COURSES OF INSTRUCTION

FIRST-YEAR SEMINARS Man and Microbes: Disease and Plagues in Each fall every first-year student partici- History and Modern Times; selected articles from Discover, The New York Times, and pates in a First-Year Seminar, offered by a Scientific American faculty member in his or her field of expertise. The seminar topics offered 016 Art into Life The project in this course is to make an art exhibition. In this unusual each year vary, as do the faculty members exhibition, titled “Do It,” students make the teaching these courses. Examples of First- art for the exhibition using a “Do It Yourself” Year Seminar courses include the home instruction manual and exhibition kit following: compiled by artists from the United States, Europe, Asia and South America. The instructions simply establish a framework and 008 Epidemics and the Promise of a site (either gallery or home) in which the Biotechnology With each frightening new artworks can be made. In the selection and outbreak, such as SARS and Ebola, scientists execution of the artworks, students exercise warn that we are long overdue for a world- their interpretative skills; for, like a musical wide epidemic that will prove more deadly composition, each version of a work in “Do than the influenza epidemic of 1918 and the It” is meant to be a unique realization of the current AIDS epidemic. The influenza instructions. At the end of the course the epidemic of 1918 killed between 20 and 40 students publish a catalogue, host an opening million people; half the American casualties in of the exhibition, and invite the Colleges Europe were from the flu, not combat. Most community to view their work. (Isaak) viciously, the 1918 flu killed fast; there are Typical readings: Altshuler, The Avant- many accounts of people dying within 24 Garde in Exhibition: New Art in the Twentieth hours of getting sick. By comparison, SARS Century; Laar and Diepeveen, Active Sights: was far more deadly. The 1918 flu had a Art as Social Interaction; The Spirit of Art as mortality rate of 2.5 percent, while the Activism; Barrett, Criticizing Art: Understanding mortality from SARS is between 7 and 20 the Contemporary percent. Certainly the early and rather infectious flu this past winter had doctors and 017 Separate Realities Death, dreams, desire scientists bracing for another deadly epidemic. and the workings of chance: in this course But other scientists believe that we now have students explore the use of the aesthetic tools to combat epidemics and that it is likely image to delve into these dimensions of that be able to contain another global reality usually out of reach to our waking outbreak. Biotechnology provides scientists consciousness. Against a theoretical with a tremendous tool to combat diseases. background that draws from anthropological, But will biotechnology be enough to fight psychoanalytic, linguistic and aesthetic epidemics? This course explores the scientific, sources, the journey begins with tales from social, historical and moral issues surrounding antiquity, passes through the imagistic control of epidemics. (Carle) thinking of pre-scientific Renaissance physics Typical readings: Garrett, The Coming and cosmology, to arrive at two main artistic Plague: Newly Emerging Diseases in a World Out movements of the 20th century: surrealism of Balance, Betrayal of Trust: The Collapse of (its genesis in France and its development as Global Public Health; Diamond, Guns, Germs, an international movement) and magic and Steel: The Fates of Human Societies; Karlen, realism (as developed mainly in Latin

67 FIRST-YEAR SEMINARS

America in the last few decades). Students 028 The Ghost in the Machine This course reflect on a great variety of images from these explores through Western culture the diverse sources and media (painting, question of what it means to be human. Since literature, cinema) while analyzing their power Copernicus in the Renaissance recognized that to reveal multiple levels of experience. Along the earth circles the sun and isn’t the center of with a number of written assignments, the the universe; since Darwin recognized that course also requires a multimedia computer Homo sapiens is just one evolving species project. (Paiewonsky-Conde) among many; since Freud showed that we are Typical readings: Freud, Dreams in Folklore, not just who we seem to ourselves, the status The Themes of the Three Caskets, Belief In and nature of the human has been contested Chance and Superstition; Jung, The Soul and and reenvisioned. Is “the human” an essential Death, Dream Symbolism in Relation to Alchemy; concept or a constructed one? Is, for example, Buchowski, The Controversy Concerning The what makes us human a matter of mind or Rationality of Magic; Apuleius, The Story of consciousness? Does the human lie in our Psyche and Love; tales from Ovid’s capacity for language or dance or tool-using? Metamorphoses and Boccaccio’s Decameron; Does it lie in behavior or individuality or Breton, Manifestoes of Surrealism; paintings by social order? To explore this fundamental Ernst, Magritte, Picasso, Dali, Miro; poetry by question, students examine the boundaries of Eluard, Aragon, Desnos, Lorca, Neruda; the human: where the human meets the stories by Bombal, Borges, Cortazar, and inhuman, where it meets the more than novels by Rulfo and Fuentes human, where it meets the natural and where it meets the mechanistic. Each of these 018 Genocide and the Modern Age The 20th boundaries is still turbulently being pushed century can aptly be described as the “Age of and tested today. (Weiss, Pickett, Crenner, Genocide”—a century in which mass murder and Bernes) and mass death marked the convergence of Typical readings: Levi, Survival in modern organization, modern technology and Auschwitz; Palahniuk, Fight Club; Asimov, The human propensities for violence and Final Question; Spielberg, AI; Faulkner, The indifference to violence. Students in this Bear; Rymer, Genie: an Abused Child’s Flight course examine the history of genocide and its from Silence; Shakespeare, The Tempest; impact on culture, politics and religion. Dostoevsky, The Grand Inquisitor (Salter) Typical readings: Wiesel, Night; Hirsch, 029 Why Aren’t All Countries Rich? Why are Genocide and the Politics of Memory; Camus, The some (mainly Western) countries so rich and Plague; Gourevitch, Stories from Rwanda; others (mainly Third World) so poor? Neither Homer, The Iliad; Dobkowski, Genocide and the the “they are corrupt/lazy/ignorant” nor the Modern Age; Chang, The Rape of Nanking; “Western colonialists stole all their wealth” Balakian, Sad Days of Light; and films and stories provide an adequate answer to this other media. question. The most important factor appears to be a country’s socio-economic system. 026 The Talking Beast Anthropomorphic Since the only examples of successful ‘rich’ narratives, which feature animals with human- societies we have are capitalist ones, like attributes as characters, are routinely read capitalism appears to be the ‘winning’ socio- from early childhood onward, both economic system. This course examines the independently and as part of school curricula. major issues involved in the transition from So why are we so fascinated with this type of agricultural to rich societies, why capitalist writing? What is it about “getting inside” the societies appear to be the only ones to have animal mind and world which attracts us over made this transition and why alternatives to and over again? Students in this course read self-interest as a way to organize a successful many examples of this type of fiction in an economy have failed. (Khan) attempt to answer these questions. The Typical readings: Basu, The Economics of emphasis is on determining how authors Child Labor; Bucholz, New Ideas From Dead create a believable main character, a Economists; Kuran, Islamic Economics and the surrounding world and society, and issues in Islamic Subeconomy; Landes, Why Are We So the animals’ lives which move us as readers. Rich and They So Poor?; Olson, Why Some (Galloway) Nations Are Rich and Others Poor; O’Rouke, Eat Typical readings: Richard Adams, the Rich; Singer, One World: The Ethics of Watership Down; E.B. White, Charlotte’s Web; Globalization Dodie Smith, The Hundred and One Dalmatians; Georgii Vladimov, Faithful Ruslan; George Orwell, Animal Farm; Anna Sewell, Black Beauty

68 FIRST-YEAR SEMINARS

031 Media and Meaning: Painting, reproduce his methodology. Students analyze Photography, Documentary Film, and the a variety of Doyle’s detective stories, take Internet The question of how works of art and some local field trips to practice powers of products of culture are meaningful is a observation in natural settings, reproduce complex one. Most of us have felt deeply several of Holmes’ analytical techniques as moved, in ways that are often hard to group experiments in geology and chemistry articulate, by works of art. But why, and how? labs on campus, and visit a crime lab. Is the meaning of art in the hands of the artist, Holmes’ analytical methods and Watson’s flair a matter of personal expression? Is meaning, for reporting are used as models for writing. like some say of beauty, in the eye of the By the end of the semester, students write beholder? Is meaning a matter of cultural their own Sherlock Holmes story in Doyle’s relativity, a question of uncovering biases and style illustrating the scientific method and set assumptions? Or is meaning perhaps in the Finger Lakes region. (Curtin) determined by the material form used to Typical readings include: Doyle, Sir embody an idea or feeling? Through the study Arthur Conan, The Complete Sherlock Holmes, of painting, photography, documentary film, Hacker, D., Rules for Writers; McPhee, J., “The and the internet, this course examines various Gravel Page” in Irons in the Fire ways of thinking about meaning. In addition to reading, writing, and discussion, creative 035 The Souls of Scientists: Scientists as projects help illuminate the mysteries of Writers, Artists, Musicians, and Politicians expression, reception, and the yearning for Scientists are geeks. Our image of them is as meaning. (Ruth) ‘nerds’ walking through life with pocket Typical readings: Berger, Ways of Seeing; protectors in their shirt pocket or a slide rule Sturken and Cartwright, Practices of Looking; hanging from their belt. They repair their Hall, Representation; Barthes, The Responsibility glasses with duct-tape and rarely comb their of Forms hair – if they still have any. They work in messy labs with noxious fumes, elaborate glass 033 Who Rules: Traditional and apparatus containing colorful boiling fluids. Contemporary Government in Islam The first They fill blackboards with complex chemical Islamic state was established 1,427 years ago. or mathematical formulas, peer through The Prophet served as the head of the state microscopes or telescopes, solder on micro and there was no separation between politics circuit boards; i.e. they appear to be in a and religion. What was that society like? Can world entirely unto themselves. Who would that state of affairs apply to current times? believe that some of these very same Does Islam proclaim the inseparability of characters have been authors of best-selling religion and politics? Is there a consensus fiction and non-fiction, playwrights and poets, about that? What do the philosophers of the composers and accomplished musicians, fine past and the more contemporary politicians, artists and sculptors, politicians, or even sociologists, and theologians say about that? thieves and murderers. The goal of this Students compare the early model of Islamic seminar is to delve into several of these government with current Muslim states (such scenarios, become exposed to the as Iran, Turkey, Sudan) and other forms of contributions that scientists have made to the government, such as that of the United States, arts, literature, and the culture of their time. through case studies and films. (Davary) Students read their books, examine their art, Typical readings: Brown, Religion and State: listen to their music, see their plays, and learn The Muslim Approach to Politics; Burke and about their lives, loves, and tribulations. Lapidus, Islam, Politics and Social Movements; (Zeldin) Rosen, The Justice of Islam; Nasr, Islamic Typical readings: Djerrasi, Cantor’s Leviathan; Ahmed, Border Passage: From Cairo Dilemma, The Bourbaki Gambit; Djerrasi and to America, A Woman’s Journey; Khatami, Hope Hoffmann, Oxygen; Frayn, Copenhagen; and Challenge Auburn, Proof: The Play; Sacks, Uncle Tungsten: Memories of a Chemical Boyhood; 034 The Analytical Methods of Sherlock Cobb, Magic, Mayhem and Mavericks; Levi, The Holmes In this course, the novels and short Periodic Table stories written by Sir Arthur Conan Doyle are used as a guide for the development of 037 Theatre Games and Improvisation scientific skills of observation, hypothesis Workshop As an introduction to theatre arts, testing, deduction, and reporting. Students this workshop focuses on the development of examine the detective Sherlock Holmes, who the actor’s natural and authentic responses to was really a scientist at heart, and read several his or her fellow actors through the playing of Sherlock Holmes stories to understand and theatre games. The game is a natural form

69 FIRST-YEAR SEMINARS that encourages individual involvement Typical readings: Schulman, The Seventies: through cooperation with others to achieve a The Great Shift in American Culture, Society, and collective goal. In this workshop, participants Politics; Frum, How We Got Here: the 70s; develop skills through direct involvement Brownmiller, Memoir of a Revolution; Levin, with each other and with the problem-solving The Stepford Wives; Didion, The White Album; process that is required for the playing of movies, albums theatre games. The only necessity is an open mind and an interest in exploring the power of 041 Science and Public Policy What role does intuition as a spontaneous and effective tool science play in the development of public for experiencing personal creativity. policy? What role should it play? These are Typical readings: Hyde, The Gift, the questions students address as they analyze Imagination and the Erotic Life of Property; the content and impact of science in policy Ackerman, A Natural History of the Senses; debates related to human health, energy, Artaud, The Theatre and Its Double; Saint biotechnology, and the environment. In some Denis, The Rediscovery of Style; various articles cases, advances in science and technology and essays. (Dannenfelser) themselves create a need for new policies, as in human cloning. In other cases, science is 038 Class and Gender through the Lens of called upon to inform a debate, such as setting Mozart’s DaPonte Operas As a genre, 18th- national standards for water and air quality. In century Italian opera buffa depended for its this seminar, students examine the ways dramatic effect on a reversal of the customary scientific information and the process of expectations of class and gender stereotypes science are portrayed in these debates and held by members of the middle-class. evaluate the objectivity of scientific Nowhere is this reversal clearer and more knowledge being used. (Newell) effectively used than in the three comic operas Typical readings: Sarewitz, Frontiers of Illusion: composed by Mozart for Vienna in the 1780s Science, Technology, and the Politics of Progress; on texts supplied by the librettist Lorenzo da Miller, Changing the Atmosphere: Expert Ponte. Thus, study of these delightful works Knowledge and Environmental Governance; provides insight into attitudes about what was Bonnicksen, Crafting a Cloning Policy: from considered proper behavior for men and Dolly to Stem Cells; articles from the popular women among the three separate classes of press, including The New York Times Viennese society (laded aristocracy, professional middle class, and menial domestic 053 Migrant Experiences Current debates on servants). Many of those attitudes and migrants largely focus on the social, political, expectations still may be found embedded in and economic problems that apparently this current European and American societies. social group creates in their adopted This seminar uses the scenarios and the verbal countries—usually the Western World. Such and musical texts as a basis for considering thinking rarely focuses on the particular issues of class and gender, then and now. experiences of migrants, the motivations for (Myers) migrating in the first instance and their Typical readings: Scores and librettos for experiences of living in host countries. The Mozart’s Marriage of Figaro, Thus do they All, purpose of this seminar is to explore the and Don Giovanni; Beaumarchais, The Barber “other” side of the picture in order to of Seville and The Marriage of Figaro, Steptoe, understand the personal, spatial, social, Mozart’s Da Ponte Operas; Rousseau, The Social political and economic complexities that Contract; excerpts on 18th century class and migrants grapple with in their home and gender adopted countries—whether their migration is temporary or permanent. (Ruwanpura) 039 From Feminism to Funk: Culture and Typical readings: Spencer, The Politics of Politics of the 1970s This course takes as its Migration; Gamburd, The Kitchen Spoon’s Tale: starting point the thesis that much of what we Transnationalism and Sri Lanka’s Migrant think of as characteristic of contemporary Housemaids; Kunzru, The Impressionist; America, from technology to terrorism, finds Jeganathan, On Water’s Edge. Films: In This its root in the decade of the 1970s. Drawing World, Bread and Roses. Newspapers and news on contextual readings by a range of Web sites: BBC World, The Guardian, New historians, students examine writing and York Times, Le Monde Diplomatique, and cultural objects of the era to consider the The Independent validity of this thesis. Texts include novels, essays, political speeches, photographs, music, visual art and film. (Conroy-Goldman)

70 FIRST-YEAR SEMINARS

104 Lost in Translation: Memory in Exile In Experience in the United States: Contemporary the wake of post colonialism, and in the Issues and Perspectives; Shapiro, No Pity; context of globalization, a web of Adams, et al., Readings for Diversity and Social transnational communities has emerged in the Justice; Takaki, Strangers from a Different Shore; world. These new migrations have transformed Tilly, Stories, Identities and Social Change national literatures. In this seminar students focus on the work of writers from the Diaspora 110 Education, Justice and Happiness, —writers who live outside their countries and Plato’s Republic Worried about injustice and in the memory of their native languages, misery in a society that had executed his great religions and cultures, while forging new teacher, Socrates, for “corrupting” youthful identities abroad. Through the works of minds, Plato addressed the question of how African, Caribbean, and Vietnamese Diaspora people can live in a way that leads to social writers, students question notions of justice and personal happiness. His concerns authenticity and alienation. What strategies inspired him to investigate many topics that do these writers devise to relocate themselves remain important today: education, the in new imaginary or physical spaces? How do equality of the sexes, democracy and tyranny, they capture the pressures, the challenges, and psychological health, class divisions, the experiences shaping their migrant censorship and the nature of art, and the communities? In what ways, do they negotiate nature of knowledge. Plato believed the use of their pluralistic identities while they live in human reason is essential to achieving justice states of displacement, wandering, and happiness. Because acting rationally remembrance, and are confronted to requires some foundation of knowledge, prejudice? How do their writings reconfigure however, he needed to consider how we can national literary paradigms? These are among acquire the appropriate knowledge and how the many issues discussed in this seminar. The we can verify that the things we “know” are main objective is to understand how patterns true, and not mistakes or illusions. Plato’s of memory, exile, and identity affect and responses to these questions are so powerful operate in the fictional works of these writers. and provocative that they continue to be (Dahouda, Etienne) debated, after 2,400 years, as elements of our Typical readings include: Kien Nguyen, The understanding of the world. This course Unwanted; Le Thi Diem Thuy, The Gangster explores Plato’s ideas in the context of his We are all Looking for; Truong, The Book of Salt; time, always keeping in mind their relevance Danticat, Krik? Krak!; Youngblood, Black Girl to our lives today. (Baer, Spates) in Paris; essays by Edward Said, Amin Maalouf and Brent Hayes 119 Under the Spell This seminar explores the aesthetic appreciation of the natural 107 The Culture of Respect Every environment as the source of inspiration for community of human beings, every society some of the world’s greatest literature, poetry, around the world, is faced with the challenge mythology and dance forms. After listening to of creating a culture where all individuals are the “call of the wild” in primitive as well as respected independently of their differences. technological societies like our own, students This course studies both the differences and come to understand how intensely the human the common bonds that connect human imagination has followed the course of the beings to one another. Issues of gender, race, stars and the rush of leaves, rivers and birds class, religion, and sexuality, among others, in carving out its religions, its habitations and are studied historically and from multicultural its emotional dispositions. (Flynn) perspectives. By studying the dynamics of Typical readings: Lucretius, The Nature of oppression that result from unequal access to Things; Ovid, Metamarphoses; Malouf, An power, money, information and education, Imaginary Life; Ackerman, A Natural History of and by listening to experiences and stories of the Senses; Whitman, Song of Myself; Gaard, hope, students develop tools to create a Ecofeminism and Wilderness; film From the Heart society in which all voices are heard. A of the World: The Elder Brothers’ Warning” theoretical framework for a deeper understanding of the dynamics of human 121 I Consume, Therefore I Am The course oppression is provided. Yet, this course goes explores the multiple roles that consumption beyond theory to practice. In this light, the plays in modern industrial society. Included is class is team-taught by faculty and students. the role of consumption in the health of our (Canizares, Molina) economy. Students analyze the role of Typical readings: Andersen and Hill consumption our system of social Collins, Race, Class and Gender: An Anthology; stratification and status. The creation of Acosta-Belen and Sjostrom, The Hispanic identity through consumption and its

71 FIRST-YEAR SEMINARS consequences is assessed. The role of mass Principia,; Darwin’s On the Evolution of Species; media in promoting consumption is explored. Einstein’s What is relativity; Watson’s The Double Shopping as a social activity is critically Helix examined. The consumer movement, simple living movement, and downshifting 143 Music of the Harlem Renaissance: Jazz, alternatives to consumer culture is examined. Blues, and Spirituals This seminar studies the Finally, the role of consumption in a critically role of jazz, blues, spiritual and gospel music examined life is discussed. (Waller) in the Harlem Renaissance (1920-1935). The Typical readings: Schor, The Overspent Renaissance was an effort, primarily through American; Veblen, The Theory of the Leisure the arts, to secure economic, social and Class; Vonnegut, God Bless You Mister cultural equality for African-Americans. The Rosewater; Golman, Reading Ads Socially; The movement encouraged the aristocratic Consumer Society Reader, Schor & Holt. adaptation of folk materials in the creation of “high art,” with the purpose of replacing 135 The Question of Human Progress The existing values with their newly formulated idea that improvement is “natural” has been ones. While treated in the past primarily as a fundamental to recent Western civilization. literary movement, we now understand that Even when confronted with powerful music’s role was much more basic and contradictory evidence, such as the Holocaust important to the movement, a conclusion experience or ecological destruction, many supported both by comments of the black 21st-century Americans continue to believe leadership and by the central role of music in that the cosmos and human history move in the Renaissance’s philosophy and practice. an ultimately progressive way – that the future (D’Angelo) is vague, and may have difficulties, yet in the Typical readings: Ellington, Music is My long run it will always somehow be Mistress; Handy, Father of the Blues; Lewis, automatically benign. This course examines When Harlem was in Vogue; Locke, The Negro the history of this very uncommon idea, and His Music; Vance, Fats Waller: His Life and explores constraints upon it, and attempts to Times; Floyd (ed.) Black Music in the Harlem identify steps which might plausibly be Renaissance: A Collection of Essays; plus considered to be examples of progress, and selected recordings and videos will try to do them. (McNally) Typical readings: Genesis; Voltaire, 147 Africa: Myths and Realities Africa is Candide; Locke, Second Treatise; Darwin, The probably the least understood continent by Descent of Man; T.H. Huxley, Evolution and Americans. As a result, there are many myths Ethics; Zomiatin, We; Heilbroner, Visions of the and misconceptions about the people and the Future; Singer, One World; Piercy, Woman on countries of this vast continent. This course the Edge of Time examines the reality of Africa from many viewpoints: its geography, environment, 138 Reverberations of Scientific Revolutions demographics, and history; its social, Scientific discoveries have wrought epochal economic, and political structures; and its art, changes in human society throughout history. music, and literature. Students also examine These happen not only through technological contemporary issues in South Africa, Nigeria, innovations, but also through radical Senegal, Rwanda and elsewhere. Among the modifications that science has forced humans course’s varied experiences are guest lectures, to make regarding intellectual perspectives on films, and readings. (Joseph, Pinto, McCorkle) fundamental truths. Oftentimes, scientific Typical readings: Gordon and Gordon discoveries have clashed with traditional (eds.), Understanding Contemporary Africa; beliefs and superstitions, provoking works by Achebe, Emecheta, Fanon, and revolutionary shifts in human thought. This Mandela course comprises a survey of the reciprocal influences driving the historical developments 153 Nutrition: Issues and Controversies of science and society, and critically examines Nutrition is a rapidly growing field with many the influences of ancient Greek and Roman important and controversial issues: How are philosophies, ancient versus modern diet and disease related? What are the links cosmologies, the impact of the printing press between nutrition and weight control? What and the technological revolution, evolution impact can nutrition have on sports and genetics, relativity and quantum performance? Print and electronic media are mechanics, and the concepts of “space” and filled with information on these and other “time.” (Faux) nutrition-related questions, but how can one Typical readings: Excerpts from Euclid’s assess this information? In this course students Elements; Aphorisms of Epicurus; Newton’s attempt to differentiate between pseudo-

72 FIRST-YEAR SEMINARS scientific information on nutrition and researched a comparative history of racial information based upon valid scientific discrimination in South Africa and America research. Where possible, they match Web in his book Black Liberation. That provides a sites making nutrition-related claims with in- general framework for this examination of the depth readings. A major goal is the assessment two societies. Students consider the civil of opposing viewpoints using both scientific rights movement in America, and the standards and personal beliefs and values. In government’s effort to end legal the process, students practice the skills of discrimination in this country. They discuss information retrieval, reading, writing, critical suggestions that have been made to create thinking, explanation, and persuasion. similar programs of reconciliation and (Kerlan) reparations in America. (George) Typical readings: Forsythe, Nutrition and Typical readings: Dorfman, Death and the You with Readings; Nestle and Dixon, Taking Maiden; Moody, Coming of Age in Mississippi; Sides: Clashing Views on Controversial Issues in Fredrickson, Black Liberation; Marsh, God’s Food and Nutrition; FoodWise Dietary Analysis Long Summer; Tutu, No Future Without Software Forgiveness; Huie, Three Lives for Mississippi; James and Van De Vijver, After the TRC; Orr, 158 Birth and Fortune How does the From Biko to Basson happenstance of birth mark the lives of men and women born into common or different 173 Origins of Human Culture This course historical eras and social situations? How does explores human behavior from three one’s age at the time of critical life and perspectives. How is our behavior controlled historical events influence the experience of by biology? How is our behavior controlled those events? This seminar examines the by culture? What is consciousness, and how relation between historical and personal time has it changed over time? The study of and the ways in which historical events and biological and cultural evolution provides a times mark the lives of individuals. What are context to explore consciousness. the impacts of war or of economic depression? Archaeology, for example the study of What accounted for the Baby Boom of the prehistoric art, offers a window to our 1950s, or the emergence of women as cognition in the past. Because these economic and political actors in the 1960s questions strike so close to home, it is and 1970s? What is the meaning of a dangerously tempting to answer them based “generation”? Participants read in the fields of on how we “feel.” However, students resist history, sociology, demography, anthropology, that temptation and, rather, emphasize psychology, and literature, and undertake analysis of the evidence and critical argument. independent research utilizing life history (Bowyer) methodologies. (Bennett) Typical readings: Miller, Darwin for Typical readings: Easterlin, Birth and Fortune; Beginners; Leakey, The Origin of Humankind; Elder, Children of the Great Depression; White, Prehistoric Art; Mithen, The Prehistory of Mannheim on the concept of political the Mind generation; Ryder on the concept of birth cohorts; Friedan, The Feminine Mystique 188 Anatomy of Voice This course begins with the anatomy of the larynx, which makes 166 Truth and Reconciliation In this course the human voice unique with regard to the students consider two examples of societies variations it can impart to audible tone. It that have attempted to deal with a past moves to metaphor by asking what “voice” is history of racial oppression. One is South in speaking and writing and how an individual Africa, and the other is the American South, signals his or her own persona, invents with a focus on Mississippi during the civil characters, or gives shape to ideas and rights years. By 1990, the system of apartheid intellectual perspectives. In this way it had begun to crumble in South Africa. With considers several kinds of “voicing” as it the election of Nelson Mandela and the communicates authorial identity, literary framing of a new constitution, the South persona, gender distinction, political bias, African government created a Truth and cultural value, or historical era. These modes Reconciliation Commission to try to deal with of language-marking emerge in the study of the outrages of the past and attempt an effort selected texts from a wide range of times and at national unity. The work of the traditions, as students apply to them Roland Commission both borrowed from and inspired Barthes’ notion of “writing aloud,” or the other Truth Commissions around the world. capacity of the language text to represent the American historian George Fredrickson has “pulsional incidents” of the voice of author,

73 FIRST-YEAR SEMINARS character, gender difference, academic 198 Mind and Machine: Natural and discipline, the spirit of a time, or the wisdom Artificial Intelligence In a famous paper just of an age. (Cummings) over 50 years ago, Alan Turing asked the Typical readings: Strunk and White, question, “Can machines think?” It was the Elements of Style; Plato, Phaedrus; Montaigne, beginning of the field of artificial intelligence. Essays; Selected Sonnets, renaissance to In spite of early predictions that computers modern; Watson, The Double Helix; Sayre, would soon display human-level intelligence, Rosalind Franklin and DNA; Sartre, The Words; computer scientists are still far short of the Snyder, Turtle Island goal. In the meantime – and partly because of the interest in computer intelligence, a lot has 189 Knowledge and the Moral Nature of been learned about human intelligence and Experience W.E.B. DuBois tells us that the physical functioning of the brain. But in “Through all the sorrow of the Sorrow of this field, too, deep questions remain about Songs there breathes a hope – a faith in the the nature of consciousness and the source of ultimate justice of things (Souls of Black emotion and even about the way that people Folks). Texts are used to confront contrasting perform such seemingly effortless tasks as and complementary points of view from which recognizing the face of a friend. In this course, inferences pertaining to this “ultimate justice” students look at the search for computer can be drawn. The notion of morality as it intelligence, and the difficulties that have evolves in social circumstances is also been encountered. They discuss philosophical considered. Students enrolled in this course arguments for and against the possibility of are expected to perform two hours of such intelligence. And they examine community service per week. (Burns) biological intelligence and the relationship Typical readings: Chekhov, Gooseberries; between mind and machine. Although the Arendt, Eichmann in Jerusalem: The Banality of course will deal with computers and the way Evil; Bronowski, Science and Human Values they work, this is not primarily a technical computer science course. In fact, the main 196 Theories of Masculinity What makes thrust of the course is more philosophical men tick? Men as men have become than anything else, with side trips into analytically interesting. Scholars from a neuroscience, psychology, and cognitive variety of disciplines are searching for general science, as well as computer science. The big explanations of male experience and questions are: Can a machine think? What is masculinity as a cultural construct. This the nature of human thought? What is the seminar discusses several theories of relationship between Man and Machine? masculinity representing different ideological (Eck) and methodological perspectives: Typical readings: Turing, Computing conservative, mythopoetic, global, and Machinery and Intelligence; Pinker, The Language feminist. For each perspective, students read Instinct; Moravec, Robot; Dreyfus, On the formal and systematic theory and interpret Internet; Sacks, The Man Who Mistook His Wife other kinds of texts about masculinity, for a Hat; Johnson, Emergence; Lem, The including contemporary films and popular Cyberiad literature. (Capraro) Typical readings: Gilder, Men and Marriage; Bly, Iron John; Gilmore, Manhood in the Making; Stoltenberg, Refusing to be a Man

74 BIDISCIPLINARY COURSES

BIDISCIPLINARY COURSES BIDS 228, one of the core courses in urban 120 Russia and the Environment The Soviet studies, ANTH 247 Urban Anthropology, Union left a devastating legacy of ECON 213 Urban Economics, HIST 264 environmental misuse that Russia still Modern European City, or permission of one grapples with today. Students consider instructor. (Spates/McGuire, Spring) whether the Soviet model of environmental change is distinctive by looking at the roles 232 Diversity and Adaptation This course played by geography, history, Russian culture, examines the role of diversity and adaptation and the Soviet economic and political system. in the natural sphere and in the human sphere They also consider how the attempted by examining cases such as the Galapagos transition to a market-based democratic Islands and Darwin’s reaction to them; system has affected the Russian approach to adaptation of pre-Columbian cultures such as environmental issues. Students look at such the Incas to their environment; and present- cases as the Chernobyl disaster, the day indigenous adaptation to encroaching desertification of the Aral Sea, the modernity. (S. McKinney/Bowyer; offered destruction of the Caspian caviar trade and alternate years) the threat to Lake Baikal. (J. McKinney/ Typical readings: Darwin, Voyage of the Galloway, Fall) Beagle; Weiner, The Beak of the Finch; Metraux, The History of the Incas; Kane, Savages 200 Introductory Dialogues in Critical Social Studies We use social and cultural theory in 235 The Third World Experience This course our everyday lives but rarely very consciously. is designed to expose students to the cultures, This course investigates ways in which histories, economies, societies and politics of hegemonic “common sense(s)” are peoples living in Asia, Africa, and Latin constructed and changed, both in society and America as well as minority groups in the the academy, and the purposes they serve. United States. Students are asked to examine, The aim is to heighten awareness of personal, evaluate and appreciate the Third World practical, and policy implications of social experience in relation to their own society and theory, and develop critical responses to it. history. They are also asked to recognize the (Staff, offered alternate years) impact of Third World people and nations on American and global society. (Frishman/ 210 Perspectives on Latin America An Tareke, Spring) interdisciplinary introduction to the region, also serving as the introductory course in 245 Men and Masculinity This course offers a Latin American studies, this course first reinterpretation of men’s lives from the examines structural characteristics of Latin perspectives of history and sociology, America such as geography, the interaction of informed by pro-feminist men’s studies. We indigenous and European cultures, the assert that masculinity is problematic— for economics of mining, and agricultural men and for women— but also, subject to exports. Second, the course focuses on change, since it is socially constructed and artistic, literary, economic, and political historically variable. We focus on men’s lives responses to these characteristics. (S. in American society from the late 19th- McKinney/Columbus, offered occasionally) century to the present, and explore the Typical readings: Weatherford, Indian varieties of masculinities in the diversity of Givers; Thomsen, Living Poor; Barrios de race, class, ethnicity, and sexuality. This Chungara, Let Me Speak!; Alvarez, In the Time course allows men and women to come to a of the Butterflies deeper understanding of men as men, and to re-think the male experience. 229 Two Cities: NY and Toronto This The course syllabus includes small-group course provides an in-depth examination of discussions, guest lecturers, and films. Course these two cities, the most powerful in their requirements typically include three respective countries. Each city is examined bidisciplinary essays: a biography exploring historically with special consideration given the problematics of masculinity; an analytic of to sociological and economic issues. The basic men in groups; and speculation on solutions idea is to see the city as a living organism by and social change. (Harris/Capraro, Spring) using the case study method. By using films, Typical readings: Pollack, Real Boys; literature, and most importantly, a required Filene, Him/Her/Self; Johnson, The Gender five-day field trip to each city, students come Knot; Digby, Men Doing Feminism; Gonzales, to understand the city as a human Muy Macho; Monette, Becoming a Man; construction rather than as an abstract Kimmel, Men Confront Pornography; Coltrane, concept. Prerequisite: one of the following: Family Man

75 BIDISCIPLINARY COURSES

262 Architecture, Morality and Society John Afrikanerdom; Bradford, A Taste of Freedom; Ruskin, among the most influential writers Lemann, The Big Test. (Hood/Moodie, offered and theorists of the 19th century (and every three years-2005) curiously overlooked today), argued that the one art form that everyone had to encounter 280 Women’s Narratives of Wealth and was architecture. We live in buildings, we Power This course examines two aspects of work in them, we are influenced by them women and the economy. One is the role of wherever we are; hence, their importance in women in the economic order and the other each of our lives in social life can hardly be is the role women have played in offering overemphasized. Using Ruskin’s writings as alternative ways to understand the the central axis, this course examines his relationship between the economy and the central role in the development of art formation of social, political, and individual criticism, architecture theory and early consciousness. Major economic theories have modern art. In addition, it explores the consistently not included gender as a category relations between architecture and society by for economic analysis. This course begins with examining some of his sociological theories. the assumption that women have nevertheless Along the way, students study Gothic developed ways of conceptualizing the architecture, William Morris and his economy and its effects on the major influcence on the Arts and Crafts Movement, institutions affecting women. These the Bauhaus, and such modern figures as alternative visions have been expressed Frank Lloyd Wright. (Spates/Mathews) traditionally in women’s novels and by non- traditional women economists. The course 265 Comparative Elites This course examines approaches the question of women’s the history and behavior of elites in the economic roles from the perspective of British cultural world, with an emphasis on institutional economics, literary criticism, the United States, Great Britain, and South feminist criticism, and rhetorical analysis. No Africa. As social groups that exist in almost prior knowledge of economic theory is every human society, elites make political and required to enroll. The course is a cognate economic decisions and often shape cultural course for the economics major and is tastes, giving them an authority that is crosslisted with the following program majors: disproportionate to their numbers. This Media and Society, Public Policy, and course makes a comparative analysis of the Women’s Studies. (Waller/Robertson, offered similarities and differences of elites in three alternate years) nations that represent variations on the Typical readings: Edith Wharton, Age of British model. Drawing on the insights of Innocence, House of Mirth; Thorstein Veblen, history, sociology, anthropology, literature, Theory of the Leisure Class; Charlotte Perkins and other disciplines, students will explore Gilman, Yellow Wallpaper, Women and elites’ power, structure, and self-identity. They Economics; Maxine Hong Kingston, Women will ask questions such as: What is an ‘elite’? Warriors; Marilyn Waring, If Women Counted; Who belongs, who doesn’t, and why? How do Joyce Carol Oates, Shopping elites vary over time and from place to place? How do they exercise power and how do they 295 Alcohol Use and Abuse: Causes and understand themselves and their civic role? Consequences Alcohol is the most widely Has the development of professional used and abused drug in contemporary authorities in the modern world dispersed American society. While attractions, elite power in a democratic direction, as some pleasures, and possible benefits of alcohol scholars argue, or has it expanded the scope of consumption may be debated, there is little administrative and moral elites by extending argument about the debilitating effect and ‘governmentality’? What is the significance of enormous costs of heavy drinking and elites for social stratification, economic alcoholism on the health of individuals, development, and race, ethnicity, and gender? families, and society in general. This course How do elites affect family and marriage brings together natural science and social patterns, social manners, philanthropy, science contributions to the interdisciplinary education, and social mobility? How are study of this phenomenon by incorporating a changing understandings of rank, class, wealth variety of academic perspectives including and equality reflected in the cultural realm, biology, chemistry, social psychology, especially in the ‘self-help’ literature? epidemiology, and sociology, and by making Typical readings: Mills, The Power Elite; extensive use of multimedia resources. Cannadine, The Decline and Fall of the British Students explore the effect of family, genetics, Aristocracy; Davidoff and Hall, Family Fortunes; peers, ethnicity, and gender on drinking Jacob, Capital Elites; Moodie, The Rise of

76 BIDISCIPLINARY COURSES behavior along with the chemical properties processes that may lead to increased risk or and physiological effects of alcohol on the increased resilience. Students focus on human body. Social patterns of drinking in children’s experience of living in poverty but various societal contexts also are examined. extrapolate their understandings to other Educational programs are developed to policy areas of concern as well. Prerequisites: share the course outcomes with the larger PSY 100; PSY 203 or EDUC 202; one community. education course or participation in the BIDS 295 can be applied for course credit education program. (Sutton/DeMeis, Spring, in sociology and public policy majors and offered alternate years). minors and is part of the American Typical readings: Edin & Lein, Making Ends Commitments Program of the Association of Meet; The Future of Children; Kozol, Savage American Colleges and Universities. It has Inequalities; Ohanian, One Size Fits Few; reserve been recognized nationally as a model for journal articles. courses about substance use and abuse. (Perkins/Craig, offered alternate years) 311 Writing Movement, Dancing Words: An Typical readings: Jung, Under the Influence: Analysis of Composition This course Alcohol and Human Behavior; Fingarette, Heavy explores the connections and distinctions Drinking; Knapp, A Love Story; Venturelli, between the processes of written composition Drug Use in America: Social, Cultural, and and movement composition. Students are not Political Perspectives; and selections from the expected to have studied dance as a research literature prerequisite for the course but should have interest in using movement as a form of 298 The Ballets Russes: Modernism and the artistic expression. The course is taught as a Arts In the history of 20th-century music and series of workshops in which students present dance, no one company has had so profound movement studies and do writing exercises in and so far-reaching influence as The Ballets class, in addition to outside reading, writing, Russes. This course attempts to explore the and choreography. Topics such as body artistic achievements of The Ballets Russes by intelligence, creative expression, observation studying the choreography, composition, and and detail, and grammar are addressed in both design of some of its major productions: disciplines. Once each week, students spend L’Apres Midi d’un Faun, Petrushka, Firebird, Le 90 minutes composing and critiquing in a Sacre du Printemps, and Les Noces. It “lab” setting. The course grade is determined investigates the languages of music, dance, by a course portfolio presented at the end of and the visual art as separate but connected the semester. (Davenport/Forbes, Fall) expressions of cultural aesthetics through Typical readings: Lamott, Bird by Bird; their similarities and their differences. Willard, Telling Time: Angels, Ancestors and Questions raised include: What is the role and Stories, Essays on Writing; Schrader, A Sense of nature of the artist within his or her society– Dance, Exploring Your Movement Potential; mirror of conscience or outcast rebel? What is Lavender, Dancers Talking Dance, Critical the importance or function of art itself–a force Evaluation in Choreography Class for social change or an illustration of established values? What does modernism 316 The Anglo Saxons This course provides mean in music, dance and the visual arts? an interdiscplinary approach to the civilization (Myers/Williams, Fall) and social life of the Anglo Saxon and Celtic realms from the end of Roman Britain to the 307 Children in Contexts in a Changing Norman Conquest—a formative period for Society That the American family has later British self-conception and an exemplary changed significantly in the last three decades instance of blending between Germanic, is undisputed; what is less clear are the Celtic, and Mediterranean civilizations. implications of these changes for American Students work from the perspectives of children and by extension for America’s written and visual evidence—literature, schools. In this course students examine the sermons, histories, buildings, manuscripts, and impact of poverty on children in two key monuments. These materials demonstrate that contexts: their families and their schools. what has been called a “Dark Age” was not so Discussions focus on 1) determining how dark after all. The course benefits students poverty places children at developmental and studying English, comparative literature, art educational risk, and 2) identifying the history, and European studies. (Erussard/ Tinkler, Fall, offered occasionally)

