Graduate Catalog 2008–09 Mills College Graduate Catalog 2008Ð09

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This catalog provides information on graduate admission and financial aid, student life, and academic opportunities for graduates at Mills College. Information for undergraduate students is provided in a separate Undergraduate Catalog.

This catalog is published by: Mills College 5000 MacArthur Blvd. Oakland, CA 94613 www.mills.edu

Table of Contents

Mills College ...... 3 Education...... 27 Accreditation ...... 3 Early Childhood Education ...... 28 Administration of Programs...... 3 Master of Arts in Education Nondiscrimination Statement...... 3 with an Emphasis in Early Childhood Education ...... 29 Student Privacy Rights...... 3 Master of Arts in Leadership in Campus Photography ...... 3 Early Childhood ...... 29 Student Graduation and Persistence Rates. . 3 Doctor of Education in Leadership with an Emphasis in Academic Calendar ...... 4 Early Childhood ...... 30 Master of Arts in Education About Mills College ...... 6 with an Emphasis in Child Life Overview ...... 6 in Hospitals ...... 30 Faculty ...... 6 Early Childhood Special Education Academic Environment ...... 7 Credential Program...... 31 Campus Resources ...... 7 Educational Leadership ...... 32 Graduate Housing...... 8 Administrative Services Credential . . . 32 History ...... 8 Master of Arts in Education ...... 32 Doctor of Education ...... 32 Studio Art ...... 10 Teacher Preparation ...... 33 Master of Fine Arts in Studio Art ...... 11 Multiple Subjects Credential with Courses ...... 11 an Early Childhood Emphasis ...... 33 Multiple Subjects Credential ...... 33 Biochemistry and Molecular Biology . . 13 Single Subject Credential: Art, English, Certificate Program ...... 14 Foreign Language, or Social Studies . . 34 Single Subject Credential: Computer Science...... 15 Math or Science ...... 34 Special Admission Requirements...... 16 The Master of Arts in Education Master of Arts in Interdisciplinary with an Emphasis in Teaching ...... 35 Computer Science ...... 16 Courses...... 36 Post-Baccalaureate Certificate Program . . 17 Advanced-Degree Preparatory Track. . . . . 17 English ...... 49 Courses...... 17 Master of Arts in English and American Literature ...... 51 Dance ...... 20 Master of Fine Arts in Creative Master of Arts in Dance...... 21 Writing with an Emphasis in Poetry . . . 51 Master of Fine Arts in Dance with an Master of Fine Arts in Creative Emphasis in Choreography ...... 22 Writing with an Emphasis in Prose . . . . 52 Master of Fine Arts in Dance with an Courses...... 53 Emphasis in Choreography and Performance ...... 23 Infant Mental Health ...... 61 Courses...... 23 Master of Arts in Infant Mental Health...... 62

1 Intermedia Arts...... 64 Expenses ...... 101 Courses...... 65 2008–09 Tuition and Fees ...... 102 Billing and Payments ...... 102 MBA...... 67 Residence and Meal Plan Rates...... 103 Accelerated Graduate Study Special Course Fees and (The Fast Track)...... 68 Additional Program Fees ...... 104 Regular Full- or Part-Time Graduate Study Other Administrative Fees and Charges . 105 (The Flex Track)...... 70 Financial Petitions ...... 105 The Mills 4+1 BA/MBA Program ...... 70 Tuition and Fees Adjustment Policy . . . . 105 Courses...... 70 Financial Aid...... 107 Mathematics ...... 77 Departmental Assistance ...... 108 Application to the 4+1 BA/MA Program. . 78 Federal and State Aid...... 109 Master of Arts in Mathematics...... 78 Rules and Regulations ...... 111 Courses...... 79 Advising and Registration ...... 113 Music ...... 81 Academic Advising ...... 114 Master of Arts in Composition...... 83 Accessing Student Records Master of Fine Arts in Electronic on the Web ...... 114 Music and Recording Media ...... 83 Confirmation of Semester Attendance Master of Fine Arts in Performance (Formerly Known as “Check-In”) . . . . 114 and Literature ...... 84 Registration ...... 115 Courses...... 85 Academic Regulations ...... 118 Pre-Med ...... 90 Academic Credit...... 119 Post-Baccalaureate Pre-Medical Attendance Requirements ...... 119 Certificate...... 92 Transfer Credit Policy ...... 120 Student Status...... 120 Public Policy ...... 93 Grading...... 122 Master of Public Policy ...... 94 Academic Standing ...... 125 Courses...... 95 Graduation ...... 126 Admission ...... 98 Transcripts and Enrollment Verification...... 127 Admission Requirements ...... 99 Application Deadlines and Fee ...... 99 Rosters ...... 129 Application Process ...... 99 College Officers ...... 129 Probationary Admission...... 99 Board of Trustees ...... 129 Deferment...... 100 Administrative Offices ...... 130 Graduate Record Exam (GRE) ...... 100 International Students...... 100 Index ...... 132

2 educational records and to seek corrections of Mills College inaccurate or misleading data through informal or formal procedures. FERPA also protects student Accreditation privacy rights by setting strict limits on disclosure Mills College was founded in 1852 and is fully of their educational records without their consent. accredited by the Western Association of Schools Students can seek enforcement of their FERPA and Colleges (WASC), 985 Atlantic Ave., Suite 100, rights by filing complaints with the Family Policy Alameda, CA 94501, 510.748.9001. Documents Compliance Office, U.S. Department of Education, describing the most recent accreditation review 400 Maryland Ave. S.W., Washington, DC 20202- by WASC are available on request from the 5920. Information about this office is available on Office of the Provost and Dean of the Faculty at the Internet at www.ed.gov/offices/OM/fpco. 510.430.2096. All graduate programs and degree requirements at Mills are authorized by the faculty. Copies of federal regulations governing student privacy rights are available from the website named Administration of Programs above or the Division of Student Life (DSL) at The programs are administered by the provost and Mills. A statement on procedural steps for seeking the Graduate Council, a committee of the College to correct inaccurate or misleading data in student consisting of faculty directors of graduate programs. records is also available from DSL on request at 510.430.2130. Nondiscrimination Statement Mills College does not discriminate on the basis Mills considers name, address, phone number, email of race, color, marital status, age, religious creed, address, dates of attendance, degree(s) awarded, national origin, ancestry, sexual orientation, or enrollment status, and major field of study to be disability (in accordance with the Americans with directory information under FERPA and, as such, Disabilities Act, 1973 Rehabilitation Act Section may be disclosed to a third party upon request. 504, and implementing regulations) in its admission policies, scholarship, and loan programs, or in the Campus Photography educational programs or activities which it operates. Mills College reserves the right to photograph stu- Nor does Mills discriminate on the basis of sex in dents for the purpose of institutional promotion. its graduate programs. Mills enforces against un- Whenever possible, Mills observes the common lawful discrimination through its Campus Policy practice among colleges of obtaining individual and Procedure on Discrimination, which is avail- permissions for the use of campus photographs in able by request from the Division of Student Life which students are prominently featured. However, (DSL) at 510.430.2130. permissions are not obtained for the use of student images in photographs of public events on campus, Mills is an equal opportunity employer and seeks to such as rehearsals, performances, lectures, readings, comply with all applicable state and federal laws athletic events, student life events, alumnae events, and local ordinances prohibiting employment dis- and College ceremonies. Academic departments, crimination. All aspects of employment are based such as but not limited to Dance, Music, and Art, on merit, qualifications, and job competence. Mills also reserve the right to photograph students and does not discriminate against anyone regarding em- their work for institutional use. Questions about this ployment practices, compensation, or promotional policy should be directed to [email protected]. or educational opportunities on the basis of race, color, marital status, age, religious creed, national Student Graduation and origin, ancestry, sex, sexual orientation, disability, Persistence Rates veteran status, pregnancy, or medical conditions. In compliance with federal law, Mills reports a 57 It is Mills policy to provide reasonable job accom- percent graduation rate for students who began as modations to employees with disabilities who can first-year students in fall 2001 and earned four- perform essential functions of jobs for which they year degrees by spring 2007. The return (persist- are otherwise qualified. Inquiries regarding com- ence) rate for Mills first-year students who began pliance with various employment laws and regula- their studies in fall 2006 and returned in fall 2007 tions should be directed to Legal Counsel, Mills is 74 percent. College, 5000 MacArthur Blvd., Oakland, CA 94613. Changes Student Privacy Rights The information in this catalog is current as of Mills complies with the provisions of the 1974 March 2008. Mills reserves the right to make Family Educational Rights and Privacy Act changes affecting policies, fees, curricula, or any (FERPA). FERPA assures students attending a other matters announced in this catalog, in other post-secondary educational institution that they printed materials, or on the College website. have the right to inspect and review certain of their

3 Academic Calendar

Fall Semester 2008 Friday, Aug. 1 Tuition and fees due (a late payment fee of $250 will be charged to students whose payments are not received by this date) Monday, Aug. 11 Web Confirmation of Semester Attendance begins Saturday, Aug. 23 Orientation for new and readmitted undergraduate students Residence halls open at 9:00 am for new and readmitted students Monday, Aug. 25 Last day for all students to confirm their semester attendance (students confirming after this date will incur a $250 late fee) Orientation for new graduate students Residence halls open at 9:00 am for continuing students Tue–Fri, Aug. 26–29 Online registration for new and readmitted students (students registering after August 29 will incur a $250 late registration fee) Wednesday, Aug. 27 Instruction begins at 8:00 am Monday, Sept. 1 Labor Day Holiday Wednesday, Sept. 10 Last day to add a class Last day to increase credit for a variable-credit course or undergraduate 1-credit course Last day to register for a course with an audit grade option or to change an existing course from graded or Pass/No Pass to Audit or from Audit to graded or Pass/No Pass Friday, Oct. 17 Mid-Semester Holiday Wednesday, Oct. 22 Last day to drop a class Last day to decrease credit for a variable-credit course or an undergraduate 1-credit course Last day to change grade option from graded to Pass/No Pass or Pass/No Pass to graded Thursday, Oct. 30 Last day to file graduation applications for undergraduate degrees to be conferred January or May 2009 Last day for undergraduates graduating in January or May 2009 to declare a minor Last day to file graduate petitions for candidacy for master’s or doctoral degrees to be conferred May 2009 Wednesday, Nov. 5 Last day to withdraw from a class Mon–Wed, Nov. 10–19 Online registration for continuing and returning students for spring 2009 (continuing and returning students not registered by November 19 will incur a $250 late registration fee) Wednesday, Nov. 26 Classes end at 2:30 pm Thur–Fri, Nov. 27–28 Thanksgiving Holiday Monday, Dec. 1 Master’s theses and doctoral dissertations for degrees to be conferred January 2009 due in the Office of the Provost and Dean of the Faculty Monday, Dec. 8 Instruction ends Tue–Wed, Dec. 9–10 Reading Days Thur–Tue, Dec. 11–16 Final Exams Wednesday, Dec. 17 Residence halls close at 12:00 noon Friday, Dec. 19 Grades due

4 Spring Semester 2009 Friday, Jan. 2 Tuition and fees due (a late payment fee of $250 will be charged to students whose payments are not received by this date) Monday, Jan. 12 Web Confirmation of Semester Attendance begins Monday, Jan. 19 Martin Luther King Jr. Holiday Tuesday, Jan. 20 Last day for all students to confirm their semester attendance (students confirming after this date will incur a $250 late fee) Orientation for new and readmitted students Residence halls open for all students at 9:00 am Tue–Fri, Jan. 20–23 Registration for new and readmitted students (students registering after January 23 will incur a $250 late registration fee) Wednesday, Jan. 21 Instruction begins at 8:00 am Wednesday, Feb. 4 Last day to add a class Last day to increase credit for a variable-credit course or undergraduate 1-credit course Last day to register for a course with an audit grade option or to change an existing course from graded or Pass/No Pass to Audit or from Audit to graded or Pass/No Pass Monday, Feb. 16 President’s Day Holiday Wednesday, March 18 Last day to drop a class Last day to decrease credit for a variable-credit course or an undergraduate 1-credit course Last day to change grade option from graded to Pass/No Pass or Pass/No Pass to graded Mon–Fri, March 23–27 Spring Break Wednesday, April 1 Last day to withdraw from a class Friday, April 3 Last day to file graduate petitions for candidacy for master’s or doctoral degrees to be conferred January 2010 Mon–Wed, April 13–22 Continuing and returning student registration for fall 2009 (continuing students not registered by April 22 will incur a $250 late registration fee) Friday, April 24 Master’s theses and doctoral dissertations for degrees to be conferred May 2009 due in the Office of the Provost and Dean of the Faculty Monday, April 27 Awards Convocation, 4:00–6:00 pm Wednesday, May 6 Instruction ends Thur–Fri, May 7–8 Reading Days Sat–Thur, May 9–14 Final Exams Thursday, May 14 Graduating student grades due by 4:00 pm, except for Thursday finals Friday, May 15 Residence halls close for non-graduating students at 12:00 noon Graduating student grades due by 12:00 noon for Thursday finals Saturday, May 16 121st Commencement Sunday, May 17 Residence halls close at 12:00 noon for graduating students Wednesday, May 20 Non-graduating student grades due

5 About Mills College

Overview Located in the foothills of Oakland, California, Mills advanced-degree candidates are accomplished on the east shore of the San Francisco Bay, Mills students who are drawn by the outstanding reputa- College is an independent liberal arts college for tion of our curriculum, faculty, and the intellectual women with graduate programs for women and men. environment of the campus itself. Graduate pro- The College educates students to think critically grams at Mills offer serious students an opportunity and communicate responsibly and effectively, to to delve intensely into their field of study, cross accept the challenges of their creative visions, and traditional disciplinary boundaries, and explore to acquire the knowledge and skills necessary to new ways of thinking. effect thoughtful changes in a global, multicultural society. Founded in 1852 as an undergraduate At Mills, we value the diversity of people and ideas. college for women, Mills introduced its first grad- Thirty-three percent of our graduate population are uate programs in the 1920s. Since that time, Mills students of color, while another 6 percent identify has earned a national and international reputation themselves as multi-ethnic. based on groundbreaking work in fields such as electronic music, studio art, and education. Faculty We offer graduate degree and certificate programs to The Mills faculty is composed of an accomplished approximately 500 coed graduate students annually. cadre of artists, educators, authors, business pro- On the undergraduate level, Mills offers bachelor’s fessionals, and scholars. At the heart of our graduate degrees to approximately 950 women each year. education is the interaction between these distin- Some of our graduate programs include: Studio Art, guished faculty members and talented students. In Computer Science, Dance, Education, English, an intellectual environment dedicated to advanced Infant Mental Health, MBA, Music, Pre-Med, study, graduate students work closely with accessible and Public Policy. and engaged faculty to explore their field of study

6 in the context of broader academic interests, a tes- tament to our heritage as one of the top liberal arts colleges in the nation. Statistically, Mills faculty members are also unique. Sixty-one percent of our full-time faculty are women, while 26 percent are faculty of color. Eighty-seven percent of the full- time faculty have their terminal degree.

Academic Environment Amid the green rolling hills and century-old eucalyptus trees of the 135-acre Mills campus, graduate students find inspiration both in their work and in their environment. Each graduate program forms a community of students and faculty focused intensely on academic pursuits. Ideas, opinions, and minds are challenged in an open environment of academic excellence and collaboration. As a vital part of the San Francisco Bay Area, Mills is intricately connected to the community. Professors and students work in the neighboring cities and bring their experience and knowledge into the classroom. Faculty encourage students to get involved with the local artistic and scholarly scenes so that students connect with a broader community and expand their opportunities for intellectual and professional growth.

Thanks to the extraordinary reputation of Mills and its faculty, we also attract an amazing array of world-class speakers and performers to the campus. Mills graduate students have access to these digni- Due to the intentionally small size of these events, taries and often engage with them one-on-one before, during, and after events. In addition, Mills’ dedicated alumnae are an integral part of the life of the College, participating in activities and sharing their professional expertise. Since so many Mills graduates have gone on to success in their areas of study, this network and influence can be far reaching. It all adds up to a dynamic environment that is the signature of the Mills graduate experience.

Campus Resources Mills students enjoy an educational environment enriched by a wide variety of exhibits, concerts, performances, and lectures that support intellectual exploration and growth. The physical environment of the campus itself provides a source of inspiration with historic cultural resources such as the Concert Hall, the Center for Contemporary Music, and the Mills College Art Museum.

Students can also experience one-of-a-kind resources such as the Eucalyptus Press, home to the internationally renowned Book Art Program, or the Children’s School, the first laboratory school

ABOUT MILLS COLLEGE 7 founded west of the Mississippi. The Special illustrated by Salvador Dali. The Trefethen Aquatic Collections of the F.W. Olin Library contain more Center and the Haas Pavilion offer a wide variety of than 20,000 rare books and manuscripts, including options for athletics, physical fitness, and recreation, a First Folio of William Shakespeare, a Mozart while the campus chapel provides a peaceful envi- manuscript, and an edition of Alice in Wonderland ronment for spiritual reflection and renewal.

Graduate Housing Living on campus is a valuable part of the Mills experience. Students can take advantage of campus programs and services while enjoying a beautiful park-like campus environment. For specific housing descriptions, accessibility, and fees, please visit Housing under Campus Life at www.mills.edu.

History Founded in 1852 as the Young Ladies’ Seminary in Benicia, California, Mills College boasts a rich history as a pioneer in women’s education. Mills was founded two years before California was admitted to statehood and the same year the city of Oakland was established. The University of California and Stanford had yet to exist, and newly prosperous miners, farmers, and merchants wanted to educate their daughters without sending them on the perilous journey to East Coast schools.

Over the decades, Mills “firsts” have been numerous: the first women’s college west of the Rockies

8 (chartered 1885); the first laboratory school west of the Mississippi for aspiring teachers (1926); the first women’s college to offer a computer science major (1974) and a 4+1 MBA degree (2001); and the first business school in the West for women (2005).

Always a leader in the arts, Mills was among the first liberal arts colleges to offer a modern dance degree (1941), and it became the national center for modern dance outside New of the College include: media personality Renel York City. The Center for Contemporary Music, Brooks-Moon, dancer/choreographer Trisha Brown, dedicated in 1967, is a preeminent center for elec- artist Elizabeth Murray, business leader Bonnie tronic music. Guiton Hill, musician Dave Brubeck, and Congress- woman Barbara Lee. Many of the world’s foremost artists, politicians, and scholars have taught, lectured, and performed For more than 150 years, Mills has continued to at Mills, including Gertrude Stein, Mark Twain, be a draw to people interested in experimentation, Darius Milhaud, Alfred Neumeyer, John Cage, leadership, social responsibility, and creativity— Isabel Allende, and Gloria Steinem. Notable alumnae the hallmarks of a 21st-century Mills education.

ABOUT MILLS COLLEGE 9 Studio Art

10 Studio Art 510.430.2117 ■ [email protected]

Faculty: Professional Interests Master of Fine Arts in Studio Art Hung Liu (11.5 semester course credits) Painting, drawing, printmaking, installation, Required: public art projects ARTS 201 Concentrations in Painting, Sculpture, Anna Valentina Murch Ceramics, Photography, Electronic Arts, Video Sculpture, installation, public art, ecological (1; 1; 1; 1). This course must be taken each design, collaborative projects semester. ARTS 287 Topics in Contemporary Art (1) Ron Nagle Ceramics, painting, sculpture, songwriting, ARTS 288 Contemporary Art and Critical Thinking (1) record production, sound design ARTS 291 Graduate Seminar (.5; .5). This Catherine F. Wagner course must be taken twice in the first year. Photography, art and science, conceptual art, ARTS 293 Degree Exhibition and Artist contemporary art philosophy, public art Statement (.25; .25). This course must be Mills offers a master of fine arts (MFA) degree in taken twice in the second year. studio art led by a distinguished faculty of interna- And select four courses from the following list, or tionally known artists. The program focuses on other courses in consultation with faculty advisor: painting, ceramics, sculpture (including installation), ARTS 116 Contemporary Photographic photography, intermedia, video, and electronic arts. Concerns II (1) Students are encouraged to work across media ARTS 156 Contemporary Photographic boundaries. The two-year graduate program is Concerns III (1) selective, limited to 12 new students each year, ARTS 161 Advanced Painting (1) and is designed to meet the demanding standards ARTS 164 Advanced Ceramics (1) of the profession. ARTS 173 Advanced Sculpture (1) The graduate program in studio art provides a com- ARTS 205 Concentrations in Ceramics, Painting, Photography, Sculpture/Intermedia (1). This bination of structure and freedom. Students receive course may be taken four times. individual attention that encourages personal and pro- IART 219 Electronic Arts (1) fessional development. Each graduate student has a graduate committee consisting of three faculty IART 220 Advanced Electronic Arts (1) members who are responsible for critiquing the IART 247 Video I (1) student’s independent work and progress. At the IART 248 Video II (1) end of the first year of study, the work of each stu- Or one upper-division course in art history or in dent is reviewed by all faculty members of the Art another academic subject in consultation with Department and, if passed successfully, the student faculty advisor. is advanced to candidacy status in the second year. At the end of the second year, the program culminates in a public thesis exhibition held in the Mills Courses College Art Museum, supplemented with a written ARTS 201 Concentrations in Ceramics, Painting, artist’s statement. All students must complete the Photography, Sculpture, Electronic Arts, Video graduate residency requirement of two years (four (1Ð1.25) semesters) of full-time enrollment consecutively. These courses are devoted to independent studio work, which is reviewed and critiqued by each The Jane B. Aron Art Center houses excellent student’s graduate committee. Must be taken each classroom studios for ceramics, painting, drawing, of four semesters. Fall and Spring photography, sculpture, and intermedia/installation, Instructor(s): Hung Liu, Anna Valentina Murch, in addition to the art museum and slide collection. Ron Nagle, Catherine Wagner, and/or Staff. Facilities also include an analog electronic and digi- Letter grade only. tal computer lab, video suites, and private graduate Limit 10 students. studios for each artist. Students are required to work Note(s): 1.25 credit option with additional in these campus studios to encourage interaction assignment. with fellow artists and faculty. This course may be taken four times.

COURSES OF INSTRUCTION 11 ARTS 205 Concentrations in Ceramics, Painting, ARTH 239 (139) History of Performance Art (1) Photography, Sculpture/Intermedia (1) Performance art developed in the ’60s, a highly This course deals with the concerns of specific theatrical as well as political decade. The course media, and its content will vary depending on the examines work by contemporary performance instructor. Each medium area will be offered once artists, primarily in the United States, and earlier every two years. Fall and Spring performance history beginning with the European Instructor(s): Hung Liu, Anna Valentina Murch, personality and theatrical experiments of the Dada, Ron Nagle, Catherine Wagner. Surrealist, Futurist, and Russian revolutionary art Letter grade only. movements. Performance art is also placed in a Limit 15 students. wider context of experimental theater, dance and This course may be taken four times. music, and the Dandy tradition. Online course ARTS 287 Topics in Contemporary Art (1) materials. Fall The course explores the multifaceted world of con- Instructor(s): Moira Roth. temporary art. A broad array of current artists and ARTH 285 (185) Painting of China (1) their work will be presented and discussed. Fall The painting of China from the Han to the Qing Instructor(s): Staff. dynasty is studied and concludes with discussions Letter grade only. of painting during the Cultural Revolution and Limit 12 students. contemporary works that are being produced in ARTS 288 Contemporary Art and Critical the People’s Republic of China today. Critical Thinking (1) texts on calligraphy, painting styles and forms, This graduate course focuses on contemporary art together with writings on theory and methodology, in its theoretical, historical, and critical aspects. will be read. Fall Spring Instructor(s): Mary-Ann Milford/Staff. Instructor(s): Staff. ARTH 286 (186) Japanese Painting and Prints Letter grade only. (1) Limit 12 students. This course traces the persistence of tradition and ARTS 291 Graduate Seminar (.5) the development of an aesthetic that prevails in The graduate seminar is required for all first-year Japan’s visual arts. Heian court paintings that students. Course content includes studio visits, include the Tale of Genji, which were to influence readings, discussions, presentations, and guest Japanese aesthetics to the present day, will be speakers. Must be taken twice in the first year. studied. Ukiyo-e, woodblock prints of Floating Fall and Spring World that reflect the popular tastes of Edo’s Instructor(s): Ron Nagle, Anna Valentina Murch. merchants, will also be studied. Spring Letter grade only. Instructor(s): Mary-Ann Milford/Staff. Limit 15 students. This course may be taken two times. ARTS 293 Degree Exhibition and Artist Statement (.25) The exhibition in the Mills College Art Museum and the artist’s statement complete the degree requirements. Must be taken twice in the second year. Fall and Spring Instructor(s): Hung Liu, Anna Valentina Murch, Ron Nagle, Catherine Wagner. Letter grade only. This course may be taken two times. ARTH 223 (123) Northern European Art (1) This course examines painting and printmaking in the Low Countries and Germany from about 1400 to 1550. Fall Instructor(s): JoAnne Bernstein. Offered every other year beginning 2009–10.

12 Biochemistry and Molecular Biology

COURSES OF INSTRUCTION 13 Biochemistry and Molecular Biology 510.430.2317 ■ [email protected]

Faculty: Professional Interests Biochemistry and Molecular Biology Barbara Bowman Certificate Program Molecular evolution of fungi, group I introns (16 semester course credits) John S. Brabson Required: Pine genome structure and evolution, sphingolipid BIO 001–002 General Biology I and II (1.25; metabolism in Pichia ciferrii 1.25) Lisa Urry BIO 133 Molecular Cell Biology (1) Developmental biology of sea urchin embryos and BIO 135 Genetics (1) larvae, cell-cell and cell-extracellular matrix BIOC 141 Protein Chemistry and Enzymology interactions (1) John Vollmer BIOC 142 Metabolism and Proteomics (1) Natural product chemistry, isolation and identi- BIOC 143 Analytical Biochemistry (1) fication of toxic constituents of plants, chemical CHEM 017–018 General Chemistry I and II education, science writing (1.25; 1.25) Jared Young CHEM 105–106 Organic Chemistry I and II Genetics and pharmacology of learned behaviors (1.25; 1.25) in the nematode C. elegans PHYS 061–062 General Physics I and II (1.25; 1.25) Mills College provides a certificate program in BIO 191 Senior Seminar (1) or biochemistry and molecular biology for those who CHEM 191 Senior Seminar (1) possess a baccalaureate degree in a non-science area Note: It is recommended that students complete who now wish to enroll in course work equivalent at least two upper-division biology courses prior to that required for a BA degree in biochemistry to taking BIO 191. and molecular biology at Mills. Individuals apply to this program through the Post-baccalaureate Pre-Medical Program. The standard length of the program is three years (six semesters) and 16 Mills course credits. At minimum, students must complete more than half of their course work for the certificate at Mills and must attain a Mills GPA of 3.0 or higher. The certificate program is intended for students with a serious commitment to qualify for graduate study in biochemistry and molecular biology, molecular genetics, developmental biology, and other post- graduate science programs. It also provides excellent training for a variety of careers, such as laboratory research, science teaching, science writing, or patent law. The Biochemistry and Molecular Biology Committee, composed of biology and chemistry faculty members, administers the program and ad- vises students wishing to complete the certificate. Students use the excellent laboratory facilities of the Biology and Chemistry/Physics Departments and are also encouraged to expand their research experience by enrolling in a directed research course or by participating in a summer research project on or off campus.

14 Computer Science

COURSES OF INSTRUCTION 15 Computer Science 510.430.2226 ■ [email protected]

Faculty: Professional Interests program have been admitted to top graduate schools, Almudena Konrad including MIT, University of Washington, University Computer networks, wireless communication, of Virginia, and University of California, San Diego. modeling, analysis and prediction of network Special Admission Requirements measurements In addition to the regular graduate admission Barbara Li Santi requirements, applicants to the Interdisciplinary Artificial intelligence applications in education, Computer Science Master’s Program and the cognitive science, intelligent tutoring systems, advanced-degree track of the post-baccalaureate computer science education, linear algebra program must have the equivalent of Ellen Spertus • one year of introductory computer science Structured information retrieval, online using Java or C++, and communities, gender in computer science, • one year of discrete mathematics. (Students social effects of computing with only one semester of discrete Susan S. Wang mathematics may arrange to complete their Design and analysis of algorithms, very large- second semester at Mills, but this credit will not count toward their degree.) scale integrated systems, parallel computation Provisions may be made to complete these require- Mills offers unique graduate programs for people ments through the Mills post-baccalaureate certifi- with bachelor’s degrees in other fields who wish to cate program. transition into computer science or interdisciplinary work. We believe that knowledge of another disci- Applicants must possess a bachelor’s degree in a pline and computer science is a powerful combina- major other than computer science. tion that allows our graduates to enrich themselves and the world. Students can enter this degree pro- Because our students and programs are so unique, gram either after earning their bachelor’s degree we encourage prospective students to contact us to or through a five-year joint BA/MA program. discuss their educational goals and whether Mills would be a good match. Our Master of Arts in Interdisciplinary Computer Science (ICS) Program provides students of liber- Master of Arts in Interdisciplinary al arts backgrounds with knowledge of computer Computer Science science and how computers interact with other dis- (11 semester course credits) ciplines, gives students perspective on the strengths Required: and limitations of computers, and suggests what CS 111 Introduction to Computer Architecture (1) advances are needed in computer science to solve CS 124 Data Structures and Algorithms (1) theoretical problems in a variety of fields. The in- CS 214 Programming Languages (1) novative aspect of the program that distinguishes it CS 222 Operating Systems (1) from other master’s programs in computer science CS 232 The Interdisciplinary Computer Science is its focus on relating computers to other disciplines Research Process (1) where the combination has potential for great impact, CS 250 Thesis for Degree of Master of Arts in including art, biology, business, education, health, Interdisciplinary Computer Science (1) music, and psychology. Graduates of this program have found employment with companies, nonprofits, And select one additional interdisciplinary course and educational institutions such as Apple Computer, in a discipline related to your prior background or Google, Hewlett-Packard, Sun Microsystems, and professional interest for 1 graduate or upper-divi- Chabot Space and Science Center. sion undergraduate credit. And select four courses from: Mills also offers post-baccalaureate certificate pro- CS 113 Compiler Design and Implementation (1) grams focusing exclusively on computer science. There are two tracks: one for students planning to CS 212 (112) Contemporary Computer Architecture (1) directly enter industry, and a reentry program for students who wish to go on to earn doctorates in CS 223 (123) Robots, Persons, and the Future (1) computer science. Students from our certificate CS 225 (125) Theory of Algorithms (1) CS 227 (127) Linear Optimization (1)

16 CS 228 (128) Theory of Computation (1) CS 223 (123) Robots, Persons, and the Future (1) CS 231 (131) Computer Networks (1) CS 225 (125) Theory of Algorithms (1) CS 263 (163) Computer Graphics (1) CS 227 (127) Linear Optimization (1) CS 270 (170) Software Engineering (1) CS 228 (128) Theory of Computation (1) CS 280 (180) Topics in Computer Science (1) CS 231 (131) Computer Networks (1) CS 286 (186) Web Programming (1) CS 263 (163) Computer Graphics (1) Other elective courses may be accepted at the dis- CS 270 (170) Software Engineering (1) cretion of the department. CS 280 (180) Topics in Computer Science (1) Note: For courses offered at both the 100 and the CS 286 (186) Web Programming (1) 200 levels, students enrolled at the 200 level will Other elective courses may be accepted at the dis- be required to do additional work in the course. cretion of the department. Post-Baccalaureate Programs in Advanced-Degree Preparatory Track Computer Science (8 semester course credits) Since the fall of 1982, Mills has provided a cer- Required: tificate program in computer science for college CS 111 Introduction to Computer Architecture (1) graduates, especially women, who intend to pursue CS 124 Data Structures and Algorithms (1) employment, advancement, or graduate studies in CS 214 (114) Programming Languages (1) computer science and need to acquire the proper background. CS 222 (122) Operating Systems (1) CS 225 (125) Theory of Algorithms (1) The Mills post-baccalaureate program has two CS 228 (128) Theory of Computation (1) tracks for students with different goals. The post- And select two courses from the following: baccalaureate certificate program, for students CS 113 Compiler Design and Implementation (1) interested in entering the professional computing CS 212 (112) Contemporary Computer workforce, has no programming or mathematics Architecture (1) prerequisites. The advanced-degree preparatory CS 223 (123) Robots, Persons, and the Future (1) track is for students whose goal is further graduate CS 227 (127) Linear Optimization (1) study (MS or PhD) in computer science and has the CS 231 (131) Computer Networks (1) same special admission requirements as the MA program in interdisciplinary computer science. CS 263 (163) Computer Graphics (1) This small program offers support and personal CS 270 (170) Software Engineering (1) attention while students study computer science. CS 280 (180) Topics in Computer Science (1) It also provides substantial opportunity for hands-on CS 286 (186) Web Programming (1) experience with programming on a variety of com- Other elective courses may be accepted at the dis- puter systems. Each student’s course of study is cretion of the department. tailored to individual needs and includes independent study options. Courses Post-Baccalaureate Certificate Program (8 semester course credits) CS 212 (112) Contemporary Computer Architecture (1) Required: Advanced topics in computer architecture and organ- CS 063 Introduction to Computer Science (1) ization. Topics include analog electronics, digital CS 064 Computer Concepts and Intermediate design, modern processors (including pipelining, Programming (1) superscalar parallelism, and branch prediction), CS 111 Introduction to Computer Architecture (1) memory hierarchies, and parallel computers and CS 124 Data Structures and Algorithms (1) networks. Spring CS 214 (114) Programming Languages (1) Instructor(s): Ellen Spertus. MATH 004 Discrete Mathematics I (1) Offered every other year beginning 2010–11. Offered in alternation with: CS 223. And select two courses from the following: Prerequisite(s): MATH 006 and CS 111. CS 113 Compiler Design and Implementation (1) Note(s): Concurrent lab required. CS 212 (112) Contemporary Computer Architecture (1) CS 222 (122) Operating Systems (1)

COURSES OF INSTRUCTION 17 CS 214 (114) Programming Languages (1) CS 227 (127) Linear Optimization (1) Theory of and practice in the four main program- Introduction to linear optimization—optimizing a ming paradigms: declarative programming, object- linear function subject to a set of linear constraints, oriented programming, functional programming, emphasizing quantitative modeling, methodology, and logic programming. Topics include the role and the underlying mathematical structures and of structure in programming, procedure activation, geometrical ideas. Topics include problem formu- program semantics, and variable binding and lation, simplex method, sensitivity analysis, and scoping. Languages studied include Java, C++, duality theory. Spring Prolog, ML, and Scheme. Spring Instructor(s): Susan Wang. Instructor(s): Ellen Spertus. Offered every third year beginning 2008–09. Prerequisite(s): MATH 006 and CS 124. Offered in rotation with: CS 225, CS 228. Note(s): Concurrent lab required. Prerequisite(s): MATH 004, MATH 047, or ECON 081. CS 222 (122) Operating Systems (1) Note(s): Concurrent workshop required. Basic issues in process management, memory Prerequisite of MATH 004, MATH 047, or management, protection, and distributed systems. ECON 081 may be waived with instructor These concepts are illustrated through examples consent. drawn from modern operating systems. Spring Instructor(s): Almudena Konrad. CS 228 (128) Theory of Computation (1) Prerequisite(s): CS 111 and CS 124. An introduction to the mathematical basis for the study of computability and to the formal theory CS 223 (123) Robots, Persons, and the Future (1) behind compiler design. Topics include the formal An interdisciplinary study of robots, cyborgs, models of computation such as finite state automata, wearable computers, nanotechnology, and other pushdown automata, and Turing machines; lan- technologies that challenge our ideas of what it guages and grammars, such as regular languages and means to be a human being. Students will gain a grammars, context-free languages and grammars, and solid technical foundation by building, debugging, recursively enumerable languages and grammars; and programming robots. We will also read a wide and the problems that a machine can and cannot variety of fiction and essays. All students will have solve. Spring to write evaluative and predictive essays. Graduate Instructor(s): Steven Givant, Susan Wang. students will be required to build a robot of their Offered every third year beginning 2010–11. own design. Fall Offered in rotation with: CS 225, CS 227. Instructor(s): Ellen Spertus. Prerequisite(s): MATH 006 or MATH 048. Offered every other year beginning 2009–10. Note(s): Concurrent workshop required. Offered in alternation with: CS 212. Prerequisite of MATH 006 or MATH 048 may be waived with instructor consent. CS 225 (125) Theory of Algorithms (1) An introduction to general algorithmic techniques CS 231 (131) Computer Networks (1) including divide-and-conquer, dynamic program- This course studies the Internet, different types of ming, and greedy algorithms. Construction and computer networks, and many components that analysis of some important classes of algorithms make up these networks. The course addresses such as graph algorithms and string algorithms. many important issues of networks, such as con- An introduction to the complexity classes P, NP, gestion control, flow control, routing, quality of and NP-complete (tractable versus intractable service, security, and network management. Stu- problems). If time allows, special topics, such as dents will identify the fundamental issues and some approximate algorithms, parallel algorithms, com- of the current network research efforts. Small-scale putability, and undecidability, may be included. research will be required, where students will Spring identify a problem, execute network research, Instructor(s): Susan Wang. and write up and present the results. Fall Offered every third year beginning 2009–10. Instructor(s): Almudena Konrad. Offered in rotation with: CS 227, CS 228. Prerequisite(s): CS 064. Prerequisite(s): MATH 006 and CS 124. Note(s): Concurrent workshop required.

18 CS 232 The Interdisciplinary Computer Science CS 270 (170) Software Engineering (1) Research Process (1) A course designed to help students transform them- This course teaches the research process in the selves into skilled software engineers, able to apply Interdisciplinary Computer Science Program at their knowledge of coding, algorithms, and systems Mills College. The students will learn to find re- to write elegant, efficient, and correct programs. search topics, critically read research papers, and Topics include techniques and tools for design, write and communicate research results effectively. documentation, collaboration, development, building, Other topics include intellectual property, publishing, testing, debugging, and maintenance, primarily using funding, performance evaluation, and statistical the extreme programming methodology. Spring techniques. During the course, students will work Instructor(s): Ellen Spertus. toward their research thesis proposal or their final Offered every other year beginning 2010–11. thesis write-up. Fall Offered in alternation with: CS 113. Instructor(s): Almudena Konrad. Prerequisite(s): CS 124 and CS 122. Prerequisite(s): CS 064. Note(s): Prerequisite CS 222 (122) may be taken Note(s): Course is intended primarily for graduate concurrently. students in the first year of the ICS Program. CS 280 (180) Topics in Computer Science (1) CS 250 Thesis for Degree of Master of Arts in Offers topics that are not offered in the regular Interdisciplinary Computer Science (1) curriculum. Topics may include neural networks Before commencing work on the thesis project, and other specialized topics in artificial intelligence, the student must submit a thesis proposal for networking, very large-scale integrated systems, review and acceptance by the director of the ICS multimedia design and development, parallel and Program and the faculty members of the student’s distributed computing, and information retrieval. thesis advisory committee. Only upon completion Fall of a successful review process may the student Instructor(s): Staff. proceed with the thesis. Fall and Spring Instructor(s): Staff. CS 286 (186) Web Programming (1) Letter grade only. This course studies the design and implementation of Web applications. Students will learn HTML, CS 263 (163) Computer Graphics (1) Java Applets and graphics, animations, multi- Principles of three-dimensional computer graphics threaded programming, network programming, and their applications, including computer animation. JavaScripts, CGI, Web security, multimedia design, Advanced techniques are derived from a minimal Perl, XML, and SQL. There will be several pro- set of graphics primitives. Coordinate systems, gramming assignments and a final project, where viewing, transformations, and splines are introduced each student will build a Web application with in a two-dimensional environment and extended components covered during the semester. Spring to three-dimensional systems. Algorithms for line Instructor(s): Almudena Konrad. and polygon drawing, clipping, filling, projection, Offered every other year beginning 2009–10. and hidden-line removal lead to realistic shading, Offered in alternation with: CS 263. illumination, and object rendering. Fall Prerequisite(s): CS 064. Instructor(s): Almudena Konrad. Offered every other year beginning 2008–09. Offered in alternation with: CS 286. Prerequisite(s): MATH 006 and CS 124.

