. new organizations. In addition, the office man- chapters and guides the work coordinated by Through collaborative initiatives, the Dean of ages the University’s student union, Wilson OFSA with the 31 recognized chapters within Students Office is dedicated to promoting a Commons, and coordinates major traditional the three governing councils, the Fraternity strong quality of life for students in both the events of the College such as Yellowjacket Presidents’ Council, the Multicultural Greek academic and nonacademic realms. Areas of Weekend, Boar’s Head Dinner, Winterfest, and Council, and the Panhellenic Association. responsibility are described below. Senior Week. For more information about the Office of Student Conduct: Oversight of the disciplinary Student Government: The Students’ Associa- Fraternity and Sorority Affairs visit www. system regulations, policies, and procedures tion includes all undergraduates and is gov- rochester.edu/college/ofsa. rests in the Dean of Students Office. Addi- erned by a student-*elected Senate, president, tional activities include raising awareness of and vice president. The Senate and its over Rochester Center for Community conduct expectations, assisting with alcohol 75 funded organizations are supported by the Leadership (RCCL) and drug education, mediating differences, student activities fee, which is assessed to all At Rochester we encourage our students to and fostering student learning through the full-time undergraduate students. Six standing learn what they love and to give where they judicial process. committees: the Policy & Review Committee, live. Rochester students have historically been the Projects & Services Committee, Students’ Mediation Services: Mediation is a voluntary active citizens and leaders in both official and Association, Appropriations Committee, Club unofficial capacities. The Rochester Center mutual effort to find a suitable resolution to Sports Council, and Steering Committee. an existing disagreement or dispute through for Community Leadership is responsible for negotiations that seek to meet the legitimate Clubs and Organizations: Students can be developing, coordinating, and promoting a interests of each party. Any currently enrolled involved in and attend events sponsored by variety of activities and services to enable and student in the College may take advantage of a wide range of student organizations includ- encourage students to be engaged in their on- mediation services. These negotiations are ing: Academic Undergraduate Councils, Club and off-campus communities. facilitated by trained, neutral mediators. Sports, Community Service, Class Councils, Community Service Network: A student-led Awareness, Entertainment Programming, group that coordinates various service pro- Emergency Loan Program: The Office of the Intercollegiate Competition, Performing Dean of Students administers an Emergency grams with partner organizations throughout and Fine Arts, Publications and Media, and the City of Rochester. Interested students Loan Program, which provides assistance to Religious. Information regarding all student students for unexpected expenses. Under- should stop by their office or check out the organizations, their officers, and their activities CSN Web site at www.sa.rochester.edu/csn. graduate students may borrow up to $150, and is stored on Campus Club Connection (www. graduate students may borrow up to $300. rochester.edu/living/organizations). At the Wilson Day: An annual orientation activity For more information about the Dean of Stu- beginning of each semester, students can at- that engages new students in the life of the dents Office, visit www.rochester.edu/ tend an Activities Fair that showcases the wide Rochester community through a day of service college/dos. variety of student organizations on campus. during the first week of college. Urban Fellows Program: A paid summer Office of Fraternity and Sorority Affairs internship program for area college students. (OFSA) The program immerses fellows in the life of The University of Rochester understands the the City of Rochester through on- and off- campus programs that engage them in current urban and community issues. Fellows work STUDENT SERVICES 177

four days a week in a variety of community ment supports the educational mission of the seling services enable students to complete agencies and attend seminars on urban issues College by providing high-quality instruction two of the most popular vocational assess- one day a week. and facilities to attract the best students and ment devices, the Strong Interest Inventory provide them a meaningful athletic and rec- and Myers Briggs Type Indicator, online prior National Campaign for Political and Civic reational experience as a part of their overall to individualized interpretation sessions. Engagement: A consortium of colleges from development. around the country who collaborate to inspire Off-Campus Recruiting—annually, the Cen- undergraduate students to enter careers in Twenty-two Intercollegiate varsity programs ter hosts Career and Internship Connection politics and public service by involving them offer a competitive Division III opportunity for events in New York City, Boston, Chicago, San in community service, voter registration, and 500 student-athletes. The intramural sports Francisco, and Washington, D.C. These events public service internships. program features traditional competition and blend the best of career fair and pre-screened group fitness classes for over 3,500 partici- recruiting offerings, with Rochester students Leadership Programs: Throughout the aca- pants. The diverse 35 club sports program interacting with some of the most selective demic year the Center offers a number of accommodates approximately 1,000 students. employers in each city. Each year hundreds of unique leadership development opportuni- More than 1,500 students, faculty/staff, and interviews for postbaccalaureate positions and ties for undergraduate students. The Skills community members use the Goergen Ath- internships are generated through the CIC for UR Leaders workshop series and Paychex letic Center on a daily basis. events. Rochester students annually are selected Leadership Institute provide student leaders for the most interviews by employers. at all levels with practical organizational skills For additional information, call (585) 275-7643. and competencies, while the Critical Issues Externships and Reach Funding—focus- in Leadership program combines leadership ing on the needs of first- and second-year CAREER CENTER students, the Externship program offers training and community service activities for This nationally recognized facility is dedicated an in-depth look at the issues facing com- freshmen and sophomores the opportunity to providing state-of-the-art career planning, to shadow alumni and others within specific munities around the world. The Center also job search coaching, placement services, and sponsors a course, Leader to Leader, which fields of interest. For many, this will be the academically linked career counseling that first of many “alumni networking and career examines the history, theory, and practice of will lead students in the College successfully leadership with guest appearances by local exploration” experiences. Reach Funds are through and beyond their undergraduate available to make unpaid or underpaid in- and national business, education, government, years. Services and resources include: and political figures. Each spring students ternships financially feasible. Students gain are recognized for their contributions to the The Hyman J. V. Goldberg Career Library commitments from employers, then apply for campus and Rochester communities during —a comprehensive resource center for gen- stipends that will make summer and academic the Women’s Leadership Awards and Student eral career planning and researching specific year internships viable options. Life Awards. internship and postbaccalaureate opportuni- Postgraduate Professional and Graduate ties. Holdings include one of the nation’s best Complete information about all of the Cen- School Advising—for students planning to online and printed collections of career and apply to graduate programs of study. Advising ter’s programs can be found online at www. job-search publications, employer information, rochester.edu/college/rccl. and application process assistance is available graduate school materials, and testing infor- through individual appointments as well as School of Nursing students should refer to the mation. Through job-search work stations, annual programs and workshops. The Center School of Nursing Student Handbook. students access Web resources and use phone also refers candidates to a Web-based recom- and fax capabilities to communicate with mendation file service. prospective employers and graduate schools RESIDENTIAL LIFE The Center’s philosophy is to emphasize the The Residential Life Program is designed to and to network with alumni. importance of gaining experience and clarify- enhance students’ academic progress and Pregraduation Student Employment ing goals while still an undergraduate. These opportunities for personal growth. As a com- Services—opportunities for students, regard- experiences include on-campus employment prehensive program, Residential Life provides less of demonstrated financial need, to work and research activities as well as internships. undergraduate housing and programs; Special during their college years either in on-campus The Reach for Rochester program has, since Interest Housing; ResTV; graduate/family hous- positions or for off-campus Rochester-area em- 1986, facilitated more than 1,200 internship ing; as well as off-campus housing listings and ployers. From traditional jobs earning money placements nationwide, netting close to $5 support services. If it has to do with where any for “living expenses,” to truly preprofessional million in earnings for participating students student lives, it’s within the Residential Life employment, Student Employment offerings and annual stipends in excess of $90,000. mission. Visit Residential Life at www.reslife. emphasize the financial and experiential ben- rochester.edu for more information. efits of working within varied settings prior The purpose of all programs of the Career Center is to help students articulate their School of Nursing students should refer to the to graduation. All on-campus positions are abilities in the language of prospective em- School of Nursing Student Handbook. posted and regularly updated on the Student Employment Web site accessed via www. ployers as well as postbaccalaureate graduate rochester.edu/careercenter/seo. programs. The Center recognizes that many DINING SERVICES first post-commencement positions are not di- Internet Resources—increasingly, the Cen- University Dining Services satisfies nutritional rectly related to the titles of particular majors, ter uses Web-driven resources and instructs needs of students by serving outstanding, while it emphasizes a powerful confidence students how to maximize their use. Basic value-added meals. Unique, chef-inspired, that Rochester students can and do succeed information about services and programs, as menus, featuring international dishes, seasonal within a variety of pursuits. Employers regu well as links to additional University and other influences, and fresh ingredients add flavor to larly indicate that the most important traits sites, can be accessed via www.rochester. the dining choices. a candidate can possess, especially among edu/careercenter. The Center uses a state-of- liberal arts graduates, may be the abilities to the-art online database which allows students conduct research, analyze data, and present ATHLETICS AND RECREATION to register for on-campus recruiting, submit findings in verbal and written formats inde- The Department of Athletics and Recreation résumés for referral to internship and post- pendently or as a member of a group. Employ- strives to provide vibrant, student-oriented graduation employers, view postings, and link ers express a desire to identify candidates programs that enhance the educational expe- to employer Web sites. Rochester is one of a who can create verbal and behavioral bridges rience and recreational interests of the mem- select number of institutions nationally that from what they have done to what they can bers of the University community. The depart- uses this tool. Also, the Center’s career coun- do. Creativity, curiosity, analytical skills, and 178 STUDENT SERVICES

the ability to articulate are exactly the qualities advisors are available to work with all mem- problem-solving skills and become more that University of Rochester students possess bers of the University community. The director confident when taking exams. These problem- and project. of the Interfaith Chapel works with students, solving group sessions are available for a wide While many Rochester alumni enter the em- chaplains, and University departments to range of courses. ployment market immediately upon gradua- facilitate and coordinate the many programs Study Skills. Individual counseling and group tion, almost three-quarters of recent graduates carried on within the chapel. Chapel rooms workshops address concerns about preparing report that they have enrolled in a graduate may be reserved for lectures, discussions, or for exams, reading effectively, taking notes, program within five years of receiving their social events. managing time, enhancing concentration, and bachelor’s degrees. Assistance in applying to While there are regular Catholic, Jewish, Mus- developing academic motivation. In concert professional and graduate school programs lim, and Protestant services run by chaplains, with the Office of Minority Student Affairs, LAS is available through the Career Center and is the Chaplain’s Office also helps identify advi- also provides a study skills course in both the complemented by the specific advising sors from other religious traditions to actively fall and spring semesters. services previously described. support and work with other groups. Students Disabilities. Students with special needs can Students in the School of Nursing should can call 275-4321, TTY 461-1773 to learn more receive help in planning academic modifica- contact the Office of Student Affairs at (585) about those options. tions and developing strategies for meeting 275-2375 for career resources. the demands of coursework. INTERNATIONAL SERVICES OFFICE Special Topic Workshops. Each semester, a MINORITY STUDENT AFFAIRS The International Services Office (ISO) pro- series of workshops is offered on topics such The Office of Minority Student Affairs focuses vides a full range of programs and services for as preparing for exams, taking lecture notes, on enhancing the academic life of minority approximately 1,300 international students managing time, writing papers, and practicing students. The office actively collaborates with and 500 scholars from over 90 countries for math exams. University departments to promote student who study and work at the University each year. The ISO administers under specific Students seeking more information or wishing academic success and retention, and to ensure to make appointments may do so in person or they successfully negotiate university life. government regulations the F-1 and J-1 visa programs. The ISO staff issues immigration by phone. The main office of Learning Assis- The office’s emphasis on academic success documents through the Student Exchange tance Services is located in 107 Lattimore Hall, is facilitated by providing such services as Visitor Information System (SEVIS) and pro- (585) 275-9049. Our Web site can be found at student counseling and referrals, promoting vides advising on immigration regulations that www.rochester.edu/College/las. educational opportunities, offering workshops affect internationals at the University. Nursing students seeking learning assistance, and symposia, and broadening the awareness The ISO acts as the University’s official liai- should contact the school’s Student Affairs of issues of relevance to minority students in Office. the University community. son with the Department of State, foreign and American consulates, the Department The Office of Minority Student Affairs manages of Homeland Security, and local government STUDENTS WITH DISABILITIES two programs for the College: agencies. The ISO also works with members The coordinator of the Office of Disability Re- Early Connection Opportunity (ECO) of the University community to advocate for sources works closely with resource coordina- Program—ECO is a prefreshman summer and address various needs of international tors in each school to review documentation residential orientation program designed to students and scholars. of the existence of a disability and to make offer supplemental academic support. The ISO also serves as an information re- recommendations for reasonable classroom Higher Education Opportunity Program source to assist internationals in adjusting accommodations. The coordinator also works (HEOP)—HEOP serves students of diverse to the United States, the University, and the with the Office of Residential Life, Student racial, ethnic, and cultural backgrounds. It is Rochester community. Other services and Activities, and campus libraries to make ar- a program that provides an opportunity for programs include a comprehensive Web site rangements for support services and needed eligible applicants to attend a private four-year (www.iso.rochester.edu); an electronic news- resources. Classroom Accommodations, a institution of high academic standing. The letter; tax, travel, and employment workshops; Guide for Students with Disabilities, which program is designed to assist those students and individual counseling to assist students in describes the University’s disability accommo- who, because of their economic and educa- effectively coping with personal and cultural dation policy and procedures, is distributed to tional background, might not consider attend- adjustment. In order to promote intercultural all students who have accepted admission to ing our University. HEOP staff coordinate a understanding, cultural, social, and educa- the University and can be found at www.roch- variety of academic support, counseling, and tional programs are planned each year and ester.edu/ada/saccom.html. Anyone seeking financial aid services to enable participating cosponsored with campus and community further information about what resources are students to successfully complete a degree in groups, including the Rochester International available should contact the Office of Disability 8 to 10 semesters. To be eligible for HEOP, stu- Council. The ISO also offers a comprehensive Resources at (585) 275-9125. dents must be residents of New York State and international student orientation program meet specific academic and economic criteria. prior to the start of classes each fall to wel- TESTING The Office of Minority Student Affairs is lo- come new arrivals and orient them to the The Testing Office administers proctored cated in 310 Morey Hall, (585) 275-0651. University. final examinations, national testing programs as noted below, as well as a variety of special INTERFAITH CHAPEL LEARNING ASSISTANCE SERVICES exams. Distinguished by the diversity of its mem- (LAS) Additional information about testing programs bers, the College welcomes men and women Academic effectiveness is a major concern can be obtained in the Testing Office in 312 from various faiths practiced by the world’s of many students. The following services are Lattimore Hall. The major testing programs peoples. The Interfaith Chapel affirms and offered by LAS to help students in the College administered by this office include: celebrates a rich mixture of religious expres- improve academic performance. Foreign Service Written Exam (FSWE) sion and heritages by offering a variety of Peer-Led Science and Math Support. Students Graduate Record Examination (GRE)—subject opportunities for religious worship and medi- can participate in weekly math and science only tation, social service and personal counseling, workshops and study groups to improve and cultural and social events. Chaplains and STUDENT SERVICES 179