77 BIDISCIPLINARY COURSES

365 Dramatic Worlds of South Asia From pushed to think about the contexts and street art to street performances, from classical conditions which impute these performances, drama to Hindu temple festivals, from cultural practices, and religious traditions Buddhist sand mandalas to family rituals, from with political meaning in South Asia. (Mohan local pilgrimages to Islamic communal rites, and Bloss, Spring, offered alternate years) from storytellers to dancers; there are many Typical readings: Kirin Narayan, opportunities for the student of South Asian Storytellers, Saints and Scoundrels; cultures and traditions to study the ways in Sarachchandra, The Folk Drama of Ceylon; which people create, express and even Haberman, Journey Through the Twelve Forests; transform their relation to the spaces they von Grunebaum, Muhammadan Festivals; inhabit. Rituals and expressive traditions are Mines and Lamb, Everyday Life in South Asia; central modes through which people affirm Raheja and Gold, Listen to the Heron’s Words; their sense of what to value, how to belong, Scott, Domination and the Arts of Resistance; how to rule, and how to affirm a sense of social Goffman, Presentation of Self in Everyday Life; and cosmological order. In this course, Bharucha, The Politics of Cultural Practice: students explore dramatic representations in Thinking through Theatre in an Age of public and sacred spaces and attempt to Globalization decipher their possible meanings. They are

78 AESTHETICS

AESTHETICS ART COURSES Studio Courses Program Faculty ART 105 Color and Composition Rosalind Simson, Philosophy, ART 114 Introduction to Sculpture ART 115 Three Dimensional Design Coordinator ART 125 Introduction to Drawing James Crenner, English and ART 203 Representational Painting Comparative Literature ART 204 Abstract Painting Donna Davenport, Dance ART 209 Watercolor Mark Jones, Art ART 215 Sculpture (Modeling) ART 225 Life Drawing ART 227 Advanced Drawing The aesthetics program seeks to help ART 234 Photography students gain insight into the nature of ART 245 Photoscreenprinting artistic expression, the role of criticism ART 246 Intaglio Printing in the arts, and the place of the arts in ART 248 Woodcut Printing society. These are particularly signifi- ART 301 Photography Workshop cant issues in the current social climate ART 305 Painting Workshop in which the arts increasingly have been ART 315 Sculpture Workshop ART 345 Printmaking Workshop asked to justify themselves as govern- ment funding, both for the arts and for Theory Courses public education in the arts, has ART 100 Issues in Art dwindled. ART 201 African-American Art The program offers an interdiscipli- ART 211 Feminism in the Arts nary minor consisting of five courses. ART 250 20th-Century European Art: Reality Students choose two different arts Remade ART 282 American Art of the 20th-Century (studio art, creative writing, film, dance, ART 440 The Art Museum music, or theatre) and undertake courses that explore studio and theory aspects of CREATIVE WRITING COURSES each. To be credited toward the minor, Studio Courses all courses must be completed with a ENG 260 Creative Writing grade of C- or better. ENG 305 Poetry Workshop ENG 309 Fiction Workshop ENG 310 Creative Non-Fiction Workshop REQUIREMENTS FOR THE MINOR interdisciplinary, 5 courses Theory Courses Either AEP 335 The Arts and Human ENG 202 Modern Short Story Development or PHIL 230 Aesthetics, and ENG 210 Modernist American Poetry two courses in each of two different arts ENG 264 Post World War II American Poetry selected by the student. For each art ENG 291 Introduction to African-American selected, students must complete either: Literature I ENG 292 Introduction to African-American a) one studio course and one theory Literature II course, or b) two combined studio and ENG 300 Literary Theory Since Plato theory courses, or c) one combined ENG 302 Post-Structuralist Literary Theory studio and theory course and either one ENG 304 Feminist Literary Theory studio or one theory course. ENG 318 Body, Memory, and Representation

79 AESTHETICS

ENG 327 The Lyric THEATRE COURSES ENG 342 Readings in Multi-Ethnic Women’s Studio Courses Literature ENG 178 Acting I ENG 343 Initiation Literature ENG 275 Acting II ENG 354 Forms of Memoir ENG 386 Shakespearean Performance ENG 381 Sexuality and American Literature ENG 388 Writing on the Body Theory Courses ENG 278 Introduction to Dramatic Literature Combined Theory-Studio Course ENG 357 Theories of Theatre BIDS 311 Writing Movement, Dancing Words Combined Studio-Theory Courses DANCE COURSES ENG 307 Playwriting Workshop Studio Courses DAN 140 Dance Ensemble FILM DAN 250 Dance Improvisation Studio Courses DAT Any full-credit dance technique ENG 178 Acting I course or two half-credit technique ENG 275 Acting II courses. Consecutive study is not ENG 308 Screenwriting I required. Theory Courses Theory Courses ART 212 Women Make Movies DAN 210 Dance History I ENG 176 Film Analysis I DAN 212 Dance History II ENG 230 Film Analysis II DAN 325 Movement Analysis: Laban Studies ENG 233 The Art of the Screenplay DAN 432 Teaching Methods ENG 368 Film and Ideology ENG 370 Hollywood on Hollywood Combined Studio-Theory Courses ENG 375 Science Fiction Film DAN 105 Introduction to Dance: Theory and ENG 376 New Waves Practice DAN 200 Dance Composition I DAN 215 Movement for Athletes: Analysis and Performance DAN 300 Dance Composition II

MUSIC COURSES Studio Courses MUS 900 Any two private instruction or ensemble courses (900 series) will count as one studio course. Consecutive study not required.

Theory Courses MUS 110 Introduction to Music Theory

Combined Studio-Theory Courses MUS 120 Tonal Theory and Aural Skills I MUS 121 Tonal Theory and Aural Skills II MUS 231 Tonal and Chromatic Theory MUS 232 Advanced Chromatic Theory and Counterpoint MUS 450 Composition I: Small Forms MUS 450 Composition II: Large Forms

80 AFRICANA STUDIES

AFRICANA STUDIES course exploring each of the following perspectives: historical (H), contempo- Coordinating Committee rary (CP), artistic/literary (AL), anthro- Marilyn Jiménez, Africana Studies, pological (A), and comparative or Coordinator cross-cultural (C). An independent Biman Basu, English study may substitute for the seminar if John Burns, Education such a course is not offered. Elena Ciletti, Art Kanate Dahouda, French and REQUIREMENTS FOR THE MINOR IN Francophone Studies AFRICAN STUDIES Richard G. Dillon, Anthropology interdisciplinary, 5 courses Kevin Dunn, Political Science An introductory course and four courses Alan Frishman, Economics from the African concentration list. At Catherine Gallouët, French and least three different perspectives Francophone Studies (historical, contemporary, artistic/ Jack Harris, Sociology literary, anthropological, and compara- Cedric Johnson, Political Science tive or cross-cultural) must be repre- George Joseph, French and sented within these four courses. One Francophone Studies perspective must be historical, the other DeWayne Lucas, Political Science two should be chosen in consultation Dunbar Moodie, Sociology with an adviser in the program. Thelma Pinto, Africana Studies Gebru Tareke, History REQUIREMENT FOR THE MINOR IN AFRICAN-AMERICAN STUDIES The Africana studies program enhances interdisciplinary, 5 courses the educational development of An introductory course and four courses students by offering courses that reflect from the African-American concentra- the experience of Africa, tion list. At least three different perspec- African-Americans, and the African tives (historical, contemporary, artistic/ diaspora. literary, anthropological, and compara- The program offers an interdiscipli- tive or cross-cultural) must be repre- nary major in Africana studies and sented within these four courses. One interdisciplinary minors in African perspective must be historical, the other studies, Africana studies, and two should be chosen in consultation African-American studies. with an adviser in the program. All courses to be counted toward a major or minor must be completed with REQUIREMENTS FOR THE MINOR IN a grade of C- or higher. AFRICANA STUDIES interdisciplinary, 5 courses REQUIREMENTS FOR THE MAJOR An introductory course and four courses interdisciplinary, 10 courses from either the African or African- One 100-level introductory course or American concentration lists. At least BIDS 235 The Third World Experience, three different perspectives (historical, eight courses in one of three concentra- contemporary, artistic/literary, anthropo- tions (African, African-American, logical, and comparative or cross- Africana) and a 400-level seminar cultural) must be represented within these course. Within the eight courses of the four courses. One perspective must be concentration, there must be at least one historical, the other two should be chosen

81 AFRICANA STUDIES in consultation with an adviser in the HIST 228 African-American History II: The program. Students are encouraged to take Modern Era (H) as many comparative or cross-cultural HIST 306 Civil War and Reconstruction: 1845-1877 (H) courses as their program permits. POL 215 Minority Group Politics (C) POL 270 African-American Political Thought CROSSLISTED COURSES (C) Introductory Courses POL 333 Civil Rights (C) ALST 150 Foundations of Africana Studies POL 348 Racism and Hatreds (CP) BIDS 235 Third World Experience REL 238 Liberating Theology (C) FSEM 147 Africa: Myths and Reality REL 239 Rastaman and Christ (C) SOC 221 Sociology of Minorities (C) African Concentration WRRH 251 Black Talk/White Talk (C) ALST 201 South Africa: An Orientation ALST 214 Senegal: An Orientation (AL) COURSE DESCRIPTIONS ALST 216 African Literature II: National 150 Foundations of Africana Studies This Literatures of Africa (AL) course provides the foundations and context ALST 240 Third World Women’s Texts (CP) for Africana Studies from an historical and ALST 309 Black Cinema (AL, C) contemporary perspective. It defines the ANTH 290 Pharaohs, Fellahin, and Fantasy (A) geographical parameters which include the ANTH 296 African Cultures (A) study of Africans on the Continent and in the ANTH 352 Builders and Seekers (A) diaspora (Europe, the Americas and the Caribbean). It also clarifies concepts and FRE 352 Advanced Francophone Topics: correct false perceptions of Africa and Maghreb Literature (AL) Africans, with a focus on inclusiveness and HIST 283 South Africa in Transition (H) diversity of both the traditional and the HIST 284 Africa: From Colonialism to modern. This course is multi-disciplinary Neocolonialism (H) cross-cultural, taught from an African- HIST 285 The Middle East: Roots of Conflict centered perspective sensitive to race, gender, (H) and class. Faculty members from the HIST 364 Seminar: African History departments of anthropology, economics, HIST 461 Seminar: War and Peace in the French, history, political science and sociology participate as guest lecturers. Middle East (Pinto, offered alternate years) SOC 222 Social Change (C) 200 Ghettoscapes More than ever, the African-American Concentration ghetto has come to dominate the American ALST 200 Ghettoscapes (AL, C) imagination. Mainstream media has portrayed ALST 225 African-American Culture (AL) the inner city as a place of fear and to be ALST 309 Black Cinema (AL, C) feared. In reaction to this view, many ALST 460 Invisible Man and its Contexts (AL) African-American and Latino writers and ART 201 African-American Art (AL) filmmakers have forged powerful images of community and effort. This course focuses on EDUC 337 Education and Racial Diversity in the films and literary texts that take up the U.S. (C) imagery of the ghetto and its role in modern ENG 290 African American Autobiography (AL) American society. In addition, students ENG 291 Introduction to African-American consider the role of the inner city as the Literature I (AL) crucible for hip-hop culture, including its ENG 292 Introduction to African-American international manifestations. (Jiménez, offered Literature II (AL) alternate years) ENG 318 Body, Memory, and Representation Typical readings: Wright, How Bigger Was (AL) Born; Petry, The Street; Naylor, The Women of Brewster Place; Brown, Manchild in the Promised ENG 342 Readings in Multi-Ethnic Women’s Land; Thomas, Down These Mean Streets; Literature (AL) Rodríguez, The Boy Without a Flag: Tales of the FRNE 218 Island Voices: Caribbean Literature in South Bronx. Films include Hanging in with the French (AL) Homeboys; Boyz ’n the Hood; Menace II Society; HIST 227 African-American History I (H) Mi Vida Loca; Crossover Dreams

82 AFRICANA STUDIES

201 South Africa: An Orientation This course 240 Third World Women’s Texts This course provides an inter-disciplinary introduction to analyzes issues of special importance to Third the people, land and culture of South Africa. It World women through literary texts. The focus is a requirement for students planning to go on is on the “politics of the body,” and includes the South Africa program. It will be taught discussion of such issues as reproduction, from an African-centered and feminist fertility and infertility, self-image and racial perspective inclusive of the variety and identity, and aging. (Pinto, Jiménez, offered diversity of peoples and cultures. It will include alternate years) the historical, socio-political, literary and Typical readings: Rifaat, Distant View of a cultural aspects. The cultural component will Minaret; El Saadawi, Woman at Point Zero; include music and the arts. Issues of health and Emecheta, The Bride Price; Edgell, Beka Lamb safety will be central to the course. (Pinto, Fall, offered alternate years) 309 Black Cinema This course examines films by African, African American, and 214 Sénégal: An Orientation This course other African diaspora directors. It focuses on provides an introduction to the people, land, the attempt by different filmmakers to wrest and culture of Sénégal for students planning an African/diasporic identity and aesthetic to go on the Sénégal program. It includes an from a medium that has been defined introduction to Sénégalese history, religion, predominantly by American and European economics, manners and customs, arts and models. Students analyze the implicit and crafts, food, sports, geography, wildlife, and explicit attempts to formulate a black vegetation. Students touch on issues of health aesthetic within film, as well as the general and safe traveling. There is extensive viewing phenomenon of the representation of blacks of slides and videotapes. (Joseph, offered in film. Directors considered include: Haile alternate years) Gerima, Ousmane Sembene, Souleymane Cisse, Charles Burnett, Camille Billops, Isaac 216 African Literature II: National Litera- Julien, Sara Maldoror, Julie Dash, Spike Lee, tures of Africa This course is a continuation and others. (Jiménez, offered alternate years) of African Literature I and focuses on a single national literature from Africa and the ways in 310 Black Images/White Myths This course which writers and bards work in the context of is designed to provide basic analytical tools the postcolonial national society identity. for the study of racial and ethnic images in (Joseph, offered in Sénégal) films, television, and other texts. The focus is Typical readings: Poetry of L.S. Senghor; on African-American and Latino images in Ousmane Sembene, Harmattan; Aminata Sow mainstream media as inflected through issues Fall, La Grève des Bàttus; A. Sadji, Maïmouna; of race/ethnicity, gender, and class. (Jiménez, Birago Diop, Contes D’Amadou Coumba; offered alternate years) Boubacar Boris Diop, Grand Dakar Usine Typical readings: essays by Stuart Hall, Paul Gilroy, bell hooks, and others, plus 225 African-American Culture This course various films attempts to identify and analyze distinctive elements of African-American culture. It 460 Invisible Man and Its Contexts This focuses on literature, dance, and film, but also course is a seminar focusing on a close reading refers to music and visual arts. While it and analysis of Ralph Ellison’s Invisible Man. follows the development of African-American Ellison’s novel is a pivotal work in the study culture chronologically, it often returns to key of African-American culture because it draws experiences and sees them in light of new upon many aspects of the African-American experiences or different contexts. (Jiménez, experience–history, music, politics, etc., and offered alternate years) poses fundamental questions about identity Typical readings: Dubois, The Souls of Black and the nature of American democracy. It Folk; Toomer, Cane; Hurston, Their Eyes Were also has the distinction of coining one of the Watching God; Morrison, Song of Solomon enduring tropes of racial discourse – invisibility. Prerequisite: ALST 225, HIST 227, HIST 228, or equivalent. (Jiménez) Typical readings: Ellison, Invisible Man and Shadow and Act; Sundgust, Cultural Contexts to Ellison’s Invisible Man

83 AMERICAN STUDIES

461 Experience of Race In this seminar AMERICAN STUDIES students explore all aspects of race as part of the human experience in an attempt to understand why racial categories are so Program Faculty pervasive and enduring in Western thought. Eric Patterson, English and Comparative How did racial categories arise? Was there a Literature, Coordinator time when Western societies did not think in terns of race Or is race a “natural” way of Lee Quinby, English, Coordinator fixing differences? What is the difference Betty Bayer, Women’s Studies between racialized thinking and racism? Has Kanate Dahouda, French and racism ended, as some social thinkers contend? Will we ever stop categorizing Francophone Studies people in terms of race? In addition, students Iva Deutchman, Political Science examine the differences in how race is Christopher Gunn, Economics experienced in the United Sates, Latin Jack Harris, Sociology America and the English -speaking Caribbean. (Jiménez, offered alternate years) Clifton Hood, History Typical readings: Goldberg, Racist Culture; Marilyn Jiménez, Africana Studies Fanon, Black Skins/White Masks; Ellison, Cedric Johnson, Political Science Invisible Man; Lamming, In the Castle of My DeWayne Lucas, Political Science Skin Elisabeth Lyon, English Richard Mason, Sociology Craig Rimmerman, Political Science Daniel Singal, History

The American studies program inter- prets American culture from an interdis- ciplinary point of view that combines critical social science and humanities approaches. The program provides a basis for graduate study in a variety of fields, as well as an excellent back- ground for law, journalism, and other professional careers. American studies offers an interdisci- plinary major and minor. To count toward the major or minor, all courses must be passed with a grade of C- or better.

REQUIREMENTS FOR THE MAJOR interdisciplinary, 12 courses AMST 100, 101, and 201; two courses from the American studies introductory group; six courses from the American studies advanced group chosen to balance between the humanities and social sciences, five of which must focus on a student-defined topic; and AMST 465.

84 AMERICAN STUDIES

REQUIREMENTS FOR THE MINOR ENG 375 Science Fiction Film interdisciplinary, 6 courses FRE 242 Introduction to Quebec Studies AMST 100 or 101, an introductory FRNE 218 Culture and Identity in French Caribbean Literature and Society course from a field relevant to American HIST 204 History of American Society Studies and four courses from the HIST 208 Women in American History introductory or advanced groups, three HIST 215 American Urban History of which center on a major issue or HIST 227 African-American History I theme. These should include courses HIST 228 African-American History II: The from two different divisions. Modern Era HIST 246 American Environmental History HIST 300 American Colonial History AMERICAN STUDIES COURSES HIST 304 The Early National Republic: Introductory Courses 1789-1840 ANTH 110 Introduction to Cultural Anthropology HIST 306 Civil War and Reconstruction: ECON 120 Contemporary Issues 1845-1877 ECON 122 Economics of Caring HIST 310 Rise of Industrial America HIST 105 Introduction to the American HIST 311 20th-Century America: 1917-1941 Experience HIST 312 The U.S. Since 1939 POL 110 Introduction to American Politics HIST 314 Aquarian Age: The United States in REL 108 Religion and Alienation the 1960s REL 109 Imagining American Religion(s) HIST 336 History of American Thought to 1865 SOC 100 Introduction to Sociology HIST 337 History of American Thought Since 1865 Advanced Courses HIST 340 Faulkner and Southern Historical AMST 302 Culture of Empire Consciousness AMST 310 History of Sexual Minorities in HIST 352 Who Wants to be a Millionaire? Elites America in America ANTH 220 Sex Roles: A Cross-Cultural MUS 207 Music and American Culture Perspective MUS 210 American Musical Theatre ANTH 230 Beyond Monogamy POL 219 Sexual Minority Movements and ART 201 African-American Art Public Policy ART 282 American Art of the 20th-Century POL 222 Political Parties ART 340 American Architecture to 1900 POL 225 American Presidency ECON 212 Environmental Economics POL 229 State and Local Government ECON 213 Urban Economics POL 236 Urban Politics and Public Policy ECON 232 U.S. Economy: A Critical Analysis POL 238 Sex and Power ECON 236 Introduction to Radical Political POL 270 African-American Political Thought Economy POL 290 American Foreign Policy ECON 305 Political Economy POL 320 Mass Media EDUC 337 Education and Racial Diversity in the POL 332 American Constitutional Law U.S. POL 333 Civil Rights EDUC 343 Special Populations in Texts POL 334 Civil Liberties ENG 176 Film Analysis REL 272 The Sociology of the American Jew ENG 207 American Literature to Melville REL 278 Jewish Life and Thought in Modern ENG 208 American Literature from Crane Times ENG 210 Modernist American Poetry SOC 221 Sociology of Minorities ENG 216 Literature of the Gilded Age SOC 223 Social Stratification ENG 230 Film Analysis SOC 224 Social Deviance ENG 264 Post World War II American Poetry SOC 225 Sociology of the Family ENG 287 Film Histories I SOC 226 Sociology of Sex and Gender ENG 288 Film Histories II SOC 244 Religion in American Society ENG 289 Film Histories III SOC 249 Technology and Society ENG 291 Introduction to African-American SOC 251 Sociology of the City Literature I SOC 258 Social Problems

85 AMERICAN STUDIES

SOC 259 Social Movements 302 The Culture of Empire This course SOC 261 Sociology of Education traces the history of racist attitudes in the SOC 271 Sociology of Environmental Issues United States and their impact on Native SOC 290 Sociology of Community Americans, African Americans, and the people of the Philippines, Japan, and Vietnam. WMST 323 Research in Social Psychology This course requires active participation in WMST 357 Self in American Culture classroom discussions and a substantial research paper. (Patterson, offered alternate COURSE DESCRIPTIONS years) 100 History and Form of American Culture Typical readings: Berkhofer, The White This course discusses the origins and Man’s Indian; Jordan, The White Man’s Burden; development of the dominant cultural Dower, War Without Mercy; Drinnon, Facing institutions of the United States, particularly West; Thompson, Sentimental Imperialism the evolution and impact of the mass media and advertising and the way in which mass 310 The History of Sexual Minorities in culture perpetuates systems of domination America This course traces the historical based on class, race, and gender. (Patterson, development of lesbian and gay communities Fall, offered annually) in the United States, with particular emphasis Typical readings: Domhoff, Who Rules on changing concepts and definitions of America Now?; Ewen, Captains of Conscious- lesbian and gay identity, the growth of lesbian ness; Dyer, Advertising as Communication; Zinn, and gay social institutions, the development of A People’s History of the U.S.; Barnouw, Tube political organizations devoted to the of Plenty; a variety of interpretive articles, as protection of the civil rights of lesbian and gay well as primary sources Americans, the problem of homophobia, and the political activism generated by the AIDS 101 America: I, Eye, Aye This course focuses crisis. The course requires active participation on American first-person narratives in order in classroom discussions and a substantial to examine the ways in which a variety of research paper. (Patterson, offered alternate years) American writers have advanced their moral Typical readings: Adam, The Rise of a Gay and political views by conjoining conventions and Lesbian Movement; Katz, Gay American of autobiography, natural history, and social History; Faderman, Odd Girls and Twilight critique. It includes an analysis of the politics Lovers; Duberman, Hidden From History of self- and national-identity through close textual readings. (Quinby, offered annually) 465 Senior Seminar: Issues in American Typical readings: Jefferson, Declaration of Studies (Offered annually) Independence; essays by Emerson, Thoreau, Whitman, and Fuller; Narrative of the Life of Frederick Douglass; Jordan, On Call

201 Methods of American Studies as Used in the Study of American Attitudes Toward Nature This course provides a continuation of the issues and ideas raised in AMST 100 and 101. It examines several ways in which theories of culture have been used to look at American attitudes toward the natural world and thus serves to introduce the student of American culture to methods of cultural analysis. It also provides a chronological overview of the evolution of American views of the natural world, touching on attitudes toward Native Americans, natural resources, gender and nature, human uses of animals, development of agribusiness, etc. (Patterson, offered annually) Typical readings: Smith, Virgin Land; Marx, The Machine in the Garden; Nash, Wilderness and the American Mind; Merchant, The Death of Nature; Jefferson, Notes on Virginia; Crevecoeur, Letters of an American Farmer

86 ANTHROPOLOGY AND SOCIOLOGY

ANTHROPOLOGY AND REQUIREMENTS FOR THE SOCIOLOGY ANTHROPOLOGY MAJOR (B.A.) disciplinary, 10 courses T. Dunbar Moodie, Ph.D.; Professor, ANTH 273, ANTH 306, and a seminar Department Chair (fall) (either a 400-level seminar or a 200- or H. Wesley Perkins, Ph.D.; Professor, 300-level seminar with an advanced Department Chair (spring) component); an anthropology course Sheila Bennett, Ph.D.; Professor focused on a geographic area; and six Judith-Maria Buechler, Ph.D.; Professor additional anthropology electives. Richard G. Dillon, Ph.D.; Professor Within the six electives, one must be at Jack Dash Harris, Ph.D.; Professor the 300 level, and at least two must be Richard Mason, Ph.D.; Associate outside the student’s primary subfield of Professor specialization (cultural anthropology, Dia Mohan, Ph.D.; Assistant Professor archaeology, linguistics, or physical Renee Monson, Ph.D.; Assistant anthropology). One 200- or 300-level Professor sociology course can substitute for an Ilene Nicholas, Ph.D.; Associate anthropology elective course. Professor Barbara Nikolovska, Ph.D.; Adjunct REQUIREMENTS FOR THE Assistant Professor ANTHROPOLOGY MINOR James L. Spates, Ph.D.; Professor disciplinary, 5 courses Lung-chang Young, Ph.D.; Professor ANTH 110 and four additional courses Emeritus in anthropology, of which at least three must be at the 200 level or above, and Anthropology and sociology are closely one must be at the 300 level or above. related social science disciplines. They study the ways in which people live REQUIREMENTS FOR THE SOCIOLOGY together under various social and MAJOR (B.A.) cultural conditions. By exploring the disciplinary, 10 courses multifaceted dimensions of human SOC 100; SOC 211; SOC 212; SOC societies, they seek to understand 300; SOC 464 or SOC 465; and five human behavior, social interactions, additional sociology courses, at least and institutional structures in all their one which must be at the 300 level. One diversity. of these may be an anthropology course. The anthropology and sociology department offers disciplinary majors in REQUIREMENTS FOR THE SOCIOLOGY anthropology, sociology, and MINOR anthropology-sociology; the department disciplinary, 6 courses offers minors in anthropology and in SOC 100; either SOC 211, SOC 212 or sociology. All courses to be credited 300; and four additional sociology toward any major or minor in the courses. department must be passed with a grade of C- or better.

87 ANTHROPOLOGY AND SOCIOLOGY

REQUIREMENTS FOR THE and what language tells us about the structure ANTHROPOLOGY-SOCIOLOGY MAJOR (B.A.) of the human mind. (Staff, offered occasionally) disciplinary, 10 courses 205 Race, Class, and Ethnicity This course ANTH 110; SOC 100; a combination explores race, class, and ethnicity by focusing of three courses from department core on new immigrant groups in the United States and Europe. It addresses the broad social, offerings (ANTH 273, ANTH 306, cultural, economic, and political forces SOC 211, SOC 212, and SOC 300) that outside and within communities that affect includes both anthropology and the lives and identities of new female and sociology as well as both theory and male, legal and illegal migrants. The impact of racism is crucial in shaping the way in which methods; a seminar in either migrants live, their transcultural connections, anthropology or sociology; two electives and their concepts of themselves and others. in anthropology; and two electives in Students analyze the relations between groups such as white and African Americans with sociology. Latin Americans, Asians, and Eastern Europeans in the U.S., and Europeans with ANTHROPOLOGY COURSE DESCRIPTIONS each other and non-Europeans in Europe. This 102 Archaeological Myth and Reality: World is explored in the contexts of work places, Prehistory This course seeks to replace myths schools, residences, shopping areas, and of “killer apes” and “ancient astronauts” with festive and crisis events. The comparisons archaeological reality. A broad survey of shed new light on theoretical and policy issues archaeological knowledge of both New and regarding multiculturalism and diversity in the Old World prehistory provides a framework North American context. (Buechler, offered for analysis of major transitions in cultural alternate years) evolution and of selected archaeological puzzles, such as the enigmatic markings of the 206 Early Cities This course deals with the Peruvian desert near Nazca. This course is manner in which humankind first came to live designed for non-majors who want a general in cities. Early urbanism is viewed within the understanding of what “happened” in context of the general origins of complex prehistory. The course is also suitable for society in both the Old and New Worlds. prospective majors who need an overview of Explanatory models, such as those emphasiz- the archaeological record against which to set ing population pressure and trade as causal more specialized courses in archaeology. No mechanisms for the growth of cities, are prerequisites. (Nicholas, offered annually) reviewed. This course provides the student with a knowledge of early urban forms in 110 Introduction to Cultural Anthropology different parts of the world, as well as This course explores the anthropological familiarity with the methods used by understanding of human society through archaeologists to study such phenomena. ethnographic case studies of particular ANTH 102 is helpful background but is not societies. In the holistic approach of required. (Nicholas, offered alternate years) anthropology, the interrelations of kinship, economics, politics, and religion are stressed. 208 Archaeology of Japan and China This Special emphasis is also placed on anthropo- course surveys the archaeology of East Asia logical theories of human behavior and the from the Paleolithic through the era of wide range of creative solutions to the classical civilizations. Special attention is problem of social living devised by various given to the growth and development of cities cultures of the world. (Buechler, Dillon, offered in this region, but other aspects of the record each semester) are not neglected. Students study the “underground army” of the first emperor of 115 Language and Culture This course China, the monumental mounded tombs of introduces students to the study of language early Japan, the extraordinary pottery of the as a natural phenomenon and as a human Jomon culture, and more. Students discuss creation. Different approaches to the analysis the overall trajectories of China and Japan in and study of language as a social and symbolic a social evolutionary perspective. (Nicholas, system are presented. Topics include the offered every two to three years) Sapir-Whorf hypothesis (the idea that language determines how and what we think), 209 Women and Men in Prehistory Until the relationship between language and gender, recently, much of world prehistory has been how social forces alter the shape of language, written as if only men were participants in the

88 ANTHROPOLOGY AND SOCIOLOGY evolution of culture. Women for the most foreign students, those planning study abroad, part have been invisible to archaeology. In the and students experiencing the challenges of last decade, however, archaeologists have “re-entry” to American culture. No prerequi- begun to focus explicitly on the issue of sites. ANTH 110 is helpful but not required. gender in prehistory. This course examines (Dillon, offered annually) some of the older male-centric models, as well as some of the innovative (and controversial) 228 Physical Anthropology Physical new work, endeavoring to build a picture of anthropology studies humans as biological the past in which both men and women are organisms (members of the Primate Order). seen to be actors. Cases are chosen from a mix This course provides an overview of the three of archaeological periods and settings but major divisions of physical anthropology: currently include the controversy over the anatomical and behavioral characteristics of gender of the occupant of Tomb 7 at Monte living non-human primates; the fossil Alban, Oaxaca, Mexico. (Nicholas, offered evidence for human evolution, including every two to three years) discussion of the origins of culture as a major adaptive characteristic of humankind; and 210 Prehistoric Ecology Karl Butzer has said examination of human variability today, that when we study human ecology, we look at including a discussion of race. (Nicholas, the “dynamic interface between environment, offered alternate years) technology, and society.” This course takes an ecological perspective to the prehistory of 230 Beyond Monogamy: The Family and humankind, finding that many events in the Kinship in Cross-Cultural Perspective In the past can be understood more clearly when recent debate over “family values,” questions ecological analyses are undertaken. Much of regarding the normality of various family the course centers on the radical shift in arrangements have become hugely controver- human relationship to the environment that sial. But how different can the family get? In took place when hunting and gathering was this course students explore some of the most replaced by domestication of plants and unusual marriage, family, and kinship systems animals. Ecologically oriented research on the known to anthropologists in order to trajectories of the great ancient civilizations is understand how they worked, why people also studied. (Nicholas, offered alternate years) turned to them, and how they often helped people to organize their lives in more 220 Sex Roles: A Cross-Cultural Perspective satisfying and adaptive ways. No prerequi- This approach to the study of sex roles is sites. ANTH 110 is helpful but not required. cross-cultural and multidisciplinary, oriented (Dillon, offered alternate years) toward an understanding of the behavior of women and men in various societies including 247 Urban Anthropology Urban anthropol- the United States. The course addresses such ogy treats the research problems and questions as: What are the biological bases of strategies of anthropologists in a wide variety femaleness and maleness? Are there correla- of urban situations. The course corrects some tions between physical environments and the popular myths and misconceptions about status of women and men? How do individuals crowding, size, poverty, and class. It also learn their sex roles? Do some social struc- treats issues such as rural/urban migration and tures, religious ideologies, rituals, and values interethnic relations. An analysis of crucial support or perpetuate inequality between the social, economic, and political relationships sexes? And, have sex roles changed with in Third World and Western contexts is modernization, urbanization, and industrializa- provided. (Buechler, offered alternate years) tion? (Buechler, offered alternate years) 271 Jobs, Power, and Capital: The Anthro- 227 Intercultural Communication To what pology of Work This course is concerned extent is communication between members of with the theory and policy associated with the different cultures really possible? This course concept of work in traditional, transitional, uses an anthropological approach and industrial, and post industrial societies. examples from many cultures and ethnic Special attention is given to the changing role groups to address this question. It explores of family, kin, and gender in labor, and the the systematic blindness that all too often impact of industrialization and the new produces conflicts between members of international division of labor on the work different cultures, ethnic groups, and races, experience, the workplace, and the labor and considers the role of values and relativism process. Open to students in anthropology, in intercultural relations. The course welcomes sociology, urban studies, women’s studies,

89 ANTHROPOLOGY AND SOCIOLOGY economics, Africana studies, and Latin 296 African Cultures This course considers American studies. Prerequisite: ANTH 110 or African societies and cultures from both the by permission of instructor. (Buechler, offered insider’s and the outsider’s points of view. every three years) Anthropological works and short stories by Note: Students may obtain anthropology Africans are used in an attempt to understand seminar credit by enrolling in this course as the African cultural experience. The course ANTH 471 Seminar: Jobs, Power, and Capital. explores the various world views and adaptations represented by traditional African 273 Ethnographic Research and Methods cultures as well as the transformations that This course considers the practice, problems, these cultures have undergone during the and analysis of field and library research in colonial and independent eras. No prerequi- social and cultural anthropology. It examines sites. (Dillon, offered alternate years) the theoretical background and social and political role of ethnographers, and gains an 297 Peoples and Cultures of Latin America understanding of the basic skills and qualitative This course examines the development of methods of inquiry, including participant diverse populations of Latin America from observation, interviewing, photography, life colonial times to the present, dealing history, ethnohistory, and network and especially with the effects of population structural analysis. Students conduct research growth, urbanization, industrialization, projects locally. Prerequisite: ANTH 110. international politics, and rapid social change. (Buechler, Spring, offered alternate years) (Buechler, offered alternate years) Note: Majors should plan to take this alternate-year-only course at the earliest 298 Modern Japan Japan is a remarkable opportunity in order to complete their society. The only non-western nation to repel programs. colonization and industrialize independently, Japan now has the second largest economy in 280 Environment and Culture: Cultural the world. This course looks at contemporary Ecology The subject of ecological studies in Japanese society from the perspective of cultural anthropology is the study of the cultural anthropology. In addition to interaction between human populations and considering anthropologists’ overall interpre- their environments. These populations— tations of Japanese culture, personality, and hunters, gatherers, farmers, herders, and city ways of thinking, it explores Japanese society dwellers—are examined in diverse habitats or through ethnographies or in-depth case settings: tropical forests, flooded rice plains, studies of changing Japanese families, schools, highland pastures, deserts, and cities. businesses, religious groups, villages, cities, Attention is focused on ecological concepts and towns. No prerequisites. (Dillon, offered and human adaptations and implications of alternate years) these for present dilemmas in our own troubled environments. What lessons are 306 History of Anthropological Theory This there to be learned about resource manage- course explores the range of anthropological ment from “primitive” people? (Buechler, theory by reviewing works identified with offered alternate years) different theoretical perspectives: 19th-century evolutionism, Boasian empiri- 285 Primate Behavior Because primates are cism, British social anthropology, structural humankind’s closest relatives, the study of idealism, cultural ecology, neo-evolutionism, primate behavior holds a special fascination practice theory, and post-modernism. The for us. This course uses films and readings to emphasis is on developing the student’s own examine the various behaviors of representa- ability to evaluate and use theory. Prerequi- tive prosimians, New World monkeys, Old sites: Several anthropology courses or World monkeys, and apes. It looks primarily permission of instructor. This is ideally a at studies of natural primate behavior in the junior-year course for majors and students wild but also reviews some examples of lab from related fields. (Dillon, offered alternate research. The focus is on locomotion, years) subsistence, social behavior, and intelligence Note: Students should plan to take this within an evolutionary framework. The course alternate-year-only course at the earliest concludes by considering the light which study opportunity in order to complete their major of non-human primates might shed on the or minor programs. evolutionary origins of our own species. (Nicholas, offered alternate years)