COURSES OF INSTRUCTION 19 Dance

20 Dance 510.430.2175 ■ [email protected]

Faculty: Professional Interests choreographers, and scholars who offer a broad and Sonya Delwaide varied base of experience in diverse dance forms. Modern techniques, ballet, composition, Our enviable location in the San Francisco Bay partnering, movement for actors, dance theatre, Area connects students to a lively dance scene for repertory artistic inspiration and professional opportunities. Molissa Fenley Master of Arts in Dance Choreography, repertory, modern dance forms, (10.5 semester course credits, thesis supervision 7 at the graduate level) Kathleen McClintock Prerequisites: Repertory, performance techniques, world dance, The following prerequisites may be taken concur- movement and performance style analysis rently with other course work if not already com- Ann Murphy pleted elsewhere: Dance criticism and analysis, women and dance, DNC 133 Dance Kinesiology (1) dance and literature DNC 174 Ballet History from the 16th through Judith F. Rosenberg the 19th Centuries (.5–1) Dance in relation to the other arts, music compo- Required: sition for dance and film History/Theory (2 course credits): Founded in 1941, the Mills Graduate Dance Depart- DNC 265 Modern to Contemporary Perfor- ment offers the oldest ongoing dance program in mance: History, Theory, and Practice (1) the country. Located in one of the largest dance DNC 288 Critical Acts: Dancing Strategies, centers in the United States, Mills is at the heart of Theories, and Contexts (1) a vibrant urban dance community. The longevity Electives (Electives or seminars in other fine arts of our program and its international reputation are departments, with approval from dance faculty, testaments to the quality of instruction and the may apply.) Select courses from the following to successful philosophy that guides our curriculum. equal 3 course credits: DNC 176 Dance Cultures (1) We offer three graduate degrees in dance, including: DNC 291 Early Modern Women: Western • MA in Dance Dance Pioneers (.5–1) • MFA in Dance with an Emphasis in DNC 292 The Diaghilev Ballet Russes and the Choreography Making of Modern Culture (.5–1) • MFA in Dance with an Emphasis in DNC 293 Contemporary Issues in Choreography Choreography and Performance (.5–1) The strength of our degrees comes from our unique DNC 294 New Genre: Interdisciplinary combination of creative and critical dance studies, Collaborations (.5–1) choreography, and performance practices. Simply DNC 296 Live and Media Performance (.5–1) put, we stretch the mind as well as the body. We DNC 298 Dance Theatre in Traditional and work with students to become articulate artists who Contemporary Performing Arts (.5–1) can express themselves both creatively and through Technique (1 course credit; .25–.5 course credit critical discourse. We help them hone their skills per semester, minimum of two classes per week, in performance, choreography, research, and writing for four semesters): about dance. DNC 101 Elementary Ballet (.25) The Mills Dance Program is highly selective. We DNC 103 Intermediate Ballet (.25) intentionally keep classes small to provide the one- DNC 107 Intermediate Modern Dance (.25–.5) on-one interaction that is the hallmark of a Mills or education. Our student-to-teacher ratio is an impres- DNC 109 Advanced Modern Dance (.25–.5) sive 4-to-1. This is particularly significant because DNC 113 Somatic Arts (.25) of the professional caliber of the faculty and visiting Thesis (2 course credits): artists who teach in our program. Students have the DNC 250A/B Thesis Research Project/Thesis opportunity to work with accomplished dancers, Writing (.5; 1.5) (spring/fall sequence)

COURSES OF INSTRUCTION 21 And select 2.5 more graduate or upper-division History/Theory (2 course credits): undergraduate course credits from the following: DNC 265 Modern to Contemporary Perfor- DNC 101 Elementary Ballet (.25) mance: History, Theory, and Practice (1) DNC 103 Intermediate Ballet (.25) DNC 288 Critical Acts: Dancing Strategies, DNC 134 Dance Improvisation (.5) Theories, and Contexts (1) DNC 243 Independent Project (.5–1) Performance (.5 course credit): DNC 253 Theory of Teaching Dance (.5) DNC 255A Repertory Dance Company (.5) DNC 254 Laboratory Teaching of Dance (.5) Technique (2.5 course credits; all students must take DNC 255A/B Repertory Dance Company (.5; .5) four semesters of modern technique, five classes DNC 282 Group Choreography (.5) per week. Students must also take two semesters DNC 285 Sources and Inventions (.5) of ballet or one semester of ballet and one semester DNC 286 Contemporary Choreography: of somatic arts.) Select from the following: Stylistic and Contextual Investigations (1) DNC 103 Intermediate Ballet (.25) DNC 292 The Diaghilev Ballet Russes and the DNC 107 Intermediate Modern Dance (.25–.5) Making of Modern Culture (.5–1) DNC 109 Advanced Modern Dance (.25–.5) DNC 293 Contemporary Issues in DNC 113 Somatic Arts (.25) Choreography (.5–1) Thesis (2 course credits): DNC 294 New Genre: Interdisciplinary Collaborations (.5–1) DNC 250A/B/C Thesis: Research Project/Thesis: Writing/Thesis: Concert (.5; DNC 296 Live and Media Performance (.5–1) .5; 1) (spring/fall/spring sequence) DNC 297 Ideas about Space (.5–1) And select one or more graduate electives or upper- DNC 298 Dance Theatre in Traditional and division course credits for a total of 2 credits from Contemporary Performing Arts (.5–1) the following list (electives in other fine art depart- Master of Fine Arts in Dance with an ments, with approval from dance faculty, may apply): Emphasis in Choreography DNC 113 Somatic Arts (.25) (11.5 semester course credits, DNC 159 Dance Production (.25) 8 at the graduate level) DNC 174 Ballet History from the 16th through Prerequisites: the 19th Centuries (.5–1) Intermediate-level modern dance technique upon DNC 176 Dance Cultures (1) admission. DNC 233 Choreographic Project (.5) DNC 243 Independent Project (.5–1) The following prerequisites may be taken concur- DNC 253 Theory of Teaching Dance (.5) rently with other course work if not already completed elsewhere: DNC 254 Laboratory Teaching of Dance (.5) DNC 133 Dance Kinesiology (1) DNC 255A/B Repertory Dance Company (.5; .5) Note: Students in the MFA in Choreography DNC 157 Music for the Dancer (1) Program will not be required to take two Entering graduate students who have never semesters of RepCo. taken a music for dance course must take this class. Students who have had a music for DNC 291 Early Modern Women: Western dance course must take the rhythmic exemption Dance Pioneers (.5–1) exam. If they do not pass it, they must take DNC 292 The Diaghilev Ballet Russes and the DNC 213 Rhythmic Practicum (.25). Making of Modern Culture (.5–1) DNC 159 Dance Production (.25) DNC 293 Contemporary Issues in DNC 181 Solo Choreography (.5) Choreography (.5–1) DNC 294 New Genre: Interdisciplinary Required: Collaborations (.5–1) Choreography (2.5 course credits, each course DNC 296 Live and Media Performance (.5–1) may be taken only once for credit): DNC 298 Dance Theatre in Traditional and DNC 282 Group Choreography (.5) Contemporary Performing Arts (.5–1) DNC 285 Sources and Inventions (.5) DNC 286 Contemporary Choreography: Stylistic and Contextual Investigations (1) DNC 297 Ideas about Space (.5)

22 Master of Fine Arts in Dance with fine arts departments, with approval from dance an Emphasis in Choreography and faculty, may apply): Performance DNC 113 Somatic Arts (.25) (12 semester course credits, DNC 159 Dance Production (.25) 8 at the graduate level) DNC 174 Ballet History from the 16th through Prerequisites: the 19th Centuries (.5–1) Elementary-level ballet technique upon admission. DNC 176 Dance Cultures (1) Advanced-level modern dance technique must also DNC 233 Choreographic Project (.5) be achieved by the beginning of the second year. DNC 243 Independent Project (.5–1) DNC 133 Dance Kinesiology (1) DNC 253 Theory of Teaching Dance (.5) DNC 157 Music for the Dancer (1) DNC 254 Laboratory Teaching of Dance (.5) Entering graduate students who have never DNC 291 Early Modern Women: Western Dance taken a music for dance course must take this Pioneers (.5–1) course. Students who have had a music for dance course must take the rhythmic exemption DNC 292 The Diaghilev Ballet Russes and the exam. If they do not pass it, they must take Making of Modern Culture (.5–1) DNC 213 Rhythmic Practicum (.25). DNC 293 Contemporary Issues in Choreography DNC 159 Dance Production (.25) (.5–1) DNC 181 Solo Choreography (.5) DNC 294 New Genre: Interdisciplinary Collaborations (.5–1) Required: DNC 296 Live and Media Performance (.5–1) Choreography (2.5 course credits): DNC 298 Dance Theatre in Traditional and DNC 282 Group Choreography (.5) Contemporary Performing Arts (.5–1) DNC 285 Sources and Inventions (.5) DNC 286 Contemporary Choreography: Note: Also see the other undergraduate courses in Stylistic and Contextual Investigations (1) which graduate students may enroll listed in the DNC 297 Ideas about Space (.5) Undergraduate Catalog. History/Theory (2 course credits): DNC 265 Modern to Contemporary Courses Performance: History, Theory, and Practice (1) and DNC 203 Graduate Research (.5) Research project in dance history, theory, criticism, DNC 288 Critical Acts: Dancing Strategies, Theories, and Contexts (1) education, or other areas of concern. Presentation of findings in written form. Fall and Spring Performance (1.5 course credits): Instructor(s): Staff. DNC 255A/B Repertory Dance Company (.5; This course may be taken four times. .5) three consecutive semesters, .5 course credit per semester DNC 213 Rhythmic Practicum (.25) Choreography and performance students must par- Graduate dance students will study rhythmic con- ticipate in other student choreographic projects and cepts and musical notation applied to choreography, concerts to satisfy the performance requirement. performance, and dance education. Prerequisite is an elementary understanding of musical rhythm. Fall Technique (2.5 course credits; all students must Instructor(s): Judith Rosenberg. take four semesters of modern technique, five DNC 233 Choreographic Project (.5) classes per week. Students must also take two Students work under mentorship to create and semesters of ballet.) Select from the following: present a dance work designed for performance DNC 103 Intermediate Ballet (.25) in a non-proscenium environment. Students are DNC 107 Intermediate Modern Dance (.25–.5) encouraged to collaborate and explore other DNC 109 Advanced Modern Dance (.25–.5) media. Fall and Spring Thesis (2 course credits): Instructor(s): Staff. DNC 250A/B/C Thesis: Research Instructor consent required. Project/Thesis: Writing/Thesis: Concert (.5; Limit 12 students. .5; 1) (spring/fall/spring sequence) Note(s): Students must take one composition class And select one or more graduate electives or before registering for this course. upper-division courses from the following list for a total of 1.5 credits (electives or seminars in other

COURSES OF INSTRUCTION 23 DNC 243 Independent Project (.5Ð1) DNC 255A (155A) Repertory Dance Company (.5) Research and fieldwork in dance movement that The Repertory Dance Company provides performing has an experiential component. Development of experience and simulates the creation and rehearsal methods and materials for dance in particular processes of the professional dance world. To join, contexts (education or other art forms). Fall and students must have dance experience, be registered Spring in a dance technique class, and attend an audition. Instructor(s): Staff. The course involves rehearsals with renowned Note(s): This class may be taken two times for a choreographers, performances, and participation in maximum of 1 credit. festivals and outreach events. The student must fulfill these obligations and must make a one-year DNC 250A Thesis: Research Project (.5) commitment. First of two parts, offered in a fall- All dance MA and MFA candidates take this course spring sequence. Fall in preparation for the master’s thesis. In addition Instructor(s): Rachel Berman. to exploring research methodologies, thesis guide- Instructor consent required. lines, and topic ideas, candidates will write a thesis prospectus and complete preliminary research for DNC 255B (155B) Repertory Dance Company (.5) their projects. Spring The Repertory Dance Company provides performing Instructor(s): Ann Murphy. experience and simulates the creation and rehearsal Letter grade only. processes of the professional dance world. Students must have dance experience, be registered in an DNC 250B Thesis: Writing (.5Ð1.5) intermediate or advanced level of dance technique In section B of Thesis, candidates, under supervision class, and attend an audition. The course involves of a thesis advisor, will complete research and rehearsals with renowned choreographers, per- writing of a 30–50 page paper that contributes formances, and participation in festivals and out- knowledge to the field. Fall reach events. Students must fulfill these obligations Instructor(s): Ann Murphy. and make a one-year commitment. Second of two Letter grade only. parts, offered in a fall-spring sequence. Spring Prerequisite(s): DNC 250A. Instructor(s): Rachel Berman. DNC 250C Thesis: Concert (1) Instructor consent required. Candidates for the MFA in choreography and the DNC 265 (165) Modern to Contemporary MFA in choreography and performance must create Performance: History, Theory, and Practice (1) a substantial and original dance work. Those pur- Students encounter the major moments of dance suing a degree in choreography will build a dance making from the beginning of the 20th century into on a minimum of three dancers. Those pursuing a the 21st century. Students explore these “moments” combined degree in performance and choreography as cultural modules, considering them within a will create a work that includes at least three dancers global system of modernization, experimentation, and a solo performed by the candidate. Spring urbanization, and commodification. Students exam- Instructor(s): Molissa Fenley. ine performance “texts” such as choreographers’ Letter grade only. histories, dances, and performance theories. Prerequisite(s): DNC 250A and DNC 250B. Students consider the larger performance studies DNC 253 Theory of Teaching Dance (.5) contexts, including art, politics, and technological Teaching dance as a human art experience, estab- developments. Course includes writing, research, lishing a philosophy, and developing material for a and “practice as research” presentations. Fall course of study. Fall Instructor(s): Ann Murphy. Instructor(s): Staff. DNC 282 Group Choreography (.5) Letter grade only. This course investigates the use of choreographic Offered every other year beginning 2008–09. devices such as canon, theme and variation, DNC 254 Laboratory Teaching of Dance (.5) antiphony, and ground bass to construct systems Analysis, structuring, and practicing of teaching for building ensemble dances. Structure of study skills. Spring may include sectional, narrative, collage, theme Instructor(s): Staff. and variation, sonata form, and fugue. Fall Letter grade only. Instructor(s): Sheldon Smith. Offered every other year beginning 2008–09. Prerequisite(s): DNC 037 and DNC 181. Prerequisite(s): DNC 253.

24 DNC 285 Sources and Inventions (.5) DNC 292 The Diaghilev Ballets Russes and the A wide range of sources including literature, video, Making of Modern Culture (.5Ð1) film, spoken word, music, current events, and dig- This course examines the contribution of Diaghilev’s ital art are investigated as possible tools to culti- Ballets Russes to 20th-century modernism. We will vate new processes of personal expression. Fall investigate the cultural context in which he worked, Instructor(s): Sonya Delwaide. as well as the revolutionary collaborations he Instructor consent required. fostered between innovative choreographers, Letter grade only. composers, artists, and writers. Fall Limit 12 students. Instructor(s): Judith Rosenberg. Note(s): Students who take choreography courses Letter grade only. must also register for a dance technique class. Limit 15 students. Offered every other year beginning 2009–10. DNC 286 Contemporary Choreography: Stylistic and Contextual Investigations (1) DNC 293 Contemporary Issues in Students research and use various styles of art Choreography (.5Ð1) making (including Expressionism, Surrealism, This seminar will investigate contemporary Dada, Pop, Minimalism, installation art, digital dance/theatre works and artists that have been art, etc.) to cultivate new structures and movement influenced by the race, gender, intercultural, social material. This exploration deepens and challenges injustice, physically challenged, and cultural/ the conceptual nature of making dances. Spring aesthetic issues of their times. We will look at new Instructor(s): Molissa Fenley. processes and ways of thinking in dance which Limit 15 students. have emerged in the global context of aesthetics Prerequisite(s): DNC 082. and current directions, and the impact on society. Note(s): Students who take choreography courses These topical investigations may result in the cre- must also register for a dance technique class. ation of dance/theatre works either independently or involving community partnerships. Spring DNC 288 Critical Acts: Dance Strategies, Instructor(s): Staff. Theories, and Contexts (1) Instructor consent required. This course investigates dance as a performance Letter grade only. practice, which is an intersection of theory, context, Limit 15 students. and physical practice. Students study major theories Offered every other year beginning 2010–11. in dance and performance studies, which inform their analysis of contemporary choreography and DNC 294 New Genre: Interdisciplinary performance. Students consider the complex social, Collaborations (.5Ð1) political, and environmental contexts of performers Focusing on hybrid performance works, this semi- and spectators, and the critical role of dance making nar for musicians, poets/writers, dancers, and visual in those contexts. Students hone presentation and and video artists will explore the interdisciplinary writing skills through exposure to different styles nature of the collaborative process in various and types of critical writing. Spring settings, both architectural and environmental. Instructor(s): Ann Murphy. Explorations in specific tenets of each art form will become the basis for developing a new lan- DNC 291 Early Modern Women: Western Dance guage and discovering its own sense of “spatial Pioneers (.5Ð1) dynamics of time.” Projects may be looked at as This graduate seminar examines the role women proscenium work, installation, site-specific, or played in shaping contemporary dance in the first audience participation work. Fall half of the 20th century. Discussions, dance view- Instructor(s): Staff. ings, and readings will focus on the intellectual Instructor consent required. and artistic contributions of early European and Letter grade only. American choreographers, looking at their work Offered every other year beginning 2008–09. in terms of historical context, race, gender, and national identity. Fall Instructor(s): Staff. Letter grade only. Limit 15 students.

COURSES OF INSTRUCTION 25 DNC 296 (196) Live and Media Performance DNC 298 Dance Theatre in Traditional and (.5Ð1) Contemporary Performing Arts (.5Ð1) This interdisciplinary performance seminar com- This is a “practice as research” seminar in which bines physical training, multimedia performance students study dance theatre forms from particular making, lively theoretical debate, and performance cultures, participate in physical training sessions, critique. From a variety of readings in new media and devise short dance theatre studies. Students theories, feminist film theories, gender studies, and investigate the styles, techniques, forms, aesthetics, performance studies, we examine live and mediated and theories which inform the dance theatre forms bodies in dance theatre, film, photography, multi- under examination. Training practices emphasize media performance art, video installation, and the integration of body-mind and ensemble tech- web-based art. Informed by a theory-in-practice niques through a mixture of performance approaches model, students create experimental, multimedia such as mask theatre, corporeal mime, tanztheater, performance works using live action/choreography, viewpoints/Suzuki, music theatre, and experimental still projection, video, music/sound, and text. Spring text performance. Fall Instructor(s): Staff. Instructor(s): Ann Murphy. Limit 15 students. Offered every other year beginning 2008–09. Note(s): Enrollment is limited due to use of equipment, performance time, and rehearsals. DNC 297 Ideas about Space (.5Ð1) This course explores the particulars of both geometric and mythic space and their potential use in creating choreography. Geometric space concerns the absolutes of the natural world’s points, con- stants, and directions, whereas mythic space is realized by our spatial perceptions, our senses, and our intuitive and emotional selves. Readings such as Gaston Bachelard and Ernst Cassirer are discussed. Artists from other disciplines will visit the class to describe the use of space in their work. Spring Instructor(s): Molissa Fenley. Offered every other year beginning 2008–09.

26 Education

COURSES OF INSTRUCTION 27 Education 510.430.3170 ■ [email protected]

Faculty: Professional Interests The widely respected School of Education at Jane B. Bowyer Mills College offers teaching and administrative Science education, teacher education, research in credentials, master’s degrees, and doctoral degrees cognitive development, adolescent learning, re- in graduate education. Students choose from one search methods, issues of diversity in classrooms, of three program areas: early childhood education, technology enhanced learning in science (TELS) teacher preparation, or educational leadership. The School of Education utilizes hands-on learning Ruth Cossey opportunities to prepare graduate students to work Preservice and inservice mathematics and science effectively in an urban setting, appreciate and value education, sociology of education in urban en- cultural diversity, and see each child, adolescent, vironments, mathematics reform in elementary or adult learner as a unique individual. and secondary schools David Donahue Graduate students are taught by distinguished fac- English and social studies education, service ulty members who are respected as innovators in learning, literacy, human rights education the field of education and whose course work has Tomás Galguera been developed from a shared progressive vision Teacher education for language-minority students, of educational practice. The School of Education bilingual education and English-language devel- partners with a vast network of education profes- opment programs, ethnolinguistic diversity in sionals who share the school’s commitment to education social equity and inquiry for excellence in teaching and educational leadership. Joseph E. Kahne Democracy and education, urban educational Graduates of the school’s three programs have change and school policy, sociology of education, established themselves as professional leaders service learning, youth development working worldwide in schools, hospitals, and Diane Ketelle social service and government agencies, and in Administrator knowledge, administrator stories, special programs for children, adolescents, and narrative inquiry, fictionalizing real experience adults. School of Education alumni have started Linda Kroll their own schools, written books and articles, Cognitive development, development of literacy, become university professors and researchers, and application of developmental theory to educational created new social awareness of young people’s issues, teacher education, teacher development needs in nonprofit educational organizations. The including development of teachers from their knowledge and skills obtained at Mills, along with training throughout their careers the development of individual potential, provide a framework for the successes reflected in the career Vicki LaBoskey histories of our graduates. Self-study of teacher education practices, reflection in teaching, narrative in teaching and teacher education, teacher research Early Childhood Education Linda Perez The master’s degree programs in early childhood At-risk children and families, the application of education generally require two years of study and developmental theory to special education provide options for specialization either in child issues, mental health and developmental life in hospitals, in early childhood education, or in disorders of infancy and early childhood early childhood special education. The curriculum Anna Richert includes content and theory in special areas of focus: Teacher learning and school reform, teacher research, history, public policy, parent education, knowledge, professional education/development, child development, special education, and practical teacher research applications through individualized special field- Sabrina Zirkel work. Comprehensive exams include a written Issues of race and ethnicity in education, creating project (a research paper or a professional project), more effective multi-ethnic and urban schools, an oral presentation, and an oral examination at intergroup relations in schools, educational the end of the second year. leadership for social change

28 Master of Arts in Education (MA) EDUC 237 Child Language Acquisition (.5) with an Emphasis in Early Childhood EDUC 246 Working with Families and the Education Community (.5) (13.5 semester course credits) EDUC 260 History and Theories of Play in Hu- This two-year degree program offers the possibility man Development, Culture, and Education (.5) of specializing in one of two strands of early child- And an additional 4 credits from the School of hood education. Strand 1: development and teaching. Education and College offerings. Strand 2: administration and policy. It prepares If your focus is leadership and policy, you are students for professional leadership in preschool, required to take the following courses: child care services, and other programs for children EDUC 401 School Leadership (1) and families. Other possibilities include public policy, research, adult education, and parent EDUC 404 Instructional Leadership (1) education. Students may prepare for professional And an additional 3.5 credits from the School opportunities in program development for private of Education and College offerings. organizations and public agencies, and for more In addition, students are encouraged to pursue their advanced graduate work. It is possible to complete own interests, either through course work in other both a master’s degree and a multiple subjects departments on campus or through the educational credential with an emphasis in early childhood exchange with other local college campuses. education by enrolling in the MA and ECE/DPT program. See description of multiple subjects Master of Arts in Leadership in Early credential with an early childhood emphasis. Childhood (MA) The Leadership in Early Childhood Education Pro- Admission Requirements gram is designed to help emerging leaders hone Admission to the master’s degree program in early their organizational and critical thinking skills and childhood education requires a GPA of 3.0 or above, gain new strengths through a supportive network of a course in developmental psychology or child instructor-student and peer-learning experiences. psychology, and 40 hours of experience working Unlike the structure of our other early childhood with young children. In addition to the graduate education programs, this program consists of application, which includes a statement of purpose, evening and some weekend classes over one applicants must submit the Early Childhood Sup- academic year (fall and spring) and two summer plementary Application, three references, and two terms. Master’s degree students take 10.5 Mills official copies of transcripts from all previous post- credits to complete their degrees: 2 credits in the secondary institutions attended. The director of the first summer session, 3.5 credits in the fall semester, program interviews all applicants, either in person 3 credits in the spring semester, and 2 credits in or by phone. the second summer session. Degree Requirements: Admission Requirements Year 1 In addition to solid academic skills, applicants are EDUC 234 Research Methodology for Observing expected to have a minimum of five years experi- Children (.5) ence related to early care and education and to have EDUC 236 Development and Learning in Young demonstrated opportunities to exercise leadership Children (1) in this field. In addition to the graduate application, EDUC 238 Social, Emotional, and Moral which includes a statement of purpose, applicants Development and Learning (.5) must submit the Leadership in Early Childhood EDUC 291A/B Theory and Practice of Early Supplementary Application, three references, and Childhood Education (1–1.5; 1–1.5) two official copies of transcripts from all previous Year 2 post-secondary institutions attended. Faculty mem- EDUC 227 Issues of Race and Ethnicity in bers in the program will interview all applicants. Education (1) Degree Requirements: EDUC 290 Advanced Seminar in Child Summer 1 Development (1) EDUC 275 Field Experience in Early EDUC 294A Graduate Seminar: Research in Childhood Settings (.5–1) Education—ECE (1) EDUC 276 Leadership in Early Childhood EDUC 294B Research Seminar—ECE (1) Seminar (.5–1) If your focus is development and teaching, you are EDUC 406 Fiscal and Business Services (.5) required to take the following courses: EDUC 422 Current Issues in Early Childhood (.5)

COURSES OF INSTRUCTION 29 Fall The curriculum includes content and theory in the EDUC 203 Public Policy: Children, Youth, and special areas integrated with hospital and community Family Issues (1) observation and field practica. EDUC 276 Leadership in Early Childhood Admission Requirements Seminar (.5) Admission to the master’s degree program in early EDUC 290 Advanced Seminar in Child childhood education requires a GPA of 3.0 or above, Development (1) a course in developmental psychology or child EDUC 426 Ethical and Moral Considerations in psychology, and 100 hours of hospital volunteer Educational Leadership (1) work in pediatrics working with young children. Spring In addition to the graduate application, which in- EDUC 238 Social, Emotional, and Moral cludes a statement of purpose, applicants must sub- Development and Learning (.5) or mit the Early Childhood Supplementary Application, EDUC 407 Human Resource Management (.5) three references, and two official copies of tran- EDUC 246 or EDUC 446 Working with scripts from all previous post-secondary institu- Families and the Community (.5) tions attended. The director of the program inter- EDUC 275 Field Experience in Early views all applicants, either in person or by phone. Childhood Settings (.5–1) Degree Requirements: EDUC 276 Leadership in Early Childhood EDUC 231 Assessment and Intervention for Seminar (.5–1) Children with Special Needs (1) EDUC 421B Inquiry into Leadership: Practice EDUC 236 Development and Learning in into Theory II (1) Young Children (1) Summer 2 EDUC 238 Social, Emotional, and Moral EDUC 275 Field Experience in Early Childhood Development and Learning (.5) Settings (.5–1) EDUC 242 The Hospitalized Child (1) EDUC 276 Leadership in Early Childhood EDUC 253 Administering Early Childhood Seminar (.5–1) Programs (.5) EDUC 412 School Law and Public Policy (.5) EDUC 254 Medical Information: Children in EDUC 422 Current Issues in Early Childhood (.5) Hospitals and Clinics (.5) EDUC 255 Children with Special Needs: Doctor of Education in Leadership Infants and Young Children (1) or (EdD) with an Emphasis in Early EDUC 214 Diversity in Children with Special Childhood Needs: Cultural and Family Systems (.5) Applicants to the doctoral program in educational EDUC 256 Topics in Child Health and the leadership who have an interest in early childhood Exceptional Child (.5) education may enroll in the Leadership in Early EDUC 260 History and Theories of Play in Hu- Childhood Education Program during their first man Development, Culture, and Education (.5) year of study. See description of master’s program. EDUC 263 Administrative Practicum in Early Admission Requirements Childhood Programs (.5–1) Candidates for the doctor of education in leadership EDUC 273A/B Field Experience in Child Life with an emphasis in early childhood should follow in Hospitals (1; 1) the application instructions for the EdD program EDUC 291A/B Theory and Practice of Early in educational leadership, which includes the Edu- Childhood Education (1–1.5; 1–1.5) cational Leadership Supplementary Application, EDUC 294A Graduate Seminar: Research in and should also submit the Leadership in Early Education—ECE (1) Childhood Supplementary Application. EDUC 294B Research Seminar—ECE (1) Degree Requirements PSYC 080 Adolescence (1) or Degree requirements for the doctor of education in PSYC 142 Attachment and Loss (1) or leadership with an emphasis in early childhood are PSYC 265 Infancy (1) consistent with the degree requirements for the EdD In addition, one of the following courses is in educational leadership. required: Master of Arts in Education (MA) with ANTH 172 Alternative Medicine (1) an Emphasis in Child Life in Hospitals SOC 142 Medical Sociology (1) Child life in hospitals prepares students to work SOC 147 Social Aspects of Cancer (1) with children in medical and community settings. SOC 148 Sociology of Death and Dying (1)

30 Optional: EDUC 238 Social, Emotional, and Moral ANTH 130 Ethnicity, Race, and Child Development and Learning (.5) Development (1) EDUC 242 The Hospitalized Child (1) EDUC 203 Public Policy: Children, Youth, and EDUC 253 Administering Early Childhood Family Issues (1) Programs (.5) EDUC 214 Diversity in Children with Special EDUC 254 Medical Information: Children in Needs: Cultural and Family Systems (.5) Hospitals and Clinics (.5) EDUC 246 Working with Families and the EDUC 255 Children with Special Needs: Community (.5) Infants and Young Children (1) EDUC 255 Children with Special Needs: Infants EDUC 256 Topics in Child Health and the and Young Children (1) Exceptional Child (.5) EDUC 258 Early Childhood Curricula for EDUC 258 Early Childhood Curricula for Children with Special Needs (.5) Children with Special Needs (.5) PSYC 142 Attachment and Loss (1) EDUC 260 History and Theories of Play in Hu- man Development, Culture, and Education (.5) Early Childhood Special Education EDUC 263 Administrative Practicum in Early Credential Program Childhood Programs (.5–1) Students can earn both the Preliminary Level I EDUC 275 Field Experience in Early and the Professional Level II credentials. These Childhood Settings (.5–1) credentials enable teachers to provide educational EDUC 291A/B Theory and Practice of Early services to children from birth to kindergarten Childhood Education (1–1.5; 1–1.5) who are eligible for early intervention or special EDUC 294A Graduate Seminar: Research in education. It can be earned only with a master’s Education—ECE (1) degree in education with an emphasis in early child- EDUC 294B Research Seminar—ECE (1) hood education or child life in hospitals. Students EDUC 379 Teaching Language Arts and interested in the early childhood special education Literature in the Primary Grades (1) credential must complete a master’s degree in PSYC 265 Infancy (1) either child life or early childhood education. Note: EDUC 313 Introduction to Computers in Admission Requirements Education (.5) can also be taken in level II if not Admission to the early childhood special education taken in level I. Also, one level II course can be credential program requires a GPA of 3.0 or above, taken in level I. a course in developmental psychology or child psychology, and 40 hours of work with young In addition to the above courses, one of the fol- children. In addition to the graduate application, lowing courses is required for child life students: which includes a statement of purpose, applicants ANTH 172 Alternative Medicine (1) must submit the Early Childhood Supplementary SOC 142 Medical Sociology (1) Application, three references, and two official copies SOC 147 Social Aspects of Cancer (1) of transcripts from all previous post-secondary SOC 148 Sociology of Death and Dying (1) institutions attended. All portions of the CBEST must be passed prior to enrollment in August; at Professional Level II Credential: the time of application, we will accept either (3.5 semester course credits) documentation of passing scores or indication of At this level, each student develops an individual registered test dates prior to July. The director of induction plan in consultation with the advisor. This the program interviews all applicants, either in requires enrollment in special education pre- and person or by phone. post-induction planning seminars for .25 credit Credential Requirements each, and the following courses: Preliminary Level I Credential: EDUC 203 Public Policy: Children, Youth, and EDUC 214 Diversity in Children with Special Family Issues (1) Needs: Cultural and Family Systems (.5) EDUC 277 Special Education Pre-Induction EDUC 231 Assessment and Intervention for Seminar (.25) Children with Special Needs (1) EDUC 278 Special Education Post-Induction EDUC 236 Development and Learning in Seminar (.25) Young Children (1) EDUC 352 English Language Development EDUC 237 Child Language Acquisition (.5) or and Content Instruction Methods—Multiple Subject (1) EDUC 401 School Leadership (1)

COURSES OF INSTRUCTION 31 Educational Leadership Admission Requirements Admission to the master’s degree program in edu- Each credential or degree program emphasizes the cational leadership requires a bachelor’s degree. preparation of educational leaders with the knowl- Applicants must submit the graduate application edge, skills, and commitment needed to transform for admission, the Educational Leadership Supple- organizations and institutions in order to create mental Application, two official transcripts from conditions for optimal learning. The Educational each post-secondary institution attended, and three Leadership Program seeks individuals with capacity, references. In addition, every applicant will be passion, and purpose who can envision and imple- interviewed, either in person or by phone. ment changes to improve our educational system Degree Requirements: or related social institutions. A total of 10 Mills credits (40 semester units) are Administrative Services Credential required to earn the master of arts degree in edu- (ASC) cational leadership. Most courses offered through the Educational Leadership Program may be applied Professional educators can earn both the prelimi- to the MA and the course of study will be deter- nary California ASC (Tier I) as well as the profes- mined by a student in partnership with her/his sional ASC (Tier II). Mills faculty advisor. Credits earned toward the Admission Requirements preliminary ASC may be applied to the MA, and Admission to the administrative services creden- MA course work may be applied toward the EdD. tial program requires completion of the CBEST and three years of teaching experience. Applicants Doctor of Education (EdD) must submit the graduate application for admis- Designed for accomplished practitioners, the doc- sion, the Educational Leadership Supplemental toral program prepares individuals for professional Application, two official transcripts from each leadership positions within the educational system post-secondary institution attended, and three ref- and related organizations. Students may complete erences. In addition, every applicant will be inter- the doctoral degree alone or in conjunction with the viewed, either in person or by phone. administrative services credential, Tier I or Tier II. Credential Requirements Admission Requirements ASC, Tier I: Candidates for the EdD in educational leadership EDUC 401 School Leadership (1) may petition to transfer some relevant prior graduate- EDUC 403 Administrative Leadership: Theory, level work; a master’s degree is not required for Concepts, and Practice (1) admission. Applicants must submit the graduate EDUC 404 Instructional Leadership (1) application for admission, the Educational Leader- EDUC 406 Fiscal and Business Services (.5) ship Supplemental Application, two official transcripts from each post-secondary institution attended, EDUC 407 Human Resource Management (.5) and three references. In addition, every applicant EDUC 409 Field Experience (1) will be interviewed, either in person or by phone. EDUC 412 School Law and Public Policy (.5) Degree Requirements: EDUC 446 Working with Families and the Completion of the EdD requires a total of 20 Mills Community (.5) credits. Students who are admitted to the program ASC, Tier II: may petition for transfer of some relevant prior Students enroll in EDUC 417A Individualized graduate-level work. Upon admission to the pro- Professional Development Plan (.5) and EDUC gram, each student develops a sequence of study 417B Individualized Professional Development (.5). in consultation with the academic advisor. This In addition, students receive field supervision. sequence will include core courses related to the theory and practice of leadership, a required set of Master of Arts in Education (MA) courses in research methods and an area of special- Students may complete the master’s degree alone ization, and completion of the doctoral dissertation. or in conjunction with the administrative services The program generally requires three years of credential. The master’s degree program may course work followed by the doctoral dissertation. serve as preparation for the EdD program, but completion of this program is no guarantee of The required courses in research methods and spe- admission to the doctoral program at Mills. cialization include the following and are listed in order of sequence: EDUC 425 Introduction to Research Design (1)

32 EDUC 413 Qualitative Methods (1) umentation of passing scores or indication of reg- EDUC 414 Quantitative Methods (1) istered test dates prior to July. In addition, every EDUC 497 Directed Reading for Dissertation applicant will be interviewed, either in person or (.5–1) by phone. For further information, see description EDUC 434 Research Methods: Proposal Design of application requirements for the master’s and Development I (1) degree in early childhood education. EDUC 435 Research Methods: Proposal Design Degree/Credential Requirements: and Development II (1) EDUC 236 Development and Learning in The remainder of the courses may be chosen, with Young Children (1) the approval of the advisor, from the courses listed EDUC 246 Working with Families and the above for the preliminary ASC (with the exception Community (.5) of EDUC 409) and from the following list: EDUC 260 History and Theories of Play in Hu- EDUC 402 Teaching for Diversity (1) man Development, Culture, and Education (.5) EDUC 419 Educational Technology and EDUC 300A/B Curriculum and Instruction in Information Systems (.5) the Elementary School (1; 1) EDUC 421A Inquiry into Leadership: Practice EDUC 303 Mathematics in the Elementary into Theory I (1) School (1) EDUC 421B Inquiry into Leadership: Practice EDUC 347A Introduction to the Profession of into Theory II (1) Teaching Diverse Learners (.5) EDUC 423 Educational Leadership and Public EDUC 347B Issues in Education: An Policy (.5) Introduction to the Profession of Teaching (.5) EDUC 424 Educational Program Evaluation (1) EDUC 348 Building Structures for Equity, Excellence, and Access (.5) EDUC 426 Ethical and Moral Considerations in Educational Leadership (1) EDUC 352 English Language Development and Content Instruction Methods—Multiple EDUC 428 Organizational Development and Subject (1) School Improvement (1) EDUC 373A/B Student Teaching in the EDUC 432 Curricular Leadership (1) Elementary School (1–3; 1–3) With approval of the advisor, appropriate courses EDUC 379 Teaching Language Arts and from other departments may also be included in Literature in the Primary Grades (1) the doctoral program. EDUC 380 Teaching Reading and Language Arts in the Elementary School (1) Teacher Preparation Note: See Master of Arts in Education with an Emphasis in Early Childhood Education section Multiple Subjects Credential with an for additional course work. Early Childhood Emphasis Note: With regard to the core courses for the MA The multiple subjects credential program prepares in education with an emphasis in early childhood, students to teach in any self-contained P–8 class- students enrolled in ECE/DPT are not required to room. This work is completed in conjunction with take EDUC 234. an early childhood master’s degree program (with an emphasis in either early childhood or child life). Multiple Subjects Credential Admission Requirements The multiple subjects credential program prepares Admission to the multiple subjects credential pro- students to teach in any self-contained K–8 class- gram requires completion of a bachelor’s degree room, but is recommended for those interested in and documentation of 40 hours of volunteer or teaching grades K–6. paid work in a school or school-like setting with Admission Requirements culturally and linguistically diverse youth. Appli- Admission to the multiple subjects credential pro- cants must submit the graduate application for gram requires completion of a bachelor’s degree admission, the Teacher Preparation Program Supple- and documentation of 40 hours of volunteer or mental Application, two official transcripts from paid work in a school or school-like setting with each post-secondary institution attended, and three culturally and linguistically diverse youth. Appli- references. All portions of the CBEST and all cants must submit the graduate application for ad- three sub-tests of the CSET Multiple Subjects test mission, the Teacher Preparation Program Supple- must be passed prior to enrollment in August; at mental Application, two official transcripts from the time of application, we will accept either doc- each post-secondary institution attended, and three

COURSES OF INSTRUCTION 33 references. All portions of the CBEST and all addition, every applicant will be interviewed, either three sub-tests of the CSET Multiple Subjects test in person or by phone. must be passed prior to enrollment in August; at Degree/Credential Requirements: the time of application, we will accept either doc- EDUC 301A/B Curriculum and Instruction for umentation of passing scores or indication of reg- Secondary Teachers (1; 1) istered test dates prior to July. In addition, every EDUC 339 Development and Learning in applicant will be interviewed, either in person or Adolescents (1) by phone. EDUC 347A Introduction to the Profession of Degree/Credential Requirements: Teaching Diverse Learners (.5) EDUC 236 Development and Learning in Young EDUC 347B Issues in Education: An Children (1) Introduction to the Profession of Teaching (.5) EDUC 300A/B Curriculum and Instruction in EDUC 348 Building Structures for Equity, the Elementary School (1; 1) Excellence, and Access (.5) EDUC 303 Mathematics in the Elementary EDUC 353 English Language Development and School (1) Content Instruction Methods—Single Subject EDUC 347A Introduction to the Profession of (1) Teaching Diverse Learners (.5) EDUC 385A/B Student Teaching in the EDUC 347B Issues in Education: An Secondary School (1–3; 1–3) Introduction to the Profession of Teaching (.5) EDUC 389 Teaching Reading and Writing in EDUC 348 Building Structures for Equity, the Secondary Schools (.5) Excellence, and Access (.5) Plus one additional course from your subject area EDUC 352 English Language Development and or an upper-level language course. Content Instruction Methods—Multiple Subject (1) Single Subject Credential: Math or EDUC 373A/B Student Teaching in the Science Elementary School (1–3; 1–3) This single subject credential program prepares EDUC 379 Teaching Language Arts and students to teach mathematics, life sciences, or Literature in the Primary Grades (1) physical sciences in grades 6–12. There is a mid- EDUC 380 Teaching Reading and Language career math and science track within the single Arts in the Elementary School (1) subject credential program which offers special Single Subject Credential: Art, English, opportunities for those who have chosen to leave Foreign Language, or Social Studies the private sector or other professional roles in This single subject credential program prepares stu- order to pursue a career in math or science teaching. dents to teach art, English, foreign language (French Admission Requirements or Spanish), or social studies in grades 6–12. Admission to the single subject credential program Admission Requirements requires completion of a bachelor’s degree and doc- Admission to the single subject credential program umentation of 40 hours of volunteer or paid work requires completion of a bachelor’s degree and doc- in a school or school-like setting with culturally umentation of 40 hours of volunteer or paid work and linguistically diverse youth. Applicants must in a school or school-like setting with culturally submit the graduate application for admission, and linguistically diverse youth. Applicants must the Teacher Preparation Program Supplemental submit the graduate application for admission, the Application, two official transcripts from each post- Teacher Preparation Program Supplemental Appli- secondary institution attended, and three references. cation, two official transcripts from each post-sec- All portions of the CBEST, at least sub-tests 1 and ondary institution attended, and three references. 2 of the CSET for either math or science areas, All portions of the CBEST and all sub-tests of the and specific science sub-tests must be passed prior CSET for a particular subject area must be passed to enrollment in August; a subject matter waiver prior to enrollment in August; a subject matter will be accepted in place of the CSET, but the waiver will be accepted in place of the CSET, but waiver must be included with the supplemental the waiver must be included with the supplemental application. At the time of application, we will application. At the time of application, we will accept either documentation of passing scores or accept either documentation of passing scores or indication of registered test dates prior to July. In indication of registered test dates prior to July. In addition, every applicant will be interviewed, either in person or by phone.

34 Degree/Credential Requirements: 4–6 additional Mills course credits from the EDUC 305A Instruction for Secondary Math following: and Science Teachers (1) EDUC 207A/B Inquiry into the Teaching EDUC 305B Teaching Methods for Integrated Process: Practice into Theory (1; 1) Secondary Science and Math Instruction (1) EDUC 293A Graduate Seminar: Research in EDUC 339 Development and Learning in Education—MEET (1) Adolescents (1) EDUC 293B Research Seminar—MEET (1) EDUC 347A Introduction to the Profession of Recommended: Teaching Diverse Learners (.5) EDUC 201 Social Foundations of Education EDUC 347B Issues in Education: An (1) Introduction to the Profession of Teaching (.5) EDUC 203 Public Policy: Children, Youth, EDUC 348 Building Structures for Equity, and Family Issues (1) Excellence, and Access (.5) EDUC 246 Working with Families and the EDUC 353 English Language Development and Community (.5) Content Instruction Methods—Single Subject EDUC 427 Issues of Race and Ethnicity in (1) Education (1) EDUC 385A/B Student Teaching in the Secon- dary School (1–3; 1–3) For students who did not complete their teacher EDUC 389 Teaching Reading and Writing in credential at Mills: the Secondary Schools (.5) 10–12 Mills course credits from the following: Two of the following: EDUC 207A/B Inquiry into the Teaching EDUC 393 Topics in Chemistry (.5) Process: Practice into Theory (1; 1) EDUC 394 Topics in Mathematics (.5) EDUC 293A Graduate Seminar: Research in Education—MEET (1) EDUC 395 Topics in Biology (.5) EDUC 293B Research Seminar—MEET (1) EDUC 396 Topics in Physics (.5) Recommended: The Master of Arts in Education with EDUC 201 Social Foundations of Education an Emphasis in Teaching (MEET) (1) This degree program supports and encourages EDUC 203 Public Policy: Children, Youth, teachers’ professional development. Through and Family Issues (1) seminar-style courses taught in the evening for EDUC 246 Working with Families and the working educators, beginning and experienced Community (.5) teachers learn to work towards more powerful EDUC 404 Instructional Leadership (1) classroom practice and leadership in the schools EDUC 432 Curricular Leadership (1) where they teach. The program takes an inquiry EDUC 426 Ethical and Moral Considerations approach to teaching, and course work supports in Education (1) research on teaching and learning in one’s own EDUC 427 Issues of Race and Ethnicity in classroom and school. Education (1) Admission Requirements Admitted students should talk to the faculty advi- The program is open to teachers who earned their sor for the program about transferring appropriate credential at Mills, as well as teachers who earned course credit earned elsewhere toward the degree. their credential elsewhere. Teachers who earned their credential at Mills within the last five years should contact the Office of Graduate Admission about their intention to complete the master’s portion of their graduate studies. Teachers who did not earn a credential at Mills should complete the graduate application for admission. Degree Requirements: For students who completed their teacher credential at Mills: 4–6 Mills course credits from the Mills credential program

COURSES OF INSTRUCTION 35 Courses EDUC 207B Inquiry into the Teaching Process: Practice into Theory (1) EDUC 201 (101) Social Foundations of EDUC 207B is the second semester of the core class Education (1) for MEET students. Continuing in the tradition of Overview of the historical, philosophical, and social their first-semester work, students study current influences shaping educational practices, beliefs, research on urban school teaching as they hone and goals through history, from the Greeks to the their skills of applying theory to understand and present, focusing on major historical events and challenge their practice. In a similar fashion, they selected educational reformers. This course (or an also work to hone their skills of drawing on instances approved equivalent) is required for all credential of practice to challenge and better understand candidates who earn master’s degrees, and is current educational theory. Spring strongly recommended for students in early child- Instructor(s): Anna Richert. hood education. It is also recommended for all Instructor consent required. Mills students who are interested in schools and Letter grade only. their role in society. Fall Prerequisite(s): EDUC 207A. Instructor(s): Staff. Note(s): Must be a candidate for the MA in EDUC 202 (102/402) Teaching for Diversity (1) education with emphasis in teaching (MEET) or Emphasizes the effects of cultural, racial, gender, consent of the instructor. and social class influences on what children learn EDUC 214 (114) Diversity in Children with and how they are taught. Spring Special Needs: Cultural and Family Systems (.5) Instructor(s): Jane Bowyer. This course examines the significance of cultural EDUC 203 (103) Public Policy: Children, Youth, values, traditions, and practices in childrearing, and Family Issues (1) health, and education for young children at risk Provides an overview of theory and trends in public and with special needs. Understanding the special policy and federal programs affecting services for needs of children in a multicultural society requires children and families. Examination of the networks knowledge of child development, including expert- of agencies, the legislative maze and process at both ise on a wide range of biomedical factors affecting state and federal levels, advocacy and lobbying, the special-needs child. Equally important is knowl- and ways of identifying sources of funding in both edge of and sensitivity to family culture and the the public and private sectors. Spring ability to communicate with children and parents Instructor(s): Staff. from diverse cultures. Spring EDUC 207A Inquiry into the Teaching Process: Instructor(s): Staff. Practice into Theory (1) Note(s): Meets the state requirements for early EDUC 207A is the first semester of the core childhood special education certification. course for the second year of the Master’s in EDUC 227 (427) Issues of Race and Ethnicity in Education with an Emphasis in Teaching (MEET) Education (1) Program. Drawing on the collective experiences This course will explore the social, cultural, eco- of the teacher/learners in the class, a body of nomic, pedagogical, and psychological experiences scholarship and writing of other practicing teachers, of race and ethnicity in schools and classrooms. and the research literature of the university schol- We will focus on developing a deeper understanding arly community, students hone their inquiry skills of the ways race and ethnicity shape students’ to collectively examine the phenomena of teach- educational experiences; investigating why even ing and learning in urban school settings. Fall well-meaning educational reforms often fail to Instructor(s): Anna Richert. adequately address racial and ethnic inequity in Letter grade only. education; and exploring effective efforts to better Note(s): Must be a candidate for the MA in address the needs of students of color and their education with emphasis in teaching (MEET) or families. Spring consent of the instructor. Instructor(s): Sabrina Zirkel.