Law School Admission Test (LSAT) health education services. In addition to the out the year. The River Campus office, located Medical College Admission Test (MCAT) mandatory health fee, all full-time students in Susan B. Anthony Halls, is open seven days Miller Analogies Test (MAT) must have health insurance. Health insurance a week during the academic year while classes Questions about other national testing is available through the University Health are in session. The Eastman School of Music programs should be directed to the Testing Service. This plan covers diagnostic labora- office, located in the Eastman Student Living Office. If the tests in question are not given tory tests and X-rays, surgical procedures, Center, is open weekdays during the academic there, students will be referred to the proper hospitalization, and other specific services not year, while classes are in session. locations. covered by the mandatory health fee. Students Scheduling an Appointment. Visits to UHS already covered by health insurance compa- are by appointment at the UHS offices in the rable to the University-sponsored plan may Medical Center and on the River Campus. WRITING CENTER Services waive the fee for health insurance. All non- The Writing Center is staffed by trained gradu- Students should call the main appointment immigrant international students and their line at 275-2662 to schedule an appointment. ate-student consultants and undergraduate families who are in the United States with fellows who offer critical feedback on writing them must comply with INS requirements and Students at the Eastman School of Music can during any stage of the writing process. Writ- University policies governing health insurance. walk in without an appointment to see the ing consultants and fellows come from disci- registered nurse. Visits with a physician or plines across the sciences, social sciences, and A family insurance plan is available for stu- nurse practitioner at the Eastman office are by humanities. dents who wish to have coverage for them- appointment. • Writing consultants are available by appoint- selves and their dependent child(ren). When UHS Is Closed: UHS provides access to ment. Each year, all full-time students inform UHS • Writing fellows are available for walk-in medical care 24 hours a day throughout the about their health insurance coverage by com- year. Whenever UHS offices are closed, a UHS hours Monday–Wednesday evenings and on pleting the online Health Insurance Selection Sundays in Susan B. Anthony Halls, Room physician is on call and available by phone for Process. Students who do not complete this urgent concerns that cannot wait until UHS 166, and on the second floor of the IT Cen- process will automatically be enrolled in the ter in Rush Rhees Library. reopens. Unless it is a life-threatening emer- health insurance offered through the Univer- gency or a serious accident, students should The Writing Center also provides a comfort- sity Health Service. Students are financially call UHS (275-2662) before going elsewhere able computer lab for writing and celebrates responsible for fees not covered by their health (i.e., the emergency department of a local the work of outstanding undergraduate writ- insurance. Should a student choose to see a hospital) for care. In an emergency, students ers during our annual spring Writing Collo- private physician or seek care outside UHS should call Security at x13 for immediate quium. without the appropriate referrals, the student assistance. assumes responsibility (including financial Write-On: Our Community of Online responsibility) for the health care received. Health History Forms/Immunization Require- Writers ments. All entering matriculated full-time and The Writing Center responds online and part-time students must submit the Health UNIVERSITY HEALTH SERVICE (UHS) History Form, which includes immunization within 24 hours to queries from University of The University Health Service (UHS) provides Rochester students, faculty, and staff. information, prior to the start of classes. New a full range of confidential, high-quality pri- York State law requires all students to provide For more information about writing support mary health care services for full-time Univer- services, please contact the College Writing proof of immunity to measles, mumps, and sity of Rochester students. The UHS clinical rubella. Students who fail to comply with the Program, Rush Rhees Library, Room G-121, staff includes physicians who are specialists (585) 273-3584. requirements will be withdrawn from the in internal medicine, nurse practitioners, and University. Students with questions can Students in the School of Nursing should registered nurses. To provide students with contact UHS at [email protected] or contact the Office of Student Affairs at (585) more personal and effective interaction, all (585) 275-0697. 275-2375 regarding writing assistance services. students are assigned a primary care provider (PCP) at UHS. Students are encouraged to Health Education. The UHS Health Promotion schedule appointments with their PCP. Office promotes the wellness of the University community by providing educational programs HEALTH SERVICES UHS provides a full range of primary care serv- and activities that encourage the development of Primary health care is provided for all full-time ices, including the treatment of illnesses and a healthy lifestyle and the effective use of health University students on a prepaid basis through injuries, women’s health care, the manage- care services. The office provides opportuni- the Student Health Program. Medical care and ment of ongoing medical problems, and care ties for students to become involved in pro- health education services are provided by the and advice for any health concerns. Health moting health on campus. Students interested University Health Service (UHS), and mental education programs and services are provided in getting involved and/or wanting to schedule health services are provided by the University through the UHS Health Promotion Office. a program are asked to call 273-5775. Counseling Center (UCC). Access to medical Confidentiality. The relationship between UHS Web Site. For complete information and mental health care is provided 24 hours health care providers and their patients is con- about UHS services, hours, locations, health a day, 7 days a week, throughout the calendar fidential. UHS will not share information about insurance, announcements, and more, check year. The University Health Service/Counseling the fact or nature of a student’s visit to UHS the UHS Web site at www.rochester.edu/uhs. Center is accredited by the Joint Commission without the student’s permission. Notification Information on a wide variety of health topics on Accreditation of Healthcare Organizations of others, including parents, is considered the and links to reputable sites are available on (JCAHO). student’s responsibility unless the condition the UHS Web site. Health Plan. All full-time students pay a is serious and the student is unable to assume mandatory health fee that entitles them to use responsibility for informing others. Parental the Health Services throughout the academic UNIVERSITY COUNSELING CENTER notification and consent will be obtained for The University Counseling Center (UCC) year and the following summer (September students under age 18, as required by law. offers time-limited individual and couples 1 to August 31), as long as they are enrolled Locations and Hours. For the convenience therapy and yearlong group therapy to all on a full-time basis. The mandatory health fee of students, UHS has offices in the Medical students through the mandatory student covers visits to UHS primary care providers in Center, on the River Campus, and at the health fee. UCC therapists have experience in the University Health Service (UHS), limited Eastman School of Music. The office in the assisting students with a variety of concerns visits to UCC mental health professionals, and Medical Center is open weekdays through- such as anxiety, apprehension about major 180 STUDENT SERVICES

life decisions, depression, relationship dif- muter students are guaranteed access to park- BANKING SERVICES ficulties, family problems, eating concerns, ing permits. Resident students may find that Branches of JPMorgan Chase Bank are sexual functioning, sexual identity, roommate the only parking space available to them is in a located on the River Campus in Todd Union hassles, and general discomfort about what is lot some distance from the campus. and at the Medical Center. Each provides full happening in a student’s life. UCC also offers Parking for resident students is offered by service banking. Check cashing is provided a variety of therapy groups on topics such as lottery to those who preregister (no fresh- for students who have JPMorgan Chase ac- adult children of alcoholics, survivors of sexual man parking). Priority is by class year. It is counts. Such service also may be provided, abuse, eating disorders, bereavement, and possible that all space may be in use before up to a $100 maximum, at nominal charge for relationship issues. all resident students have purchased parking others with a University identification card. Confidentiality: All contacts with a UCC thera- permits. Most resident students make use of Additionally, ATMs are located throughout the pist are confidential. The fact that a student is the shuttle buses between University proper- campuses. using UCC will not be disclosed to any Uni- ties. Free shuttle buses providing service from ATMs are located throughout River Campus. versity official or faculty member, or to family, the more distant lots to the campus run from The ATMs are as follows: JPMorgan Chase friends, or roommates without permission of 6:30 a.m. to 3:30 a.m. weekdays when school Bank in Todd Union and Rush Rhees Library the student. Because of the sensitive nature of is in session. Road, HSBC Bank in Wilson Commons, and visits, extreme care is taken to protect the con- Vehicles displaying any paid parking permit Advantage Federal Credit Union at tunnel fidentiality of patients’ records. UCC records may park in central campus lots not restricted entrance to Rush Rhees Library and Susan are separate from UHS medical charts and by posted signs between 4 p.m. and 7:30 a.m. B. Anthony Halls. from Strong Memorial Hospital records. weekdays, and at any time on weekends and Locations and Hours: UCC has three offices, University holidays. CAMPUS POST OFFICE one in Dewey Hall on the River Campus, one For one-day visits to the campus, parking in- The Campus Post Office is a privately run in the University Towne House at the corner formation is available (and permits for the day station of the United States Postal Service that of Mt. Hope and Elmwood Avenues, and one may be purchased) at the Visitor Information is staffed by University personnel. The USPS in the Student Living Center at the Eastman and Parking (VIP) Booth on Wilson Boulevard contracts the University to sell postage and School of Music. The offices in Dewey Hall near Elmwood Avenue. money orders, and handle special service mail and the Towne House are open year round such as Express, Certified, Registered, and In- from 8:30 a.m. to 5 p.m. The Eastman School Wilson Boulevard is a city park road at the sured. Another postal service office is located office is open part time during the academic edge of the River Campus. Parking on Wilson in the University Medical Center. year, while classes are in session. Appoint- Boulevard is limited to short-term meters and ments for any UCC office can be scheduled by is not intended for student use. In order to receive mail and packages on cam- calling 275-3113. pus, students must have their own post office box. Private carrier companies (UPS, Fed Ex, After-Hours Care: A mental health professional Bicycles, Mopeds, Motorcycles, RPS, Airborne, etc.) can be shipped directly to is on call and available 24 hours a day through- and Scooters the students’ CPU box; packages of any size out the year to deal with urgent situations and In all but the snowiest of seasons, bikes are cannot be sent to individual residence hall can be reached at 275-3113 any time of the a convenient and popular means of getting rooms. Incoming freshmen will automatically day or night. between University buildings and to nearby be assigned a CPU box number at orientation. UCC Web Site. Located at www.rochester. shopping areas. Parking permits are required Mail is delivered to students Monday through edu/ucc, the UCC Web site provides informa- for motorcycles. The annual fee for motor- Friday, except on University holidays. tion about the services provided and links cycles in 2007–2008 is $15.00. Parking permits When students receive a package or piece the reader to other online health care sites. are not required for bicycles. Their use is of special service mail, they are notified by In addition, mental health questions can be subject to University regulations. Generally e-mail. The USPS does not deliver mail to the addressed to the UCC online resource “Dear speaking, these vehicles are not permitted in University on Saturdays or Federal holidays, Dr. Ana-Lyze.” This site is to be used strictly as University buildings and may not be locked to except for Express Overnight deliveries. By an educational tool and in no way attempts to trees, lamp standards, railings, or the like. taking advantage of the intramural mail sys- replace formal therapy. More information on parking guidelines may tem, students can send mail to any University be found on the University’s Web page at location, postage free. AUXILIARY SERVICES www.rochester.edu/parking/. For a nominal fee, students can send or re- University policy requires that parking, food, ceive faxes at the Campus Post Office, as well bookstore, and housing services—services INTERCAMPUS AND PUBLIC BUS as sending packages via UPS or Federal Ex- that are used selectively and substantially as SERVICES press. A variety of packaging supplies are also matters of individual preference—be sus- First Transit provides free scheduled shuttle available for purchase. tained by the fees and other charges paid by bus service to members of the University com- The box fee for an undergraduate student is those who use them, including provisions munity with a University I.D. between River $40 for the period July 1 through June 30. for depreciation, replacement of equipment, Campus, Medical Center, South Campus, all and maintenance. Those services, therefore, University apartment buildings, and off- STUDENT IDENTIFICATION CARDS are self-supporting and not supported by the campus parking lots. Free service is provided The University provides identification cards University’s tuition and other educational also between River Campus, Memorial Art for all students. They are required for check- income. Gallery, the Eastman School of Music Living Center, and stops at selected points along the ing out books from the library, cashing route. checks on campus, and may be required for AUTOMOBILES AND PARKING admission to various campus events, certain Students may bring automobiles to the Univer- Regional Transit Service (RTS) will continue facilities, and activities. The card displays the sity, but should be aware that parking spaces to provide regular, full-fare, scheduled service student’s name, an identifying color bar for for students in residence on the River Campus between downtown Rochester and University campus affiliation, and picture. Students at the are limited. Monday through Friday from 7:30 facilities. Medical Center are required to wear identifica- a.m. to 7 p.m. on-campus parking for students, tion badges. The student identification card employees, and visitors is by permit. Com serves this purpose; worn as a lapel badge or STUDENT SERVICES 181