90 ANTHROPOLOGY AND SOCIOLOGY

326 Pattern and Process in Ancient Note: Students may obtain anthropology Mesoamerican Urbanism This course surveys seminar credit by enrolling in this course as the broad outline of Mesoamerican archaeol- ANTH 462 Seminar: Evolution and Culture. ogy, with a special focus on cities viewed in their ecological and cultural contexts. Cities 370 Life Histories The course examines life studied include Monte Alban, Teotihuacan, histories and other personal narratives of Tikal, Tula, Chichen Itza, Mayapan, ethnographers, memoirs, oral histories, and Tenochtitlan, and others. The course testimonials of women and men in familiarizes students with various descriptive non-Western and Western contexts. It and theoretical models of ancient urbanism focuses on how age, gender, class, ethnicity, and discusses the relationship between these race, and history affect life experiences of theoretical models and the data from ethnographers and respondents alike. It Mesoamerica (as well as the relationship explores the place and use of such narratives between theory and research design). No in anthropology and their means of personal- prerequisites, but ANTH 102 or ANTH 206 izing discourse, encouraging a more direct provide helpful background. (Nicholas, offered voice or multivocality and increased alternate years) reflexivity. Prerequisites: Open to all juniors and seniors in the social sciences, history, 352 Builders and Seekers Is egalitarian social women’s studies, Africana studies, or Latin life really possible? What factors encourage American studies. (Buechler, offered every three such a lifestyle or work against it, and what are years) the different ways of engineering “equality” Note: Students may obtain anthropology within a community? In this course, examples seminar credit by enrolling in this course as of African and Australian hunting and ANTH 470 Seminar: Life Histories. gathering societies are used to explore these issues and to investigate how traditional 450 Independent Study Permission of the egalitarian groups have been affected by the instructor. contemporary world system. Modern communes and utopias also are considered. 495 Honors Permission of the instructor. Open to both anthropology students and others with relevant background and interest. 499 Internship in Anthropology A minimum (Dillon, offered alternate years) of 150 hours of work or practice under the Note: Students may obtain anthropology supervision of an anthropology faculty seminar credit by enrolling in this course as adviser. Students are expected to keep a ANTH 452 Seminar: Builders and Seekers. reflective journal and to produce a paper that relates their experience to more general issues 362 Evolution and Culture Evolutionary in anthropology. The length and scope of the models seek to understand the processes paper shall be determined in consultation underlying changing successions of living with the internship faculty adviser. Internship organisms or cultural systems. This course adviser permission is required to take this examines the relevance of evolutionary course, and prior departmental approval is approaches to the understanding of culture. It required for any students who wish to repeat begins by examining the degree to which ANTH 499. Permission of the instructor. biological analogues are or are not appropriate in building models of cultural evolution, Anthropology Courses Taught Occasionally considering such topics as Darwinian 260 Medical Anthropology gradualism, Lamarckianism, and punctuated 290 Pharaohs, Fellahin, Fantasy equilibria. The approaches of the 19th century unilineal evolutionists in anthropology are 293 The Near East, Past and Present then contrasted with the multilineal theories 320 Ethnoarchaeology of the 20th century. The course concludes with student presentations of research projects SOCIOLOGY COURSE DESCRIPTIONS on either the history of evolutionary concepts 100 Introduction to Sociology An introduc- in anthropology or on modern applications tion to the fundamental concepts of thereof. Prerequisites: Students are recom- sociology, this course focuses on such central mended to complete several anthropology issues as the social nature of personality; the courses before taking this seminar. Students effects of social class, race, and gender on with a strong interest in the topic and social life; the interactional basis of society; backgrounds in related fields are encouraged and the place of beliefs and values in social to seek permission of the instructor. (Nicho- structure and social action. A fundamental las, offered every three years) concern is to analyze the reciprocal nature of

91 ANTHROPOLOGY AND SOCIOLOGY social existence—to understand how society the term. Furthermore, studies in substantive influences us and how we, in turn, construct areas, such as, socialization processes, attitude it. Typically, the course applies the sociologi- change, interpersonal attraction, group cal perspective to an analysis of American dynamics, conflict and cooperation, and society and other social systems. (Harris, leadership are examined in light of these Mohan, Monson, Moodie, Perkins, Spates, major perspectives. The course gives attention offered every semester) to the congruencies and disparities among Note: All upper-level sociology courses psychological and sociological perspectives require SOC 100 as a prerequisite. within the interdisciplinary field of social psychology. Prerequisite: SOC 100. (Perkins, 201 Sociology of International Development offered alternate years) This course begins with the emergence of the field of international development in the 221 Race and Ethnic Relations In this course, post-World War II period and focuses on the students analyze minority group relations role of the United Nations and its related including inter-group and intra-group organizations in the process. It examines how dynamics, sources of prejudice and discrimina- Third World people have challenged tion, social processes of conflict, segregation, development and contributed their own assimilation, and accommodation. perspectives. Prerequisite: SOC 100. (Mohan, Minority-majority relations are viewed as a offered occasionally) source of conflict and change, and the problems of a multi-group society are 211 Research Methods This course is an analyzed. Emphasis is placed on racial, ethnic, introduction to the basic issues and funda- and sexual minorities, and cases center on mental trends of social research. The logic of relations in the United States. Prerequisite: inquiry, research design, sampling, validity, SOC 100. (Staff, offered occasionally) reliability of indicators in social data, and logistical and ethical problems in the 222 Social Change and the Individual We collection and analysis of data form the live different lives than our parents and central problems for consideration. Tech- grandparents lived, as do contemporary niques of data collection, such as, participant Turkish women, Andean peasants, Chinese observation, content analysis, experimental entrepreneurs, and African farmers. What design, unobtrusive measures, and survey drives change in the ways individuals live their research are discussed. The course is intended lives, work, believe, behave—technology, to prepare students for original research political or economic transformations, efforts and also to help them become more religious beliefs, wars and famine, natural sophisticated consumers of the literature of forces, “globalization”? This course takes a the social sciences today. Prerequisite: SOC macro-sociological approach to the study of 100. (Monson, offered annually) significant changes in human societies from the perspective of the individual’s life experience. 212 Data Analysis This course provides an Major theories of social change are reviewed in introduction to the organization and analysis the context of the emergence of capitalism and of data in the process of social research. post-industrial social, political, and economic Presentation of data in tabular and graphic systems. Prerequisite: SOC 100. (Bennett, forms and the use of elementary descriptive Moodie, offered alternate years) and inferential statistics in social research are examined. The course is ultimately intended 223 Inequalities This course is designed to to prepare students for original research efforts examine various theories of social stratifica- and to help them become more sophisticated tion including Marxist theory, Weber’s three- consumers of the literature of the social dimensional approach, and the functional sciences today. Prerequisite: SOC 100. viewpoint. After a review of varied forms of (Perkins, offered annually) stratification in human societies, the discussion centers on the issues of inequality 220 Social Psychology In this course, major in American society and the collective effort theoretical perspectives and classic empirical to resolve the conflict between value, ideal, studies in social psychology are introduced. and social practice. Readings include a number The emphasis is on a broad exposure to a of recently published paperbacks. Prerequisite: variety of viewpoints in the literature. SOC 100. (Staff, offered occasionally) Theoretical orientations, such as learning theory, exchange theory, role theory, symbolic 224 Social Deviance This course explores the interaction, attribution theory, and social etiology of deviant behavior, the cognitive-balance models are surveyed during functions of deviance, and societal reactions to deviance. An interdisciplinary approach is

92 ANTHROPOLOGY AND SOCIOLOGY taken to the internalization of norms, guilt, historical conditions under which conflict shame, punishment, and conformity as they leads to effective collective action and those relate to deviance. Various theoretical conditions under which it fails to do so. approaches are examined. Social deviance is Prerequisite: SOC 100. (Moodie, offered considered as a regular aspect of societies, and alternate years) this course is directed toward a normative theory of culture, addressed to the problems 230 The Sociology of Everyday Life of order, conflict, and change. Prerequisite: Through talking to one another and doing SOC 100. (Harris, offered alternate years) things together, both at work and at play, we unthinkingly weave the fabric of our social 225 Sociology of Family What is “the family?” worlds. At a deeper level, however, common Are two-parent, single-parent, or extended norms and everyday practices may conceal families more common historically and cross- more or less hidden struggles around race, culturally? What social forces contribute to class, gender, or other differences in power the rise in divorce? How have cultural norms and identity. This course examines everyday concerning motherhood and fatherhood life in typical American settings such as changed over time? The family is analyzed as a schools, families, workplaces, and public social institution embedded in particular spaces in order to understand the social forces historical contexts and which reflects broad that constitute both normal life and struggles economic change, cultural shifts, and political against conventional norms. Prerequisite: movements, including industrialization, de- SOC 100. (Moodie, offered annually) industrialization, and feminism. Particular attention is paid to ways in which various axes 233 Women and Political Mobilization in the of social inequality (gender, class, race, and Third World The primary aim of this course sexuality) shape how family life is experienced is to understand the role of class, gender, at the individual level, and how various family race, and ethnicity in shaping women’s forms are evaluated, penalized, and/or political mobilizations in selected Third supported at the societal level. Prerequisite: World countries and women of color in the SOC 100. (Bennett, Monson, offered annually) U.S. Students study how, when, and why women in Third World countries have 226 Sociology of Sex and Gender What is organized around certain issues (e.g., national the connection between biological sex and our liberation vs. violence against women) and identities as men and women? How is the the forms of their political mobilizations, such variation over time and across cultures in as revolutions, cooperatives, etc. The gendered behavior explained? What are the secondary aim of the course is to analyze the sources and consequences of differences continuities and discontinuities in women’s between women and men? How are these mobilizations and feminism in the Third differences linked to inequalities of race and World and the First World. Prerequisites: class as well as gender? This course provides an SOC 100, as well as an introductory sociology introduction to sociological perspectives on or women’s studies course or permission of gender relations as a social structure. Several instructor. (Mohan, offered occasionally) theoretical frameworks for understanding the sources and persistence of gender differences 240 Gender and Development What is the and inequality are considered, including liberal relationship between how we think about feminism, radical feminism, multicultural ‘gender’ and how we think about ‘develop- feminism, and men’s feminism. Students ment,’ ‘tradition,’ and ‘modernity’? Many years examine a range of social institutions and of feminist intervention in social processes ideological constructs shaping the social have provided important insights into this structure of gender, such as family, employment, question. We now know that patriarchy is not sexuality, reproduction, and beauty. Prerequi- limited to underdeveloped areas of the world. site: SOC 100. (Monson, offered annually) Women are not the only ones who are affected by it, nor is its effects limited to the 228 Social Conflict This course starts with home. Patriarchy is not a static tradition but the assumption that movements for social an evolving concept and reality. This course change arise through social conflicts and give pushes students to see the dialectical rise to further conflicts. However, not all relationship between visions of progress and conflicts lead to collective action. The course the future and the making of gender relations. examines the complexity of overlapping race Students study how gender relations were and gender identities and conflicts in two formed as a product of the powerful 20th countries—the United States and South century ideas, policies, and practices of Africa—in an effort to specify both the development. They juxtapose women’s place

93 ANTHROPOLOGY AND SOCIOLOGY in the development project in relation to church and state relations, and political (academic, activist, and daily) feminist activism of religious groups are examined. interventions and their distinctive under- Discussion concerning the theological, ethical, standings of social transformation, progress, and political implications of sociological claims and justice. Prerequisite: SOC 100. (Mohan, about religion is also encouraged. Prerequisite: Spring, offered alternate years) SOC 100. (Perkins, offered alternate years)

242 The Sociology of Business and Manage- 245 Sociology of Work The study of capitalist ment This course provides an “applied” and pre-capitalist forms of human labor, and sociological analysis of the major trends the changes in social organization that shaping business in the United States and accompany changes in the mode of produc- worldwide. Students explore the nature of tion are covered in this class. Students consider business organization and management, at the non-wage as well as wage labor in contemporary micro level in its institutional forms and the industrial America. Prerequisite: SOC 100. business and management environment, at the (Mason, Moodie, offered occasionally) macro level as it operates within economic and cultural systems, and within global 249 Technology and Society This course is contexts. The issues of demographic effects, designed to explore the impact that technolo- ethical concerns, technological innovation, gies have on human beings and their societies. the role of producers and consumers, and the It examines the history of technological changing role of government are considered. development, and particularly the industrial Prerequisite: SOC 100. (Harris, offered revolution and the current cybernetic alternate years) revolution. A broad range of topics are covered, including such issues as family 243 Religion, State, and Society in Modern relations, work patterns, energy and the Britain This course, taught in Edinburgh environment, domestic and international during the term abroad there, examines the social stratification, and social organization. dramatic variation in religious identity within The course also concentrates on the empirical the United Kingdom as related to personal effects that such inventions as moveable type, beliefs, political activity, and civil govern- compasses, steam engines, automobiles, ment. Modern Britain provides a fascinating washers and dryers, telephones, radio, television, mixture of traditional state religions based on rockets, transformers, and computers (to name differing Protestant heritages along with several) have had on human beings. Prerequi- Roman Catholicism, dissenting Protestant site: SOC 100. (Mason, offered alternate years) traditions, and new cults and sects, all within a society that prizes traditional formality and 251 Sociology of the City More than 80 yet has experienced the secularizing pressures percent of Americans and 50 percent of the of modern pluralism. Formal religious world’s peoples now live in urban areas. Such participation has declined dramatically figures show that the city has become one of throughout much of the United Kingdom, but the most important and powerful social religious beliefs and their connection to phenomena of modern times. As a result, it is national identities and local allegiances remain imperative that we understand the city’s as crucial influences, especially in parts of influence on our lives. This course provides a Scotland and throughout Northern Ireland basic introduction to urban life and culture by where social order and disorder are clearly examining the development of the city in linked to fervent religious expression and Western history. Classic and modern theories differing national identities. Prerequisite: SOC are examined in an attempt to grasp what the 100. (Perkins, offered every three years) city is and what it could be. Prerequisite: SOC 100. (Spates, offered alternate years) 244 Religion in American Society This course focuses upon religion in American 253 World Cities Everywhere, in numbers society from the post-World War II era to the unheard of before, people are flocking to the present, using sociological theory and world’s cities, in many cases, regardless of the empirical research to form the basic analytical fact that when they arrive there, they find perspective. A survey of the major religious living conditions awful or even worse. Why? traditions is provided along with an introduc- What do people want from cities? This course tion to contemporary cults, sects, and new attempts to provide an answer to these religious movements. Topics such as civil questions, first, by considering some of the religion, processes of secularization and most important theoretical material on the revival, social and demographic influences on nature of cities and, second, by analyzing belief and practice, organizational structures, extensive interview data collected in four world cities: San Francisco (USA), Toronto

94 ANTHROPOLOGY AND SOCIOLOGY

(Canada), Cairo (Egypt), and Kandy (Sri “determine” our social existence? Over the Lanka). The objective, in the end, is to centuries, claims have been made for various develop a viable general theory of the city, its traits being built-in parts of human nature, reason for being, its purpose in human affairs. among them aggression, territoriality, Prerequisite: SOC 100. (Spates, offered sociability, and nurturance. In this course, alternate years) selected materials from biology, physical anthropology, psychology, sociobiology, and 256 Power and Powerlessness This course sociology are considered in an attempt to develops an analysis of power and subordination answer the above questions and provide within civil society: whether or not such power is evidence for or against a general theory of institutionalized in state structures, whether it human nature. Prerequisite: SOC 100. confirms state institutions or contradicts them. (Spates, offered every three years) The distribution of power in society tends to be taken for granted by political scientists, 261 Sociology of Education This course is an politicians, and state officials, even activists. This examination of the interplay between the course is to develop a theory of power in civil formal-ideal and informal-personal aspects of society and to understand how it relates to state education and other social processes. Topics rule. Of particular interest are the imperatives of of discussion include the potential of critical government and what happens to social experience as contrasted to institutional movements when they achieve state power. certification; the assessment of personal Examples are drawn from fragile new democra- career choices; educational experience as a cies in Eastern Europe, Latin America, and life-long aspect of the legitimation and South Africa, as well as the United States. stratification processes; friendships and Prerequisite: SOC 100. (Moodie, offered voluntary association as resources for the alternate years) resolution of stress; and education as a selective recruitment and promotion process 258 Social Problems The focus of this course is involved with evolving social trends. the examination of fundamental social problems Participants are expected to work from a confronting contemporary American society. critical, introspective sociological perspec- How social problems have emerged or have been tive. Prerequisite: SOC 100. (Mason, offered perpetuated in recent years, and how social annually) problems are defined and perceived by particular social groups are important issues for this course, 271 Sociology of Environmental Issues This as is the analysis of possible solutions to these course examines the development and future problems. Poverty, racism, care of the aged, implications of environmental issues from a alcohol and substance abuse, the AIDS sociological perspective. Topics of discussion epidemic, pornography, juvenile delinquency, include: technological fix and social value prostitution, family violence, abortion, children’s definitions of environmental issues; how rights, church and state conflicts, gun control, occupational and residence patterns are and capital punishment are some examples of involved with the perception of and response topics for this course. Prerequisite: SOC 100. to environmental issues; urban policies as (Mason, offered annually) aspects of environmental issues (e.g., zoning, public transport, etc.); stress involved with 259 People Creating Social Change Social current life styles and occupations; and the movements are both products and producers personal, group, and social responses to of social change. Understanding this dialecti- resolve environmental problems. Topics of cal relationship is the central focus of this interest to students are discussed as they course. Drawing upon social movements of the develop during the course. Prerequisite: SOC 1960s, ’70s, and ’80s, it analyzes the impor- 100. (Mason, offered annually) tance of classical and contemporary social-movement theories, such as Marxist, 275 Social Policy This course focuses on resource mobilization, and new social U.S. income support policies designed to movement theories. Prerequisite: SOC 100. address poverty due to old age, unemploy- (Mohan, offered alternate years) ment, and single parenthood, using case studies of other Western welfare states for 260 Sociology of Human Nature Does comparative purposes. The course traces the human nature exist? Given the incredible historical development and restructuring of variation in human societies around the world, the U.S. welfare state, from the “poor laws” in are there any characteristics that can be said the colonial era, through the New Deal of the to be universal attributes of our species? If so, 1930s, the War on Poverty in the 1960s and what are these characteristics and how do they 1970s, and the “end of welfare as we know it”

95 ANTHROPOLOGY AND SOCIOLOGY at the turn of the 21st century. Central Vietnamese, as well as what it means to be questions considered include how families, American. The course examines the many labor markets, and states intersect, and forces that impinge on Vietnamese social life, whether welfare states’ policies ameliorate or and explores how the Vietnamese are seeking reinforce inequalities of gender, race, and to reconcile and resolve the contradictions of class. Prerequisite: SOC 100. (Monson, offered socialist and capitalist theory and practice, as alternate years) they seek to improve the lives of their people and position themselves as a significant 279 South African Apartheid: Before and Southeast Asian political and economic force. After This course is designed to introduce Prerequisites: SOC 100 or an introductory students to the policy of apartheid, its origins course in anthropology, political science, and its effects on contemporary South African history, Asian studies, or religious studies. society. Apartheid sought to impose rigid (Harris, offered alternate years) racial and geographical segregation in South Africa while claiming that its aim was to 300 Classical Sociological Theory The protect cultural differences. The course founders of sociology were deeply concerned examines apartheid’s origins, its social and about problems that continue to be of vital economic organization and its ideological importance for contemporary sociological justification. In light of this analysis, the inquiry. Questions such as the nature of course considers the prospects for on-going society and its relationship to individuals, the democracy in 21st century South Africa. relation between sociological theory and social (Moodie, offered occasionally) practice, whether sociology is a science and, if not, what it is, and so on, are all absolutely 290 Sociology of Community This course central to the sociological enterprise, and yet first examines the use of the concept of often become lost. This course returns to the community as it has been applied to kinship classics in an effort to uncover the questions groups, neighborhoods, and rural and urban sociologists need constantly to ask themselves settlements. It seeks to sharpen analytic and if they wish to reflect cogently upon their role conceptual abilities and then focuses in the contemporary world. Required of all investigation on historical and contemporary sociology majors. Prerequisite: SOC 100. utopian and intentional communities. (Harris, Moodie, Spates, offered annually) Students take several field trips, meet with guest lecturers, and participate in a group 301 Modern Sociological Theory This course project toward creating community. Prerequi- examines the nature of theory and the site: SOC 100. (Harris, offered annually) problems of theory construction. The course surveys current theories representative of 291 Society in India Using contemporary major intellectual orientations. These varieties issues of caste, gender, communalism, class, of contemporary sociological theory are and the environment, this course traces the analyzed and the problems encountered within complex ways in which these issues have been each explored. Theoretical orientations shaped by the colonial and post-colonial examined include social behaviorism, histories of India, the contemporary develop- structural-functionalism, conflict theory, ment policies of international agencies, and symbolic interactionism, and the psychoanalytic. the struggles of the people in India. Students Prerequisite: SOC 100. (Mason, offered annually) use materials produced in India by Indian scholars and activists, as well as other 310 Generations This course explores issues academic materials, to gain an understanding of grandparent/parent/child relations, youth of the complexity and diversity of contempo- and aging, and the value patterns of different rary Indian society. No prerequisites. (Mohan, generations in contemporary American offered annually) society. These issues are examined both in terms of developmental stages of the life 299 The Sociology of Vietnam: Conflict, course and the distinct experiences of Colonialism, and Catharsis This course historical age cohorts. A major focus of the explores the social world of Vietnam. course is on relationships among succeeding Students study Vietnamese history, culture, generations and, in particular, on what and social relations. Through this study of continuities and discontinuities exist between their institutions (religion, economy, politics), age groups. In this context the political and arts, and artifacts, students find themselves moral orientations and parental philosophies immersed in the life of Vietnam, and are likely of various generations are explored. The to achieve a fuller appreciation of the modes course is conducted as an advanced level and meanings of what it means to be seminar. Prerequisite: SOC 100. (Perkins, offered alternate years)

96 ANTHROPOLOGY AND SOCIOLOGY

325 Moral Sociology and Good Society Is it 450 Independent Study Permission of the possible for sociology, as a science, to offer instructor required. (Offered annually) evaluative statements about social life, to say that some ways of organizing society are 465 Senior Seminar beneficial to human life and that other ways are harmful? Or must sociology, as Max 495 Honors Permission of instructor Weber suggested, forever restrict itself to required. (Offered annually) descriptions of society, leaving all judgment to one’s role as a “private citizen?” Using 499 Internship in Sociology A minimum of sociological analysis of the dilemmas currently 150 hours of work or practice under the being faced by American society as the supervision of a sociology faculty adviser. starting point, this course explores these Students are expected to keep a reflective questions in detail and, in so doing, considers journal and to produce a paper that relates the possibility for developing a their experience to more general issues in scientifically-grounded theory of “the good sociology. The length and scope of the paper society.” Prerequisite: SOC 100. (Spates, shall be determined in consultation with the offered alternate years) internship faculty adviser. Internship adviser permission is required to take this course, and 340 Sex and the State: Feminist Social prior departmental approval is required for Theory This course examines American and any students who wish to repeat SOC 499. European feminist modes of theorizing about Permission of instructor. sexual difference and gender relations. It analyzes the existential and philosophical Sociology Courses Taught Occasionally assumptions underlying feminist thought, the 231 Sociology of Art and Culture significance of the female experience, and the 241 Sociology of Sport specificity of the feminist standpoint. It evaluates the adequacy of feminist theories to 248 Medical Sociology explain such phenomena as the constitution 250 Population Crisis in the Third World of the female subject, power, the reproduction 257 Political Sociology of gender inequality, and difference between 262 Criminology women of various cultural and racial groups. 263 Juvenile Delinquency Prerequisite: SOC 100. (Monson, Mohan, 298 Sociology of Mass Communications offered alternate years) 312 Advanced Quantitative Methods 330 Symbolic Interaction 370 Theories of Religion: Religion, Power, 350 Sociology of Knowledge and Social Transformation In both Max Weber and Michel Foucault’s conceptions of 380 Totalitarian Society modernity, power tends to be entrenched through reasoned discourse in which the self is Note: A number of regularly offered bidisciplinary formed through subtle and pervasive courses and interdisciplinary program courses carry disciplines to which even resistance is obliged credit for the sociology major. Examples include to conform. Religion thus becomes increas- BIDS 229 Two Cities: New York and ingly irrelevant in the modern world. This Toronto, BIDS 245 Men and Masculinity, course considers an alternative model of BIDS 295 Alcohol Use and Abuse, BIDS 365 power which leaves much greater room for Dramatic Worlds of South Asia, ASN 102 consideration of religious (and other) beliefs Ottoman World, and ASN 213 Tibet and solidarities—the theory of Antonio Incarnate: Contemporary Tibet. Students are Gramsci. It examines the social significance of encouraged to see the Bidisciplinary and Program religion in four different countries and regions offerings and to check with department faculty in the contemporary world where the power of about such offerings. specifically Christian belief and organization has manifested itself with forceful effect, namely, Poland, Latin America, South Africa, and the American civil rights movement. Prerequisite: SOC 100. (Moodie, offered alternate years)

97 ARCHITECTURAL STUDIES

ARCHITECTURAL STUDIES of seven years (see page 27). Architectural Studies offers an Program Faculty interdisciplinary major; there is no A.E. Ted Aub, Art, Coordinator minor in architectural studies. Architec- Michael Bogin, Art tural studies students should take Art Elena Ciletti, Art 115 Three Dimensional Design, Art 125 Jo Anna Isaak, Art Introduction to Drawing, ART 116 World Frederic Hauser, Architectural Studies Architecture (alternate: ART 110 Visual Clifton Hood, History Culture—taught by Prof. Stan Mathews Marilyn Jiménez, Modern Languages only), and HIST 102 The Making of the Stanley Mathews, Art Modern World or HIST 103 Revolution- James Spates, Sociology ary Europe (alt: EUST 102 European John Vaughn, Mathematics and Studies II: Early Modern to Post Modern Computer Science Europe) in their first year. They should Ali Yapicioglu, Architectural Studies complete the seven required preliminary courses (see below) by their second year. Architectural studies offers a Architectural studies courses (ARCH multidisciplinary, holistic approach to 200–400) should be taken in years two design education that embraces a liberal through four. Note only three architec- arts philosophy, based on the belief that tural studies courses are required to a roundly educated individual makes complete the major, but four to five are the best architect. Students may, with recommended. Other courses not in the their adviser, tailor the major to suit elective groups defined below may be their individual interests. This is a B.A. substituted with the approval of the program. While an undergraduate program coordinator. professional degree (B. Arch.) is not offered, many of students continue on to REQUIREMENTS FOR THE MAJOR complete a professional degree (M. interdisciplinary, 13 courses Arch.) at the graduate level. Seven preliminary courses to be Students are encouraged to pursue completed by the end of the second study abroad opportunities during their year; ART 115 Three Dimensional junior or senior years. Courses offered on Design, ART 116 World Architecture these programs can supplement or be (alternate: ART 110 Visual Culture), substituted for program requirements. ART 125 Introduction to Drawing, HIST The Colleges’ programs have offered 102 American Urban History or HIST opportunities for study in New York, Los 103 Revolutionary Europe (alternate: Angeles, Rome, and Bath, England. The EUST 102 European Studies II), MATH primary outside affiliation offers a study 130 Calculus I or MATH 131 Calculus opportunity in Copenhagen through the II, PHYS 140 Principles of Physics, and Denmark International Study program. one urban studies elective. ARCH 200, Other programs available through ARCH 301 or 302, ARCH 311 or 312, leading universities offer study sites for and three additional architectural architecture in New York/Paris, and studies or elective courses selected in Florence. Also available is a coopera- consultation with an adviser in the tive (3+4) joint degree program with program. One of the 13 courses, either Washington University in St. Louis, the urban studies elective or one of the through which students can earn both a three additional electives, must be in B.A. and an M. Arch. degree in a total the social sciences division.

98 ARCHITECTURAL STUDIES

CROSSLISTED COURSES COURSE DESCRIPTIONS Art History Electives 200 Design Studio I: Basic Architectural ART 202 African American Art Principles Through a series of theoretical and ART 208 Greek Art and Architecture applied problems used in this course, students ART 232 Rococo Art and Architecture explore the nature of the design process expressing architectural ideas through words, ART 235 Art and Architecture of Baroque drawing, model making, and construction of Rome simple structures. Individual and group ART 249 Islamic Art and Architecture problems may address the essential relation- ART 252 Japanese Art and Culture ship of architecture to topics such as ART 253 Buddhist Art and Architecture construction, environment, structure, ART 302 Arts of the Landscape and the Garden historical precedent, perception, psychology, in China and Japan and theory. Prerequisites: ART 115 and ART ART 340 American Architecture to 1900 125. (Hauser, Fall; Yapicioglu, Spring) ART 341 Modernism in Crisis Typical readings: Friedman, Creation of Space, Vol. 1: Architectonics; Ching, Architec- ART 401 Seminar: Art Historiography – the ture: Form, Space and Order; Rasmussen, History of Art History Experiencing Architecture; Bloomer and Moore, ART 402 Design After Modernism Body, Memory, and Architecture; Ching, Architectural Graphics; Vale, Green Architecture Urban Studies Electives ANTH 247 Urban Anthropology 301 Design Studio II: Architecture and the ANTH 326 Pattern and Process in Ancient Immediate Environment Through a series of Mesoamerica Urbanism theoretical and applied problems used in this BIDS 229 Two Cities: New York and Toronto course, students explore the complexities of integrating architectonic relationships of form HIST 215 American Urban History and space with the realities of program needs, HIST 264 Modern European City construction systems, materials, structure, and SOC 251 Sociology of the City environmental factors. Individual and group SOC 253 World Cities problems address built form and its immediate surroundings. Emphasis is on deepening Social Science Electives intuitive and logical understanding of ANTH 206 Early Cities architectural forms, systems, influences, and ANTH 247 Urban Anthropology expressive potential. Prerequisite: ARCH ANTH 326 Pattern and Process in Ancient 200. (Hauser,Yapicioglu, offered annually) Typical readings: Friedman, Creation of Mesoamerica Urbanism Space, Vol 2: Dynamics; Norberg-Schulz, ANTH 352 Builders and Seekers Intentions in Architecture; Lyndon and Moore, ECON 213 Urban Economics Chambers for a Memory Palace; Ching, Building ECON 344 Economic Development and Planning Construction Illustrated; Elliot, Technics and POL 236 Urban Politics Architecture POL 244 Urban Politics and Public Policy SOC 249 Technology and Society 302 Design Studio III: Architecture and the SOC 251 Sociology of the City Wider Environment Through a series of SOC 253 World Cities theoretical and applied problems in this course, students explore the integration of SOC 271 Sociology of Environmental Issues architecture with the larger formal, social, SOC 290 Sociology of Community political, economic, movement, and environ- mental issues of urban and regional planning. Other Electives Individual and group problems emphasize the ALST 200 Ghettoscapes development of both intuitive and logical CLAS 202 Athens in the Age of Pericles understanding of architectural forms, systems, CLAS 251 The Romans: Republic to Empire influences, and expressive potential within the GEO 190 Environmental Geoscience larger context of human design on the land. HIST 256 Technology and Society in Europe The City of Geneva and its environs may serve as a locus for class projects. Prerequisite: PHIL 120 Critical Thinking and Argumentative ARCH 200. (Hauser, Yapicioglu, offered Writing annually) PHIL 220 Semiotics Typical readings: Lynch, Site Planning; PHIL 230 Aesthetics McHarg, Design with Nature; Bacon, Design of

99 ARCHITECTURAL STUDIES

Cities; Trancik, Finding Lost Space; Scully, 400 Geneva Studio: Architecture in the American Architecture and Urbanism; Katz, The Urban Realm The City of Geneva serves as New Urbanism; Newton, Design on the Land; an interactive studio environment in which Ching, Building Construction Illustrated; Lyndon students practice urban spatial design—the and Moore, Chambers for a Memory Palace art of giving form to the public realm through the shape of streets, squares, blocks, and 311 History of Modern Architecture parks, and articulating their human uses. Modern architecture evolved less than a “Urbanism” is encouraged as an essential century ago in response to changing social attitude in urban design that favors a spatially and technological conditions. This course connected public realm over the “master seeks to convey the underlying causes, social planning” of mere objects in the urban milieu, technological innovations, and landscape. Students combine the 3 dimen- individual geniuses that helped bring about sional aspects of site specific proposals with a the revolution and subsequent evolution of coherent and well formulated attitude modernism. Through informative lectures, towards land use and programming. Prerequi- explorative projects, and interactive sites: ARCH 200, plus ARCH 301 or ARCH discussions, the class will examine the 302, or permission of the instructor. (Hauser, personalities, the rhetoric, and the seminal spring, offered annually) works of the modern era. (Mathews, Fall) Typical readings: Curtis, Modern Architec- 450 Independent Study ture since 1900; Conrads, ed., Programs and Manifestos on 20th-Century Architecture; Le 495 Honors Corbusier, Towards a New Architecture

312 Theories of Modern Architecture and Urbanism This course investigates the role that ideas can play in the making and interpretation of the built environment. Lectures, readings, discussions, and hands-on projects combine to cover a broad range of topics from basic definitions of terms and concepts to an overview of the significant theoretical positions that have been used to lend authority to form making. Emphasis is placed on buildings and ideas that are crucial to the important theoretical debates of the 20th century. The course specifically aims to present the material in a manner that aids students in clarifying their own values and intentions. (Mathews, Spring) Typical readings: Selections from Vitruvius, Laugier, Bachelard, Norberg-Shulz, Heidegger, Moneo, Ruskin, Burke, Wright, Semper, Rowe, Banham.

100 ART

ART the art and architecture of America, Europe, Asia, the African diaspora, and A.E. Ted Aub, M.F.A.; Professor, the Islamic world. Advanced courses Department Chair focus more intensively on specific Lara C.W. Blanchard, Ph.D.; Henry Luce disciplinary and interdisciplinary issues: Assistant Professor the life of a major artist, the history of an Michael Bogin, M.F.A.; Professor important movement, gender in art, texts Elena Ciletti, Ph.D.; Associate Professor and images, ecology and contemporary Jo Anna Isaak, Ph.D.: Professor art, and even exhibit planning and Mark Jones, M.F.A.; Associate Professor design. Stanley Mathews, M.Arch.; Instructor In studio art, students take a rigorous Nicholas H. Ruth, M.F.A., Assistant set of foundations courses at the 100 Professor level, and quickly move on to highly Michael Tinkler, Ph.D.; Assistant Professor focused courses in painting, drawing, Kathryn Vaughn, M.A.; Assistant Professor, printmaking, sculpture, photography, Director of Visual Resource Library and digital imaging. These are designed Phillia Changhi Yi, M.F.A.; Associate to help each student to explore a broad Professor range of concepts, methods, and materials while developing individual The Department of Art offers two ideas and a personal voice. independent but strongly integrated In both art history and studio art, areas of study: studio art and art history. students have the opportunity to finish Both areas offer a major and minor. The their undergraduate careers with a highly department provides students with the rewarding honors program. The honors opportunity to delve deeply into visual program in art consists of a year-long culture. Broadly speaking, students study course of study which is developed and the role of art and architecture in pursued in close collaboration with a shaping, embodying, and interpreting faculty mentor. cultures from the dawn of human history to the present. More specifically, REQUIREMENTS FOR THE ART HISTORY students study the creative means of MAJOR (B.A.) discovery and self-expression, and have disciplinary, 12 courses the opportunity to explore perceptual Two courses from ART 101, ART 102, and conceptual problem solving. ART 103, or ART 110; one course in Students also learn research methods ancient or medieval art, one course in within an interdisciplinary approach to Asian art, one course in Renaissance or understanding historical context. Baroque art, one course in American or Students are encouraged to take modern art, a seminar (which may be advantage of opportunities to study art ART 440), three additional art history and art history on semester abroad courses or film courses from other programs, to do internships in the field, departments, and two studio art courses. and to do independent work at an advanced level. Both areas of study are REQUIREMENTS FOR THE ART HISTORY designed to prepare students for MINOR continued education at the graduate disciplinary, 6 courses school level. ART 101, ART 102, ART 103, or ART In art history, students choose from an 110; one 100-level studio art course; array of courses covering all periods of and four additional art history courses.