36 EDUC 231 Assessment and Intervention for Instructor(s): Linda Kroll. Children with Special Needs (1) Instructor consent required. Provides an overview of early childhood special Note(s): Must be enrolled in the credential or MA needs assessment and intervention strategies. A in education program. variety of assessment techniques used in early EDUC 237 Child Language Acquisition (.5) childhood developmental diagnosis and program Theories and research on the stages of child planning are included, along with demonstrations language acquisition, first and second language of the assessment tools and techniques, and mod- learning, the relationship between language and els of planning individual programs for young cognition, and (briefly) the relationship between children at risk in collaboration with families and the development of oral and written language. community agencies. Spring Students will complete mini research projects in Instructor(s): Linda Perez. one of these areas. Fall Instructor consent required. Instructor(s): Staff. Prerequisite(s): EDUC 255 and EDUC 258. Offered every other year beginning 2008–09. EDUC 233 (133) Curriculum and Environments in Early Childhood Education Programs (1) EDUC 238 Social, Emotional, and Moral Development and Learning (.5) Curriculum to facilitate age-appropriate learning in Theories and research on children’s social, emo- each area of development. Creative, thoughtful use tional, and moral development and its relation to of space and appropriate equipment and activities school learning. Students will complete mini will be evaluated and explored. The creation and research projects in relation to one of these areas. use of infant and toddler outdoor play areas as an Spring extension of the classroom and how to create age- Instructor(s): Linda Perez. appropriate constructive and purposeful yard spaces Instructor consent required. for the preschool child will be discussed. Fall Prerequisite(s): PSYC 140. Instructor(s): Staff. Instructor consent required. EDUC 242 (142) The Hospitalized Child (1) Letter grade only. Consideration of special problems arising through Prerequisite(s): EDUC 234. hospitalization of children from infancy through ado- Note(s): Open to majors and graduate students in lescence. Designed for, but not limited to, the stu- child development. dent interested in a career as a child life specialist. Developmental perspective used has applicability EDUC 234 Research Methodology for Observing Children (.5) for understanding children’s responses to other Focus on systematic techniques of observation and critical experiences. Course includes fieldwork in interpretation of children’s behavior and develop- hospitals, clinics, or community agencies. Fall ment. Four hours of observation laboratory required Instructor(s): Linda Perez. weekly in the Children’s School. Spring Instructor consent required. Instructor(s): Jane Bowyer. Prerequisite(s): PSYC 140. Prerequisite(s): PSYC 140. EDUC 246 Working with Families and the Community (.5) EDUC 236 Development and Learning in Young Children (1) This course will prepare educators to be culturally Overview of developmental processes related to responsive professionals. Students will explore what planning educational programs for the preschool- a community is, how it functions, its role in edu- and elementary-school-aged child, with an emphasis cation, and how to develop strategies for building on cognitive development. Implications of physical, community within institutions supporting the care, cognitive, affective, and social development will education, and development of youth. Students will be studied. Techniques for assessing individual develop practical communication skills that will development within clinical and classroom settings enhance their ability to work with all members of will be discussed and tried. Theories of development, the community toward the education of children particularly those of Piaget and Vygotsky, will be and youth. Spring considered in light of educational issues such as Instructor(s): Staff. developmental, cultural, socioeconomic, and lin- Letter grade only. guistic differences. Fall

COURSES OF INSTRUCTION 37 EDUC 250 Thesis for the Degree of Master of EDUC 256 (156) Topics in Child Health and the Arts in Education (1) Exceptional Child (.5) Fall and Spring Selected issues and social problems influencing Instructor(s): Staff. contexts of healthcare in pediatrics. Hospital organi- Letter grade only. zations; perspectives of professionals in children’s healthcare; social dimensions in prematurity, chronic EDUC 252 Supervision of Adults in Children’s Programs (.5) illness, and adolescent health problems; community Working successfully with adults is a key skill interactions associated with pediatric AIDS; and needed for leaders in early childhood programs. ethnic issues in children’s medical experiences are This course will look at the literature examining included for examination. A review of health-related adult learning styles, leadership, and organizational issues and problems with implications for educators, and staff development. Methodologies such as men- professionals in the field of health and child welfare, toring, coaching, and team building will be explored, and parents. Exemplary health curricula for children with analyses on when and how each is appropriate and adolescents are critically examined. Commu- and most effective. Self-reflection on students’ own nity health resources most frequently utilized by learning styles and adult communication will be educators and families will be identified. Spring emphasized. Spring Instructor(s): Staff. Instructor(s): Staff. Instructor consent required. Instructor consent required. Letter grade only. Letter grade only. Prerequisite(s): EDUC 242. Prerequisite(s): EDUC 253. EDUC 258 (158) Early Childhood Curricula for Children with Special Needs (.5) EDUC 253 (153) Administering Early Childhood Programs (.5) Describes major curriculum models developed for Legal, ethical, and practical problems included in preschool special education. It provides a review establishing, supervising, and directing preschools, of developmental, learning, and behavioral charac- day-care facilities, and other educational programs teristics of young children (three–five years) with for young children. Work with parents, paraprofes- special needs in the context of early intervention sionals, and professional teams. Project proposals, strategies that facilitate optimal development and budgets, and professional reports. Fall learning in the least restrictive environment. Includes Instructor(s): Staff. specific topics such as the development of early literacy and preacademics, multicultural education EDUC 254 (154) Medical Information: Children for preschool children, interagency coordination, in Hospitals and Clinics (.5) collaboration with families, and developmentally Medical and physiological details of the chronic appropriate practice adapted for children with dis- and acute illnesses for which children are hospital- abilities. Spring ized, as well as the attendant diagnostic and treat- Instructor(s): Staff. ment procedures, defined and discussed with a Instructor consent required. view toward better understanding the impact of Letter grade only. the experiences on children. Fall Prerequisite(s): EDUC 255. Instructor(s): Staff. Prerequisite: EDUC 242, PSYC 140, or declared EDUC 260 History and Theories of Play in Human pre-health science majors with consent of Development, Culture, and Education (.5) instructor. A study of theories of play in historical and contemporary perspectives, including explanations of play EDUC 255 (155) Children with Special Needs: in human and animal behavior and the relationships Infants and Young Children (1) of play to child development and cultural values. Focus on special education issues that arise in Issues about play and learning in childhood are teaching infants and young children. The course explored through research, reading, and observa- examines both diagnosis and identification of spe- tion of children at play. Anthropology, psychology, cial needs and remediation and support available sociology, and education are used as interdisciplinary in child care, schools, and hospitals. Fall sources for study and discussion. Fall Instructor(s): Linda Perez. Instructor(s): Staff. Instructor consent required. Letter grade only. Prerequisite(s): PSYC 140 or equivalent, or instructor consent.

38 EDUC 261 (161) Interpersonal Communication (1) firms, and charitable foundations, under the guid- This course focuses on the theory and practice of ance of Mills faculty and site supervisors. Summer, dyadic communication, reduction of defensive cli- Fall, and Spring mates as a means of facilitating effective commu- Instructor(s): Staff. nication, the role of communication in establishing This course may be taken three times. and maintaining organizational cultures, and mul- EDUC 276A Leadership in Early Childhood ticultural communication issues. Special emphasis Seminar (.5Ð1) on perception, interpersonal dynamics, conflict This seminar accompanies the fieldwork component resolution, active listening skills, and verbal and of the Leadership in Early Childhood Education nonverbal communication. Spring Program. Goals of the seminar include the connec- Instructor(s): Staff. tion of theory, policy, and systems analysis to the Letter grade only. practical experience gleaned from the field place- EDUC 263 Administrative Practicum in Early ment. Students will keep ongoing journals and Childhood Programs (.5Ð1) conduct inquiry projects under the guidance of Teaching and administrative experiences in pre- both Mills faculty and the supervisors in the field. school and primary grades or healthcare settings. Fall and Summer Fall Instructor(s): Staff. Instructor(s): Linda Perez. Limit 15 students. This course may be taken two times. Note(s): Restricted to students enrolled in the Leadership in Early Childhood Education EDUC 273A Field Experience in Child Life in Hospitals (1) Program. Students work in a hospital or clinic child life pro- Must be taken with: EDUC 275. gram or in a community agency serving children. This course may be taken two times. Supervision is provided by the hospital staff or by EDUC 276B Leadership in Early Childhood agency staff and Mills faculty. Fall Seminar (1) Instructor(s): Staff. This seminar accompanies the fieldwork component Note(s): Open to child life graduate students only. of the Leadership in Early Childhood Education Fieldwork hours individually arranged with Program. Goals of the seminar include the connec- hospital placement; time required varies tion of theory, policy, and systems analysis to the according to credit received. practical experience gleaned from the field placement. Students will keep ongoing journals and con- EDUC 273B Field Experience in Child Life in Hospitals (1) duct inquiry projects under the guidance of both Students work in a hospital or clinic child life pro- Mills faculty and the supervisors in the field. Spring gram, or in a community agency serving children. Instructor(s): Staff. Supervision is provided by the hospital staff or by Limit 15 students. agency staff and Mills faculty. Spring Note(s): Restricted to students enrolled in the Instructor(s): Linda Perez. Leadership in Early Childhood Education Prerequisite(s): EDUC 242. Program. Note(s): Open to child life graduate students only. Must be taken with: EDUC 275. Fieldwork hours individually arranged with hos- This course may be taken two times. pital placement; time required varies according EDUC 277 Special Education Pre-Induction to credit received. Seminar (.25) This course discusses and integrates the core aca- EDUC 275 Field Experience in Early Childhood Settings (.5Ð1) demic and non-college activities to be taken under Graduate students in early childhood special edu- the professional level II early childhood special cation work in early intervention and preschool education specialist credential. Students meet with placements under the supervision of school staff the College advisor and support provider to devel- and a Mills supervisor. Graduate students in the op a professional induction plan that outlines spe- Leadership in Early Childhood Education Program cific course work, individual performance goals, work in settings such as early care and education, and professional non-college activities. Fall and family service centers, child mental health consul- Spring tation agencies, child care resource and referral Instructor(s): Linda Perez. agencies, legislative offices, public benefit law Instructor consent required. Letter grade only. Limit seven students.

COURSES OF INSTRUCTION 39 EDUC 278 Special Education Post-Induction the Children’s School. Three half-days each week Seminar (.25) with daily sessions critiquing practice and a week- This course is the final process in obtaining the ly seminar on the theoretical foundations. Spring professional level II early childhood special edu- Instructor(s): Staff. cation specialist credential. Students meet with the Prerequisite(s): EDUC 291A, or consent of College advisor and the field support provider to instructor. evaluate the completion of the professional induc- Note(s): Arrangements must be made in the fall tion plan and the credential program. Fall and prior to enrollment. Spring EDUC 293A Graduate Seminar: Research in Instructor(s): Linda Perez. Education—MEET (1) Instructor consent required. Review and critical analysis of current educational Letter grade only. research. Includes reviewing pertinent literature Limit seven students. and designing a master’s research project to be EDUC 280 (180) Special Topics in Education (1) submitted for approval by the Committee for Exploration of themes and/or topics not offered as Protection of Human Subjects. This course is the part of the regular curriculum. Course content to first in the two-course research series EDUC 293A be determined by the instructor. May be repeated and EDUC 293B. Fall for credit when topics differ. Fall and Spring Instructor(s): Anna Richert. Instructor(s): Staff. Note(s): Required for MEET candidates. Other students may take the course with the approval EDUC 290 Advanced Seminar in Child Development (1) of the instructor and the School of Education. Advanced seminar in theories of child development EDUC 293B Research Seminar—MEET (1) and the application of developmental theory to early Through a combination of lectures, demonstrations, childhood educational practice. Fall hands-on exercises, and workshops, this course, Instructor(s): Linda Kroll. the second in the master’s degree research project Note(s): Limited to child development graduate sequence for MEET students, provides the contin- students. ued support and guidance necessary to complete This course may be taken two times. their master’s degree research project. This course EDUC 291A Theory and Practice of Early is a continuation of EDUC 293A. Spring Childhood Education (1Ð1.5) Instructor(s): Anna Richert. First of a two-semester series. Survey of theoretical Note(s): Required for MEET candidates. Other bases of early childhood curriculum, examination students may take the course with the approval of current practices, and application of theory of the instructor and the School of Education. through participation in a teaching team under the EDUC 294A Graduate Seminar: Research in supervision of the professional staff in the Children’s Education—ECE (1) School. Three half-days each week with daily Review and critical analysis of current educational sessions critiquing practice and a weekly seminar research. Includes designing and, where appropriate, on the theoretical foundations. Fall initiating a pilot research study. This course is the Instructor(s): Staff. first in the two-course research series EDUC 294A Prerequisite(s): EDUC 134. and EDUC 294B. There are two sections of EDUC Note(s): Arrangements must be made in the spring 294A: section one is for ECE/DPT and SPED prior to enrollment. students; section two is for child life and ECE EDUC 291B Theory and Practice of Early students. Fall Childhood Education (1Ð1.5) Instructor(s): Jane Bowyer. Continuation of first semester course. Survey of Note(s): For ECE and education graduate students. theoretical bases of early childhood curriculum, Other students may take the course with special examination of current practices, and application approval of the instructor and the School of of theory through participation in a teaching team Education. Two sections are offered: section one under the supervision of the professional staff in is for ECE/DPT and SPED students; section two is for child life and ECE students.

40 EDUC 294B Research Seminar—ECE (1) EDUC 301A Curriculum and Instruction for Through a combination of lectures, demonstrations, Secondary Teachers (1) hands-on exercises, and workshops, this course, The first of a two-semester series. Provides core the second in the master’s degree research project instructional component for secondary credential sequence for ECE/DPT, SPED, and child life stu- candidates in art, English, and social studies. dents, provides the continued support and guidance Includes overview of issues of curriculum and necessary to complete their master’s degree research instruction for secondary classrooms. Structure projects. This course is a continuation of EDUC of knowledge in content areas as basis for under- 294A. There are two sections of EDUC 294B: sec- standing curricular planning as student-teacher tion one is for ECE/DPT and SPED students; sec- considers what and how to teach, and for what tion two is for child life and ECE students. Spring reasons. Other topics include instructional/class- Instructor(s): Jane Bowyer, Staff. room management strategies, planning and assess- Note(s): For ECE and education graduate ment, and mandated state and local frameworks students. Other students may take the course for secondary subjects. Fall with special approval of the instructor and the Instructor(s): Staff. School of Education. Two sections are offered: Letter grade only. section one is for ECE/DPT and SPED students; EDUC 301B Curriculum and Instruction for section two is for child life and ECE students. Secondary Teachers (1) EDUC 300A Curriculum and Instruction in the The second of a two-semester series. Provides core Elementary School (1) instructional component for secondary credential EDUC 300A and 300B present an overview of cur- candidates in art, English, and social studies. riculum and instruction issues for all elementary Includes overview of issues of curriculum and credential candidates. Fall: general approaches to instruction for secondary classrooms. Structure of classroom management, lesson planning, and meth- knowledge in content areas as basis for under- ods of teaching and assessment in diverse settings standing curricular planning as student-teacher are considered through the lenses of equity and considers what and how to teach, and for what social justice. Spring: these ideas are applied to reasons. Other topics include instructional/class- specific areas—social studies, science, art, music, room management strategies, planning and assess- drama, and physical education. Review of health- ment, and mandated state and local frameworks related issues, including mainstreaming, are exam- for secondary subjects. Spring ined throughout the year. Fall Instructor(s): Staff. Instructor(s): Vicki LaBoskey. Letter grade only. Letter grade only. EDUC 303 Mathematics in the Elementary Note(s): Only offered to credential students School (1) enrolled in our elementary credential program. This course is designed to familiarize students with EDUC 300B Curriculum and Instruction in the current recommendations from recent research, the Elementary School (1) state of California, and other experienced educators EDUC 300A and 300B present an overview of cur- on the content of elementary school mathematics riculum and instruction issues for all elementary and on the strategies for the teaching of that content credential candidates. Fall: general approaches to to diverse populations of students. Spring classroom management, lesson planning, and Instructor(s): Ruth Cossey. methods of teaching and assessment in diverse Note(s): Teacher credential student or permission settings are considered through the lenses of equity of instructor. and social justice. Spring: these ideas are applied to specific areas—social studies, science, art, music, drama, and physical education. Review of health- related issues, including mainstreaming, are examined throughout the year. Spring Instructor(s): Vicki LaBoskey. Letter grade only. Note(s): Only offered to credential students enrolled in our elementary credential program.

COURSES OF INSTRUCTION 41 EDUC 305A Instruction for Secondary Math and materials for assessing individual development Science Teachers (1) studied. Reviews health-related issues with impli- Two semester-long courses provide core instruc- cations for educators, professionals in the field of tional component for secondary math and science health and child welfare, and parents. Health cur- credential candidates. Includes an overview of ricula for children and adolescents examined. Com- issues of curriculum and instruction for secondary munity health resources most frequently utilized classrooms. Structure of knowledge in content by educators and families identified. Fall areas is used as basis for understanding curricular Instructor(s): Anna Richert. planning as the student-teacher considers what and Note(s): Must be enrolled in a credential program. how to teach, and for what reasons. Also includes EDUC 347A Introduction to the Profession of instructional/classroom management strategies, Teaching Diverse Learners (.5) planning, technology, assessment for secondary This course provides an overview of the issues and classrooms, and mandated state and local frame- dilemmas facing educators and the profession of works for secondary subjects. Fall teaching. The course is designed to assist students Instructor(s): Ruth Cossey. in making the transition from student to teacher by EDUC 305B Teaching Methods for Integrated examining in depth their assumptions about teaching, Secondary Science and Math Instruction (1) learning, and schooling. The course focuses con- The second of a two-semester series demon- siderable attention on the moral and ethical dimen- strates approaches to and materials for the activity- sions of the teacher’s work, and on the complexities oriented interdisciplinary teaching of science and of teaching in settings characterized by diversity. mathematics. Students will be required to design Fall and implement lessons in their student teaching Instructor(s): Anna Richert. assignments that manifest techniques and approaches EDUC 347B Issues in Education: An shown. California Science and Mathematics Frame- Introduction to the Profession of Teaching (.5) works and adolescent cognition theories will help A continuation of EDUC 347A provides an students assess effectiveness of their teaching and overview of the issues and dilemmas facing edu- curriculum. Spring cators and the profession of teaching. The course Instructor(s): Ruth Cossey. is designed to assist students in making the transi- Instructor consent required. tion from student to teacher by examining in depth Letter grade only. their assumptions about teaching, learning, and Prerequisite(s): EDUC 305A. schooling. The course focuses considerable atten- EDUC 313 Introduction to Computers in tion on the moral and ethical dimensions of the Education (.5) teacher’s work, and on the complexities of teach- Study of development and learning used to analyze ing in settings characterized by diversity. Spring issues and trends in applying computers to public Instructor(s): Anna Richert. school disciplines. Course provides students in Prerequisite(s): EDUC 347A, or by consent of the credential programs experience in using databases, instructor. spreadsheets, and word processing for classroom EDUC 348 Building Structures for Equity, record keeping, curriculum development, and assign- Excellence, and Access (.5) ment and test question preparation. Students will A laboratory workshop to accompany EDUC 347A. explore and evaluate software currently available The purpose of this laboratory is to explore issues for use in developing student skills or enhancing involved in becoming a teacher-leader for educa- education through use of simulations or experi- tional equity. This course will have students exam- ments in different academic and vocational disci- ine personal, interpersonal, and institutional impacts plines taught in schools. Fall of the intersection of oppressions surrounding race, Instructor(s): Staff. ethnicity, language, gender, and class. The central Instructor consent required. question for the course is: How can we teach each EDUC 339 Development and Learning in child well in a racist society? Fall Adolescents (1) Instructor(s): Ruth Cossey. Overview of developmental processes related to Letter grade only. planning educational programs for the junior and Note(s): Open only to Teachers for Tomorrow’s senior high school student. Implications for the Schools (TTS) Program students. physical, cognitive, affective, and social growth Must be taken with: EDUC 347A. characteristics of adolescents, and techniques and

42 EDUC 352 English Language Development and observation, classroom assistance in the form of Content Instruction Methods—Multiple Subject individual tutoring, small group leadership, and (1) team teaching. During the second semester, the An exploration of teaching practice for multiple student will gradually assume responsibility for subject preservice teachers of English learners that planning and teaching all parts of the curriculum. is informed by relevant second language acquisition Spring theory and research. Through demonstrations and Instructor(s): Linda Kroll, Vicki LaBoskey. analyses of tasks associated with the teaching of Prerequisite(s): EDUC 373A. listening, speaking, reading, and writing skills as well as readings, in-class discussions, and lectures, EDUC 379 Teaching Language Arts and Literature in the Primary Grades (1) students will develop not only the pedagogical Approaches to reading instruction in the primary skills but also the theoretical expertise needed to grades will be studied, including development of teach both English and subject-matter content to oral language and listening comprehension as a English-language learners. Fall basis for learning to read. Techniques for assess- Instructor(s): Tomás Galguera. ment of individual progress in the reading process Instructor consent required. will be used. A wide variety of literature for chil- Letter grade only. dren will be explored. Awareness of and planning Note(s): Permission of instructor required for for cultural, linguistic, and ethnic diversity, as well undergraduates. as for children with special needs, will be stressed. EDUC 353 English Language Development and Fall Content Instruction Methods—Single Subject (1) Instructor(s): Linda Kroll. An exploration of teaching practice for single sub- Note(s): Permission of instructor required for ject preservice teachers of English learners that is undergraduates. informed by relevant second language acquisition theory and research. Through demonstrations and EDUC 380 Teaching Reading and Language Arts in the Elementary School (1) analyses of tasks associated with the teaching of Methods, materials for planning, and evaluating listening, speaking, reading, and writing skills as instruction of language arts in the elementary well as readings, in-class discussions, and lectures, school, including processes for development of students will develop not only the pedagogical reading, writing, listening, and oral language skills skills but also the theoretical expertise needed to in children. Classroom organization, planning for teach both English and subject-matter content to small group and individual instruction, and diag- English-language learners. Spring nostic techniques for assessing progress. Attention Instructor(s): Tomás Galguera. given to techniques for teaching reading and lan- Instructor consent required. guage arts for student use in different contexts. Letter grade only. Appreciation for cultural and linguistic diversity Note(s): Permission of instructor required for and importance in language arts instruction undergraduates. emphasized. Spring EDUC 373A Student Teaching in the Elementary Instructor(s): Linda Kroll. School (1Ð3) Note(s): Permission of instructor required for The first in a two-semester fieldwork sequence for undergraduates. elementary credential students. The graduated introduction to full classroom teaching responsibility EDUC 385A Student Teaching in the Secondary School (1Ð3) begins during the fall semester with observation, First part of a two-semester fieldwork sequence classroom assistance in the form of individual for secondary credential students. The introduction tutoring, small group leadership, and team teaching. to classroom teaching responsibility begins during Fall the fall semester with observation, individual Instructor(s): Linda Kroll, Vicki LaBoskey, Staff. tutoring, small group leadership, and team teaching. EDUC 373B Student Teaching in the Elementary By the end of the first semester, the student-teacher School (1Ð3) assumes full responsibility for a unit of classroom Second semester of two-semester fieldwork instruction. Team teaching, observation, and assis- sequence for elementary credential students. The tance in additional classes may also be part of graduated introduction to full classroom teaching fieldwork. Fall responsibility begins during the fall semester with Instructor(s): Ruth Cossey, Tomás Galguera.

COURSES OF INSTRUCTION 43 EDUC 385B Student Teaching in the Secondary EDUC 398 Teaching Methods for Integrated School (1Ð3) Secondary Science and Mathematics Part two of a two-semester fieldwork sequence for Instruction (1) secondary credential students. The introduction to Various approaches to and materials for the activity- classroom teaching responsibility continues during oriented interdisciplinary teaching of science and the spring semester with the student-teacher assum- mathematics will be demonstrated. Students will ing full responsibility for a minimum of one unit of be required to design and implement lessons in classroom instruction. Team teaching, observation, their student-teaching assignments that manifest and assistance in additional classes are also part of techniques and approaches shown. California the fieldwork experience during the spring. Spring Science and Mathematics Frameworks and ado- Instructor(s): Ruth Cossey, Tomás Galguera. lescent cognition theories will help students assess Prerequisite(s): EDUC 385A. effectiveness of their teaching and curriculum. Spring EDUC 389 Teaching Reading and Writing in the Instructor(s): Ruth Cossey. Secondary Schools (.5) Letter grade only. Application of theory and methods of instruction to improve reading and writing skills in middle EDUC 401 School Leadership (1) school and high school. Consideration of problems Core course for students seeking the administrative in reading and writing about specific content areas, services credential (ASC). Along with study of the assessment and remediation of students with limited changing nature of leadership, students will examine literacy skills, enhancement of the literacy skills the changing role and nature of the public school of gifted and talented students, and techniques for leader. Students will study and experience some improving the literacy of students for whom key challenges of the job: leading faculty, parents, English is a second language. Fall students, and other constituents toward leveraging Instructor(s): David Donahue. the school’s resources and talents to the levels Letter grade only. needed to create the optimum conditions for teaching Note(s): Permission of instructor required for and learning. Spring undergraduates. Instructor(s): Diane Ketelle. Letter grade only. EDUC 393 Topics in Chemistry (.5) Note(s): Only open to graduate students in A survey of recent major developments in chemistry. educational leadership. Designed to provide a background for teaching in the secondary school. Fall and Spring EDUC 402 Teaching for Diversity (1) Instructor(s): Staff. Emphasizes the effects of cultural, racial, gender, and social class influences on what children learn EDUC 394 Topics in Mathematics (.5) and how they are taught. Spring A survey of recent major developments in mathe- Instructor(s): Jane Bowyer. matics. Designed to provide a background for teaching in the secondary school. Fall and Spring EDUC 403 Administrative Leadership: Theory, Instructor(s): Barbara Li Santi. Concepts, and Practice (1) This course explores and reflects on various, some- EDUC 395 Topics in Biology (.5) times contending, purposes of education. Related A survey of recent major developments in biology. theories of leadership, strategies, and practices Designed to provide a background for teaching in will be the basis for the development of a personal the secondary school. Fall and Spring professional perspective, including a philosophy Instructor(s): Staff. of education and leadership and a conception of EDUC 396 Topics in Physics (.5) the educational system. Draws from literature on A survey of recent major developments in physics. leadership, management, organizational behavior, Designed to provide a background for teaching in and systems analysis, along with other relevant the secondary school. Fall and Spring studies. Fall Instructor(s): David Keeports. Instructor(s): Staff.

44 EDUC 404 Instructional Leadership (1) EDUC 409B Field Experience (1) The course is designed to prepare administrators Places students in administrative settings to conduct to lead faculties, staffs, and community members projects, preferably collaboratively with a group to informed and collaborative decisions about cur- of teachers who will provide them with leadership riculum and instruction, consistent with construc- experiences where they can apply course work, tivist learning theory and reflective practice. Students including theory, concepts, and strategies. The will study the history of curriculum development intent is to enable the students to begin to develop in the U.S.; contending philosophies and views competencies necessary to lead and manage an on the purposes of education in American public organization or group to attain its goals effectively, schools; and current theories and principles re- efficiently, and with integrity. Spring garding the design, implementation, and evaluation Instructor(s): Staff. of curriculum and instruction for diverse learners. EDUC 412 School Law and Public Policy (.5) Fall This course is designed to develop students’ knowl- Instructor(s): Diane Ketelle. edge and understanding of the crucial role of the EDUC 406 Fiscal and Business Services (.5) ethical and legal execution, formulation, and enforce- This course challenges the view that the primary ment of policy in the successful management of role of business managers should be as guardians of schools and school systems. Students will review budget limits. Instead, it explores the use of busi- the California Educational Code, examples of school ness services as a primary instrument for achieving policies, and the administrator’s role in both exe- school and district educational goals. Students will cuting and formulating policy. Emphasis will be learn to assess the cost-effectiveness and cost-ben- placed on the interpretation of law in serving the efits of programs, and to coordinate, leverage, and educational interests of students and families. converge resources toward creating optimum con- Summer ditions for teaching and learning. Summer Instructor(s): Staff. Instructor(s): Staff. EDUC 413 Qualitative Methods (1) EDUC 407 Human Resource Management (.5) As applications of inquiry in school settings require This course prepares future administrators with more holistic and site-specific research designs, this theory, knowledge, skills, and sensibilities to attract, course prepares students’ use of qualitative research select, and develop personnel; create policies and tools by introducing concepts of grounded theory conditions to retain the best; and provide opportu- and theoretical sensitivity in designing field methods. nities for their growth and advancement to enhance Fieldwork methods, strategies for qualitative ob- the quality of education for students. This course servation, interviewing, and accurate and detailed draws from the substantial literature on the man- field notes are included. Analysis strategies, case agement of human resources, organizational devel- development, cross-case comparison, pattern match- opment, human relations, professional development, ing, and theme mapping are used to illustrate ways and other areas of study relevant to the purposes of working with qualitative data. Fall of this course. Spring Instructor(s): Staff. Instructor(s): Staff. EDUC 414 Quantitative Methods (1) EDUC 409A Field Experience (1) This course introduces students to the application Places students in administrative settings to conduct of quantitative methods in educational research. projects, preferably collaboratively with a group Major topics include formulation and testing of of teachers who will provide them with leadership hypotheses, sampling, establishing validity and experiences where they can apply course work, reliability, and instrumentation. Examples of various including theory, concepts, and strategies. The types of observation and survey instruments are intent is to enable the students to begin to develop used to illustrate the uses and limitations of such competencies necessary to lead and manage an tools. The forms and uses of standard design (such organization or group to attain its goals effectively, as pre- and post-testing) and their applications to efficiently, and with integrity. Fall specific interventions or research questions are Instructor(s): Staff. covered. Spring Instructor(s): Joseph Kahne.

COURSES OF INSTRUCTION 45 EDUC 417A Individualized Professional EDUC 422 Current Issues in Early Childhood (.5) Development Plan (.5) An overview of current research on disciplines and As required by the California Credential Accredita- domains that influence early childhood, including tion Commission, candidates for the administrative neuroscience, pedagogical perspectives, family services credential (ASC) develop, in consultation support systems, family mental health, and cognitive with their advisor, an individualized professional development of young children. Includes social plan that maps out course work as well as non- policy issues related to young children, and focuses college experiences that lead to the development on the importance of linking public policy devel- of required competencies. Fall opment with research and best practices. Summer Instructor(s): Diane Ketelle. Instructor(s): Staff. Limit 15 students. Letter grade only. EDUC 417B Individualized Professional This course may be taken two times. Development (.5) EDUC 423 Educational Leadership and Public As required by the California Credential Accredita- Policy (.5) tion Commission, candidates for the administrative Legislation and public policy determine the fiscal, services credential (ASC), in consultation with programmatic, and operational purview of child- their advisor, assess their learning of competencies hood programs. Increasingly, educational adminis- identified in EDUC 417A. Spring trators and other leaders must exercise political Instructor(s): Diane Ketelle. skills to influence policy supportive of their aims. Limit 15 students. This course explores the interdependence of edu- EDUC 419 Educational Technology and cational and other disciplines that impact young Information Systems (.5) children and their families through legislation and Technology is revolutionizing the organization and regulatory decisions, and examines the role of management of information that an organization leader-practitioners in influencing policy and needs to carry out its missions. Educational leaders regulatory development on local as well as state need to know and be able to use technology for and national levels. Fall managing and designing educational systems. This Instructor(s): Joseph Kahne. course provides practical and experimental frame- Letter grade only. works for applying technology to student and EDUC 424 Educational Program Evaluation (1) institutional needs. Fall Students will study efforts of school systems to Instructor(s): Staff. establish systems of accountability. In doing so, Letter grade only. they will encounter and learn the uses and limita- EDUC 421A Inquiry into Leadership: Practice tions of evaluation as an instrument of policy and into Theory I (1) for improving educational programs, as well as Introduces students to the theory and practice of develop skills and awareness of the important role action research, with a special focus on issues of well-designed evaluation systems play in the oper- leadership in education. Emphasis on designing ation of an effective educational institution. Spring and implementing an action research project related Instructor(s): Staff. to one’s practice. Fall Letter grade only. Instructor(s): Diane Ketelle. EDUC 425 Introduction to Research Design (1) Letter grade only. The course explores the challenges facing those EDUC 421B Inquiry into Leadership: Practice working to design, implement, and evaluate educa- into Theory II (1) tional policies and programs. Students will deepen Continues the exploration of theoretical and prac- their sense of the practical challenges of the policy tical issues in action research. Emphasis on the process and their sense of the roles scholars have analysis of data and drawing conclusions leading and can play in relation to these issues. Attention to action for educational leadership. Spring will also be paid to oral presentations of ideas and Instructor(s): Diane Ketelle. facilitation of classroom discussion. Summer Letter grade only. Instructor(s): Susan Christopher. Prerequisite(s): EDUC 421A.

46 EDUC 426 Ethical and Moral Considerations in EDUC 434 Research Methods: Proposal Design Educational Leadership (1) and Development I (1) This course is organized around the concept of This course introduces students to the elements of a education as a moral enterprise and of the role of research/dissertation proposal. The course examines educational leadership in modern society, and pro- the importance of varied aspects of proposal design, vides students with opportunities to examine their including development of a research question and own values, beliefs, and attitudes in relationship problem statement; identification and review of to their leadership responsibilities and practice. relevant literatures; formulation of conceptual Emphasis is given to the exercise of leadership frameworks; description and justification of in the service of the school community. Presents research methods; and consideration of ethical various ethical frameworks and perspectives on research practices. Students will study these issues ethics, including the importance of ethical principles as they relate to proposal design in general and in in decision making. Fall relation to their specific research interests. Spring Instructor(s): Staff. Instructor(s): David Donahue. Letter grade only. Letter grade only. EDUC 427 (227) Issues of Race and Ethnicity in EDUC 435 Research Methods: Proposal Design Education (1) and Development II (1) This course will explore the social, cultural, eco- Focuses on refinement of research questions and nomic, pedagogical, and psychological experiences conceptual frameworks, the use of literature to of race and ethnicity in schools and classrooms. contextualize research questions, and advanced We will focus on developing a deeper understanding instruction on research methods. Supports students of the ways race and ethnicity shape students’ as they complete the doctoral qualifying exam, educational experiences; investigating why even defend a dissertation research proposal, and gain well-meaning educational reforms often fail to approval for research from the Mills College adequately address racial and ethnic inequity in Human Subjects Review Committee. Fall education; and exploring effective efforts to better Instructor(s): Sabrina Zirkel. address the needs of students of color and their Letter grade only. families. Spring Prerequisite(s): EDUC 434. Instructor(s): Sabrina Zirkel. EDUC 446 Working with Families and the EDUC 428 Organizational Development and Community (.5) School Improvement (1) This course will prepare educators to be culturally Examines the application of organizational theory responsive professionals. Students will explore to school change and improvement. Presents views what a community is, how it functions, its role in of organizations as rational, human, political, and education, and how to develop strategies for building symbolic systems and examines ways in which these community within institutions supporting the care, conceptual frames shape the interpretation of events education, and development of youth. Students and experiences. Examines research on educational will develop practical communication skills that change and the implications for leaders. Spring will enhance their ability to work with all mem- Instructor(s): Staff. bers of the community toward the education of Letter grade only. children and youth. Spring Instructor(s): Staff. EDUC 432 Curricular Leadership (1) Letter grade only. This course focuses on the role of educational administrators as curriculum leaders. Emphasis is given to the concept of schools as communities of learners and to the use of inquiry as a basis for curriculum planning and development. Spring Instructor(s): Staff. Offered every other year beginning 2008–09. Note(s): Must be in the Educational Leadership Program.

COURSES OF INSTRUCTION 47 EDUC 450 Dissertation Research (1) PSYC 243 (143) Parents and Caregiving (1) The dissertation research course provides an oppor- This course integrates research, theory, and tunity for students who are working on their disser- applied approaches to the experience and behavior tations to receive ongoing support and guidance. of parents of infants and young children. It provides Students are only eligible to enroll in this course a foundation covering a range of “good enough” once they have completed all their doctoral course and disturbed caregiving, including maltreatment. work. Students must enroll in this course during This foundation provides the student with back- the time they are working on their proposals and ground for research and fieldwork in infant mental their dissertations. Students may take this course health and other fields working with young children for up to six semesters. Fall and Spring and their families. Readings consist of primary Instructor(s): David Donahue, Diane Ketelle, theoretical and empirical sources, including socio- Sabrina Zirkel. biological and cross-cultural approaches. Spring Pass/No Pass only. Instructor(s): Staff. This course may be taken six times. Prerequisite(s): PSYC 049 and PSYC 140. Recommended Course(s): PSYC 242. EDUC 480 Special Topics in Education (1) Exploration of themes and/or topics not offered as PSYC 265 (165) Infancy (1) part of the regular curriculum. Course content to Theories and research in physical growth, perception, be determined by the instructor. May be repeated cognition, and social-emotional and language for credit when topics differ. Fall and Spring development in infants. Spring Instructor(s): Staff. Instructor(s): Carol George. Prerequisite(s): PSYC 049. EDUC 497 Directed Reading for Dissertation (.5Ð1) PSYC 266 (166) The Science of Illusion (1) Students read extensively in their area of interest This course explores several domains of psychology under the direction of a faculty member. This through the lens of illusion. Beginning with illusions directed reading is a requirement for students in of perception, we will continue to others such as illu- the doctoral program. Fall and Spring sions of memory, mood, conscious will, cognitive Instructor(s): Joseph Kahne. development, and judgment. By investigating how This course may be taken four times. our mind gets things wrong, we will discover the PSYC 242 (142) Attachment and Loss (1) ways in which our psychological processes nor- John Bowlby’s seminal work in attachment, sepa- mally work. A central theme that emerges through ration, and loss. Explores the influence of separation this integrative approach is that illusions are often and loss on normative and pathological development. side effects of our remarkably adaptive mind. Fall Fall Instructor(s): Cedar Riener. Instructor(s): Carol George. Pass/No Pass only. Prerequisite(s): PSYC 049 and a grade of “C” or Prerequisite(s): PSYC 049. better in PSYC 140. Recommended Course(s): PSYC 156.

48 English

COURSES OF INSTRUCTION 49 English 510.430.3130 ■ [email protected]

Faculty: Professional Interests Thomas Strychacz Elmaz Abinader American literature, mass culture, political and Creative writing, fiction and nonfiction, theories cultural approaches to literature, science fiction of creativity, teaching creative writing Located in the heart of the San Francisco Bay Diane Cady Area, Mills College is at the center of a vital artis- Chaucer, late medieval culture, medieval romance, tic and literary community. Our graduate programs medieval and early modern drama, new eco- in English are distinguished by their long-estab- nomic criticism, gender studies, cultural studies lished reputations, outstanding faculty, and inti- Yiyun Li mate community of writers and scholars. Creative writing, fiction and nonfiction We offer a master of arts (MA) degree in English Ajuan Mance and American literature and a master of fine arts African American literature, 19th-century (MFA) degree in creative writing with a focus on American literature, U.S. popular culture, the poetry or prose. Our degree programs allow stu- oral tradition in U.S. literature, Black feminist dents to work closely with nationally and interna- thought, African American art tionally renowned faculty in an individually tai- Cornelia Nixon lored course of study. Fiction writing, modern British literature, contemporary fiction Our curriculum emphasizes the interconnectedness of the creative and the scholarly—MA and MFA Sarah Pollock candidates form a dynamic community devoted to Magazine and newspaper writing and editing, the study and creation of literature. In addition to creative nonfiction, environmental and natural our core faculty, visiting writers offer classes each history writing semester. Recent visiting faculty include: Daniel Stephen Ratcliffe Alarcón, Will Alexander, Cristina Garcia, Robert Creative writing, modern American poetry, Grenier, Ginu Kamani, Victor LaValle, Walter K. Shakespeare, Renaissance poetry, English Lew, and Micheline Aharonian Marcom. Romantic poetry, contemporary poetry and poetics Students have many cocurricular opportunities to Kathryn Reiss tutor and teach literature and writing under faculty Creative writing, fiction for juveniles and young supervision and/or as part of our Writing Center. adults, historical fiction, suspense fiction, Through the Contemporary Writers Series and The literature and time Place for Writers, students are plugged into the local and national literary scenes. Graduate stu- Kirsten Saxton dents edit and publish 580 Split, a national literary Women and the law, the history of the novel, magazine. 18th-century British literature and culture, post-colonial literature and culture, theories Our alumni publish and perform widely in the of sexuality, pedagogy, composition studies national literary scene, embark on successful Ruth Saxton careers in publishing and teaching, and often con- Modern British literature, feminist theory, the tinue their studies in prestigious PhD programs. novel, Doris Lessing, Virginia Woolf, American women writers, teaching of writing, composition, contemporary fiction Cynthia Scheinberg Victorian literature, emphasis poetry, Anglo- Jewish literature, women’s studies, religion and literature, feminist theory, genre studies, cinema studies, composition and pedagogy, community service/service learning curriculum development Juliana Spahr Poetry and poetics, cultural studies, anti-colonial literature and theory

50 Master of Arts in English and American Master of Fine Arts in Creative Writing Literature (a minimum of 10 semester with an Emphasis in Poetry (a minimum course credits) of 11 semester course credits) The basic curricular components for the MA pro- The basic curricular components of this program gram consist of 8 literature course credits including consist of four writing workshops, 4 literature the MA Research Project class (ENG 250A) and credits, two electives, and the thesis credit: two electives: • one of the 4 literature credits must be graduate • four of the ten courses must be taken at the (200) level only (includes craft but excludes graduate (200) level only (excludes split-level split-level courses) courses) • two of the 4 literature credits may be upper- • two of the ten courses may be taken at the division undergraduate (100) level upper-division undergraduate (100) level • one of the 4 literature credits may be taken • no more than two Independent Study (ENG through Independent Study (ENG 295) 295) courses may be taken to satisfy these • craft and graduate (200) level only requirements, and the graduate (200) level requirements may not be satisfied through only requirement may not be satisfied through Independent Study (ENG 295) Independent Study Writing Workshops: At least three of your four re- Literature Classes: To fulfill the literature require- quired writing workshops must be in your primary ment you must take literature and theory courses genre (poetry), although some students have found (craft classes cannot be taken for literature credit). it useful to explore other genres as well. We do Literature courses offered through the Ethnic recommend that you work with several different Studies Department, as well as courses offered instructors, as exposure to varied perspectives is in English through the modern languages and crucial to your development as a poet. Registration literatures programs, may be included. for workshops is facilitated through the graduate Electives: For your two electives, you can take coordinator’s office, which places students in work- craft classes, literature classes, pedagogy classes,* shops based upon student requests and availability and creative writing workshops in the English of seats. You’ll be notified of your workshop place- Department, as well as classes offered through the ment prior to the beginning of online registration, modern languages and literatures programs, the and will then register for that course along with Ethnic Studies Department, and the Book Art your other selected courses. Please note that we Program. Language courses taken through the can only guarantee each student one workshop modern languages and literatures programs can be in the primary area of her/his specialization per particularly useful if you intend to pursue a PhD. semester. Students are welcome to take more than You may also take classes outside of the division one workshop per semester on a space-available in departments such as Dance, Music, and Art basis. (check with individual departments for registration Literature Credits: Literature, theory, and craft restrictions). courses may be taken to fulfill the literature MA Research Project (ENG 250A): Taught in requirement. Literature classes focus on the study rotation by literature faculty, this course is the of literature from a particular period, genre, theme, capstone experience for the MA degree and allows or author. Craft classes are for MFA students only the student to complete an advanced scholarly and are literature courses taught from the perspec- research project of his/her choice of topic. Taken tive of practicing writers. You must take at least in the last semester (offered spring only). one craft class, but no more than two craft classes may be taken for literature credit. At least one of your craft classes should be in your genre. If you would like to take more than two craft classes, they can be taken for elective credit. Literature courses offered through the Ethnic * If you are interested in teaching composition in the future Studies Department, as well as offered in English or in working as a teaching assistant (TA) at Mills, you may in the modern languages and literatures programs, also want to consider taking Theories and Strategies of may be included. If you are unsure whether a class Teaching Writing (ENG 272) as an elective. If you become a TA, either in the Writing Center or in the ENG 001 class- counts toward your literature requirement, please room, ENG 272 is required. check with your advisor.