displayed from a lanyard. ID cards include a SECURITY SERVICES educational discounts on computers, magnetic stripe and a bar code, which serve Campus Crime Statistics hardware, software, computer accessories, as keys for authorized admission to residence By October 1 of each year, University Security popular consumer electronics, and other halls, laboratories, and other areas secured by Services provides to all students and staff an related information technologies. access card readers. The ID card is required by annual report with current campus security • broadcast-quality music and movies through students to make purchases from their Dining policies, procedures, programs, and statis- convenient online media services Plan contracts, vending machines, and campus tics. In addition, free copies are provided to • competitive long-distance rates and discounted convenience stores. In addition, the student prospective students and staff on request. cellular service. ID card is the principal means for identifica- Crime statistics are reported to the United tion on campus and it is useful for positive States Department of Education (US DoEd). Students living in residence halls are also pro- identification elsewhere. The statistics are available on their Web site at vided with on-campus digital telephone service, Entering first-year students are photographed http://ope.ed.gov/security/ and on the Uni- free local calling, voice messaging service, during Freshman Orientation and keep their versity’s site at www.security.rochester.edu/. and 24-hour on-campus directory service. For cards through their senior years. Transfer stu- You can also obtain a hard copy of the report, other information about enhanced voicemail, dents are photographed early in the fall and titled Think Safe, by contacting University analog adaptors, ADA-compliant services, or spring terms. The respective colleges arrange Security Services at (585) 275-3340. University TTD equipment, please contact the IT Center special ID card photo sessions for entering Security services are available 24 hours/day, 7 at www.rochester.edu/its, itshelp@rochester. graduate student orientation programs. No days/week by calling x5-3333 from any campus edu, or (585) 275-2000. charge is made for the initial identification phone or by dialing x13 for emergencies. In card, but there is a fee for replacement of a addition, Cingular (AT&T) and Verizon cus- lost card. Worn or damaged ID cards may be tomers may make a free call to our emergency turned in for a free replacement. Upon turn- Communications Center by pressing #413 ing 21, a student may go to an ID Card Officer from their cell phone. We are in immediate for a free replacement card, to include an contact with local police, fire departments, updated photo and a change in the age desig- and emergency medical resources. nation field to “21 or Over.” University Information UNIVERSITY INTERCESSORS OFFICE Technology Intercessors provide a resource for solving Computers, networks, telephones, and in- problems that have not been addressed else- formation technology are a vital part of the where in the University. Students, staff, or fac- University experience. The staff of the Univer- ulty members who have concerns about their sity Information Technology division provides University experience that cannot be worked IT services and support. out through obvious channels are encouraged Students at the University of Rochester have to contact the intercessors office for assis- access to tance. This office is particularly interested in • a high-speed data network accessible from identifying patterns of problems that indicate residence halls and across campus. a need to change organizational structures or • University-authenticated wireless at many procedures. Helping individuals is an impor- academic and public locations around campus. tant way to learn what needs to be done to The ITS Web site contains an up-to-date improve the total environment. Intercessors coverage map. are able to address concerns regarding sexual • a large IT Center with an IT Help Desk to harassment, racial harassment, and discrimi- answer questions about various technologies nation on the basis of gender, disability, and and applications. age. The intercessors office can be reached by • several computer labs equipped with modern phone at 275-9125, 275-5931, and 275-4354 technology to help with assignments. (Medical Center). • two onsite computer stores that offer Admissions

UNDERGRADUATE ADMISSION ing commitment and achievement. Most TRAVEL INFORMATION The University of Rochester welcomes self- applicants complete at least 36 semester Rochester is served by many major airlines. directed students who demand the freedom units in academic coursework, chiefly Eng- The campus can be reached by taxicab from to study what they love. These students ap- lish, mathematics, social sciences, laboratory Rochester International Airport (ROC) in preciate the opportunities available through sciences, and foreign languages. Honors, approximately 10 minutes. The Greyhound a major research university, yet want the Advanced Placement, or International Bacca- and Trailways bus terminal is within walking personalization of a smaller school. laureate courses are expected of students in distance of East Main Street, where Regional Undergraduates are admitted as freshmen or secondary schools offering these programs. Transit Service Bus No. 19 or a taxi may be as transfer students for full-time or part-time Current licensure as a registered nurse or a taken to the River Campus. Transportation to study. Application forms, appointments for prior baccalaureate degree in a non-nursing Rochester is also provided by Amtrak trains. campus visits, and other information may field is an admission requirement for all School The River Campus is located on Wilson be obtained by writing to the Office of Ad- of Nursing programs. Boulevard at Elmwood Avenue. missions, University of Rochester, P.O. Box 270251, Rochester, NY 14627-0251, by calling (585) 275-3221 or (888) 822-2256, or via the VISITS TO THE UNIVERSITY APPLYING TO ROCHESTER Students may apply to enter Rochester for Web at www.rochester.edu. The College’s Office of Admissions welcomes families for information sessions, interviews, either the fall or spring semester. Applications For admission to the School of Nursing, please and campus tours on most weekdays through- should be submitted by October 1 for spring call (585) 275-2375 or visit www.son.rochester. out the year, including many holidays. Some consideration and January 20 for fall. Prospec- edu. weekend options are offered during the tive freshmen wanting an early decision for Individual attention is given to each student spring, summer, and fall. the following fall should see the instructions from the time he or she first becomes inter- below. Prospective students and their families who ested in the University. A staff of counselors visit the campus find that informal conver- The following materials are required before the and many faculty members participate in the sations with counselors, current students, application review can begin: an official copy advising of applicants and review of appli- and faculty prove invaluable. Sometimes the of a high school transcript, recommendations cations. Admission decisions are based on a Office of Admissions can arrange overnight from a counselor and a teacher, an official SAT student’s high school work, recommendations accommodations on campus for prospective or ACT score report, and completed application from instructors and counselors, participation students. Requests to visit campus or to stay forms, including a personal essay. and leadership in school and community overnight should be made at least two weeks Rochester uses the Common Application. life, verbal and analytical skills, outstanding in advance. Students may obtain copies of the Common achievements and talents, unique contribu- Application from their secondary schools or tions to the residential college environment, Students with questions concerning academic online at www.commonapp.org. and for transfer students, college coursework departments, student life, or extracurricular already completed. Prospective students activities may write to the Office of Admissions Applicants are invited to submit additional should interview with an admissions coun- or inquire via e-mail at admit@admissions. instructor recommendations and other mate- selor or an alumni volunteer 6–15 months rochester.edu. rials which may be useful in the application before enrolling. Applicants who cannot travel to Rochester review. may wish to speak with an alumni representa- Prospective nursing students should request RECOMMENDED PREPARATION tive in their area (where available) or review nursing application forms from the Office of FOR ADMISSION the admissions video. Please contact the Student Affairs, School of Nursing, Box SON, The University does not expect a specific Office of Admissions for information about 601 Elmwood Avenue, Rochester, NY 14642. minimum for high school or college grades interviews and other events in your area, or to Admission requirements and application or test scores. Students who can grow and request a copy of the video. forms for the School of Nursing differ from learn through Rochester’s academic programs For information on visiting the School of those of the College. and opportunities do not fit one particular Nursing, please contact the school’s Student mold, and grades and test scores are not the Affairs Office. only indicators of potential success. There- fore, students are evaluated in terms of their individual accomplishments. Rochester requires a secondary school report with recommendation(s) and a transcript show- ADMISSIONS 183