101 ART

REQUIREMENTS FOR THE STUDIO ART ART 235 Art and Architecture of Baroque Rome MAJOR (B.A.) ART 240 European Painting in the 19th Century disciplinary, 12 courses ART 249 Islamic Art and Architecture ART 250 20th-Century European Art: Reality ART 105; ART 114 or ART 115; ART Remade 125; either ART 225 or ART 227; two ART 252 Japanese Art and Culture of the following courses representing ART 253 Buddhist Art and Architecture two areas of concentration: ART 203, ART 256 Art of Russian Revolution ART 204, ART 209, ART 215, ART ART 270 Art and Architecture of the First 234, ART 239, ART 245, ART 246, or Christian Millennium ART 282 American Art of the 20th-Century ART 248; two advanced workshops: ART 300 Michelangelo, Caravaggio and ART 301, ART 305, ART 315, or Bernini (taught in Rome) ART 345; one additional studio art ART 302 Arts of the Landscape and the course; and three art history courses. Garden in China and Japan ART 303 Roman Art and Politics REQUIREMENTS FOR THE STUDIO ART ART 306 Telling Tales: Narrative in Asian Art ART 333 Contemporary Art MINOR ART 340 American Architecture to 1900 disciplinary, 6 courses ART 389 Rococo to Revolution ART 105; ART 125; two 200- or ART 401 Senior Seminar: Art Historiography-- 300-level studio art courses from one the History of Art History area of concentration (painting/ ART 402 Senior Seminar: Design After drawing, sculpture, printmaking/ Modernism drawing, or photography); one art ART 403 Senior Seminar: Gender and Painting in China history course; and one additional ART 440 The Art Museum studio or art history course. ART 451 Senior Seminar: Art and Ecology ART 467 Senior Seminar: Artemisia COURSE CONCENTRATIONS Gentileschi Art History ART 472 Senior Seminar: The Enigma of ARCH 311 History of Modern Architecture Caravaggio ARCH 312 Theories of Modern Architecture and ART 480 Senior Seminar: Art of the Urbanism Pilgrimage Roads ART 100 Issues in Art ART 101 Ancient to Medieval Art Studio Art ART 102 Renaissance to Modern Art ART 105 Color and Composition ART 103 East Asian Art Survey ART 114 Introduction to Sculpture ART 110 Visual Culture ART 115 Three Dimensional Design ART 116 World Architecture ART 125 Introduction to Drawing ART 201 African-American Art ART 203 Representational Painting ART 208 Greek Art and Architecture ART 204 Abstract Painting ART 210 Woman as Image and Image-Maker ART 209 Watercolor ART 211 Feminism in the Arts ART 215 Sculpture (Modeling) ART 212 Women Make Movies ART 225 Life Drawing ART 216 Medieval Monuments ART 227 Advanced Drawing ART 220 Arts of China ART 234 Photography ART 221 Early Italian Renaissance Painting ART 239 Digital Imaging ART 222 Women in Renaissance Art and Life ART 245 Photoscreenprinting ART 223 The Poetry of Color: Painting in ART 246 Intaglio Printing Venice (1470-1600) ART 248 Woodcut Printing ART 226 Northern Renaissance Art ART 301 Photography Workshop ART 229 Women and Art in the Middle Ages ART 305 Painting Workshop ART 230 The Age of Michelangelo ART 315 Sculpture Workshop ART 232 Rococo Art and Architecture ART 345 Printmaking Workshop

102 ART

COURSE DESCRIPTIONS focused color problems to ambitious, 100 Issues in Art This course takes a broad expressive compositional inventions. view of the visual arts, discussing them not in Required for studio art major and minors. isolation but in the context of the contempo- (Bogin, Ruth, offered each semester) rary thought and culture of which they form a part. The course focuses on the social, 110 Visual Culture This course is an political, and economic issues raised by the art introduction to the history and concepts of of our time. Issues to be discussed include: art, architecture and visual culture. This race, gender, class, censorship, patronage, course is offered in several sections by ecology, activism, etc. Students look at a different art history professors with different selection of works from the field of fine art— areas of specialization, ranging from modern that is, the practices of painting, sculpture, and contemporary, to Renaissance, medieval, drawing, photography, installation, performance, non-Western or architectural. Course texts video and other mixed media as a basis for a will vary depending on the professor teaching discussion of the issues raised by contemporary the particular section. art. Open to first-year students only. (Isaak) Typical readings: Leland Roth, Understand- Typical readings: Storr, Art 21; Barrett, ing Architecture; Gardner, Art Through the Ages; Understanding the Contemporary; Isaak, Looking John Berger, Ways of Seeing. Forward, Looking Black 114 Introduction to Sculpture A broad 101 Introduction to Art: Ancient and introduction to sculptural processes and Medieval This course offers a chronological principles. Traditional and experimental study of principal monuments and develop- approaches to creative artistic expression in a ments in paintings, sculpture, and architec- variety of media are investigated including tures from prehistoric to medieval times in carving, clay modeling, casting and construction. Europe, the Mediterranean, and the Islamic Materials may include plaster, wood, clay, world. (Tinkler, offered annually) metal, and mixed media. The history of modern sculpture is incorporated into the 102 Introduction to Western Art: Renais- course through readings and discussion, as sance through Modern This course is a well as slide and video presentations. Required chronological study of principal monuments for studio art majors: either ART 114 or ART and developments in painting, sculpture, and 115. (Aub, offered annually) architecture from Renaissance Italy to contemporary America. (Ciletti, Tinkler, 115 Three-Dimensional Design An offered annually) introduction to three-dimensional concepts, Typical readings: Gardner, Art Through the methods, and materials with an emphasis on Ages; Spencer, Readings in Art History design. Project assignments involve investiga- tions of organization, structure, and creative 103 East Asian Art Survey This course problem solving. Materials generally used in presents a chronological study, beginning in the course include cardboard, wood, metals, the Neolithic period and continuing through fabric, and plexiglas. Required for studio art the nineteenth century, of the arts and majors: either ART 114 or ART 115. ART 115 architecture of China, Japan, and (to a lesser is a required course for architectural studies extent) Korea, with some comparisons to the majors. (Aub, Staff, offered each semester) arts of India, central Asia, and Europe. Students examine principal monuments and 116 World Architecture A survey of key developments in a variety of media, including architectural monuments of the ancient to painting, sculpture, ceramics, prints, garden modern world. This course is organized design, and architecture. There are no chronologically and thematically around prerequisites, and no previous exposure to the representative buildings—religious, domestic, arts of East Asia is necessary. (Blanchard, civic, courtly—from ancient Greek and Spring, offered annually) Roman to contemporary American. Indi- vidual buildings are analyzed in terms of their 105 Color and Composition A perceptual structural, stylistic, functional, and social approach to problems of color interaction and meanings, and as cultural exemplars. compositional dynamics, students work (Mathews, offered annually) through a carefully structured series of Typical readings: Norwich, Great problems designed to reveal empirically the Architecture of the World; Harris, Illustrated nature of color interaction and relatedness Dictionary of Historic Architecture and the fundamentals of good visual composition. Projects range from narrowly

103 ART

125 Introduction to Drawing A basic course their stylistic unity and variety, especially in in visual organization and visual expression, the way the buildings serve different functions students focus on the relational use of the with a limited language of building parts. visual elements to create compositional Prerequisite: previous art history or classics coherence, clear spatial dynamics, and visually course or permission of instructor. (Tinkler, articulate expression. Students experiment Fall, offered alternate years) with a range of drawing materials and subject matter. Required for studio art majors and 209 Watercolor An exploration of the minors. (Aub, Bogin, Yi, Ruth, offered each fundamentals of painting with translucent semester) color media. Western and Eastern traditions, as well as more experimental approaches, are 201 African-American Art This course offers investigated. Use of Gouache (opaque an exploration of the contributions of Black watercolor) may also be explored. Subject artists to American art, from the transplanting matter involves still life, figure, and landscape of African artisan traditions in the early 19th with excursions to rural and urban settings. century to the fight for academic acceptance (Yi, offered alternate years) after the Civil War, from the evolution of a Black aesthetic in the 1920s to the molding of 210 Woman as Image and Image-Maker An modernism into an expressive vehicle for the investigation of women artists from the 16th civil rights and Black pride movement of to 19th centuries, with a brief nod to the 20th recent decades. Special attention paid to the century, this course is concerned with the Harlem Renaissance. Artists include social and art historical settings, with placing Edmondia Lewis, Henry Tanner, Aaron both the situations and styles of women Douglas, Jacob Lawrence, Faith Ringgold. painters too long ignored. At the same time, it (Ciletti, offered alternate years) takes up some of the major female themes in Typical readings: Bearden and Henderson, Western art—Madonna, Venus, heroine, A History of African American Artists; Patton, femme-fatale—and places them in context. African-American Art Special attention is given to Artemisia Gentileschi. This course may count toward a 203 Representational Painting A sequel to women’s studies major. Prerequisite: one ART 105, this course focuses on the problems course in either women’s studies or art history, of painting from a source, including still life, or permission of the instructor. (Ciletti, offered figure, and landscape. Students works to alternate years) reconcile the insistent presence of objects with Typical readings: Broude and Garrard, the need to create pictorial lights, space and Feminism and Art History; Chadwick, Women, compositional and expressive coherence. Art, and Society Prerequisite ART 105 (Bogin, Ruth, offered alternate years) 211 Feminism in the Arts The impact of Typical readings: Matisse, Notes of a women artists on the contemporary art Painter; Goodman, selection from Languages of movement has resulted in a powerful and Art innovative reworking of traditional ap- proaches to the theory and history of art. This 204 Abstract Painting A sequel to ART 105, course offers an interdisciplinary study of this course focuses on the generation of an women’s position and potential in the abstract pictorial vocabulary and on the signifying practice and looks at the work of the investigation of a range of compositional and individual artist within the wider social, expressive possibilities for the pictorial use of physical, and political world. (Isaak, offered that vocabulary. Prerequisite: ART 105. alternate years) (Bogin, offered alternate years) Typical readings: Broude and Garrard, Typical reading: Hoffman, Search for the Real Feminism and Art History, The Power of Feminist Art; Parker and Pollock, Old Mistresses; Isaak, 208 Greek Art and Architecture This course Feminism and Contemporary Art: The Revolution- surveys the art of the Greeks and Romans ary Power of Women’s Laughter; Witzling, from the historical origins to the middle Voicing Today’s Visions imperial period (ca. A.D. 200). Students examine the Greek pursuit of naturalism and 212 Women Make Movies The mass media their turn to emotion in art. Students contrast play a critical role in our society. They provide Greek use of ideal human form with the a context in which ideas and information Roman interest in the depiction of individu- shape our visions of ourselves. Historically, als. In architecture, students study the classic women and national minorities have had little expressions of Greco-Roman architecture in input or influence in film and television. In this course, students learn that the past two

104 ART decades have seen a new growth in media 221 Early Italian Renaissance Painting This production by women. Increasingly, numbers course is an exploration of the extraordinary of women in independent media have flowering of the arts in 14th- and generated new subject matter and approaches 15th-century Florence. Artists include Giotto, to the exploration of cinematic form. Open Masaccio, Fra Angelico, Botticelli, and to seniors only. (Isaak, Spring) Leonardo. The course considers the develop- Typical readings: Erens, Issues in Feminist ment of individual styles, the functions of art, Film Criticism; Humm, Feminism and Film; the culture of humanism, and the dynamics of Carson et al, Multiple Voices in Feminist Film patronage. (Ciletti, offered occasionally) Typical readings: Baxandall, Painting and 215 Sculpture Modeling An investigation of Experience in 15th-Century Italy; Vasari, Lives of sculptural tradition and personal expression the Artists; Hartt, History of Italian Renaissance through figure and head studies observed Art; Bondanella, Renaissance Reader from life. Projects are modeled in clay and cast into plaster. This course takes an 222 Women in Renaissance Art and Life It interdisciplinary approach that melds science was once assumed that men and women with sociology and art as we seek understand- enjoyed perfect equality in the Renaissance ing of the human form ranging from the and that the beautiful representations of physical embodiment to cultural perceptions. Venus and the Virgin Mary in Renaissance art In addition to a vigorous investigation of signaled the esteem in which women were anatomy through lectures, readings, and held. Recent research suggests otherwise, drawing, students will also explore art finding instead increasing subordination of historical context, the politics of body image, women. This course explores this question by and the psychology of portraiture. Prerequisite: considering the interrelationships between ART 114 or ART 115. (Aub, offered annually) images of women in Renaissance painting, social realities of women’s actual lives, the 216 Medieval Monuments This course is a phenomenon of successful women artists, survey of selected monuments in medieval church dogma about women, and the period’s architecture, sculpture, painting, and treasury literature by, for, and about women. It focuses arts. The semester is divided into the primarily, but not exclusively, on Italy in the Romanesque period and the Gothic period. 15th and 16th centuries. Prerequisite: one After lectures on the historical cultural course in either art history or women’s studies background and material, students examine a or permission of the instructor. (Ciletti, offered specific monument though slides and texts in alternate years) order to understand the monument. One Typical readings: Brucker, Giovanni and presentation in the Romanesque half and one Lusanna; King, Women of the Renaissance; Eva/ in the Gothic half are required, as well as an Ave—Women in Renaissance Prints, and others end of the semester project. This project may be a group or individual project with the 223 The Poetry of Color: Painting in Venice instructor’s permission. Prerequisites: 1470-1600 This course explores the previous art history course or permission of development of the sensuous styles of the instructor. (Tinkler, offered occasionally) Venetian painting, from its first flowering in the late 15th century through its Golden Age 220 Arts of China This course takes an in the 16th, in the work of such artists as interdisciplinary approach to the arts of Bellini, Titian, Veronese, and Tintoretto. It China from the Neolithic period through the considers the impact on the arts of a variety of 20th century. Students consider examples of phenomena: the invention of oil paint, the different media (including painting, calligra- rise and fall of Venice’s economic and political phy, woodblock prints, bronze vessels, fortunes, its gender arrangements, the unique lacquer ware, sculpture, ceramics, architec- social organization of the city, and its organs ture, and garden design) in the context of of patronage. (Ciletti, offered alternate years) Chinese literature, politics, philosophies, and Typical readings: Humfrey, Painting in religions, with attention to dialogues with Renaissance Venice; Goffen, Titian’s Nudes other cultures. Broader topics include notions of artists’ places within specific social groups, 225 Life Drawing A study of the formal intellectual theories of the arts, and questions dynamics and the expressive potential of of patronage. When appropriate, students figure drawing. Students explore a variety of read and analyze Chinese primary sources in wet and dry media. Prerequisite: a 100-level translation. Prerequisites: previous art history studio art course or permission of instructor. or Asian studies course. (Blanchard, Fall, (Aub, Bogin, Ruth, offered annually) offered alternate years.)

105 ART

226 Northern Renaissance Art This course is looking to its rejection of the grandeur of a study of art in Northern Europe from the Louis XIV, its freedom, and its expression of 14th to 16th centuries. The primary concern both aristocratic hedonism and peasant faith. is the emergence of a distinctively Northern Attention is paid to the French Royal pictorial tradition, as seen in Franco-Flemish Academy, the rise of art criticism in Paris, and manuscript illuminations and Flemish and the intersection of aesthetic and social values. German paintings and prints. The course (Ciletti, offered alternate years) traces the contribution of such 15th-century Typical readings: Levey, Painting and artists as Campin, van Eyck, and Bosch in Sculpture in France; Millon, Baroque and Rococo transforming the character of late medieval Architecture; Rand, Intimate Encounters art, and the role of Dürer, Holbein, and Bruegel in creating a humanistic, Renaissance style 234 Photography An introduction to the during the 16th century. (Offered occasionally) methods, materials, and history of black and Typical readings: Snyder, Northern white photography. Lectures involve camera Renaissance Art; Panofsky, Early Netherlandish usage, lighting, darkroom technique, and Painting; Huizinga, The Waning of the Middle Ages pictorial composition. Weekly lectures on the history of photography from 1839 to the 227 Advanced Drawing A continued study present attempt to illuminate the profound of visual dynamics and visual expression. The influence the medium has had on the ways in focus in this course is on the development of which we perceive reality. Prerequisite: ART individual drawing projects. A variety of 125 or 105 and access to a 35-mm camera. subject matter and concepts are used, as well (Jones, offered each semester) as a variety of drawing materials. Prerequisite: ART 125 or ART 225, or permission of the 235 Art and Architecture of Baroque Rome instructor. (Bogin, offered annually) An investigation of the grandiose develop- ments in Italian art in the 17th century, in the 229 Women and Art in the Middle Ages This work of Caravaggio, Gentileschi, Bernini, course ranges broadly in chronology and Borromini, and other artists in Rome, this approach to consider women and art in the course explores such topics as papal patron- middle ages in three ways: woman as art age, the Counter- Reformation, and the need maker, woman as art buyer, and woman as art for art as religious propaganda and illusionism. subject. Students study the changes in the (Ciletti) relationships, which are active throughout the Typical readings: Hibbard, Bernini; Blunt, middle ages. To understand medieval society Borromini; Wittkower, Art and Architecture in the course uses two histories—a modern Italy, 1600-1750 secondary history of the period, and a collection of primary sources. Prerequisite: previous art 239 Digital Imaging An investigation into the history or women’s studies course or use of computers for the making of fine art. permission of the instructor. (Tinkler, offered Students in this course learn how to explore occasionally) the organization of visual form using the software Adobe Photoshop. Projects and 230 The Age of Michelangelo This course is assignments help students build on their dedicated to the art of the High Renaissance knowledge of the use of visual elements, and Mannerism in Florence, Rome, and a few reconsider photography in the age of digital North Italian cities. Students explore the manipulation, and explore the combination of evolution of the two styles in the work of image and text. Students use perceptual and painters and sculptors, such as Raphael, conceptual approaches to image making, and Pontormo, Correggio, Cellini, and Anguissola, also learn basic bookmaking and web design with special emphasis on Michelangelo. techniques as methods of presenting their Attention is also given to the new ideologies work. Prerequisite: ART 105 or 125; 234 also of art as Art and to the cult of genius, as well recommended. (Ruth, offered annually) as the propagandistic aesthetics of the court of Cosimo I de’ Medici in Florence. (Ciletti) 240 European Painting in the 19th Century Typical readings: Freedberg, Painting of This course traces transformations of the High Renaissance in Florence and Rome; practice, function, and social and political Sherman, Mannerism; Vasari, Lives of the meanings of the art of painting throughout the Artists; Cellini, Autobiography 19th century in France. Moving from David’s images of revolution and empire, to the 232 Rococo Art and Architecture This Impressionists’ renderings of the world of course traces the evolution of Rococo style bourgeois pleasures, to Cézanne’s redefinition from Parisian salons to Bavarian churches, of the nature of pictorial form, it considers

106 ART such issues as the role of the academy, the mirrored reality, but took to analyzing its role changing notion of the artist, the function of in the construction of reality. (Isaak, offered theory and art criticism, and the relationship alternate years) between painting and the new art of photog- Typical readings: Bowness, Modern raphy. (Isaak, offered alternate years) European Art; Arnason, Modern Art Typical readings: Nochlin, Realism; Friedlander, David to Delacroix; Clark, The 252 Japanese Art & Culture This course takes Painting of Modern Life an interdisciplinary approach to the arts and culture of Japan from the Neolithic period 245 Photo Silkscreen Printing An introduc- through the twentieth century. Students tion to the basic technology of consider examples of visual media in the photoscreenprinting, which can use both context of Japanese literature, history, society, photographic and drawn images. Equal and religions. Topics include Shinto architec- attention is given to issues of color and ture, Buddhist art (including Pure Land and composition. Prerequisite: ART 105 or ART Zen), narrative picture scrolls, traditional and 125. (Yi, offered alternate years) western-style paintings, shoin architecture, gardens, tea ceremony ceramics and ukiyo-e 246 Intaglio Printing An exploration of the prints (“pictures of the floating world”). basic techniques of intaglio printing, Students read primary sources in translation, including drypoint, etching, and aquatint. including Shinto myths, Buddhist texts, and Equal attention is given to composition and selections from literature. Prerequisite: the effective use of visual form. Prerequisite: previous art history or Asian studies course. ART 125. (Yi, Bogin, offered alternate years) (Blanchard, Spring, offered alternate years)

248 Woodcut Printing An introduction to 253 Buddhist Art & Architecture This course the fundamental processes of woodcut examines the arts and architecture associated printmaking. Traditional and experimental with Buddhism from its beginnings in India to techniques are investigated. Formal dynamics its dissemination to Southeast Asia and along and visual expression are the most important the Silk Road to East Asia. The organization emphases of this course. Prerequisite: ART of the material is primarily chronological, 125. (Yi, offered alternate years) tracing significant developments in Buddhist practice in each region, with an emphasis on 249 Islamic Art & Architecture Students major monuments of architecture, painting, examine Islamic art and architecture from its and sculpture. When appropriate, students beginnings in classical Mediterranean media read Buddhist texts in translation. Prerequi- and forms to the expression of autonomous site: previous art history or Asian studies stylistic developments and the impact of course. (Blanchard, Fall, offered alternate years) colonialism and post colonialism. They consider the myth that Islam prohibits 256 Art of the Russian Revolution One of imagery and examine the use of the abstract the most exciting movements in 20th-century decorative technique often dismissed in art, Russian art of the Revolution, radically western criticism as the “arabesque.” The reassessed the role of the artist and of his/her western colonialist response to the Islamic work in society and has had reverberations in world, the subsequent Islamic response to Western art which continue today. This course western art styles, and the contemporary begins with the Russian futurists and traces the search for an authentic Islamic style in art and manner in which new formal vocabularies and architecture conclude the course. (Tinkler, new attitudes towards materials were Spring, offered alternate years) harnessed after the 1917 Revolution by artists like Popova, Goncharova, Rosanova, Tatlin, 250 20th-Century European Art: Reality Rodchenko, Malevich, etc., to develop a full Remade Beginning with the naturalist and multidimensional philosophy for the tendencies of the Impressionists in the 1860s design of functional objects for the new and 1870s, this course follows the progression socialist society. (Isaak, offered alternate years) of art toward constantly new methods of Typical readings: Lodder, Russian expression: expressionism, cubism, Constructivism; Milner, Vladimir Tatlin and the constructivism, surrealism, Dadaism, etc. The Russian Avant-Garde; Gray,The Russian purpose is to come to an understanding of the Experiment in Art change that occurred in the practice and theory of art during the first half of this 270 Art and Architecture of the 1st Christian century. The intention is to explore the Millenium This course covers the beginnings foundations of modern art when art no longer of Christian art and architecture in the cities

107 ART of Rome and Constantinople and follows the the use of medium and large format cameras diffusion of forms into the fringes of the are presented. Prerequisite: ART 234. (Jones, Mediterranean world. The course is organized offered alternate years) chronologically around the adaptation of Typical reading: Horenstein, Beyond Basic classical forms for new purposes and the Photography invention of new forms for the new religion. Of primary concern for architecture is the 302 Arts of the Landscape and the Garden in interaction between use and design, typified China and Japan In China and Japan, the by the development of liturgy. Special natural landscape becomes a primary theme of attention is paid to the importance of the artistic expression, and the cultivated garden icon, its role in society, the subsequent is perceived as a related entity. This course politically-driven destruction of holy images will examine East Asian traditions of during iconoclasm, and the final restoration landscape painting, pictorial representations of the cult of the image. Prerequisite: of gardens, and the historic gardens (often previous art history course or permission of understood as microcosmic landscapes) of the instructor. (Tinkler, offered alternate years) Suzhou and Kyoto. We will explore how these Typical readings: Thomas Matthews, diverse works of art play upon the dichotomy Byzantium: From Antiquity to Renaissance; between nature and artifice and consider their Roger Collins, Early Medieval Europe social, political and religious implications. 300-1000 (2nd Ed.); Richard Krautheimer, Students will read landscape and garden texts Early Christian and Byzantine Architecture; from both cultures in translation, as well as Michael White, The Social Origin of Christian selections from the secondary literature Architecture dealing with these themes. (Blanchard, Fall, offered alternate years) 282 From the Ash Can to the Campbell Soup Can—American Art of the 20th Century 303 Roman Imperial Art and Politics In this This course is a study of American art from course students consider the use Roman the turn of the century to its ascendancy as politicians made of art and architecture to the center of international art. (Isaak, offered shape public understanding of Roman imperial alternate years) ideologies—to make Romans of the whole Typical readings: Homes, Stieglitz and the Mediterranean world. The course concentrates American Avant-Garde; Rose, American Art on three periods—the time of Augustus, the Since 1900; Rose, Readings in American Art adoptive Antonine dynasty, and the Late Since 1900; Guilbaut, How the New York Empire—and three art types—the imperial School Stole the Idea of Modern Art portrait (including the portraits of imperial family members), commemorative monu- 300 Michelangelo, Caravaggio & Bernini ments (triumphal arches, columns and This course studies the work of Michelangelo, temples), and the Roman colony cities Caravaggio and Bernini, the dominant throughout the Empire. Prerequisite: masters of the Roman Renaissance and permission of instructor. (Tinkler, offered Baroque periods on site in Rome. Painting, alternate years) sculpture and architecture are considered. Students look to the nature of the works, the 305 Painting Workshop For advanced patrons and commissions which brought them students, the focus of this workshop is on the into being, and the stylistic interrelationships generation and development of individual among the three artists. Side trips to Florence painting ideas. Emphasis is on the creation of and other cities supplement the Roman a process of painting that draws on a works. multitude of sources, inspirations, influences, Typical readings: Partridge’s The Art of and ideas and the way that work emerges from Renaissance Rome, Hibbard’s Michelangelo and this matrix of pictorial possibilities. Prerequi- Bernini, Langdon’s Caravaggio, Montagu’s site: ART 203, ART 204 or permission of the Roman Baroque Sculpture: The Industry of Art, instructor. (Bogin, Ruth, offered annually) Hsia’s The World of Catholic Renewal. 306 Telling Tales: Narrative in Asian Art 301 Photography Workshop The course The relationship between text and image attempts to refine the student’s use of assumes primary significance in the arts of photography as a means of visual expression. Asia. Of especial import is the use of visual Weekly and biweekly photo projects involve narrative, or the art of storytelling. This both aesthetic and technical concerns. The course traces the role of narrative in the use of alternative films, papers, and printing architecture, sculptures, and paintings of techniques is discussed. Demonstrations in India, central Asia, China, and Japan. The

108 ART course is designed as a series of case studies, 340 American Architecture to 1900 A through which students examine the special survey of American architecture from its visual formats developed in Asia to facilitate Colonial beginnings until the late 19th the telling of tales and the specific religious, century, this course studies the major political, and cultural contexts in which historical styles of this period—Georgian, narrative is deployed. Prerequisite: permission Federal, Greek Revival, Queen Anne, etc.— of the instructor. (Blanchard, Spring, offered by investigating key architectural monuments occasionally) in their social and functional contexts. Of equal concern is the expression of these styles 315 Sculpture Workshop An open studio for in the design of everyday houses and public a small, independent group, this course buildings. Local field trips are an integral part includes individual problems and criticism as of the course. Prerequisite: ART 102. (Staff, well as group discussions. All media and offered alternate years) processes may be investigated, including Typical readings: Pierson, American modeling, carving, welding, and plaster or Buildings and Their Architects; Fitch, American bronze casting. Prerequisite: ART 215. (Aub, Building: The Historical Forces That Shaped It; offered annually) McAlester, A Field Guide to American Houses

330 Modernism in Art and Literature 345 Printmaking Workshop This workshop is Modernism—in its preoccupation with form for students who have taken either ART 245, and the breaking of the laws of aesthetic ART 246, or ART 248. It is designed to perception—established for the first time a enable students to do more advanced work in genuine connection between the visual and a chosen area of printmaking as well as explore verbal arts, making any approach to it by new related areas of printmaking. (Yi, offered necessity interdisciplinary. This study includes alternate years) those philosophic, social, and scientific developments which inform the aesthetic 389 Rococo to Revolution: Painting in product of the period. The primary interest is France 1760-1800 This course explores the in cubism, futurism, Dadaism, surrealism, tumultuous transformations in French art in suprematism, constructivism, productivism, the decades leading up to the upheavals of imagism, and vorticism. Prerequisite: at least 1789 and during the revolutionary period. one course in modern art or modern Stylistically, this means the overthrow of the literature. (Isaak, offered occasionally) rococo style (designated aristocratic and Typical readings: Prose and poetry by feminine) by the reputedly bourgeois, Pound, Eliot, Stein, Joyce, Stevens, Lewis, masculine idiom of neoclassicism. It considers Crane, Cummings, and Williams; some works the collisions of shifting ideologies of art, in translation by Brecht, Ball, Tzara, and politics, class, and gender and their conse- Marinetti; works by Picasso, Braques, quences for painters such as Fragonard, Malevich, Boccioni, Stella, Carra, Mondrian, Greuze, Vigee-Lebrun, and J.L. David. Magritte, Duchamp, and others Attention is given to the theoretical programs and gender restrictions of the Royal Academy, 333 Contemporary Art This course focuses to philosophers/critics, such as Rousseau and on the art of the 1960s to the present day. Diderot, to evolving taste at Versailles, and to The course includes movements such as visual propaganda during the French Conceptual Art, Minimalism, Pop Art, Color Revolution. Prerequisite: ART 102 or Field Painting, New Image Painting, permission of the instructor. (Ciletti, offered Neo-Expressionism, and Post-Modernism. occasionally) The approach is topical and thematic, drawing Typical readings: Levey, Rococo to upon works of art in various media including: Revolution; Leith, The Idea of Art As Propaganda video, film, performance, earthworks, in France, 1750-1800; Brookner, David; site-specific sculpture, installation, etc. Vigee-Lebrun, Memoirs; Keener, 18th-Century Individual works of art are discussed in the Women and the Arts; Crow, Painters and Public context of the theoretical writing informing Life in 18th-Century Paris their production. (Isaak, offered occasionally) Typical readings: Michael Archer, Art 401 Seminar: Art Historiography – the Since 1960; Barrett, Criticizing Art; Fineburg, History of Art History In this course students Art Since 1940 study the history of art history, from its beginnings in artists’ biographies to postmodernism and the New Art History, by reading a variety of art historical works. Each student chooses a particular artist, architect,

109 ART or stylistic movement and follows the traces of 450 Independent Study art historians through time as they agree and disagree on what is to be said about art. 451 Senior Seminar: Art and Ecology (Tinkler, offered occasionally) Ecology and the arts is an interdisciplinary and cross-cultural study of art and nature. In 402 Seminar: Design After Modernism This this course students investigate the work of course examines critical theories of art, artists and writers who have dedicated architecture, and design since the 1950s. themselves to creating problem-solving works Students explore the relation of structuralist that address specific environmental situa- and post-structuralist theories to architecture. tions, whose work is part of a recuperative In addition, students examine how these ideas project for ecologically degraded environ- and issues resonate within the whole of ments, or whose works have broadened public modern society, including such fields as art, concern for environmental issues. Students music, literature, film politics, economics, explore a wide variety of discourses about the science, and philosophy. (Mathews, Spring, personal and public dimensions of environ- offered occasionally) mental issues. The course is to be taken in the Typical readings: Ferdinand de Saussure, junior or senior year of the major. Permission Course in General Linguistics; Terry Eagleton, of the instructor required. (Isaak, offered Literary Theory: an introduction; Roland alternate years) Barthes, Mythologies; Martin Heidegger, The Question Concerning Technology and Other 467 Seminar: Artemisia Gentileschi Essays; Derrida, Jacques, Structure, Sign and Artemisia Gentileschi was one of the most Play in the Discourse of the Human Sciences striking painters of the Italian Baroque style. Her powerful art and unconventional life were 403 Seminar: Gender and Painting in China controversial, since both violated prevailing How are the feminine and masculine repre- late Renaissance expectations about women sented in art? This course considers the role of and their capacities. This examination of gender in Chinese painting, focusing on the Gentileschi addresses such issues as the Song and Yuan dynasties (spanning the 10th unfolding of her style and its roots in the to 14th centuries). Topics include the setting work of Caravaggio, the situations of women of figure paintings in gendered space, the artists in the 17th century, the iconography of coding of landscapes and bird-and-flower female heroism she pioneered, and paintings as masculine or feminine, and ways Gentileschi’s influence upon her contempo- images of women (an often marginalized genre raries. Prerequisite: permission of instructor. of Chinese art) help to construct ideas of both (Ciletti, offered occasionally) femininity and masculinity. Throughout, Typical reading: Garrard, Gentileschi students examine the differing roles of men and women as patrons, collectors, and 472 Seminar: The Enigma of Caravaggio painters. Prerequisite: permission of the However considered, this greatest of Italian instructor. (Blanchard, Fall, offered occasionally) painters since the Renaissance is a puzzle. His brief life was violent, rebellious, haunted, yet 440 The Art Museum: Its History, Philoso- his art reached heights (and depths) of phy and Practice This course provides an religious truth shared only, perhaps, by overview of the origin and history of the art Rembrandt. His dark, menacing paintings museum, its various philosophies, and its created a revolution in our understanding of contemporary operation. Current issues and light. His humble, proletarian style was controversies surrounding the museum are constructed on rigorous, classical principles. discussed. Field trips to local museums are an The painter of dirty peasants was championed integral part of the course. The course by cultivated prelates and princes. And so it culminates in the class selection, planning, and goes. This seminar is dedicated to the luxury installation of a small didactic art exhibition of studying Caravaggio’s elusive art slowly, in in the Houghton House gallery. Enrollment is as much depth as possible. Prerequisite: limited to upperclass art majors. Note: Since permission of the instructor. (Ciletti, offered some field trips require an extended class occasionally) meeting, students should not enroll in any Typical readings: Langdon, Caravaggio; class scheduled for the preceding class period. Puglisi, Caravaggio Prerequisite: permission of the instructor. (Staff, offered alternate years)

110 ARTS AND EDUCATION

480 Seminar: Art of the Pilgrimage Roads ARTS AND EDUCATION This seminar explores the art and architecture surrounding one of the most important medieval journeys: the pilgrimage. Theories of Program Faculty pilgrimage are discussed. as well as the Patrick Collins, Education, Coordinator physical journey which medieval pilgrims took to Santiago de Compostela, Rome and Donna Davenport, Dance, Coordinator Jerusalem. The bulk of the course focuses on A.E. Ted Aub, Art the reliquary arts, architecture, and sculpture Joseph M. Berta, Music which the pilgrim experienced on his/her Michael Bogin, Art journey to these sacred places. (Tinkler, offered occasionally) Elena Ciletti, Art Typical readings: William Melczer, The Robert Cowles, Music Pilgrim’s Guide to Santiago de Compostela; Jim Crenner, English Thomas F. Coffey, The Miracle of St. James: Translations from the L.S.J.; Aubrey Stewart, Nicholas V. D’Angelo, Music Theodorich Guide to the Holy Land David Dannenfelser, English/Theatre Cheryl Forbes, Writing and Rhetoric 495 Honors Robert Gross, English/Theatre Grant Holly, English Jo Anna Isaak, Art Marilyn Jiménez, Modern Languages Mark Jones, Art Elisabeth Lyon, English Stanley Mathews, Art Patricia Myers, Music Nicholas H. Ruth, Art Rosalind Simson, Philosophy Lilian Sherman, Education Deborah Tall, English Michael Tinkler, Art Andy Walters, Psychology David Weiss, English Cadence Whittier, Dance Cynthia J. Williams, Dance Phillia Changhi Yi, Art

Note: Several faculty in other departments and interdisciplinary programs offer courses that address art, culture, and society.

The arts and education program provides students with an opportunity to examine the role of the arts in fostering personal and cultural development. The objective of the program is to enable students to form and articulate their own critical perspectives based upon an understanding of four fundamental aspects of arts education: 1) the nature of human development, 2) the nature of art and artistic expression, 3) the theory

111 ARTS AND EDUCATION and practice of education, and 4) the one discipline (art, creative writing, experience of artistic expression. This dance, music, or theater). program is not intended to prepare students to teach in the arts; it is CORE COURSES designed for students who wish to AEP 335 Arts and Human Development deepen their understanding of both art BIDS 311 Writing Movement/Dancing Words and education, while critically explor- DAN 325 Movement Analysis: Laban Studies ing the relationship between these two EDUC 301 Drama in a Developmental Context PHIL 230 Aesthetics kinds of human experience. The arts and education program STUDIO ELECTIVES (SAMPLE) offers an interdisciplinary major and Art minor. ART 105 Color and Composition ART 114 Introduction to Sculpture REQUIREMENTS FOR THE MAJOR (B.A.) ART 115 Three Dimensional Design interdisciplinary, 12 courses ART 125 Introduction to Drawing AEP 335; two courses from among BIDS ART 203 Representational Painting ART 204 Abstract Painting 311 Writing Movement/Dancing Words, ART 209 Watercolor DAN 325 Movement Analysis: Laban ART 215 Sculpture (Modeling) Studies, EDUC 301 Drama in a Develop- ART 225 Life Drawing ment Context, PHIL 230 Aesthetics; one ART 227 Advanced Drawing course from among EDUC 202 Human ART 234 Photography Growth and Development, PSY 203 ART 239 Digital Imaging Introduction to Child Psychology and ART 245 Photo Silkscreen Printing ART 246 Intaglio Printing Human Development, PSY 205 Adoles- ART 248 Woodcut Printing cent Psychology; at least four studio ART 301 Photography Workshop electives, three of which must be in one ART 305 Painting Workshop artistic discipline (art, creative writing, ART 315 Sculpture Workshop dance, music, or theater); two addi- ART 345 Printmaking Workshop tional Education courses from one of Dance the program core or elective groups; and BIDS 311 Writing Movement, Dancing Words two additional courses on art, culture, DAN 105 Introduction to Dance: Theory and and society. Only three 100-level Practice courses may count toward the major. DAN 140 Dance Ensemble All courses must be completed with a DAN 200 Dance Composition I grade of C- or better. DAN 215 Movement for Athletes: Analysis and Performance DAN 250 Dance Improvisation REQUIREMENTS FOR THE MINOR DAN 300 Dance Composition II interdisciplinary, 6 courses Any full-credit dance technique course AEP 335; one course from among BIDS 311 Writing Movement/Dancing Words, English DAN 325 Movement Analysis: Laban ENG 178 Acting I Studies, EDUC 301 Drama in a Develop- ENG 260 Creative Writing ENG 275 Acting II ment Context, PHIL 230 Aesthetics; one ENG 305 Poetry Workshop course from among EDUC 202 Human ENG 307 Playwriting Workshop Growth and Development, PSY 203 ENG 308 Screenwriting I Introduction to Child Psychology and ENG 309 Fiction Workshop Human Development, PSY 205 Adoles- ENG 310 Creative Non-Fiction Workshop cent Psychology, three studio electives in

112 ASIAN LANGUAGES AND CULTURES

Music ASIAN LANGUAGES AND MUS 120 Tonal Theory and Aural Skills I CULTURES MUS 121 Tonal Theory and Aural Skills II Two semesters of any 900-level course William S. Atwell, History of East Asia, Education Electives Department Chair EDUC 200 Philosophy of Education Sheila Bennett, Sociology of West Asia EDUC 201 History of Education and the Middle East EDUC 203 Children with Disabilities Lowell W. Bloss, Asian Religions EDUC 220 Storytelling and the Oral Tradition EDUC 320 Children’s Literature James-Henry Holland, Japanese EDUC 332 Disability, Family, and Society Language and Culture EDUC 333 Literacy Chi-chiang Huang, Chinese Language EDUC 337 Education and Racial Diversity in the and Culture U.S. Tenzin Yingyen, Tibetan Buddhism and EDUC 338 Inclusive Schooling Culture EDUC 350 Constructivism and Teaching Jinghao Zhou, Chinese Language and Art, Culture and Society Electives Contemporary Chinese Culture Courses chosen from the following depart- ments with permission of the Program Participating Faculty Coordinator: Africana studies, art history, Lara C.W. Blanchard, Art History dance, English, European studies, Latin American studies, media and society, music, Bahar Davary, Religious Studies philosophy, theatre, women’s studies, and Richard G. Dillon, Anthropology writing and rhetoric. Marie-France Etienne, French and Francophone Studies COURSE DESCRIPTION Jack D. Harris, Sociology 335 The Arts and Human Development The primary purpose of this course is to explore Helen McCabe, Education the ways in which the arts serve human Susanne McNally, History development. Students examine the Patricia A. Myers, Music relationship between the arts and various Ilene Nicholas, Anthropology dimensions of development such as cognitive, cultural, and emotional growth. This course is David Ost, Political Science interdisciplinary in nature and addresses some Richard Salter, Religious Studies of the following questions: What is art? Do James L. Spates, Sociology different forms of art serve different func- tions? What do the arts teach children that Patricia A. Stranahan, Provost and Dean other traditional subjects do not teach? What of the Faculty is the role of creativity in art? Students are Jonathan H. Wolff, Associate Provost encouraged to explore connections between the arts and education while also reflecting upon the significance of the arts in their own Working closely with other academic lives. (Collins/Davenport, Fall, offered departments at Hobart and William annually) Smith, the Department of Asian Lan- guages and Cultures offers a wide variety of courses that are designed to acquaint its majors and minors with the history, institutions, religions, cultures, and languages of Asia and to provide a firm foundation for further study. Majors and minors in the department are strongly encouraged to participate in the Colleges’ off-campus programs in Japan, Korea, Taiwan, China, Vietnam, and India.