COURSES OF INSTRUCTION 51 Electives: For your two electives, you can take Registration for workshops is facilitated through craft classes, literature classes, pedagogy classes,* the graduate coordinator’s office, which places and creative writing workshops in the English students in workshops based upon student requests Department, as well as classes offered through the and availability of seats. You’ll be notified of your modern languages and literatures programs, the Eth- workshop placement prior to the beginning of nic Studies Department, and the Book Art Program. online registration, and will then register for that Language courses taken through the modern lan- course along with your other selected courses. guages and literatures programs can be particularly Please note that we can only guarantee each student useful if you intend to pursue a PhD in either cre- one workshop in the primary area of her/his spe- ative writing or literature. You may also take classes cialization per semester. Students are welcome to outside of the department in programs across the take more than one workshop per semester on a college (check with individual departments for space-available basis. registration restrictions). Literature Classes: Literature, theory, and craft Thesis Credit: ENG 250 is the course for the thesis courses may be taken to fulfill the literature require- credit, typically completed in the second year. The ment. Literature classes focus on the study of a lit- course does not have an assigned class period, but erature from a particular period, genre, theme, or it does require regular meetings between the student author. Craft classes are for MFA students only, and the thesis director (thesis directors are selected and they are literature courses taught from the per- in the third semester). You register for the thesis spective of practicing writers. You must take at course during your second year, using the section least one craft class, but no more than two craft number that corresponds with your thesis director. classes may be taken for literature credit. At least one of your craft classes should be in your genre. If you’d like to take more than two craft classes, Master of Fine Arts in Creative Writing they can be taken for elective credit. with an Emphasis in Prose (a minimum of 11 semester course credits) Literature courses offered through the Ethnic The basic curricular components of this program Studies Department, as well as courses in English consist of four writing workshops, 4 literature in the modern languages and literatures programs, credits, two electives, and the thesis credit: may be included. If you are unsure whether a class • one of the 4 literature credits must be graduate counts towards your literature requirement, please (200) level only (can be met with craft) check with your advisor. • two of the 4 literature credits may be upper- division undergraduate (100) level Electives: For your two electives, you can take craft classes, literature classes, pedagogy classes,* • one of the 4 literature credits may be taken through Independent Study (ENG 295) and creative writing workshops in the English Department as well as classes offered through the • craft and graduate (200) level only requirements may not be satisfied through modern languages and literatures programs, the Independent Study (ENG 295) Ethnic Studies Department, and the Book Art Program. Language courses taken through the Writing Workshops: At least three of your four re- modern languages and literatures programs can be quired writing workshops must be in your primary particularly useful if you intend to pursue a PhD genre, prose. Both fiction and creative nonfiction in either creative writing or literature. You may workshops count toward workshops in your genre. also take classes outside of the department in pro- Each semester we offer at least one workshop in grams across the college (check with individual short fiction, one workshop in the novel, and one departments for registration restrictions). in creative nonfiction. We also offer a graduate workshop in writing for magazines in the fall semester (please note that this class, ENG 269, can be taken for workshop credit only once) and a * If you are interested in teaching composition in the future or in working as a teaching assistant (TA) at Mills, you may graduate workshop in fiction for children and young also want to consider taking Theories and Strategies of adults in the spring. Some students have found it Teaching Writing (ENG 272) as an elective. If you become useful to explore other genres (i.e., poetry) as well. a TA, either in the Writing Center or in the ENG 001 class- We do recommend that you work with several differ- room, ENG 272 is required. In addition, if you are interested in teaching creative writing, you may want to consider taking ent instructors, as exposure to varied perspectives Theories of Creativity and the Teaching of Creative Writing is crucial to your development as a prose writer. (ENG 271) as an elective.

52 Thesis Credit: ENG 250 is the course for thesis ENG 205 (105) The Age of Chaucer (1) credit, typically completed in the second year. The This course provides an intensive introduction to course does not have an assigned class period, but Chaucer, with a focus on the Canterbury Tales. it does require regular meetings between the student Close reading will be augmented by examinations and the thesis director (thesis directors are selected of Chaucer’s sources, his social and cultural context, in the third semester). You register for the thesis and secondary scholarship. Fall course during your second year, using the section Instructor(s): Diane Cady. number that corresponds with your thesis director. Offered every other year beginning 2009–10. Offered in alternation with: ENG 206. Courses ENG 206 (106) Medieval and Renaissance Romance (1) ENG 201 (101) Development of the English This course deconstructs the term “romance,” Language (1) exploring some of its decidedly “unromantic” This course examines the development of the concerns, such as the construction of categories English language, from its Anglo-Saxon roots to its of race, class, and gender, and the consolidation modern American dialects. We will also explore the of national identity. Authors may include: Andreas larger political and cultural functions of language, Capellanus, Jean de Meun, Chrétien de Troyes, the including the role the English language played (and Pearl-Poet, Chaucer, Malory, and Marie de France. plays) in the development of English and American Fall identity, its use in the project of colonization, and Instructor(s): Diane Cady. the way language intersects with constructions of Offered every other year beginning 2008–09. class, race, and gender. Fall Offered in alternation with: ENG 205. Instructor(s): Diane Cady. ENG 207 (107) Advanced Prose: Style and ENG 202 (102) Advanced Expository Writing (1) Syntax (1) A course in expository writing for students who This class focuses on syntax as style—the “essen- feel they need to polish their styles, and for those tial structure” of the sentence and the relation of who still need some work on basic problems. A style to the craftsmanship, artistry, and voice of good deal of emphasis is placed on sentence pat- the writer. Designed to enhance students’ ability to terns and on paragraph organization. In addition to think about and incorporate issues of prose style in expository and persuasive writing exercises, the deliberate and sophisticated ways, the class will student will also practice descriptive and narrative offer students a vocabulary and a skill set for prose. Spring implementing nuanced issues of English style and Instructor(s): Staff. syntax. Class is recommended for creative and Note(s): Students looking specifically for work on critical writers. Spring style and syntax should consider taking English Instructor(s): Kate Brubeck/Staff. 207 (107) Advanced Prose: Style and Syntax. Note(s): Students seeking more work on the structure ENG 203 The Craft of Fiction (1) and development of critical papers and argumen- Graduate class in the craft of fiction. Discussion tation are welcome, but may also want to consider will focus on students’ writing as well as the fiction ENG 202 (102) Advanced Expository Writing. of several published writers. Fall and Spring ENG 209 (109) The Craft of the Young Adult Instructor(s): Staff. Novel (1) Limit 16 students. This course will examine a wide selection of fiction ENG 204 The Craft of Poetry (1) aimed at readers aged 10 to 16, focusing on the Graduate class in the craft of poetry. Discussion authors’ crafting of the novel, including plot and will focus on students’ writing as well as the poetry theme, style, and character development. We will of several published writers. Fall and Spring consider the historical events, social issues, genres, Instructor(s): Juliana Spahr, Staff. and series that have shaped generations of American Limit 16 students. readers in the 20th century. Fall Note(s): Open to graduate students in the English Instructor(s): Kathryn Reiss. Department only; graduate students in other Letter grade only. departments need consent of the chair of the Limit 16 students. English Department.

COURSES OF INSTRUCTION 53 ENG 211 Contemporary Magazine Production ENG 219 (119) Fiction Since 1960 (1) (.25) Students will read late 20th- and early 21st-century Introduces students to contemporary literary mag- works of fiction, many of which explore how public azine editing. Course will involve discussion about events impinge on private lives in times of intense the history and trends of literary magazines and historical pressure. Close reading and discussion, their role in contemporary culture, as well as offer term paper, and final exam. Graduate students will production support and faculty oversight for 580 give oral reports on secondary texts. Primary texts Split, the English Department’s graduate-student- by James Baldwin, Raymond Carver, Milan edited magazine which is distributed nationally. Kundera, Jhumpa Lahiri, Gabriel García Márquez, Fall Lorrie Moore, Sigrid Nunez, Michael Ondaatje, Instructor(s): Juliana Spahr. Grace Paley, Jean Rhys, and Marilynne Robinson. Pass/No Pass only. Spring Limit 12 students. Instructor(s): Cornelia Nixon. Note(s): Open only to English graduate students Offered every other year beginning 2008–09. with instructor consent. ENG 221 (121) English Renaissance Poetry (1) This course may be taken two times. Reading and discussion of 16th- and 17th-century ENG 215 (115) Shakespeare (1) English poetry, including work by Wyatt, Raleigh, This course provides an intensive introduction to Sidney, Spenser, Shakespeare, Donne, Jonson, Shakespeare. Close reading will be augmented by Herrick, Herbert, Marvell, and others. Issues will examinations of Shakespeare’s social and cultural include how these poets went about making poems; context and secondary scholarship. Fall and Spring the (inter)connection between form and content; Instructor(s): Diane Cady, Staff. the elements of poetry, speaker, and audience; the ENG 217 (117) 20th-Century African American theory and poetics of English Renaissance poet- Literature (1) ries; the formation of canon; and attitudes toward This course will investigate some of the literary love (carnal and divine) and toward women. Spring forms, artistic strategies, and intellectual concerns Instructor(s): Stephen Ratcliffe. that shaped and defined African American literature Offered every other year beginning 2008–09. during the 20th century. Writers may include Du ENG 226 Craft of Creative Nonfiction (1) Bois, Hughes, Hurston, Baldwin, Wright, Himes, This class includes a study of the literature of cre- Morrison, Shange, Lorde, and others. The course ative nonfiction as well as a discussion of techniques will also focus on the sociopolitical and historical and strategies in the writing. The thematic focus context for these writers and their works. Fall may change each year. Spring Instructor(s): Ajuan Mance. Instructor(s): Elmaz Abinader, Yiyun Li, and Offered every other year beginning 2009–10. visiting professors. Offered in alternation with: ENG 247. Limit 16 students. ENG 218 (118) Listening to Reading (1) This course may be taken two times. We will examine the interrelation of sound, shape, ENG 231 (131) 18th-Century Poetry and Prose (1) and meaning in contemporary “experimental” Eighteenth-century England is often referred to as poetry. We will look from certain ancestors the Age of Reason, a period of seemingly political (Mallarm, Stein, Zukofsky, Niedecker, Creeley, stability and formally elegant literature. However, and Cage) to descendants of current writers the 18th century was also a period of chaos. In a (Bernstein, Berssenbrugge, Coolidge, Eigner, world seemed turned upside down, daily life was Guest, Grenier, Hejinian, Howe, Palmer, and dangerous and unpredictable, and women and the Scalapino). We will read their essays in “poetics” to lower classes—both disenfranchised—posed new frame our reading of innovative writing and to see threats to the social order. We will read canonical how the traditional boundaries between criticism and lesser-known works in light of these views of and/or theory and poetry might be reimagined and that period. Fall redefined. Fall Instructor(s): Kirsten Saxton. Instructor(s): Stephen Ratcliffe. Offered every other year beginning 2009–10. Offered in alternation with: ENG 232.

54 ENG 232 (132) 18th-Century English Novel (1) setting, atmosphere, and dialogue. We will also This course examines the English novel from its look at issues in children’s publishing. Spring beginning, with Aphra Behn and Daniel Defoe Instructor(s): Kathryn Reiss. through Jane Austen at the end of the century. We Limit 12 students. consider the evolution of the novel’s structure, and Note(s): Open to graduate students in English how the concerns of the age get embedded in the Department programs only; consent of the chair structure. Texts may include: Roxana, Pamela, of the English Department required for all other Tom Jones, Tristram Shandy, Humphrey Clinker, graduate students. Fanny Hill, and Pride and Prejudice. Fall This course may be taken two times. Instructor(s): Kirsten Saxton. ENG 258 Contemporary Fiction by Women (1) Offered every other year beginning 2008–09. This course examines short fiction in English writ- Offered in alternation with: ENG 231. ten by women after 1960. We consider form, style, ENG 247 (147) Survey of 19th-Century African and aesthetics, as well as historical context. We American Literature (1) also examine literary representations of identity This course will investigate some of the literary with special attention to the intersections of race, strategies and intellectual concerns of African gender, class, nationality, and sexuality. Spring American writers before and after the Civil War. Instructor(s): Ruth Saxton. It will examine works by writers such as Equiano, Limit 16 students. Jacobs, Douglass, Harper, Hopkins, and Du Bois. Offered every other year beginning 2009–10. Fall Offered in alternation with: ENG 158. Instructor(s): Ajuan Mance. ENG 259 Graduate Novel Workshop (1) Offered every other year beginning 2008–09. Designed to offer the MFA student a series of work- Offered in alternation with: ENG 217. shops in which to initiate, develop, and complete a ENG 250 Thesis for the MFA Degree (1) full-length novel. Fall Supervised by a major advisor with an appointed Instructor(s): Cornelia Nixon, Staff. two-member faculty committee. Fall and Spring Limit 12 students. Instructor(s): Staff. Note(s): Open to graduate students in English ENG 250A MA Research Project (1) Department programs only; consent of the chair All English MA candidates will take this course of the English Department required for all other during their last semester. In the course, they will graduate students. each complete a publishable paper of 25–40 pages ENG 260 Graduate Novel Workshop (1) as a thesis. They will also polish professional skills Designed to offer the MFA student a series of work- such as: presenting conference papers, teaching shops in which to initiate, develop, and complete a literature, completing an annotated bibliography, full-length novel. Spring researching literary criticism, revising work into Instructor(s): Cornelia Nixon, Staff. different forms, etc. Spring Limit 12 students. Instructor(s): Staff. Note(s): Open to graduate students in English Letter grade only. Department programs only; consent of the chair Limit nine students. of the English Department required for all other ENG 255 Graduate Fiction for Children and graduate students. Young Adults Workshop (1) ENG 261 (161) Modern Drama (1) In this advanced writing workshop focusing on A study of 20th-century drama in America and fiction (especially the novel) for children and Europe. Includes some discussion of traditions and teenagers, students will read extensively to famil- social conditions that have influenced the develop- iarize themselves with a sampling from the body ment of the theater. Readings from O’Neill, Brecht, of children’s literature, and will write chapters and Ibsen, Hellman, Miller, Beckett, Pinter, Williams, an outline of their own novel for younger readers. and Stoppard. Spring Special emphasis in class discussion will be on char- Instructor(s): Ajuan Mance, Tom Strychacz. acter and plot development, structure, subplots, Offered every other year beginning 2009–10. Offered in alternation with: ENG 264.

COURSES OF INSTRUCTION 55 ENG 263 (163) American Literature to 1865: ENG 267 Graduate Creative Nonfiction Romanticism (1) Workshop (1) With an emphasis on the years 1830 to 1865, this This course will explore the techniques and char- course will explore several works that have signif- acteristics of writing that weave creativity into icantly influenced the study of literature in the U.S. nonfiction writing. In the workshop setting, the Writers include Emerson, Hawthorne, Douglass, writers will exchange and discuss their works of Stowe, Jacobs, Poe, Whitman, Dickinson, and autobiography, memoir, family history, biography, Melville. Discussions will focus on issues such as personal essay, writing about travel and place, and the American Renaissance, historical context, and letters. Emphasis will be placed on personal research, national identity. Fall historical reconstruction, representation of truth, Instructor(s): Tom Strychacz, Ajuan Mance. literary license, and the development of voice. Offered every other year beginning 2008–09. Fall and Spring Offered in alternation with: ENG 265. Instructor(s): Elmaz Abinader, Yiyun Li, Staff. Limit 12 students. ENG 264 (164) Modern American Fiction (1) Note(s): Open to graduate students in English We will have an opportunity to trace formal and Department programs only; consent of the chair thematic developments in American fiction since of the English Department required for all other 1920. Discussions will include considerations as graduate students. to the effects of two world wars and the Great This course may be taken four times. Depression on American writing, the nature of artistic experimentation and aesthetic reevaluation ENG 268 Graduate Fiction Workshop (1) initiated by the famous Lost Generation of the A workshop, discussion, and mutual criticism class ’20s, and the increasing role of women and writers for the student who has already begun to achieve from ethnic minorities in changing the role of lit- an individual voice. Frequent consultations with erature in the academy and in society. Spring the instructor. Fall and Spring Instructor(s): Ajuan Mance, Tom Strychacz. Instructor(s): Elmaz Abinader, Yiyun Li, Cornelia Offered every other year beginning 2008–09. Nixon. Offered in alternation with: ENG 261. Limit 12 students. Note(s): Open to graduate students in English ENG 265 (165) American Literature from 1865 to 1920: Realism (1) Department programs only; consent of the chair The course focuses on American fiction between of the English Department required for all other the Civil War and World War I. Readings selected graduate students. from: Cather, Chestnutt, Chopin, Crane, Dreiser, This course may be taken four times. Far, Harper, Howells, James, Johnson, Mourning ENG 269 Graduate Nonfiction Magazine Dove, Twain, Wharton, Zitkala-Sa, and others. In Workshop (1) addition to analysis of literary form and theme, we A journalist’s approach to writing nonfiction. Work- will consider the historical context for these works, shop, discussion, and mutual criticism. Includes including urbanization, industrialization, the rise the study and practice of elements that strengthen of big business, women’s suffrage, and post-Civil nonfiction: interviews, anecdotes, factual research, War race relations. Fall and background narrative. Instruction about how to Instructor(s): Tom Strychacz. do primary and secondary research for nonfiction Offered every other year beginning 2009–10. articles; how to explore markets and shape work Offered in alternation with: ENG 263. for specific publications; how to approach editors and develop relationships with them; how to ENG 266 (166) Modern American Poetry (1) create a professional network; and what to look The focus of this course is modernism in for in contracts. Fall American poetry. We will try to understand what Instructor(s): Sarah Pollock. modernism was by looking at some 19th-century Limit 12 students. backgrounds (Whitman and Dickinson), and by Note(s): Open to graduate students in English reading a selection of poems by the classic mod- Department programs only; consent of the chair ernist poets (Stein, Stevens, Williams, Pound, Eliot, of the English Department required for all other H.D., and Moore) and poets writing in traditions graduate students. that followed these writers (Objectivist, Black This course may be taken two times. Mountain, Confessional, Beat, and New York School). Spring Instructor(s): Stephen Ratcliffe. Offered every other year beginning 2009–10.

56 ENG 270 Graduate Poetry Workshop (1) such as gender identity, political and religious A workshop, discussion, and mutual criticism class reform, and modernization. Fall for the student who has already begun to achieve Instructor(s): Ruth Saxton, Cynthia Scheinberg. an individual voice. Frequent consultations with Offered every other year beginning 2009–10. Fall and Spring the instructor. ENG 277 Advanced Practicum in English (.25Ð1) Instructor(s): Juliana Spahr, Stephen Ratcliffe. This course covers a variety of directed and super- Limit 12 students. vised experiences in classroom teaching at Mills. Note(s): Open to graduate students in English They are restricted to students with appropriate Department programs only; consent of the chair background and proven ability as determined by of the English Department required for all other the faculty supervisor, and require approval of the graduate students. head of the department in which they are under- This course may be taken four times. taken. Fall and Spring ENG 271 Theories of Creativity and the Instructor(s): Staff. Teaching of Creative Writing (1) Pass/No Pass only. Through the study of historical and current theories This course may be taken two times. on creativity, we will examine and evaluate the ENG 280 (180) Special Topics in Literature and practices of teaching creative writing. Topics will Culture (1) include the origins of creativity, the relevance of Topics are selected to offer interdisciplinary or craft to creativity, and whether creative writing cross-cultural perspectives on literature and culture. can be taught. Spring Examples of such topics are: African American Instructor(s): Elmaz Abinader, Staff. poetry since 1965, autobiography, characterization in Offered every other year beginning 2008–09. Western literature, lesbian literature, and literatures ENG 272 Theories and Strategies of Teaching of Asian/Pacific Americans and the Asian Diaspora. Writing (1) Fall and Spring An introduction to current theories of writing Instructor(s): Staff. pedagogy with an emphasis on issues related to ENG 281 (181) The British Novel in the 20th first-year college composition. Includes practical Century and Beyond (1) strategies and techniques for teaching writing in The 20th century presented special problems for college/university courses. Fall writers of fiction. We shall consider these and Instructor(s): Ruth Saxton. explore the new techniques that were used to Note(s): Required for graduate students receiving deal with them. The early modern experimenters, departmental assistantships. Enrollment may be Virginia Woolf, James Joyce, E.M. Forster, and concurrent with assistantship. D.H. Lawrence, will be carefully considered. We ENG 275 (175) English Romantic Poetry (1) shall also read selected texts by Buchi Emecheta, Close readings of the major English Romantic Doris Lessing, Zadie Smith, and Jeanette poets (Blake, Wordsworth, Coleridge, Byron, Winterson. Fall Shelley, and Keats). We will also read Dorothy Instructor(s): Ruth Saxton. Wordworth’s Grasmere Journals and Mary Offered every other year beginning 2009–10. Spring Shelley’s Frankenstein. ENG 282 Critical Theory (1) Instructor(s): Stephen Ratcliffe, Kirsten Saxton. This course, open to students at an advanced level Offered every other year beginning 2009–10. of literary study, will examine the development ENG 276 (176) The Victorian Period: Prose, and implications of a variety of critical schools Poetry, and Drama (1) and methods that have arisen within the past 50 Although the Victorian period (1832–1901) has years and how they have transformed the study been read as the bastion of prudish, conservative of literary texts. Emphasis will be given not only British culture, recent approaches cite it as offering to understanding the critical methods and assump- a rich spectrum of divergent voices concerned with tions, but also to applying them to literary texts political, social, and literary reforms. This course read in class. Areas to be covered will include explores writers and poets who transformed genres historical/cultural studies, structuralism and post- of the essay, lyric and dramatic poetry, and autobi- structuralism, and feminist criticism. Fall ography, in order to engage contemporary issues Instructor(s): Tom Strychacz.

COURSES OF INSTRUCTION 57 ENG 283 (183) Advanced Seminars in English (1) women writers, the moral and social function Topics vary from year to year. The following are of the novel, realism, and the art for art’s sake samples: Henry James and Edith Wharton; imperial movement. Spring fictions: empire and the British novel, 1660 to Instructor(s): Cynthia Scheinberg. present; Toni Morrison; Virginia Woolf; Doris Offered every other year beginning 2008–09. Lessing; the Gothic; characterization in Western Offered in alternation with: ENG 276. literature; epistolarity; 19th-century British women’s ENG 297 Practicums and Internships (.25Ð1) poetry; Gertrude Stein and her descendants; and Under faculty supervision, a graduate student in queer alchemy. Fall and Spring English may receive up to 1 credit for work in Instructor(s): Staff. the field. This includes internships on magazines, Limit 16 students. reviews, and scholarly journals, work with pub- This course may be taken two times. lishers and book companies, or teaching on a reg- ENG 285 Prose Revision and Publication for ular basis in a school or community center. Faculty MFA Students in Fiction and Nonfiction (1) supervisor and department head approval is required. Students will read early and late drafts of success- Fall and Spring fully published works, books on revision, the writing Instructor(s): Staff. life, the practice of prose and prose style, and pro- Pass/No Pass only. fessional handbooks on marketing their work. They BOOK 213 (113) Artists’ Books: Concept, will submit revised drafts of prose previously dis- Content, Form (1) cussed in a graduate workshop and do research on What are some conceptual building blocks for work published by individual literary magazines, artists’ books? How do form and content interact which they will present to the class, and learn how in their creation? By what critical standards are to submit their own work for publication. Spring they judged? To explore these questions students Instructor(s): Cornelia Nixon and Staff. will create their own artists’ books. We will read Letter grade only. from literature, visual studies, and the history and Limit 16 students. practice of bookmaking, and curate small exhibi- Note(s): Open only to MFA students in creative tions to document concepts and working methods writing. of contemporary book artists as an exploration of ENG 286 Teaching English as a Second current professional practice. Fall Language (1) Instructor(s): Kathleen Walkup. Students will study common areas of interference Letter grade only. confronting non-native speakers writing in English Limit 12 students. and learn approaches to using all four content Offered every other year beginning 2009–10. areas (listening, speaking, reading, and writing) This course may be taken two times. in teaching composition, focusing not only on BOOK 218 (118) The Book in an Edition (1) what content to teach but when and how (through Producing books in editions is a complex and pedagogy, lesson planning, and creating exercises). challenging undertaking. Students will create or Contents will include grammar, logic of English compile content of their choosing, then edit, design, compostion, connection of rhythm and phrasing in and produce their own books in small editions. pronunciation to writing, and literary accounts of We will focus on the interdependence of form and teaching ESL or being a non-native speaker. Spring content through studio work, readings, and the ex- Instructor(s): Kate Brubeck and Staff. amination of historical and contemporary models Letter grade only. while we explore contemporary publishing practice. Note(s): Open only to graduate students. Especially suitable for students in creative and ENG 288 (188) The 19th-Century British Novel (1) performing arts and those who are interested in An examination of the development of the British publishing. Spring novel, focusing on the transformation of the novel Instructor(s): Kathleen Walkup. from popular to “high” culture, and how writers Letter grade only. used it as a vehicle for speaking on many of the Limit 12 students. central political and social issues of the day. Writers Note(s): No auditors. include Dickens, Thackeray, Eliot, Gaskell, the This course may be taken two times. Brontës, and Hardy. Topics include the rise of

58 ETHS 239 (139) Asian/Pacific American Women LET 231 (131) Aspects of Hispanic American Writers (1) Cultures (1) Reading works by Asian/Pacific American (APA) Intellectual, social, and political factors will be women, we focus on how these writers represent considered in this critical examination of selected distinctly Asian/Pacific American experiences. We periods and aspects in the cultural formation of explore past and present social and political issues Hispanic peoples, from pre-Columbian America of particular relevance to APA women, and consider and early Spain to present-day cultural develop- how these issues appear in the texts. Additional ments in Latin America and Hispanic communities topics include the impact of feminist thought, in the United States. Theoretical grounding for the debates regarding feminism versus cultural nation- analysis of cultural production will also be provided. alism, and resistance and compliance to Orientalist Fall or Spring depictions of APA women. Spring Instructor(s): Carlota Caulfield, H. Mario Instructor(s): Vivian Chin. Cavallari. Offered every other year beginning 2009–10. Check course schedule for availability. Offered in alternation with: ETHS 120. LET 241 (141) Faust Through the Centuries (1) LET 206 (106) An die Musik: German Poetry An interdisciplinary study of the evolution of the and Music (1) Faust theme through four centuries in literature and The relationship between music and German poetry music, on the stage, and in film, with emphasis on from the 13th century to the present, climaxing in the discussion of literature. Consideration given to the 19th-century lied. Analysis of texts and music related theological, philosophical, and sociological through team-taught lectures, discussions, and per- questions. Spring formance. For the liberal arts curriculum, but may Instructor(s): Elisabeth Siekhaus. be an elective for the music major. Spring Offered every third year beginning 2010–11. Instructor(s): Elisabeth Siekhaus, Belle Bulwinkle. Offered in rotation with: LET 206, LET 243. Offered every third year beginning 2008–09. LET 243 (143) European Realism (1) Offered in rotation with: LET 241, LET 243. Literature in the wake of Romanticism in its devel- LET 211 (111) Theorizing Cultural Studies in the opment toward naturalism. Readings will include Americas (1) German, Russian, French, and Scandinavian writers This course examines key theories in cultural of the 19th century. Spring studies from the Caribbean and North America. Instructor(s): Elisabeth Siekhaus. We will study the intellectual roots of cultural Offered every third year beginning 2009–10. studies to determine who produces and theorizes Offered in rotation with: LET 206, LET 241. culture; the relation between culture, resistance, and social change; and the inscription of culture in LET 248 (148) Contemporary French Theory (1) hegemonic power systems. Issues discussed include Introduction to the most influential theoretical Caribbean creolization, popular culture such as contributions of contemporary French thought, the Bollywood film industry, borderland thinking, from structuralism to deconstruction and post- Rastafarian resistance, food as philosophy of modernism. Selected writings from Lévi-Strauss, thought, and subaltern identity. Spring Barthes, Lacan, Derrida, Foucault, Bourdieu, and Instructor(s): Brinda Mehta. others. Spring Offered every other year beginning 2009–10. Instructor(s): Christian Marouby. Offered every other year beginning 2009–10. LET 215 (115) African and Caribbean Offered in alternation with: LET 159. Literatures (1) A study of African oral tradition and its impact on LET 249 (149) Post-Colonial Conditions: written forms of literary expression. The course Contemporary Women’s Writings from Africa (1) will focus on the political, literary, and cultural Exploration of contemporary social issues in Africa importance of the Négritude movement and the through the work of contemporary women writers Harlem Renaissance. Readings will be based on from Francophone and Anglophone traditions, selected works by Caribbean, West and North including Ken Bugul (Senegal), Flora Nwapa African, and African American authors. Fall (Nigeria), Ama Ata Aidoo (Ghana), Nawal El Instructor(s): Brinda Mehta. Saadawi (Egypt), Bessie Head (Botswana), Farida Offered every third year beginning 2010–11. Karodia (South Africa), and Calixthe Beyala (Cameroon/France). Issues include women’s education, women and nation building, female

COURSES OF INSTRUCTION 59 sexuality, spirituality, exile and expatriate writing, LET 266 (166) National Literatures of Latin indigenous African feminisms, and changing America (1) gender roles. Students will also be introduced to The literary expression of a particular region post-colonial theory. Fall through a variety of authors, genres, and periods, Instructor(s): Brinda Mehta. concentrating on literary accounts of historical Offered every other year beginning 2010–11. events, political crises, and the phenomena of Offered in alternation with: LET 115. mass media and transculturation since the ’30s. Areas of study include the Caribbean (Cuba and LET 255 (155) Reading War in Post-Colonial Literature from Africa and the Middle East (1) Puerto Rico), Mexico, and the Cono Sur (Uruguay, Argentina, and Chile). Fall or Spring This course will focus on representations of war in Instructor(s): Carlota Caulfield, H. Mario post-colonial novels from Nigeria, Algeria, Rwanda, Cavallari. Somalia, Lebanon, and Iraq. We will explore the Offered every other year beginning 2009–10. historical contexts of war in literature, creative Check course schedule for availability. resistance to military and political oppression, the link between trauma and memory, women’s efforts LET 268 (168) Women in the Cinema of Spain (1) to “wage peace,” and war and sexuality in novels Analysis and discussion of films by or about by Assia Djebar, Nuruddin Farah, Buchi Emecheta, women and gender issues in the cinema of Spain. Hanan Al-Shaykh, Nuha Al-Radi, and Boris Diop, Topics include gender roles, the woman as “Other,” among others. Spring the construction of the female subject, women Instructor(s): Brinda Mehta. in/and relations of power, traditional and canonical Offered every third year beginning 2010–11. representations of women’s social practices, and LET 259 (159) Anthropology and Literature (1) the role of cinema in women’s practices of resistance and critical opposition. Fall or Spring Exploration of the imaginary or speculative dimen- Instructor(s): H. Mario Cavallari. sion of the Western vision of the primitive. We will Offered every other year beginning 2008–09. seek to define the specular space between anthro- Check course schedule for availability. pology and literature in which Western civilization, from antiquity to the present, has projected its LET 269 (169) Hispanic Cinema (1) (mis)conceptions, fascinations, and prejudices Structural and historical analysis of major exponents about those peoples it once called savages. Readings in contemporary Hispanic film, including the cinema include texts from Columbus’ travel narratives to of Latin America, Spain, and U.S. Spanish-speaking Malinowski’s journals, Lévi-Strauss’ Tristes communities. Drawing from both formal and socio- Tropiques, Rousseau’s second discourse, Freud’s cultural models of description, the course examines Totem and Taboo, and Bachofen’s theory of Mother the film production of well-known directors. A Right. Spring grounding in film theory is concurrently provided Instructor(s): Christian Marouby. and developed throughout the semester. Films in Offered every other year beginning 2010–11. original language with English subtitles. Fall or Offered in alternation with: LET 248. Spring LET 262 (162) U.S. Latino Literature and Culture Instructor(s): H. Mario Cavallari. (1) Offered every other year beginning 2008–09. A study of U.S. Latino literature and culture Check course schedule for availability. with special emphasis on the 20th century. Works LET 271 (171) Fantastical Writings: 20th- by Chicano, Puerto Rican, Mexican, Cuban, Century Latin American Fiction (1) Dominican, and other authors writing in the U.S. The focus emphasizes short narrative texts which will be analyzed. By examining works of fiction, designate “uncanny,” “abnormal,” and/or “extraordi- poetry, theater, and popular culture, attention will nary” experiences as a challenge to some of the fun- be given to gender, class, and ethnicity in the rep- damental assumptions underpinning realist fiction, resentations of the experience of U.S. Latinos. and as a way to engage in critical consideration The course will introduce critical concepts for the of philosophical, literary, and other humanistic study of Latino/a literature and culture. Fall or questions. Topics include the nature of reality, being Spring and existence, time and space, death, humor, the Instructor(s): Carlota Caulfield, H. Mario power of words and imagination, and the limits of Cavallari. human knowledge. Fall and Spring Check course schedule for availability. Instructor(s): H. Mario Cavallari. Offered every other year beginning 2008–09.

60 Infant Mental Health

COURSES OF INSTRUCTION 61 Infant Mental Health 510.430.3170 ■ [email protected]

Faculty: Professional Interests Master of Arts in Infant Mental Health Carol George (13.5 semester course credits) Developmental psychology, social and emotional Regular full-time two-year program development, trauma and loss, attachment The regular program is designed for students with theory a baccalaureate degree in psychology or a master’s Linda Perez degree in child development. Students applying to At-risk children and families, the application of the program should have taken the following pre- developmental theory to special education requisite undergraduate psychology courses: Funda- issues, mental health and developmental mentals of Psychology, Life-Span Developmental disorders of infancy and early childhood Psychology, Psychopathology, Analytical Methods in Infant mental health is an interdisciplinary field Psychology, and Research Methods in Psychology. founded on the principle that early relationship- Some students may be able to work with their advi- based intervention in the context of family, sor to take prerequisite courses as part of their community, and culture can support normative master’s degree program. emotional and behavioral development and help Required: (5 credit limit per semester) children at risk and their families prevent future EDUC 231 Assessment and Intervention for developmental problems. Children with Special Needs (1) EDUC 238 Social, Emotional, and Moral The Mills Infant Mental Health Program provides Development and Learning (.5) students with the skills and knowledge to become EDUC 242 (142) The Hospitalized Child (1) practitioners or researchers that specialize in work- EDUC 255 (155) Children with Special Needs: ing with children from birth through age five. Our Infants and Young Children (1) program builds on a solid background in psychology, EDUC 275 Field Experience in Early Childhood research methodology, and normative development. Settings (1) Graduate courses include advanced study of devel- EDUC 291A/B Theory and Practice of Early opment, assessment, and special needs children, Childhood Education (1) combined with fieldwork and a master’s thesis. EDUC 294A Graduate Seminar: Research in Each student works with an advisor to create a Education—ECE (1) plan of graduate study that fits his or her goals. EDUC 294B Research Seminar—ECE (1) In addition to entering careers in the early child- PSYC 161 Clinical Psychology (1) hood field, graduate students may also use this PSYC 242 (142) Attachment and Loss (1) program as a bridge to other graduate training, PSYC 265 (165) Infancy (1) such as doctoral work in psychology, early child- PSYC 280 Parents and Caregiving (1) hood special education, or occupational therapy. In addition, the following may be taken with an Mills also offers a one-of-a-kind 4+1 BA/MA advisor’s approval if the student has already met program for undergraduate students that combines some of the above required courses: Elective (1) undergraduate and graduate course work and field or an Independent Study (1). placement with a broad background in the liberal arts and sciences. Students graduate in five years with a bachelor’s degree in psychology and a master of arts degree in infant mental health.

62 4+1 BA/MA Program +1 MA Courses: (5 credit limit per semester for a total EDUC 231 Assessment and Intervention for of 10 semester course credits) Children with Special Needs (1) The 4+1 BA/MA is designed for Mills students EDUC 238 Social, Emotional, and Moral to earn a BA in psychology and an MA in infant Development and Learning (.5) mental health in five years. This specialized master’s EDUC 242 (142) The Hospitalized Child (1) degree is unique to Mills College. The program EDUC 255 (155) Children with Special Needs: integrates a carefully designed curriculum that Infants and Young Children (1) combines undergraduate and graduate specialized EDUC 275 Field Experience in Infant Mental course work and field placement with a broad Health (1) background in the liberal arts and sciences. The EDUC 294A Graduate Seminar: Research in undergraduate portion of the program requires Education—ECE (1) students to complete the Mills College BA as psy- EDUC 294B Research Seminar—ECE (1) chology majors (see Undergraduate Catalog for the PSYC 161 Clinical Psychology (1) psychology infant mental health track). The +1 MA PSYC 280 Parents and Caregiving (1) year begins fall of the student’s fifth year at Mills. Elective or Independent Study (.5)

COURSES OF INSTRUCTION 63 Intermedia Arts

64 Intermedia Arts 510.430.3197 ■ [email protected]

Faculty: Professional Interests Attention is paid to the full range of technical Chris Brown options available to contemporary artists, and an Composition and improvisation, interactive elec- understanding of the strengths and drawbacks of tronic music, musical instrument building and both “low-tech” and “high-tech” means. Within new instrumental resources, sound installations, that context, students may utilize practices such algorithmic composition, 21st-century performance as analog electronics, single-channel or installation practice, world music video, web-based work, digital sound manipulation, image processing, interactive artworks, hypertext, James Fei simulation, and installation, and may explore their Composition, improvisation, sound installation, integration with more traditional art forms, including live electronic music, recording, intermedia dance, performance, music, sculpture, photography, Samara Halperin and painting. Experimental film and video, cinematography, 16mm animation, production design, writing, Bridging departments in the Fine Arts Division, pop culture the Intermedia Arts Program aims to foster cross- David Bernstein fertilization and collaboration between disciplines Theorist, musicologist, author, specialist in early and to encourage artistic explorations that fall 20th-century tonal theory and analysis, 12-tone outside the boundaries of traditional modes of theory, set theory, the aesthetics of the avant-garde production. Fred Frith Composition; the performance of both composed Courses and improvised music; collaboration in the fields of theater, dance, and film; improvisational IART 219 (119) Electronic Arts (1) pedagogy This studio course will take a broad look at the ways in which computers are affecting contempo- Anna Valentina Murch rary art making. Through an investigation of history, Sculpture, installation, public art, ecological current discourses, and extensive applications of design, collaborative projects digital media, students will become familiar with Maggi Payne basic operating systems, software, and peripheral Composer, performer, interdisciplinary artist, devices, as well as underlying architectures that recording engineer, music editor, creator of comprise the digital terrain. Students are expected many works for electronic or visual media to use some facet of computer technology in the The Intermedia Arts Program focuses on conceptual, completion of a final project. Fall critical, and aesthetic explorations in artistic pro- Instructor(s): Staff. duction, utilizing a variety of current technological Limit 15 students. means. In this program, students are encouraged to IART 220 (120) Advanced Electronic Arts (1) develop their own individual and diverse approaches This studio course expands the exploration of digital to video, electronic, and digital arts. This artistic media in contemporary art with an emphasis on production is supported by the study of the history, time-based applications, interactivity, multimedia criticism, and theory of these disciplines, with an scripting, and the integration of computers into emphasis on issues of representation, experimental installations, environments, and performance. Stu- approaches to art practice, changing notions of dents are expected to use some facet of computer the performative, and the impact of technology technology in the completion of a final project. on the way we understand, negotiate, and generate Spring social space. Instructor(s): Staff. Limit 15 students. Prerequisite(s): IART 219. This course may be taken three times.

COURSES OF INSTRUCTION 65 IART 241 (141) Constructing the Technological IART 247 (147) Video I (1) “Other” (1) This course integrates video production with a Humans, in our search for understanding, have con- critical examination of experimental video as an structed models of ourselves throughout history. art form, political tool, and social practice. Through Mechanical, figurative, responsive, and problem substantial production projects, readings, screenings, solving, these models take on previously unimag- analysis, and in-class discussion and critique, this ined possibilities as they incorporate new tech- course will explore contemporary issues in video. nologies. This course presents introductory meth- It is designed to introduce students to the technical ods for building our own robots, automata, and and conceptual aspects of production and develop artificial intelligences. Combining an exploration individual aesthetic, analytic, and critical skills. of these intriguing disciplines with contemporary Fall and Spring art theory and practice, science fiction, and popular Instructor(s): Staff. culture, each student will build on simple methods Limit 12 students. to create a unique technological “other.” Fall This course may be taken two times. Instructor(s): Staff. IART 248 (148) Video II (1) Limit 15 students. This course emphasizes the continued acquisition This course may be taken three times. and refinement of individual aesthetic, conceptual, IART 243 (143) History of Intermedia and critical, and technical skills in video production Electronic Art (1) and analysis. In addition to readings, screenings, This course addresses the recent history of artworks and in-class discussion and critique, students are that evolved out of experiments with technology. each required to conceive and complete a large- Enabled by the emergence of industrial, military, scale video production project which reflects their medical, digital, and electronic technologies, artists particular interests in the methods and modes of have persistently moved into these new realms of video practice. Fall and Spring media, with the history of experimentalism provid- Instructor(s): Staff. ing aesthetic and conceptual continuity. Whether Limit 12 students. utopian or critical, theoretical or functional, these Prerequisite(s): IART 247. artworks present a fresh and challenging approach This course may be taken three times. to technology resonant within the art historical context. Spring Instructor(s): Staff. Offered every other year beginning 2008–09. This course may be taken two times.