College Entrance Examinations University of Rochester are considered for The University’s Eastman School of Music Applicants for admission are required to take merit scholarships when they apply for admis- offers the Bachelor of Music (B.M.) degree in either the Scholastic Assessment Test (SAT sion to the College (Arts and Sciences, School applied music, jazz studies and contemporary Reasoning) of the College Entrance Examina- of Engineering and Applied Sciences). Some media, music composition, music theory, tion Board (CEEB) or the American College scholarships require applicants to submit music education, and musical arts. Students in Test (ACT) of the American College Testing additional documents. All applicants desiring these degree programs pursue intensive stud- Program. Both are offered several times a year merit-based awards should schedule an admis- ies in music performance and academic music at centers throughout the world. Scores from sion interview. subjects comprising approximately three-fourths SAT Subject Tests and junior-year Advanced The following is a list of all the merit awards of the program, the remainder devoted to Eng Placement (AP) and International Baccalaure- offered at the University of Rochester: 7th lish and other related humanities or science sub- ate (IB) exams are recommended but not Generation, Ahora, Bausch & Lomb, Dean’s, jects of choice. Admission is by audition and is required. FIRST, Genesee, Frederick Douglass and Susan highly selective. The Eastman School is located Applicants for fall admission should take the B. Anthony, Hillside-Rochester, IB, Kodak, in downtown Rochester and Eastman students SAT or the ACT by January of the final year Lorenzo de Zavala, Meliora Alumni, National are housed in the Student Living Center across in secondary school. Applicants whose native Merit, National Hispanic, National Achievement, the street from the School. Information on how language is not English are required to submit Navy ROTC, PRIS2M, Renaissance (full tuition), to apply for a Bachelor of Music degree at the scores from the Test of English as a Foreign Rochester Endowed, Rochester International, Eastman School of Music is available on the Language (TOEFL) or the English Language Rochester Ventures, Rush Rhees, STEP, Steven Web site: www.esm.rochester.edu/apply/. The Proficiency Test (ELPT). If applying for Early Harrison, Urban League, Wilder Trustee, Xerox, application deadline for the Eastman School of Decision; academic merit scholarships; guar- and the Youth Orchestra Scholarship. Music is December 1. anteed graduate admissions programs in For more detailed information about merit Undergraduate Dual Degree Study medicine, business, or education; or spring awards at Rochester, please visit www.enrollment. A dual degree program, offering study in the admission, applicants should take the SAT or rochester.edu/admissions/financial/merit.shtm. B.A. or B.S. degree from the College (Arts, the ACT by October. The University of Sciences, and Engineering) in addition to the Rochester code is 2928 for the SAT and B.M. degree from the Eastman School of TOEFL, and 2980 for the ACT. ENGINEERING AND Music, is available to qualified applicants. The APPLIED SCIENCES fact that Eastman is a professional school within Early Decision Prospective students interested in exploring the University of Rochester makes such com- Students who decide that Rochester is their any of the degree programs in engineering bined degree programs possible. Interested first-choice college may apply for an Early should indicate this interest on their applica- students must complete two separate applica- Decision on their applications. If admitted, tions. Because of the structured programs tion processes. Admission to the College and Early Decision candidates agree to withdraw that are typical in engineering, it is essential Eastman may be based on different criteria and all other applications and enroll at Rochester. for prospective majors to consult with faculty require different application deadlines. Finan- If the application is completed by November 1, in choosing courses and sequences. These cial aid at the two schools is based on different candidates are notified of the admission decision students are assigned faculty advisors from the criteria and policies. This autonomy of admis- by December 15. Please note that Early Deci- School of Engineering and Applied Sciences at sion processes gives each school the latitude sion candidates should take the SAT I or ACT by the beginning of their first year. to enroll its ideal students. October. Once applicants are successfully admitted to If Rochester is a student’s first-choice college, APPLYING FOR ADMISSION TO Eastman and to the College, they are consid- it is to the student’s advantage to apply for A DEGREE PROGRAM IN MUSIC ered dual degree students of the University. Advisors on each campus are assigned to these Early Decision. Those applicants not admit- There are two kinds of bachelor’s degree pro- students to coordinate the two degree pro- ted Early Decision may be reviewed again as a grams in music at the University and, hence, grams. While completing two degrees at the regular decision applicant. two different application procedures. The Col- same time can be extremely challenging, about lege offers, in cooperation with the Eastman 10–15 students each year choose to pursue this Notification of Admission Decision School of Music, the Bachelor of Arts (B.A.) option. For more information, see www.esm. An applicant for spring term admission will degree with a major in music (see page 101). rochester.edu/degrees/dd_ugrad.php. usually be notified soon after the application This liberal arts program, based on the River is complete. Applicants for the fall semester Campus, includes a combination of academic will be notified by April 1. For fall regular deci- study, private instruction, and ensemble expe- SCHOOL OF NURSING—ADMISSION sion admission, Rochester subscribes to the rience. Although the major is a demanding one All students admitted to the School of Nursing uniform Candidates’ Reply Date, whereby ad- (students usually take between one-third and must hold current licensure as a registered mitted students are not required to notify the one-half of their courses in music), many music nurse or a prior baccalaureate degree in a non- University of their decision until May 1. majors also explore beyond the introductory nursing field. The curriculum is responsive By that date, students who accept the offer level in one or more nonmusic disciplines, to adult learners, and this is the focus of the of admission submit a nonrefundable enroll- sometimes as a double major. baccalaureate program. Courses are often held ment deposit of $500 or more. The deposit is In addition to completing the application, in the evening once a week or online. The deducted from the first tuition bill after the potential B.A. music majors are encouraged School of Nursing has 3+1 agreements with start of classes. to audition (in person or by tape) to supple- area community colleges for students who ment the application for admission and to be need a basic program to become licensed as Admission decision times for the School of a registered nurse; the baccalaureate course- Nursing vary by program. placed in private instruction at the Eastman School. Students should request application work is then completed at the University of Merit Awards forms and address inquiries for the B.A. degree Rochester. Merit-based scholarships range in amount program to the Office of Admissions, Univer- Accelerated Programs for Non-Nurses: from $2,000 per year to full tuition. They sity of Rochester, P.O. Box 270251, Rochester, the one-year Accelerated Baccalaureate Pro- are invested, without regard for a student’s/ NY 14627-0251. Auditions for prospective B.A. gram for Non-Nurses (ABPNN) and three-year family’s financial circumstances, in students music concentrators are arranged through the Accelerated Master’s Program for Non-Nurses who demonstrate outstanding academic Music Program of the College, 207 Todd Union, (AMPNN) require a prior B.A. or B.S. in a non- achievement and potential. Applicants to the (585) 275-2828. nursing field, transcripts, a 3.0 GPA preferred, 184 ADMISSIONS

two letters of reference, a professional state- (or the Common Application and its supple- Applicants whose native language is not ment, and an interview. Anatomy and physiol- ment) and the special REMS Supplementary English are strongly urged to submit scores ogy, microbiology, developmental psychology, Application by December 1. Information about from the Test of English as a Foreign Language nutrition, and statistics (minimum grade of the REMS program may be obtained by writing (TOEFL). Students are expected to have a C for all) are prerequisite to the program. to the REMS Program Coordinator in the firm command of the English language before At the completion of the one-year generalist Office of Admissions. they apply; no provisional admission is offered curriculum, the Bachelor of Science degree is whereby a student may come to the Univer- awarded and students are eligible for profes- sity and spend a semester or a year learning sional registered licensing examinations. The Guaranteed Rochester English. Accelerated Degree Education Accelerated Master’s Program provides educa- For questions about undergraduate internation for generalist and specialist (advanced (“GRADE”) tional admission to Rochester, please contact practice) nursing roles and awards the B.S. GRADE is a five-year B.A./B.S.+M.S. education the Office of Admissions at admit@admissions. and M.S. degrees. Students are eligible for program for students admitted to the Univer- rochester.edu. professional registered licensing examinations sity of Rochester who are interested in becom- and nurse practitioner licensure. Students ing educators (six years if pursuing a special- All R.N. applicants intending to earn their bac- are accepted to a nurse practitioner specialty ization in counseling). GRADE students enter calaureate degree from the School of Nursing upon admission to the AMPNN program. the University with an assurance of admission should contact the Commission on Graduates of Foreign Nursing Schools (CGFNS) for infor- For the R.N. to B.S. program (baccalaure- to the Margaret Warner Graduate School of Education and Human Development with the mation on obtaining a U.S. registered nurse ate completion program for registered nurses license (www.cgfns.org). from an associate’s or diploma program), a Steven Harrison quarter-tuition scholarship 3.0 GPA is preferred. Nursing license/registra- for the duration of the program. During their tion is required. Transcripts, two letters of junior or senior year, GRADE students identify COLLEGE CREDIT reference, and a professional statement/short their area of specialization and are admitted to FOR PRIOR COURSEWORK essay are also required. the master’s program of their choice provided that they meet all the needed prerequisites. The University prefers that its entering fresh- The R.N. to B.S. to M.S. program is an ac- The program is designed to offer students a men take all their courses from Rochester celerated program for select registered nurses quality liberal arts education while also prepar- faculty. With the exception of Advanced with defined career goals who desire a mas- ing them to become educators. Placement and International Baccalaure- ter’s degree. Applicants have the same admis- ate work, the University normally does not sion requirements as master’s applicants, with grant college credit for secondary school the exception of a B.S. in nursing: R.N. licen- INTERNATIONAL STUDENTS coursework nor for courses taught in a sure/registration, two favorable references, a The University of Rochester values the secondary school by its own faculty for col- professional statement, and a statistics course diversity of a multicultural campus and lege credit. encourages international students to apply. (grade C or above). Applicants must declare a Credit may be granted for prior coursework Because of this commitment, the University specialty area. An interview may be required. completed with grades of C or better at is able to offer merit-based scholarships that GRE or MAT is optional. an accredited college or university. Upon do not exceed US $12,000 annually to highly receipt of an official transcript and course The B.S. degree is 128 credits. All arts and qualified applicants. International applicants descriptions from the college where the sciences courses may be transferred in, or are required to submit the same application student was enrolled, the coursework will challenge examinations are possible. Upon materials and take the same entrance tests be evaluated to determine if it is equivalent matriculation, 32 nursing credits are awarded as U.S. citizens, but will also need to provide to coursework offered through the College automatically for completion of an accredited proof of financial support. diploma or associate degree nursing program. at the University of Rochester. Students A minimum of 32 credits (49 credits for ac- Because SAT and ACT exams are admin- wishing to receive credit for such college celerated programs for non-nurses) must be istered less frequently abroad, and scores work, or who are now considering taking completed through the University of Roches- take longer to be reported, students are college courses elsewhere, should ask the ter School of Nursing. advised to contact the American College College Center for Academic Support, (585) Testing Program or the College Entrance 275-2354, for advice about credit transfer Applicants should contact the Office of Stu- Examination Board as soon as they decide and/or selection of courses. dent Affairs at (585) 275-2375 or visit the Web to apply to the University. The SAT or ACT For students in the School of Nursing, course site at www.son.rochester.edu for program should be taken no later than December for transfer questions should be directed to the deadlines and further information. Part-time fall admission consideration. Because it is Office of Student Affairs, (585) 275-2375. study is available. often challenging to interpret and evaluate secondary school transcripts from abroad, ROCHESTER EARLY MEDICAL translations and explanations of grading ADVANCED PLACEMENT AND SCHOLARS PROGRAM (“REMS”) systems should be submitted. The Ordinary INTERNATIONAL BACCALAUREATE and Advanced level examinations adminis- REMS is an eight-year B.A./B.S.-M.D. program tered in many countries are strongly CREDIT for exceptionally talented undergraduates. Stu- Entering students may receive course credit recommended when available; the results dents enrolled in this program enter the Uni- and/or higher-level course placement at Roch will be considered both for admission and versity of Rochester with an assurance of ad- ester through the CEEB Advanced Placement for placement. All correspondence and mission to the University’s School of Medicine Program. Advanced Placement score reports applications should be sent by air mail or by and Dentistry when they successfully com- must be forwarded to the College from the fax (585) 461-4595. plete their undergraduate degree programs, CEEB. Rochester also awards credit for satis- including GPA and premedical requirements. Application forms for the SAT may be obtained factory scores on the International Baccalaure- REMS enrollees work closely with faculty men- from secondary schools or the College En- ate (IB) higher level examinations. As soon as tors, and participate in special seminars and trance Examination Board, P.O. Box 592, Prince- these reports are received and reviewed, en- events. Successful REMS candidates possess a ton, New Jersey 08540. Application forms for rolled students are notified about placement demonstrated interest in medicine and have the ACT can be obtained through secondary or course credit. This information is used in a superior secondary school record, standard- schools or by writing to the American College course selection during Freshman Orientation. ized test scores, and recommendations. In Testing Program, P.O. Box 168, Iowa City, Iowa addition, REMS applicants must complete the 52240. regular undergraduate admission application ADMISSIONS 185