113 ASIAN LANGUAGES AND CULTURES

REQUIREMENTS FOR THE MAJOR (B.A.) SOC 221 Sociology of Minorities interdisciplinary, 12 courses SOC 233 Women and Political Mobilization in At least two years of one Asian language the Third World SOC 253 World Cities (normally four courses). Students may SOC 291 Society in India be exempted from this requirement by SOC 299 Sociology of Vietnam passing a proficiency test permitting SOC 340 Feminist Social Theory them to enter the third year or above of an Asian language. Students who take Humanities advantage of this exemption still must ART 103 East Asian Art Survey complete at least 12 courses in Asian ART 116 World Architecture ART 220 Arts of China studies for the major. The departmental ART 252 Japanese Art and Culture introductory course: ASN 101 The ART 253 Buddhist Art and Architecture Intellectual and Religious Foundations of ART 306 Telling Tales: Narrative in Asian Art Asian Civilizations; at least two social ART 403 Gender and Painting in China science courses on Asia; at least two BIDS 365 Dramatic Worlds of South Asia humanities courses on Asia; at least two FRNE 213 Vietnamese Literature in Translation FRNE 311 Feudal Women in France, Vietnam, courses on Asia at the 300 or 400 level. and Japan HIST 291 Late Imperial China REQUIREMENTS FOR THE MINOR HIST 292 Traditional Japan interdisciplinary, 7 courses HIST 390 The Modern Transformations of At least one year of an Asian language China and Japan (normally two courses). Students may HIST 394 Russia and Asia be exempted from this requirement by HIST 396 History and the Fate of Socialism: Russia and China passing a proficiency test permitting HIST 492 Seminar in Chinese History them to enter the second year or above HIST 493 Seminar in Japanese History of an Asian language. Students who MUS 216 Music of Asia take advantage of this exemption still REL 210 Hinduism must complete at least seven courses in REL 211 Buddhism Asian studies for the minor. The REL 217 Gurus, Saints, Priests, and Prophets REL 219 Introduction to Islamic Tradition departmental introductory course: ASN REL 236 Gender and Islam 101 The Intellectual and Religious REL 312 New Heavens, New Earths Foundations of Asian Civilization; at least REL 315 Japanese Religions one social science course on Asia; at REL 321 Muslim Women in Literature least one humanities course on Asia; at REL 336 Islam and the West least one course on Asia at the 300 or REL 410 Sacred Space 400 level. DEPARTMENTAL LANGUAGE COURSES For course descriptions, see Chinese and Japanese CROSSLISTED COURSES CHIN 101 Beginning Chinese I Social Sciences CHIN 102 Beginning Chinese II ANTH 206 Early Cities CHIN 201 Intermediate Chinese I ANTH 208 Archaeology of China and Japan CHIN 202 Intermediate Chinese II ANTH 227 Intercultural Communication CHIN 301 Advanced Chinese I ANTH 230 Beyond Monogamy: The Family in CHIN 302 Advanced Chinese II Cross-Cultural Perspective CHIN 450 Independent Study ANTH 298 Modern Japan JPN 101 Beginning Japanese I POL 257 Russia/China Unraveled JPN 102 Beginning Japanese II SOC 201 Sociology of International JPN 201 Intermediate Japanese I Development JPN 202 Intermediate Japanese II

114 ASIAN LANGUAGES AND CULTURES

JPN 301 Advanced Japanese I them as “heterodox,” they could not deny the JPN 302 Advanced Japanese II fact that the two teachings had become an JPN 450 Independent Study integral part of Chinese elite and popular culture. This course is an introduction to the major ideas of Chinese Buddhism and Taoism COURSE DESCRIPTIONS as they were represented and interpreted in 101 Intellectual and Religious Foundations of various texts and narratives. This course is Asian Civilizations This course introduces taught in English. (Huang, offered annually) students to the major religions and social philosophies of pre-modern Asia. These 212 Women in Contemporary Chinese include Hinduism, Buddhism, Confucianism, Culture Are Chinese women still submissive, Taoism, and Shintô. The course emphasizes powerless, and silent as commonly perceived? the reading of original texts in translation. What roles are Chinese women playing in the (Atwell/Bloss, Spring) present-day China and international societies? These are among the oft-asked questions this 102 Istanbul and the Ottoman World At its course attempts to answer. By contextualizing peak, Ottoman domains encompassed what Chinese women in pre-modern China, we know today as the Balkans, Greece, nationalist China, and communist China, this Turkey, and the “Middle East” – the successor course attempts to show their different states to the great empire of Byzantium in the characteristics in different periods. Special west and the Arab conquests in the east. And attention, however, is given to women in of the great cities of the world, Istanbul sat at social and cultural settings in contemporary its heart. This course examines the nature of China. A variety of works, including history, empire in the Ottoman experience, the fiction, and films are used to acquaint emergence of nationalism and capitalist students with dramatic changes, multifaceted economies, and the legacy of Ottoman rule images, gender problems of Chinese women in today through the achievements – and failures the post-Mao era. This course is taught in – of Ottoman society, culture, and statecraft, English. (Zhou, offered alternate years) and the microcosm of Ottoman society that was, and is, Istanbul. (Bennett, Fall, offered 213 Tibet Incarnate: Understanding annually) Contemporary Tibet How are we to think of Tibet today? As the hapless victim of Chinese 209 The Golden Age of Chinese Culture aggression; a poster child for human rights? Although China is known for its long history, Or as a people with a long and complex it is best known for its golden age during the history of political and cultural associations, Tang and Song dynasties (618-1279). These east and west; a people with its own imperial two dynasties witnessed a rapid growth in past? This course explores the context of thought, government structures, literature, art today’s “Tibetan Question” in Tibet’s history, and many aspects of culture. The people of culture, and geographic position on the this period, from emperor/empress and frontiers of trade and empires across aristocratic elite to storytellers and courte- millennia. This course is conducted in sans, contributed to the formation of an urban seminar format and participants are respon- culture that was the richest in the world. sible for researching and presenting sources While Europe was still in its dark age, China’s materials. Prerequisite: ASN 101 or ASN golden age established the foundations of 225 or permission of the instructor. (Bennett, much of Asian culture. This course explores Spring, offered annually) Tang and Song contributions to the Chinese cultural heritage. (Huang, Spring, offered 220 Male and Female in East Asian Societies annually) Gender, sex roles, and domestic relations are among the basic building blocks of culture 210 Buddhism and Taoism through Chinese and society. This course is designed to Literature Buddhism and Taoism have long examine the historical legacy of East Asian been two important constituent elements of countries, contemporary Eastern Asian Chinese culture. Their influences on Chinese cultures, and basic values from the perspec- elite culture, social ethics, and popular values tive of sex and gender, and to explore a have inspired the use of such phrases as “The variety of cultural contexts and social venues, Age of Neo-Taoism” and “The Buddhist Age” including marriage, the family, the relations to characterize some periods of Chinese between husband and wife, generation gaps, history. Though many Chinese intellectuals private life and public life, and tradition and were suspicious of and even hostile towards its changes. The course focuses on China and these two religions and sometimes labeled views it as one of the great sources of Eastern

115 ASIAN LANGUAGES AND CULTURES

Asian civilization, especially Japan, Korea, and 312 Literary and Historical Memory in Vietnam. Particular attention is paid to the China: Text, Contexts, and Historical Facts representation of male and female in For centuries many educated Chinese have contemporary Asian cultures. Films are used read traditional literary works with greater to supplement the readings. This course is interest than they have read historical works. taught in English. (Zhou, offered annually) Their appreciation for the “memory” in these literary works helped popularize a variety of 225 Tibetan Buddhism This course is an novels, short stories, poetry, and plays, as well introduction to Tibetan belief and practice. as immortalize some historical personages and What is life from a Buddhist perspective? fictional characters. In its idealizing or What did the Buddha teach? What is the law stigmatizing men and women in history, of karma? These and many other questions are literary work also historicizes its stories and is addressed. The course looks at Tibetan commonly accepted as a valuable historical Buddhist practice from the Four Noble Truths text. This course compares the often to the highest Yoga tantra with special disparate memory of China’s past in literary emphasis on the practice of love, kindness, and historical texts, focusing substantially on and compassion. A monk’s life in the their representation of the image of cultural monastery is also studied. Prerequisite: Any heroes and heroines, of gender and class religious studies course or permission of the inequities, as well as of moral and ethical instructor. (Yignyen, offered annually) values. This course is taught in English. (Huang, offered occasionally) 231 Tibetan Mandala Painting The purpose of this course is to introduce students to the 342 Chinese Cinema: Gender, Politics, and wonders of Tibetan culture. This is accomplished Social Change in Contemporary China This through the study of traditional Tibetan course is designed to examine the develop- Buddhist painting and mandala construction. ment of Chinese cinema. It introduces the The world of Tibetan Buddhist art is fifth and sixth generation of Chinese film introduced through the emersion in historic makers, as well as recent Chinese films background and current utilization. Students produced in Mainland China, Taiwan, Hong learn the accurate methods for drawing the Kong, and the United States. It is hoped to geometric outlines of the mandala. Each help students develop their ability to analyze student completes a painted version of the visual images from both Chinese and Chenrezig mandala (which is most often used multicultural perspectives. Through the lens in Tibetan Buddhist meditation practice). This of Chinese films used in this course, students includes the formation of the accurate are expected to better understand issues such symbols of the five Buddha families. Students as gender, family, tradition, custom, and becomes familiarized with these and other politics in China today. In the meantime, emblems and learn their meanings. Using they are expected to become familiar with colored sand, students learn how to make a some new trend of cultural and social sand painting with authentic Tibetan metal movement in China and overseas Chinese funnels and wooden scrapers. Finally, students communities. All readings and lectures are in participate in the joy of a group class project English. (Zhou, offered annually) of sand mandala painting and dismantling ceremony. (Yignyen, offered annually) 393 The Pacific Century A seminar course designed for, and limited to, students 236 Society, Culture, and the State in returning to campus from study abroad Contemporary China This course is designed programs in Asia, this course explores the to help students understand the momentous extraordinary economic, social, political, and social, cultural, and economic changes that cultural changes that have occurred in that have occurred in China in recent years. In region over the past 150 years. Students exploring this subject, it also is important to enrolled in the course conduct extensive investigate the ways in which the Chinese research on a topic related to modern Asia, state has attempted to control and direct make several oral presentations on that those changes. The state has not always research, and complete a substantial term succeeded in its efforts, but the role cannot be paper. Prerequisite: A term abroad in Asia. ignored as we examine subjects such as (Staff, offered annually) educational and religious policy, human rights, and legal reform. (Zhou, offered annually)

116 ATHLETICS, PHYSICAL EDUCATION, AND RECREATION

ATHLETICS, PHYSICAL WILLIAM SMITH COLLEGE EDUCATION, AND RECREATION Susan Bassett, M.S.; Associate Professor, Director of Athletics Sandra Chu, M.S.; Head Crew Coach HOBART COLLEGE Glenn Begly, M.S.; Head Basketball Michael J. Hanna, B.A.; Associate Coach Professor, Director of Athletics Ronald D. Chase, B.S.; Assistant Nason “Chip” Fishback; Instructor, Lacrosse Coach Head Squash and Tennis Coach Michael C. Cragg, B.S.; Head Football Patricia P. Genovese, M.S.; Instructor, Head Lacrosse Coach, Assistant Coach Director of Athletics Matt Daley, B.A.; Assistant Football Russ Hess, M.S.; Director, Sport and Coach Kevin DeWall, B.S.; Assistant Football Recreation Center Coach Scott Iklé, M.S.; Head Sailing Coach Ron Fleury, M.S.; Head Cross Country Kelly Kisner, M.S.; Instructor, Head Swimming and Diving Coach Coach Sally Scatton, M.S.; Instructor, Head Dan Gilbertson, B.S.; Assistant Soccer Field Hockey Coach Coach Katie Gill, B.S.; Assistant Crew Coach Jeff Pulli, B.S.; Head Golf Coach Shawn Griffin B.S.; Head Soccer Coach Jack Warner, M.S.; Cross Country Coach Michael J. Guerrieri, B.A. & B.S.; Aliceann Wilber, M.A.; Instructor, Head Soccer Coach, Coordinator of Waterfront Director and Head Crew the Outdoor Recreation Adventure Coach (ORAP) Program Scott Iklé, M.S.; Head Sailing Coach Matt Kerwick, B.A.; Head Lacrosse Coach Classes and other activities are taught by members of both departments and are Matthew Lindsay, B.A.; Assistant open to Hobart and William Smith Hockey Coach students, faculty, and staff. Colin Merrick, B.S.; Assistant Sailing Coach Bill Quinn, B.S.; Head Golf Coach PHYSICAL EDUCATION F. Douglas Reeland, B.S.; Coordinator The physical education program of Sports Medicine includes a variety of offerings. Some Richard T. Roche, M.A.; Head classes are for course credit while others Basketball Coach are categorized as recreational in nature Brian Rodgers, B.S.; Assistant Lacrosse with no course credit given. All courses Coach and clinics are coeducational unless Stephanie Sibeto, M.ED., A.T.C.; otherwise noted. Some clinics are taught Assistant Coordinator of Sports for part of the semester only. Medicine Courses are listed under the follow- Mark Taylor, B.S.; Head Hockey Coach ing categories: and Assistant Golf Coach Formal instruction (PEC, 1/2 credit): Carol Weymuller, B.A.; Head Squash aquatics, lifetime services, individual and Tennis Coach and dual activities. Joeseph Wojtylko, B.A.; Assistant Informal instruction, clinics (PER no Basketball Coach credit). Scott Yoder, B.A.; Assistant Football Wellness (PEW, one credit) Coach Formal instruction in physical

117 ATHLETICS, PHYSICAL EDUCATION, AND RECREATION education (PEC) may count toward one and effectiveness of each program. The academic course credit only. Students following is a list of current sports clubs: may apply a minimum of two physical Aikido (coed) education courses toward fulfillment of Aerobics (coed) one academic course or take the PEW Badminton (coed) 150 Wellness course for one full credit. Crew (men/women) (coed) See one of the department chairs for Cycling (coed) further information. Lacrosse (men) Karate-Tatsu-Do (coed) RECREATIONAL CLINICS Running (women) PER-informal instruction: May be Sailing (men/women) taught for part of a semester only (length Scuba (coed) will be determined by the instructor). Seneca Flyers Frisbee (coed) No credit is given for these courses. Skeet and Trap (coed) Ski racing (coed) RECREATION AND INTRAMURAL SPORTS Outing (coed) An extensive recreation and intramural Rugby (men/women) sports program is offered. Participation is Squash (women) voluntary and a wide variety of activities is Volleyball (coed) available. Weightlifting (men) The intramural program provides such activities as tennis, touch football, INTERCOLLEGIATE basketball, volleyball, softball, racquetball, Hobart athletes compete in 11 intercol- and a host of other team and individual legiate sports: basketball, crew, cross sports for those who wish to take part in country, football, golf, ice hockey, competition. lacrosse, sailing, soccer, squash and The recreation program encourages tennis. Interested students should individual and small-group activities on a contact the respective coach or the more informal basis. It serves to enhance office at Bristol Gymnasium. individual participation in these activities William Smith fields 11 intercolle- and to provide a variety of structured sports giate sports: basketball, crew, cross club opportunities, instructional clinic country, field hockey, golf, lacrosse, presentations, and open-facility time blocks sailing, soccer, squash, swimming, and throughout the year. Individuals are tennis. Interested students should encouraged to request assistance in contact the respective coach or the establishing special interest programs. office at Winn-Seeley Gymnasium prior The club sports program has two major to enrollment. areas of emphasis—recreational and instructional, and the more structured COURSE DESCRIPTIONS inter-club competition. Aquatics 915 Lifeguard Training This course is given The key to the club sports program is for those desiring American Red Cross that it is a student-initiated activity and the certification. Swimming stroke improvement, emphasis is placed on participation. As conditioning, practicing, and practical use of such, individual clubs determine the range all phases of in-the-water life-guarding and out-of-water prevention-supervision methods. Some first aid and artificial respiration methods are included. Prerequisite: swimming test. Fee. (Spring, offered annually) Typical readings: Red Cross textbooks and manuals

118 ATHLETICS, PHYSICAL EDUCATION, AND RECREATION

916 Water Safety Instructor This course strategies. While theory/content is tradition- includes perfection and practice of all ally addressed in the classroom, the practical recognized swimming strokes and lifesaving application of some of these components techniques plus some first aid and artificial extends into the fitness center and group respiration methods. Prerequisite: PEC 915 exercise room. (Hess, Fall, offered annually) Lifeguard Training. Fee. (Spring, offered annually) Typical readings: Red Cross textbooks and 997 Responding to Emergencies This course manuals introduces the first link in the emergency medical system as it relates to disease and 921 Swimming I In this course, novice and trauma. Comprehensive emergency medical beginning swimmers are given adjustment procedures are explored. The course is techniques and instruction in basic strokes. approved and taught by the American Red The class is divided into non-swimmers and Cross. Instructor certification available. those who desire stroke improvement and (Spring, offered annually) endurance development. (Fall, offered annually) Wellness 922 Swimming II In this course, strokes are 150 Introduction to Wellness This course perfected, and diving is introduced. (Spring, introduces students to the wellness literature, offered annually) most specifically that which defines the physiology of fitness, nutrition as it relates to 930 Scuba Diving This course includes all human performance, and the biological techniques of the sport. Certification is given foundations of stress. From an experiential for satisfactory completion. Fee. (Offered each perspective, students are asked to explore semester) their own life choices within the parameters presented by the theory introduced. The Lifetime Services, Individual, and Dual course is intended to be an integrated process Activities for the student, involving theory as well as 901 Martial Arts This course introduces assessment, intervention, and evaluation. students to Bujinkan Budo Taijutsu. Students (Spring, offered annually) learn basic body conditioning, formal greetings, basic fighting postures; taihenjutsu 152 Mind/Body/Performance or basic falling, rolling, leaping and evasion skills, and basic punches and kicks. Students 450 Independent Study are introduced to fundamental ways of moving upon which our art and most other martial 999 Standard First Aid/Community CPR/ arts are based. Basic Life Support This course offers four hours of basic first aid, including rescue 940 Theories and Practices of Weight breathing; airway obstruction; CPR for infant, Training In this course, students are child, and adult populations; two-person instructed and supervised in the proper CPR; and use of a mask. The course is techniques of weightlifting and use of Eagle approved and taught by American Red Cross and free weights. Individual programs can be instructors. Certification available. (Offered designed to suit specific needs. (Spring, offered each semester) annually) Recreational Clinics 980 Athletic Training The objectives of this 914 Racquetball Clinic In this course, course are to acquaint and afford opportunity students learn the fundamentals of racquet- for concentrated study by means of participa- ball. (Spring, offered annually) tion, observation, discussion, instruction, and research in the latest techniques, practices, 919 Ice Skating This course enables students problems, and theories pertaining to athletic to learn the basics of ice skating at the training. (Reeland/Sibeto, Spring, offered Geneva Ice Rink. Skate rental available. Fee. annually) (Wilber, Fall, offered annually)

989 Essentials of Personal Training This 920 Total Body Conditioning Advanced course introduces and explores, to a limited theories of fitness and conditioning are taught degree, the essential components associated in this course. the “personal training” profession. Some of the components covered include exercise programming, facility management, medical screening, safety/liability issues and marketing

119 ATHLETICS, PHYSICAL EDUCATION, AND RECREATION

921 Basic Sailing In this course, students are 956 Downhill Skiing In this course, all levels instructed in basic sailing skills and the of skiers are accommodated for instruction at fundamentals of sailing theory. Classes are nearby Bristol Mountain for one afternoon a held at the HWS dock off South Main Street. week for six weeks. Transportation is (Iklé, Fall, offered annually) furnished. Fee. (Genovese, Fall, offered Typical readings: Colgate, Basic Sailing; annually) U.S. Sailing, Starting Right 957 Bristol Ski Program In this course all 922 Sailing II Advanced sailing techniques levels of skiers are accommodated for and theories are introduced. instruction at nearby Bristol Mountain. One afternoon per week for five weeks. Transpor- 928 Wally Ball In this course, students learn tation is provided. Fee. a popular new game that combines volleyball skills played off the walls in a squash court. 961 Tennis I Clinic This course emphasizes (Scatton, Fall, offered annually) the development of good form in forehand, backhand, serve, volley, and lob. (Offered each 929 Field Hockey Clinic (Scatton, Fall, offered semester) annually) 962 Tennis II Clinic This course emphasizes 930 Paddling This course offers instruction in correcting errors in fundamental strokes, canoe and kayak paddling. introducing smash, and understanding and perfecting singles and doubles games tactics. 935 Fitness Basic theories of physical fitness (Offered each semester) and conditioning are taught with instruction in a variety of fitness activities. 972 Indoor Soccer Clinic This course is coeducational and is held in the Sport and 945 Golf This course offers an introduction Recreation Center. (Wilber, offered each to the game of golf, including technique and semester) etiquette on the course. 989 Essentials of Personal Training This 950 Squash I Clinic In this course, instruc- course will introduce and explore, to a tion is provided in striking the ball, court limited degree, the essential components position and footwork, serving, and shots. associated with being a personal trainer. Some Class discussion includes various aspects of of the components covered will include: competition and rules of the game. (Fall, exercise programming, facility management, offered annually) medical screening, safety/liability issues, and marketing strategies. While theory/content 952 Squash II Clinic In this course, advanced will be traditionally addressed in the techniques and game strategy are taught. classroom, the practical application of some (Fall, offered annually) of these components will extend into the fitness center and the group exercise room. 955 Cross-Country Skiing Clinic This is a (Hess, Fall, offered annually). course in which basic cross-country skiing techniques are taught and perfected. Trans- portation is furnished to practice slopes. (Wilber, Fall, offered annually)

120 BIOLOGY

BIOLOGY (section updated 10/27/04) offered with laboratory for those desiring a strong survey of the central David C. Droney, Ph.D.; Professor, concepts of biology, and Introductory Department Chair Biology Topics courses (numbered in Sigrid A. Carle, Ph.D.; Associate the 160s) that address fundamental Professor biological concepts in the context of Mark E. Deutschlander, Ph.D.; Assistant specialized topics. First and second year Professor students may take either or both of these Thomas J. Glover, Ph.D.; Professor courses, or two courses numbered in the Kristy L. Kenyon, Ph.D.; Assistant 160s, but not more than two courses Professor from the introductory core may count Elizabeth A. Newell, Ph.D.; Professor toward the major. James M. Ryan, Ph.D.; Professor Biology offers two disciplinary Brian C. L. Shelley, Ph.D.; Assistant majors, a B.A. and a B.S., and a disci- Professor plinary minor. Only courses completed with a grade of C- or better, both The biology department offers majors a departmental and cognate, may count solid foundation in modern biology and toward the major or minor. the opportunity for advanced and Bidisciplinary courses do not typically independent investigation within the count toward a biology major. framework of a liberal arts curriculum. Biology is a very diverse discipline and a REQUIREMENTS FOR THE MAJOR (B.A.) strong foundation requires study in all disciplinary, 12 courses three of the general areas of biology: cell Nine biology courses, seven of which and molecular biology, organismal must be taken at HWS; six of nine biology, and population biology. courses must have a laboratory. One or Accordingly, majors must complete a two courses must be from the introduc- course in each of these areas (see course tory core (BIOL 150 and courses lists below). numbered in the 160s); BIOL 212; at Biology courses numbered 150 least one course from each of the areas through 212 are intended primarily for within biology (cell/molecular and first and second-year students; 200-level biochemistry, organismal, and popula- courses focus on central sub-disciplines tion); two courses at the 300 level; at of biology and are normally taken by least one course at the 400 level (either second and third-year students; courses Independent Study, BIOL 450, Honors, numbered 300 and above are usually BIOL 495, or Biology Seminar, BIOL taken in the third and fourth year and 460); MATH 130; CHEM 240 plus one 400-level courses (Independent Study, other chemistry course. 450; Honors, 495; Biology Seminar, 460) are taken in the fourth year. Exceptions REQUIREMENTS FOR THE MAJOR (B.S.) to these guidelines must be discussed disciplinary, 16 courses with a student’s adviser and permission All of the requirements for the B.A. requested of the instructor involved. major, plus four additional courses from Biology offers two types of introductory biology, chemistry, computer science, courses comprising the introductory geoscience, mathematics, physics, or core, BIOL 150 (Foundations in Biology) psychology.

121 BIOLOGY

REQUIREMENTS FOR THE MINOR 150 Foundations of Biology This course disciplinary, 6 courses introduces the central concepts of biology: evolution and ecology, mechanisms of One or two courses from the introduc- heredity and gene expression, and the tory core, BIOL 212, and three or four structure and function of organisms and the additional biology courses, including at cells they are composed of. This introductory course provides a conceptual framework for least two with laboratory. both majors and non-majors alike. For majors, the background provided here allows AREAS OF CONCENTRATION for deeper exploration of biological topics in Cell and Molecular Biology and advanced courses. For non-majors the topics Biochemistry considered in this course permit a deeper understanding of controversial issues BIOL 220 General Genetics concerning biology in our society. Laboratory BIOL 232 Cell Biology exercises reinforce lecture topics and provide BIOL 235 Molecular Biology an introduction to scientific methodology and BIOL 241 Developmental Biology experimentation. (Fall, offered annually) BIOL 301 Molecular Microbiology Typical readings: Campbell, et al., Biology; BIOL 315 Advanced Topics or other biology textbooks and readings from current magazines and newspapers Organismal Biology 161 Exercise and Performance This course BIOL 224 Functional Vertebrate Anatomy provides a detailed coverage of the physi- BIOL 233 General Physiology ological responses to exercise, using both BIOL 339 Physiological Ecology human and animal models. It also emphasizes BIOL 340 Neurobiology the how the biological design of cardiovascu- BIOL 315 Advanced Topics lar, muscular, and skeletal systems limit exercise capacity in different situations. It Population Biology covers the cellular and biochemical events BIOL 225 Ecology associated with muscular contraction and BIOL 236 Evolution fatigue, as well as the role that genes play in determining performance. Topics include BIOL 316 Conservation Biology muscle contractility, cardiovascular limita- BIOL 327 Behavioral Ecology tions, muscle fatigue, nutritional control of BIOL 315 Advanced Topics exercise, hormonal responses, and training effects. Without laboratory. (Ryan, offered Note: Eligibility toward a biology major and area of annually) concentration of courses taken on off-campus Typical readings: McArdle et al., Essentials programs will be determined on a case by case basis, of Exercise Physiology and articles from Scientific but seven of nine courses must be taken from HWS American, The American Journal of Sports Medicine, and other journals faculty. 162 Dangerous Diseases Black death, the COURSE DESCRIPTIONS Spanish flu, AIDS—is the greatest threat to 146 Biology for Elementary Science This humanity likely to come from a new deadly course focuses on the biological concepts and disease that causes worldwide havoc? This principles that are to be taught in New York course explores the cell biology, molecular state elementary schools. Topics include biology and physiology behind some of reproduction, organisms and populations, humanities’ most tenacious infectious diseases genetics, evolutionary processes, adaptation, such as SARS, Ebola, Hantaan virus, and behavior, ecology, and the impact of humans HIV. Understanding the ecology and on the natural environment. The course evolution of infectious diseases allows provides students with a solid framework of assessment of the possibility that a deadly understandings upon which they can build a infection could cause another deadly global science curriculum for their elementary outbreak. Finally, students explore how classroom. The course introduces scientific scientists combat infectious diseases and inquiry and discusses the nature of science whether or not the human genome project while students conduct both field and and the ability to sequence the genomes of laboratory research. (MaKinster, Fall, offered disease causing organisms offer a new alternate years, does not count toward major) mechanisms to fight deadly diseases. (Carle, offered annually)

122 BIOLOGY

Typical readings include: chapters from many important concepts in the fields of Biological Science by Scott Freeman, and ecology, evolution, genetics, botany, zoology, selected articles from Discover, The New York and physiology. (Newell, offered annually) Times, and Scientific American 166 Alien Invaders: Biology of Exotic 163 Animal Minds: The Nature and Nurture Species The introduction of exotic or non- of Animal Behavior The “mind” of an animal native species into environments in which is known to humans only by the behaviors we they did not evolve pose a major risk to are able observe, and questions about animal native species, especially in the United States. behavior can be asked only by methods of For example, Wilcove et al. (1998) report scientific inquiry. Behavior is not simply a that of the almost 2,000 species threatened matter of the “brain” that produces it, rather with extinction in the U.S., 49 percent are in an animal’s behavior, and the brain itself, is this predicament as a result of the introduc- the result of evolutionary forces and complex tion of exotic species. This course explores interactions among ecological, genetic, the biology and ecology of invasive, exotic developmental, and physiological processes. species in order to better understand how they This course explores various biological are able to invade successfully, what effects perspectives that attempt to understand the they have on native species, and what might forces that shape individual and group be done to control these species which pose behavior in animals. Topics may include such a significant threat to other species communication, sexual behavior and mating, around the globe. As these are complex predator-prey interactions, migration and questions, students touch on a range of major navigation, biological clocks, and animal concepts important in the study of biology intelligence. (Deutschlander, offered alternate and biological systems, including evolution, years) taxonomy, physiology, structural-functional Typical readings: Goodenough et al., relationships, and ecology. Perspectives on Animal Behavior, Alcock, Animal Behavior, primary papers on animal behavior 212 Biostatistics This course is required for the major and is a prerequisite for all other 164 A Biotech World: Origins and Implica- 200-level biology courses. The treatments tions of Recombinant DNA Technology presented in this class are applied in nature With increasing knowledge of DNA structure and require, as background, only an elemen- and function, scientists have acquired tary knowledge of algebra and the desire to powerful tools for tinkering with the genetic learn. Subjects discussed include probability makeup of living organisms. To date, our as a mathematical system, various probability ability to manipulate DNA has had a distributions and their parameters, combina- significant impact in areas such as agriculture, torics, parameter estimation, confidence human health and the environment. This intervals, t-tests, various chi-square applica- course introduces the basic scientific tions, one- and two-way analysis of variance, principles behind recombinant DNA correlation, and simple linear regression. The technology and its potential applications. laboratory component of the course includes Students also address the environmental, an introduction to statistical computing on ethical, and social issues that surround the use Macintosh computers utilizing statistical of this technology in our changing world. packages. Prerequisite: BIOL 150 or a 160- (Kenyon, offered annually) level biology course, or permission of Typical readings: G. Acquaah, Understand- instructor. (Glover, Fall; Droney, Spring; ing Biotechnology: An Integrated and Cyber-based offered each semester) Approach; selected readings from scientific Typical readings: Glover and Mitchell, An journals Introduction to Biostatistics

165 Tropical Biology While tropical forests 220 General Genetics This course serves as an account for only 7 percent of earth’s land introduction to both traditional transmission surface, they support at least half of all the genetics and modern molecular genetics. The world’s species. Why are the tropics so much major topics considered are the structure of more diverse than other regions of the world? genetic material, its replication, its transmis- How did this incredible diversity evolve? sion, and its expression. Special emphasis is What led to the seemingly bizarre appearances placed on classical principles of transmission and behaviors we observe in many tropical genetics, and on the central features of gene organisms? These are just some of the action, i.e., transcription and translation. The questions students explore in this course. course, involving lectures and laboratory Throughout the semester students draw upon experience with both animal and plant

123 BIOLOGY systems, is recommended for all biology regulation, control and integration, metabo- majors. With laboratory. Prerequisites: BIOL lism, and adaptation to the environment. 212. (Glover, offered annually) Laboratory exercises reinforce lecture topics Typical readings: Klug and Cummings, and emphasize an investigative approach to Concepts of Genetics; readings from the the measurement of physiological processes. scientific literature With laboratory. Prerequisite: BIOL 212. (Deutschlander, offered annually) 224 Functional Vertebrate Anatomy This Typical readings: Randall et al., Animal course introduces students to the vertebrate Physiology; articles from the scientific literature body plan and the comparative anatomy of the skeletal, muscular, circulatory, respiratory, 235 Molecular Biology This course is and nervous systems of various vertebrates. designed to provide a broad understanding of There is an enormous diversity in vertebrate molecular biology while focusing on current structure, and the emphasis is toward research within the field. Topics covered understanding how anatomical structures include eukaryotic genome structure and function. Attention is also given to the organization, biotechnology, and control of evolution and development of these struc- gene expression using examples from both tures. With laboratory. Prerequisites: BIOL plant and animal systems. Laboratory 151, BIOL 152, and BIOL 212. (Ryan, offered exercises emphasize current molecular biology annually) techniques focusing on one experimental Typical reading: Kardong, Vertebrates system. With laboratory. Prerequisite: BIOL 212. (Kenyon, offered annually) 225 Ecology This course is an introduction to Typical readings: Weaver, Molecular ecological theories as they apply to individu- Biology; selected articles. als, populations, communities, and ecosys- tems. Topics covered include physiological 236 Evolution Evolution is often referred to ecology, population dynamics, competition, as the great unifying principle of all the predation, community structure, diversity, biological sciences. In this course, both and the movement of materials and energy micro-evolutionary process and macro- through ecosystems. The laboratory is evolutionary patterns are discussed. Micro- designed to provide experience with sampling evolution involves studying current techniques and an introduction to the evolutionary processes (such as natural methods of experimental ecology. With selection, sexual selection, and genetic drift) laboratory. Prerequisite: BIOL 212. (Newell, using techniques from population, quantita- offered annually) tive, and molecular genetics. Additional Typical readings: Krohne, General Ecology, topics include levels of selection, adaptation, and scientific journal articles and ecological factors important for evolu- tionary change. Evolutionary processes also 232 Cell Biology An introduction to the are central to the understanding of past fundamental principles that guide the events and, therefore, topics such as functions of organelles within the cell. biological diversity, speciation, phylogeny, Students analyze published experimental data and extinction are also discussed. With centered around current topics in cell biology laboratory. Prerequisite: BIOL 212. (Droney, such as HIV and cancer. Laboratories include offered annually) experiments using current cell biology Typical readings: Freeman and Herron, techniques. With laboratory. Prerequisite: Evolutionary Analysis; selected articles BIOL 212. (Carle, offered annually) Typical readings: Alberts et al., Essential 301 Molecular Microbiology This course gives Cell Biology; selected articles an overview of the cell biology, genetics, and molecular biology of microorganisms. The first 233 General Physiology An introduction to part of the course concentrates on understand- the major physiological processes of animals, ing the unique cellular and molecular biology from the level of cells and tissues to the whole of bacteria. The second part of the course organism. A comparative examination of covers microbial diversity and how our animals emphasizes basic physiological understanding of microbial diversity and processes and demonstrates how animals with ecology have led to the use of microorganisms different selective pressures “solve problems” in biotechnology. For the last section the related to integrating the separate yet course, students discuss host-parasite coordinate organ systems of their bodies. relationships and immunology. Prerequisite: Students examine relationships between BIOL 212. (Carle, offered alternate years) structure and function, mechanisms of Typical readings: Biology of Microorganisms

124 BIOLOGY by Brock, Madigan, Martinko, and Parker; 339 Physiological Ecology Physiological and selected journal articles ecology is the study of interactions between organisms and their environment, with an 315 Advanced Topics in Biology An in-depth emphasis on the physiological attributes of study of topics of current research interest. organisms that influence their performance in Examples of courses include Darwinian Medicine; a given environment. It is also concerned with Aquatic Ecology; Biochemistry for Biologists; Behavioral the evolution of physiological, anatomical, Neurobiology. Prerequisites: Two courses beyond and biochemical characteristics of organisms, BIOL 212. (Staff, offered annually) and examines the relationship of these characteristics to fitness. This course focuses 316 Conservation Biology Conservation on the physiological ecology of plants and biology is a relatively new discipline in biology provides an introduction to current research that addresses the alarming loss of biological questions and methods. Prerequisites: two diversity around the globe. The basic goals of courses beyond BIOL 212. (Newell, offered the discipline are to understand the causes alternate years) and consequences of this loss while also Typical readings: Larcher, Physiological Plant developing practical approaches to prevent Ecology; and readings from current scientific extinction and preserve biodiversity on a literature global basis. The discipline combines a variety of other disciplines including population 340 Neurobiology In this course students ecology and genetics, community and examine concepts and experimental models in ecosystem ecology, and other, non-biological cellular and systems neurobiology in order to disciplines including economics, and resource gain a better understanding of how the and land management. The course combines nervous system is integrated to produce lecture and laboratory and a considerable simple and complex behaviors. After a amount of class time is dedicated to the consideration of how individual neurons discussion of current literature in the field. function, students examine (1) how parts of Prerequisites: two courses beyond BIOL 212. the nervous system are specialized to sense (Shelley, offered alternate years) and perceive the environment, (2) how Typical readings: R. Primack, Essentials of commands are initiated and modified to Conservation Biology; readings from the produce smooth, well-controlled movements, scientific literature (3) how more complex functions of the nervous system (such as emotions, language, 327 Behavioral Ecology The specific homeostasis, etc.) are produced by neural behaviors employed by organisms to solve the networks, and (4) how neural plasticity and “problems” associated with survival and learning allow nervous systems to be modified reproduction have been shaped through time by experience. Because neurobiology is an by evolutionary forces. Thus, to understand inherently comparative field, students why individuals behave as they do, we must examine neural processes that demonstrate understand the nature of the complex basic concepts that are inherent to neurologi- interactions between individual and the cal systems both in invertebrates and environment, including social interactions vertebrates (including humans). Laboratories with other individuals of the same species, in include some computer simulations of the past and present. This evolutionary neuronal physiology and “wet lab” experi- approach to understanding behavior is the ments designed to introduce students to focus of the discipline of behavioral ecology. techniques for investigation of the neural basis Emphasis is placed on why organisms within of behavior. Prerequisites: two courses beyond populations of species vary in behavior, in BIOL 212. (Deutschlander, offered alternate addition to the more traditional approach of years) relating ecology and behavior across species. Typical readings: Purves, Neurosciences; Topics may include social behavior and mate Carew, Behavioral Neurobiology; selected review choice, animal and plant signaling, foraging and primary research articles tactics, and the genetics of behavior. Prerequisites: Two courses beyond BIOL 212. (Droney, offered alternate years) Typical readings: Krebs and Davies, Introduction to Behavioral Ecology; readings from the scientific literature

125 CHEMISTRY

341 Developmental Biology This course CHEMISTRY examines animal development from gamete formation through organ development. Emphasis is placed on current questions and Walter J. Bowyer, Ph.D.; Professor, research methods. Typical lecture topics Department Chair include fertilization, axis formation, limb development, and cell-cell interactions. David W. Craig, Ph.D., Professor, Philip J. Laboratory exercises allow students to Moorad ’28 and Margaret N. Moorad investigate normal developmental processes as Professor of Science well as factors that interfere or disrupt them. Christine R. de Denus, Ph. D.; Assistant Prerequisites: two courses beyond BIOL 212. (Kenyon, offered alternate years) Professor Typical readings: Gilbert, S., Developmental Justin S. Miller, Ph.D.; Assistant Professor Biology; current research articles Carol A. Parish, Ph.D.; Associate 450 Independent Study Attendance at all Professor biology seminars, generally held on alternate Erin T. Pelkey, Ph.D.; Assistant Professor Friday afternoons, is required of all students Martel Zeldin, Ph.D.; Senior Research conducting independent study. Associate 460 Biology Seminar The biology seminar is intended as a capstone experience that The chemistry curriculum is designed for integrates knowledge learned in previous students with a wide variety of interests biology courses. Seminar topics are selected by and needs, from an introduction taken to the faculty and announced in advance in the registration handbook. Past topics have satisfy personal interest to a strong included Sex, Evolution and Behavior; preparation for careers in chemistry, Genomics; Biology of Cancer. Seminars are a chemical engineering, teaching, medi- detailed exploration of a current topic in biology. Prerequisite: open only to senior cine, medical research, biochemistry, and biology majors, except with permission of the environmental or industrial chemistry. instructor. (Offered each semester) The chemistry curriculum is approved Typical readings: Current journal articles by the Committee on Professional from the scientific literature Training of the American Chemical 495 Honors Attendance at all biology Society. By completing a program that seminars, generally held on alternate Friday includes CHEM 322, 348, 436, 437, 450, afternoons, is required of all students doing Honors. a student obtains an American Chemical Society-certified major in chemistry. This program is recommended for those planning graduate work in chemistry, chemical engineering, and related fields, or for those pursuing a career as a practicing industrial chemist. Those wishing a certified major should plan their programs with the department chair. Chemistry can also be a major supporting a joint degree program in chemical engineering. Contact the department chair for details. Chemistry offers majors in two disciplinary tracks, chemistry and biochemistry, at the B.A. and B.S. degree levels and a minor in chemistry. All courses, departmental and cognate, must be completed with a grade of C- or better

126 CHEMISTRY

in order to be credited toward the major. REQUIREMENTS FOR THE MAJOR IN Credit/no-credit grading options should CHEMISTRY WITH A CONCENTRATION IN not be used for departmental or cognate BIOCHEMISTRY (B.S.) courses. Chemistry 460, senior seminar, disciplinary, 16 courses is strongly recommended for all majors CHEM 110, 120, 240, 241, 320, 322, but may not count as one of the 13 348, 449, and 450; plus one additional courses for the B.A. or one of the 16 biology elective, plus two additional courses for the B.S. Independent Study biology or chemistry electives; MATH research (CHEM 450, 490, 495) is 130 Calculus I; MATH 131 Calculus II; strongly recommended but may not PHYS 150 Introductory Physics I; and count as one of the 13 courses for the PHYS 160 Introductory Physics II. B.A. degree. REQUIREMENTS FOR THE MINOR IN REQUIREMENTS FOR THE MAJOR IN CHEMISTRY CHEMISTRY (B.A.) disciplinary, 6 courses disciplinary, 13 courses CHEM 110, 120, 240, 320, 241; one CHEM 110, 120, 210, 240, 241, 320, additional chemistry course from the 322; two additional 300- or 400-level 300-400 levels, not to include CHEM chemistry courses not to include CHEM 450, 460, 490, or 495. 450, 460, 490, or 495; MATH 130 Calculus I; MATH 131 Calculus II; COURSE DESCRIPTIONS PHYS 150 Introductory Physics I and 110 Molecules That Matter This course PHYS 160 Introductory Physics II. presents a survey of chemical concepts in the context of understanding technology that impacts our lives. Fundamental chemistry is REQUIREMENTS FOR THE MAJOR IN illustrated by applications to air pollution CHEMISTRY WITH A CONCENTRATION IN (including global warming and ozone BIOCHEMISTRY (B.A.) depletion), water pollution, energy produc- tion, nutrition, and drug design. Laboratory disciplinary, 13 courses exercises study water chemistry of Seneca CHEM 110, 120, 240, 241, 320, 348, Lake, local acid rain, analysis of food, and 449, plus one additional biology computer visualization of drug interactions in the body. Field trips include cruises on The elective, plus one additional biology or William Scandling research vessel. No prerequi- chemistry elective not to include sites. (Fall, offered annually) CHEM 450, 460, 490, or 495; MATH 130 Calculus I, MATH 131 Calculus II; 120 Chemical Reactivity A close look at qualitative and quantitative aspects of PHYS 150 Introductory Physics I and chemical reactivity. Questions concerning PHYS 160 Introductory Physics II. whether a reaction will occur and at what rate are explored. Does the reaction require heat or liberate heat? To what extent will the REQUIREMENTS FOR THE MAJOR IN reaction proceed? Relationships of chemical CHEMISTRY (B.S.) reactivity to atomic and molecular structure disciplinary, 16 courses are stressed with emphasis on periodic patterns of reactivity. Laboratory exercises CHEM 110, 120, 210, 240, 241, 320, illustrate these quantitative principles with 322, 348, 436, 437, and 450; MATH various types of reactions. Three lectures and 130 Calculus I; MATH 131 Calculus II; one laboratory per week. Prerequisite: CHEM PHYS 150 Introductory Physics I; PHYS 110 or a satisfactory score on a CHEM 110 equivalency examination. (Spring, offered 160 Introductory Physics II; and one annually) additional course in the natural sciences.