66 MBA © ARCHITECTURAL ILLUSTRATION SNEARY DICK SNEARY, Opening fall 2009: the Lorry I. Lokey Graduate School of Business Building.

COURSES OF INSTRUCTION 67 MBA 510.430.3173 ■ [email protected]

Faculty: Professional Interests five electives) must be taken at Mills. The programs Eirik Evenhouse listed outline the paths taken by students: Economics of transfer programs, economics of the 1. Accelerated Graduate Study (The Fast Track) family, health economics, behavioral economics, Earn the Mills MBA in two semesters if the statistics, econometrics required foundation courses have been satisfied. Siobhan Reilly 2. Regular Full- or Part-Time Graduate Study Labor economics, public policy, poverty, urban (The Flex Track) economics, international economics Enroll at Mills in whichever MBA foundation Lorien Rice courses not yet completed, along with the 10 Labor economics, public policy, poverty, graduate-level courses, and earn an MBA in education economics, applied econometrics two to four semesters. David Roland-Holst 3. The Mills 4+1 BA/MBA Program International trade and finance, economic Incorporate the eight economics prerequisite development, environmental economics courses in the BA course work and then com- Roger Sparks plete the MBA in one additional graduate year. Applied microeconomics, banking, energy economics, labor economics Master of Business Administration Nancy Thornborrow Accelerated Graduate Study Labor economics, macroeconomics, statistics, (The Fast Track) econometrics Foundation Curriculum The Mills MBA Program is built upon a solid core To be eligible for the Mills MBA Program, appli- of economic course work, ensuring that our gradu- cants and current students must complete seven ates will have the opportunity to advance to the required foundation courses (or approved equiva- highest levels of management. Students develop a lencies) in economics, accounting, quantitative solid foundation by taking courses in the following methods, and finance: areas: finance, accounting, micro and macroeco- 1. Intermediate Microeconomics nomic theory, managerial economics, and quanti- 2. Intermediate Macroeconomics tative methods for business. In addition, students 3. Financial Accounting take a required set of core courses in marketing, 4. Managerial Accounting operations, human resources, MIS, and a course 5. Quantitative Methods for Business entitled Ethics, Leadership, and Entrepreneurship. 6. Managerial Economics We also offer a variety of electives that allow stu- 7. Corporate Finance dents to develop concentrations in the following areas: finance, global business, marketing, non- These requirements can be satisfied in three ways: profit management, and socially responsible busi- 1. As part of regular undergraduate studies ness. All classes stress the importance of social 2. As post-baccalaureate course work at Mills responsibility and ethical business practices. or another accredited institution To develop strong strategic and creative thinking 3. As a Flex Track MBA student, completing the degree in more than one year skills, the majority of Mills MBA classes involve group work to encourage team building and to The final requirement for entry into the Fast Track enable students to serve as both leaders and partic- is a summer internship. ipants. Students learn to communicate effectively through these highly interactive classes and The Mills MBA Program requires all students to through frequent in-class presentations. The com- obtain substantive work experience before begin- bination of the two produces graduates who are ning their final year of study. Practical experience ready for the demands and challenges of the in a business or nonprofit organizational environ- business environment. ment serves three purposes: 1. Students are exposed to the disciplines of There are three ways to earn a Mills MBA. In all management structure and conduct, an exper- cases, the 10 graduate-level courses (five core and ience that contributes to emotional maturity,

68 refined judgment, and a more focused sense MGMT 270 Nonprofit Management (1) of personal development objectives. MGMT 271 Strategic Philanthropy and Social 2. Work experience helps students understand Enterprise (1) their prior and later academic training more Socially responsible business electives: pragmatically. MGMT 271 Strategic Philanthropy and Social 3. Prior employment is an important asset for Enterprise (1) future placement and career development. MGMT 272 Corporate Social Responsibility (1) Required prior work experience for the MBA Pro- MGMT 274 Innovation in Business (1) gram generally takes the form of a paid or unpaid Graduate Electives Curriculum internship over the summer prior to the final year Required: (5 semester course credits chosen of MBA course work. The San Francisco Bay Area from the following) offers a wide variety of internship opportunities that enhance the academic program. Placement MGMT 202 Administrative Behavior (1) assistance for this internship is available from the MGMT 203 Organizational Theory (1) College upon or after admission to the Mills MBA MGMT 211 Money and Financial Institutions (1) Program. In some cases, significant prior work ex- MGMT 212 Intermediate Financial Accounting perience will be recognized in lieu of the internship. (1) MGMT 213 Individual Investment (1) After satisfaction of the prerequisites, the Fast MGMT 218 Financial Derivatives (1) Track Mills MBA consists of a final year of full- time study in the graduate curriculum. MGMT 219 International Finance (1) MGMT 220 Competitive Strategy (1) Graduate MBA Curriculum MGMT 221 Labor Economics (1) To receive the Mills MBA degree, a student must complete 10 graduate courses consisting of five MGMT 222 Legal Environment of Business (1) required core courses and five electives. MGMT 223 Advertising and Public Relations (1) Graduate Core Curriculum MGMT 224 Communication for Business (.5–1) Required: (5 semester course credits) MGMT 225 Information Technology (1) MGMT 226 Management Information Systems MGMT 227 Negotiations (1) (1) MGMT 228 Governmental Accounting and MGMT 230 Marketing Management (1) Nonprofit Accounting (1) MGMT 232 Operations Management (1) MGMT 231 Marketing Strategy (1) MGMT 234 Human Resources Management (1) MGMT 233 Marketing Research (1) MGMT 244 Ethics, Leadership, and MGMT 237 Public Sector Economics: The Entrepreneurship (1) Economics of Government (1) The electives provide an opportunity for students to MGMT 239 Urban Economics (1) focus on one of five areas: finance, global business, MGMT 240 Health Economics (1) marketing, nonprofit management, or socially MGMT 242 Industrial Organization and Public responsible business. Policy (1) MGMT 245 Women and Business (1) Finance electives: MGMT 246 Multinational Business Strategy (1) MGMT 213 Individual Investment (1) MGMT 253 Environmental Economics (1) MGMT 218 Financial Derivatives (1) MGMT 255 International Trade (1) MGMT 219 International Finance (1) MGMT 260 Capital Markets, Real Estate, and Global business electives: Consulting (1) MGMT 219 International Finance (1) MGMT 270 Nonprofit Management (1) MGMT 246 Multinational Business Strategy (1) MGMT 271 Strategic Philanthropy and Social MGMT 255 International Trade (1) Enterprise (1) Marketing electives: MGMT 272 Corporate Social Responsibility (1) MGMT 223 Advertising and Public Relations (1) MGMT 274 Innovation in Business (1) MGMT 231 Marketing Strategy (1) MGMT 275 Entrepreneurship (1) MGMT 233 Marketing Research (1) MGMT 280 Topics in Business (1) Nonprofit management electives: MGMT 282 Modeling and Data Analysis (1) MGMT 228 Governmental Accounting and MGMT 283 Advanced Seminar (1) Nonprofit Accounting (1) MGMT 288 Management Practicum (1)

COURSES OF INSTRUCTION 69 Master of Business Administration Courses Regular Full- or Part-Time Graduate MGMT 200 Microeconomic Theory (1) Study (The Flex Track) A comprehensive introduction to advanced prin- Enroll at Mills in whichever MBA foundation ciples of microeconomics, including consumer courses you have not yet taken, and then stay for and firm behavior. Conceptual emphasis is on a final year of full-time study in the graduate cur- price-directed markets and resource allocation, riculum. For applicants who lack some or all of the with additional treatment of welfare economics MBA foundation courses, it may take more than and government regulation. Fall one year to complete the Mills MBA. The usual Instructor(s): David Roland-Holst. stay in the Flex Track program is 18–24 months. Crosslisted with: ECON 100 The Flex Track allows students to take the foun- MGMT 201 Macroeconomic Theory (1) dation curriculum on a full- or part-time basis, Theory of income and employment; role of the although full-time tuition must be paid by any stu- monetary system; history of business fluctuations; dent enrolled in more than one course in a semester. analysis of the “cycle”; and fiscal, monetary, and All or part of these courses can be taken at Mills direct measures for mitigating fluctuations. Spring or at an approved alternative institution. The best Instructor(s): Nancy Thornborrow. way to map out a feasible and expedient path to Letter grade only. fulfilling all the requirements for the Flex Track Prerequisite(s): ECON 050. MBA is to contact us directly for advising. Crosslisted with: ECON 101. The Mills 4+1 BA/MBA Program MGMT 202 Administrative Behavior (1) The 4+1 option is designed to allow Mills under- Information gathering, decision making, and imple- graduates, majoring in economics or other fields, mentation processes of modern organizations, and to earn both a BA and an MBA in five years, with the possible “pathologies” to which they are subject. all requirements for the BA degree completed during Spring the first four years. Instructor(s): Paul Schulman. Letter grade only. The 4+1 program includes a summer internship be- Crosslisted with: GOVT 102. tween graduation and the fifth year. Completion of the prerequisite course work and the required intern- MGMT 203 Organizational Theory (1) ship ensures that 4+1 participants enter the fifth Major theories of organizational structure, leader- year prepared for the graduate business curriculum. ship, communication, and control processes. Fall The San Francisco Bay Area offers a wide variety Instructor(s): Paul Schulman. of internship opportunities that enhance the aca- Letter grade only. demic program. Crosslisted with: GOVT 101. Interested economics majors should discuss their MGMT 211 Money and Financial Institutions (1) plans with the program’s director and their major An introduction to the study of financial institutions. advisor no later than the beginning of their junior The American banking system as an industry and year to ensure that they have time to satisfy the its relationship to the behavior of the economy is prerequisites. Students majoring in other subjects the primary subject. Other financial institutions, should begin curricular planning in their sophomore such as savings and loan firms, credit unions, year. Undergraduates are not eligible to take grad- savings banks, and financial markets in common uate courses in this program for credit toward any stocks, bonds, and commodities are also examined. Mills BA degree. Fall Instructor(s): Roger Sparks. To receive the MBA degree, students must complete Offered 2008–09. the prerequisite courses, the summer internship, the graduate core curriculum, and five graduate elective courses.

70 MGMT 212 Intermediate Financial Accounting (1) MGMT 218 Financial Derivatives (1) This course expands upon the financial accounting Covers derivatives markets, including options, concepts and principles developed in the first fi- futures contracts, and swaps. Explores methods nancial accounting course ECON 073/MGMT 214. for valuing derivatives and developing risk man- It further covers the detailed rules of GAAP, their agement strategies. Develops analytical tools such interpretation, real-world application, and their as binomial trees, the Black-Scholes model, and impact on the readers of the financial statements. values at risk. Spring Spring Instructor(s): Roger Sparks. Instructor(s): Tom Li. Note(s): Open to MBA students only. Letter grade only. Prerequisite(s): ECON 116. Prerequisite(s): MGMT 214. Crosslisted with: ECON 118. MGMT 213 Individual Investment (1) MGMT 219 International Finance (1) An investigation of securities markets and individual A comprehensive introduction to international investment in equities, bonds, and options. Course financial markets and international financial strat- explores investment principles, fundamental and egy for multinational business. Foreign exchange technical analysis, and online investment resources and international capital markets are discussed in to develop and maintain model portfolios. Spring detail, as well as practical issues such as financing Instructor(s): David Roland-Holst. international trade, international investment, joint Letter grade only. ventures, and foreign currency management. Spring Prerequisite(s): MGMT 281. Instructor(s): David Roland-Holst. Crosslisted with: ECON 114. Letter grade only. Offered every other year beginning 2008–09. MGMT 214 Financial Accounting (1) Offered in alternation with: MGMT 242. Elementary accounting theory, with emphasis on Prerequisite(s): ECON 155. the preparation and interpretation of financial statements. Fall and Spring MGMT 220 Competitive Strategy (1) Instructor(s): Tom Li. Covers the development and implementation of Crosslisted with: ECON 073. strategies for gaining competitive advantage. Examines the strategic problems encountered by MGMT 215 Managerial Accounting (1) top-level managers in a competitive global market This course describes and analyzes the tools avail- from an integrated perspective. Teaches varied able for measurement, control, and planning of approaches to analyzing strategic situations, devel- business firms. Emphasis will be on the accounting oping a competitive strategy, and managing policies of costs in business. Spring to implement these strategies, including controlling Instructor(s): Tom Li. organization-wide policies, leading organizational Prerequisite(s): ECON 073. change, and the allocation and leverage of resources. Crosslisted with: ECON 115. Explores such emerging topics as competitive MGMT 216 Corporate Finance I (1) dynamics, technology-based competition, business- An introduction to the concepts and tools of cor- governmental relationships, corporate social porate finance, and a discussion of the practical responsibility, and cooperative strategy. Fall realities of financial decisions. Topics, among Instructor(s): Roger Sparks. others, include present value and the internal rate Letter grade only. of return, portfolio theory, debt-versus-equity Note(s): Open to MBA students only. financing, and the efficiency of capital markets. Prerequisite(s): ECON 136. Fall MGMT 221 Labor Economics (1) Instructor(s): Roger Sparks. The labor market, labor movement, and employee- Crosslisted with: ECON 116. employer relations with emphasis on current issues. Fall Instructor(s): Nancy Thornborrow. Offered every other year beginning 2008–09. Offered in alternation with: ECON 117. Prerequisite(s): ECON 050. Crosslisted with: ECON 121.

COURSES OF INSTRUCTION 71 MGMT 222 Legal Environment of Business (1) MGMT 226 Management Information Systems (1) An introduction to legal processes and substantive Gives future business managers a broad introduc- legal issues relating to business. We examine sub- tion to the theory and reality of planning for the stantive areas of business law including contracts, use of technology in business, of choosing and torts, intellectual property, employment law, busi- managing the introduction of necessary business ness entities, and real estate. We also explore how technology, and of managing the IT (information cases are brought to court, alternative dispute res- technology) function. Will make business managers olution, and other practical considerations of busi- far better informed consumers of the business tech- ness law. Fall nology. Will help IT managers work more effec- Instructor(s): Scott Verges. tively with business partners. Course does not teach Letter grade only. the nuts-and-bolts details of technology. Spring Instructor(s): Phillip Gordon. MGMT 223 Advertising and Public Relations (1) Letter grade only. Managing advertising and public relations as part Note(s): Open to MBA students only. of the broader promotional mix. Creating and exe- cuting successful advertising and PR campaigns; MGMT 227 Negotiations (1) messaging and copy development. Emphasis is on The course examines the dynamics that occur methods for measuring and testing campaign before, during, and after negotiations and the theory effectiveness. Fall behind various negotiation approaches. Topics to be Instructor(s): Jordan Holtzman. addressed will include: claiming versus creating Letter grade only. value (also known as distributive and integrative bargaining); preparation strategies; the nature of MGMT 224 Communication for Business (.5Ð1) power; psychological aspects of negotiation; expe- Communication is fundamental to successful busi- rience and expertise; multi-party/group negotiations; ness planning and execution. This course examines culture and gender; communications and perception; professional communications skills with an empha- mediation and other alternative dispute resolution sis on business writing. Students will develop an systems; working with lawyers; and organizational understanding of the writing process, how to self- change and salary negotiations. Fall and Spring edit, strike the right tone, and structure various forms Instructor(s): Staff. of business writing including emails, memos, cus- Letter grade only. tomer letters, press releases, and performance Note(s): Open to MBA students only. evaluations. Effective listening, presentation tips, dealing with conflict, nonverbal communication, MGMT 228 Governmental Accounting and running meetings, and other interpersonal commu- Nonprofit Accounting (1) nication techniques will also be covered. Spring This course is a comprehensive examination of the Instructor(s): Barbara Blissert. basic accounting concepts and practices used in Letter grade only. governmental and nonprofit agencies. The course is Note(s): Open to MBA students only. designed to teach the preparation of financial statements for nonprofit and governmental organizations; MGMT 225 Information Technology (1) the student will gain a thorough understanding of the In this advanced hands-on class, students are intro- financial activities of nonprofit and governmental duced to computer applications used for simulation agencies through an analysis of the basic financial and analysis in the social and policy sciences. Topics statements—specifically, the balance sheet, the vary, but typically include advanced applications income statement, and the statement of cash of standard desktop software, statistical packages, flows. Spring relational databases, network analysis, geographic Instructor(s): Staff. information systems, intelligent agent models, and Letter grade only. systems dynamics simulation. Data and examples Prerequisite(s): MGMT 214. are drawn from economics, history, political science, Crosslisted with: ECON 128. public policy, anthropology, and sociology. Fall Instructor(s): Dan Ryan. Letter grade only. Limit 15 students. Note(s): Students expected to possess basic computer skills and an openness to things mathematical, and to have undertaken previous course work in social sciences beyond the introductory level.

72 MGMT 230 Marketing Management (1) results of marketing research to make actionable Applies the case study method to marketing man- recommendations for decision makers. Spring agement and problem solving in a multicultural Instructor(s): Lisa Cain. environment. Teaches methods for managing Letter grade only. product positioning, pricing, distribution, and Prerequisite(s): MGMT 230. external communications. Examines customer Note(s): Open to MBA students who have already behavior, demand determination, and marketing completed MGMT 230. research. Emphasis is on developing fully inte- MGMT 234 Human Resources Management (1) grated marketing programs. Fall Provides an overview of the essential functions Instructor(s): Lisa Cain. and theories of human resources management in a Letter grade only. global work environment. Illustrates the need for Note(s): Open to MBA students only. management to understand an integrated approach MGMT 231 Marketing Strategy (1) toward human resources planning, staffing, per- This course builds upon MGMT 230 Marketing formance management, compensation and benefits, Management with a stronger emphasis on the labor relations, and employee separation. Special strategic considerations associated with each attention is paid to the role of HRM in ensuring element of the marketing mix. In addition to a compliance with legal regulations within the mix of cases and lectures, we will use a computer employment relationship. Fall simulation over several weeks to allow for practice Instructor(s): Barbara Blissert. in marketing decision making. Students will make Letter grade only. resource allocation decisions, determine market Note(s): Open to MBA students only. entry/exit strategies, and analyze competitors. MGMT 236 Managerial Economics (1) The simulation provides a hands-on approach for This course develops methods for solving business learning these aspects of marketing strategy. Spring and administrative problems. The course provides Instructor(s): Lisa Cain. a link between economic theory and practice by Letter grade only. showing—through examples, case studies, and Prerequisite(s): MGMT 230. discussion—how economic analysis can be usefully MGMT 232 Operations Management (1) applied to managerial decision making. The topics Introduces operations as a functional area of man- to be covered include risk analysis, econometric agement and examines its link with other functional studies of demand, costs and productivity, the areas of the firm. Teaches about the acquisition and design of optimal pricing schemes, strategic allocation of resources to support the production thinking, and global business issues. Spring and delivery of goods and services. Both manufac- Instructor(s): Roger Sparks. turing and service systems will be covered. Intro- Letter grade only. duces contemporary issues faced by operations Prerequisite(s): ECON 100. managers today, such as total quality management, Crosslisted with: ECON 136. just-in-time approaches, and process reengineering MGMT 237 Public Sector Economics: The to improve productivity and control costs. The case Economics of Government (1) method is emphasized and computer applications Public Sector Economics explores how government are used. Fall can protect our collective well-being when markets Instructor(s): Nancy Williams. fail. It examines market failures and explores poli- Letter grade only. cies to address the problems they cause, like pol- Note(s): Open to MBA students only. lution, congestion, poverty, inequality, and the MGMT 233 Marketing Research (1) underprovision of public goods such as public The course is targeted for students who are expecting safety and scientific research. It examines who to be marketing managers or marketing researchers. really bears the burden of taxes, and analyzes By the end of the course, students will be able to government programs like welfare, food stamps, translate a marketing problem into a feasible Medicare, and Social Security. It specifically research question; understand various types of addresses issues of fairness. Spring research that exist and the conditions under which Instructor(s): Siobhan Reilly. each of them is appropriate; and interpret the Prerequisite(s): ECON 050. Crosslisted with: ECON 134, PPOL 215.

COURSES OF INSTRUCTION 73 MGMT 239 Urban Economics (1) ership challenges in the context of entrepreneurial Urban Economics uses economic analysis to culture. Includes guest speakers, case analysis, explore why and where cities develop and how historical and contemporary readings, and videos. they grow. It also examines important issues cities Spring face, including land use, transportation, education, Instructor(s): Nancy Williams. housing, funding, crime, concentrated poverty, and Letter grade only. segregation. Fall Note(s): Open to MBA students only. Instructor(s): Siobhan Reilly. MGMT 245 Women and Business (1) Offered every other year beginning 2008–09. This course uses business cases, journal articles, Recommended Course(s): ECON 050. and class discussions to explore a variety of issues Crosslisted with: ECON 139. relevant to women’s working experiences in man- MGMT 240 Health Economics (1) agerial and professional positions. Students will This course applies the tools of microeconomics study the strategies of women entrepreneurs and to the study of the healthcare sector in the United explore ways to resolve problems that can be more States, with a focus on issues of equity and effi- acute for women. Problems unique to minority ciency. It analyzes healthcare as a commodity, the women are also examined. Fall demand for health and medical care, the incentives Instructor(s): Nancy Thornborrow. facing care providers, the functioning of insurance Letter grade only. markets, and the roles of government and the pri- Offered every other year beginning 2009–10. vate sector. It examines current programs as well Offered in alternation with: MGMT 221. as competing proposals for reform of the system. Note(s): Open to MBA students only. Spring MGMT 246 Multinational Business Strategy (1) Instructor(s): Siobhan Reilly. This course provides a comprehensive introduction Letter grade only. to strategic business practices in an era of global- Offered every other year beginning 2008–09. ization. After a review of the principles of interna- Prerequisite(s): ECON 050. tional trade and finance, we cover management, Crosslisted with: ECON 140. operations, marketing, and financial strategy in the MGMT 242 Industrial Organization and Public context of multinational business. Students should Policy (1) have a high level of interest in all issues related to Microeconomic principles applied to everyday globalization. Spring market interactions between firms, consumers, and Instructor(s): David Roland-Holst. public agencies. Emphasis is on real examples of Letter grade only. business competition and strategy, consumer welfare, MGMT 253 Environmental Economics (1) and the role of government in overseeing and reg- This course will focus on the application of econo- ulating market outcomes. Spring mic analysis to the problems of resource depletion Instructor(s): David Roland-Holst. and environmental pollution. Several fundamental Letter grade only. questions will be addressed: Does economic growth Offered every other year beginning 2009–10. necessarily imply environmental destruction? What Offered in alternation with: MGMT 219. are the optimal levels of pollution control and Prerequisite(s): ECON 050. energy conservation? What policy options exist MGMT 244 Ethics, Leadership, and for achieving these goals? Should the government Entrepreneurship (1) sell permits to pollute, tax polluters, or impose direct Surveys critical topics in business ethics including: legal restrictions on the quantities of pollutants? theories from classical philosophy useful in ana- We will also examine the effects of market structure lyzing ethical dilemmas; corporate character vs. and uncertainty on the rate of resource depletion. individual responsibility; whistleblowing; corpo- Fall rate governance; and determining acceptable levels Instructor(s): Roger Sparks. of consumer, investment, and environmental risk. Letter grade only. Leadership skills—such as wielding power, commu- Offered every third year beginning 2009–10. nication, and conflict management—are covered. Offered in rotation with: ECON 113, ECON 148. Students solve cases that present ethical and lead- Prerequisite(s): ECON 050. Crosslisted with: ECON 153.

74 MGMT 255 International Trade (1) overview of the nonprofit sector, followed by several A comprehensive introduction to the theory and sessions focused on the importance of mission and institutions of international economic relations. strategy. Discusses marketing, nonprofit sources of Both classical and modern trade theories will be income including fundraising and earned income, covered, and discussion will focus on current governance and nonprofit boards, managerial con- issues of U.S. trade and the world economy. Fall trol and financial statements, program evaluation, Instructor(s): David Roland-Holst. international non-governmental organizations Letter grade only. (NGOs), organizational evolution and strategic change, and the future of the sector. Fall MGMT 260 Capital Markets, Real Estate, and Consulting (1) Instructor(s): April Gilbert. This course provides an in-depth understanding of Letter grade only. three business disciplines; recent areas examined Note(s): Open to MBA students only. were management consulting, capital markets, and MGMT 271 Strategic Philanthropy and Social real estate. The instructors, one for each five-week Enterprise (1) segment, are business professionals currently work- This elective examines the evolving dialogue ing in these fields. They familiarize students with between profit motives and social causes. The first the overall scope of the field, the variety of trans- half of the course focuses on strategic philanthropy actions that take place, and the specialty areas that by examining the historical and emerging collabora- exist. By doing hands-on projects, students are tions between nonprofit and for-profit organizations. introduced to skills necessary for success in these The second half focuses on social entrepreneurship specialties. Spring and the application of entrepreneurial business Instructor(s): Staff. models to social issues. The main assignment is Letter grade only. a case study of strategic philanthropy or a social business plan (per student interests). Spring MGMT 263 Quantitative Methods for Business (1) Instructor(s): Ellen O’ Connor. Introduction to standard statistical methods for Letter grade only. analyzing business and financial data. Covers Note(s): Open to MBA students only. descriptive statistics, probability, sampling distributions, statistical inference and hypothesis testing, MGMT 272 Corporate Social Responsibility (1) and multivariate regression analysis. Emphasis on This course will examine the definitions of corpo- developing proficiency with standard statistical rate social responsibility and examples of good software, and on becoming a critical consumer of and bad corporate citizenship based on some of statistical information for purposes of decision those definitions. The course places an emphasis making. Fall on green business and ways in which corporations Instructor(s): Eirik Evenhouse. minimize their impact on the environment and, by Letter grade only. extension, on communities and people living in that environment. Fall MGMT 264 Econometrics and Business Forecasting (1) Instructor(s): Phillip Gordon. A comprehensive introduction to statistical methods Letter grade only. for economic and business decisions. Emphasis is MGMT 274 Innovation in Business (1) on practical applications of statistical software and The course will examine the innovation process in data interpretation. Spring business, the role of the entrepreneur in that process, Instructor(s): Eirik Evenhouse. and the factors that enable, or hinder, that process. Letter grade only. The course will provide examples and information Prerequisite(s): ECON 050 and ECON 081. from around the world, since innovation and Crosslisted with: ECON 164. entrepreneurship, despite the perception of the MGMT 270 Nonprofit Management (1) popular press, is not unique to the U.S. Fall Designed for individuals who plan to provide Instructor(s): Phillip Gordon. leadership within the nonprofit sector, either as Letter grade only. funders, managers, or board members. Provides an

COURSES OF INSTRUCTION 75 MGMT 275 Entrepreneurship (1) MGMT 283 Advanced Seminar (1) The course is organized around the preparation In-depth examination of and critical inquiry into a of a strategic plan and process for successfully specific subject through shared readings, discussion, launching a new business venture. Plans may be and written assignments. Course content to be within the for-profit and/or nonprofit sectors. determined by the instructor. May be repeated for Additionally, actual start-up processes may be credit when topics differ. Fall and Spring undertaken and supported by course work per stu- Instructor(s): Staff. dents’ readiness to execute. The teaching approach Letter grade only. emphasizes hands-on access to information and MGMT 287 Internship in Management (0) people via case studies, guest speakers, and field- Required prior work experience for the MBA work. Spring Program generally takes the form of a paid or Instructor(s): Ellen O’ Connor. unpaid internship over the summer prior to the Letter grade only. final year of MBA course work. Placement assis- Note(s): Open to MBA students only. tance for this internship is available from the col- MGMT 280 Topics in Business (1) lege upon or after admission to the MBA Program. Discussion of a specific business topic(s). Spring In some cases, significant prior work experience Instructor(s): Staff. will be recognized in lieu of the internship. Summer Letter grade only. Instructor(s): Staff. Note(s): No credit is given for these summer MGMT 281 Introduction to Statistics (1) internships as they are done in preparation for Experimental design, descriptive statistics, proba- the MBA Program, not as part of the program. bility, probability distributions, random variables, sampling, estimation, and hypothesis testing. Under- MGMT 288 Management Practicum (1) standing statistical inference; examples drawn from A faculty-supervised field practicum, which pro- social science. Fall vides experience directly related to a student’s career Instructor(s): Nancy Thornborrow. goals and academic program, may be taken for Crosslisted with: ECON 081, PPOL 201. credit. The Bay Area offers numerous opportunities for such a hands-on type of learning experience. MGMT 282 Modeling and Data Analysis (1) Fall and Spring Provides analytical concepts/tools for the manage- Instructor(s): Staff. ment of operations and decision making within Letter grade only. organizations. Enhances students’ ability to perform the quantitative analysis necessary to make good decisions. Includes decision analysis, forecasting, simulation, and quantitative modeling in spreadsheets. Fall and Spring Instructor(s): Jasmin Ansar. Letter grade only. Note(s): Open to MBA students only. Prerequisite(s): MGMT 281.

76 Mathematics

COURSES OF INSTRUCTION 77 Mathematics 510.430.2134 ■ [email protected]

Faculty: Professional Interests To ensure proper planning and admission to the pro- Maia Averett gram, applications should be submitted by the end Homotopy theory of the sophomore year/beginning of the junior year. Steven R. Givant Master of Arts in Mathematics Logic and foundations of mathematics, model (8 semester course credits) theory, general algebra, theory of relations Prerequisites Barbara Li Santi To be considered for the 4+1 BA/MA in Mathe- Artificial intelligence applications in education, matics Program, a Mills undergraduate student cognitive science, intelligent tutoring systems, must have: computer science education, linear algebra • declared a mathematics major (or be close to Ellen Spertus declaring); Structured information retrieval, online • a mathematics GPA of at least 3.5 (including communities, gender in computer science, all Mills and transferred courses counted social effects of computing toward the BA mathematics major); Zvezdelina Stankova • earned at least an “A-” in each of the following Algebraic geometry, representation theory, four courses: MATH 047, MATH 048, MATH combinatorics, Olympiad problem solving 049, and MATH 050 (or their equivalent, if transferred); Susan Wang • an overall Mills GPA of at least 3.0; and Design and analysis of algorithms, very large- • demonstrated potential for graduate-level scale integrated systems, parallel computation work in mathematics. The 4+1 dual-degree program in mathematics is Exceptions shall be made at the discretion of the designed to enable Mills undergraduates to earn Mathematics Department. The 4+1 BA/MA program both a BA and an MA in five years. The program is highly selective. Candidates will be accepted to prepares strong mathematics majors for graduate/ the program after a full evaluation by the Mathe- research mathematics in a supportive and person- matics Department. alized environment. Because of the diverse interests of our faculty, students can choose among a variety Maintaining High Standards of topics including algebra, algebraic geometry, To continue in the 4+1 BA/MA program, every algebraic logic, analysis, biostatistics and mathe- year the student must have: matical biology, combinatorics, computational • shown satisfactory progress toward the BA mathematics, geometry, linear algebra, logic, number and MA degrees; theory, representation theory, and topology. With • maintained an undergraduate mathematics the distinction of graduating with both a BA and GPA of at least 3.5; an MA, our students will be prepared to succeed in • maintained a graduate mathematics GPA of at doctoral programs in mathematical science and/or least 3.0; and in a wide range of academic, industry, and govern- • maintained an overall Mills GPA of at least 3.0. ment jobs that require advanced knowledge of pure Students in the graduate 4+1 BA/MA in Mathe- and applied mathematics. matics Program earn a BA degree in mathematics Application to the 4+1 BA/MA Program at Mills and then complete the following MA A Mills undergraduate student who has declared a requirements: mathematics major, or is close to declaring it, must: Graduate Mathematics Courses, select six (6): • choose a tentative MA thesis advisor in the MATH 242 Real Analysis (1) Mathematics Department; and MATH 252 Abstract Algebra II (1) • submit to this advisor her Mills and transfer transcripts (if any) and a detailed plan for her MATH 254 Foundations of Geometry (1) course of study, including the undergraduate MATH 260 Complex Analysis (1) and graduate courses intended to complete all MATH 280 Topics in Mathematics: requirements for the BA and MA degrees. MATH 280A Topics in Algebra (1) MATH 280B Topics in Algebraic Geometry (1) MATH 280C Topics in Algebraic Logic (1)

78 MATH 280D Topics in Analysis (1) Courses MATH 280E Topics in Applied Linear MATH 242 Real Analysis (1) Algebra (1) Topics include: elementary properties of functions MATH 280F Topics in Combinatorics (1) of a single variable; local and global behavior of MATH 280G Topics in Geometry (1) functions; continuity and limits; Intermediate Value MATH 280H Topics in Linear Algebra (1) Theorem; properties of continuous functions on MATH 280I Topics in Mathematical Logic compact intervals; Rolle’s Theorem, Mean Value and Foundations of Mathematics (1) Theorem, and l’Hospital’s rule for indeterminate MATH 280J Topics in Number Theory (1) forms; linearization and applications to convexity; MATH 280K Topics in Representation theory of Taylor polynomials; the Riemann integral; Theory (1) Fundamental Theorems of Calculus; improper MATH 280L Topics in Topology (1) integrals; and sequences and series of functions. Spring Notes: For courses offered at both the 100 and the Instructor(s): Steven Givant, Zvezdelina Stankova. 200 level, students enrolled at the 200 level will Prerequisite(s): MATH 141. be required to do additional work in the course. MATH 250A Thesis for the Degree of Master of Thesis Requirement Arts in Mathematics (1) Two semesters of thesis work during the last year of The MA thesis is developed over two semesters the BA/MA program, under the supervision of the during the last year of the BA/MA program, under student’s MA advisor: MATH 250A/B Thesis for the supervision of the student’s MA advisor. Before the Degree of Master of Arts in Mathematics (1; 1). commencing work on the thesis, the student must Special Skills Requirements submit a thesis proposal for review and acceptance One semester foreign language course or pro- by the student’s MA advisor. The thesis can be ex- gramming language course at the undergraduate pository in nature based on graduate-level books level, counted toward the BA degree. Exemptions and/or research papers, or original work on graduate- shall be considered at the discretion of the level material. Fall and Spring Mathematics Department. Instructor(s): Staff. Letter grade only. Students taking MATH 242 and/or MATH 252 MATH 250B Thesis for the Degree of Master of shall be exempted from the undergraduate mathe- Arts in Mathematics (1) matics major BA requirements MATH 142 and/or Completion of the master’s thesis begun in MATH MATH 152. The latter will have to be replaced with 250A. The student will defend her/his completed two other approved courses for the mathematics thesis in a public presentation with the mathematics major BA degree. faculty in attendance. Fall and Spring MATH 280 is in the format of independent study and Instructor(s): Staff. can be taken repeatedly for a maximum of 2 credits. Letter grade only. Cross-registering at the University of California, MATH 252 (152) Abstract Algebra II (1) Berkeley, Mathematics Department for graduate- Topics include groups, subgroups, group homo- level courses is possible for a maximum of 2 credits morphisms and isomorphisms, Lagrange’s Theorem, and with the prior approval of the MA thesis advisor. normal subgroups, quotient groups, fundamental Exceptions shall be granted at the discretion of the group isomorphism theorems, symmetric and alter- Mathematics Department. nating groups, direct products, classification of After the MA thesis is written and approved by finite abelian groups, integral domains, Euclidean the MA thesis advisor, the student gives a public domains, principal ideal domains, unique factor- presentation of the MA thesis in front of the ization domains, factorization of quadratic integers, department, including a period for questions and and the field of fractions of an integral domain. answers. The MA thesis quality and the student’s Additional topics include: Sylow Theorems, structure knowledge in the topic are then evaluated by a of finite groups, abstract vector spaces, subspaces, departmental committee for successful completion linear independence, bases, simple and algebraic of the BA/MA program. field extensions, and splitting fields. Spring Instructor(s): Maia Averett, Steven Givant, Barbara Li Santi, Zvezdelina Stankova. Prerequisite(s): MATH 151.

COURSES OF INSTRUCTION 79 MATH 254 (154) Foundations of Geometry (1) MATH 280 (180) Topics in Mathematics (1) A survey of various systems of geometry from a Offers topics that are not offered in the regular modern point of view, using techniques from curriculum from the following fields: algebra, algebra and logic. Possible topics include Euclidean algebraic geometry, algebraic logic, analysis, geometry, non-Euclidean geometries (such as applied linear algebra, combinatorics, geometry, elliptic, hyperbolic, and parabolic geometry), linear algebra, mathematical logic and foundations affine geometry, projective geometry, and finite of mathematics, number theory, representation geometries. Fall theory, and topology. Fall Instructor(s): Steven Givant, Zvezdelina Stankova. Instructor(s): Staff. Offered every other year beginning 2008–09. Offered in alternation with: MATH 260. Prerequisite(s): MATH 050. Note(s): Prerequisite of MATH 050 may be waived with instructor consent. MATH 260 (160) Complex Analysis (1) An introduction to the calculus of functions that have complex numbers as arguments and values. Topics include algebra and geometry of complex numbers; elementary functions of a complex variable; differentiation and integration of complex functions; Cauchy’s Integral Theorem; Taylor’s and Laurent’s (infinite) series for complex functions; residues; and conformal mapping. Spring Instructor(s): Maia Averett, Steven Givant. Offered every other year beginning 2009–10. Offered in alternation with: MATH 254. Prerequisite(s): MATH 141.

80 Music

COURSES OF INSTRUCTION 81 Music 510.430.2171 ■ [email protected]

Faculty: Professional Interests These programs successfully blend appreciation for David Bernstein past accomplishment and skills with commitment to John Cage, American experimentalism, avant- artistic innovation and technological advancement. garde music and aesthetics, Arnold Schoenberg’s The graduate faculty of leading composers, per- tonal theories, post-tonal theory and analysis; formers, and scholars prides itself on its creative 20th-century music literature, the history of late openness and accessibility to students. 19th- and early 20th-century harmonic theory The programs in composition and electronic music John Bischoff keep Mills at the forefront of new music. Directed Composition; electronic music for solo performers, by a core of distinguished composers, including Fred computer network bands, and instrumental Frith, Pauline Oliveros, Maggi Payne, John Bischoff, ensembles; alternative tuning systems; electro- Les Stuck, and Chris Brown, these programs wel- acoustic instrument construction come stellar guests to their teaching rosters, most Chris Brown recently Zeena Parkins in fall 2007, Hilda Paredes Composition and improvisation, interactive in spring 2007, and Joëlle Léandre in fall 2006. electronic music, musical instrument building The Music Department also has at least one visiting and new instrumental resources, sound composer in residence each year. Lou Harrison installations, algorithmic composition, 21st- was the first Jean MacDuff Vaux Composer-in- century performance practice, world music Residence in 1998–99, followed by Gordon Fred Frith Mumma in 1999–00, José Maceda in 2000–01, Composition; the performance of both composed Bun-Ching Lam in 2001–02, Cecil Taylor in and improvised music; collaboration in the fields 2002–03, Meredith Monk in 2003–04, Terry Riley of theater, dance, and film; improvisational in 2004–05, James Tenney in 2005–06, Maggie pedagogy Nicols in 2006–07, Helmut Lachenmann in Nalini Ghuman 2007–08, and Muhal Richard Abrams in 2008–09. Nineteenth- and 20th-century Western classical The Music Department has also recently established music and opera; solo and chamber piano an endowed residency in honor of the electronic performance; ethnomusicology (particularly music composer/performer David Tudor; Paul North Indian vocal music and Welsh folk music); DeMarinis initiated this residency in 2000–01, cultural studies; post-colonial perspectives on followed by Maryanne Amacher in 2001–02, musical Orientalism, nationalism, and cross- Steina Vasulka in 2002–03, Trimpin in 2003–04, cultural musical exchange Ron Kuivila in 2004–05, Jon Rose in 2005–06, Roscoe Mitchell and Keith Rowe 2008–09. Composition and the performance of composed The College’s Center for Contemporary Music and improvised music (CCM), with its roots in the historic San Francisco Maggi Payne Tape Music Center, is world renowned for its Composer, performer, interdisciplinary artist, innovative work in electroacoustic and computer recording engineer, music editor, creator of music, performance art, recording media, and many works for electronic and visual media sound synthesis. Its popular public events include Songlines, a series of symposia on sound, nature, For well over half a century, the Mills Music and new music technologies that brings together in Department has enjoyed an international reputation an informal setting guest composers, performing in the field of contemporary music and has occupied artists, and researchers. Recent guests have included a unique place in Bay Area culture. Our two-year Luc Ferrari, Miya Masaoka, Janice Giteck, “Blue” graduate degree programs continue this tradition Gene Tyranny, Tetsu Saitoh, Robert Ashley, Annea of excellence. Mills offers three graduate degrees: Lockwood, Kitundu, Christina Kubisch, Carla • Master of Arts in Composition Kihlstedt, Amelia Cuni, Neil Rolnick, Nicolas • Master of Fine Arts in Electronic Music and Collins, and Louis Goldstein. Recording Media • Master of Fine Arts in Music Performance and Our commitment to creating interdisciplinary works Literature (with specializations in solo and with other fine arts departments is enhanced by Mills’ chamber music or in improvisation) Intermedia Arts Program, which generates many fresh ways of making and thinking about music.