Specific questions may be addressed to the which a major is planned. After reviewing an Transfer applicants should note the Univer sity College Center for Academic Support, 312 application, the Committee on Admissions does reserve merit funds for transfer students, Lattimore Hall, P.O. Box 270402, Rochester, NY notifies the candidate of its decision soon after including Transfer Rush Rhees Scholarships, 14627. Phone: (585) 275-2354. the application is completed. Transfer Meliora Grants, and Phi Theta Kappa Scholarships. For more information Transfer Credit about these grants and merit-based awards, TRANSFER ADMISSION Courses taken at another college are evalu- applicants should contact the Office of The University of Rochester encourages ated individually for transfer credit and place- Transfer Admissions at (585) 275-3221. students who have successfully begun their ment. Courses which are judged comparable academic careers at other colleges or univer- in level and content to coursework offered at sities to continue their educations here on Rochester, and completed with grades of C READMISSION either a full-time or part-time basis. Ordinar- Students who withdraw from the College or are or better, will transfer for curriculum require- ily, students who have previously enrolled separated for any reason and who wish to re- ments or for elective credit. When a transfer for at least one semester of full-time study or enter should apply through the College Center student applies for a major, the department who have completed a minimum of 8 credit for Academic Support. Applications for readmis- will designate which transferable courses may hours at another college after graduation from sion are reviewed by the dean and other repre- be applied toward its requirements. high school are eligible to apply for transfer sentatives of the College. Students who appear admission. Students undertaking college- ready to resume their programs are generally Residency Requirement level coursework as part of their high school approved for readmission, subject to space limi- The College requires that students complete programs, or in order to satisfy high school tations in departments and residence halls. a minimum of four semesters of full-time diploma requirements, are eligible to enter as Applications for readmission should be filed one study in residence or, for part-time students, freshmen, although they are welcome to re- to two months before the beginning of the term the equivalent number of credit hours to be quest academic credit for their college work. in which the student plans to re-enter. Readmis- eligible for the bachelor’s degree. Coursework sion to the School of Nursing is handled through taken at the University prior to admission as a Application Procedure the Office of Student Affairs, (585) 275-2375. matriculated student does not count toward Transfer students may apply for admission the residency requirement. to either the fall or spring semester. Applica- tion review for the fall semester begins in Transfer students are expected to fulfill all PART-TIME STUDENTS February; for the spring semester, in Octo- requirements set by the College. The School of AND SPECIAL STUDENTS ber. Students are then notified on a rolling Nursing programs for R.N.s require a minimum Part-time nonmatriculated (non-degree) stu- basis as the applications become complete. of 32 nursing credits taken at the University of dents have an opportunity to try out various The recommended deadline for fall consider- Rochester. The School of Nursing Accelerated programs of study or just enjoy a class for ation is June 15, and for spring, October 1. It is Programs for Non-Nurses require a minimum personal enrichment. However, subsequent to the student’s advantage to complete an ap- of 49 nursing credits. These nursing credits may matriculation as a regular student, if desired, plication well in advance of the semester for be taken on a full- or part-time basis. requires application for transfer admission. which he or she is applying. This is especially For details on registering as a nonmatriculated true if the student is requesting financial aid Housing student, see How to Apply at www.rochester. and/or on-campus housing. Transfer applicants customarily receive a hous- edu/osp. Matriculated students who wish to ing assignment from the Office of Residential change their status from full-time to part-time, The School of Nursing does not accept un- Life if their deposit and the University housing or vice versa, need to inform their dean prior to dergraduate transfer students. Students must contract are received by the specified date the first day of classes. Tuition will be adjusted have a prior associate’s degree in nursing OR a each year. Students in need of housing whose for students who change their time status after prior non-nursing baccalaureate. application process is completed after all avail- classes begin. able space has been allocated will be offered Application Materials For more information about part-time en- assistance in securing alternative housing. In addition to the transfer application form, rollment please visit the Office of Part-time transfer applicants should submit official tran- Studies, 127 Lattimore Hall, www.rochester. Campus Visits scripts from each college previously attended; edu/osp, or call (585) 275-2344. Students who are considering transfer are a recommendation from the last college at- urged to visit the campus to become familiar Special guidance in planning a program of study tended on a full-time basis; a high school tran- with the University community and to obtain in engineering is available from the School of script (or equivalent) and recommendation; answers to their questions about Rochester. Engineering and Applied Sciences in Lattimore SAT or ACT scores; and a catalog or bulletin Requests for application materials and cam- Hall and in nursing from the School of Nursing from each college so all previous coursework pus visits should be directed to the Office of in Helen Wood Hall. Part-time students are en- can be evaluated for transfer credit. Transfer Admissions, University of Rochester, couraged to write or call for appointments. International students living outside the P.O. Box 270251, Rochester, NY 14627-0251, The category special student includes those United States are required to submit the same telephone (585) 275-3221 or (888) 822-2256. full-time students who want to pursue course documents (officially translated, if the orig- Students who bring copies of their transcripts work not leading to a degree, those who wish inals are not in English) and to take the same may obtain an advisory opinion of their prob- to complete professional school prerequisites, tests as students living in the United States in able transfer credits and class standing. and “visiting” students currently enrolled order to complete their applications. In ad- in another college who wish to attend the dition, applicants whose native language is not Financial Aid University for only a term or a year. Preprofes English must submit scores from the Test of Transfer students in need of financial as- sional advising is available to special students English as a Foreign Language (TOEFL) or the sistance should file the College Scholarship planning to complete requirements at the English Language Proficiency Test (ELPT). Service’s (CSS) PROFILE Application and University for admission to medical or dental the Free Application for Federal Student Aid school, law school, or other graduate and Academic Review (FAFSA). It is recommended that students health professions programs (refer to Career Emphasis is placed on the most recent course- requesting financial assistance complete the and Counseling Services). Prospective special work completed at the college level. Applica- application early. For additional information students are welcome to direct their inquiries tions from candidates who could enter with see the section on financial aid on page 186 to the Office of Transfer Admissions at (585) more than four semesters of transfer credit . 275-3221. are generally reviewed by the department in Financing an Education

Expenses to be anticipated in determining All students accepted into the School of Engi- Billing statements are sent in the student’s the cost of an education at Rochester can neering and Applied Sciences become respon- name, to the address indicated on the Pay- best be understood as a combination of fixed sible for two years of equipment fees. These ment Agreement. The agreement is applicable and variable expenses. Fixed costs are those fees are normally assessed in the junior and only to tuition and required fees, which are payable directly to the University for tuition, senior years at a rate of $337.50 each semester. included in the Enrolling Student Packet. fees, and room and board for those living on All students are required to sign a payment campus and participating in a University board The College: agreement. All other charges will be due in plan. Those costs and information relevant to Fixed Cost Summary 2007–2008 full by the date indicated on the statement. If their payment are summarized below. full payment is not received by the due date, Variable expenses are those which an indi- Tuition the University will assess a late payment fee of vidual student incurs over and above these (for full-time students) 1 percent of the amount past due. Students fixed costs. The largest components of vari- The College...... $34,380 who have not returned a Payment Agreement able expense are likely to be books and trans- Room...... 6,180 will be unable to register for class until the portation. Amounts spent for clothing, rec- Board...... 4,798* Agreement is submitted and will be expected to pay the full amount due before the next reation, and personal items will differ widely Fees (approximately)...... ______868 due date. Arrangements to have funds avail- according to the financial circumstances and Total Annual Fixed Cost...... $46,226 personal spending patterns of individuals. able for payment should therefore be made well in advance of each due date. Postdated On the basis of past experience and for pur- *Other plans available. checks submitted cannot be held for deposit. poses of assessing the need for financial aid, Engineering juniors and seniors pay an engineering Students who are delinquent in their pay- the Financial Aid Office can estimate the av- equipment fee of $675 per year. ments are not allowed to register for the next erage cost to an undergraduate for one year. NOTE: For adjustment of charges in case of withdrawal, semester, receive transcripts, participate in Generally referred to as the estimated cost of see page 173, Adjustment Charges, Withdrawal, and Inactive Status. the housing lottery, or receive their diplomas. attendance, this figure for students living on NOTE: Noncredit course fees. All persons attending Students with delinquent balances at the end campus during the 2007–2008 academic year noncredit courses must pay fees as announced for of a semester may be withdrawn from the is $48,150. Commuting students who live with these courses. University. All prior academic year balances their parents in the greater Rochester area must be paid in full before the start of the may estimate an annual budget of $42,420. next academic year. Students whose past due In addition to fixed costs, undergraduates balance is $5,000 or greater, or who submit a Fixed Costs should expect to pay an average of $860 for check that is returned by the bank, are subject Tuition for full-time undergraduates in the books, $1,130 for personal expenses, plus to cancellation of registration for the current College is $34,380 for the 2007–2008 academic their travel costs. semester and withdrawal from the University year. (Please note that tuition and fees for the unless acceptable arrangements are promptly Eastman School of Music and the School of Payment Options made. Nursing will vary.) A room in a campus resi- Undergraduate students are billed on the basis dence, double occupancy, is $6,180 per year. of charges for each semester. The University Financial aid awards to be received by students The most comprehensive board plan is $4,798 offers three options for payment of tuition and will be used as anticipated credits against per year. Freshmen incur a one-time charge fees. (1) A Monthly Payment Option consists charges assessed, following receipt of all of about $200 for meals and accommodations of four monthly payments for each semester. proper documentation. Questions concerning during orientation. An administrative fee is charged when this plan financial aid awards, what documentation is chosen. (2) A Semester Payment Option must be submitted to the University, etc., A mandatory health fee of $576 per year is consists of one payment for each semester. (3) should be directed to the Financial Aid Office. charged to all full-time students. An International Payment Option for students A Prepaid Tuition Plan is available that enables All students pay an activity fee, which is estab- with an international billing address consists incoming first-year students to prepay four lished annually by the student government. of one payment for each semester. Students years of tuition at the rate in effect during the The fee is $232 for the academic year. In ad- are billed two months in advance of the due year of initial enrollment. Enrolled students dition, all resident students pay a social fee of date and payment must be in US dollars and may join the plan at the beginning of the fall $10 for the academic year. drawn on a U.S. bank. semester, as long as four or more semesters remain in their undergraduate program. The tuition rate charged will be the rate in effect at the time they join the plan. More information FINANCING AN EDUCATION 187

on this plan and the other payment options General Awarding Guidelines National Science and Mathematics Access is available from the bursar’s officevia their Students receiving merit- or need-based to Retain Talent (National SMART) Grant. Web site: www.rochester.edu/adminfinance/ University scholarships/grants should be aware National SMART Grant is a federal program bursar/. that certain restrictions apply: providing assistance to third- and fourth-year Detailed information about financial aid fol- • Entering freshmen are limited to eight students demonstrating the highest need. lows. In addition, parents may wish to inves- semesters of scholarship/grant assistance, Eligible students must be U.S. citizens, have tigate time payment plans available through transfer students are eligible for assistance declared an eligible major, and maintain a commercial lenders and local banks to pay for until the graduate date determined at the minimum 3.0 cumulative GPA. University education costs. time of admission Federal Supplemental Educational Op- • University scholarships/grants require full- portunity Grant (FSEOG). FSEOG is a joint time enrollment (at least 12 credits/semester) program between the federal government and FINANCIAL AID • Students must meet Satisfactory Academic the University to provide additional funding The Financial Aid Office is here to help stu- Progress requirements to those students whose families demonstrate dents and their families afford the investment • University scholarships/grants are not avail- the highest need. of a Rochester education through a combina- able for summer coursework tion of different aid programs. New York State Tuition Aid Program (TAP). TAP is a New York State grant program Applying for Financial Aid TYPES OF FINANCIAL ASSISTANCE based on a family’s New York taxable income Incoming students must complete the CSS Merit-Based Scholarships and the student’s level of study. In addition PROFILE online at www.collegeboard.com. Merit-based scholarship recipients demon- to the FAFSA, a separate TAP application is The University of Rochester school code is strate outstanding academic achievement, required by the state. If the application is not 2928, and our priority deadline is February 1 talent, leadership, and potential. The Admis- completed, any estimated TAP award in the fi- for regular decision applicants (November 15 sions Office carefully considers a student’s nancial aid package will be lost. The University for early decision applicants). Students must application for admission when making these of Rochester TAP filing code is 1015. meet these priority deadlines to ensure full decisions. The Admissions section provides consideration for need-based assistance. If additional information on these awards. Merit- State Grants. Certain states outside New a student’s parents are divorced, separated, based scholarships will be included in the York will allow their grant programs to be used or never married, the non-custodial parent calculation of need-based aid. at schools in New York. Contact your state must also complete the Non-Custodial Parent agency for more information. PROFILE. Need-Based Financial Aid Programs Demonstrated need is calculated by subtract- Loans In addition, students must submit the Free ing a family’s estimated contribution from Federal Perkins Loan. The Perkins Loan Application for Federal Student Aid (FAFSA) our cost of attendance. The Financial Aid Program is a joint program between the fed- online at www.fafsa.ed.gov as soon as possible Office uses demonstrated need to determine eral government and the University designed after January 1. The University of Rochester eligibility for scholarships, grants, loans, and to provide low interest loans to assist students school code is 002894. In addition, copies of work opportunities. While every student’s whose families demonstrate the highest need. parent and student federal tax returns may be financial aid package is different, the following requested. Subsidized Federal Direct Loan. The are some of the most common financial aid Direct Loan Program is a federal program All applicants who are not U.S. citizens or per- programs. Amounts will vary based on each designed to provide students demonstrating manent residents should file the International individual student’s demonstrated need. Aid financial need with a low-interest loan to help Student Financial Aid Application, available cannot disburse to the student account until cover the cost of education. Maximum annual through the Office of Admissions. 10 days prior to the beginning of classes each eligibility is determined be a student’s class term. year standing. Renewing Financial Aid Students receiving need-based financial aid GRANTS Work Opportunities must file the FAFSA each year. Additional Rochester National Grant. The University Federal Work-Study Program (FWS). The application materials are also required, and of Rochester commits significant resources to FWS Program is a joint program between the students are notified prior to the start of the need-based grant funding. federal government and the University de- spring semester each year so that they may Endowed Scholarships. The Rochester Na- signed to provide opportunities for students complete the application process by April 15. tional Grant program is also funded through to work during the school year to earn money Returning students who do not submit their hundreds of need-based endowed scholar- to help cover their educational expenses. financial aid application with all supporting ships, which assist the University in maintain- Opportunities are available across campus as documentation by April 15 should be aware ing its commitment to meet the full demon- well as the surrounding community. Students that they are not guaranteed full consideration strated need of each incoming student. are paid an hourly wage for work performed. for need-based assistance and may have their There is a special emphasis on community aid reduced due to limited funding. Federal Pell Grant. The Pell Grant is a federal program designed to assist students service opportunities See Career Center (page Estimated Family Contribution whose families demonstrate the highest need. 172) for more information on these offerings. The family contribution is based on an analy- Academic Competitiveness Grant (ACG). Institutional Employment. Campus em- sis of the financial aid application materials ACG is a federal program providing assistance ployment is not limited to the FWS Program. provided by each student that takes into con- to first- and second-year students demonstrat- Many students without FWS eligibility work in sideration income, assets, family size, number ing the highest need. Eligible students must dozens of different departments on campus. of siblings in college, and other variables. As be U.S citizens who have completed rigorous these variables often change from year to year, secondary school programs. An initial esti- students must submit application materials mate may appear in your award letter; further each spring to assess the family contribution review is needed to confirm the award. Any es- for the coming academic year. timated awards not confirmed will be replaced with University funds. 188 FINANCING AN EDUCATION