127 CHEMISTRY

210 Quantitative Chemical Analysis The first 302 Forensic Science This course describes part of the course investigates aqueous and basic scientific concepts and technologies that nonaqueous solution equilibria including are used in solving crimes. Students are theory and application of acid-base, complex- introduced to a number of techniques such as ation, oxidation-reduction reactions, and mass spectrometry, gas chromatography, potentiometric methods of analysis. The ultraviolet-visible spectroscopy, Fourier second part of the course includes an transform infrared spectroscopy, x-ray introduction to absorption spectroscopy, diffraction, high performance liquid chroma- analytical separations, and the application of tography and .0 electrophoresis. Descriptions statistics to the evaluation of analytical data. of how these methods of analysis are used in Laboratory work emphasizes proper quantita- many facets of forensic science such as drug tive technique. Normally taken in the junior analysis, toxicology, arson investigations, hair, year. Prerequisite: CHEM 120. (Bowyer, fiber, and paint analyses, and fingerprinting Spring, offered annually) will be summarized. Students also spend a few weeks of this course putting theory into 240 Organic Chemistry I An introduction to practice by conducting hands-on experiments the study of organic molecules, their synthe- in the laboratory. (de Denus, alternate years) ses, and reactions. The course is organized in terms of functional groups including alkanes, 320 Physical Chemistry I This course offers a alkyl halides, alcohols, alkenes, alkynes, fundamental and comprehensive introduction dienes, aromatic compounds, and heterocyclic to kinetics and thermodynamics. Thermody- compounds. Additional topics include namics is one of the most powerful tools of stereochemistry and spectroscopy. The science as it is a systematic method for laboratory emphasizes learning modern understanding the flow of energy and heat techniques and the identification of unknown between macroscopic bodies. Thermodynam- compounds using spectroscopic methods. ics focuses on understanding systems at Prerequisite: CHEM 120 (Pelkey, Miller, Fall, equilibrium and is concerned only with the offered annually) initial and final state of a system. Kinetics, on the other hand, deals with the time depen- 241 Organic Chemistry II This course is a dence of the molecular system and how continuation of CHEM 240 with an increased quickly or slowly the reaction proceeds. This emphasis on mechanism and synthetic course also provides a review of various strategies. New classes of compounds mathematic tools that are widely used in introduced in this course include epoxides, chemistry. Laboratory. Prerequisite: CHEM organometallics, carbonyl compounds, 120, MATH 131, and PHYS 160 or permis- carboxylic acid derivatives, and amines. sion of instructor. (Parish, Fall, offered Additional topics included pericyclic reactions annually) and an introduction to several types of important biomolecules such as steroids, fatty 322 Physical Chemistry II This course acids, terpenes, peptides, nucleosides, and explores the realm of the electron, focusing on carbohydrates. The laboratory emphasizes the electron behavior at its most fundamental synthesis of new compounds and includes an level. The course focuses on understanding independent project. Prerequisite: CHEM quantum mechanics and how the interaction 240. (Pelkey, Miller, Spring, offered annually) of radiation and matter gives rise to the spectroscopic instruments so crucially 260 Environmental Chemistry This courses important in modern chemistry. Subjects explores all aspects of the chemistry of the discussed include wave mechanics, the environment, but emphasizes human impact harmonic oscillator and rigid rotator as on the atmosphere. For example, the ozone models for vibration and rotation, chemical hole, acid rain, and global climate change will bonding and structure, approximation be studied in detail. Aerosols, colloids, and methods that allow quantum mechanics to be the importance of surfaces will also be applied to large macromolecular systems, and explored. Pollution in water and soil, various types of emission and adsorption especially when impacted by the chemistry of spectoscopies. This course also reviews the the atmosphere, is introduced. Throughout mathematical tools necessary for understand- the course, chemical processes are explained ing physical systems at the atomic and emphasizing kinetic and equilibrium models. molecular level. Laboratory. Prerequisite: Prerequisite: CHEM 110 and 120. (Offered CHEM 120, MATH 131, and PHYS 160 or alternate years) permission of instructor. (Parish, Spring, offered annually)

128 CHEMISTRY

436 Advanced Inorganic Chemistry The 449 Biochemistry II A continuation of descriptive chemistry of a wide variety of CHEM 348, the first half of this course covers inorganic and organometallic compounds is integrated intermediary metabolism of lipids, unified with structure, bonding, and reaction amino acids, and nucleic acids. The second mechanism concepts. Topics such as group half deals with chemical mechanisms of DNA theory, metal catalysis, ligand and molecular replication, transcription, and translation. orbital theory, and bioinorganic chemistry are Special topics such as muscle contraction, introduced. Laboratory work provides the mechanisms of hormone action, recombinant opportunity to learn advanced techniques DNA, and neurochemistry are discussed. such as inert atmosphere synthesis, NMR, and Laboratory. Prerequisite: CHEM 348. (Craig, electrochemistry. Prerequisite: CHEM 322 or Spring, offered annually) permission of instructor. (deDenus, Spring, offered annually) 450 Independent Study (Offered each semester)

437 Instrumental Analysis Analysis is an 460 Senior Seminar (Staff, offered each semester) important part of any chemical investigation. This course examines the theory and practice 490 Industrial Internship The internship of typical modern instrumental methods of offers students the opportunity to work on analysis with emphasis on electrochemical, research and development in industrial spectroscopic, and chromatographic tech- settings in the Finger Lakes region. Students niques. Laboratory. Prerequisites: CHEM 210 may elect to take one to three credits in a and CHEM 320. (Bowyer, Fall, offered term. An effort is made to match each student annually) with an industry corresponding to his/her interest. Student work is supervised both by a 447 Advanced Organic Chemistry This faculty member and by an industrial supervi- course offers an advanced treatment of a sor. Prerequisite: Permission of instructor. selected group of topics in organic chemistry (Offered each semester) which could include: asymmetric synthesis, synthetic organometallic chemistry, combina- 495 Honors (Offered each semester) torial chemistry, solid-phase chemistry, heterocycles, carbohydrate chemistry, pericyclic reactions/frontier molecular orbitals, advanced spectroscopy, and/or natural products total synthesis. The emphasis of the course is to further understanding of funda- mental concepts in organic chemistry including mechanism, structure, and/or synthesis. Prerequisites: CHEM 241 (Pelkey, Miller, offered occassionally)

448 Biochemistry I The first part of this course involves the study of the structure, function, and physical properties of biological macromolecules. These include proteins, carbohydrates, and lipids, with particular emphasis on the kinetics and mechanisms of enzyme catalysis. The second part of the course deals with carbohydrate metabolic pathways, principles of bioenergetics, electron transport, and oxidative phosphorylation. Laboratory. Prerequisites: CHEM 241 and CHEM 320, or permission of the instructor. (Craig, Fall, offered annually)

129 CHILD ADVOCACY

CHILD ADVOCACY Family ANTH 230 Beyond Monogamy EDUC 332 Disability, Family, and Society Coordinating Committee SOC 225 Sociology of the Family Cynthia Sutton, Education, Coordinator SOC 310 Generations Debra DeMeis, Psychology Helen McCabe, Education Advocacy Lilian Sherman, Education ALST 200 Ghettoscapes Andy Walters, Psychology BIDS 307 Children in Contexts ECON 122 Economics of Caring Mary Beth Wilson, Psychology EDUC 333 Literacy SOC 290 Sociology of Community The child advocacy minor engages students in the study of issues important Other service-learning courses may count toward to children, especially the problems the advocacy core with permission of the child advocacy minor adviser. The Boston and Geneva children face regarding physical and Collaborative Internships may count toward the emotional health, material support, advocacy core with permission of the child advocacy social relationships, and educational minor adviser. Individually designed course equivalents may count toward the advocacy core needs. It explores three components of with permission of the child advocacy minor adviser. child advocacy: 1) child development, 2) the family and other social contexts Electives affecting children, and 3) social, ECON 248 Poverty and Welfare educational and legal strategies for EDUC 337 Education and Racial Diversity in the U.S. advocacy on children’s behalf. EDUC 338 Inclusive Schooling EDUC 460 Baccalaureate Seminar: Moral and The child advocacy minor meets the Ethical Issues in Education interdisciplinary minor requirement. HIST 208 Women in American History PEHR 215 Teaching for Change REQUIREMENTS FOR THE MINOR PHIL 130 Moral Dilemmas: Limiting Liberty interdisciplinary, 5 courses PHIL 150 Issues: Justice and Equality The minor consists of five courses, from POL 236 Urban Politics and Public Policy POL 333 Civil Rights at least two divisions, with no more POL 364 Social Policy and Community than three courses from any one Activism department. The five courses must POL 375 Feminist Legal Theory include one development core course, SOC 258 Social Problems one family core course, and one PSY 370 Topics in Developmental Psychology advocacy core course. The remaining WRRH 302 Op-Ed: Writing Political and Cultural two courses may be selected from other Commentary core course options or from the elec- Other liberal arts courses may count as electives tives. The five courses selected for the with permission of the child advocacy minor adviser. minor must reflect a cohesive theme. One Independent Study course with appropriate Three of the five courses must be departmental prefix may count as an elective course with permission of the child advocacy minor adviser. unique to the minor.

CORE COURSES Development EDUC 202 Human Growth and Development EDUC 203 Children with Disabilities PSY 203 Introduction to Child Psychology and Human Development PSY 205 Adolescent Psychology

130 CHINESE

CHINESE ASN 212 Women in Contemporary Chinese Culture ASN 220 Male and Female in East Asian Program Faculty Society and Culture Chi-chiang Huang, Chinese Language ASN 236 Society and Culture in China and Culture, Coordinator ASN 312 Literary and Historical Memory in Jinghao Zhou, Chinese Language and China Culture ASN 342 Chinese Cinema: Gender, Politics, and Social Change in Contemporary The Chinese program offers a variety of China courses in language, literature, history, COURSE DESCRIPTIONS religion, and culture. Faculty are trained 101 Beginning Chinese I An introduction to language teachers and scholars who modern Mandarin Chinese, the course begins have specialized in one of the major with the Chinese sound, romanization, and fields of Chinese studies. The program writing systems. The focus is on speaking, listening, and reading, although writing is teaches modern Mandarin Chinese included in assignments and tests. While both spoken in China, Taiwan, and other traditional and simplified characters are Chinese communities. Classical Chinese taught, emphasis is on traditional characters. is taught according to demand. The principal text used in this course is Integrated Chinese, in which approximately 200 The Chinese program is a member of traditional characters are introduced. The the Council for International Education class meets three days a week. Two separate Exchange (CIEE) Chinese Language drill sessions are arranged for further practices. (Zhou, Fall, offered annually) Consortium. Students who have finished CHIN 202 in good standing can be 102 Beginning Chinese II A continuation of recommended to participate in the CIEE CHIN 101, this course further introduces program in Beijing, Nanjing, or Taipei. some complex sentence patterns and the fundamentals of grammar. Writing is stressed The Chinese program can also arrange more than in CHIN 101. Approximately 200 for qualified students to study at the more traditional characters are introduced. Mandarin Training Center or other Translation and composition are assigned to help students develop the ability to think and language institutes in Taiwan. Qualified speak accurately. Class discussions require the heritage learners may enroll in Overseas use of patterns and words taught. Prerequisite: Chinese Youth Tour, a summer Chinese CHIN 101 or the equivalent. (Zhou, Spring, language camp in Taipei, Taiwan. offered annually) The Chinese program does not offer a 201 Intermediate Chinese I This course separate major or minor in Chinese at reviews patterns, grammar, and reinforces the this point, but all courses in the Chinese conversational skills taught at the beginning program are crosslisted with the Asian level. Reading materials include short narratives and stories. Writing assignments languages and cultures department and require students to learn to use Chinese may count toward requirements for the dictionaries. Prerequisite: CHIN 102 or the major or minor in Asian language and equivalent. (Huang, Fall, offered annually) culture. See the Asian languages and 202 Intermediate Chinese II This course is a cultures section of this Catalogue for continuation of CHIN 201. Chinese is used related information. increasingly as the medium of instruction and discussion. Prerequisite: CHIN 201 or the equivalent. (Huang, Spring, offered annually) CROSSLISTED COURSES FSEM 105 Image of China 301 Advanced Chinese I This course is a ASN 209 The Golden Age of Chinese Culture continuation of CHIN 202. Only Chinese is ASN 210 Buddhism and Taoism through used in class. Intensive conversation, writing, Chinese Literature and translation are required. Vocabulary

131 CLASSICS build-up is much stressed. Prerequisite: CHIN CLASSICS 202 or the equivalent. (Huang, Fall, offered annually) Michael Armstrong, Ph.D.; Associate 302 Advanced Chinese II This course is a Professor, Department Chair continuation of CHIN 301. Chinese remains the only language used in class. Supplementary Leah Himmelhoch, Ph.D.; Assistant readings are used to train students’ translation Professor ability. Prerequisite: CHIN 301 or the equivalent. (Staff, offered occasionally) Offerings in the Department of Classics 450 Independent Study Special arrangement explore all aspects of the languages and is made for individual students to study a cultures of ancient Greece and Rome, specific subject related to traditional or the context of their interaction with the modern Chinese literature and culture. (Staff, offered annually) rest of the Mediterranean world, and their subsequent influence on our own day. The study of the classics, therefore, reveals important aspects of ancient cultures, raising new and fresh questions and insights both about antiquity and about the world in which we live. The department’s faculty is also committed to understanding, both historically and theoretically, issues of gender, class, and race. Courses in the Department of Classics invite students to discover the literatures and cultures of ancient Greece and Rome. Courses in Greek and Latin focus on important texts in the original languages; these courses aim to develop a facility in reading Greek and Latin and to sharpen skills in literary criticism. Courses in classical civilization use materials exclusively in English translation and require no prerequisites; they offer students from the entire Colleges’ community an opportunity to study classical literature and institutions in conjunction with a major, minor, or interdisciplinary work in the humani- ties. The department offers disciplinary majors and minors in classics, Latin and Greek. The department also coordinates both a disciplinary and interdisciplinary minor in classical studies. The classical studies minor approaches the study of ancient Greek and Roman civilization from various directions, with various

132 CLASSICS modes of inquiry. It is a less linguisti- REQUIREMENTS FOR THE GREEK MAJOR cally oriented alternative offered to (B.A.) those who are interested in antiquity but disciplinary, 12 courses not primarily interested in the ancient Seven courses in Greek language, at languages themselves. least four of which are at the 200 level All courses toward any of the majors and one of which is at the 300 level; or minors offered by Classics must be five additional courses selected from completed with a grade of C- or higher. classics or other courses with appropri- ate content approved by the adviser. REQUIREMENTS FOR THE CLASSICS MAJOR (B.A.) REQUIREMENTS FOR THE GREEK MINOR disciplinary, 12 courses disciplinary, 5 courses Four courses in Greek and four in Latin, Five courses in the Greek language, at including at least one 300-level course least three of which are at the 200 level in each language. Four additional or above. classics courses or courses approved by the department. No more than two REQUIREMENTS FOR THE LATIN MAJOR 100-level language courses may count (B.A.) towards the major. disciplinary, 12 courses Seven courses in the Latin language, at REQUIREMENTS FOR THE CLASSICS least four of which must be at the 200 MINOR level and one at the 300 level, and five disciplinary, 5 courses additional courses from classics or other Three Greek and two Latin courses or courses with appropriate content two Greek and three Latin. No more approved by the adviser. than three 100-level language courses may count towards the minor. REQUIREMENTS FOR THE LATIN MINOR disciplinary, 5 courses REQUIREMENTS FOR THE CLASSICAL Five courses in Latin language, of which STUDIES MINOR at least three must be at the 200 level or disciplinary, 5 courses above. Two courses in either Latin or Greek language; three courses, including two CLASSICAL STUDIES COURSES courses from one of the classical studies History and Anthropology groups and one course from a second ANTH 102 World Prehistory group or one from each of three ANTH 206 Early Cities different groups. ANTH 210 Prehistoric Ecology CLAS 202 Athens in the Age of Pericles CLAS 230 Gender in Antiquity REQUIREMENTS FOR THE CLASSICAL CLAS 251 The Romans: Republic to Empire STUDIES MINOR CLAS 275 Special Topics: Greek and Roman interdisciplinary, 5 courses Archaeology Same as for the disciplinary minor, but Literature selection of courses must include at least CLAS 108 Greek Tragedy one course from the classical studies CLAS 112 Classical Myths group in a division outside of the CLAS 213 Ancient Comedy humanities. CLAS 228 Classical and African Epic WRRH 312 Power and Persuasion

133 CLASSICS

Religion and Philosophy and the Empire’s regimentation of Christian- CLAS 125 Greek and Roman Religion ity. Attention is paid to the practice of animal PHIL 370 Ancient Philosophy sacrifice, the Greek and Roman religious REL 254 The Question of God/Goddess festivals, the contrast between public and private cult, the tolerance of religious REL 258 The Qu’ran and the Bible diversity under paganism vs. the intolerance of monotheism, and pagan ideas of personal Arts salvation. The course’s approach is historical. ART 101 Ancient to Medieval Art (Offered every four years) ART 116 World Architecture Typical readings: Homer, Iliad; R. Garland, Religion and the Greeks; K. Dowden, Religion and CLASSICAL CIVILIZATION COURSE the Romans; Epicurus, Letter to Herodotus, Letter to Menoeceus; Marcus Aurelius, Meditations DESCRIPTIONS (selections); Epictetus, Discourses (selections); Courses requiring no knowledge of Greek or Latin, Gospel of Mark; Gospel of Thomas; Philo, with no prerequisites, and suitable for first- through Embassy to Gaius (selections); Eusebius, fourth-year students. Ecclesiastical History (selections); Paul, Galatians, I Timothy 108 Greek Tragedy This course is a reading in English translation of selected plays of 202 Athens in the Age of Pericles The great Aeschylus, Sophocles, and Euripides—the age of Athenian democracy, so fertile in its earliest examples of one of the most pervasive influence on our own culture, is the focus of genres of Western literature. Each play is this course, with particular attention paid to considered both in its own right and in the social and political history, the intellectual relation to larger issues, such as the tragic life, the art, and the literature of the period. treatment of myth, relevance to contemporary Issues such as imperialism and the exclusion of Athenian problems, and the understanding of certain categories of people from full the world that these plays might be said to participation in the democracy are empha- imply. Through attention to matters of sized. The course traces Periclean Athens’ production, an attempt is made to imagine antecedents in the archaic period and its end the effect of the plays in performance in the under the effects of the Peloponnesian War. Athenian theatre. The course considers, in (Offered every four years) addition, possible definitions of tragedy, with Typical readings: Plutarch, Pericles, the aid both of other writers’ views and of Alcibiades; Aeschylus, Sophocles, Euripides, experiences of the texts themselves. (Offered Aristophanes: selected plays; Herodotus, every four years) Histories (selections); Thucydides, The Peloponnesian War; Lysias, selected orations 112 Classical Myths In this course, students study ancient creation myths, the mythology 228 Classical Epic This course includes epics of the Olympian gods, and Greek heroic and from ancient Mesopotamia, Greece, Rome, epic saga. Particular attention is paid to and Africa, all of which arose at critical ancient authors’ exploration of universal moments in the development of their human themes and conflicts, mythology as an respective civilizations. Through a detailed embodiment and criticism of ancient religious study of these texts students examine the beliefs and practices, and the treatment of genre of epic poetry—its form and style, mythological themes in the ancient and assumptions, values, and attitudes—along modern visual arts. (Offered every four years) with the relation of each poem to the culture Typical readings: Hesiod, Theogony; which produced it, and an eye toward Aeschylus, Sophocles, Euripides, selected similarities and differences. Epic poetry was, plays; Apollonius, The Voyage of the Argo; for each of these civilizations, one of the most Ovid, Metamorphoses. All readings are in significant bearers of its intellectual and English translation. cultural history. (Offered every four years) Typical readings (all in English): Gilgamesh, 125 Greek and Roman Religion This course Iliad, Odyssey, Aeneid is an introduction to Greek and Roman religious thought and practice: the pre-Greek 230 Gender in Antiquity Ancient Greek and “goddess worship” of Minoan Crete, the Greek Roman literature were powerful forces in Olympians and the “mystery religions,” the shaping attitudes toward and expectations for impersonal agricultural deities of the early men and women that have continued into the Romans, the Greek and Roman philosophical 20th century. Through readings (in English schools, Christianity’s conquest of the Empire translation) of Greek and Roman literature

134 CLASSICS from what were very patriarchal societies, GREEK COURSE DESCRIPTIONS students explore the attitudes of these 101 Beginning Greek I “There is one criterion, ancient peoples toward issues of sex and and one only, by which a course for the gender. Students examine from both learners of a language no longer spoken should traditional and feminist perspectives material be judged: the efficiency and speed with which written by both men and women from it brings them to the stage of reading texts in different classes and cultures, with a view to the original language with precision, under- assessing how ancient attitudes towards sex standing, and enjoyment.” This statement by and gender have informed our own. (Offered Sir Kenneth Dover characterizes the approach every four years) to learning Greek pursued in the beginning Typical readings: selections from Sappho, sequence (GRE 101, GRE 102). The aim of Homer, Herodotus, Sophocles, Euripides, this sequence is to provide students with the Aristophanes, Plato, Aristotle, Livy, Catullus, vocabulary and grammatical skills necessary to Ovid; Winkler, Constraints of Desire; Keuls, read ancient Greek authors as quickly as The Reign of the Phallus possible. This language study also offers an interesting and effective approach to the 251 The Romans: Republic to Empire This culture and thought of the Greeks. No course surveys the “Roman Revolution,” from prerequisites. (Fall, offered annually) 140 B.C. to A.D. 70: the destruction of the Republic by Julius Caesar and Augustus’ 102 Beginning Greek II A continuation of founding of the Empire. Students trace the GRE 101, this course continues and completes political evolution of Rome through these the presentation of basic Greek grammar and two centuries and read several central works vocabulary and increases students’ facility in by ancient authors of this period. The course reading Greek. Prerequisite: GRE 101 or the also considers the “everyday life” of the equivalent. (Spring, offered annually) Romans—the conditions of the rich, poor, and slave, the changing status of women, and 205 The Greek New Testament In this religious and philosophical pluralism within course, students read one of the canonical the Empire. The course thus aims to be an gospels in the original Greek and the other introduction to Roman history and culture three in English translation. Class work during its central era. (Offered every four years) emphasizes the grammatical differences Typical readings: Scullard, From the Gracchi between koine Greek and Classical Greek. The to Nero; Tingay, These Were the Romans; course considers the numerous non-canonical Vergil, Aeneid; Cicero, Fifth Verrine, Pro gospels and investigates the formation of the Caelio, Second Philippic; Sallust, Catiline; New Testament canon. Students examine Plutarch, T. Gracchus, Sulla, Julius Caesar, textual variants in the biblical manuscripts Cicero, Mark Anthony; Suetonius, Julius and discuss the principles that lead textual Caesar, Augustus, Nero; Seneca, Letters From a critics to prefer one reading over another. The Stoic, Thyestes; Lucretius, On the Nature of theory that Matthew and Luke are based on Things (selections); Catullus, Ovid (selected Mark and a hypothetical document “Q” is “love” poems) critically investigated. The course also introduces students to modern approaches to 450 Independent Study (By arrangement) New Testament study: form, redaction, rhetorical, and postmodern criticisms. 495 Honors (By arrangement) Prerequisite: GRE 102 or the equivalent. (Offered every three years) Classics Courses Offered Occasionally 175 Special Topics 213 Plato In this course, a Platonic dialogue 209 Alexander the Great such as the Symposium, the Apology, or the 213 Ancient Comedy Crito is read in Greek, with attention directed 221 Rise of the Polis to the character and philosophy of Socrates as they are represented by Plato. It includes a 275 Special Topics review of Greek grammar. Prerequisite: GRE 283 Aristotle 102 or the equivalent. (Offered every three 290 Classical Law and Morality years)

223 Homer This course is a reading in Greek and discussion of some of either Homer’s Iliad or Odyssey, with the entire poem read in English. Some attention is given to the cultural and historical setting and to the

135 CLASSICS nature of Homeric language, but the course 400 Senior Seminar This seminar is designed aims at an appreciation, through readings in to provide an integrative capstone experience the original, of the Iliad or Odyssey as a poetic for Greek, Latin, and classics majors. masterpiece. Prerequisite: GRE 102 or the Team-taught by members of the department, equivalent. (Offered every three years) the structure and content of the course varies to meet the individual needs and desires of 234 Herodotus In this course, selections the senior majors. Possible content may from Herodotus’ Histories are read in Greek, include: intensive reading of Latin/Greek with much of the rest read in English. It aims authors, Latin/Greek composition, surveys of to develop students’ facility in Greek, Latin/Greek literature, introduction to acquainting them further with the Greek research tools for graduate study, developing world through the Histories, and introducing bibliographies, and designing materials in them to the mind and thought of Herodotus, preparation for teaching. (Spring, offered whom Cicero called “the father of history.” occasionally) Prerequisite: GRE 102 or the equivalent. (Offered every three years) 450 Independent Study

263 Sophocles This course includes a careful 495 Honors reading in Greek of one of the plays of Sophocles, such as Oedipus the King or LATIN COURSE DESCRIPTIONS Antigone, with close attention to the language 101 Beginning Latin I This course is an of tragedy, as well as to plot construction, introduction to the fundamentals of Latin dramatic technique, and the issues raised by grammar, accompanied by some practice in the mythic story. Prerequisite: GRE 102 or reading the language. The aim is to equip the equivalent. (Offered every three years) students to read the major Roman authors. No prerequisite. (Fall, offered annually) 264 Euripides In this course, a complete tragedy of Euripides, such as Alcestis, Bacchae, 102 Beginning Latin II This course continues Hippolytus, or Medea, is studied in Greek, with and completes the study of basic grammar and close attention to language and style as a way introduces representative samples of Latin of appreciating the play’s broader concerns prose (e.g., Cicero, Caesar) and poetry (e.g., and Euripides’ dramatic artistry. Prerequisite: Catullus, Ovid). By consolidating their GRE 102 or the equivalent. (Offered every knowledge of grammar and building their three years) vocabulary, students are able to read Latin with increased ease and pleasure and to 265 Aristophanes In this course, one of the deepen their understanding of ancient Roman comedies of Aristophanes, such as Lysistrata culture. Prerequisite: LAT 101 or the or Clouds, is read closely in Greek. In equivalent. (Spring, offered annually) addition to discussing its universal human themes, the course explores its relevance to 223 Medieval Latin At the end of the Roman its Athenian historical period and discusses Empire, as “classical” Latin grew more formal the particular nature of Aristophanic comedy. and artificial, “vulgar” Latin—the language of Prerequisite: GRE 102 or equivalent. (Offered the “common people” and the parent of the occasionally) Romance languages—emerged as a sophisti- cated literary instrument. Throughout the 301 Advanced Readings in Greek Literature Middle Ages, an enormous literature was This course is offered to students who have produced in this living Latin: works sacred mastered the fundamentals of Greek and are and profane, serious and flippant. In this now able to read substantial amounts course, students read selections, in the appreciatively. Readings are chosen original Latin, from works in theology, history, according to the interests and needs of the biography, fiction, and poetry. Attention is students. Prerequisites: two semesters of given to the differences between Medieval and 200-level Greek or permission of the “classical” Latin, but the course emphasizes instructor. (Fall, offered annually) the creativity of the medieval authors as Typical readings: prose—Plato, Xenophon, artists in a living language. Prerequisite: LAT Herodotus, Thucydides, Lysias, Demosthenes; 102 or the equivalent. (Offered every three poetry—Sophocles, Euripides, Aristophanes years) Typical readings: selections from Jerome, 302 Advanced Readings in Greek Literature Vulgate Bible; Jacobus de Voragine, Golden This course is parallel to GRE 301.(Spring, Legend; Bonaventura, Life of St. Francis; offered annually) Geoffrey of Monmouth, History of the Britons;

136 CLASSICS

Bede, Ecclesiastical History; Einhard, Life of 264 Petronius or Seneca In this course, Charlemagne; Abelard and Eloise, Correspon- selections from the Satyricon, read in Latin, dence; Hrothsvita, Dramas; Poetry—Carmina highlight Petronius’ wit, his depiction of Burana; Fortunatus; Alcuin; Thomas of contemporary society, and the Satyricon as an Celano, Dies Irae; Thomas Aquinas example of ancient prose narrative. Alterna- tively, selections from Seneca's Moral Epistles 238 Latin Epic (Vergil or Ovid) This course is portray the Stoic philosopher's ethical a careful reading in Latin of some of the Aeneid concerns in a time of tyranny, and one of his or the Metamorphoses, with the entire poem blood-and-thunder tragedies illustrates the read in English, to enable students to spirit of the age of Nero, in which evil appreciate the poetry and Vergil’s or Ovid’s becomes a fine art. Prerequisite: LAT 102 or presentation of Augustan Rome against the the equivalent. (Offered every three years) background of its historical and literary heritage. Prerequisite: LAT 102 or the 301 Advanced Readings in Latin Literature equivalent. (Offered every three years) This course is offered to students who have mastered the fundamentals of Latin and are 248 The Writings of Cicero or Pliny This now able to read substantial amounts course includes readings in the original Latin appreciatively. Readings are chosen according of works by eyewitnesses to the profound to the interests and needs of the students. changes that Rome experienced during the Possibilities include: prose—Cicero, Seneca, late republic and early empire. It gives Tacitus, Livy; poetry—Horace, Juvenal, considerable attention to the literary Lucretius, Ovid, Propertius, Vergil. Prerequi- intentions of the author and to the light those sites: Two terms of 200-level Latin or intentions throw on contemporary political permission of the instructor. (Fall, offered feelings and postures. Prerequisite: LAT 102 annually) or equivalent. (Offered every three years) 302 Advanced Readings in Latin Literature 255 Latin Historians: Tacitus or Livy This This course is parallel to LAT 301. (Spring, course includes readings from Tacitus’ Annales offered annually) or Livy’s Ab Urbe Condita, examining the authors’ prose styles and the historical 400 Senior Seminar This seminar is designed contexts in which they wrote. Students to provide an integrative capstone experience explore the authors’ use of historiography as for Greek, Latin, and classics majors. ostensible support or covert attack on Team-taught by members of the department, political regimes. Attention is given to the the structure and content of the course varies ancient view that history must be aesthetically to meet the individual needs and desires of the pleasing and ethically useful and to ancient senior majors. Possible content includes: historians’ lapses in objectivity and accuracy. intensive reading of Latin/Greek authors, Prerequisite: LAT 102 or the equivalent. Latin/Greek composition, surveys of Latin/ (Offered every three years) Greek literature, introduction to research tools for graduate study, developing bibliogra- 262 Latin Erotic Poetry In this course, phies, designing materials in preparation for selections from Catullus, Propertius, Sulpicia, teaching. (Spring, offered occasionally) Tibullus, and Ovid help to survey the language, themes, and structures of Augustan elegiac 450 Independent Study (By arrangement) poetry. Considerable attention is paid to the Roman authors’ views of women and of the 495 Honors (By arrangement) relations between the sexes. Prerequisite: LAT 102 or the equivalent. (Offered every three years)

137 COGNITION, LOGIC, AND LANGUAGE

COGNITION, LOGIC, AND CROSSLISTED COURSES LANGUAGE Natural Sciences BIOL 340 Neurobiology CPSC 124 Introduction to Programming Program Faculty CPSC 229 Foundations of Computation David Eck, Mathematics and Computer CPSC 453 Artificial Intelligence Science, Coordinator MATH 110 Discovering in Math Eugen Baer, Philosophy MATH 135 First Steps Into Advanced Scott Brophy, Philosophy Mathematics MATH 320 Seminar for Mathematics Teachers Carol Critchlow, Mathematics and MATH 380 Mathematical Logic Computer Science PSY 100 Introduction to Psychology Michelle Rizzella, Psychology PSY 230 Biopsychology PSY 231 Cognitive Psychology Cognition refers to the process of PSY 299 Sensation and Perception thinking. It is a major topic in psychol- PSY 310 Research in Perception and Sensory ogy, but it is closely allied with several Processes PSY 311 Research in Behavioral Neuroscience other fields including the physiology of PSY 331 Research in Cognition the brain, the acquisition and use of PSY 375 Topics in Cognitive Psychology natural languages, the structure of the formal languages used in mathematical Social Sciences logic and computer science, and the ANTH 115 Language and Culture philosophy of knowledge and mind. ANTH 227 Intercultural Communication The program in cognition, logic, and ANTH 285 Primate Behavior SOC 261 Sociology of Education language allows a student to pursue the multiple aspects of this highly interdisci- Humanities plinary subject. EDUC 202 Human Growth and Development The cognition, logic, and language EDUC 321 Language, Experience and Schooling program offers an interdisciplinary EDUC 334 Science and Cognition minor. ENG 260 Creative Writing MUS 120 Tonal Theory and Aural Skills I MUS 121 Tonal Theory and Aural Skills II REQUIREMENTS FOR THE MINOR PHIL 120 Critical Thinking and Argumentative interdisciplinary, 6 courses Writing Six courses chosen from the following PHIL 220 Semiotics lists; no more than three of the six PHIL 240 Symbolic Logic courses may be in any single division PHIL 242 Experiencing and Knowing (natural sciences, social sciences, and PHIL 260 Mind and Language PHIL 380 Experience and Consciousness humanities); at least three of the six PHIL 390 Analytic Philosophy courses must be at the 200 level or above. One course in any modern or ancient language may be counted toward the minor. Other relevant courses not listed may be acceptable, with the permission of the coordinator.

138 COMPARATIVE LITERATURE

COMPARATIVE LITERATURE requirement by examination.) The student must satisfy the prerequisite of Program Faculty ENG 101 Literary Consciousness, and an Grant Holly, English and Comparative upper-level course comparable to a Literature, Coordinator seminar in comparative literature. This William Atwell, History course is selected in consultation with the Eugen Baer, Philosophy student’s adviser during the second year. Betty Bayer, Psychology The comparative literature program Marie-France Etienne, French and offers a disciplinary and an interdiscipli- Francophone Studies nary major and minor. Students inter- Mary Gerhart, Religious Studies ested in majoring in comparative Catherine Gallouët, French and literature should meet with an adviser in Francophone Studies the program to plan out a program of Robert Gross, English and Comparative study which addresses their particular Literature interests. The courses listed below serve Marilyn Jiménez, Africana Studies as examples of the types of courses that George Joseph, French and might be included in such a program. Francophone Studies Patricia Myers, Music REQUIREMENTS FOR THE DISCIPLINARY Daniel O’Connell, English and MAJOR (B.A.) Comparative Literature disciplinary, 12 courses Edgar Paiewonsky-Conde, Spanish and ENG 101, a course designated as a Hispanic Studies comparative literature seminar, and ten David Weiss, English and Comparative courses in literature or an allied field Literature that form a cohesive program and include one course in critical theory. Students in comparative literature The courses selected must provide a pursue a broad literary education that is coherent and in-depth exploration of informed by critical theory and knowl- the field. The number of non-literary edge of comparative methodologies. courses must be approved by the adviser The study of comparative literature is and coordinator. Students majoring in flexible and interdisciplinary. It may comparative literature must also involve art, music, politics, philosophy, demonstrate proficiency in an ancient or history, anthropology, and other fields. modern language, typically by taking The program also engages the student two language courses at the 200-level or with at least one culture and language above (these may be in different other than English. languages). The program rests on three principles: foreign language training, individual REQUIREMENTS FOR THE DISCIPLINARY curricular planning, and comparative MINOR methodology. All students in the disciplinary, 7 courses program must demonstrate foreign ENG 101, a course designated as a language competence, normally defined comparative literature seminar, and five as passing two courses at the literature courses in literature or an allied field level in that language. (In special cases, that form a coherent and in-depth the comparative literature committee exploration of the field. Students may arrange for the fulfillment of this minoring in comparative literature must

139 COMPARATIVE LITERATURE also demonstrate proficiency in an CROSSLISTED COURSES ancient or modern language, typically Critical Theory Courses by taking two language courses at the ENG 302 Post-Structuralist Literary Theory 200-level or above (those may be in ENG 304 Feminist Literary Theory different languages). Elective Courses CLAS 230 Gender in Antiquity REQUIREMENTS FOR THE ENG 236 Post-Apocalyptic Literature INTERDISCIPLINARY MAJOR (B.A.) ENG 312 Psychoanalysis and Literature interdisciplinary, 12 courses ENG 356 Nabokov, Borges, Calvino ENG 101, a course designated as a ENG 360 20th-Century Central European comparative literature seminar, and ten Fiction ENG 372 20th-Century Latin American courses in literature or an allied field Literature that form a cohesive program and ENG 388 Writing on the Body include one course in critical theory. LTAM 308 Latin American/Latino Cinema The courses selected must include work MUS 206 Opera As Drama in at least two different departments and PSY 247 Psychology of Women include materials and approaches other REL 254 The Question of God/Goddess REL 256 Tales of Love and Horror than literary. The number of REL 257 What’s Love Got to Do With It? non-literary courses must be approved by the adviser and coordinator. Stu- dents majoring in comparative litera- ture must also demonstrate proficiency in an ancient or modern language, typically by taking two language courses at the 200-level or above (these may be in different languages).

REQUIREMENTS FOR THE INTERDISCIPLINARY MINOR interdisciplinary, 7 courses ENG 101, a course designated as a comparative literature seminar, and five courses in literature or an allied field from at least two different departments which include materials and approaches other than literary. Students minoring in comparative literature must also demon- strate proficiency in an ancient or modern language, typically by taking two language courses at the 200-level or above (these may be in different languages).