82 Master of Arts in Composition First-Year Review: All Candidates (11 semester course credits) Students in all graduate music programs must Required: demonstrate professional standards of achievement MUS 210 Selected Issues in Contemporary in the chosen field. At the end of the first year of Performance and Improvisation (1) residence (two semesters of full-time enrollment MUS 212 Seminar in 20th-Century Literature or its equivalent), students must submit a portfolio and Theory (1) representing the work accomplished during the MUS 224 Contemporary Instrumentation and period of enrollment. Only after completion of a Orchestration (1) or successful faculty review will the student be per- MUS 266 Advanced Orchestration Seminar (1) mitted to proceed with the second year of study. MUS 237 Seminar in Music Literature and Inquiries concerning any of these requirements Criticism (1) or should be addressed to the Music Department at MUS 256 Tonal Analysis (1) 510.430.2171. MUS 248 Post-Tonal Theory and Analysis (1) MUS 250 Thesis for the Master’s Degree (1), Master of Fine Arts in Electronic which consists of the preparation and perfor- Music and Recording Media mance of a major work, including documen- (12 semester course credits) tation of the work in score or other appropriate Several concentrations are possible within this form. As part of the thesis project, students degree program: must submit an article suitable for publication • composition and performance utilizing in a music journal or magazine, and must electronic media; present their written work to a faculty • instrument building and systems design for committee for discussion and review. interactive electronic music; and MUS 292 Composition Seminar (1) • intermedia work based in music, but also And select courses from the following to equal 1 involving a variety of other time-based forms, credit: such as video, interactive CD-ROMs, the MUS 205 Selected Issues in Composition (.5–1) Internet, and installation-based works. MUS 225 Individual Instruction in Performance Classes in the Electronic Music and Recording and Composition (.5) Media Program take place in the studios of the MUS 260 Composition Practicum (.5) Center for Contemporary Music (CCM), and stu- MUS 291 Composition Seminar (1) dents pursuing intermedia work may also enroll And select 3 course credits in electives. in IART 219 Electronic Arts, which meets in the Prieto Multimedia Lab, as well as relevant courses The following undergraduate courses are open to in dance and video. Students should budget addi- graduate students as well: tionally for materials required for work in these MUS 101 20th-Century Styles and Techniques I: media. An average of $600 per semester is required 1900–1945 (1) to cover costs for audio tape, recordable compact MUS 102 20th-Century Styles and Techniques II: discs, removable hard-disk media, software, and 1945 to the Present (1) electronic supplies. MUS 112 Cross-Currents in Rock Music (1) Required: MUS 114 Musics of the World: The Pacific, MUS 212 Seminar in 20th-Century Literature Asia, and India (1) and Theory (1) MUS 116 Women and Creative Music (1) MUS 250 Thesis for the Master’s Degree (1), MUS 117 History of European Music to 1750 (1) which consists of a performance or installation MUS 118 Classic and Romantic Music (1) of original work, accompanied by a journal- MUS 120 American Music (1) length article, and presentation of this work to a committee of faculty members for discussion MUS 147 Introduction to Electronic Music (.5–1) and review. MUS 154 Introduction to Computer Music (.5–1) MUS 251 Seminar in Computer Music (1) MUS 159 Seminar in Musical Performance, MUS 252 Seminar in Electronic Music Composition, and Improvisation (1) Performance (1) MUS 163 The World of Opera (1) MUS 292 Composition Seminar (1) MUS 170 African American Music: The Meaning and the Message (1) And select one course from: MUS 180 Special Topics in Music (.5–1) MUS 210 Selected Issues in Contemporary Performance and Improvisation (1)

COURSES OF INSTRUCTION 83 IART 219 Electronic Arts (1) Master of Fine Arts in Performance IART 248 Video II (1) and Literature And select one course from: (12 semester course credits) MUS 224 Contemporary Instrumentation and Two different specializations are possible within Orchestration (1) this degree program, each having different MUS 264 Advanced Audio Recording (1) requirements: MUS 266 Advanced Orchestration Seminar (1) 1. solo and chamber music 2. improvisation And select courses from the following to equal 1 credit: Required for solo and chamber music specialization: MUS 205 Selected Issues in Composition (.5–1) MUS 212 Seminar in 20th-Century Literature MUS 225 Individual Instruction in Performance and Theory (1) and Composition (.5) MUS 224 Contemporary Instrumentation and MUS 257 Seminar by Visiting Professor (.5–1) Orchestration (1) MUS 260 Composition Practicum (.5) MUS 237 Seminar in Music Literature and MUS 291–292 Composition Seminar (1; 1) Criticism (1)* And select 4 semester course credits in electives, MUS 250 Thesis for the Master’s Degree (1), which may include appropriate 100- or 200-level which consists of a full recital with well- courses in other departments. researched program notes, and a major paper suitable for publication in a journal. The recital The following undergraduate courses are open to program and written work are reviewed by a graduate students as well: faculty committee of three, which must include MUS 101 20th-Century Styles and Techniques the candidate’s instructor in performance. I: 1900–1945 (1) And select one course from: MUS 102 20th-Century Styles and Techniques MUS 210 Selected Issues in Contemporary II: 1945 to the Present (1) Performance and Improvisation (1) MUS 112 Cross-Currents in Rock Music (1) MUS 211 Improvisation Workshop (1) MUS 114 Musics of the World: The Pacific, And select one course from: Asia, and India (1) MUS 248 Post-Tonal Theory and Analysis (1) MUS 116 Women and Creative Music (1) MUS 256 Tonal Analysis (1) MUS 117 History of European Music to 1750 (1) MUS 118 Classic and Romantic Music (1) And two courses (1 credit total) of: MUS 120 American Music (1) MUS 231 Performance Collective (.5) MUS 147 Introduction to Electronic Music (.5–1) And two courses (1 credit total) of: MUS 154 Introduction to Computer Music (.5–1) MUS 225 Individual Instruction in Performance MUS 159 Seminar in Musical Performance, and Composition (.5) Composition, and Improvisation (1) And select 4 semester course credits in electives. MUS 163 The World of Opera (1) Required for specialization in improvisation: MUS 170 African American Music: The MUS 210 Selected Issues in Contemporary Meaning and the Message (1) Performance and Improvisation (1) MUS 180 Special Topics in Music (.5–1) MUS 211 Improvisation Workshop (1) First-Year Review: All Candidates MUS 212 Seminar in 20th-Century Literature Students in all graduate music programs must and Theory (1) demonstrate professional standards of achievement MUS 224 Contemporary Instrumentation and in the chosen field. At the end of the first year of Orchestration (1) residence (two semesters of full-time enrollment MUS 250 Thesis for the Master’s Degree (1), or its equivalent), students must submit a portfolio which consists of a full concert of improvi- representing the work accomplished during the sation with a minimum of one-third solo work, period of enrollment. Only after completion of a and a paper on a topic related to the subject successful faculty review will the student be per- of improvisation suitable for publication in a music journal or magazine. mitted to proceed with the second year of study. Inquiries concerning any of these requirements should be addressed to the Music Department at *MUS 237 may be taken a second time to fulfill 510.430.2171. an elective credit.

84 And four courses (2 credits total) of either: MUS 210 Selected Issues in Contemporary MUS 225 Individual Instrumental Instruction in Performance and Improvisation (1) Performance and Composition (.5) Evolution of performance practice in contemporary MUS 260 Composition Practicum (.5) music is examined through seminar discussion, research, and ensemble participation. Special topics And four courses (2 credits total) of: will be selected each semester and will include MUS 226 Music Improvisation Ensemble (.5) examination of the literature and the techniques of And 3 semester course credits in electives. innovative performers. Students will interact with faculty performers as part of a nucleus ensemble. The following undergraduate courses are open to Improvisation as well as interpretation of struc- graduate students as well: turally determined music will be emphasized. MUS 101 20th-Century Styles and Techniques I: May be repeated for credit with the permission 1900–1945 (1) of the instructor. Fall MUS 102 20th-Century Styles and Techniques II: Instructor(s): Fred Frith. 1945 to the Present (1) Letter grade only. MUS 112 Cross-Currents in Rock Music (1) This course may be taken two times. MUS 114 Musics of the World: The Pacific, Asia, and India (1) MUS 211 (111) Improvisation Workshop (1) MUS 116 Women and Creative Music (1) This course will offer practical experience of non- MUS 117 History of European Music to 1750 (1) idiomatic or pan-idiomatic improvisation in small and large group contexts. Emphasis will be on lis- MUS 118 Classic and Romantic Music (1) tening, understanding social structures and how MUS 120 American Music (1) they affect improvisation, basic ear training to MUS 147 Introduction to Electronic Music (.5–1) improve rhythmic and melodic skills, and building MUS 154 Introduction to Computer Music (.5–1) self-confidence. Students should have at least MUS 159 Seminar in Musical Performance, intermediate instrumental or vocal skills. Fall Composition, and Improvisation (1) Instructor(s): Staff. MUS 163 The World of Opera (1) Instructor consent required. MUS 170 African American Music: The Offered every other year beginning 2008–09. Meaning and the Message (1) Offered in alternation with: MUS 210. MUS 180 Special Topics in Music (.5–1) MUS 212 Seminar in 20th-Century Literature First-Year Review: All Candidates and Theory (1) Students in all graduate music programs must Intensive studies in various aspects of the history, demonstrate professional standards of achievement theory, and literature of contemporary music. Topics in the chosen field. At the end of the first year of may include the New York School; theories of the residence (two semesters of full-time enrollment 20th-century avant-garde; 20th-century theories of or its equivalent), students must submit a portfolio musical time; postmodernist aesthetics and criticism; representing the work accomplished during the the American experimentalist tradition; and the period of enrollment. Only after completion of a music, poetry, and art of John Cage. Spring successful faculty review will the student be per- Instructor(s): David Bernstein. mitted to proceed with the second year of study. Limit 18 students. Inquiries concerning any of these requirements MUS 219 (119) Performance Practice of should be addressed to the Music Department at Baroque and Classical Music (1) 510.430.2171. A study of historical performance practices of Baroque and classical music, with emphasis on both research and performance. A survey of the Courses musical forms and compositional and performance MUS 205 Selected Issues in Composition (.5Ð1) styles of each period through music examples and Individual problems in composition, planned to source readings. Small ensemble work with class strengthen the student’s knowledge of contemporary performances and guest lectures by prominent early techniques and forms and to develop the student’s music specialists. The course concludes with a fluency and stylistic growth. Fall and Spring final concert. Fall Instructor(s): Pauline Oliveros, Guest composers. Instructor(s): Sandra Soderlund. Offered every other year beginning 2009–10. Offered in alternation with: MUS 117.

COURSES OF INSTRUCTION 85 MUS 224 (124) Contemporary Instrumentation MUS 228 (128) Gamelan Ensemble (.5) and Orchestration (1) Learn the art of improvisation and chamber music Historical, analytical, and practical study of instru- in this traditional Indonesian percussion ensemble mentation and orchestration, with emphasis on using the famed American gamelan built by com- gaining advanced facility in writing for the orchestral poser Lou Harrison with William Colvig. All levels instruments. The course surveys fundamental and of musical expertise are welcome. Fall and Spring advanced techniques for writing for each instrument. Instructor(s): Daniel Schmidt. The course also covers the basics of score reading, This course may be taken four times. notation, and copying. Focus will be on instru- MUS 229 (129) Kongolese Drumming (.5) mentation and orchestration from the standpoints Join Capoeira Angola drumming master Terry of 20th-century and world musics. Students are Baruti in the popular Kongolese drumming ensemble required to turn in several small and one large for beginning and skilled percussionists. Fall and orchestrational assignment, as well as analytical Spring projects. Spring Instructor(s): Terry Baruti. Instructor(s): Staff. This course may be taken four times. Offered every other year beginning 2008–09. Offered in alternation with: MUS 266. MUS 230 (130) Vocal Jazz Improvisation Ensemble (.5) MUS 225 Individual Instruction in Performance The ability to sing in tune is required; an adven- and Composition (.5) turous spirit is suggested. This class explores the Open to all graduate students. Lessons are not boundaries of vocal ensemble through an array covered by tuition and must be arranged in person of improvisational exercises and lesser-known, through the Music Department’s administrative yet expanded, jazz choral arrangements. Voice assistant prior to the first day of classes. Students technique; ensemble blend and balance; and jazz may audition for lesson scholarships which must rhythms, song forms, and scat singing are also be applied for through the Music Department’s integral to this work which often yields greater administrative assistant prior to the first day of personal and creative freedom. Informal group classes. Fall and Spring audition at the first rehearsal. Culminates in a Note(s): See individual lesson instructors in “salon” performance. Fall and Spring faculty roster. Instructor(s): Molly Holm. This course may be taken four times. This course may be taken four times. MUS 226 (126) Music Improvisation Ensemble (.5) MUS 231 (131) Performance Collective (.5) Even if you’ve never improvised before, you’re This is a class devoted to the practice and per- welcome in this multi-instrumental/vocal ensemble formance of vocal and instrumental chamber devoted to intensive work on non-idiomatic (and music from the Baroque era to the 20th century. pan-idiomatic) improvisation. Some basic instru- Through participation in weekly master classes, mental or vocal experience is required. Auditions you will enhance your skills as a chamber musi- for new members of the ensemble will be held cian, develop your interpretation of a variety of during the first session in fall and spring. Fall musical styles and periods, as well as prepare for and Spring and perform in concerts held in Mills Hall and the Instructor(s): Fred Frith. Concert Hall. Fall and Spring This course may be taken four times. Instructor(s): Staff. MUS 227 (127) Contemporary Performance This course may be taken four times. Ensemble (.5) Undergraduate and graduate performers, as well as community musicians, are welcome in this multi- instrumental/vocal ensemble devoted to the study and performance of a wide range of contemporary scores. Auditions for new members of the ensemble will be held during the first session in fall and spring. Fall and Spring Instructor(s): Steed Cowart. This course may be taken four times.

86 MUS 232 (132) Early Music Vocal Ensemble— concert. Participation in the Baroque Ensemble will Beginning (.5) develop skills in rhythm, sightreading, intonation, The purpose of this vocal ensemble is to study and ensemble playing, and ornamentation. Fall and perform early music. Emphasis is on the musical Spring styles and forms of the Middle Ages, Renaissance, Instructor(s): Louise Carslake. and Baroque periods. Students will develop their This course may be taken four times. ability to perform in small ensembles and improve MUS 236 (136) Music Instrument Building such aspects of singing as intonation, articulation, (.25Ð.5) phrasing, balance, and interpretation. This course Students design and build their own musical is geared toward students and faculty who have instruments. Instruction includes guidance at all not had much vocal or choral experience and have stages, as well as skills development. No prior hand- beginning sightreading skills. Fall and Spring tool or machine-tool experience required. Spring Instructor(s): Cindy Beitmen. Instructor(s): Daniel Schmidt. This course may be taken four times. Limit 10 students. MUS 233 (133) Early Music Vocal Ensemble— This course may be taken four times. Intermediate (.5) MUS 237 (137) Seminar in Music Literature and The purpose of this vocal ensemble is to study and Criticism (1) perform early music. Emphasis is on the musical This seminar is devoted to the intensive examination styles and forms of the Middle Ages, Renaissance, of a major topic in musical literature (recent top- and Baroque periods. Students will develop their ics include Beethoven, chamber music literature, ability to perform in small ensembles and improve Wagner’s music dramas, and music and culture in such aspects of singing as intonation, articulation, fin-de-siècle Vienna), with exploration of appropriate phrasing, balance, and interpretation. This course research methods and bibliographical resources. is designed for students and faculty with choral Students are free to choose a focus for their research experience and sightreading skills who are inter- depending on their individual emphasis, whether ested in working on more advanced repertoire. historical studies, analysis, compositional style, or Fall and Spring performance practice. Emphasis on developing ad- Instructor(s): Cindy Beitmen. vanced skills in oral and written communication. This course may be taken four times. Fall MUS 234 (134) Early Music Instrumental Instructor(s): Nalini Ghuman. Ensemble—Renaissance (.5) Prerequisite(s): MUS 056 and MUS 118. The Renaissance Ensemble provides both experi- This course may be taken two times. enced and beginning students with an opportunity MUS 248 (148) Post-Tonal Theory and Analysis (1) to play 15th- and 16th-century music. The Music An intensive study of theoretical issues associated Department has a collection of Renaissance instru- with music from the early 20th century to the most ments such as recorders and a viola de gamba for recent experimental works. Emphasis is placed on loan to ensemble members. The course will culmi- developing and learning analytical methods and nate in a lunchtime concert. Performing Renaissance compositional techniques applicable to post-tonal music will develop skills in rhythm, sightreading, music (such as pitch-class sets, centricity and intonation, and ensemble playing. Fall and Spring important referential collections, invariance, Instructor(s): Louise Carslake. combinatoriality, and integral serialism). The This course may be taken four times. structure of the course may vary from a focus on MUS 235 (135) Early Music Ensemble—Baroque a specific analytical method to analyses of a series (.5) of works approached through different theoretical This class explores the music of the 17th and 18th perspectives. Fall centuries for mixed ensembles of instruments and Instructor(s): David Bernstein. voices. All instrumentalists and singers are welcome. Offered every other year beginning 2009–10. The department has harpsichords for keyboard Offered in alternation with: MUS 256. players who wish to gain experience playing figured bass. The course will culminate in a lunchtime

COURSES OF INSTRUCTION 87 MUS 250 Thesis for the Master’s Degree (1) MUS 259 (159) Seminar in Musical Performance, Supervised by an appointed three-member faculty Composition, and Improvisation (1) committee. See course requirements for the individ- A seminar in creative music making and improvi- ual degrees for the appropriate course description. sation for composers and performers, including Fall and Spring students from other disciplines. Emphasis is placed Letter grade only. on developing individual styles in composition and performance. Students work individually and col- MUS 251 Seminar in Computer Music (1) laboratively. Interdisciplinary collaborations are Theory and practice of computer music: digital highly encouraged. Improvisation across disciplines audio recording and mixing, software synthesis, is part of this exploration. We also evaluate com- digital signal processing, and instrument and sound positions and interdisciplinary works from the last design. Presentation and discussion of student 30 years. Fall works of electronic music, development of experi- Instructor(s): Maggi Payne. mental compositional strategies made possible by Limit 15 students. electronic technology. Fall Note(s): Open to non-majors with permission of Instructor(s): Chris Brown. instructor. Limit 15 students. MUS 260 (160) Composition Practicum (.5) MUS 252 Seminar in Electronic Music Bi-weekly private instruction in composition. Fall Performance (1) and Spring Real-time performance systems, concert audio, Instructor(s): Fred Frith, Chris Brown. and interactive electronics: sound diffusion, MIDI Limit eight students. controllers, analog-to-digital interfaces, electronic Prerequisite(s): MUS 101 and MUS 159. instrument building, interactive sound installations, This course may be taken two times. composition languages, and computer music networks. Presentation and discussion of student works MUS 261 (161) Sound Techniques of Recording of electronic music; development of experimental (1) compositional strategies made possible by electronic This course in recording engineering covers basic technology. Spring acoustics, the design and use of microphones, mix- Instructor(s): Chris Brown. ing consoles, tape machines (analog and digital), Limit 15 students. compressors, limiters, equalizers, reverb units, noise reduction, and other peripheral equipment. MUS 256 (156) Tonal Analysis (1) Students will become proficient in our professional An intensive study of a single analytical method recording studios. May be taken two times for or a comparative survey of various 20th-century credit. No previous music experience is required. analytical techniques, such as Schenkerian analy- Fall and Spring sis, Schoenbergian tonal theory, and Lehrdahl and Instructor(s): Maggi Payne. Jackendoff’s generative theory for tonal music, Limit 17 students. as applied to a selection of tonal music. Readings Note(s): Enrollment priority to upper-level music from older treatises may also serve as possible majors, graduate students in music, upper-level guides to analysis and the formulation of histori- intermedia arts majors, then other upper-level cally tempered analytical methodologies. Fall students. Instructor(s): David Bernstein. This course may be taken two times. Offered every other year beginning 2008–09. Offered in alternation with: MUS 248. MUS 264 (164) Advanced Audio Recording (1) This course will concentrate on the 24-track re- MUS 257 (157) Seminar by Visiting Professor cording studio, utilizing multi-track recording and (.5Ð1) overdubbing, advanced microphone, equalization Fall and Spring and compression techniques, mixing, and the use Instructor(s): Visiting professor. of digital signal processors. Digital recording and editing will also be covered as well as CD-burning techniques. No previous music experience is required. Spring Instructor(s): Maggi Payne. Limit 17 students. Prerequisite(s): MUS 261, or consent of instructor.

88 MUS 265 (165) Sound Art (1) MUS 291 Composition Seminar (1) An introduction to the history and practice of sound Individual and group work, discussion and perform- art, an interdisciplinary field with influences from ance of student works, and examination of past music, sculpture, and interactive electronic arts. and present composers. MUS 291 is recommended This course will survey groundbreaking work done for students entering the MA in composition. MUS by sound artists during the last three decades, and 292 will include discussion and direction of thesis discuss the critical responses to it. Technologies projects. Fall and Spring relevant to the practice will be introduced and Instructor(s): Staff. used in directed projects. Students will create and MUS 292 Composition Seminar (1) install their own sound artworks as the final out- Individual and group work, discussion and perform- come of the course. Fall ance of student works, and examination of past Instructor(s): James Fei. and present composers. MUS 291 is recommended Recommended Course(s): MUS 147, MUS 154, for students entering the MA in composition. MUS MUS 261. 292 will include discussion and direction of thesis MUS 266 Advanced Orchestration Seminar (1) projects. Fall and Spring A seminar combining analysis of the orchestration Instructor(s): Staff. of selected 20th-century works with practice in scoring original compositions for large ensembles. Scores to be studied include music by Varhse, Ives, Souza, Stravinsky, Ligeti, Nono, Feldman, Earle Brown, Scelsi, Stockhausen, Gubaidulina, Gil Evans, and Spike Jones. Students will be required to report on their study of one particular 20th-century score, and to compose a short composition for any imaginable ensemble over 25 players (with or without electronics). Spring Instructor(s): Staff. Offered every other year beginning 2009–10. Offered in alternation with: MUS 224. Prerequisite(s): MUS 224.

COURSES OF INSTRUCTION 89 Pre-Med

90 Pre-Med 510.430.2317 ■ [email protected]

Faculty: Professional Interests Post-bac pre-med students enroll in regular Mills Sandra M. Banks courses taught by distinguished faculty, with separate Chemical education, organic chemistry-spectro- lectures designed specifically for pre-med students. scopy and organic chemistry reaction mechanisms The average class size is about 25 students, large enough to offer a diverse intellectual community Barbara Bowman but small enough to provide individual attention. Molecular evolution of fungi, group I introns At Mills, students find a supportive environment John S. Brabson of motivated peers who work collaboratively toward Pine genome structure and evolution, sphingolipid mutual goals. Faculty members are accessible and metabolism in Pichia ciferrii involved in helping students succeed. Kristina Faul Oceanography, climate change, the chemistry of During the spring semester, faculty members past oceans, paleoceanography schedule extra lectures to help students review for the MCAT, although many students also enroll in David Keeports commercial MCAT preparation courses. Teaching Molecular spectroscopy, physics and chemistry assistants are available in each course for individual education, software development help. Students plan their academic course work, as Susan Spiller well as other aspects of their preprofessional training, Physiology and molecular biology of plants and in consultation with the pre-health professions photosynthetic bacteria advisor, John Brabson. Lisa Urry Developmental biology of sea urchin embryos Graduates of the Mills Pre-Med Program achieve and larvae, cell-cell and cell-extracellular matrix a 75–90 percent acceptance rate to medical school interactions (well over the national average of 50 percent) and matriculate at some of the nation’s most respected John Vollmer schools of medicine, including UCSF, Stanford, Natural product chemistry, isolation and identi- Harvard, UCLA, Washington University, and Yale. fication of toxic constituents of plants, chemical Linkages with two allopathic medical schools and education, science writing one osteopathic medical school allow some of our For more than 25 years, Mills College has been select students to start medical school in the fall preparing students to become physicians and after completing their studies at Mills and skipping other healthcare professionals. Our program is the glide year. designed for students with bachelor’s degrees who lack some or all of the basic science courses to pursue study in the fields of allopathic medicine, osteopathic medicine, dentistry, pharmacology, veterinary medicine, or optometry. Students who need to complete all of the basic pre-medical science courses usually take two years (four semesters) to complete the program. Students who have completed a year of general chemistry and a semester of calculus are often able to finish in one year. The program is flexible and can be tailored to fit a student’s specific background in science and mathematics.

COURSES OF INSTRUCTION 91 Post-Baccalaureate Pre-Medical Typical course schedule for four semesters: Certificate First Year: In order to earn the program certificate, students CHEM 017 and 018 General Chemistry I and II must complete one-half of the science courses with Lab required by medical schools at Mills and achieve BIO 001 and 002 General Biology I and II with a minimum 3.0 GPA. Lab Required Courses: Second Year: • General Biology with Lab CHEM 105 and 106 Organic Chemistry I and II • General Chemistry with Lab with Lab • General Physics with Lab (one semester of PHYS 061 and 062 General Physics I and II calculus is required) with Lab • Organic Chemistry with Lab See schedule of courses in biology, chemistry, and Some medical schools have additional requirements physics. such as calculus and/or biochemistry (see Medical School Admission Requirements published annually by the Association of American Medical Colleges concerning the prerequisites at particular schools). Depending on the extent of their preparation and time, students often elect to take additional biology and chemistry courses beyond the basic medical school requirements. Some of the more popular classes include biochemistry, genetics, human physiology, neurobiology, immunology, developmental biology, microbiology, and molecular cell biology. A full-time course load for students in the Post- baccalaureate Pre-Medical Program is usually two or three courses per semester. Most courses have associated laboratories or workshops, which translate to between 2.5 and 4 credits total per semester. Physical education activity courses do not count toward this limit. Overloads of up to 5 credits may be permitted with approval of the program director. No student may enroll for more than 5 credits.

92 Public Policy

COURSES OF INSTRUCTION 93 Public Policy 510.430.2147 ■ [email protected]

Faculty: Professional Interests an understanding of how issues are affected by race, Carol Chetkovich ethnicity, class, and gender, the program also in- Social identity and public policy, public par- cludes course work designed to enhance student ticipation, organizational culture and change, awareness in these areas. nonprofit management Advanced Professional Training Marc Joseph The seven advanced core courses offer students Metaphysics, the philosophy of mind and opportunities to augment and deepen their skills language, logic and the philosophy of logic, through guided practice. Our Professional Chal- the philosophy of mathematics, the history lenges sequence prepares students to understand of philosophy, classical studies and work effectively in various political and organizational contexts. In our course on simulations Elizabeth Potter and advanced software applications, students Gender and science, intersections of feminism develop computer-based skills for modeling and and epistemology, philosophy of science analyzing problems of policy and management. Siobhan Reilly A financial accounting requirement ensures that Public economics, labor economics, economics graduates are prepared to work with financial of the family, health economics, urban economics, statements in budget analysis positions or pro- international economics gram management. We also include in-depth training Dan Ryan on local policy making, with opportunities for stu- Organizational features of communities, sociology dents to work with local organizations on current of information, sociological uses of geographic community-level issues. information systems Multidisciplinary-skill training comes together in Paul Schulman the two-semester Integrative Core, in which students Bureaucratic organizations and public policy apply various analytic frameworks to a series of making; science, technology, and public policy current policy problems, using real-world data and Nancy Thornborrow interacting with practicing policy analysts and Labor economics, macroeconomics, statistics, managers. The Integrative Core culminates in the econometrics student’s own policy analysis conducted for an Bruce Williams external client. With faculty assistance, students Economic development and social change, com- select the topic and client, using the project as an parative race and ethnic relations, historical opportunity to develop substantive expertise in a sociology, urban sociology, rural sociology particular policy area such as education, the envi- Laurie Zimet ronment, or health. The two elective courses can First amendment/constitutional law, business also be used to build substantive knowledge or law, civil litigation alternatively, to deepen analytical capacity in areas such as statistics or economics. The master’s degree program in public policy provides students with the skills and perspectives re- Master of Public Policy (MPP) quired to formulate, implement, and evaluate public The degree includes two levels of requirements: the policies (government actions to address social foundation courses and the advanced curriculum. problems). Our curriculum includes two levels of Those who have met the foundation requirements course work—an analytic foundation and a set of through earlier course work (at Mills or elsewhere) advanced professional courses—and can be com- may enter the advanced curriculum and complete pleted in one to two years, depending on prior the degree in one academic year. For those who course work. need to complete some foundation requirements, Analytic Foundation the degree may take up to two years. Policy professionals must draw on skills and concepts from multiple disciplines, so our analytic foundation courses provide training in economics, politics and the policy-making process, statistics, law, and ethics. In addition, because we believe that good policy analysis or management requires

94 Foundation Requirements Required: Prior to entering the advanced curriculum, students PPOL 220 Professional Challenges I: must have completed all or nearly all of the follow- Organizational Efficacy (1) ing foundation courses (Mills courses or their PPOL 221 Professional Challenges II: Political equivalents): Efficacy (1) • Politics of the Policy-Making Process PPOL 230–231 Integrative Core I and II: • Introduction to Economics/Economic Policy Application/Integration of Policy Analysis Analysis Frameworks (1; 1) • Ethics of Policy/Politics PPOL 225 Simulation in the Social and Policy • Law and Society Sciences (1) • Introduction to Statistics PPOL 227 Local and Community Policy Making, Planning, and Management (1) • Public Sector Economics MGMT 214 Financial Accounting (1) • Methods of Policy Analysis • Dynamics of Race, Ethnicity, Gender, or Class Two graduate electives will be chosen by the student (requirement may be met with any course that and approved by the program director or advisor. exposes students to analysis of these structural Electives must be selected to deepen the student’s dimensions) knowledge of either analytic methods or a policy For the names and numbers of the Mills courses area of concentration. Students should be aware meeting these requirements, see the list of courses that graduate-level courses in a substantive policy in our undergraduate 4+1 program. Equivalent area or advanced methods may require satisfaction courses are those we determine to have covered the of prerequisites. essential material covered in the Mills foundation courses. Courses Flexible Options for Meeting Foundation PPOL 200 (100) Methods of Policy Analysis (1) Requirements Practical applications of the principal methods and We are happy to work with candidates who are approaches to policy analysis. Students become interested in the one-year Mills MPP Program but familiar with a variety of quantitative and qualitative have not fulfilled all of the program’s prerequisites. analytical tools used to frame public policy issues, We will review your past course work to determine and how to avoid common analytical pitfalls. Stu- which of the requirements have been met and dents develop and practice oral and written com- identify the best options for completing the pre- munication tools relevant to policy analysis, with requisites. Some candidates take the necessary course work culminating in a major policy analysis courses here at Mills on a part-time or full-time paper and oral presentation. Fall basis. Others take course equivalents that we have Instructor(s): Staff. identified at other institutions (such as local cam- Prerequisite(s): ENG 001 or consent of instructor. puses in the California State University system or Prior completion of GOVT 121, ECON 050, community colleges) in which students can enroll ECON 134, and ECON 081 (or concurrent on a temporary basis. enrollment) is strongly recommended. Advanced Curriculum Recommended Course(s): GOVT 121, ECON 134, The advanced curriculum consists of seven required ECON 081. courses and two electives that offer students opportunities to augment and deepen their skills through PPOL 201 Introduction to Statistics (1) practical application. These courses emphasize both This course covers the following topics: descriptive conceptual and applied dimensions of policy making, statistics, probability, probability distributions, ran- governance, and management, training students to dom variables, sampling, estimation, hypothesis identify policy options and work through implemen- testing, statistical inference, and linear regression. tation strategies. The curriculum is structured to Examples used are drawn largely from social expose students to the types of challenges they will science. Fall face as professionals, such as working in teams Instructor(s): Eirik Evenhouse. under tight deadlines with multiple constituencies Crosslisted with: ECON 081, MGMT 281. and competing interests.

COURSES OF INSTRUCTION 95 PPOL 202 Introduction to Economics (1) rently with PPOL 202 unless PPOL 202, or its An introduction to economic theory and its appli- equivalent, has already been satisfied. PPOL 213 cation to contemporary economic problems. Fall workshops study the relevance of economic theory and Spring and its application to policy analysis. PPOL 213 is Instructor(s): Siobhan Reilly, Lorien Rice. a core course requirement for the MPP, though it Crosslisted with: ECON 050. is open to anyone with PPOL 202 or equivalent. Fall and Spring PPOL 203 Feminist Social Ethics (1) Instructor(s): Staff. An analysis of ethical issues of current concern Instructor consent required. including preferential hiring, sexual harassment, Must be taken with: PPOL 202. pornography, rape, and reproductive issues such as abortion, sterilization, and surrogacy. Spring PPOL 215 Public Sector Economics: The Instructor(s): Elizabeth Potter, Staff. Economics of Government (1) Crosslisted with: WMST 094. Public Sector Economics explores how government can protect our collective well-being when markets PPOL 205 Law and Society (1) fail. It examines market failures and explores The dynamic relationship between law and the policies to address the problems they cause, like society it serves and controls, with an emphasis on pollution, congestion, poverty, inequality, and the the judicial and legislative roles in the legal process. under-provision of public goods such as public Special consideration of some of the more difficult safety and scientific research. It examines who social goals and problems confronting the legal really bears the burden of taxes, and analyzes system. Fall government programs like welfare, food stamps, Instructor(s): Laurie Zimet. Medicare, and Social Security. It specifically Crosslisted with: SOSC 093. addresses issues of fairness. Spring PPOL 207 Philosophy of Law (1) Instructor(s): Siobhan Reilly. Analytical and normative investigation of legal Prerequisite(s): PPOL 202. concepts, emphasizing the application of those Crosslisted with: ECON 134, MGMT 237. concepts in the U.S. legal system. Analysis and PPOL 217 Ethical Reasoning in Politics and evaluation of the relation between laws and morals; Public Policy (1) the role of liberty and justice in constitutional Investigation of major normative disputes in such decisions regarding free speech, privacy, and areas as public assistance and entitlements, the forms of discrimination; and the relation between environment, civil rights, and healthcare policy legal systems and persons subject to those systems, making. An examination of the difficulties of focusing especially on the nature of criminal applying ethical argument to policy making. Spring responsibility and the moral justification of Instructor(s): Paul Schulman. punishment. Fall Offered every other year. Instructor(s): Marc Joseph. Crosslisted with: GOVT 139. Offered every other year beginning 2008–09. Crosslisted with: PHIL 125. PPOL 220 Professional Challenges I: Organizational Efficacy (1) PPOL 209 The Public Policy-Making Process (1) The Professional Challenges sequence is informed The politics and major institutions involved in the by the concept of reflective practice, in which the formulation and execution of public undertakings. professional develops a repertoire of actions and Analysis of specific public policies and the political then employs this repertoire in ways that incorpo- environment within which they operate. Students rate the constraints and opportunities presented by will craft a policy analysis that defines and describes any given situation. The case studies and theoretical a public problem, assesses an existing policy in material for the first semester will focus on orga- relation to that problem, and proposes a policy nizational contexts, so that students become adept alternative. Fall at reading these and devising appropriate policies Instructor(s): Paul Schulman or strategies for implementation. Fall Crosslisted with: GOVT 121. Instructor(s): Carol Chetkovich. PPOL 213 Economic Policy Analysis (.25) Instructor consent required. This course is a supplement to PPOL 202 Intro- Letter grade only. duction to Economics and should be taken concur- Note(s): This is a required course for the MPP.

96 PPOL 221 Professional Challenges II: Political PPOL 230 Integrative Core I: Application/ Efficacy (1) Integration of Policy Analysis Frameworks (1) A major challenge for any policy analyst and policy The Integrative Core sequence, a two-semester change agent is to match policy design to the capstone of the MPP Program, is designed to inte- requirements for enactment and implementation. grate and deepen skills developed in the foundation This course will offer a practicum in political fea- courses. Students analyze a series of policy and sibility, first teaching the student how to do an managerial problems, using foundation skills along institutional inventory of major organizations and with new techniques introduced in this course. institutions necessary for implementation of specific Methodological tools include statistical techniques, policies. Students will also examine the political organizational analysis, economics, political analysis, environment of specific policy arenas and learn legal and ethical reasoning, and other social science strategies for coalition building, negotiation, and frameworks. Fall generating public support. Spring Instructor(s): Mark Henderson. Instructor(s): Staff. Instructor consent required. Instructor consent required. Letter grade only. Letter grade only. Prerequisite(s): PPOL 215, PPOL 200, and PPOL Note(s): This is a required course for the MPP. 201. Prerequisite(s): GOVT 221. Note(s): This is a required course for the MPP. Note that prerequisite courses are also crosslisted PPOL 225 Simulation in the Social and Policy Sciences (1) at undergraduate level (ECON 134, PPOL 100, In this advanced hands-on class, students are intro- and ECON 081). duced to computer applications used for simulation PPOL 231 Integrative Core II: Application/ and analysis in the social and policy sciences. Topics Integration of Policy Analysis Frameworks (1) vary, but typically include advanced applications This course continues the work of PPOL 230 and of standard desktop software, statistical packages, will also include a policy analysis for an external relational databases, network analysis, geographic client. Spring information systems, intelligent agent models, and Instructor(s): Mark Henderson. systems dynamics simulation. Data and examples Instructor consent required. are drawn from economics, history, political science, Letter grade only. public policy, anthropology, and sociology. Spring Prerequisite(s): PPOL 230. Instructor(s): Dan Ryan. Note(s): This is a required course for the MPP. Limit 15 students. PPOL 235 Environmental Policy Analysis (1) Note(s): Students expected to possess basic This course is a reading seminar exploring political computer skills and an openness to things responses to environmental problems. Students will mathematical and to have undertaken previous examine the social and cultural origins of attitudes course work in social sciences beyond the toward the exploitation and conservation of natural introductory level. resources, and the institutional structures that shape PPOL 227 Local and Community Policy Making, public policy in this field. American and interna- Planning, and Management (1) tional case studies will be considered in compar- This course covers analytical techniques and man- ing the effects of ecological crises and policies on agement practices for policy making at the local different populations and in applying alternative level. Substantive learning goals include under- analytical approaches such as political ecology standing the varying needs and opportunities of and environmental impact assessment. Spring “localities” and “communities”; appreciating the Instructor(s): Mark Henderson. role of local government and community-based organizations; and the application of geographic information systems (GIS) to local issues such as transportation, environment, and housing. Course material is drawn from the Bay Area and students undertake a field practicum as part of the course. Spring Instructor(s): Staff. Instructor consent required. Letter grade only. Note(s): This is a required course for the MPP.

COURSES OF INSTRUCTION 97 Admission

Admission Requirements Application Deadlines and Fee Application Process Probationary Admission Deferment Graduate Record Exam (GRE) International Students

98 Admission Requirements Exception: Applications to the MFA Program in Admission to graduate study at Mills is contingent Studio Art must be received or postmarked by upon the completion of a bachelor’s degree from February 1 in order to be considered. an accredited college or university. Two copies of official transcripts from each post-secondary insti- A $50 nonrefundable application fee, payable to tution attended, including official transcripts docu- Mills College and drawn from a U.S. bank as a menting the bachelor’s degree, should be sent personal check or money order, must be included directly from the institution(s) to the Office of with application materials. We cannot accept credit Graduate Admission. If you are still completing card payments for this application fee. However, if your degree at the time of application to graduate you apply online, credit card payments for the school, send official transcripts showing all work application fee are accepted. completed and in progress. If you are admitted to a graduate program at Mills, official transcripts Application Process confirming the bachelor’s degree are required Although the application processes and admission prior to enrollment. criteria vary from program to program, it is possible to identify certain institution-wide characteristics. In addition to providing transcripts, a complete The admission decision is individualized and based application for admission and three letters of rec- on a wide range of information about the applicant. ommendation are also required. These letters might Applications are reviewed by program-specific come from your instructors, if you have recently faculty committees that evaluate an applicant’s graduated from college, or from work supervisors potential based on several kinds of evidence and other professional contacts who can comment including, but not limited to, transcripts of under- on your character and potential for graduate study. graduate work and graduate work (if any); letters Special recommendation forms are included in the of recommendation; work experience; and the application packet. Recommendation forms should applicant’s statement of purpose. Some programs be sent by the recommenders directly to the Office have additional requirements for evaluation, of Graduate Admission. Be sure to ask your rec- including auditions, submission of creative work, ommenders to send their forms prior to the listed and standardized tests. deadline. We cannot act on your file until your application is complete. All copies of transcripts Mills College does not discriminate in its graduate and recommendation forms become the property of admission policy on the basis of race, color, Mills College. The Office of Graduate Admission marital status, age, religious creed, national origin, cannot provide copies of transcripts or recommen- ancestry, sex, sexual orientation, or disability, but dations for your use. reserves the right to refuse admission to anyone Special Admission Requirements on the basis of previous academic record, letter Some programs have special admission require- of recommendation, or, in the case of the fine arts ments in the form of supplemental applications, in areas, auditions, portfolios, manuscripts, or other addition to those items listed above. These supple- works submitted. mental applications can be accessed through the Mills website or through the online application. If accepted to a graduate program, a $300 nonre- Consult the department’s website for details regard- fundable tuition deposit ($500 for studio art) is ing each program’s requirements. required along with the Statement of Intent. Application Deadlines & Fee Probationary Admission The priority deadline for receipt of application mate- If one applies for graduate work in a field dif- rials is February 1 for fall admission. The priority ferent from their undergraduate concentration, deadline for spring admission is November 1. Please or if the undergraduate GPA is below that rec- note the Studio Art, Dance, teaching credential, ommended for admission, one may be offered English, and Post-baccalaureate Pre-Medical Pro- admission to graduate study on a probationary grams do not accept applications for spring admission. basis for one semester. This is a period during Applications are reviewed when all supporting mate- which the student must establish an academic rials are received, and official notification of an ad- record at Mills that qualifies her/him to advance mission decision is sent in writing from the Office of to degree status. Some courses taken before Graduate Admission. Programs review applications on admission to degree status may be accepted as a rolling admission basis after the priority deadline. fulfilling degree requirements by departmental

ADMISSION 99 approval only. Admission as a probationary candi- In admitting international students to Mills graduate date does affect a student’s allowable federal student programs, we pay particular attention to the appli- loan limits. cant’s ability to read, write, and understand English because successful completion of a graduate degree at Mills requires a high degree of proficiency in Deferment the English language. Letters of recommendation If accepted to a Mills graduate program and the should testify to your ability in written and spoken applicant chooses to delay her/his studies, she/he English as well as potential for success in graduate has the option to defer with deposit for up to two studies. If, after you arrive, it appears that further semesters. After two semesters, the applicant must help in language is needed, a tutor’s services may reapply to the academic program of her/his choice have to be obtained at your expense. through the Office of Graduate Admission. Please note that any scholarship funding or financial aid International students should be aware that finan- offered does not carry over from the initial semes- cial assistance is very limited. Even students who ter it was awarded if one chooses to defer. receive financial aid must be prepared to con- tribute significantly to the cost of their education. Graduate Record Exam (GRE) A Declaration of Finances form, indicating that an California residents wishing to apply for the Cali- international applicant is able to cover two full fornia State Graduate Fellowship must take the years of tuition plus living expenses in the United GRE. General information about this fellowship States, must be submitted before the College can may be obtained by contacting the M Center/ provide a certificate of eligibility (I-20 form). The Financial Aid, or by requesting detailed information I-20 form will be provided upon admission to a from the Student Aid Commission in Sacramento. graduate program at Mills only after the applicant Although the graduate programs at Mills do not has confirmed his or her acceptance by forwarding require the Graduate Record Examination, with the $300 nonrefundable tuition deposit ($500 for the exception of the Post-baccalaureate Pre- studio art), and submitting the Declaration of Medical Program, you may include the GRE test Finances form to the Office of Graduate Admission. results with your application if you have taken it. It is important for international students to follow the regulations for admission to the U.S. as an International Students international student. A prospective student may Mills encourages applications from graduates of not obtain an I-20 from one institution and use it colleges and universities abroad that have the to attend another. International students must be in equivalent of an American bachelor’s degree, and continuous full-time enrollment in order to retain international students who have graduated from their student visa status. We advise international American universities. Admission of international applicants to communicate clearly with the U.S. students is highly competitive and is based on a Consulate or Embassy in their country in order to close examination of a variety of credentials. receive the most accurate information and guidance International students should submit certified, in seeking opportunities for study abroad. English-translation copies of college or university records, school certificates, or examination results, Dormitory space with room and board is available and (for those for whom English is not their native on campus for single female international students. language) official scores from the Test of English An on-campus graduate residence is available to as a Foreign Language (TOEFL) administered by both male and female international students. We the College Entrance Examination Board. Graduate advise international students to live on campus, programs in English and computer science require if possible, in the first year in order to develop a TOEFL scores of 250 or more on the computer- support system with other students as they learn based test, 600 or more on the paper-based test, about the fascinating resources in the Bay Area. or 100 or more for the Internet-based exam; other programs require 213 or more on the computer- Note: All international students (F-1 visa status) based test or 550 or more on the paper-based test are required to pay a health insurance fee. or 79 or higher for the Internet-based exam. For International students with a student visa are not fall admission, these tests should be taken by allowed to hold jobs or work off campus. While December of the year preceding the academic year the visa does allow for on-campus employment, for which admission is sought. Generally, interna- Mills College is unfortunately unable to offer on- tional students are admitted for the fall semester. campus jobs to international students.