OTHER FINANCIAL RESOURCES Unsubsidized Federal Direct Loan. The For financial aid assistance for the School of In addition to the merit- and need-based pro- Direct Loan Program also offers an unsubsi- Nursing, please see www.son.rochester.edu/ grams offered through the University, there dized version for students whose financial son/prospective-students/finances/financial-aid. are many other financial resources students need is met through other resources. The and families may wish to pursue. For example, interest on this low interest educational loan Part-Time Employment the strength of the candidates who apply to accrues while the student is in school. Students may receive Federal Work-Study as the University often makes our applicants Federal Direct Parent Loan for Under- part of their total aid award. Earnings through excellent candidates for outside scholarships. graduate Students (PLUS). The PLUS Federal Work-Study are paid directly to the Family employers, local foundations, clubs, Program allows parents to borrow up to the student at a rate dependent on the specific and community agencies are excellent sources cost of education minus any other financial job held. Ordinarily 10 to 15 hours per week is for scholarship opportunities. In addition, stu- aid offered. a suggested work load for students who seek dents should take advantage of resources such to earn the amount awarded. Opportunities as their guidance office, local library, and the are also available to students without Federal Internet. The Financial Aid Office’s Web site SCHOOL OF NURSING Work-Study funding who wish to work on includes links to multiple resources: http:// School of Nursing Grants. For this and campus. The Career Center is the central- enrollment.rochester.edu/financial/. any other nursing grants, please contact the ized site for on-campus information regard- School of Nursing directly at (585) 275-2375. ing postings. See the section on Career and Many families are also interested in financing a Federal Nursing Loans. Loans from this Counseling Services for more information on portion of the cost of education through long- these offerings. term financing options. Additional information federal program are authorized by the Finan- regarding these options, as well as alternative cial Aid Office. Repayment begins nine months loan options, is available in the Financial Aid after completion of studies. Similar to Federal Office. Common programs include the Perkins Loans, specified deferment provisions following: are available. Eligibility is restricted to U.S. citizens or permanent residents. General Regulations

Students are expected to abide by the rules of INVENTORY OF graduate programs offered at the University the University and its faculties and to conduct REGISTERED PROGRAMS may be found in the Official Bulletin: Grad- themselves in accordance with accepted stan- uate Studies. Programs offered at the Eastman The New York State Education Department dards of good citizenship, honesty, and pro- School of Music may be found in the Official has authorized the University of Rochester to priety, and with proper regard for the rights of Bulletin: Eastman School of Music. offer the undergraduate-level programs which others. When the University delegates judicial appear in the following inventory. A listing of and disciplinary responsibilities to faculty, staff, or student groups, students must abide by their decisions. Of course, students must Program Hegis obey federal, state, and local laws as would any Code Code Program Name Degree Cert other citizens. The College Disciplinary sanctions up to and including 27645 2211 African & African-American Studies BA expulsion may be imposed upon members of 25080 1199 American Sign Language BA the University community for certain infrac- 10797 2202 Anthropology BA tions, including by way of example the 83250 1703 Applied Mathematics BS following: Art and Art History 1. Academic cheating or plagiarism, furnishing 10677 1003 Art History BA false information to the University or to mem- 10676 1002 Studio Arts BA bers of the University community, forgery, 10608 0401 Biology BA alteration or misuse of University documents, 81462 0401 Biological Sciences BS records, or identification cards, or violation of 21510 0401/0425 Biological Sciences—Neuroscience BS/MS fire safety regulations; and 20182 2002 Brain and Cognitive Sciences BA 2. Acts which are illegal under the law, in- 29039 2002 Brain and Cognitive Sciences BS cluding, but not limited to, theft; disorderly 10767 1905 Chemistry BA conduct; computer crime; manufacture, sale, 10766 1905 Chemistry BS possession, or distribution of illegal drugs, 19800 0701 Computer Science BA including alcohol; rape; possession or use 19799 0701 Computer Science BS of firearms or explosive materials; assault or Earth and Environmental Sciences battery; vandalism; reckless endangerment 91548 0420 Environmental Science BS of other persons; unauthorized possession 91549 0420 Environmental Studies BA of master keys; and failure to comply with 10776 1914 Geological Sciences BA reasonable requests of University officials in 10779 1914 Geological Sciences BS performance of their duties. 10669 0912 Geomechanics BS 10798 2204 Economics BA The above is not an exhaustive list or 10729 1501 English BA description of the precise conduct that 83154 1010 Film and Media Studies BA may lead to discipline, but is intended to 31197 2204 Financial Economics BA be illustrative. Specific policies, rules, and 85228 2299 Health & Society BA regulations concerning academic and non- 10802 2205 History BA academic conduct, and the procedures for 10812 4901 Interdepartmental Degree Program BA addressing violations are available from the 10739 1505 Linguistics BA deans’ offices of the College, the Eastman 10744 1701 Mathematics BA School of Music, and the School of Nursing. 27779 1701 Mathematics BS 77418 1799 Mathematics & Statistics BA Modern Languages and Cultures 78107 1503 Comparative Literature BA 10702 1102 French BA 10706 1103 German BA 87111 1108 Japanese BA 10715 1106 Russian BA 10714 1105 Spanish BA 10691 1005 Music BA 10740 1509 Philosophy BA 190 GENERAL REGULATIONS

Program Hegis UNIVERSITY RECORDS Code Code Program Name Degree Cert The University policy on student records is available to students and their parents through 10756 1902 Physics BA the Office of the University Registrar. 10758 1902 Physics BS 10775 1901 Physics & Astronomy BA Reports to Parents 10774 1901 Physics & Astronomy BS It is the policy of the University to consider all 10805 2207 Political Science BA matriculated undergraduate students depen- 09314 2001 Psychology BA dent until the age of 21 unless they formally Religion and Classics declare their independence, either at the time 10736 1504 Classics BA of enrollment or subsequently through appli- 10743 1510 Religion BA cation to the dean’s office of their college. 19679 0307 Russian Studies BA 10751 1702 Statistics BA Unless otherwise directed, reports concerning 85431 1702 Statistics/Medical Statistics BA/MS dependent students will be sent to the parent(s) 83147 4903 Women’s Studies BA or guardian(s) at the address designated on School of Engineering and Applied Sciences the registration materials at the time of 20883 0905 Biomedical Engineering BS enrollment. 10662 0906 Chemical Engineering BS If divorced or separated parents wish to receive 10663 0909 Electrical and Computer Engineering BS individual mailings, the student should so ad- 80164 0909 Electrical and Computer Engineering BS/MS vise the registrar’s office (College and School 10655 0901 Engineering & Applied Science BS of Nursing students, Office of the University 91240 0901 Engineering Science BA Registrar; Eastman School students, the East- 10669 0912 Geomechanics BS man School Registrar). 10668 0910 Mechanical Engineering BS 10673 0999 Optics BS Notification of a change of address, or of a School of Nursing change in the designation of the parent who is 26701 1203.00 Accelerated Bachelor’s Programs for Non-Nurses BS to receive University mailings, should be made 22440 1203.00 R.N. TO B.S. Nursing BS by the student to the appropriate registrar’s 26702 1203.00/ Nursing/Accelerated Master’s Program for office. 1203.10 Non-Nurses—Adult Nurse Practitioner BS/MS 26703 1203.00/ Nursing/Accelerated Master’s Program for DESCRIPTION OF POLICIES 1203.10 Non-Nurses—Acute Care Nurse Practitioner BS/MS AND RULES 26704 1203.00/ Nursing/Accelerated Master’s Program for A list of publications that fully describe all 1203.10 Non-Nurses—Care of Children & Families policies and rules pertaining to University Pediatric Nurse Practitioner BS/MS programs is contained in the course schedule 26706 1203.00/ Nursing/Accelerated Master’s Program for published before the start of each term and on 1203.10 Non-Nurses—Family Nurse Practitioner BS/MS the University’s Web site. These publications 26707 1203.00/ Nursing/Accelerated Master’s Program for include, for example, an undergraduate course 1203.10 Non-Nurses—Gerontological Nurse Practitioner BS/MS description handbook, the Official Bulletin: 26708 1203.00/ Nursing/Accelerated Master’s Program for Graduate Studies, the UR Here handbook and 1203.10 Non-Nurses—Psychiatric/Mental Health the College Dean of Students’ pamphlet enti- Nurse Practitioner BS/MS tled Student Discipline: Conduct Standards, 26709 1203.00/ Nursing/Accelerated Master’s Program for Policies, and Procedures,for undergraduates. 1203.10 Non-Nurses—Psychiatric/Mental Health Policies and rules for nursing students are listed Nurse Practitioner Child and Adolescent BS/MS in the student handbook. 91014 1203.10 Nursing/Acute Care Nurse Practitioner BS/MS 91018 1203.10 Nursing/Adult Nurse Practitioner BS/MS 84160 1203.10 Nursing/Care of Children & Families—Pediatric STUDENT COMPLAINT PROCEDURE Nurse Practitioner BS/MS Both informal and formal procedures exist 22502 1203.10 Nursing/Care of Children & Families—Pediatric to resolve student complaints involving Nurse Practitioner/Neonatal Nurse Practitioner BS/MS harassment, discrimination, and other 20271 1203.10 Nursing/Family Nurse Practitioner BS/MS issues. Information about such procedures 20272 1203.10 Nursing/Gerontological Nurse Practitioner BS/MS can be obtained from the deans’ offices 91016 1203.10 Nursing/Psychiatric/Mental Health Nurse of the College, the Eastman School of Practitioner BS/MS Music, and the School of Nursing; from the Eastman School of Music University Intercessors; or by contacting the 10684 1004 Applied Music BM University’s Equal Opportunity Coordinator 10679 1004.10 Composition BM at 24 Wallis Hall, phone 275-9125. More 19692 1004 Jazz Studies and Contemporary Media BM information about complaints can be found 13890 0832 Music Education MB B in the UR Here handbook and the Official 23682 0832 Music Education Birth–12 BM B Bulletin: Graduate Studies. 22428 1004 Musical Arts BM 10683 1004.10 Theory BM

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Key 39. Crosby Hall 71. Eastman Dental Center* 1. Rush Rhees Library* 40. Wilson Commons* 72. Parking Garage 2. Morey Hall* 41. Frederick Douglass Bldg.* 73. Ambulatory Care Facility Eastman Kodak Colonnade Bookstore 74. Hospital Lobby 3. Lattimore Hall* Dining Center 75. Strong Memorial Hospital* 4. Strong Auditorium* The Meliora 76. Frank and Caroline Gannett Emergency 5. Schlegel Hall* 42. Robert B. Goergen Athletic Center* Center 6. James S. Gleason Hall* Alexander Palestra 77. Supplies & Accounts Bldg. 7. Dewey Hall* Edmund A. Hajim Alumni Gymnasium 78. James P. Wilmot Cancer Center 8. Carol G. Simon Hall* Field House 79. University Health Service 9. Hoyt Hall* Pool and courts 80. School of Medicine and Dentistry* 10. Bausch & Lomb Hall* Squash and Racquetball Center 81. Medical Center Annex 11. Meliora Hall* 43. Fauver Stadium* 82. Central Utilities Plant 12. Harkness Hall* 44–48. Susan B. Anthony Halls* 83. Arthur Kornberg Medical Research Building* 13. Gavett Hall* 44. Gates Hall 84. Medical Research Building Extension* 14. Taylor Hall* 45. Morgan Hall 85. Helen Wood Hall* 15. Hopeman Engineering Bldg.* 46. Hollister Hall 86. KinderCare Learning Center 16. N.Y. State Center for 47. Danforth Dining Center 87. University Park* Advanced Technology 48. Gannett Hall 88. Graduate Maisonettes* 17. Wilmot Bldg.* 49. Spurrier Hall* 89. de Kiewiet Tower* 18. Robert B. Goergen Hall for Biomedical 50. Sage Art Center* 90. Valentine Tower* Engineering and Optics* 51–52. Founders Court 91. Administrative Annex 19. Computer Studies Bldg.* 51. Anderson Tower 92. Center for Optoelectronics Carlson Science and Engineering Library 52. Wilder Tower and Imaging 20. Hylan Bldg.* 53. Facilities and Services Bldg. 93. Robert L. Sproull Center for Ultra High 21. Hutchison Hall* 54–59. Hill Court Intensity Laser Research Hubbell Auditorium 54. Fairchild House 94. Laboratory for Laser Energetics Lander Auditorium 55. Gale House 95–96. Advancement and Alumni Center 22. Wallis Hall* 56. Slater House 97. Whipple Park Apartments* Admissions Office 57. Munro House University Administration Offices 58. Kendrick House 1. Rush Rhees Library: Departments of His- 23. Interfaith Chapel* 59. Chambers House tory, Religion and Classics, and Film and Media 24. Todd Union* 60–65. Mt. Hope Campus Studies; College Writing Program; Multidisci- 25. Delta Kappa Epsilon 60. 575 Mt. Hope Ave. plinary Language Lab; Computer Sales; princi- 26. Alpha Delta Phi 61. 590 Mt. Hope Ave. pal library for the River Campus. 27. Theta Chi 62. 630 Mt. Hope Ave. 2. Morey Hall: Departments of English 28. Psi Upsilon (Peter Barry House) and Art and Art History; Frederick Douglass 29. Quad Annex 63. 668 Mt. Hope Ave. Institute for African and African-American 30. Sigma Alpha Mu (Ellwanger & Barry Bldg.) Studies; Department of Naval Science; Office 31. Sigma Chi 64. 692 Mt. Hope Ave. of Minority Student Affairs; Higher Educa- 32. Medieval House (Patrick Barry House) tion Opportunity Program; and International 33. Drama House 65. 685 Mt. Hope Ave. Student Office. 34. Burton Hall 66. Towne House* 3. Lattimore Hall: Office of the Registrar; 35. Lovejoy Hall 67. Data Center Services (DCS) Offices of the Dean of the College and of the 36. Tiernan Hall 68. Mt. Hope Professional Bldg. Dean of the School of Engineering and Ap- 37. Gilbert Hall 69. Mail Services Bldg. plied Sciences; College Center for Academic 38. Hoeing Hall 70. Goler House* Support; College Center for Study Abroad and Interdepartmental Programs; Learning