140 CRITICAL SOCIAL STUDIES

CRITICAL SOCIAL STUDIES tions of such critical activity, that is, to consider what might be done for public Program Faculty policy and for social action, and its sought Christopher Gunn, Economics, and unsought personal consequences. Coordinator The critical social studies program T. Dunbar Moodie, Sociology, offers an interdisciplinary major and Coordinator minor. Eugen Baer, Philosophy Betty Bayer, Women's Studies REQUIREMENTS FOR THE MAJOR (B.A.) Jodi Dean, Political Science interdisciplinary, 11 courses Jo Anna Isaac, Art BIDS 200, four intermediate and six Marilyn Jiménez, Africana Studies advanced-level courses from the critical Cedric Johnson, Political Science social studies electives chosen in Richard Mason, Sociology consultation with the adviser to form a Renee Monson, Sociology coherent program. Of the 10 elective Daniel O’Connell, English courses, no more than four may be in David Ost, Political Science one department and no more than seven Paul Passavant, Political Science in one division. Linda Robertson, Rhetoric William Waller, Economics REQUIREMENTS FOR THE MINOR interdisciplinary, 6 courses The critical social studies program is BIDS 200, two intermediate level and about theory, emphasizing social and three advanced level electives chosen cultural theories and their interrelation- in consultation with the adviser to form ships. Though we hold differing a coherent program. No more than three interpretations of what theory is, we courses may be from any one depart- share an understanding of its rootedness ment or division. in the lived practice of everyday lives. This program involves us in a common CROSSLISTED COURSES project of studying, criticizing, and, Intermediate Electives indeed, making theory, engaging faculty ALST 200 Ghettoscapes and students in increasingly demanding ALST 225 African-American Culture theoretical dialogues with three aims: ANTH 209 Gender in Prehistory First, to reflect on the “common- ANTH 220 Sex Roles: A Cross-Cultural Perspective sense” assumptions, practices, and ANTH 230 Beyond Monogamy identities that inform everyday life; to ANTH 271 Jobs, Power and Capital reflect on the practices, assumptions, ANTH 280 Environment and Culture: Cultural and representations that constitute the Ecology common sense of academic disciplines; ASN 101 Intellectual and Religious and to reflect on the consequences and Foundations of Asian Civilization BIDS 235 Third World Experience implications of these. BIDS 245 Men and Masculinity Second, to deal critically and ECON 206 Community Development Economics historically, in social, political, and and Finance economic context, with those ECON 232 U.S. Economy: A Critical Analysis “common-sense” attitudes that consti- ECON 236 Introduction to Radical Political tute everyday and academic life. Economy Third, to encourage reflection on the ECON 248 Poverty and Welfare EDUC 200 Philosophy of Education personal, practical, and policy implica-

141 CRITICAL SOCIAL STUDIES

EDUC 202 Human Growth and Development ARCH 311 History of Modern Architecture ENG 223 Environmental Literature ARCH 312 Theories of Modern Architecture and ENG 257 Dickens and His World Urbanism ENG 258 19th-Century English Novel ART 333 Contemporary Art ENG 281 Literature of Sexual Minorities ECON 300 Macroeconomic Theory and Policy ENG 291 Introduction to African-American ECON 301 Microeconomic Theory and Policy Literature I ECON 305 Political Economy HIST 256 Technology and Society in Europe ECON 310 Economics and Gender MDSC 223 War, Words and War Imagery ECON 316 Labor Market Analysis PHIL 120 Critical Thinking and Argumentative ECON 331 Institutional Economics Writing ECON 468 Seminar: Veblen PHIL 130 Moral Dilemmas: Limiting Liberty ECON 474 Seminar: Globalization PHIL 150 Issues: Justice and Equality EDUC 321 Language, Experience and Schooling PHIL 151 Issues: Crime and Punishment EDUC 343 Special Populations in Texts PHIL 152 Issues: Philosophy and Feminism ENG 255 Victorian Literature PHIL 154 Issues: Environmental Ethics ENG 302 Post-Structuralist Literary Theory PHIL 155 Issues: Morality of War and Nuclear ENG 312 Psychoanalysis and Literature Weapons ENG 318 Body, Memory, and Representation PHIL 220 Semiotics ENG 337 James Joyce’s Ulysses PHIL 232 Liberty and Community ENG 368 Film and Ideology PHIL 235 Morality and Self Interest ENG 370 Hollywood on Hollywood POL 160 Introduction to Political Theory ENG 375 Science Fiction Film POL 175 Introduction to Feminist Theory ENG 376 New Waves POL 238 Sex and Power ENG 381 Sexuality and American Literature POL 245 Politics of the New Europe ENG 388 Writing on the Body POL 264 Legal Theory FRE 251 Eros and Thanatos POL 265 Modern Political Theory FRE 252 Que Sais-Je? POL 270 African-American Political Thought FRE 380 Advanced Francophone Topics: REL 108 Religion and Alienation Images de Femmes REL 263 Religion and Social Theory HIST 325 Medicine and Public Health in REL 271 The Holocaust Modern Europe SOC 221 Sociology of Minorities HIST 337 History of American Thought Since SOC 222 Social Change 1865 SOC 223 Social Stratification HIST 340 Faulkner and Southern Historical SOC 224 Social Deviance Consciousness SOC 225 Sociology of the Family HIST 371 Life-Cycles: The Family in History SOC 226 Sociology of Sex and Gender HIST 375 Seminar: Western Civilization and Its SOC 228 Social Conflict Discontents SOC 230 The Sociology of Everyday Life MATH 278 Number Theory SOC 233 Women in the Third World PHIL 370 Ancient Philosophy SOC 256 Power and Powerlessness PHIL 372 Early Modern Philosophy SOC 258 Social Problems PHIL 373 Kant SOC 259 Social Movements PHIL 380 Experience and Consciousness SOC 261 Sociology of Education PHIL 381 Existentialism SOC 271 Sociology of Environmental Issues PHIL 390 Analytic Philosophy WRRH 250 Talk and Text: Introduction to POL 335 Law and Society Discourse Analysis POL 348 Racism and Hatreds POL 365 Democratic Theory Advanced Electives POL 375 Feminist Legal Theory AEP 335 The Arts and Human Development POL 379 Radical Thought, Left and Right ALST 240 Third World Women’s Texts REL 237 Lived Christianities ALST 310 Black Images/White Myths REL 260 Religion as a Philosophical Act AMST 302 Culture of Empire REL 267 Psychologies of Religion ANTH 306 History of Anthropological Theory REL 269 Therapy, Myth and Ritual ANTH 370 Life Histories REL 273 Foundations of Jewish Thought

142 DANCE

REL 281 Unspoken Worlds DANCE REL 283 Que(e)rying Religious Studies REL 365 Loss of Certainty REL 370 Jewish Mysticism and Hasidism Cynthia J. Williams, M.F.A.; Professor, REL 382 Toward Inclusive Theology Department Chair REL 401 Literary and Theological Responses Donna Davenport, Ed. D.; Associate to the Holocaust Professor REL 402 Conflict of Interpretations Michelle Iklé, M.F.A.; Adjunct REL 410 Sacred Space Assistant Professor REL 461 Seminar: Towards a Theory of Religious Studies Cadence Whittier, M.F.A.; Assistant REL 464 Seminar: God, Gender and the Professor Unconscious SOC 300 Classical Sociological Theory The Department of Dance offers a wide SOC 301 Modern Sociological Theory range of courses in dance technique for SOC 325 Moral Sociology and the Good the beginning, intermediate, and ad- Society vanced dancer, as well as courses in dance SOC 340 Feminist Sociological Theory SOC 464 Senior Seminar history, composition, human anatomy and SPAN 316 Voces de Mujeres kinesiology, and teaching methods. The SPAN 317 Arte y Revolución dance major consists of a series of core WMST 300 Feminist Theory courses in dance technique and theory WMST 323 Research in Social Psychology which may be supplemented by courses WMST 357 Self in American Culture from other departments or programs. WMST 372 Topics: Social Psychology Students are encouraged to tailor their COURSE DESCRIPTION major to their specific interests within the 200 Introductory Dialogues in Critical Social discipline (dance performance, choreogra- Studies We use social and cultural theory in phy, teaching, or dance studies) through our everyday lives but rarely very consciously. their choice of electives and cognates; This course investigates ways in which students may elect to broaden their hegemonic “common sense(s)” are constructed and changed, both in society and the understanding of the interdisciplinary academy, and the purposes they serve. The nature of the field by an additional focus aim is to heighten awareness of personal, on related disciplines such as art, educa- practical, and policy implications of social theory, and develop critical responses to it. tion, music, philosophy, psychology, and/ (Waller/Capraro, Spring) or theatre. The dance major and minor may be either disciplinary or interdiscipli- nary depending upon the courses selected. All courses toward a dance major or minor must be completed with a grade of C- or higher.

REQUIREMENTS FOR THE MAJOR (B.A.) disciplinary, 12 courses DAN 105; DAN 200; DAN 225; DAN 300; DAN 325; DAN 210, 212 or 214; two technique (DAN/DAT) courses at the intermediate or advanced level; a dance ensemble course (DAN 140); two additional DAN electives or approved courses outside the department; and the

143 DANCE dance senior seminar, DAN 460. (BIDS history, aesthetics, dance sciences, and 311 Writing Movement/Dancing Words, may movement analysis. (Fall, offered annually) replace one of the composition courses.) DAN 140 Dance Ensemble: Practicum in Repertory and Performance This course REQUIREMENTS FOR THE MAJOR (B.A.) follows the creation and performance of dance choreography from audition through final interdisciplinary, 12 courses performance. Enrollment is by audition only; DAN 105; DAN 225 or DAN 325; DAN auditions are typically held in the fall prior to 210 and 212, or DAN 212 and 214; one spring term pre-registration. Students cast in other 200-level DAN elective; two Dance Ensemble learn new or repertory choreography created by dance faculty or guest technique (DAN/DAT) courses at the artists and are frequently active participants in intermediate or advanced level; AEP 335 the choreographic process. In addition to The Arts and Human Development, EDUC developing dance performance skills, students are introduced to technical theatrical design 295 Theatre and the Child, EDUC 301 concepts and are expected to complete pre- Drama in a Developmental Context, or an and post-production assignments. Concurrent arts-related bidisciplinary (BIDS) course; registration in a dance technique course is DAN 460, the dance senior seminar; and required. (Spring, offered annually) three courses outside the department DAT 140 Dance Ensemble: Practicum in approved by the major adviser. Repertory and Performance Students may elect to take the department’s Dance Ensemble course as a studio-based half-credit activity. The course REQUIREMENTS FOR THE MINOR material is identical to that described above, disciplinary, 6 courses and requires the same audition process. DAN 105; DAN 210 or 212; DAN 200 or Students electing DAT 140 must register for 300; two technique (DAN/DAT) courses the course credit/no credit and are not expected to complete the additional academic compo- at the intermediate or advanced level; and nents of the course, but are required to enroll in two additional dance (DAN) courses. a concurrent dance technique course. (Spring, offered annually)

REQUIREMENTS FOR THE MINOR DAN 200 Dance Composition I This is an interdisciplinary, 6 courses introductory course in the art and craft of DAN 105, DAN 210 or 212; DAN 225 creating dances. Techniques to nurture the or 325; two technique (DAN/DAT) individual creative process are explored, including movement improvisation, visual art courses at an intermediate or advanced imagery, chance procedures, musical influences, level; and two additional dance (DAN) poetic imagery, and prop and costume studies. courses or courses outside the depart- The course culminates in each student’s ment approved by the adviser. presentation of a substantial composition. This course has a multi-disciplinary focus and is open to all students interested in the arts and creative COURSE DESCRIPTIONS process. (Davenport/Williams, Fall, offered DAN 105 Introduction to Dance: Theory and alternate years) Practice This course introduces students to the technique and theory of dance as an art form. DAN 210 Dance History I This course is Novice and experienced movers alike are designed to present the history of social and introduced to dance theory in a lecture setting, theatrical dance from early human history then explore those movement theories in the through the flowering of ballet in the 19th dance studio. Students gain both theoretical century. A strong emphasis is placed on and practical knowledge of dance and self recognizing how social, political, economic, through readings, research assignments, journal and religious conditions and attitudes writing, film observation, live concert dance, influence and are influenced by dance and movement experiences, discussion, and faculty other artistic expressions. The course format lecture. Study topics include an overview of consists of faculty lecture, student presenta- dance styles, multicultural definitions of dance, tions, film and videos, and studio workshops. and an introduction to dance criticism, dance (Williams, Fall, offered alternate years)

144 DANCE

DAN 212 Dance History II This course interested in the areas of physical therapy, examines the development of theatrical dance physical education, athletic training, human from the late 1800s through the mid-20th biology, and other movement sciences. (Fall, century. A special focus of the course is the offered alternate years) rise of modern dance and the women who were its creators—Loie Fuller, Isadora DAN 250 Dance Improvisation Improvisa- Duncan, and Ruth St. Denis, and the women tion in dance like its counterparts in music pioneers that followed: Martha Graham, Doris and theatre relies on the technical skills of the Humphrey, Mary Wigman and Hanya Holm. performer, a profound mental commitment This singularly American art form was greatly and focus, the ability to respond to multiple influenced by feminist reform movements, and sensory stimuli, and the development of a continues to be associated with political, body-mind synthesis that allows for action and social, and economic conditions and reforms. reflection. The ability to improvise frees the The course traces the development of modern performer from technical and choreographic dance through the tumultuous 1960s. ruts and gives one the opportunity to create (Williams, Spring, offered alternate years) and understand movement from an intensely personal perspective. Students participate in a DAN 214 Dance History III: 1960s to variety of structured improvisations through- Present As in the other arts, dance in the out the semester that are designed to improve 1960s underwent tremendous changes and their sensitivity to group dynamics, individual witnessed the breaking apart of traditional movement creativity, and recognition of the forms and aesthetic assumptions. Iconoclastic expressive capacities for movement expres- choreographers said no to the techniques and sion. While movement is the media, prior presentations of their predecessors, changing dance training is not required. (Williams, the aesthetics of dance permanently. This Spring, offered alternate years) course starts with the revolutions in culture and dance of the 1960s and traces the growth DAN 300 Dance Composition II This course and development of today’s “postmodern” explores further the art and craft of making dance. Issues of body, gender, race, sexuality dances with a focus on group choreography. and cultural heritage form the lens through Composition II covers such aspects of which contemporary dance and its choreogra- choreography as developing a unique phers are discussed. (Williams, Fall, offered movement vocabulary, group compositions, alternate years) site-specific work, and choreographic process and documentation. Collaborations with DAN 215 Movement for Athletes: Analysis musicians, actors, poets, and visual artists are and Performance This course is designed to encouraged. Prerequisite: DAN 200 or provide movement experiences that permission of instructor. (Davenport/ illuminate the concepts of coordination, Williams, Fall, offered alternate years) alignment, and efficient body functioning that underlie all sports. Individuals are expected to DAN 325 Movement Analysis: Laban acquire a vocabulary of movement descrip- Studies This course is an introduction to the tion, which is utilized in self-assessment and to theory and application of Laban Movement analyze the specific demands of their Analysis, which includes effort/shape, space particular sport. Emphasis is placed on a harmony, Bartenieff Fundamentals™ and sensitivity to the mind-body connection and other somatic practices. These theories apply the process of movement repatterning. (Fall, directly to all physical actions of the human offered alternate years) body, nonverbal communication, cultural differences, choreography, live performance, DAN 225 Anatomy and Kinesiology This therapeutic practices, and teaching methodol- course presents specific knowledge of human ogy. The course focuses on the personal skeletal anatomy and muscular anatomy and relevance of Laban theories to the individual its relationship to movement skills and student, as well as to related disciplines such postural alignment. Once the basic skeletal as anthropology, psychology, and education. and muscular anatomy is understood, the Students are taught how to observe, record, course focuses on analysis of action, with describe, and notate subtle qualities in the particular attention on the action of gravity movement around them and how to and its effect on posture and muscular understand their own movement patterns and function. Additionally, the course focuses on the potential for enhanced expression, principles of alignment, conditioning, and muscular efficiency, and wellness. (Davenport/ injury prevention. Although dance-based, the Whittier, Spring, offered alternate years) course should be relevant to students

145 DANCE

DAN 432 Teaching Methods and Practicum Dance Technique Courses (DAN/DAT) This course is designed to introduce the student Dance technique courses may be taken to the practices and principles of teaching dance. In addition to the traditional pedagogical areas as a one-half credit activity course of study—construction of lesson plans, (DAT) for credit/no credit or as full formation of curriculum, and semester unit credit DAN course. Students electing plans—the course explores the specific concerns the full credit DAN technique course of the dance classroom—injury prevention, use of imagery to elicit physical response, and are expected to complete the academic composition of movement material to components of the course, including cognitively as well as physically challenge weekly reading and writing assignments, students. Prerequisites: Successful completion of concert reviews, and research projects, in DAN 105, DAN 225, and/or DAN 325 strongly recommended. (Davenport/Williams, addition to participation in the studio- Spring, offered alternate years) based technique class. Students enroll- ing in the half-credit DAT course must DAN 450 Independent Study In this course students are encouraged to pursue explora- register for credit/no credit only. tions of choreography, performance, historical research, teaching, improvisation, arts DAN/DAT 900 Beginning Dance—Jazz/Ballet/ management and production, or body-mind Modern This course is an introduction to jazz, synthesis within an approved and academically ballet, and modern dance technique for the challenging independent study. Permission of beginning dance student. Students explore the instructor required. basic principles of dance technique: strength, alignment, coordination, spatial and rhythmic DAN 460 Senior Seminar This seminar awareness, and performance skills within the provides an opportunity for faculty-guided context of the unique vocabulary and research of a particular area of interest to aesthetic of each dance technique. (Fall, offered senior dance majors. (Dance minors admitted annually) with permission of instructor.) Qualified students may work toward the development of DAN/DAT 905 Beginning Technique: Body choreographic and performance material, or and Self Body and Self is a course designed to pursue independent studies of career-related integrate dance and movement, self knowl- topics such as dance science, somatics, dance edge, and knowledge of the body into dynamic anthropology, dance criticism, K-12 dance balance. Releasing unwanted tension patterns, education, dance administration or other developing efficient alignment and movement areas of interest. The focus of the course is on patterns, and discovering a wider range of the development of a project, paper, or movement capabilities is both the focus and performance that demonstrates the students’ the intended outcome of the semester’s intellectual grasp of the field. (Davenport/ material. Modern dance-based exercises and Williams, Spring, offered annually) sequences form the basic vocabulary of movement, but explorations include DAN 495 Honors A course to be completed improvisation and self-designed movement in partial fulfillment of the requirements for sequences, as well. An underlying area of focus Honors work in dance. Permission of the is on increased kinesthetic awareness, including Honors adviser required. exploration of body-mind connections and the ability to express that awareness in movement DAN 499 Dance Internship This internship and writing. (Fall, offered alternate years) offers an option for the student who wishes to pursue workplace experience in dance DAN/DAT 910 Beginning Ballet I This education, arts administration, technical course is an introduction to the techniques production, and/or professional venues. and principles of classical ballet, including Specific course content varies with each balance, coordination, flexibility, strength, individual situation, but in general students and technical terminology. The class structure are expected to spend a minimum of ten follows the basic ballet format of barre work, hours a week at their placement under the center barre, adagio, petite allegro, and grande supervision of a workplace professional. allegro. The course is designed for the Academic credit is for credit/no credit only, beginning student of ballet; no prior experi- with appropriate mid-term and end of ence necessary. (Spring, offered alternate years) semester assessment agreed upon in advance in consultation with the professor. (Offered each semester)

146 DANCE

DAN/DAT 915 Beginning Modern Dance I DAN/DAT 932 Advanced Ballet II This Designed for students with little or no course is a continuation of Advanced Ballet I previous dance experience, this course involving intricate movement patterns, includes familiarization with basic dance batterie, and presentation of classical styles. vocabulary and simple improvisational (Spring, offered annually) movement structures. Much time is spent on placement and basic body awareness DAN/DAT 932-11 Pointe II This course is exercises. (Spring, offered alternate years) linked to the advanced ballet class. It is a continuation of the fundamentals of pointe DAN/DAT 920 Intermediate Ballet I This work emphasizing strength, control, fluidity, course focuses on the performance of the and turning movements. Prerequisite: classical movement vocabulary with accuracy Concurrent enrollment in DAN/DAT 932 and and precision, and the development of permission of instructor required. (Spring, strength and flexibility. (Fall, offered annually) offered annually)

DAN/DAT 922 Intermediate Ballet II DAN/DAT 935 Advanced Modern Dance I Further study of intermediate-level ballet This course is designed for dancers who have technique emphasizing correct muscular developed strong kinesthetic sensing as well as control and petite allegro movements. an awareness of their body-mind connection. Students are encouraged to further develop Class work includes advanced levels of their kinesthetic awareness of classical technical movement and the opportunity to movement. (Spring, offered alternate years) work with improvisational structures. (Spring, offered annually) DAN/DAT 925 Intermediate Modern Dance I This course focuses on alignment, muscular DAN/DAT 937 Advanced Modern Dance II strength, technical endurance, and the This course is a continuation of advanced development of phrasing skills in complex level I with further study of concepts of space, movement combinations, and continues work time, force in relation to movement combina- with improvisational movement and tions, and individual performance of class- performance skills. (Fall, offered annually) room phrases. (Spring, offered alternate years)

DAN/DAT 927 Intermediate Modern Dance DAN/DAT 940 Beginning Jazz This is an II The focus of this course is on stationary introductory level jazz technique course and dynamic placement in complex move- designed for the beginning dancer. No prior ment phrases. Additional areas of emphasis dance experience is necessary. Students learn include rhythmic accuracy, development of to perform basic jazz dance vocabulary individual movement style, and increased through short movement sequences and work on dynamic phrasing. (Spring, offered longer jazz combinations, while developing alternate years) flexibility, strength, and awareness of rhythmical phrasing, and an understanding of DAN/DAT 930 Advanced Ballet I This jazz as a system of movement. Emphasis is course covers advanced technique with placed on the exploration and discipline of emphasis on integrating dynamic placement, dance as an art form. (Spring, offered alternate musical phrasing, and complex turns, jumps, years) and balances. Emphasis is on continued technical execution while exploring stylistic DAN/DAT 945 Intermediate Jazz This is an nuances of dance expression. (Fall, offered intermediate level jazz technique course annually) designed for the student with at least four years of formal dance training. Students review DAN/DAT 930-11 Pointe I This course is basic jazz vocabulary and learn to perform linked to the advanced ballet class. It is exercises and movement sequences of designed for female dancers who have reached increasing complexity. Development of a level of technical proficiency and strength technical accuracy, strength, flexibility, and that enables them to work on pointe. The rhythmic sensibility are goals within the class is structured with barre and center floor classroom. Both composition and improvisa- combinations to teach the principles essential tion in the jazz idiom are explored. Prerequi- for pointe work and to develop strength and site: Intermediate technique level proficiency placement. Prerequisite: Concurrent in either modern dance or jazz, or permission enrollment in DAN/DAT 930 and permission of instructor. (Spring, offered alternate years) of instructor required. (Fall, offered annually)

147 DEVELOPMENT STUDIES

DEVELOPMENT STUDIES DEVELOPMENT STUDIES COURSES Core Theory Courses Program Faculty BIDS 235 Third World Experience ECON 344 Economic Development and Planning Alan Frishman, Economics, Coordinator POL 248 Politics of Development Richard Dillon, Anthropology SOC 201 Sociology of International Kevin Dunn, Political Science Development Jack Harris, Sociology SOC 240 Gender and Development Scott McKinney, Economics Dia Mohan, Anthropology Core Courses ANTH 205 Race, Class and Ethnicity Virginia Tilley, Political Science ANTH 271 Jobs, Power and Capital Kanchana Ruwanpura, Economics ANTH 280 Environment and Culture: Cultural Ecology The minor in development studies ANTH 296 African Cultures explores different, and often conflicting, BIDS 210 Perspectives on Latin America perspectives on what “development” ECON 135 Latin American Economies might mean and how to achieve it, ECON 212 Environmental Economics ECON 240 International Trade addressing global questions but focusing ECON 435 Political Economy of Latin America particularly on the “Third World” ENV 110 Topics in Environmental Studies regions of Latin America, Africa, the HIST 102 Modern World Middle East, and East/South Asia. HIST 283 South Africa in Transition Drawing on the social sciences and the HIST 284 Africa: From Colonialism to humanities, the minor addresses Neocolonialism historical, political and sociological HIST 285 The Middle East: Roots of Conflict HIST 396 History and the Fate of Socialism dimensions of development, economic POL 255 Politics of Latin American theories of development, cultural and Development political tensions regarding “western” SOC 291 Society in India (or First World) economic strategies, anthropological studies of local level Elective Courses change, and “alternative” and indig- Additional courses may be proposed. ALST 240 Third World Women’s Texts enous development strategies. Through ALST 310 Black Images/White Myths this study, students become acquainted ANTH 110 Introduction to Cultural Anthropology with both the theoretical controversies ANTH 297 Peoples and Cultures of Latin America surrounding development and the ANTH 298 Modern Japan real-world challenges that confront ENG 317 Hearts of Darkness those engaged in development work. FRE 243 Actuelles III: Topics in Francophone Cultures FRE 351 Advanced Francophone Topics: REQUIREMENTS FOR THE MINOR Francophone African Fiction interdisciplinary, 6 courses FRE 352 Advanced Francophone Topics: Four core courses in four different Maghreb Literature disciplines: at least one course from the POL 257 Russia Unraveled Core Theory list; three additional POL 258 Middle East Politics courses, from either the Core Theory or SOC 259 People Creating Social Change SOC 299 Sociology of Vietnam Core list; and two additional courses SPAN 317 Arte y Revolución from either the Core or Elective lists. At SPAN 346 Latin American Women’s Narratives least two of the six courses must be from a department or program outside the social sciences (e.g., Africana studies, English, French, history, Spanish).

148 ECONOMICS

ECONOMICS 301, ECON 304, ECON 305); and three additional upper-level courses. Students William Waller, Jr., Ph.D.; Professor, are encouraged to take at least one of Department Chair the upper-level courses at the 400 level. Thomas Drennen, Ph.D.; Assistant Professor REQUIREMENTS FOR THE MINOR Alan I. Frishman, Ph.D.; Professor disciplinary, 6 courses Geoffrey N. Gilbert, Ph.D.; Professor ECON 160; two topics/issues courses; Christopher Gunn, Ph.D.; Professor ECON 300; ECON 301; and one Fiesal Khan, Ph.D.; Assistant Professor additional course at the 300 or 400 level. Daniel A. McGowan, Ph.D.; Professor Patrick A. McGuire, Ph.D.; Professor COURSE CONCENTRATIONS Judith McKinney, Ph.D.; Associate Introductory Courses Professor ECON 160 Principles of Economics ECON 202 Statistics Scott G. McKinney, Ph.D.; Professor, The William R. Kenan Chair Topics/Issues Courses Jo Beth Mertens, Ph.D.; Assistant Professor ECON 120 Contemporary Issues Kanchana Ruwanpura, Ph.D.; Assistant ECON 122 Economics of Caring Professor ECON 135 Latin American Economies ECON 146 Russian Economy: From Plan to Market Course offerings in the economics ECON 200 Accounting I ECON 201 Accounting II department are designed both to meet ECON 203 Collective Bargaining the needs of students who wish a better ECON 204 Business Law understanding of the economic issues ECON 206 Community Development Economics that affect their lives and to meet the and Finance needs of students who have an interest ECON 212 Environmental Economics in an extended, in-depth study of ECON 213 Urban Economics ECON 218 Tangible Investments economics. The department offers ECON 221 Economic and Social Demography introductory and advanced courses that ECON 230 History of Economic Thought examine important issues using the ECON 232 U.S. Economy: A Critical Analysis analytical tools of the discipline in ECON 233 Comparative Economics addition to courses that examine major ECON 236 Introduction to Radical Political economic theories. Courses at the 100 Economy level are open to all. Prerequisites for ECON 240 International Trade ECON 241 Health Economics 200-level, 300-level, and 400-level ECON 248 Poverty and Welfare courses are indicated. Economics offers a disciplinary B.A. Core Courses major and minor. All departmental ECON 300 Macroeconomic Theory and Policy courses must be completed with a grade ECON 301 Microeconomic Theory and Policy of C- or better in order to be credited ECON 304 Econometrics toward the major or minor. ECON 305 Political Economy Upper-Level Courses REQUIREMENTS FOR THE MAJOR (B.A.) ECON 306 Industrial Organization disciplinary, 11 courses ECON 307 Mathematical Economics ECON 160; two topics/issues courses at ECON 309 Portfolio Analysis the 100 or 200 level; ECON 202; the ECON 310 Economics and Gender four core courses (ECON 300, ECON

149 ECONOMICS

ECON 316 Labor Market Analysis 146 The Russian Economy: From Plan to ECON 319 Forensic Economics Market? With the formal dissolution of the ECON 324 Monetary Theory and Policy Soviet Union in December, 1991, many ECON 326 Public Microeconomics people hailed the triumph of capitalism and democracy over central planning and ECON 331 Institutional Economics single-party control. With the perspective ECON 338 Third Sector Economics provided by a few more years, one can see that ECON 344 Economic Development Russia’s economic and social problems were ECON 348 Natural Resources and Energy not solved by the decision to make this Economics transition. In fact, many in Russia would argue ECON 372 Keynes, Keynesians, and that these problems have intensified Post-Keynesians dramatically and that the country should ECON 425 Seminar: Public Macroeconomics reverse course before it is too late. This course ECON 435 Seminar: Political Economy of Latin explores the strengths and weaknesses of these two kinds of economic systems, the difficulties America of making the transition from one system to ECON 461 Seminar: Environmental Economics the other, and the prospects for the future. (J. ECON 466 Seminar: Population Issues McKinney, Fall, offered alternate years) ECON 468 Seminar: Veblen ECON 474 Seminar: Current Issues in Political 160 Principles of Economics This course is a Economy general introduction to economics. ECON 480 Seminar: Macroeconomics Microeconomic topics include supply and demand, comparative advantage, consumer choice, the theory of the firm under competi- COURSE DESCRIPTIONS tion and monopolies, and market failure. 120 Contemporary Issues in Economics Macroeconomic topics include national Introduction to economics through the income accounting, the determinants of application of different analytical tools and national income, employment and inflation, perspectives to a variety of contemporary the monetary system and the Fed, and fiscal policy issues, such as inflation and deflation, policy. This course is required for all majors the environment, regulation, urban problems, and minors in economics. (Offered each economic development, and the role of semester) women and minority groups in the economy. (Offered annually) 200 Accounting I This course explores the theory and application of accounting 122 The Economics of Caring There is more principles in recording and interpreting the to economics than the wealth of nations. A financial facts of business enterprise. The good society is more than its wealth; it has the course covers such topics as the measurement capacity and is willing to care for those who of income, capital evaluation, and the cannot completely provide for themselves. In determination of financial position. (Fall, this course students explore, analyze, and offered annually) assess how our society cares for those who cannot provide all of the necessities of life for 201 Accounting II This course covers the themselves; including children, the infirm, and following specialized areas: partners, corpora- the elderly. They examine public policies and tions, cost accounting, budgeting, income debates concerning poverty, health care, taxes, management reporting, and financial education, child protection, and adoption. analysis. The main objective is to introduce (Waller, offered annually) the student to these topics, providing an Typical readings: Current articles on opportunity to deal with some of the public policy; political and philosophical accounting concepts associated with these writing on community and caring; and topics. Prerequisite: ECON 200. (Spring, economic analyses of particular policies offered annually)

135 The Latin American Economies This 202 Statistics This course offers an introduc- course looks at the Latin American econo- tion to the methods of descriptive and mies, their troubled history, their inferential statistics that are most important boom-and-bust tendencies, the economic in the study of economics. The intent of the policies that have been tried, and the painful course is to help students understand these consequences in terms of poverty, inflation, tools and when they can usefully be applied to and debt. (S. McKinney, Fall, offered annually) data. The course includes basic descriptive statistics, probability distributions, sampling

150 ECONOMICS distributions, statistical estimation, hypothesis be applied to environmental questions and testing, correlation analysis, and regression then looking at how these principles have been analysis. Students construct surveys and use used to implement policy nationally and the data collected via the surveys as the basis internationally. Prerequisite: ECON 120, for their semester project. The project gives ECON 160, or permission of instructor. students a chance to demonstrate basic (Drennen, offered annually) competency in the application of the tools taught in the course, their ability to use 213 Urban Economics As an introduction to computer programs to analyze data, and their the basic problems of urban areas in the ability to explain the statistical results in plain United States at the present time, the course English. (Offered each semester) analyzes the hierarchy of cities in the U.S., market areas, and location. It then examines 203 Collective Bargaining In this course, the economic issues concerned with urban students examine the labor movement in the housing, poverty, transportation, and finances. U.S. and other countries and learn about It has a policy orientation and concludes with labor- management disputes and their a discussion of urban planning. Prerequisite: resolutions. The goal of the course is to inform ECON 160, or permission of instructor. students about the economic and (McGuire, offered annually) non-economic issues involved in labor agreements. Students learn about the art of 218 Economics of Tangible Investments negotiation and arbitration. Topics covered This is a course in personal investments. It include: the labor movement in the U.S., begins with a thorough discussion of stocks, labor and employment law, unions and bonds, and savings instruments, and proceeds collective bargaining, grievance procedures, to explore personal investments in options, arbitration and techniques of dispute commodities, collectibles, gold, diamonds, resolution, unions in the public sector, and an housing, automobiles, tools, appliances, and international comparison of labor relations. even marriage. Prerequisite: ECON 160. (Offered alternate years) (McGowan, offered annually)

204 Business Law This course is the study of 221 Economic and Social Demography This the basic law of contracts with emphasis on course looks at population in a broad and agency, negotiable instruments, property, etc. systematic way, starting with basic concepts of The system of courts is also studied. (Fall, fertility and mortality; moving on to issues of offered annually) age structure, family demography, and the projection of future population; and 206 Community Development Economics concluding with policy issues involving and Finance Resources for development are immigration, the environment, famines, and generally scarce in poor urban and rural areas. population policy. Prerequisite: ECON 160 This course investigates how new economic (Gilbert, Fall, offered annually) and financial resources can be generated for and attracted to these areas, and how they can 230 History of Economic Thought This interact with human, organizational, and course surveys the growth of economic technical resources to encourage develop- thought from 1500 to the 20th century, with ment. The spatial focus ranges from neighbor- special emphasis on the growth of “scientific hoods to regions. The course provides an economics” in Britain between 1770 and introduction to financial instruments, 1890. While the primary aim of the course is institutions, and analysis across public, to trace analytical developments in econom- private, and third (non-profit) sectors. (Gunn, ics, attention is also paid to the political and offered alternate years) social environments in which economic theory evolved. This course provides helpful 212 Environmental Economics The primary preparation for ECON 305. Prerequisite: goal of this course is to apply basic micro- ECON 160. (Gilbert, offered alternate years) economic principles to understanding environmental issues and possible solutions. 232 The U.S. Economy: A Critical Analysis The course is structured around four basic This course investigates the U.S. economy while questions: How much pollution is too much? Is developing an introduction to radical political government up to the job? How can we do economy. Changing patterns of growth and better? How do we resolve global issues? stagnation in economic activity are analyzed Throughout the course, students move back using the concept of social structures of and forth between theory and practice, learning accumulation: the combination of economic, how basic principles from economic theory can political, and social factors that serve to hasten

151 ECONOMICS or retard capital accumulation. Macroeconomic 248 Poverty and Welfare Poverty amidst and social changes are explored, as is their wealth is a troubling feature of the American impact on the lives of workers, women, and economy. Economists and other social people of color. The power of capital, workers, scientists have offered various explanations and other groups to effect change in different for it. This course looks into the nature and periods is an important theme of the course. extent of poverty, theories of its causes, and (Gunn, offered alternate years) the range of public policies aimed at easing or ending poverty. (Waller, offered annually) 233 Comparative Economics This course Typical readings: Schiller, Economics of Poverty explores the ways in which different contempo- and Discrimination; Edin and Lein, Making Ends rary economies are organized, and their primary Meet: How Single Mothers Survive Welfare and institutions. Their regulation of markets, their Low-Wage Work; Jencks, Rethinking Social Policy incentive systems, their performance, and their political and social settings are investigated. 300 Macroeconomic Theory and Policy This More and less industrialized countries are course examines in detail the major elements studied, including the recent successes and of aggregate economic analysis. The major problems of several Pacific Rim economies. focus is on the development of theoretical (Gunn, offered alternate years) economic models that examine the interrela- tionships within the economic system. Once 236 Introduction to Radical Political these models have been developed, they are Economy This course provides an introduc- used extensively to examine the current tion to the economic thought of Karl Marx, to macroeconomic problems in the economic contemporary radical political economy, and to system, e.g., inflation, unemployment, current debates in radical political economy. economic growth, international balance of Topics include the theory of value, surplus payments, the business cycle, and others. value and exploitation, capital and its Prerequisite: ECON 160, and two 100- or accumulation, and capital and crisis. Recent 200-level electives. (Offered each semester) debates in socialist-feminist thought, the political economy of race, and ecofeminism are 301 Microeconomic Theory and Policy A addressed. (Gunn, Fall, offered alternate years) study of pricing and resource-allocating processes in the private economy, this course 240 International Trade This course provides examines the theories of demand and an introduction to the theory of gains from production, and the determination of prices for trade, comparative advantage and international commodities and factors of production in monetary relations. It uses this theory to competitive and non-competitive markets. The examine such issues as protectionism, concept of economic efficiency is central to the economic integration (e.g., NAFTA and the course. Prerequisites: ECON 160 and two 100- European Community), and international or 200-level electives. (Offered each semester) investment, with an emphasis on how economic and financial relations among 304 Econometrics The subject of this course, countries have very different consequences for broadly speaking, is regression analysis. After different groups of people. Prerequisite: ECON a brief review of the simple linear model 160. (J. McKinney, Spring, offered annually) presented in ECON 202, the course develops the theoretical framework for the multivariate 241 Health Economics Health-care linear model. Various special topics are expenditures totalled 14.7 percent of GNP in studied while students complete individual 1997, up from 5.3 percent in 1960. Employ- research projects. Prerequisite: ECON 202 or ers, insurers, physicians, patients, and ECON 302. (Offered each semester) government regulators all recognize the need to minimize future growth in health-care costs 305 Political Economy This course analyzes while providing comprehensive care to all alternative ways of understanding economics citizens. This course focuses on the changing and political economy. It investigates debates on structure of the health-care industry in the economic theory and discourse within a broad U.S. and proposals for change. Specific topics context of critical issues in the foundations and include: historical development of the existing development of the social sciences. Theoretical structure, the structure of incentives under foundations of major schools of economic various organization structures, effectiveness thought (e.g., neoclassical, Keynesian, Marxist) of attempts to control health-care costs, and are explored, as well as questions of ideology and international comparisons. Prerequisite: method in economic thought. Prerequisites: ECON 120 or ECON 160, or permission of ECON 300 and ECON 301, or permission of the instructor. (Drennen, offered alternate years) the instructor. (Offered each semester)