100 Expenses

2008Ð09 Tuition and Fees Billing and Payments Residence and Meal Plan Rates Special Course Fees and Additional Program Fees Other Administrative Fees and Charges Financial Petitions Tuition and Fees Adjustment Policy

101 2008Ð09 Tuition and Fees permit and the use of the Mills shuttle free of any Students must pay or arrange payment for all additional charge. No portion of the Campus Com- semester charges (minus financial aid) by August 1, prehensive Fee can be waived or petitioned. 2008, for the fall semester and January 2, 2009, for 3 the spring semester. Failure to pay the appropriate Major Medical Insurance: Major medical in- charges by the specified date may result in a late surance, also known as the Student Health Insurance payment fee of $250. The College reserves the right Plan (SHIP), is mandatory for all enrolled graduate to change fees at the beginning of any semester. students. The major medical insurance charge may be waived if proof of comparable insurance coverage Students will not be allowed to register and/or and a completed Major Medical Waiver form are occupy any on-campus housing until the student submitted to the M Center by August 1, 2008, for account is paid in full or a payment arrangement the fall semester or January 2, 2009, for the spring has been made for charges from the prior semester semester. Major medical waivers may be accepted up and the appropriate payment/installment(s) for the to 30 days after the published deadline with a late current semester have been made. major medical waiver fee of $150, but no waivers will be accepted after the 30-day late period. All charges must be paid before a diploma, transcript, or certificate is issued. Part-time graduate students who waive the major medical insurance will also have their Campus Full-Time* Graduate Tuition and Fees Comprehensive Fee reduced by $160 per semester, which will result in no medical services provided Semester Annual through Mills. Students who drop to part time Cost Cost after the add deadline will not have the Campus Tuition 1 (except Studio Art) $12,536 $25,072 Comprehensive Fee reduced and will retain basic Tuition, Studio Art 1 $15,036 $30,072 medical services. Campus $440 $880 Students in “In Progress” status are not charged Comprehensive Fee 2 for medical services nor may they opt to buy in. Major Medical Insurance3 $1,100 $2,200 Note: Once a medical waiver is approved, it will *Full-time tuition is based on registration in 2 or remain effective until the student leaves Mills or more credits. graduates. Students who take a leave of absence, withdraw, or complete a degree program must Part-Time* Graduate Tuition and Fees submit a new waiver when they return or enter a Semester Annual new degree program. Students whose health insur- Cost Cost ance provider changes must submit a new waiver Per Course Credit 1 $6,272 Varies with their new health insurance provider’s coverage information within 30 days of the change. Campus $440 $880 2 Comprehensive Fee Summer Fees Major Medical Insurance3 $1,100 $2,200 Mills offers a limited number of academic opportunities during its summer term. The costs for these *Part-time tuition is based on registration in fewer opportunities are: than 2 credits. Independent study: $200 1 Internship: $200 Tuition: Students enrolled in 2 or more credits Directed research: no charge will be charged the full-time tuition rate. Students enrolled in fewer than 2 credits will be charged the per-course-credit rate. Billing and Payments 2 Billing Cycle Campus Comprehensive Fee: The Campus Com- Registered students will receive a bill before each prehensive Fee supports basic medical services at semester. New students and continuing students UC Berkeley’s Tang Center, the technology infra- who have not registered will receive a billing structure, graduate activities, and some public safety worksheet to determine their amount due. services such as the Mills shuttle and on-campus parking. Each Mills student is allowed one parking

102 Semester Student Billed Payment Deadline Residence and Meal Plan Fall Early July August 1 Rates Year-round residency for the Courtyard Townhouses Spring Early December January 2 and Underwood Apartments requires the submission of the deposit and first month’s payment for the Accounts with past due balances are subject to late contract to be considered valid. The three-month payment fees. Charges that are incurred once the summer “rollover” period is required for residents term begins are added to the student account when of the Underwood Apartments who plan to stay the action occurs and are due immediately. for the following academic year. Applicants for 12-month residency in the Courtyard Townhouses Students are responsible for monitoring their will be given priority over nine-month applicants. account balance and for verifying payments Summer housing is not covered by financial aid. regardless of who is handling the finances. Mills College reserves the right to place a hold on the Residential Rates for the 2008Ð09 student’s account for overdue balances. This hold Residence Agreement will prevent students from accessing services such Rate for as registration, confirmation of semester attendance, Semester Academic ordering transcripts, participating in the selection Option Rate Year process for housing, and receiving their diploma Single Room $3,015 $ 6,030 or certificate. Double Room $2,655 $ 5,310 Electronic Billing (two occupants, per person) eBilling enables students to view, print, and down- Super Single Room $3,725 $ 7,450 load their billing statement from the Web and submit (double room with payments online. Students may authorize any third only one occupant) party to receive a copy of their eBill by creating Larsen House $3,980 $ 7,960 an authorized user account. Ross House $3,980 $ 7,960 Prospect Hill Apartments $3,980 $ 7,960 Authorized users are notified by email when a bill is available for viewing. Paper bills will no longer Courtyard Townhouses $4,636 $ 9,272 be sent to students who are enrolled in eBilling (nine-month agreement) unless special arrangements have been made by Courtyard Townhouses $2,060 n/a contacting the M Center. (three-month summer rollover agreement) Payment options include payment through credit Rollover agreement is not covered by financial aid. card or withdrawal from a checking or savings Underwood Apartments $6,966 $13,932 account. (nine-month agreement) Underwood Apartments $3,096 n/a Payments in Full (three-month summer Students wishing to pay their tuition in full can rollover agreement) pay by cash, check, wire transfer, or electronically Rollover agreement is not covered by financial aid. if enrolled in eBilling. Checks should be payable to Mills College. All fees are payable in U.S. dollars. Meal Plan Rates for the 2008Ð09 Residence Agreement Payments by Installment Students who prefer to pay their balance in install- Semester Rate for ments may contact Tuition Management Systems Option Rate Academic Year to set up a payment plan for each semester. 19-Plus Plan $2,620 $5,240 Students can pay in five equal installments, plus 10-Plus Plan $2,520 $5,040 an enrollment fee, by automatic bank withdrawal, 15-Plus Plan $2,425 $4,850 check, or credit card. 12-Meal Plan $2,295 $4,590

Meal plans are required for residents living in Ege, Ethel Moore, Mary Morse, and Orchard Meadow Halls.

EXPENSES 103 19-Plus Plan Mills Points, which can be used at any time in any • 19 meals per week, to be used at the Founders of the campus dining facilities, can be added to any Commons, Warren Olney, or Orchard Meadow plan. Points may be purchased at the HMDS office Dining Rooms. using cash, check, money order, or credit card. • $150 in Points per semester, which must be used by the check-out day of each semester. • Points can be used at any of the campus Special Course Fees and dining facilities. Additional Program Fees • Weekly meal counts reset every Wednesday at 2:00 am. Auditor Tuition Non-degree-seeking persons and part-time students 10-Plus Plan are charged for auditing classes at a rate of one- • 10 meals per week, to be used at the Founders half the regular per-course-credit tuition cost. Full- Commons, Warren Olney, or Orchard Meadow time students are not charged for auditing classes. Dining Rooms. • $500 in Points per semester, which must be Book Art used by the check-out day of each semester. Book art studio fees range from $100 to $150. • Points can be used at any of the campus dining facilities. Dance • Weekly meal counts reset every Wednesday at Graduate students in dance should expect to incur 2:00 am. additional expenses related to their graduate performances and thesis concert. 15-Plus Plan • 15 meals per week, to be used at the Founders MBA Program Commons, Warren Olney, or Orchard Meadow Students who take prerequisite courses for the Dining Rooms. MBA Program when they are not yet officially • $250 in Points per semester, which must be admitted into that program are charged at the rate used by the check-out day of each semester. of $2,400 per course credit. • Points can be used at any of the campus dining facilities. MPP Program • Weekly meal counts reset every Wednesday at Students who take prerequisite courses for the 2:00 am. MPP Program when they are not yet officially admitted into that program are charged at the rate 12-Meal Plan of $2,400 per course credit. • 12 meals per week, to be used at the Founders Commons, Warren Olney, or Orchard Meadow Music Dining Rooms. Individual instruction fees, which are in addition • No Points associated with this plan. to the course credit charge, provide for one lesson • Weekly meal counts reset every Wednesday at per week (a total of 14 per semester). Fees range 2:00 am. from $700 to $2,000, depending on the instructor. A list of instructors and their fees is available from Important Notes the Music Department. Practice rooms may be The 10-, 15-, and 19-Plus Plans are designed for rented for $60 per semester. students who want to eat meals in the traditional all-you-can-eat dining rooms, but also want flexi- Graduate students in the Electronic Music and bility with Points. With these plans, students can Recording Media MFA Program should budget use their Points at any time in the Tea Shop, Café for additional materials required for work in this Suzie, or the other dining rooms. medium. An average of $600 per semester is required to cover the cost of recordable compact Each semester, students may revise their meal discs and DVDs, hard drives, software, and elec- plan choices up to one week (seven days) after the tronic supplies. residence halls open for continuing students. After this date, students may buy “up” to a higher plan, Studio Art but not “down” from any plan. Students in the Studio Art MFA Program are provided with on-campus studios and are charged a mandatory supplemental art studio fee of $500 per

104 semester. An additional materials fee is required 4Thesis/Dissertation Processing Fee: All students for graduate studio art classes in ceramics, elec- submitting a thesis or dissertation are required to pay tronic arts, photography, video, and ARTS 205 a $45 nonrefundable thesis/dissertation processing Concentrations in Ceramics, Painting, fee at the time the thesis/dissertation is submitted. Photography, Sculpture/Intermedia. Financial Petitions Other Administrative Fees The Financial Petition Committee handles all peti- and Charges tions that relate to the late payment fee, late registration fee, late confirmation of semester attendance Late Fees fee, late major medical fee, and tuition adjustments. Late Add, Drop, or Withdrawal up to $250 Petitions must be submitted to the M Center in writing, during the semester in which the charge Late Confirmation of Semester Attendance $250 has been assessed or it will not be reviewed. Late Major Medical Waiver $150 Students may not re-petition the same charge once Late Payment $250 a decision has been made unless new information is presented. Late Registration $250 If a completed Major Medical Waiver form was Other Fees not submitted by the published deadline, the major medical charge cannot be petitioned. The Financial Graduate Art Student Studio Fee $500 Petition form is available online and in the M Center. Housing Damage Charge Varies Repatriation Charge1 $25/semester Fees assessed by the Academic Standing Committee Returned Check Charge2 $25 (ASC) must be appealed directly to the ASC. Library fines must be appealed directly to the library, and 3 Thesis-In-Progress Fee (first semester) $100 traffic fines must be appealed directly to Public Thesis/Dissertation Processing Fee4 $45 Safety. Traffic Fine Varies Tuition and Fees 1Repatriation Charge: All international students, exchange visitors, and other persons with a student Adjustment Policy visa who are temporarily residing outside their home Leave of Absence or Withdrawal country while actively engaged in educational All students considering a leave of absence or activities are required to pay for a Repatriation, withdrawal should see the Leave of Absence and Medical Evacuation, and Accidental Death and Withdrawal sections in the Academic Regulations Dismemberment Insurance Plan for Foreign part of this catalog. All financial aid recipients con- Students sponsored through the University of sidering a leave of absence or withdrawal should California. International students must sign up for review the federal regulations regarding the Return the program at the beginning of each academic of Title IV Aid and other financial aid impacts in year by completing an enrollment form in the the Financial Aid section of this catalog. international advisor’s office in the Division of Student Life. The leave of absence/withdrawal date is the date that students notify the M Center of their intent to 2Returned Check Charge: There is a $25 charge take a leave of absence or withdraw from the College. for each returned check. After a check is returned Once a student has completed the procedure for a for insufficient funds, the College will only accept leave of absence or withdrawal from the College, payment via guaranteed funds (cash, cashier’s a tuition adjustment will be applied to the student’s check, money order, or electronic transfer) for the account which, in turn, may or may not result in a remainder of the academic year. refund to the student. A student will receive a refund only if there is a credit balance on the student’s 3Thesis-In-Progress Fee: The fee for “In Progress” account after the tuition adjustment has been made status is $100 for the initial semester with a $100 and after federal, institutional, and/or state finan- increase for each subsequent semester. This fee is cial aid has been returned to the programs, accord- subject to change. ing to the Return of Title IV Aid policy.

EXPENSES 105 Students taking a leave of absence or withdrawing Change in Enrollment Status from the College are responsible for making pay- Students who drop from full time to part time on ment arrangements for any outstanding balance or before the first day of the term will have their with the College. All College services, including tuition adjusted to reflect their new enrollment transcripts and readmission, will be withheld until status. Students who drop from full time to part the student account is paid in full. time after the first day of the term but by the add deadline will be credited 80 percent of the tuition The Campus Comprehensive Fee and installment charges associated with the dropped credits to their fee are nonrefundable once instruction begins. student account. This adjustment may or may not result in a refund to the student. After the add Tuition charges will be adjusted as follows: deadline, no adjustment will be made. Official Date of Notification Adjustment Part-time students who reduce credits or drop courses on or before the first day of the term will Prior to first day All tuition charges and fees have their tuition adjusted to reflect the number of instruction refunded (except the nonrefundable enrollment of credits for which they are registered. Part-time deposit for new students) students who reduce credits or drop courses after the first day of the term but by the add deadline First day of Credited all tuition charges will be credited 80 percent of the tuition charges instruction to except $3001 add deadline associated with the dropped credits to their student account. This adjustment may or may not result in Add deadline Credited one-half of tuition 2 a refund to the student. After the add deadline, no to drop deadline charges adjustment will be made. After drop deadline No adjustment Auditors who reduce credits or drop courses on 1Students who take a leave of absence or withdraw or before the first day of the term will have their prior to the add deadline will be ineligible to par- tuition adjusted to reflect the number of credits for ticipate in the Mills Student Health Insurance which they are registered. Part-time students who Program (SHIP). Consequently, they will be cred- reduce credits or drop courses after the first day of ited 100 percent for the major medical insurance the term but by the add deadline will be credited charge and will be responsible for any medical 80 percent of the tuition charges associated with claims incurred for the entire coverage period. the dropped credits to their student account. This adjustment may or may not result in a refund to 2Students who take a leave of absence or withdraw the student. After the add deadline, no adjustment after the add deadline will not receive any adjust- will be made. ment to the major medical insurance charge and will be insured until the end of the coverage period.

Residential students who take a leave of absence or withdraw from the College will be released from their obligation to pay housing charges only if they are released from their Residence Agreement prior to the commencement of the occupancy period (See Termination of Agreement or Release from Agreement). Meal plan charges are adjusted based on the date of check-out from the assigned residence.

106 Financial Aid

Departmental Assistance Federal and State Aid Rules and Regulations

107 Departmental Assistance Sinton Scholarship. In addition, the Evelyn V. Staton Fellowship in Fine Arts provides a scholar- General Information ship for graduate work of African American stu- All departmental aid decisions are made by the dents studying art or music. department concerned. Applicants should be aware that departmental assistantships and scholarships English Department are limited. Second-year students who have had a In addition to the departmental assistantships and chance to demonstrate their abilities to their depart- alumnae scholarships, the English Department ment may be given preference for these awards in awards the Mary Baty Gossage Graduate Fellow- some programs. Official notification of awards is ship in English, established in 1977 in memory of provided in writing from the M Center. Please note Mary Gossage, to the best graduate candidate for that there is no institutional financial assistance the year. Also, the Marion Hood Boess Haworth available for work toward the biochemistry and Endowment for Children’s Literature was estab- molecular biology certificate, nor for students who lished in 1983 by Mills alumna Marjorie Haworth are taking the prerequisite courses for the MBA ’42 for the purposes of encouraging and supporting and the MPP Programs at the reduced course rate. the creation of high-quality literature for children.

Departmental aid (alumnae scholarships, assist- Music Department antships, and named scholarships listed below) The Elizabeth Mills Crothers Fellowship in Music, decisions are made by the individual programs. founded in 1923 by Mrs. William H. Mills as a Please contact the individual departments regarding memorial to her daughter, is awarded annually to specific requirements for these awards. a candidate for the degree of master of arts or master of fine arts who shows unusual creative Departmental Assistantships ability in music. The Robert Maas Memorial Most graduate programs have a small number of Scholarship for students of violoncello and the assistantships awarded to select students on a Antonia Menaglia Scholarship for students of competitive basis. Graduate assistants serve their piano are awarded to candidates for the master of department for a minimum of 12 and normally not fine arts degree in music performance and literature. more than 20 hours per week for a full assistantship. The Evelyn V. Staton Fellowship in Fine Arts pro- The work each student performs depends on spe- vides scholarships for graduate work of African cific departmental needs, academic programs, and American students studying music or art. the student’s areas of expertise. Assistants may help tutor or coach undergraduates and serve as Post-Baccalaureate Pre-Medical assistants to faculty, as laboratory and audiovisual Certificate Program assistants, or as teachers in the Children’s School. Students entering the program are not eligible The full graduate assistantship provides one-half to apply for teaching assistantships in biology, tuition credit and a stipend, which is taxable income. chemistry, or physics until they have completed a Some departments require a departmental assist- full academic year at Mills. A small amount of antship application. Many graduate departments alumnae scholarship aid is available to students choose to select second-year graduate students entering the program. Students completing the with whose work and needs they are more familiar. program and entering medical school are eligible to However, the individual academic departments are receive Scheffler Pre-Medical Science Scholarships. under no obligation to award or guarantee an award Scholarship recipients are selected on the basis of to any student. merit by a faculty committee.

Alumnae Tuition Scholarships School of Education These graduate student scholarships were originally The School of Education offers the Laura Lang funded from donations by Mills alumnae. These Balas Fellowship, established in 2002, and the scholarships are awarded based on criteria deter- Evelyn K. Oremland Graduate Fellowship, estab- mined by each academic department. lished in 2002, to provide financial assistance for graduate students in education with an emphasis Art Department in child life in hospitals. Industry scholarships are In addition to the departmental assistantships, the available to teacher credential candidates for full or Art Department offers the following named awards: partial tuition remission. The Holland Early Child- the Catherine Morgan Trefethen Fellowship, the hood Graduate Fellowship was established in 2004 Sara Lewis Graduate Fellowship, and the Nell to provide financial assistance for graduate students

108 in education with an emphasis in early childhood termined after a careful review of the information education. Information regarding scholarship oppor- submitted as part of the financial aid application. tunities may be obtained through the School of Edu- cation. Please also refer to California State Funding In establishing eligibility, expenses related to Opportunities for more information on funding attendance are considered: fees payable to the sources available to teacher credential candidates. College, plus an allowance for books, supplies, and personal expenses. Living expenses are considered in determining financial need for com- Federal and State Aid muters, but the Mills award will not cover the General Information often higher costs of living off campus. The M Center at Mills College awards Federal Stafford Loans to graduate students who qualify Federal Verification Process based on the results of their Free Application for Federal verification is a process mandated by the Federal Student Aid (FAFSA). Departmental assis- federal government in which students and/or parents tance is determined by each individual department are required to provide secondary documentation to and is awarded by the Office of Graduate Admission. support data reported on the FAFSA. Approximately Recipients may accept or reject any portion of 30 percent of students are selected by the federal the offer. government for this verification review and are notified of their selection on their Student Aid Reports. In 2007–08, over 70 percent of Mills graduate students received some portion of their aid directly Students selected for federal verification are from the College. Eighty percent of our graduate required to submit to Mills a signed copy of the students received more than $9.5 million in aid in student’s prior year federal tax return (and parents’ 2007–08. An installment payment plan is also prior year federal tax returns if the student is de- available to help meet educational expenses. pendent and provided parent data on the FAFSA). Students must also complete either a dependent or The academic program, in conjunction with the independent verification worksheet (based on their M Center, awards institutional aid each spring FAFSA determined status), which is available on for those who are admitted for the upcoming fall the Mills College financial aid website. The tax semester. Financial aid decisions for the spring forms and the Federal Verification Worksheet semester are made later in the year. Applications should be submitted to the M Center within 30 from continuing students are reviewed once spring days of the request date. Failure to submit the grades have been submitted to ensure students requested documentation will result in the with- have met the financial aid satisfactory academic drawal of the student’s financial aid award for the progress policy standards. academic year. A revised award letter will be mailed and/or the student will be notified if his or her Financial aid is renewed on the basis of need and financial aid award changes as a result of the satisfactory academic progress. A financial aid verification process. application must be filed each year in which renewal is requested. Federal Stafford Loans There are two types of Stafford Loans available to Recipients of financial aid may be required to Mills graduate and certificate students: the Federal submit income verification, income tax forms, or Subsidized Stafford Loan and the Federal Unsub- other documents that confirm income sources and sidized Stafford Loan. Both programs are adminis- amounts. The number of semesters of eligibility tered by the M Center. for entering graduate students is established by the initial graduation date defined by their program To be considered for a Stafford Loan, a student must requirements upon entrance to Mills. Financial aid be a U.S. citizen/national or eligible non-citizen, eligibility continues only to this expected date of must not be in default on a federal student loan graduation. or must have made satisfactory arrangements to repay it, and must not owe money back on a fed- Eligibility eral student grant or must have made satisfactory Eligibility for need-based financial aid depends on arrangements to repay it. The student also must be a student’s financial need, which is defined as the enrolled at least half time in an eligible program difference between estimated expenses and estimated and must maintain satisfactory academic progress resources. Financial need for each applicant is de- for financial aid.

FINANCIAL AID 109 Federal Subsidized Stafford Loan begin six months after the student graduates or is This loan enables students who have demonstrated no longer enrolled at least half time at an eligible financial need to borrow from private lenders to post-secondary institution. help pay for college expenses. The annual borrowing limit is $8,500 for graduate students enrolled in a How to Apply master’s degree or doctoral degree program. For Applications filed after the published deadline students enrolled in an eligible certificate program, will be accepted. However, priority for determining the annual borrowing limit is $5,500. The Federal student loan eligibility will be given to students who Subsidized Stafford Loan does not accrue interest meet the following deadlines. while the student is enrolled at least half time. Forms Required: This loan program has a deferment provision so • Free Application for Federal Student Aid that no repayment of the loan is required while the (FAFSA) student is enrolled at least half time at an eligible • Federal Stafford Loan Request Statement post-secondary institution. The federal government will pay the in-school interest which accrues on the Application Deadlines: Federal Subsidized Stafford Loan as long as the • February 1 for fall admission borrower is enrolled at least half time in an eligible • November 1 for spring admission degree or certificate program. Note: Students who will not be enrolled in a mas- Repayment begins six months after the borrower ter’s or doctoral degree program at Mills are con- graduates or is no longer enrolled at least half time at sidered to be fifth-year undergraduates for purposes an eligible post-secondary institution. The lender may of federal student aid and must fill out their FAFSA deduct an origination fee of up to 3 percent and an accordingly. This requirement includes students in insurance fee of up to 1 percent from the amount the following programs: of the loan prior to the disbursement of funds. • Biochemistry and Molecular Biology Certificate Program Federal Unsubsidized Stafford Loan • Post-baccalaureate Certificate Program in This loan is available to students who do not qual- Computer Science ify for the Federal Subsidized Stafford Loan or to • Post-baccalaureate Pre-Medical Certificate independent students who want an additional loan Program to supplement the Federal Subsidized Stafford Loan. For graduate students enrolled in a master’s or Loan Eligibility Notification doctoral degree program, the annual borrowing Once the FAFSA is received by the federal limit is $20,500 less the amount of the Subsidized processor, the results will be forwarded to Mills, Stafford Loan for which the student qualifies. For where loan eligibility can be determined by the independent students enrolled in an eligible cer- M Center. This office will send a Financial Aid tificate program, the annual borrowing limit is Award letter to the student, indicating his/her $10,500 less the amount of the Federal Subsidized Federal Stafford Loan eligibility. The student will Stafford Loan for which the student qualifies. be required to complete additional requirements to complete the application process for the Federal A student does not have to demonstrate financial Stafford Loan(s). need for a Federal Unsubsidized Stafford Loan except to the extent that total financial aid, including First-time Federal Stafford Loan borrowers at the Unsubsidized Stafford Loan, cannot exceed Mills College must complete the Stafford Loan the student’s cost of attendance for the given aca- entrance counseling requirement online and com- demic year. Unlike the Federal Subsidized plete a Master Promissory Note with the lender of Stafford Loan program, the government does not choice prior to certification of their loan(s). Upon pay the interest while the student is in school, and leaving Mills College, borrowers must complete the borrower has the option to make regularly loan exit requirements. scheduled interest payments while in school or agree to have the interest added to the principal. Graduate PLUS Loan No repayment of the principal is required while Students enrolled in a master’s or doctoral degree the student is in school at least half time at an eli- program may also apply for a Graduate PLUS gible post-secondary institution or during grace or Loan after accepting the maximum annual amounts deferment periods. Regular monthly payments for which the student qualifies in Stafford Loans.

110 Students may borrow up to the total cost of atten- Work-Study dance minus the amount of Federal Stafford Loans Because on-campus work eligibility is prioritized and other aid received. To qualify, a student must for undergraduate students, graduate students typi- be a U.S. citizen, a U.S. permanent resident, or an cally are not eligible for on-campus work-study eligible non-citizen and must have a valid Social positions. Graduate students seeking part-time or Security number. There may be an origination fee of other employment opportunities are encouraged up to 3 percent and a federal default fee of 1 per- to utilize the off-campus job listing services of cent. Interest begins to accrue immediately and Career Services located in the Division of Stu- up to $2,500 of the interest paid each year is tax dent Life. deductible. Payment starts within 60 days of the last disbursement but can be deferred while the student is in school. The student will be given up Rules and Regulations to 10 years to repay the loan. Return of Title IV Aid (for financial aid recipients only) How to Apply If a student withdraws before 60 percent of the Students must submit the Free Application for enrollment period (semester) has passed, federal Federal Student Aid (FAFSA). Also, students must regulations require that Title IV funds be returned complete a Master Promissory Note with the lender to the programs according to a prorated schedule. of their choice and meet the lender’s credit eligi- Title IV funds include Stafford Loans and PLUS bility requirements. Students must also complete a Loans. The withdrawal date used to determine the Graduate PLUS Loan Request Statement through the M Center. return of federal funds is the date the student noti- fies the M Center of his/her intent to take a leave State Loan Assumption Program of absence or withdraw from the College. However, Assumption Program of Loans for Education if a student leaves without beginning the Mills (APLE) official withdrawal process or providing notifica- The APLE is a competitive teacher incentive pro- tion of his or her intent to withdraw, the withdrawal gram designed to encourage outstanding students, date will be the 50 percent point in the semester district interns, and out-of-state teachers to become unless Mills determines the last date of an aca- California teachers in subject areas where a critical demically related activity of the student. teacher shortage has been identified or in designated schools meeting specific criteria established by the The percentage of Title IV funds to be returned superintendent of public instruction. In order to be is calculated by the number of calendar days not eligible for this assumption program, the student completed within a semester, as defined by the must be approved to receive or have received an withdrawal dates above, divided by the total num- educational loan(s) and must not be in default on ber of calendar days in the semester (from the first any educational loan(s). The student must also agree day of classes for the semester to the last day of to teach in a designated California public school or finals). For example, if there are 100 calendar in subject areas where a critical teacher shortage days in a semester and the student withdraws on has been identified. Additional information and the 25th day, 75 days have not been completed. an application can be found on the California This may result in the return of 75 percent of Title Student Aid Commission’s website or by calling IV funds received by the student. However, if a 916.526.7590. student withdraws after 60 percent of the enrollment period has passed, no Title IV funds need to Cal Grant Teaching Credential Program Benefit be returned. Students who received Cal Grants as undergraduates within the final 15 months of enrollment may Both Mills and the student may be responsible for qualify for an additional year of funding while returning federal funds to their source. Mills will pursuing a teaching credential. Eligible students return the lesser of the institutional charges times are required to submit both a Free Application for the percentage of unearned Title IV aid or the total Federal Student Aid (FAFSA) for the academic of Title IV aid disbursed minus the amount of year in which benefits are requested and the Title IV aid earned by the student. The student is request for Cal Grant Teaching Credential responsible for returning the difference between Program Benefits form through the California the amount of Title IV aid returned by Mills and Student Aid Commission’s website. Both docu- the total amount of unearned Title IV aid. In ments are also available at the M Center. each case, funds must be repaid to the following

FINANCIAL AID 111 sources, in order, up to the amount received from Full-time students enrolled in a master’s degree each source: program or the Post-baccalaureate Pre-Medical 1. Federal Unsubsidized Stafford Loan Certificate Program may receive federal financial 2. Federal Subsidized Stafford Loan aid for a maximum of four semesters. Full-time 3. Federal PLUS Loan students enrolled in an eligible certificate program 4. Other Title IV programs may receive federal financial aid for a maximum of two semesters. Students pursuing a doctorate in Although Mills will return loan amounts directly to education may receive federal financial aid for a the lender, amounts to be returned by the student maximum of six semesters. are repaid in accordance with the terms of the promissory note; that is, a student would begin Note: Students who are planning to take a reduced making payments on his/her student loan after the course load due to disability will need to submit an grace period, if applicable, has expired. Students academic plan (forms are available in the Division must repay only 50 percent of any grant amounts of Student Life) to the M Center before the end of scheduled for return by the student. the first week of classes for the semester, complete the number of credits indicated on the academic If there is a credit balance on the student’s account plan, and maintain a minimum 3.0 semester and after the adjustment for tuition and/or room and cumulative GPA to maintain satisfactory academic board is made and the amount of unearned Title IV progress. Any changes to the academic plan for a aid due from Mills is returned to the Title IV aid given semester should be submitted before the end programs, any institutional or state funds received of the first week of classes for that semester. by the student will be returned to the aid programs up to the amounts received for each source and for as long as there is an amount to refund.

If there is a credit balance remaining on the student’s account after institutional and state funds have been returned, a refund for the remaining credit balance will be issued to the student.

The federal formula for the return of Title IV funds is available upon request from the M Center.

Financial Aid Satisfactory Academic Progress Policy Full-time graduate degree students, with the exception of MBA candidates, are expected to complete a minimum of 2 credits per semester and maintain a minimum 3.0 semester and cumulative grade point average (GPA). Part-time graduate students are expected to complete all credits for which they are enrolled and maintain a minimum 3.0 semester and cumulative GPA.

Full-time MBA candidates and certificate students are expected to complete a minimum of 2 credits per semester and maintain a minimum 2.75 semester and cumulative GPA. Part-time MBA candidates and certificate students are expected to complete all credits for which they are enrolled and maintain a minimum 2.75 semester and cumulative GPA.

Master’s and doctoral degree candidates and certificate students are eligible for financial aid through their original anticipated degree date, which is established by the M Center upon entrance to Mills.

112 Advising and Registration

Academic Advising Accessing Student Records on the Web Confirmation of Semester Attendance (Formerly Known as “Check-In”) Registration

113 Academic Advising Once eligible, students must log in to the Mills The advisor is the student’s principal connection Resource Portal, update their personal information to the academic programs of the College and is the as necessary, and confirm their semester attendance first person to whom the student should turn for online. All students are required to confirm their advice on academic questions. The primary attendance at Mills each semester. responsibility of the advisor is to offer appropriate suggestions for a sound and balanced academic Students must print the semester attendance confir- program and to guide the student toward meeting mation page and take it with them to the College the degree requirements. The advisor should also as instructed on the page. This confirmation page assist the student in defining educational goals; will enable students to obtain a student ID card, provide direction, criticism, and praise as needed move into their campus residence, and apply for a to help the student achieve those goals; and help the parking permit. student see the relationship between educational goals and longer-range personal and career goals. Students who do not confirm their semester attendance by the add deadline, even if registered for Upon enrolling, students are assigned a departmen- classes, will have their student status changed to tal advisor. The advisor will help plan the student’s “inactive” by the College. program, choose courses, and make decisions concerning career goals. See the Academic Calendar for exact dates.

Students share in the responsibility for ensuring Continuing Students that their academic needs are met. To this end, All students are required to confirm their semester students are expected to read the College catalog, attendance at Mills each semester. Students must keep track of their own academic program, and be pay or arrange payment for their semester charges well prepared with relevant notes, plans, or ques- before they will be eligible to confirm their semes- tions when seeking the help of their advisor. ter attendance. Once eligible, students must log in to the Mills Accessing Student Records Resource Portal, update their personal information as necessary, and confirm their semester attendance on the Web online. The Mills Resource Portal, accessed from the Mills website, provides a link to myMILLS where students Students must print the semester attendance con- can confirm their semester attendance, register, and firmation page and take it with them to the College access their general student information, schedule as instructed on the page. This confirmation page of classes, academic transcript, transfer credit report, will enable students to update their student ID grades, student account, financial aid information, card, move into their campus residence, and apply and graduation status. Students can also update their for a parking permit. mailing and email addresses and other personal information through myMILLS. Students who confirm their semester attendance after the published deadline will incur a $250 late fee. Students who do not confirm their semester Confirmation of Semester attendance by the add deadline, even if registered Attendance (Formerly for classes, will be withdrawn by the College.

Known as “Check-In”) See the Academic Calendar for exact dates. New Students All students entering Mills for the first time are re- Note: Students in “In Progress” status are not quired to confirm their semester attendance at Mills required to confirm their semester attendance. before they attend Orientation or at Orientation. Students must pay or arrange payment for their semester charges before they will be eligible to confirm their semester attendance and register for classes, if they have not already done so.

114 Registration Course Selection General Information The spring course schedule is available on the Mills website beginning in early November; the All students may register online through myMILLS fall course schedule is available on the Mills web- via the Mills Resource Portal. All new and readmit- site beginning in late March. The online course ted students will have access to online registration schedule reflects any changes in course offerings during Final Registration, which takes place at the approved after the publication of the catalog. beginning of each term. Before students can register online, they must con- Prior to registering, all students must consult with sult with their assigned advisor to finalize their sched- their advisors regarding their course selection. The ule and obtain approval of their course selection. advisor must approve the student’s course selection Students may access Student Records/View Student before the student will be allowed to register. Information in their myMILLS account via the Mills Resource Portal to confirm their advising Registering online requires that the advisor release assignment. the registration hold that has been placed on the student’s record. Therefore, only students who have Course Levels made arrangements for their advisor to release this Graduate students should enroll for classes at the hold will be able to register online. Students who appropriate level for their degree program: wish to register in the M Center must have a Regis- 100 level: Advanced undergraduate courses tration Agreement form signed by their advisor. (restrictions apply) 200 level: Master’s Refer to the Academic Calendar for registration 300 level: Credential dates and deadlines. 400 level: Doctorate

Continuing Student Registration Class Meeting Times Continuing students will have access to online Classes that meet on Monday, Wednesday, and registration on the days designated for their class Friday are scheduled for 50 minutes, or a total of level during Continuing Student Registration, 150 minutes of instruction per week. Classes that which takes place in mid-April for the following meet Tuesday and Thursday are scheduled for 75 fall semester and in mid-November for the subse- minutes, for a total of 150 minutes of instruction quent spring semester. Exact dates for registration per week. Seminars are scheduled for one class are included on the Academic Calendar. Continu- meeting per week on Tuesday, Wednesday, or ing students, including those studying off campus Thursday, for 150 minutes. Evening classes are or on a leave of absence, must register by the end generally scheduled for one meeting per week for of Continuing Student Registration or incur a $250 150 minutes, although occasionally a class may late registration fee. meet for 75 minutes, two evenings per week.

Entering and Readmitted Student Adding a Course Registration During the period of time that they have access, Entering and readmitted students register during students may add courses online. Students who Final Registration at the beginning of the term. Exact wish to add a course to their schedule after regis- dates are available on the Academic Calendar. tration may do so without penalty up to the add Late Registration deadline, which is the end of the first two weeks of classes. Exact dates are available on the Academic Students who register after the published registration Calendar. Students wishing to add a class after deadline will incur a $250 late registration fee. Late their online access has expired must complete an registration does not excuse a student from the Add/Drop form and secure the signature of the regular assigned work of a course. Students wishing advisor and, if the course is closed, the signature to register after the add deadline must petition the of the instructor. After the add deadline, students Academic Standing Committee (ASC). Students may add a course only with the approval of the who do not register by the add deadline, even if Academic Standing Committee. If the petition is they have confirmed their semester attendance, will approved, the course will be added to the student’s be withdrawn without notice from the College. schedule and a late add fee of $150 will be charged to the student. Add/Drop forms are available in the M Center and online.

ADVISING AND REGISTRATION 115 Dropping a Course Pass/No Pass (P/NP) Grading Option During the period of time that they have access, Graduate students may elect to register for a students may drop courses online. Once their access course on a “Pass/No Pass” basis, but no course has expired, students who wish to drop a course graded in this manner may be applied toward the must complete an Add/Drop form and secure the degree (with the exception of EdD students who signature of their advisor, and beginning the third take their Dissertation Reading (EDUC 497) and week of classes, the signature of the instructor. Dissertation Research (EDUC 450) courses for Students may drop courses at any time during the “P/NP”). Students select this option when they first eight weeks of the semester and these courses register or may change to or from this grading will not appear on their transcript. Students are ad- option within the first eight weeks of the semester. vised to refer to the Tuition and Fees Adjustment Beginning the ninth week of the term, students may Policy if the drop will change their enrollment status change the grading option of a course only with the to part time. Part-time students who reduce credits approval of the Academic Standing Committee. or drop courses after the first day of the term should Students should refer to the Academic Calendar also refer to the Tuition and Fees Adjustment Policy. for the exact deadline.

After the first eight weeks of the semester, students Auditing a Course may drop a course only with the approval of the Students may formally audit a course with per- Academic Standing Committee and will be charged mission from the instructor and faculty advisor. a $150 late drop fee. Add/Drop forms are available Auditors do not participate in class work, take in the M Center and online. examinations, or receive credit, and they may not subsequently request to receive credit by examina- Withdrawing from a Course tion. Students who audit a course cannot take the During the ninth and tenth weeks of the semester, course later for credit. Full-time students do not pay students may withdraw from a course by complet- an additional fee to audit a course; part-time students ing an Add/Drop form, securing the signatures of pay one-half the regular per-course-credit rate. the advisor and instructor, and submitting the form to the M Center. Courses from which a student has Students who choose to audit a course after regis- withdrawn will appear on the transcript with a “W” tration but before the add deadline may register for grade, which is not calculated in the student’s GPA. the course or change the grading option of a course After the first 10 weeks of the semester but not online during the period of time they have access beyond the final day of instruction, students may or by completing an Add/Drop form, securing the withdraw from a course only with the approval of appropriate signatures, and submitting it to the the Academic Standing Committee and will be M Center no later than the add deadline. Under charged a $150 late withdrawal fee. Add/Drop no circumstances will a student be allowed to enroll forms are available in the M Center and online. to audit a course after the add deadline. In addition, students will not be allowed to change a grading Students should refer to the Academic Calendar option to or from “Audit” after the add deadline. for the exact add, drop, and withdrawal deadlines. Students who drop all course work except an audited course must complete an Application for Unofficial Withdrawal Auditor Status, available online and at the M Center Students who do not formally drop a course and (see Auditors). who have not attended the course may receive either an “F” grade or a “UW” (“Unofficial Withdrawal”) Auditors at the discretion of the instructor. Individuals who are not regular degree-seeking Mills students are welcome to audit Mills courses. Changing Grade Options An Application for Auditor Status is available on- Students who wish to change the grading option line and in the M Center. This application requires of a course may do so online during the period of the signatures of the student, the instructor, and time they have access or by completing an Add/Drop the head of the applicable department. Once these form and securing the signatures of the advisor and signatures are obtained, the form is submitted to instructor. The course with the original grading the M Center and the student will be enrolled in the option is listed as a drop and the same course with course(s). The auditor may attend the class only the new grading option is listed as an add. after the form is submitted. The cost of auditing is one-half the regular per-course-credit rate. Mills does not provide transcripts for auditors.