*Description on pages 192–193. UNIVERSITY BUILDINGS 193

Assistance Services; Orientation Office; De- 19. Computer Studies Bldg.: Offices, class- 43. Fauver Stadium: 5,000-seat stadium partments of Anthropology, Linguistics, Mod- rooms, and laboratories of the Departments with a lighted, artificial-turf playing surface ern Languages and Cultures, and Philosophy; of Computer Science and Electrical and Com- surrounded by an eight-lane, 400-meter run- Susan B. Anthony Institute for Gender and puter Engineering; Carlson Library. ning track. Site of intercollegiate field hockey, Women’s Studies; American Sign Language 20. Hylan Bldg.: Offices of the Department lacrosse, football, soccer, track and field. Lab; a 153-seat auditorium; classroom and of Mathematics; Office of Research and Project Planning and Project Management and the Of- seminar rooms. Administration; Office of Technology Transfer; fice of the University Architect are located on 4. Strong Auditorium: Two halls, seating classrooms, conference rooms, commons the second floor. The Parking Office is at the 1,000 and 400 persons, used for lectures, rooms, and seminar rooms. south end of the stadium. films, stage productions, and concerts. 21. Hutchison Hall: Classrooms, lecture 44–48. Susan B. Anthony Halls: Under- 5 and 6. Schlegel Hall and Gleason Hall: halls, laboratories, offices, and commons graduate residence and Danforth dining William E. Simon Graduate School of Business rooms of the Undergraduate Program in Biol- center; University Health Services; Services Administration M.B.A. Program, Computing ogy and Medicine; Departments of Biology, Division offices. Center, Career Services, Executive Develop- Chemistry, and Earth and Environmental Sci- 49. Spurrier Hall: Dance studio and music ment Program, and classrooms. ences; a greenhouse complex. practice rooms. 7 and 8. Dewey Hall and Carol G. Simon Hubbell Auditorium: 483-seat auditorium 50. Sage Art Center: Teaching and studio Hall: Margaret Warner Graduate School of in Hutchison Hall for lectures, special meet- facilities for visual arts programs. Education and Human Development admin- ings, and conferences. 66. Towne House: East Wing—Human istrative and faculty offices; William E. Simon Lander Auditorium: 148-seat auditorium Resources; Clinical Practice Evaluation; Se- Graduate School of Business Administration in Hutchison Hall. curity; Planning and Project Management; administrative and faculty offices; Counseling 22. Wallis Hall: University administrative University Audit. Center—Graduate Housing; & Mental Health Services; teaching laborato- offices; Office of Admissions. Neurology Clinical Trials Coordination Center; ries of The Institute of Optics. 23. Interfaith Chapel: Center for campus Counseling & Mental Health Services; Finance. 9. Hoyt Hall: 300-seat auditorium for lec- religious activities and chaplains’ offices. West Wing—University Computing & Systems tures, meetings, films, and conferences. 24. Todd Union: Noteworthy as one of the Center; Telecommunications. 10. Bausch & Lomb Hall: Department of first student unions in the United States, 70, 87, 88, 89, 90, 97. University Apart- Physics and Astronomy. essentially replaced by Wilson Commons. ments: George Washington Goler House; 11. Meliora Hall: Office of the Bursar; Office Houses the offices of the River Campus Music University Park, Graduate Maisonettes, de of Student Financial Assistance; College Career Department, the Campus Postal Unit, a bank, Kiewiet Tower, Valentine Tower; Whipple Park. Center; Departments of Brain and Cognitive Todd Theater, and two student radio clubs, 71, 75, 80, 85. University Medical Cen- Sciences and Clinical and Social Psychology; WRUR-AM and FM and K2ZWI (Amateur ter: Eastman Dental Center; Strong Memorial Center for Visual Science; River Campus Copy Radio). Hospital; School of Medicine and Dentistry; Center; administrative offices; and general 40. Wilson Commons: The campus center School of Nursing. classroom facilities. with student organization offices, a recreation 83. Arthur Kornberg Medical Research 12. Harkness Hall: Offices of the Depart- center, lounges, meeting and performing Bldg: Laboratories and offices for the Aab ments of Economics and Political Science; facilities, dining services; Office of the Dean Institute of Biomedical Sciences. Wallis Institute. of Students; the Common Ground cof- 84. Medical Research Building Extension: 13. Gavett Hall: Offices, classrooms, and feehouse; Hirst Lounge; William H. Stackel Laboratories and offices for the School of laboratories of the Department of Chemical Meeting Room; Hartnett Art Gallery; Arthur J. Medicine and Dentistry. Engineering; laboratories of the Department May Multi-Purpose Room; Samuel M. Havens 85. Helen Wood Hall: School of Nursing; of Mechanical Engineering and of The In- Lounge; Fred Gowen Room; Ruth Merrill Program for Pediatrics; Departments of Com- stitute of Optics. Student Organization Center; George Graham munity and Preventive Medicine and Family 14. Taylor Hall: Center for Electronic Imag- Smith Plaza. Medicine; classrooms. ing Systems; College Facilities Machine Shop. 41. Frederick Douglass Bldg.: A student 15. Hopeman Engineering Bldg.: Offices, dining center; meeting rooms; University classrooms, and laboratories of the Depart- bookstore; The Meliora (formal/informal ments of Electrical and Computer Engineer- dining). ing; Mechanical Engineering, Biomedical 42. Goergen Athletic Center: An 11,000- Engineering. square-foot fitness center, locker rooms, a 17. Wilmot Bldg.: Offices, seminar rooms, multi-activity center, a central issue room for and laboratory facilities for The Institute of equipment, and all departmental offices; the Optics. Palestra is home to Yellowjackets basketball 18. Robert B. Goergen Hall for Biomedi- and volleyball in addition to serving as a venue cal Engineering and Optics: A 100,000- for University concerts and special events; square-foot building that houses the Depart- field house includes an indoor 200-meter ment of Biomedical Engineering, including running track and synthetic activity infield; student and faculty laboratories, auditorium, aquatic center includes a 25-yard by 25-meter and classrooms. Also houses faculty offices pool and a separate diving well with one- and and research laboratories for the Institute of three-meter diving boards; also houses an ath- Optics. letic training facility; four indoor tennis courts, five international squash courts, two racquetball/handball courts, an aerobics studio, and three combination basketball/volleyball courts. Index

A Anthony, Susan B., Institute...... 134 C Abbreviations List...... 197 Anthropology...... 23 Calendar, Academic...... 12 Academic Advising ...... 170 Arabic...... 126, 129 Career Center...... 177 Academic Calendar...... 12 Art and Art History...... 25 Cell and Developmental Biology...... 34 Academic Honesty...... 175 Arts, Studio...... 26 Certificate Programs...... 8, 10 Academic Services and Information...... 170 Arts and Sciences, see the College...... Chapel, Interfaith...... 178 Academic Transcripts...... 174 Asian Studies...... 30 Chemical Engineering...... 142 Achievement in College Leadership...... 18 Astronomy, Physics and...... 108 Chemistry...... 45 Actuarial Studies...... 18 Athletics and Recreation...... 177 Chinese...... 89, 91 Administration...... inside back cover Attendance, Class...... 171 Classical Studies...... 126, 129 Administrative Officers Audited Courses...... 171 Classics, Religion and...... 125 The College ...... 14 Automobiles and Parking...... 180 Clinical and Social Sciences in Psychology.... 49 Engineering and Applied Sciences, School Auxiliary Services...... 180 Cognitive Science, see Brain and of...... 136 Cognitive Sciences Eastman School of Music...... 158 B College, the...... 6, 14 Nursing, School of...... 159 Bachelor of Arts Degree Administrative Officers...... 14 William E. Simon Graduate School of Bachelor of Science Degree Arts and Sciences1...... 5 Business Administration...... 163 Arts and Sciences...... 15 Certificate Programs...... 7, 10 Margaret Warner Graduate School of School of Engineering and Applied Courses of Instruction Education and Development...... 167 Sciences...... 136 (by department)...... 18–135 Admissions...... 182 School of Nursing...... 159 Degree Requirements...... 15 Advanced Placement...... 184 Bachelor’s and M.D. Degree Program...... 11 Degrees Offered...... 10 Applying to Rochester...... 182 Bachelor’s Programs, Combined...... 11 Extradepartmental Courses...... 18 Business Administration...... 163 Banking Services...... 180 Faculty (by department)...... 18–134 Credit for Prior Coursework...... 184 Bicycles and Motorcycles...... 180 Minors...... 10 Early Decision...... 183 Biochemistry and Biophysics...... 32 School of Engineering and Applied Education and Human Development... 167 Biology...... 33 Sciences...... 6, 136 Engineering and Applied Sciences...... 183 Biology and Medicine, Undergraduate Administrative Officers...... 136 Entrance Exams...... 183 Program in...... 31 Flexible First Year...... 137 Guaranteed Rochester Accelerated Biomedical Engineering...... 138 B.S.-M.S. Programs...... 138 Degree Education (GRADE)...... 184 Biotechnology...... 32 Career Center...... 177 International Students...... 184 Brain and Cognitive Sciences...... 40 Certificate Programs...... 10 Merit Awards...... 183 Buildings...... 192 Courses of Instruction Music...... 183 Bus Service...... 180 (by department)...... 141–155 Notification of Admission Decision...... 183 Business Administration, William E. Simon Degree Requirements...... 136 Nursing...... 183 Graduate School of...... 6, 163 Degrees Offered...... 10 Part-Time and Special Students...... 185 Admission Requirements...... 163 Double Degrees...... 137 Readmission...... 185 Career Management Center...... 165 Engineering Science Program... 136, 157 Rochester Early Medical Scholars...... 184 Computing Center...... 165 Faculty (by department)...... 138–156 Transfer Admission ...... 185 Concentrations...... 164 Minors...... 10, 137 Advanced Placement...... 184 Courses of Instruction...... 165 College Center for Academic Support...170 Advisors, Freshman...... 170 Degrees Offered...... 11 College Writing Program...... 15 Affiliated Area College Courses...... 171 Business and Government Information Comparative Literature...... 90 African and African-American Studies...... 18 Library...... 164 Computer Engineering, see Electrical and American Sign Language...... 22 Computer Engineering Computer Science...... 52 INDEX 195