152 ECONOMICS

306 Industrial Organization The course is 319 Forensic Economics This course intended to demonstrate how microeconomic introduces one of the newest areas in the field theory applies to industrial markets. An of economics. The principal focus is on the examination and evaluation of the theoretical methodology employed by economists to predictions of price theory is considered in a determine the economic losses suffered in cases real world context, with surveys of recent involving death and disability. It also addresses empirical evidence. Such areas as theories of conventional and unconventional approaches motivation of the firm, identification and to an evaluation of personal income and measurement of monopoly power, economies wealth in cases involving dissolution of of firm size, concentration (definition, marriage and business contracts. Special measurement, and effects), and oligopolistic attention is devoted to the evaluation of behavior are examined. Prerequisite: ECON household production and other income that 301. (Waller, offered alternate years) does not typically go through a market. In addition, the way that an economist or other 307 Mathematical Economics This course has professional is currently used as an “expert two objectives. First, to acquaint the student with witness” is explored, with at least one field trip the various mathematical tools widely used in to view an actual courtroom appearance. theoretical economics today. These tools include (McGowan, offered alternate years) simple linear algebra, matrix algebra, and differential calculus. Second, to utilize these tools 324 Monetary Theory and Policy This is a to demonstrate and examine the fundamental basic money-and-banking course that concepts underlying microeconomic and integrates macroeconomic theory and macroeconomic theory. Prerequisites: ECON 300 monetary theory. Special emphasis is placed and ECON 301. (Frishman, offered alternate years) on the changing structure and function of financial markets, the changing role of the 309 Portfolio Analysis This course addresses Federal Reserve System, and the new the principles and practice of managing relationships between the domestic monetary personal financial wealth. It presumes a basic system and the international monetary understanding of the main forms of personal system. Prerequisites: ECON 300 is required monetary wealth and the markets for financial and ECON 202 is strongly recommended. investments. Each student is required to (McGowan, offered annually) manage a mock portfolio with specific predetermined objectives in mind. The 326 Public Microeconomics This course uses exercises of inside-information, gaming, and microeconomic analysis to study the major competition are used to stimulate the analysis. public sector issues. The course begins with a Prerequisites: ECON 218 and ECON 301. discussion of various economic theories of the (McGowan, offered alternate years) government’s place in a market economy; considers the evaluation and impacts of 310 Economics and Gender This course focuses government programs, such as, Social on attempts to integrate gender into economic Security; studies the theory of taxation and of analysis. The course includes discussion of the tax legislation, such as, the U.S. tax reform of economics of the family, household production 1986; and, finally, takes a look at state and and the allocation of time, gender and the labor local government issues, such as how best to supply, and gender differences in occupation and provide education. Prerequisite: ECON 301. earnings. A discussion of gender in economic (Mertens, offered alternate years) methodology and the history of economic thought provides the context for these issues. 331 Institutional Economics This course Prerequisite: ECON 301 or ECON 305. directs its attention to the contributions to (Waller, offered alternate years) economic thought by the movement referred to Typical reading: Humphries, Economics and as American Institutionalism. The course Gender introduces the interdisciplinary approach employed by institutional economists in their 316 Labor Market Analysis This course focuses analysis of economic processes. The course also on the application of microeconomics, macroeco- focuses on the institutionalists’ critique of nomics, and Marxist theories to the study of labor neoclassical economic theory. In order to markets, income distribution, occupational understand these criticisms, the student needs a structure, returns to education, etc. It also good understanding of intermediate economic examines the impact of unions on wages, labor’s theory. Prerequisite: ECON 305 or permission share, inflation, discrimination, and other labor of instructor. (Waller, offered annually) economics questions. Prerequisite: ECON 301. (ECON 300 and ECON 305 are also recom- mended). (Mertens, offered alternate years)

153 ECONOMICS

338 Third Sector Economics This course contributions. The course includes examina- investigates economic institutions that are given tion of Keynes’ early writings as well as a little attention in the normal approaches to careful reading of The General Theory, his most microeconomics and macroeconomics, but that important work. Following these discussions, are significant to the economy of the U.S. students examine the evolution of Keynesian Not-for-profit organizations such as colleges and theory within the orthodox economic universities, hospitals, and philanthropic tradition, considering both what was added to organizations; cooperatives and collectives; and Keynes, and what was taken away. They also public/private partnerships are investigated. address the “revolutionary” nature of Keynes’s Their role in the U.S. economy is assessed, as are contributions. Finally, they explore the the wide variety of nongovernmental organiza- development of Keynes’s ideas by the tions (NGOs) in other economies of the world. post-Keynesian economists in the U.S. and Prerequisites: ECON 300, ECON 301, ECON Great Britain to see how this interpretation of 305. (Gunn, Fall, offered alternate years) Keynes differs from the standard approach to his work. Prerequisites: ECON 300 and 344 Economic Development and Planning This ECON 305. (McGuire, offered alternate years) course examines both the theory and practice of Third World countries in their attempts to 425 Seminar: Public Macroeconomics This modernize and industrialize. Some topics that course looks at the role government plays in are discussed include: the roles of agricultural stabilizing and destabilizing the and industrial development, investment, macroeconomy by means of its expenditures urbanization, infrastructure, foreign trade, and taxes, its monetary policy, and its foreign aid and debt, and government planning. exchange rate policy. The course focuses on The course evaluates the importance of the the experience of Latin America, where distribution of income, education, the transfer of mismanagement, heterodox policy, shock technology, population control, and treatment, and the ‘’Chicago Boys’’ have neo-colonialism. Countries from Africa, Asia, brought the consequences of government and Latin America are used frequently and policy into sharp relief. Prerequisites: ECON extensively as examples. Prerequisite: ECON 202 and ECON 300. (S. McKinney, offered 300. (Fall, offered annually) alternate years)

348 Natural Resource and Energy Economics 435 Political Economy of Latin America Designing winning solutions to the compli- This course studies the interaction of cated issues affecting the environment domestic economic structure, political requires a strong interdisciplinary approach. processes, and international pressures in Latin This course introduces the student to the America by means of case studies of specific basic economic principles necessary for periods in Mexico, Central America, the understanding the economic rationale behind Andean region, and Brazil. Prerequisite: the efficient use of our natural resources and ECON 135 or ECON 305. (S. McKinney, for implementing workable policies. The offered alternate years) course covers the basic theoretical models of Typical readings: Paige, Coffee & Power; natural resource use as well as the implications Haber, Industry and Underdevelopment; Evans, of these models for policy decisions. Topics Embedded Autonomy include opposing views of natural resource use and depletion; basic criteria and methods for 450 Independent Study An upper-level decision analysis; property rights and elective by arrangement with faculty members. externalities; the linkage between population growth, resource use, and environmental 461 Seminar: Environmental Economics This degradation; energy options; successes and seminar focuses on one or two key environ- limitations of recycling; resource scarcity; mental issues each year. Readings are from both economic growth and resource use; and economic and environmental literature. Past sustainable development. Prerequisite: ECON class topics have included international energy 301. (Drennen, offered alternate years) strategies, Western water issues, negotiation of major international environmental agreements 372 Keynes, Keynesians, and Post-Keynesians (climate change, ozone depletion, and This course considers the economic writings of biodiversity), and free trade and the environ- John Maynard Keynes and the interpretations ment. Students are expected to complete a that have been offered of both his theories of major term paper and class presentation. the macroeconomy and the importance of his (Drennen, Spring, offered annually)

154 EDUCATION

466 Seminar: Population Issues This course EDUCATION examines in depth the political economy of population issues. It explores the origins of population theory, the history of world Charles Temple, Ph.D.; Professor, population, demographic projections for the Department Chair 21st century, social and environmental John W. Burns, Ed.D.; Professor impacts, and population policy. A substantial research paper is required. (It may serve as the Patrick Collins, Ed.D.; Professor “policy brief” course required of Public Policy Lois Judson, Teacher Certification and majors and minors.) Prerequisite: ECON 305. Student Placement Director (Gilbert, offered annually) Typical readings: Malthus, Essays on the Helen McCabe, M.A.; Assistant Principle of Population; Livi-Bacci, A Concise Professor History of World Population; Ross, The Malthus James MaKinster, Ph.D.; Assistant Factor: Poverty, Politics and Population in Professor Capitalist Development; and Worldwatch Institute, After Malthus: Nineteen Dimensions of Cynthia Sutton, Ph.D.; Associate the Population Challenge Professor Lilian Sherman, M.S. Ed.; Assistant 468 Seminar: Veblen This seminar focuses its attention on the contributions of Thorstein Professor Veblen to economic thought. In particular, Veblen’s contributions in the areas of The Department of Education offers economic methodology, consumption theory, courses within the Colleges’ liberal arts production theory, and economic develop- ment are examined. In addition, Veblen’s curriculum and programs that prepare critique of the accepted economic theory of students to become certified teachers. his day and his critique of Marxian economics Courses are open to all students and are examined. Prerequisites: ECON 301 and address areas, such as, the psychology, ECON 305, or permission of instructor. (Waller, offered alternate years) philosophy, and history of education; the dynamics of learning language, sciences, 474 Seminar: Current Issues in Political social sciences, and the arts; and issues Economy This course focuses on different topics each year, such as the changing nature regarding people with special needs. of work and globalization. Prerequisite: ECON In addition to its several teacher 305, or permission of instructor. (Gunn, Fall, preparation programs, the education offered alternate years) department offers both a disciplinary and 480 Seminar: Current Issues in Macroeco- interdisciplinary minor and a program nomics In this seminar, students read a leading to a Master of Arts in Teaching. variety of current books and articles dealing with the macroeconomy. Examples of issues that arise include: the federal budget, deficit TEACHER CERTIFICATION PROGRAMS and debt, the Fed and monetary policy, future The department offers programs leading prospects of the U.S. economy, and the to New York State initial certification in economic position of the U.S. in the world childhood education, childhood and economy. Students are expected to be active participants, write a substantial paper, and special education: childhood, and several make a presentation to the seminar. disciplines in adolescent education (McGuire, offered alternate years) (grades seven through 12). By reciprocal 495 Honors The Honors program usually agreement, New York State certification is consists of one course per term for two or recognized in many other states. three terms. These courses can be used by In all Hobart and William Smith student majors to fulfill an upper-level core certification programs students learn to requirement and the department’s senior seminar requirement. teach by teaching and devote the majority of their course concentrations to academic study outside of the department. Students in teacher certifi-

155 EDUCATION cation programs may major in almost any curriculum and are carried in addition to discipline or program offered by the a full course load in other subjects. Colleges, with the proviso that those However, students may elect to take seeking secondary certification must courses offered by the department major in the subject area in which they leading toward a minor. All candidates wish to be certified (i.e., mathematics, for teacher certification in New York chemistry, English, etc.) State must also pass the New York State Students must apply for admission to Teacher Certification Examination. the certification programs, usually in the spring of their first year. Those admitted Distribution Requirements for Certification to a program begin in their sophomore In addition to completing the education year. The only exception to this policy is practica and teacher seminars as noted in the case of students who transfer into above, all students pursuing certification the Colleges. Admission to the program is must fulfill the following distribution competitive and is based on good requirements: one science course (lab academic standing, demonstrated interest course recommended), one social science in teaching, and personal traits such as or history course (two recommended), initiative, punctuality, and responsibility. one fine arts course (art history is All students admitted to a certifica- acceptable), and two courses in a tion program are required to complete language other than English (or place- four semesters of fieldwork (education ment at or above the second year level in practica) in local classrooms. Students a language). Note: Distribution require- must spend at least 40 hours per semester ments are subject to change as New York working in a classroom in which they state publishes new rules for certification. are placed by the department. Tutors (sophomores) are expected to Childhood Teacher Certification observe their cooperating teachers, work Students may prepare to teach at the with individuals and small groups, and childhood level (grades one through six) occasionally teach a whole class. by completing the childhood teacher Assistant teachers (juniors) take on certification program. Education practica increased responsibilities and regularly in this program are completed in a teach whole classes. Students are variety of public and private elementary supervised as they teach and are offered settings in the Geneva area. Student personal guidance and encouragement to teaching must be completed at the sixth develop their own best teaching styles. grade level or below. In addition to the In addition, all students must com- distribution requirements noted above, plete four teacher seminars that run students pursuing childhood certification concurrently with the fieldwork. Teacher must also complete college-level work in seminars meet once a week and address mathematics. Students may pursue most issues of pedagogy. One semester in the majors offered at the Colleges. senior year is devoted to full-time student Childhood and Special Education: Childhood teaching. Three course credits are granted Certification for student teaching and an accompany- Certification in special education along ing seminar. Student teaching is the only with elementary education is available by part of the certification program that is completing the childhood and special awarded course credit. Tutoring, assistant education: childhood program. In teaching, and the teacher seminars are all addition to completing all of the require- undertaken outside of the normal ments described above for childhood

156 EDUCATION certification, students pursuing special are counted toward teacher certification education certification must take at least by New York state. four courses in special education offered by the education, psychology, and Tutor Seminars sociology departments, and must complete 081 Teaching for Equity three additional teacher seminars in 082 Teaching Reading and Writing special education. Student teaching is 082-01 Teaching Reading and Writing—Elementary carried out in both regular elementary Assistant Teacher Seminars classrooms and in special education 082-02 Teaching Reading and Writing—Secondary settings. The special education program at 083 Teaching in the Disciplines the Colleges is intended to prepare 084 Curriculum and Instruction students to work in a variety of school 085 Protecting Children: Policies and Practices settings with children with disabilities. TEACHER SEMINARS IN SPECIAL Adolescent Certification EDUCATION Students may prepare to teach at the In addition to the required teacher secondary level (grades seven through seminars listed above, students pursuing 12) by completing the adolescent teacher certification in special education must certification program. The fieldwork in complete the following three seminars: this program is conducted in the subject area in which students are preparing to Tutor Seminars teach. Presently, the department is 072 Introduction to Special Education licensed to prepare teachers of English, 073 Reading, Writing, Assessments, and IEPs social studies, biology, chemistry, physics, Assistant Teacher Seminars earth science, general science, French, 074 Collaboration and Management Spanish, Latin, and mathematics. Secondary certification candidates EDUCATION PRACTICA must meet certain requirements regard- The following education practica must ing their areas of concentration and be completed by all students planning to must student teach at the seventh-grade complete a teacher certification level or higher in the subject area in program. Students must be enrolled in a which they seek certification. teacher certification program in order to register for any of these practica. Labor Market for Graduates Education practica carry no academic Among the 2002 Teacher Education credit. Students in these practica are Program graduates located (32 out of 42), required to spend at least 40 hours a 100 percent who were seeking full-time semester working in local classrooms. teaching or teaching-related positions and were willing to relocate to new job sites Tutor Practica (18) secured full-time employment. 091 Tutor Practicum I 092 Tutor Practicum II REQUIRED TEACHER SEMINARS Tutor practica are completed by students during their first two semesters in a teacher The following teacher seminars are certification program. These practica provide professional seminars that meet weekly. students with field experiences in local In order to register for any of these classrooms. In addition to observing master seminars, students must be enrolled in a teachers at work, tutors are expected to help individual students with academic work, teacher certification program. Teacher monitor the completion of guided practice by seminars carry no academic credit, but students, and plan and teach lessons to small

157 EDUCATION groups of students. These practica run Development may substitute for 300 or concurrently with EDUC 081 and 082, and above education courses. Students provide the field component for those seminars. majoring in arts and education may not Assistant Teacher Practica minor in education. 093 Assistant Teacher Practicum I 094 Assistant Teacher Practicum II THE MASTER OF ARTS IN TEACHING Assistant teacher practica are completed by PROGRAM students during their third and fourth semesters in a teacher certification program. These The MAT program is open on a competi- practica provide students with field experiences tive basis to students who are enrolled in in local classrooms. Students are required to the undergraduate Teacher Education spend at least 40 hours a semester working as assistant teachers in local classrooms. Assistant Program at Hobart and William Smith teachers are expected to teach lessons to small Colleges. The program is designed to be groups of students and to help individuals as completed in one academic year, during needed. While taking on further responsibility which students continue their liberal arts for the entire classroom, they are expected to teach an increasing number of large group studies at the same time they prepare for lessons. These practica run concurrently with teaching certification. EDUC 083 and 084, and provide the field Students in the MAT program pursue component for those seminars. graduate-level study in a discipline or MINORS program of their choice. They apply that Any course used in meeting require- study to teaching by completing a ments for the minor must be passed with graduate-level education course, by a grade of C- or better. student teaching, and by producing a master’s project or thesis. At the conclusion of the program REQUIREMENTS FOR THE MINOR students are eligible for a temporary New interdisciplinary, 6 courses York State teaching certificate, which may Six courses, at least two, but not more be raised to the professional level after than three, in education. Courses in this three years of full-time teaching. There is a minor must contribute to a theme considerable advantage to earning a grounded in education courses; courses teaching certificate and a master’s degree outside education must be conceptually at the same time because New York State related to the education courses. At least now requires that those who are certified four of the six courses must be at the 300 to teach at the undergraduate level earn a level or above. Only one independent master’s degree within three years. study may be counted toward the minor. REQUIREMENTS OF THE PROGRAM REQUIREMENTS FOR THE MINOR The MAT program consists of eight disciplinary, 5 courses graduate course credits. Candidates must Any five education courses with at least pass all of the courses in the graduate two courses at the 200 level (EDUC 200, program with a grade of B- or better. In 201, 203, 295, and SOC 261 Sociology of the spring semester of the senior year, Education), and at least two at the students take EDUC 420 Research in 300-400 level. Only one independent Education. During that semester, they study may count toward the minor. SOC identify a graduate adviser, propose a 261 Sociology of Education may substitute graduate course of study, and prepare a for one of the 200-level education proposal for a master’s thesis or project. courses; WRRH 322 Adolescent Litera- In the fall semester of the graduate year, ture, and AEP 335 Arts and Human students carry out their student teaching,

158 EDUCATION and take an accompanying seminar. Spring Semester Graduate Year They also sign up to begin their master’s EDUC 520 Graduate Seminar in Educa- project or thesis. In the spring of the tion (one graduate course credit). Three graduate year students continue to work upper level liberal arts courses that are on the master’s project or thesis, and take thematically related. No more than one EDUC 520 Graduate Seminar in Educa- of these courses may be taken in the tion, along with three other graduate education department. All three courses courses in liberal arts disciplines or are taken at the graduate level (three programs. Toward the end of the spring graduate course credits). EDUC 601 semester students complete their master’s Master’s Project (one graduate course project or thesis and defend it before credit) or EDUC 603 Master’s Thesis. their graduate committee. (one graduate course credit).

SCHEDULE ELIGIBILITY FOR ADMISSION Spring Semester Undergraduate Senior Year The MAT program at Hobart and EDUC 420 Research in Education. This William Smith Colleges combines with course is a survey of educational the work students complete during their research methods with a special undergraduate years in the Colleges’ emphasis on qualitative and teacher- Teacher Education program to convey all generated research. Students are of the credits and experiences needed for expected to carry out field-based teaching certification in New York State. investigations during the course. Admission is therefore limited to students who will have entered the Teacher Fall Semester Graduate Year Education program at Hobart and Students pursuing teacher certification at William Smith Colleges during their the Childhood level (grades one through sophomore year, and will normally have six) take EDUC 504 Analysis of Teaching in completed all of the requirements for that the Elementary School, Graduate Level (one program by the end of their junior year, graduate course credit) and EDUC 505 and with the exception of student teaching 506 Graduate Practicum in Elementary and the student teaching seminar. School Teaching (two graduate course credits). Students pursuing dual certifica- APPLICATION PROCEDURE tion in Childhood and Special Education Students apply for admission to the take EDUC 505 Graduate Practicum in MAT program in the fall of their junior Elementary School Teaching (one graduate year. Acceptance into the graduate course credit) and EDUC 507 Graduate program is based on the following: Practicum in Special Education (one graduate • Completion of the application for course credit). Students pursuing teacher admission to the MAT program. certification at the Adolescent level • An analytical essay in which the (grades seven-12) take EDUC 501 Analysis applicant reflects on teaching, drawing of Teaching in the Secondary School, on experience acquired in the teacher Graduate Level (one graduate course education program. credit) and EDUC 502 and 503 Graduate • Demonstrated success in teacher Practicum in Secondary School Teaching (two seminars and practica completed to date. graduate course credits). All students take • A superior academic record, espe- EDUC 601 Master’s Project (one graduate cially in the major subject. course credit) or EDUC 602 Master’s Thesis • A written recommendation from the (one graduate course credit). student’s major adviser.

159 EDUCATION

• A written recommendation from one children with moderate disabilities. This of the cooperating teachers with whom seminar also focuses on the appropriate uses and limitations of some of the assessment the applicant has worked. tools used in special education. Alternate and To remain in good standing, students adaptive assessment approaches are consid- must meet the following requirements ered as are IEP development and usefulness. by the end of the senior year. (Staff, offered annually) • A grade of B- or better in EDUC 420 074 Collaboration and Management This Research in Education. seminar investigates a variety of collaborative • Completion of an appropriate B.A. and management approaches effective teachers utilize. Students first explore the or B.S. degree from Hobart College or special education teacher’s participation as a William Smith College. member of school district and building level • Completion of all undergraduate interdisciplinary teams and as a team teacher education seminars and practica. collaborator with general education teaching colleagues. Students then carefully consider • Continued academic performance at the special education teacher’s role as an a superior level. advocate for students with special needs and Application forms are available their families. Finally, students examine classroom management strategies that online at http://academics.hws.edu/ promote a positive teaching-learning education/MAT. environment that supports all students. (Sutton, offered annually) COURSE DESCRIPTIONS 081 Teaching for Equity This seminar Note: Courses numbered 072 to 094 (teaching establishes the foundations for effective seminars and education practica) may be taken teaching. As students develop keen observa- only by students who have been admitted to a tion skills they examine human development teacher certification program. They carry no processes as manifested in classrooms. They academic credit but are recorded on the student’s explore the teacher’s complex role as well as official transcript. the social context of schools. They are introduced to learning processes as they relate 091 Tutor Practicum I (Offered annually) to motivation, lesson planning, and classroom management, and they also study student 092 Tutor Practicum II (Offered annually) diversity issues to insure that the needs of all students are met. In addition, the seminar 093 Assistant Teacher Practicum I (Offered outlines a framework for special education, annually) IDEA, and curricular and instructional adaptation. (Temple, Sherman, offered annually) 095 Assistant Teacher Practicum II (Offered annually) 082-01 Teaching Reading and Writing— Elementary This seminar, in conjunction with 072 Teaching Student With Special Learning the accompanying field placement, shows Needs In this course students examine a students contemporary approaches for variety of ways that teachers understand assessing and teaching reading and writing in learners and design instruction in response to elementary schools. Topics include emergent those learners. Students explore a range of literacy and beginning reading, as well as strategies used by teachers to accommodate encouraging reading for pleasure and the needs of all students and discuss ways to promoting reading and writing to learn. evaluate student learning strengths and needs. Attention is given to issues of vocabulary, (McCabe, offered annually) phonological awareness, phonics, word recognition, fluency, and comprehension as 073 Reading, Writing, Assessment, and IEPs encouraged by New York State Learning Students in this seminar study various Standards and the No Child Left Behind Act. approaches to teaching reading and writing to (Temple, offered annually) children with a wide variety of special education needs. Particular attention is paid 082-02 Teaching Reading and Writing— to the adaptation of the general education Secondary This seminar shows students how curriculum for children with mild disabilities. to use reading and writing to learn in Students also learn to develop appropriate secondary classrooms, including English as functional reading and writing curricula for

160 EDUCATION well as other disciplines. By taking the seminar instructional technology in teaching, and trying out the techniques in their evaluative techniques, and integrating the accompanying field placement, students social dimension into geographic concepts. consider how to teach study skills, how to Readings include the New York State Resource teach reading for meaning and for application, Guide, Llewellyn’s Fragments from the Fire, and how to promote writing in a range of selected literature for young people, and genres, including as an aid to learning content selected articles from social studies journals. subjects. (Temple, offered annually) (Offered annually)

083 Teaching in the Disciplines Students in 083-04 Teaching Secondary English This this seminar are assigned to various sections, seminar examines the theoretical and practical depending on their area of teaching certifica- applications of effective teaching and learning tion. Those pursuing childhood certification in secondary English classrooms. Students and certification at the childhood level in reflect on their field-based experiences in teaching students with disabilities participate secondary school settings and make connec- in a seminar that explores the teaching and tions to the reading and writing processes. learning of science and mathematics at the They design, assess and analyze lessons that elementary level. Students pursuing adoles- incorporate the New York State Learning cence certification in particular subjects are Standards, adapting the curriculum to meet assigned to seminars on teaching adolescents the needs of all students when appropriate. in their specific areas: sciences, mathematics, They review the journals and organizations English, social studies, or foreign languages. that support the profession and develop an (Offered annually) understanding of educational technology and its function in the English classroom. (Offered 083-01 Teaching Elementary Science and annually) Math This seminar focuses on how children develop mental and manipulation skills that 083-05 Teaching Secondary Foreign Language help them construct science and math This seminar addresses teaching, learning, and meanings. Emphasis is on process skills, curriculum for students pursuing adolescence employing a variety of teaching models, and certification to teach a foreign language. After technology. Students assess, analyze, and studying second language acquisition, students adapt curriculum for science and math. They explore methods and techniques of teaching a are encouraged to be reflective about their language other than English as well as ways of practice. Local, state, and national resources developing cross-cultural understanding are available with emphasis on New York among adolescents. In addition to becoming State Learning Standards. (Offered annually) familiar with New York State Learning Standards for teaching foreign language and 083-02 Teaching Secondary Science and/or other resources for teaching language, students Math This seminar focuses on constructivist explore ways to utilize technology and discuss teaching and learning approaches to science means of assessing student achievement. and math. Students engage in a variety of (Offered annually) science and math activities designed to model different strategies. They analyze and assess 083-06 Teaching the Arts This seminar their lessons, incorporate technology where familiarizes student with curriculum and appropriate, and adapt curriculum to meet instructional techniques in arts education and the needs of all students. They are encouraged prepares students to teach art in the elemen- to be reflective about their practice. Local, tary and secondary school. Note that the New state and national resources are available with York state approval of a teacher certification emphasis on New York State Learning program in art education is still pending as of Standards. (Offered annually) February, 2004. (Staff, to be offered annually, pending approval from New York state) 083-03 Teaching Secondary Social Studies The purpose of this seminar is to acquaint 084 Curriculum and Instruction In this students with social studies teacher certifica- seminar students examine long-term curricu- tion requirements, the literature and lum development. After discussing curriculum professional organizations that serve as theory students choose a theme in an area of resources in social studies instruction, the the curriculum which they wish to explore and process and substance of curriculum (with develop a “curriculum project” (short course emphasis on New York State Learning or teaching unit) which could be used to teach Standards), and issues that are central to their specific theme over a period of several social studies instruction in the United States. weeks. Attention is given to aligning curricula Included in the course are the use of

161 EDUCATION with New York State Learning Standards and development and extension of the American developing integrated curricula as well as common school in the 19th century, before adapting curricula for students with special focusing upon the transformation of the needs. Students also examine a number of schools during the progressive era in the early models of teaching. Groups of students are 20th century and upon the aftermath of assigned different models of teaching, design progressivism. The course ends with an effort lesson plans illustrating those models, and to make sense of a number of contemporary present those lessons for analysis. Assessment educational issues, conflicts, and trends of is also discussed in terms of the curriculum historical developments. (Offered annually) projects which students develop. (Collins, Sherman, offered annually) 202 Human Growth and Development This is a survey of the major theories of human 085 Protecting Children: Policies and development. Topics include the progression Practices This seminar focuses on three main and determinants of the development of areas of special need: substance abuse, personality, intelligence, language, social identification and reporting of child abuse competence, literacy, and artistic and music and maltreatment, and families in conflict. ability. Readings are taken from works by Students are informed about alcohol and Freud, Erikson, Piaget, Gardner, Gilligan, and other drugs, the physical and behavioral others. (Sherman, Fall, offered annually) indicators of substance abuse, and mandated reporting procedures. The seminar provides 203 Children with Disabilities The intent of an array of options for teachers who are this course is for students to develop a confronted by problems raised by substance thorough understanding of and sensitivity to abuse. Students are given alternative means children and youth who experience disabili- for creating safe and nurturing learning ties. The course examines the following environments for all students, including questions: How does society determine who is instruction in fire and arson prevention, disabled? What impact does labeling have on preventing child abduction, and providing children’s lives? How special is special safety education. Family dynamics, factors in education? What are the various disabilities the home, and the development of a sense of children experience? How do children with community and mutual respect are given disabilities fit in the mainstream of American special consideration. (Offered annually) life? (Sutton, Fall, offered annually)

200 Philosophy of Education This course is 220 Storytelling and the Oral Tradition designed to help students articulate and Storytelling is the oldest form of teaching; critically examine their own philosophical knowing how to marshal words, voice, notions of education. It addresses questions gestures and sense to steer an audience’s such as: What is education? What are the collective imagination is still a useful part of aims of education? What does it mean to be any communicator’s competence. The educated? What are the processes of scholarship concerning story and the oral education? What should be the relationship tradition is hefty and interesting. In this between education and society? Throughout course students develop and refine their skill the course an emphasis is placed upon as story tellers, as they consider dozens of conceptual analysis of the problems of stories from many traditions, and read education in terms of contemporary scholarly analyses of the oral tradition. educational practice. This course is run as a Students perform several stories in the course seminar; with the guidance of the instructor, of the semester, both in class and for out-of- students are responsible for preparing and class audiences. The course is intended to presenting units of study to be discussed by fulfill a performing arts goal. the entire class. (Collins, Fall, offered annually) Typical readings: Campbell, The Hero With 1,000 Faces; Hearne, Beauties and Beasts; 201 History of Education The public school Luthi, The European Folktale; MacDonald, system of today—its organizational style, Storyteller’s Start-Up Book; Bettelheim, The systems of values and meanings, and social Uses of Enchantment; Rodari, The Grammar of relationships and conflicts—is the present Fantasy; Zipes, The Brothers Grimm; Yolen, manifestation of historical trends. This course Favorite Folktales From Around the World takes a critical look at how the schools came to assume their particular character and 295 Theatre and the Child Students in this functions in contemporary mass society by course examine both the theoretical and tracing the roots of school back to the practical dimensions of producing theatre for colonial period. It deals briefly with the and by young people. Students examine the

162 EDUCATION production process in terms of the develop- schools, where they tutor children, young mental needs of children and critically review people, or adults in literacy. The course has an a wide range of dramatic literature written for accompanying laboratory. (Spring, offered young people. Students are required to make alternate years) a substantive contribution to a theatre education project in the local schools. The 334 Science and Cognition: Ways of emphasis throughout is upon exploring the Thinking in Science Students in this course educational potential of theatre as an art study the psychological foundations of form. (Collins, not offered in 2005 or 2006) learning science and how these ideas are revealed in standard school science curricula 301 Drama in a Developmental Context and practice. Topics include science as a Students in this course study the relationship specific way of thinking and acting, the between dramatic experience and human content of science, the relationship between development with an eye toward examining the construction of science meanings and the educational potential of drama. In learner discourse, and current trends in addition to exploring various perspectives on science education. Students consider the role drama in education, students complete of social and aesthetic components of science, readings that analyze the functions of drama in as well as gender and global perspectives on human development. The course runs as a science and science learning. (MaKinster, workshop/seminar in which students offered alternate years) experience and analyze various methods of using drama for educational purposes. 336 Special Topics in Education The purpose Students also develop a drama project with a of this series of courses is to investigate a group of local children. (Collins, Spring, offered variety of specific, salient social issues in the annually, not offered in 2005) field of education. Prerequisite: faculty recommendation. (Repeatable) 320 Children’s Literature This course considers contemporary works that represent 338 Inclusive Schooling This course focuses the main forms of literature for children: tales on children with special needs within the and poems from the oral tradition; picture larger context of general education and public books; “easy readers”; chapter books; young school. Students discuss and debate the audiences. Participants in the course are following issues: Who are schools for? How has expected to tell and read stories in local society historically perceived children with schools and day care centers. (Temple, Fall, disabilities? In what ways has the creation of offered alternate years) special education impacted the field of education? Are inclusionary schools too 332 Disability, Family, and Society The idealistic to work? Is the merger of general and portrait of disability is changing rapidly special education beneficial for all students? throughout the world. This change raises The class examines models of inclusive questions about the nature of disability itself. classrooms and schools with teachers, parents, Is disability a pathological condition or a students, and administrators who presently collection of social norms, perspectives, and work in inclusive settings. Site visits are assumptions? What is more crippling, the included. (Sutton, Spring, offered alternate condition of disability itself or the attitudes years) surrounding it? In this course students examine the experiences of children with 346 Technology in Education: From the disabilities and their families. They look at the Chalkboard to Online Communities This convergence of disability, family, and social course explores the relationship between the convention to probe its meaning. In particular evolution of educational technology and the they analyze the contribution institutional and pedagogical purposes that technology serves. social systems have made to the creation, Beginning with an examination of educational elaboration, and preservation of these technology throughout the 20th century (radio, concepts. (Spring, offered alternate years) television, film, etc.) students explore ways in which computers and online communities are 333 Literacy Sixty million adult Americans currently used, and might be used, to create are said to be functionally illiterate. This opportunities for meaningful learning. Some of course examines reasons why and considers the topics explored are historical patterns of what literacy contributes to ways of thinking technology use, identity in online environ- and seeing the world. Students explore ments, communities of practice, the digital methods of teaching reading and writing, and divide, apprenticeship, discourse, and conflict carry out an extended practicum in the local management. (MaKinster, Spring, offered alternate years)

163 EDUCATION

348 Our National Parks The U.S. National participants engaged as full-time student Park Service functions to preserve unique and teachers. It provides student teachers with an invaluable cultural resources throughout the opportunity to critique education as it is country. At the same time, our parks serve a offered in school settings for all children. number of more personal purposes. They Participants focus upon self-evaluations, renew our spirits, provide endless formal and curriculum development and enrichment, and informal educational opportunities and are the diagnosis of learning problems. Emphasis diverse settings for recreational activities. is placed on application of the above to the Students explore our National Park system teaching of reading. Recent research pertain- from educational, historical, sociological, ing to education is discussed. Students must cultural, scientific, political and economic pass EDUC 404 with a grade of C- or better in perspectives. Controversies abound when one order to be recommended for certification. examines the history and current state of our (Burns, offered each semester) parks. At the same time, contemporary Typical readings: Smith, Understanding threats to our parks include financial Reading; Silvaroli, Classroom Reading Inventory; troubles, overuse by the public, pollution, Newberry Medal winners; Rosenblatt, The industry pressures and political agendas. The Reader, the Text, the Poem complexity of these situations create a series of educational challenges in terms of helping 405-406 Practicum in Elementary School visitors, regional citizens and politicians make Teaching Students plan and direct instruc- well-informed personal and political tional and ancillary activity in an elementary decisions. This course requires at least two school classroom setting for an academic weekend field trips. (MaKinster, Fall, offered term. It is expected that the student take on alternate years) all responsibilities normally accepted by elementary teachers. These include supervi- 401 Analysis of Teaching in Secondary sion of children, curriculum planning and School This seminar accompanies EDUC evaluation, reporting to parents, direction of 402-403, student teaching in the secondary paraprofessionals and classroom assistants, schools. It provides a structure within which participation in professional conferences or participants critically examine their classroom in-service training sessions, and budgeting. experiences of teaching, learning, and EDUC 405-406 is open to seniors who curriculum development, with the goal of participate in the elementary teacher becoming reflective practitioners. Texts and certification program. Readings in this course readings are selected from those that provide are selected to meet the needs of individual analysis of the experience of secondary school students. (Offered each semester) education, as well as those that provide rationales for the methods and purposes of 407 Practicum in Teaching Children with the academic disciplines. This course must be Special Needs This practicum is open to passed with a C- or better in order to be seniors who have completed all other recommended for certification. (Offered each requirements of the department’s program in semester) special education. Participants carry out full-time student teaching with children who 402-403 Practicum in Secondary School have special needs. This practicum is taken in Teaching The practicum experience includes tandem with EDUC 405. (Sutton, offered each supervised observation and teaching of an semester) academic subject in a secondary school. Students spend the entire day at a secondary 420 Research in Education Open only to school for the complete term. EDUC students enrolled in the Master of Arts in 402-403 must be taken on a credit basis. Teaching Program, this course is a survey of EDUC 401 is taken concurrently. This course educational research methods with a special is open only to candidates seeking emphasis on qualitative and teacher-generated secondary-school teacher certification. The research. The course is intended to support readings for this course are determined by the students as they prepare and present a subject and grade level being taught. (Offered proposal for a master’s thesis or master’s each semester) project. Students are expected to carry out field-based investigations during the course. 404 Analysis of Teaching in Elementary and Typical readings: Silverman, Doing Special Education This course is a required Qualitative Research; Stringer, Action Research in complement to EDUC 405-406 and 407 and Education; Wolcott, Writing Up Qualitative is open only to elementary and special Research; and Emerson et al., Writing Ethno- education teacher certification program graphic Fieldnotes

164 EDUCATION

450 Independent Study backgrounds. Emphasis is placed on using instructional technology, as well as using 460 Baccalaureate Seminar: Moral and reading and writing to learn. Ethical Issues in Education The course Typical readings: Wiseman, Becoming a focuses on ethical and moral issues central to Teacher in a Field-Based Setting; Silvaroli, the process of education and the experience of Classroom Reading Inventory; Van Manen, The schooling. Participants are expected to Tone of Teaching; Newbery Award-winning develop a position paper in which a point of books for young people. (Fall, offered annually) view pertaining to a specific issue is articu- lated. (Sherman, Offered each semester) 505-506 Graduate Practicum in Elementary Typical readings: Dewey, Experience and School Teaching Open only to students Education; Sizer, The Students are Watching; enrolled in the Master of Arts in Teaching Coles, The Call of Stories; Garbarino, Lost Boys program, this practicum engages students in a full-time practice teaching experience in an 495 Honors elementary classroom. Students take on all of the responsibilities expected of elementary 501 Analysis of Teaching in the Secondary school teachers, including planning and School, Graduate Level Open only to carrying out lessons and assessments, students enrolled in the Master of Arts in managing productive classrooms, collaborat- Teaching program and taken concurrently ing with other school staff, and reporting to with student teaching, this seminar provides a parents. (Fall, offered annually) structure within which students critically examine their classroom experience in planning, teaching, assessing, and managing a 507 Graduate Practicum in Special Education productive environment. Students focus on Open only to students enrolled in the Master successfully teaching all learners, including of Arts in Teaching program, this practicum responding to those with diverse needs and engages student in a full-time practice from diverse backgrounds. Emphasis is placed teaching experience in an elementary school, on using instructional technology, as well as working with children who have special needs. using reading and writing to learn. This practicum is taken in tandem with EDUC Typical readings: Damon, Greater 505. (Fall, offered annually) Expectations; Sizer and Sizer, The Students are Watching (Fall, offered annually) 520 Seminar in Education Research (Gradu- ate) In this seminar, which is limited to the 502-503 Graduate Practicum in Secondary students enrolled in the MAT program, School Teaching Open only to students students continue their study of research enrolled in the Master of Arts in Teaching paradigms and procedures that can be used in program, this practicum engages students in a preparing, organizing and presenting a master’s full-time practice teaching experience in a thesis or project. Topics for reading and high school classroom. Students take on all of discussion are drawn from the research the responsibilities expected of high school interests of the students, those having been teachers, including planning and carrying out identified when the students wrote their lessons and assessments, managing productive proposals for master’s theses and projects at classrooms, assisting with extra-curricular the end of the previous spring semester. activities, collaborating with other school Typical readings: Textbooks on research staff, and reporting to parents. (Fall, offered such as Carspecken, Critical Ethnography in annually) Educational Research or Creswell, Research Design are used. Other readings are drawn from 504 Analysis of Teaching in the Elementary journals and from books chosen in response to School, Graduate Level Open only to the students’ research interests. students enrolled in the Master of Arts in Teaching program and taken concurrently with student teaching, this seminar leads students to reflect on their teaching experi- ence in light of readings and discussions of literature about teaching. Students consider additional methods of teaching and assessing learning, with special emphasis on teaching reading. Students focus on successfully teaching all learners, including responding to those with diverse needs and from diverse

165