116 Variable Credit then contact the Music Department for an audition in Courses that are listed in the catalog with a range order to be placed with an instructor. Once placements of credit give the student the option to choose are confirmed by the Music Department, the specific the amount of credit they wish when registering. course and instructor will be added to the student’s Changing the amount of credit after registration is schedule and the generic course removed. Since done through the Add/Drop process. Requests for auditions are a part of the process, students should adding credit for these courses must be done by the not assume that they will be enrolled in the class. add deadline; requests for reducing credit must be done by the drop deadline. Refer to the Academic Students who have registered for the generic music Calendar for exact dates. instruction course and are not placed with an instructor will be responsible for dropping the course. Cancelled Courses Courses may be cancelled at the College’s discretion. Independent Study In the case of a course cancellation, students will be Students with proven ability and sufficient back- dropped from the class and notified by email. ground in a given subject may apply for an independent study course in that subject area. Indepen- Special Courses dent study courses are offered for a maximum of Advanced Teaching Practica 1 credit and are officially numbered 295, 395, and These courses cover a variety of directed and super- 495 on the graduate level. Independent study may vised experiences in classroom teaching. They are be undertaken only upon the recommendation of restricted to students who have appropriate back- the head of the department concerned after depart- ground and proven ability, as determined by the mental discussion. Independent Study forms are faculty supervisor, and require approval of the head available online and in the M Center. These courses of the department in which they are undertaken. can be taken for a letter grade or as “P/NP.” Students enrolled in advanced teaching practica are not permitted course overloads. Advanced teaching Internships practica are numbered 277 in the department con- Graduate students typically do not enroll for cerned. Students must submit an Advanced Teaching internships. Field practica and field-based experi- Practicum Enrollment form, available in their grad- ence for credit is under the guidance of the depart- uate department. These courses are “P/NP” only. ment in which the student is receiving a graduate degree. Such practica are usually directly related to Directed Research the student’s career goals and academic program, Some graduate programs offer an opportunity for are arranged by the faculty in the department, and students in the program to assist a faculty member are given both credit and a grade. Before arranging with advanced research. Directed research is offered an internship through Career Services, students for 1 credit and may be taken twice. Directed should check with their advisor about department research may be undertaken only upon the recom- policy regarding community work or field experi- mendation of the faculty research supervisor and ence. Internships must be approved in advance by a the head of the department after departmental dis- faculty supervisor, the faculty advisor, and the cussion. Courses are numbered 279 in the depart- Academic Standing Committee; therefore, retroac- ment concerned. Directed Research Application tive approval is not permitted. forms are available in the M Center and online. These courses are “P/NP” only. Cross-Registration Students who wish to participate in Mills’ Cross- Individual Music Instruction Registration Program must complete the Cross- These courses, open to all students, are available Registration Permit, which requires approval of for individual instruction in composition, voice, each institution’s registrar, the student’s advisor, and a number of instruments. Placement in these and the instructor of the course. The student attends courses requires an audition with the Music the first class session at the host institution to Department. The course is numbered MUS 225 secure the instructor’s signature. (See the Cross- and is graded for students in the Music Program Registration Program webpage for eligibility or “P/NP” for others. requirements, participating schools, deadlines, and procedures for enrolling.) Students who wish to enroll in individual instrument or voice instruction should register for the course as listed in the Course Schedule. The student must

ADVISING AND REGISTRATION 117 Academic Regulations

Academic Credit Attendance Requirements Transfer Credit Policy Student Status Grading Academic Standing Graduation Transcripts and Enrollment Verification

118 Academic Credit conjunction with a performance or compilation of an artistic work. Students must enroll in the appro- Definition of Mills Semester Course priate thesis class by their last semester of regular Credit enrollment. Students may take up to three additional A typical academic course at Mills is offered for 1 years to complete their thesis, but must maintain “In semester course credit. These courses usually meet Progress” status during this period (see In Progress for 150 minutes per week for 14 weeks, and require Status). Thesis guidelines are available from the a minimum of 12 hours of outside work per week. academic department. A Mills graduate semester course credit is equivalent to 4 semester units, or 6 quarter units. Doctoral candidates are required to complete a dissertation. Students are required to register in EDUC 450 Dissertation Research each semester Attendance Requirements that they are working on their dissertation. However, Degree Requirements once they have defended their dissertation and are To earn a degree, each student must meet the mini- working on final revisions, they may petition for mum course requirements as specified by the depart- “In Progress” status rather than enrolling in ment concerned. A student’s degree requirements, EDUC 450 (see In Progress Status). including sequence requirements, are those stated in the catalog in the year in which she or he is All students submitting a thesis or dissertation are admitted to Mills. Master’s degree candidates required to pay a nonrefundable $45 thesis/disser- must take a minimum of 4 course credits at the tation processing fee at the time the thesis/disser- 200 level toward the total required for the degree. tation is turned in to the Office of the Provost and For these students, some advanced upper-division Dean of the Faculty. work (100 level) may be accepted by the department. Candidates for the credential enroll in courses at Courses Outside Degree Field the 300 level; doctoral degree candidates enroll As a liberal arts college, Mills encourages students, in courses at the 400 level. Post-baccalaureate even at the graduate level, to take some courses in certificate students enroll in courses at the under- a related discipline but outside the degree field. graduate level. These courses count toward the degree only with department approval. All graduate students should consult the departmental or program listing for information regarding Cross-Registration appropriate course levels and complete degree Graduate students are permitted to apply up to 1.5 requirements. course credits (6 semester units) of cross-registration course work toward their degree. Graduate students Thesis and Comprehensive Examinations must be enrolled at least part time at Mills in order Most departments offering an advanced degree to cross-register at another campus. Only one cross- require a final project or examination. For MA registration course can be taken per semester. Infor- candidates, it may take the form of a comprehen- mation regarding cross-registration is available sive examination of at least six hours and may be online and in the M Center. written, oral, or a combination of both, at the discretion of the department. For MFA candidates, it Residency Requirement may be a substantial essay relating to their project A graduate degree at Mills, with the exception of or performance, to be approved by the department. the MBA, requires full-time enrollment for a minimum of four semesters. The MBA requires full- Master’s candidates in certain departments are time enrollment for a minimum of two semesters. required to complete a thesis with 1 or 2 graduate Degree candidates must be enrolled in course work course credits (refer to specific degree requirements leading to the degree, or enrolled as a continuing for details). The thesis may be a critical written candidate “In Progress” in the semester in which exposition (type A) or a creative work in the fine the degree is awarded. arts, interdisciplinary computer science, or creative writing (type B). Part-time graduate study is considered only on a case-by-case basis and must be approved in writing The bibliographical format of the thesis must be by the department. Students who are in attendance approved by the reference librarian. Certain pro- part time in any semester must enroll for five or grams of study require a thesis or formal paper in more semesters before completing the degree. If

ACADEMIC REGULATIONS 119 part-time study is approved, all policies and stipu- are reviewed by the student’s department, which lations must be followed. Note: the MFA Program then authorizes the M Center to place the credits in Studio Art and teacher credential programs do on the student’s record. not permit part-time studies. No exceptions will be made. Credit earned at other institutions through the Cross- Registration Program is treated as transfer credit. A student may not receive a degree in a semester in which he or she is officially on a leave of absence. Transfer Credit Equivalents Mills College follows the semester course credit Program Limits (SCC) system, as opposed to the semester or quarter The maximum period of time allowable to complete unit systems commonly used by other colleges programs on the master’s level, with the exception and universities. As such, transfer credit from in- of the master’s in teaching, is five years; for the stitutions not on the semester course credit system doctoral level, three years following completion of must be converted upon transfer to Mills. course work and the qualifying exam, generally six years total. The Master’s in Education with Semester and quarter units will be converted to Emphasis in Teaching (MEET) Program allows Mills semester course credits using the following for eight years maximum for the completion of the equivalents: degree. Students in this program complete their • 4 semester units equal 1 Mills credit. credential course work first and then have up to • 6 quarter units equal 1 Mills credit. five years in which to teach and gain experience before returning to complete the master’s degree. The sum of the converted credit for a given institution is rounded to the nearest .25 semester Concurrent Enrollment in Two course credit. Graduate Programs at Mills Concurrent enrollment in two graduate programs at Mills is possible only under some circumstances. Student Status A student interested in this option must apply to Full-time Status and be accepted into each of the graduate programs. Full-time graduate study is 2 semester course Concurrent enrollment requires the consent of credits per semester. both graduate departments. It is the responsibility of the student to work with academic advisors in Course Load each program to develop an academic plan that Degree candidates are permitted to take a maxi- allows for completion of the degrees. That academic mum of 4 semester course credits per semester plan should identify core courses that must be taken with the following exceptions: for completion of the degree in each program. The • MFA candidates in studio art or dance may number of unduplicated courses in each field shall take up to 4.5 semester course credits per be determined by the departments. Rules concerning semester. maximum course loads must be followed. Thus, • Post-baccalaureate pre-medical students may completion of two programs will require longer take up to 5 semester course credits per than the time allowed for the completion of one semester with the approval of the department program. head. • MA candidates in education, child life in hospitals, or infant mental health may take Transfer Credit Policy up to 5 course credits per semester. Students who have attended another college or uni- • MBA candidates may take up to 5.5 semester versity as graduate students and have not applied course credits per semester. the work done there to an advanced degree may • MPP candidates may take up to 5.5 semester have, with department approval, up to 1.5 semester course credits per semester. course credits (6 semester units) transferred toward • Teaching credential candidates may take up to a master’s degree at Mills. Up to 6 semester course 6 semester course credits per semester. credits (24 semester units) of course work done at another college or university toward a master’s degree may be used toward the doctoral degree at Mills. An official transcript of such credits must be submitted at the time of admission. Transcripts

120 Overload course (0 credit, “P/NP”). This course, used by the Students in programs with a 4-credit limit may College to confirm that the training is continuing, petition the Academic Standing Committee (ASC) requires a “Pass” (“P”) each semester in order for for an overload maximum of 4.5 credits. Students in the student to remain in the program. International programs with higher credit limits may not petition MEET students are assessed the “In Progress” fees the ASC for overloads. as listed above. For more information, contact the international student advisor in the Division of In Progress Status Student Life. Students who have completed the formal course work for the master’s degree may need additional Special Non-Degree Student Status time to complete their theses or comprehensive Prospective students who possess a baccalaureate exams. Doctoral degree students who have defended degree from an accredited college or university and their dissertation and are working on final revisions who wish to enroll in either graduate or under- may petition for “In Progress” status rather than graduate classes for credit but not a degree program enrolling in EDUC 450. In these cases students must submit two official transcripts confirming the must apply for “In Progress” status by completing baccalaureate degree and complete an abbreviated and submitting the Request for In Progress Status application for admission. If approved, students form available online and in the M Center. Although can be considered non-matriculated for up to two this form is required only for the initial semester semesters; at that time, students must apply for of “In Progress” status, students must confirm their formal admission to a specific program, demonstrate “In Progress” status each semester until they have the need for continued status as non-matriculated graduated or withdrawn. Once a student is “In students, or withdraw. Progress” he or she may not register for courses nor take a leave of absence. The limit for “In Leave of Absence Progress” status is three years (six semesters). Students in good standing may take a leave of (See Candidacy Lapsed.) absence from the College for a period not exceeding four consecutive semesters. If, after two years, the Students who apply for “In Progress” status to student does not return to Mills, a formal withdrawal continue writing their thesis will be registered for must be filed with the M Center or the student will a “Thesis-in-Progress” course (0 credit, “P/NP”) be withdrawn without notice (see Withdrawal with- each semester until their thesis is completed and out Notice). A student wishing to take a leave of submitted. This course, used by the thesis advisors absence should contact the M Center to complete to track their students’ progress, requires a “Pass” the required paperwork. Enrolled students who wish (“P”) each semester for the student to remain in to apply for a leave of absence or a withdrawal the program. Students must have already enrolled effective for the term in which they are currently in the specific thesis course in their department enrolled must file paperwork by the last day of (usually numbered 250) prior to the beginning of instruction. the “In Progress” period. Students who wish to extend a leave of absence or The fee for “In Progress” status is $100 for the return early from a leave of absence must contact initial semester with a $100 increase for each sub- the M Center. sequent semester ($200, $300, $400, etc.). This fee is subject to change. The initial semester payment International students are not permitted to take a must be submitted with the Request for In Progress leave of absence and should consult with the inter- Status form. national student advisor in the Division of Student Life regarding any breaks in attendance. Continued Practical Training Candidates for the master’s in education with an Leaves of absence are generally not granted in the emphasis in teaching (MEET) are allowed up to Studio Art Program. In addition, students who have five years between the completion of the credential filed for “In Progress” status are not permitted to component of the program and readmission to the take a leave of absence. master’s component of the program. Students should contact the M Center to explore the During this period of non-enrollment, international financial ramifications of taking a leave of absence. students must apply for “In Progress” status and (See Tuition and Fees Adjustment Policy.) are registered in a Continued Practical Training

ACADEMIC REGULATIONS 121 Students who wish to complete college work Students who initially enrolled in the master’s in elsewhere while on leave from Mills are advised education with an emphasis in teaching (MEET) to discuss this with their department, as limited may leave the College for up to five years after transfer credit is available to graduate students. completing their credential and then return to the Upon completion of the courses, the student College to complete the master’s portion of their should request official transcripts to be mailed to program in one additional year. MEET students must the M Center. These transcripts must be received contact the department concerned about their plans by the end of the student’s first semester of return to return and complete an Education-Returning to Mills. MEET Application. There is no fee for students returning within five years. MEET students who Withdrawal do not return within five years and who then wish Students wishing to terminate their enrollment in the to complete the master’s portion of the program College should contact the M Center to complete must apply for readmission through the Office of the required paperwork. Students should contact Graduate Admission, pay the $50 readmission fee, the M Center to explore the financial ramifications and will be required to complete the full two years of withdrawing from the College. (See Tuition and for the master’s degree. Fees Adjustment Policy.)

Withdrawal without Notice Grading Students who fail to confirm their semester atten- General Information dance or register at the beginning of a given term Graduate courses intended to count toward the without filing the required paperwork for a leave degree must be taken for letter grades (A–F) only, of absence or withdrawal or who fail to confirm with the exception of dissertation preparation “In Progress” status are considered to have termi- courses for doctoral students, which may be graded nated their enrollment in the College as of the end “Pass/No Pass” (“P/NP”). Letter grades are recorded of the last semester in attendance and will be with- as A, A-, B+, B, B-, C+, C, C-, D+, D, D-, or F. drawn without notice. Although all grades will be calculated in the GPA, only courses with a “C” grade or better will fulfill Candidacy Lapsed degree requirements. Graduate students may take If a student has not completed his or her thesis at PE courses for “Audit” (“AU”) only. the end of six semesters of “In Progress” status, his or her candidacy for the degree will be consid- Equivalents of letter grades are as follows: ered lapsed, and a status of “Candidacy Lapsed” (“CL”) recorded. A grade of “NC” (“No Credit”) Grade Description Points will be entered for the thesis. If the student wishes A Excellent 4.0 to be reinstated in the program and finish the thesis, A- 3.67 a readmission application and $50 readmission fee must be submitted to the Office of Graduate B+ 3.33 Admission. If readmitted, the student must then B Good 3.0 submit a Request for In Progress Status form to B- 2.67 the M Center along with the $700 “In Progress” fee for the reinstatement of the “In Progress” status. C+ 2.33 Fees for subsequent semesters of “In Progress” C Satisfactory 2.0 status will increase by increments of $100. The C- 1.67 student will have an additional three semesters to D+ 1.33 complete the thesis. D Passing, but unsatisfactory 1.0 Readmission D- .67 A student who has withdrawn, has been withdrawn F Failure 0 without notice, has been disqualified, or whose candidacy has lapsed and who wishes to be readmitted to Mills must contact the Office of Graduate Admission to request an application for readmission. A $50 readmission application fee must accompany the application. Contact the department concerned for information about readmission deadlines.

122 Other grades used to report student progress are: do not complete their thesis during their period of candidacy will have the “PR” grade changed to an AU Audit 0 (Not computed “NC” (“No Credit”). into GPA) AW Audit Withdrawal 0 (Not computed Class Attendance (registered as auditor, into GPA) Students are expected to attend all classes for which but failed to attend) they are registered. Academic work proceeds up to I Incomplete 0 (Not computed the date and hour of the beginning of holidays and into GPA) semester breaks and resumes promptly at the end of IE Incomplete Extended 0 (Not computed such breaks at the time specified in the Academic into GPA) Calendar. Students are accountable for any work missed by absence from classes. NC No Credit 0 (Not computed into GPA) Instructor Drops NP No Pass 0 (Not computed Instructors may, at their discretion, drop a student into GPA) from a class due to non-attendance at the first P Pass (minimum of C- 0 (Not computed class meeting. work required) into GPA) PR In Progress (thesis and 0 (Not computed Examinations and Assignments special courses only) into GPA) Faculty members establish the requirements and the RD Report Delayed (faculty 0 (Not computed nature of academic exercises and examinations. has not submitted a grade) into GPA) Examinations must be turned in at the scheduled completion time, and it is expected that all exami- UW Unofficial Withdrawal 0 (Not computed nations and manuscripts represent the student’s (registered, but failed into GPA) to attend) individual work. W Official Withdrawal (after 0 (Not computed An examination period occurs at the end of each eighth week of term) into GPA) semester. The faculty member concerned decides whether an examination is to be given in a particu- Final grades are not subject to change by reason of lar course. The final examination, if given, may be a revision of judgment on the instructor’s part or on one of two types: the basis of a second trial, e.g. a new examination • A take-home examination with time and or additional work undertaken or completed after regulations determined by the faculty member the date of the semester report. • A scheduled examination—the class meeting time determines the time at which the exami- The grade point average (GPA) of each student is nation is scheduled (see Final Examination obtained by dividing the number of grade points Schedule) earned by the number of semester course credits carried. Master’s and doctoral degree candidates Final examinations must be completed during the and teaching credential candidates must achieve days designated as the final examination period on and maintain a cumulative GPA of 3.0 or higher. the Academic Calendar. Students in the post-baccalaureate certificate programs, and special, non-degree graduate students Graduate students registered in undergraduate must maintain a GPA of 2.75 or higher. Grades for courses submit to the same examinations required transferred courses are not calculated into the GPA, of undergraduates. with the exception of grades for courses taken through cross-registration. All assignments, projects, term papers, and course assignments are due no later than 5:00 pm on the In Progress Grades last day of instruction. No examinations may be The temporary notation of “PR” (“In Progress”) given by instructors during the last five teaching indicates a course in progress. The “PR” grade is days of each semester. used only for thesis courses and other specifically designated courses in the School of Education Failure to take the final examination, or submit a that, by the nature of the course work involved, paper or report that has been substituted for it, is cannot be graded at the end of a given term. In the counted as a failure in the examination. Exceptions case of a “PR” grade for the thesis, students who are made for reasons beyond the student’s control,

ACADEMIC REGULATIONS 123 at the discretion of the instructor. In such cases, grade indicating that an extension was granted. students may submit an Incomplete Grade Request/ Students may petition for only one extension. Report form for the course. The course will be Further extensions will not be granted. graded “I” until the examination has been taken, which must occur by the end of the next semester The same policy applies to graduate students (see Incomplete Work). enrolled in undergraduate courses.

Incomplete Work Grade Reports When, for reasons beyond his or her control, a stu- Students may access their semester grades online dent is unable to complete the final portion of his with their Mills ID and password via the myMILLS or her work in a course, he or she may request to link in the Mills Resource Portal. Grade reports are receive the temporary grade of “Incomplete” (“I”). not mailed; however, upon written request of the When the outstanding work is submitted, the student, grade reports can be mailed to the student. instructor will grade the work and the final grade Grade reports are not sent to the parents of students. will be recorded by the registrar with a notation of Students who have not fulfilled their financial or “Inc Grade Removed,” which will appear on the other obligations to the College will not be able to student’s transcript. access their grades until the obligations are met.

For a student to receive an “Incomplete,” he or she Grade Appeal Procedure must obtain an Incomplete Grade Request/Report Any appeal of a grade must be undertaken before form and file it with the appropriate information the end of the following semester or, in the case of and signatures. The form documents the percentage graduating students, before graduation. Reasons for of work completed, the grade for this work, the appeal are to correct an actual error in computation work remaining to be completed, and the date by or an error in entering the grade, or to address which the remaining work is due. This form must cases where some part of the student’s work has be filed by the last day of instruction, or, in the been unintentionally overlooked. The first step in case of a student’s inability to take the final exam- the procedure is an informal consultation between ination, by the end of the final examination period. the instructor and student. If the matter remains Without this form filed in the M Center, the instruc- unresolved, the next steps involve an appeal to the tor is required to assign a letter grade. A student department head and to the academic dean of the applying for an “Incomplete” should refer to the division. If the matter still remains unresolved, Academic Standing section of this catalog to deter- an appeal may be made to the provost and dean mine how the “Incomplete” will affect his or her of the faculty, who will make a final disposition academic standing. of the appeal.

Faculty members may not assign an “Incomplete” Repeating a Course at will; nor may students simply elect to take an Students who have received a passing grade in a “Incomplete” without sufficient cause. An “Incom- course are not allowed a reexamination therein, plete” is not intended to permit a student more time nor may they repeat the course. (Certain graduate- for the work of a course than is normally allowed, level courses may be repeated for credit. This will and will not be approved unless the student has be noted in the course description in the catalog.) already completed a minimum of two-thirds of the Students may repeat any course in which they course work. receive an “F.” Although the “F” remains on the record, the second grade is also recorded and cal- The student must complete the remaining work no culated into the GPA. later than the last day of instruction of the following semester, or the date agreed upon with the instructor, Unsatisfactory Performance whichever is earlier, whether or not he or she is If a student’s work is unsatisfactory, a deficiency enrolled at Mills. If the remaining course work is notice may be sent to the student via email by the not completed within the required time, the “Incom- instructor during the semester. A copy of this defi- plete” will become an “F.” ciency notice is sent to the Division of Student Life and to the student’s advisor, who confers In extraordinary circumstances, a student may with the student regarding improvement of his petition the Academic Standing Committee for an or her studies. extension of the “Incomplete” deadline. If approved, the existing “I” grade will be replaced by an “IE”

124 Academic Standing Post-baccalaureate certificate students may be placed on probation if: General Information • their cumulative GPA is lower than 3.0 (2.75 Students’ academic progress is reviewed by the in their first semester); or Academic Standing Committee (ASC) each • after their first semester, their cumulative GPA semester to determine their academic standing as is at least 3.0 but their term GPA is lower than defined below. The ASC will examine students’ 3.0; or academic records based solely on Mills academic • normal progress toward the degree is not work and cross-registration courses. Consideration present. does not include transfer course work. MBA students may be placed on probation if: Individual graduate programs may establish and • their cumulative GPA is lower than 3.0 (2.75 administer more stringent requirements governing in their first semester); or probation and dismissal in a specific program. • normal progress toward the degree is not Failure to achieve the required level of academic present. proficiency within the specified time period will lead to automatic dismissal. Students who are placed on probation will have the permanent notation of “Probation” placed on Satisfactory Academic Standing their transcript for the specific semester in which Satisfactory academic progress is defined as: their academic standing was not satisfactory. • minimum cumulative GPA of 3.0 (2.75 for post-baccalaureate certificate students or Removal from Probation MBA students in their first semester) Students placed on probation are required to • minimum term GPA of 3.0 except MBA achieve a term and cumulative GPA of 3.0 or students higher (term GPA may be 2.75 or higher for MBA students) for the subsequent semester to be removed Warning from probation. Students in all programs except MBA and post- baccalaureate certificate are issued a warning letter Students on probation who take a leave of absence if their cumulative GPA is at least 3.0 but term GPA will be considered as on continued probation. is below 3.0 and show normal progress toward the degree. Disqualification All students who have been placed on probation, Post-baccalaureate certificate students are issued a either on entry or after their first semester in warning letter if their cumulative GPA is at least attendance, and whose progress for the following 3.0 (2.75 in their first semester) but term GPA is term meets the definition of probation (above) are below 3.0 (2.75 in their first semester) and show subject to disqualification. Individual graduate normal progress toward the degree. programs may establish and administer more stringent requirements governing probation and Probation disqualification in a specific program. Failure to Students in all programs except MBA and post- achieve the required level of academic proficiency baccalaureate certificate may be placed on proba- within the specified time period will lead to auto- tion if: matic dismissal. • their cumulative GPA is lower than 3.0; or • their cumulative GPA is at least 3.0 but their The College reserves the right to suspend or expel term GPA is lower than 3.0; or a student. The student will be given written notice • normal progress toward the degree is not of the nature of the charge and of the decision present. made by the appropriate College committee.

Appeal of Disqualification Students who are disqualified will have this notation on their transcript unless they successfully appeal the disqualification, in which case a notation of “Probation” will replace the notation of “Disqualification.” In either case, the notation is permanent. To appeal the disqualification, students

ACADEMIC REGULATIONS 125 may write to the Academic Standing Committee The College reserves its right at all times to suspend (ASC) with an explanation of the circumstances or expel a student, whether or not the Judicial Board which led to their poor academic performance. has acted in the matter, provided that the student Letters of support from two faculty members who be given: have worked with the student are also required. • written notice explaining the nature of the Appeals must be received no later than the dead- charge; line for the first ASC meeting of the semester • an opportunity to respond in person to the immediately following the disqualification. official or committee making the recommendation to suspend or expel; and Academic Standing Committee (ASC) • a written decision explaining the reasons for Students who wish to request an exception to aca- any action taken. demic policy or procedure must petition the ASC, which meets each week during the term. Completed In addition, the College may suspend any student petitions, supporting documentation, etc., must be on an interim basis of no more than 10 class days delivered to the M Center two business days before without notice of any other procedure in the event the next scheduled meeting. Students should not of conduct involving an imminent threat to the petition a member of the ASC directly. Students health or safety of the student or any other person. should not assume that an exception will be The President of the College may delegate the approved and are advised to continue with their investigation or hearing of any disciplinary case current program in the meantime. Students wishing to a committee appointed by the President to pro- to appeal a grade should not petition the ASC (see vide the procedural rights noted above. Grade Appeal Procedure). The College is not obligated to afford any procedural For more information, including the ASC meeting rights or remedies to students in cases involving schedule, contact the M Center. Petitions to the misconduct that result in a decision to suspend or ASC are available online and in the M Center. expel, except the procedures outlined above including the Tuition and Fees Adjustment Policy and Student Misconduct and Expulsion the Federal Return of Title IV Aid. The College may suspend or expel any student for any of the following reasons: • lack of cooperation in maintaining the ideals Graduation and standards of the College or failure to Petition for Candidacy profit by its purposes and policies All degree candidates must file a Petition for Can- • conduct contrary to the standards, rules, and didacy with the M Center. The petition must be regulations applicable to students which are approved and filed before the candidate’s final established from time to time by the College, semester at Mills (see Academic Calendar for student government, and faculty deadlines). • conduct of any nature that endangers the health or safety of the student or any other Comprehensive Examination person Comprehensive examinations must be completed and grades submitted before a student will be al- Cases involving misconduct are customarily heard lowed to graduate or participate in Commencement. by the student Judicial Board established by the Associated Students of Mills College (ASMC) Thesis or Dissertation Constitution. Such cases are subject to the specific Two copies of the approved thesis or dissertation procedures established from time to time by the must be filed with the Office of the Provost and ASMC Constitution, unless the College exercises Dean of the Faculty approximately one week prior its right to decide the case as described below. to the end of instruction for the term in which the student intends to graduate. Refer to the Academic Calendar for deadlines. These approved copies must be signed by the thesis director or dissertation chair, committee members, the reference librarian, and the associate provost or provost. They will be deposited in the College library.

126 All students submitting a thesis or dissertation are Students with “Incomplete” grades or whose com- required to pay a nonrefundable $45 thesis/disser- prehensive examinations either have not been graded tation processing fee at the time the thesis/disser- or have received a failing grade are not eligible to tation is turned in to the Office of the Provost and participate in the Commencement ceremony. Dean of the Faculty. Formal academic regalia are required of all stu- If the type B thesis (a creative work in the fine arts, dents participating in the graduation ceremonies. interdisciplinary computer science, or creative writing) is of such a nature that it cannot be dupli- Diplomas cated, the original work will become the property Diplomas for students who have completed their of the College and will be deposited in the library. requirements either in the previous summer, fall, If the creator of a type B thesis intends to copy- or spring are available in May. The diploma bears right the thesis, the College retains a nonexclusive the degree, the area of study, and the date of the copyright interest. student’s actual graduation. Diplomas will not be released under certain conditions: No student will be permitted to graduate or partic- • If a student is in financial default, the College ipate in the Commencement ceremony until the may withhold his or her diploma until all thesis or dissertation is turned in and a passing financial obligations are met. grade for the thesis submitted. Doctoral dissertations • If a student has received any “Incomplete” or must be successfully defended in order for doctoral “In Progress” grades for the spring or has any candidates to be eligible to participate in the missing grades, the diploma will be held until Commencement ceremony. the incomplete courses are completed and graded or the missing grades have been Dates for Conferral of Degree submitted. Mills College confers degrees three times per year. • If a student attended another institution Students who complete all requirements for the through cross-registration during the final degree in the fall will have an official graduation spring semester, the diploma will be held until date of January 2 of the following year. Students an official transcript from the institution is who complete all requirements at the end of the received and reviewed and credit is granted. spring semester will have an official graduation date that corresponds to the date of Commencement. Students who complete all requirements in the Transcripts and Enrollment summer will have a graduation date of September 1. Verification Master’s degree candidates who have completed all Transcripts of their course work except the thesis must apply Students may order copies of official transcripts for “In Progress” status and pay the “In Progress” through the M Center by completing the Transcript fee each semester until the thesis is completed and Request form or by writing a letter to the M Center submitted (see In Progress Status). requesting an official transcript. Transcripts will always include all course work completed at Mills, Commencement regardless of degree level. The Commencement ceremony, which takes place each May, includes the formal conferral of the A $10 fee is charged for each transcript to be degree for students who have completed all mailed within five working days of receipt of the requirements in the previous summer term, fall written request. For rush service, an additional semester, or spring semester. For MA, MFA, MBA, $25 fee is charged per recipient. Rush requests and MPP candidates, this includes completion of all will be processed within 24 hours of receipt and formal course work including the thesis, graduate mailed for next-day delivery to the address(es) research project, or comprehensive examination. provided. International express mail delivery stan- For doctoral candidates, this includes completion dards vary. The M Center is not responsible for of all formal course work and the defense of their any delays in the receipt of transcripts once they dissertation. For certificate candidates, this are processed and mailed. Please contact the includes the completion of all course work. The M Center for details. All fees must be paid at the conferral of the degree is signified by the awarding time of the request in U.S. dollars. of the doctoral or master’s hood, if applicable, and the presentation of the diploma or certificate.

ACADEMIC REGULATIONS 127 Current students may print an unofficial transcript Third-Party Requests at any time through myMILLS via the Mills Re- Mills College has authorized the NSC to provide source Portal. After Commencement, students who degree and enrollment verifications for its students. have received their degrees are sent one compli- Students who receive requests from third parties mentary official transcript. for enrollment verifications may refer them to:

During any period that a student is in default on National Student Clearinghouse any obligation to the College, including financial, www.studentclearinghouse.org contractual, and academic obligations, or compli- Phone: 703.742.4200 · Fax: 703.742.4239 ance with disciplinary sanctions, the College may Email: [email protected] withhold, at its discretion, the processing of an Mail: 13454 Sunrise Valley Dr., Suite 300, official transcript. Herndon, VA 20171

Degree and Enrollment Verifications Please contact the M Center for further information. Current Students Students may print their own enrollment verification by logging into their myMILLS account via the Mills Resource Portal and clicking on the link to the National Student Clearinghouse (NSC). Verifications through NSC will not include GPA information. To obtain an enrollment verification with GPA information, submit to the M Center an Enrollment Verification Request form, available online and in the M Center.

128 Board of Trustees Member List Rosters Vivian Stephenson; Chair, Mills Board of Trustees College Officers James Andrasick; Matson Navigation Company, Inc. Janet L. Holmgren President Richard Barrett; Union Leasing Corporation

Ramon Torrecilha Mara-Michelle Batlin ’83; NGO Alliance Executive Vice President for Institutional Advancement Anita Aragon Bowers; Retired Teacher and High School Administrator Sandra C. Greer Provost and Dean of the Faculty Wendy Brody ’68; Johns Hopkins University Representative Renée Jadushlever Vice President for Operations Kathleen Burke; Former Executive Director of Stupski Foundation LaDene Diamond Vice President for Finance and Earl Cheit; Lifetime Trustee ’01, University of Administration and Treasury California

Therese Leone Joan Danforth ’53; Honorary Lifetime Trustee ’98 Vice President and General Counsel Lois De Domenico; East Bay Community Giulietta Aquino Foundation Dean of Undergraduate Admission Lauriann Delay; Goldman, Sachs & Company Virginia Rivera Vice President for Development Thomas Ehrlich; Carnegie Foundation

Joi Lewis Jill Fabricant ’71; Vasix Corporation Dean of Student Life and Vice Provost Lyn Flanigan ’65; Alumna Trustee Board of Trustees James Fowler; Apple, Inc. Mills College is incorporated under the laws of the Nan Gefen; Chochmat HaLev State of California and is controlled by a Board of Trustees that is responsible for all its business and Elihu Harris; Peralta Community College District affairs. The Board appoints the President of the College, who is the executive and educational Sabrina Hellman; Community Philanthropist head of the College and the chief executive officer of the faculty. The President is a member of the Janet L. Holmgren; Mills President Board and all its standing committees. The Board, Merrill Kasper ’83 on recommendation of the President, also appoints principal officers of the College and members of Pauline Langsley ’49 the faculty. Maribelle Leavitt; Roda Ventures, LLC Community participation in Board deliberations is assured through the structure of working com- Tina Lee ’01; MBA ’02 mittees for the Board. Under the College bylaws, student and faculty leaders are members of two Lorry Lokey; Founder, Business Wire standing committees of the Mills Board of John McDonnell; Reed Smith LLP Trustees—the Educational Policies and Student Life Committees. In addition, a faculty member Alexandra Moses; President, CS Information from the Mills Department of Economics attends Technologies, Inc. meetings of the Board’s Investment Committees in an advisory capacity. Helen Muirhead ’58; Lifetime Trustee ’05

129 Jane Newhall ’36; Lifetime Trustee ’89 Audiovisual Technical Services, Fine Arts Annex 510.430.2211, [email protected] Susan Penrod ’71; Alumnae Trustee Benefits Management, Sage Hall 128 G. Robert Powell; Chief Financial Officer, Vice 510.430.2287, [email protected] President & Controller, PG&E Corporation Café Suzie, Rothwell Center Gayle Rothrock ’68 510.430.3101, [email protected] Cristine Russell ’71; Health Correspondent Campus Facilities, Corporation Yard Barbara Sandoval-Terrazas ’73; Tiburcio 510.430.2146, [email protected] Vasquez Health Center, Inc. Cashier, Sage Hall Lauren Speeth ’81; elfenworks.com 510.430.3205, [email protected]

Clare Springs ’66; Honorary Lifetime Trustee Central Systems and Administrative Computing ’03; Springs & Associates PC Lucie Stern 33, 510.430.2241, [email protected]

Myra Strober; Stanford University Chapel 510.430.2130, [email protected] Corazon Tellez ’72; Sterling HSA Chapel Rental Evelyn Thorne ’48; Lifetime Trustee ’01 510.430.2145, [email protected]

Linda Cohen Turner ’68; The College Choice Children’s School, Education Center 510.430.2118, [email protected] Toni Renee Vierra ’98; Vierra Consulting Group

Glenn Voyles; Retired Investment Manager College Events/Master Calendar, Sage Hall 147 510.430.3230, [email protected] Barbara Wolfe ’65; Retired Corporate Executive Computing Services, Lucie Stern 21 510.430.2005, [email protected] Administrative Offices Development/Institutional Advancement Carnegie Hall 150, 510.430.2097, [email protected] Academic Records/M Center, Carnegie Hall 101 510.430.2000, [email protected] Dining Services, Sage Hall 138 510.430.2042, [email protected] Accounts Payable, Sage Hall 510.430.2121, [email protected] Directions to Mills College (recording) 510.430.3250 Admission, Undergraduate, Mills Hall 222 510.430.2135, [email protected] Division of Student Life, Cowell Building 510.430.2130, [email protected] Admission, Graduate, Mills Hall 226 510.430.3309, [email protected] Employee Services, Sage Hall 128 510.320.2282, [email protected] Alumnae Relations, Reinhardt Alumnae House 510.430.2123, [email protected] Finance Office, Sage Hall 510.430.2089, [email protected] Alumnae Association of Mills College, Reinhardt Alumnae House, 510.430.3373, [email protected] Financial Aid/M Center, Carnegie Hall 101 510.430.2000, [email protected] Athletics, Haas Pavilion 510.430.2172, [email protected] Founders Commons Dining Hall 510.430.2061, [email protected] Art Museum, Aron Art Center 510.430.2164, [email protected]

130 Housing Management and Dining Services Provost, Mills Hall 202 Sage Hall 138, 510.430.2127, [email protected] 510.430.2096, [email protected]

Human Resources, Sage Hall 128 Public Safety, Sage Hall 138 510.430.2282, [email protected] 510.430.2124, [email protected]

Institutional Advancement, Carnegie Hall 150 Recruitment, Sage Hall 128 510.430.2097, [email protected] 510.430.3194, [email protected]

Institutional Research and Planning Registrar/M Center, Carnegie Hall 101 Mills Hall 217, 510.430.2084, [email protected] 510.430.2000, [email protected]

Library, F.W. Olin Residential Life, Cowell 117 510.430.2196, [email protected] 510.430.2130, [email protected]

Lost and Found, Sage Hall 141 Student Accounts/M Center, Carnegie Hall 101 510.430.3151, [email protected] 510.430.2000, [email protected]

M Center, Carnegie Hall 101 Switchboard, Sage Hall 115 510.430.2000, [email protected] 510.430.2255, [email protected]

Mail and Copy Center, Sage Hall 115 Tea Shop, Rothwell Center 510.430.2149, [email protected] 510.430.3262, [email protected]

Marketing, Mills Hall 124, [email protected] Telephone Services, Lucie Stern 32 510.430.3265, [email protected] Media Relations, Mills Hall 245 510.430.2300, [email protected] Transcripts/M Center, Carnegie Hall 101 510.430.2000, [email protected] Office of Institutional Advancement Carnegie Hall 150, 510.430.2097, [email protected] Vice President/Treasurer, Sage Hall 135 510.430.2125, [email protected] Payroll, Sage Hall 102 510.430.2122, [email protected] Web Publishing, Lucie Stern 24, 28, 30 [email protected] Personnel, Sage Hall 128 510.430.2282, [email protected] Women’s Leadership Institute, Mills Hall 128 510.430.3196, [email protected] Pool, Trefethen Aquatic Center 510.430.2170

President’s Office, Mills Hall 109 510.430.2094, [email protected]

ROSTERS 131 B Index Billing, 102 Biochemistry and Molecular Biology, 13 A Certificate Program, 14 Academic Credit, 119 Faculty, 14 Academic Standing, 125 Board of Trustees, 129 Academic Regulations, 118 C Academic Credit, 119 Calendar, Academic, 4 Academic Standing, 125 Check-In, see Confirmation of Semester Attendance Requirements, 119 Attendance, 114 Enrollment Verification, 127 Children's School, 7, 37, 40 Grading, see Grading, 122 Class Meeting Times, 115 Graduation, 126 College Officers, 129 Misconduct and Expulsion, 126 Commencement, 127 Residency Requirement, 119 Computer Science, 15 Student Status, 120 Advanced-Degree Preparatory Track, 17 Transcripts, 127 Courses, 17 Transfer Credit Policy, 120 Faculty, 16 Academic Standing Committee, 126 Master of Arts, 16 Accreditation, 3 Post-Baccalaureate Certificate Program, Adjustment Policy, Tuition and Fees, 105 17 Administration of Programs, 3 Post-Baccalaureate Programs, 17 Administrative Special Admission Requirements, 16 Fees and Charges, Other, 105 Concurrent Enrollment, 120 Offices, 130 Confirmation of Semester Attendance, 114 Admission, 98 Course(s), 115 Application Deadlines, 99 Adding, 115 Application Fee, 99 Cancelled, 117 Application Process, 99 Dropping, 116 International Students, 100 Fees, Special, 104 Probationary Admission, 99 Levels, 115 Requirements, 99 Meeting Times, 115 Advising and Registration, 113 Pass/No Pass (P/NP) Grading Option, 116 Academic Advising, 114 Selection, 115 Accessing Student Records on the Web, Special, 117 114 Withdrawing, 116 Course Load, 120 Auditing a Course, 116 Credit Confirmation of Semester Attendance, Academic, 119 114 Transfer, 120 Course Selection, 115 Variable, 117 Course, Adding, Dropping, or Cross-Registration, 117, 119 Withdrawing, 115 Cross-Registration, 117, 119 D Registration, 115 Dance, 20 Application Process, 99 Courses, 23 Art, Studio, 10 Faculty, 21 Courses, 11 Master of Arts, 21 Faculty, 11 Master of Fine Arts with an Emphasis in Choreography and Performance, 23 Master of Fine Arts, 11 Master of Fine Arts with an Emphasis in Assistantships, Departmental, 108 Choreography, 22 Assumption Program, State Loan, 111 Deadlines, Application, 99 Attendance Requirements, 119 Deferment, 100 Auditors, 116 Diplomas, 127 Disqualification, 125 Dissertation, 119, 126

132 E Fee(s) Education, 27 Administrative, Other, 105 Courses, 36 Application, 99 Early Childhood Education, 28 Course, Special, 104 Doctor of Education in Leadership Program, Additional, 104 with an Emphasis in Early Tuition and, 102 Childhood, 30 Financial Aid, 107 Early Childhood Special Education Alumnae Tuition Scholarships, 108 Credential Program, 31 Art Department, 108 Master of Arts in Leadership in Early Departmental Assistantships, 108 Childhood, 29 English Department, 108 Master of Arts with an Emphasis in Federal and State Aid, 109 Child Life in Hospitals, 30 Graduate PLUS Loan, 110 Master of Arts with an Emphasis in Music Department, 108 Early Childhood Education, 29 Post-Baccalaureate Pre-Medical Educational Leadership, 32 Certificate Program, 108 Administrative Services Credential, 32 Rules and Regulations, 111 Doctor of Education, 32 Satisfactory Academic Progress Policy, Master of Arts in Education, 32 112 Faculty, 28 School of Education, 108 Teacher Preparation, 33 Stafford Loans, 109 Multiple Subjects Credential, 33 State Loan Assumption Program, 111 Multiple Subjects Credential with an Title IV Aid, Return of, 111 Early Childhood Emphasis, 33 Work-Study, 111 Single Subject Credential: Art, Financial Petitions, 105 English, Foreign Language, or G Social Studies, 34 Grade Options, Changing, 116 Single Subject Credential: Math or Grading, 122 Science, 34 Appeal Procedure, 124 The Master of Arts in Education with Class Attendance, 123 an Emphasis in Teaching, 35 Examinations and Assignments, 123 Electronic Billing, 103 Grade Reports, 124 English, 49 In Progress, 123 Courses, 53 Incomplete Work, 124 Faculty, 50 Instructor Drops, 123 Master of Arts in English and American Repeating a Course, 124 Literature, 51 Unsatisfactory Performance, 124 Master of Fine Arts in Creative Writing Graduate PLUS Loan, 110 with an Emphasis in Poetry, 51 Graduate Record Exam, 100 Master of Fine Arts in Creative Writing Graduation, 126 with an Emphasis in Prose, 52 Comprehensive Examination, 119, 126 Enrollment, Concurrent, 120 Diplomas, 127 Enrollment Status, Change in, 106 Petition for Candidacy, 126 Enrollment Verification, 127 Thesis or Dissertation, 119, 126 Expenses, 101 Graduation and Persistence Rates, Administrative Fees and Charges, Student, 3 Other, 105 H Course Fees, Special, 104 Housing, Graduate 8, 103 Program Fees, Additional, 104 I Tuition and Fees, 102 Infant Mental Health, 61 Expulsion, 126 4+1 BA/MA Program, 63 F Faculty, 62 Faculty, 6 Master of Arts, 62 Federal Aid, 109 Intermedia Arts, 64 Graduate PLUS Loan, 110 Courses, 65 Stafford Loans, 109 Faculty, 65

INDEX 133 International Students, 100 Photography, Campus, 3 L Pre-Med, 90 Leave of Absence, 121 Faculty, Biology, 91 Loans Post-Baccalaureate Pre-Medical Assumption Program, State Loan, 111 Certificate, 92 Graduate PLUS Loan, 110 Typical course schedule for four Stafford, 109 semesters, 92 Privacy Rights, Student, 3 M Probation, 125 Mathematics, 77 Probationary Admission, 99 Application to the 4+1 BA/MA Program, Program Limits, 120 78 Programs, Administration of, 3 Courses, 79 Public Policy, 93 Faculty, 78 Courses, 95 Master of Arts, 78 Faculty, 94 MBA, 67 Master of Public Policy, 94 Accelerated Graduate Study (The Fast Track), 68 R Courses, 70 Readmission, 122 Faculty, 68 Registration, 115 Graduate MBA Curriculum, 69 Registration, Cross, 117 Mills 4+1 BA/MBA Program, 70 Registration, see Advising and Regular Full- or Part-Time Graduate Registration, 113 Study (The Flex Track), 70 Regulations, Academic, see Academic Meal Plan Rates, 103 Regulations, 118 Mental Health, see Infant Mental Health, 61 Residence Rates, 103 Mills College Residency Requirement, 119 Academic Environment, 7 Resources, Campus, 7 Campus Resources, 7 Rosters, 129 Faculty, 6 S Graduate Housing, 8 Scholarships, Alumnae Tuition, 108 History, 8 Stafford Loans, 109 Misconduct and Expulsion, 126 State Aid, 109 Molecular Biology, see Biochemistry and Student Graduation and Persistence Molecular Biology, 13 Rates, 3 MPP, see Public Policy, 93 Student Privacy Rights, 3 Music, 81 Student Records, Accessing on the Web, Courses, 85 114 Faculty, 82 Student Status, 120 Fees, 104 T Master of Arts in Composition, 83 Thesis, 119, 126 Master of Fine Arts in Electronic Music Title IV Aid, Return of, 111 and Recording Media, 83 Transcripts, 127 Master of Fine Arts in Performance and Transfer Credit Policy, 120 Literature, 84 Trustees, Board of, 129 N Tuition and Fees, 102 Nondiscrimination Statement, 3 Adjustment Policy, 105 O V Officers, College, 129 Variable Credit, 117 Offices, Administrative, 130 Verification, Enrollment, 127 P W Payments Web, Accessing Student Records on the, Billing and, 102 114 Electronic Billing, 103 Withdrawal, 122 Installment, 103 Withdrawing from a Course, 116 In Full, 103 Work-Study, 111

134 Ofﬁ ce of Graduate Admission Mills College 5000 MacArthur Blvd. Oakland, CA 94613

Phone: 510.430.3309 Fax: 510.430.2159 [email protected] www.mills.edu

2.8M/0808