Computing Center, Simon School...... 165 Frederick Douglass Institute for African and L Counseling Center, University...... 180 African-American Studies...... 19 Languages and Cultures, Modern...... 86 Counseling and Human Development, French...... 89, 91–93 Latin...... 126, 129 Combined Undergraduate and Freshman Offerings...... 16 Latin American Studies, Minor in...... 89 Graduate Programs in...... 168 Learning Assistance Services...... 178 Course Changes...... 172 G Libraries, University...... 7 Credit for Prior Coursework...... 184 General Business Administration...... 165 Linguistics...... 79 General Regulations...... 189 D Genetics, see Biology M Dance...... 56 Geological Sciences, see Earth and Management Studies...... 80 Dean of Students, Office of...... 176 Environmental Sciences Map, Campus...... 191 Dean’s List...... 174 Geomechanics...... 60, 156 Master of Business Administration Degree.....163 Degree cum Laude, Magna cum Laude, German...... 89, 93–94 Master’s Programs, Combined...... 11 Summa cum Laude...... 175 Grade Reports...... 179 Mathematical Modeling in Political Science Degree with Distinction, High Distinction, Grades...... 174 and Economics...... 81 and Highest Distinction...... 175 Greek...... 126, 129 Mathematics...... 82 Degree with Honors...... 175 Mechanical Engineering...... 149 Degrees Offered...... 10 H Media Production...... 71 Interdepartmental Degree Programs...... 9 Health and Society...... 72 Medical Anthropology...... 23 Special Degree Programs...... 9 Health Service, University...... 179 Medical Physics...... 110 Dining Services...... 177 Hebrew...... 129 Medical Center...... 7 Disabilities, Services for Students with....178 Higher Education Opportunity Program....178 Medicine and Dentistry, School of...... 6 Double Degrees...... 172 History...... 73 Degrees Offered...... 11 Double Majors...... 172 Honesty, Academic...... 175 Mees Observatory...... 7 Honor Societies...... 9 Memorial Art Gallery...... 7 E Honors Seminars...... 171 Microbiology and Immunology...... 37 Early Connection Opportunity...... 17, 178 Housing, see Residential Life Minority Student Affairs...... 178 Early Decision...... 183 Minors...... 10, 172 Earth and Environmental Sciences...... 58 I Modern Languages and Cultures...... 86 Eastman School of Music.....6–7, 96, 158, 183 Identification Cards...... 181 Molecular Genetics...... 35 Degrees Offered...... 10 Immunology, Microbiology and...... 37 Music...... 100 Ecology and Evolutionary Biology...... 33 Inactive Status, Withdrawal and...... 173 Admission to Degree Program...... 183 Economics...... 63 Incompletes...... 173 Applied Music Courses...... 171 Education and Human Development, Independent Study Courses...... 8, 171 Performing Organizations...... 101 Margaret Warner Graduate School of....6, 167 Information Technology, University...... 181 Certificate Programs...... 10 Institute of Optics, The...... 153 N Courses of Instruction...... 168 Intercessors, University...... 181 Naval Science...... 103 Degrees Offered...... 11 Inter-College Degree Programs...... 11 Neuroscience...... 38 Electrical and Computer Engineering...... 146 Interdepartmental Degree Programs...... 9 Noncredit Course Fees...... 186 Engineering and Applied Sciences, School of, Arts and Sciences...... 77 Notes about the University...... 5 see the College School of Engineering and NROTC Programs...... 104 English...... 66 Applied Sciences...... 156 Nursing, School of...... 6, 11, 159 English Literature, Minor in...... 68 Interdisciplinary Programs (Engineering)..... 156 Admissions...... 183 Entrance Examinations...... 183 Interdisciplinary Studies (Arts and Sciences)....77 Courses of Instruction...... 160–162 Environmental Studies...... 60 Interfaith Chapel...... 178 Degree Requirements...... 159–160 Environmental Engineering, Minor in...... 144 International Relations...... 77 Degrees Offered...... 11 Environmental Geology...... 60 International Services Office...... 178 Programs...... 160 Expenses...... 186 International Students...... 184 Transfer Admission...... 185 Extra-Departmental Courses (Arts and Internet Resources...... 177 Sciences)...... 18 Internships...... 8, 9, 171 O Inventory of Registered Programs....189–190 Observatory, Mees...... 7 F Italian...... 89, 94–95 Optics...... 153 Faculty, see individual departmental listings Fees ...... 186 J P Fifth Year in Teaching Program...... 168 Japanese...... 89, 95–96 Parking...... 180 Film and Media Studies...... 70 Journalism...... 68–69 Part-Time Employment (Work Study)...... 187 Financial Aid...... 187 Judaic Studies...... 79 Part-Time Students...... 185 Adjustment of...... 173 Payment Options...... 186 Financial Economics...... 64 K Petitions, Student...... 172 Financing an Education...... 186 Kaufmann Entrepreneurial Year (KEY) Philosophy...... 105 Fixed Costs...... 186 Program...... 8 Physics and Astronomy...... 108 Fraternity and Sorority Affairs, Policies, University...... 190 Office of (OFSA)...... 176 196 INDEX

Polish...... 96 School of Nursing, see Nursing U Polish and Central European Studies...... 117 Security...... 181 Undergraduate Research...... 8 Political Science...... 118 Senior Scholars Program...... 7 University Buildings...... 192 Post Office, Campus...... 180 Senior Year in Absentia...... 172 University Campuses...... 6 Practica...... 8 Sign Language, American...... 22 University Health Service (UHS)...... 179 Probation and Separation...... 174 Simon, William E., Graduate School of University-Wide Studies...... 11 Program Planning...... 170 Business Administration, see Business Psychology...... 123 Administration V Public Health...... 125 Sociology...... 131 Visits to the University...... 182, 185 Publications, Official...... inside back cover South Campus...... 7 Visual Science...... 132 Spanish...... 89, 98–100 Q Special Academic Opportunities...... 7, 171 W Quest...... 16, 172 Special Degree Programs...... 9 Warner, Margaret, Graduate School of Courses Offered...... 16 Special Students...... 185 Education and Human Development, Sports, see Athletics and Recreation see Education and Human Development R Statistics...... 131 Wilson Commons Student Activities...... 176 Readmission...... 185 Student Complaint Procedure...... 190 Withdrawal and Inactive Status...... 173 Records, University...... 190 Student Identification Cards...... 181 Women’s Studies...... 134 Registered Programs, Inventory of... 189–190 Student Petitions...... 172 Work Study (Part-Time Employment)...... 187 Registration...... 170 Student Services...... 176 Write-On: Our Community of Writers...... 179 Regulations, General...... 189 Student Status, Determination of...... 174 Writing Center Services...... 179 Religion and Classics...... 125 Students, Dean of...... 176 Writing, Minor in...... 68 Religious Services, see Interfaith Chapel Studio Art...... 27 Repeating a Course for a Grade...... 172 Study Abroad...... 8, 77, 87, 172 Reports to Parents...... 190 Study Skills...... 171, 178 Research, Undergraduate...... 7 Summer School Courses...... 172 Residency Requirement...... 185 Summer Study...... 9 Residential Life...... 177 River Campus...... 6 T Rochester Center for Community “Take Five” Scholars Program...... 7, 137 Leadership...... 176 Teaching, Fifth Year...... 168 Rochester Curriculum...... 14 Testing...... 178 Rochester Early Medical Scholars Program ... 184 Theater, Minor in...... 68 Room and Board Charges...... 186 3-2 Programs...... 7, 11 Russian...... 89, 97– 98 Business Administration...... 163 Russian Studies...... 130 Transcripts...... 174 Transfer Admission...... 185 S Transferring within the University...... 175 Satisfactory-Fail Option...... 172 Travel Information...... 182 Scholarships...... 187 Tuition, see Fixed Costs School of Engineering and Applied Sciences, Tutoring Program...... 170–171 see Engineering and Applied Sciences Two-Degree Program (Engineering and School of Medicine and Dentistry, see Applied Sciences)...... 137 Medicine and Dentistry ABBREVIATIONS 197

ABBREVIATIONS

AAS African & African-American Studies IPA Interdepartmental, Arts and Sciences ACC Accounting IT Italian AEC Applied Economics JPN Japanese AH Art History JST Judaic Studies ANT Anthropology LAT Latin APS Applied Statistics LAW Law ARA Arabic LIN Linguistics ASL American Sign Language LIT Literature in Translation AST Astronomy MBI Microbiology BCH Biochemistry ME Mechanical Engineering BCS Brain and Cognitive Sciences MGC Management Communication BIO Biology MKT Marketing BME Biomedical Engineering MSM Management Science Models BPP Business Environment & Public Policy MTH Mathematics CAS Arts & Sciences, the College MUR Music CGR Classic Greek NAV Naval Science CHE Chemical Engineering NSC Neuroscience CHI Chinese NUR Nursing CHM Chemistry OMG Operations Management CIS Computers & Information Systems OPT Optics CLA Classical Studies PEC W. Allen Wallis Institute of Political CLT Comparative Literature Economy CSC Computer Science PHL Philosophy CSP Clinical and Social Sciences PHY Physics CVS Center for Visual Science PM Preventive Medicine DAN Dance POL Polish EAS Engineering & Applied Sciences PSC Political Science ECE Electrical and Computer Engineering PSO Physiology ECM Electronic Commerce PSY Psychology ECO Economics REL Religion and Classics ED Education ROM Romanian EDU Education RUS Russian EE Electrical Engineering RST Russian Studies EES Earth and Environmental Sciences SA Studio Arts ENG English SKT Sanskrit EXP Executive Development Program SOC Sociology FIN Finance SP Spanish FR French STR Competitive and Organizational FMS Film and Media Studies Strategy GBA General Business Administration STT Statistics GER German UJ Jagiellonian University, Krakow, HEB Hebrew Poland HIS History WST Women’s Studies HLS Health and Society YDH Yiddish IDE Interdepartmental Engineering ADMINISTRATION OFFICIAL PUBLICATIONS

Joel Seligman Undergraduate Studies William E. Simon Graduate School President & Chief Executive Officer The College of Business Administration (Arts and Sciences, School of Engineering Gregory V. MacDonald Bradford C. Berk and Applied Sciences) Executive Director of M.B.A. Admissions Senior Vice President for Health Sciences Dean of Admissions and Administration and Chief Executive Officer, University of University of Rochester William E. Simon Graduate School Rochester Medical Center & Strong Health P.O. Box 270251 of Business Administration Rochester, New York 14627-0251 University of Rochester Paul J. Burgett (585) 275-3221 or (888) 822-2256 305 Schlegel Hall Vice President & General Secretary; [email protected] P.O. Box 270107 Senior Advisor to the President www.enrollment.rochester.edu/admissions Rochester, New York 14627-0107 Lynne J. Davidson (585) 275-3533 Deputy to the President & Vice Provost for Eastman School of Music [email protected] Faculty Deveopment & Diversity Undergraduate and Graduate Studies Margaret Warner Graduate School of Steven I. Goldstein Director of Admissions Education and Human Development Vice President, University of Rochester Eastman School of Music Director of Admissions Medical Center 26 Gibbs Street Margaret Warner Graduate School of President & CEO, Strong Memorial Hospital & Rochester, New York 14604 Education and Human Development Highland Hospital (585) 274-1060 University of Rochester [email protected] Dewey Hall Peter Lennie Senior Vice President & Robert L. & www.esm.rochester.edu/apply P.O. Box 270425 Mary L. Sproull Dean of the Faculty Rochester, New York 14627-0425 of Arts, Sciences & Engineering Summer Sessions (585) 275-3950 Office of Community Music School and [email protected] Bill Murphy Summer Sessions www.rochester.edu/warner Vice President for Communications Eastman School of Music 26 Gibbs Street Graduate Studies Lamar Murphy Rochester, New York 14604 Office of the University Dean of Graduate Deputy to the President (585) 274-1400 Studies [email protected] University of Rochester Ronald J. Paprocki P.O. Box 270015 Senior Vice President, Administration & Finance; School of Medicine and Dentistry Chief Financial Officer & Treasurer Rochester, New York 14627-0015 Office of Admissions (585) 275-4279 Ralph W. Kuncl University of Rochester www.rochester.edu/gradbulletin Provost and Executive Vice President School of Medicine and Dentistry Box 601-A Part-time Studies Douglas W. Phillips Rochester, New York 14642-8601 The College Senior Vice President, Institutional Resources (585) 275-4539 Director, Office of Special Programs [email protected] University of Rochester Peter G. Robinson www.urmc.rochester.edu/smd 127 Lattimore Hall Vice President & Chief Operations Officer P.O. Box 270358 University of Rochester Medical Center & School of Nursing Rochester, New York 14627-0358 Strong Health Office of Student Affairs (585) 275-2344 Sue S. Stewart University of Rochester Senior Vice President & University Counsel School of Nursing 601 Elmwood Avenue, Box SON James D. Thompson Rochester, New York 14642 Senior Vice President & Chief Advancement (585) 275-2375 Officer [email protected] www.son.rochester.edu/son/home University of Rochester Official Bulletin P.O. Box 270251 Rochester, New York 14627-0251 university university of rochester 2007–2009

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